English Course Handouts Using Text-Based Language Teaching  for Students at Budidaya Tanamanan Perkebunan  Politeknik Pertanian Negeri Payakumbuh

This study is entitled English Course Handouts Using Text-Based Language Teaching for Students at Budidaya Tanamanan Perkebunan Politeknik Pertanian Negeri Payakumbuh with Research and Development type. The subjects of this study were first semester students in the Department of Plantation Plant Cultivation, two lecturers of English Language courses, and two chairmen of Study Programs in the departmental environment. The instruments used were questionnaires, interview guides, and product validation sheets. The results of the study indicated that the current English language lecture material is General English which was not in accordance with the needs of students learning the language. Thus, it was necessary to develop English language material that can help students achieve learning targets. Text-based language teaching was used as a basis for learning because students need reading skills in English references to support their academic abilities. Other skills can be trained through activities that come from reading material in each handout. The products produced from this study are categorized as "valid" after being validated by experts with a score of 78.48 with a scale of 100. Student perceptions of handouts that are tested in a limited manner were interesting, easy to understand, and able to help them understand the lecture material given by the lecturer.

Download Full-text

Analisis Kesulitan Belajar Mahasiswa Pada Mata Kuliah Bahasa Inggris

POIMEN Jurnal Pastoral Konseling ◽

10.51667/pjpk.v1i2.341 ◽

2020 ◽

Vol 1 (2) ◽

pp. 74-84

Author(s):

Fienny M Langi

Keyword(s):

English Language ◽

Learning Difficulties ◽

Combine Data ◽

First Semester ◽

School Year ◽

Study Programs ◽

Language Courses ◽

Qualitative Descriptive ◽

High Motivation

This study intends to analyze student learning difficulties in English language courses. This case study was conducted at IAKN Manado, specifically 30 students in the first semester of the 2019/2020 school year from 3 different study programs. Researchers use a classic and individual approach to combine data, and analyzed with qualitative descriptive methods. The results showed that students' learning difficulties occurred due to feelings of compulsion in learning, poor mastery of learning concepts, being unable to remember lessons, and not having the opportunity to practice English. Referring to the findings, it is recommended that the teacher and institutions should facilitate and provide high motivation for the learning process of English.

Download Full-text

Internet for English Teaching

,,INTERCULTURAL DIALOGUES“ TRANSACTIONS ◽

10.52340/idw.2021.538 ◽

2021 ◽

Author(s):

Mariami Gogilashvili

Keyword(s):

Teaching And Learning ◽

Internet Use ◽

English Language ◽

Reading Skills ◽

Language Teaching ◽

Writing Skills ◽

English Language Teaching ◽

The Internet ◽

Motivation To Learn ◽

English Teaching

The advance of technology has made the emergence of the Internet become more and more important in language teaching and learning. For this reason, this paper addresses its discussion on the importance of the Internet use in English language teaching. this current study aims at describing how Lessons in English online can solve a number of didactic tasks: develop reading skills and abilities, using global networking materials; Improve students’ writing skills; Complete students' vocabulary; Develop students' motivation to learn English.

Download Full-text

English Language Teaching and Cultural Implications in Saudi Arabia

International Journal of English Linguistics ◽

10.5539/ijel.v8n3p177 ◽

2018 ◽

Vol 8 (3) ◽

pp. 177 ◽

Cited By ~ 1

Author(s):

Muhammad Umar Farooq ◽

Abdul Fatah Soomro ◽

Muhammad Umer ◽

Muhammad Umer

Keyword(s):

Saudi Arabia ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Target Language ◽

Female Teachers ◽

Cultural Implications ◽

Teacher Needs ◽

Language Courses ◽

Target Culture

Culture and language are inseparable. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). While teaching a foreign language, a teacher needs to accustom himself with the culture of the target language and the culture of learners. However, teachers in different classrooms in different parts of the world still ignore the importance of culture as a part of language study. This study focuses on perception and practices of teachers regarding culture and English language teaching in Saudi Arabia. The data were collected from 121 (60 male and 61 female) teachers of different cultural background through a questionnaire on their perceptions and implication of teaching target culture in the classroom through English language courses. It was revealed that all teachers have knowledge about the aspects of the target culture to some extent, but how they deal with the target culture is affected highly by the curricular considerations and limitations.

Download Full-text

Finding the connections between native-speakerism and authenticity

Applied Linguistics Review ◽

10.1515/applirev-2016-0002 ◽

2016 ◽

Vol 7 (1) ◽

pp. 27-52 ◽

Cited By ~ 12

Author(s):

Robert J. Lowe ◽

Richard Pinner

Keyword(s):

Cultural Capital ◽

Student Perceptions ◽

English Language ◽

Native Speaker ◽

Language Teaching ◽

Theoretical Framework ◽

Great Depth ◽

English Language Teaching ◽

Future Research ◽

Self Perceptions

AbstractNative-speakerism and authenticity are two subjects that have been written on extensively in the field of English language teaching, but the links between the two have yet to be explored in any great depth. This paper extensively reviews the literature on native-speakerism and authenticity and outlines where the connections between these two concepts, both practical and theoretical, may lie. Native-speakerism and authenticity are first briefly introduced and contextualised separately, and a theoretical framework is then presented to explain the connections between them based on the key foundational topics of authority, culturism, and cultural capital. Following this, the paper moves on to explain how these connections manifest in the ELT industry to influence the lives of ‘non-native speaker’ teachers in terms of student perceptions, self-perceptions, and professional discrimination, and how these are both influential on, and propagated by, the sales rhetoric of the ELT industry. Finally some suggestions are given for possible avenues of future research.

Download Full-text

The Effect of Content-Based Language Instruction on EFL Learners' Attention, Engagement, Volunteering and Verbal Interaction

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.31.14 ◽

2014 ◽

Vol 31 ◽

pp. 14-21

Author(s):

Mohammad Ali Heidari-Shahreza

Keyword(s):

Language Proficiency ◽

English Language ◽

Language Teaching ◽

Classroom Observation ◽

Language Instruction ◽

Verbal Interaction ◽

First Semester ◽

Language Class ◽

Language Classrooms ◽

Motivated Behaviors

Encouraged by the increasing popularity of content-based courses in academic contexts, the present study explored the possible effects of content-based language instruction (CBLI) on 72 Iranian university students’ motivated behaviors, namely, attention, engagement, eager volunteering and verbal interaction. The participants, who took part in the study, were divided into two groups of language class (LC) and content class. The average age in both groups was 22 with almost the same language proficiency level. To gather information on the participants’ motivated behaviors in language class and content class, a modified version of COLT (Communicative Orientation of Language Teaching) and MOLT (Motivation Orientation of Language Teaching) classroom observation scheme was implemented. Each class was observed five times during the first semester of the educational year 2012-2013. The observations took place with three-weak interval between them which totally covered almost the whole semester. The analysis of scheme-based classroom observation for a whole semester revealed that the students in the content-based class paid attention, engaged in and volunteered for learning tasks and activities more than their counterparts in the language-based class did. They also had more contribution to the total verbal interaction in the classroom. In the light of the findings, this study suggests that by shifting the focus in English language classrooms from form-focused to meaning-focused, language instructors can create more opportunities for the students to participate in learning activities and remain well-motivated throughout the semester.

Download Full-text

Learner autonomy assessment of English language teaching students in an international program in Thailand

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v10i3.31764 ◽

2021 ◽

Vol 10 (3) ◽

Author(s):

Rosukhon Swatevacharkul ◽

Nida Boonma

Keyword(s):

Extrinsic Motivation ◽

English Language ◽

Language Teaching ◽

Learner Autonomy ◽

Structured Interview ◽

Language Learner ◽

English Language Teaching ◽

First Semester ◽

International Program ◽

High Level

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand. Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.

Download Full-text

Enseigner le Français langue étrangère niveau B1 : difficultés et stratégies

Digital Press Social Sciences and Humanities ◽

10.29037/digitalpress.43291 ◽

2019 ◽

Vol 3 ◽

pp. 00018

Author(s):

Dian Savitri

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Learning Activities ◽

Font Size ◽

First Semester ◽

Language Class ◽

Language Courses ◽

The Common ◽

Teaching Learning

The aim of foreign language teaching is to enable learners to use the language they have learned to communicate and interact in their lives. This is why teaching/learning no longer gives priority to structure but rather to communication and interaction. It is by communicating that they learn the structure. The foreign language class is a place where learners use the language learned. Therefore, it is necessary for the teacher to create interesting activities that can encourage learners to use the language to communicate. Teaching French as a foreign language from the first semester to the seventh semester in the French Department, Universitas Negeri Jakarta, we use the Alterego+ manual. It replaced Alterego that we had used for over 5 years. After having studied it for 7 semesters, we hope that students can present themselves at DELF B2. As it provides language course level B1, it only want to talk about thepractice class with Alterego+ 3 that has been done for 2 semesters. Alterego+ 3 is published by Hachette, Français Langue Etrangère and targets learners who have acquired the level A2. It aims to acquire skills described in level B1 of the Common European Framework of Reference for Languages (CECRL), within a 150-hour course of teaching/learning activities. This allows learners to present themselves at DELF level B1. However in our department the B1 language courses are only lasted about 106 hours. How can one teach the limited duration B1 level?

Download Full-text

An Inventory of Purpose-Built Learning Actions to Build Text-Based and Topic- Based Knowledge

Actualidades Pedagógicas ◽

10.19052/ap.4101 ◽

2017 ◽

pp. 193-225

Author(s):

Argemiro José Amaya Buelvas

Keyword(s):

Reading Comprehension ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Teaching Program ◽

First Semester ◽

Esl Reading ◽

Reading Activity

This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language Teaching Program at Universidad de Córdoba applied more often while reading. Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in order to evaluate their experience and opinion about the platform’s design. Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform and its design was significant when bringing up purpose-built learning actions.

Download Full-text

The Effectiveness of English Learning Media through Google Classroom in Higher Education

Britain International of Linguistics Arts and Education (BIoLAE) Journal ◽

10.33258/biolae.v2i1.218 ◽

2020 ◽

Vol 2 (1) ◽

pp. 475-483

Author(s):

Abd. Syakur ◽

Sugirin ◽

Widiarni

Keyword(s):

Higher Education ◽

Blended Learning ◽

Learning Process ◽

English Language ◽

Industrial Revolution ◽

English Education ◽

Technological Development ◽

Tertiary Institution ◽

Study Programs ◽

Language Courses

The technological development of the industrial revolution era 4.0 greatly influenced the world of education, especially higher education. The purpose of this study was to analyze the effectiveness of the implementation of education using Blended learning based learning in the Covid 19 season. Blended learning used one of which is Google Classroom. Blended learning involves all academics in the tertiary institution in English language courses. This research is a trial with two cycles namely cycle I and cycle II. The results of the data are analyzed based on the cycle in the implementation of learning. The results achieved in this study describe blended learning, knowing Google classroom as an alternative in learning English, and learning blended learning through Google classroom. Results in Cycle I are on average lower than Cycle II as measured by learning (69% to 100%), active student (27% to 100%), achievements (89% to 96%), learning process (70% to 100 %), complete score 25% to 86%), not complete ye (75% to 12%), success (45% to 75%) The use of Google classroom can improve the results of the average achievement of English material on students of English education departments. The conclusion of this research is that this application can run effectively, in order to help facilitate lecturers and students in English education study programs in carrying out the learning process more deeply.

Download Full-text

Fanfiction as an Academic Tool for Advanced Language Fluency: A Study

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i4.515 ◽

2021 ◽

Vol 12 (4) ◽

pp. 364-369

Author(s):

Surya R, Et. al.

Keyword(s):

Social Media ◽

Language Learning ◽

English Language ◽

Teaching Method ◽

Language Teaching ◽

Sample Survey ◽

Language Fluency ◽

Digital Platforms ◽

Reading And Writing ◽

Language Courses

In this globalized world, a thorough grasp of the English language has mushroomed as an inexorable necessity than an obligation. Traditional language learning is often turning out to be an involuntary process, alienating learners and thereby posing bigger challenges to second language teaching. Given the ongoing diversified technological revolution, an informal user-friendly ambience was created, making learning an uncomplicated and stress-free exercise. Digital platforms aid in several ways for learning languages - such as online language courses and special purpose mobile applications. Exposure to the language is vital in the learning process and social media can be of great help here. There is no better choice as a practice ground than social media and its associated forms. Fanfiction forums are the most popular reading and writing communities on the Internet. This paper attempts to throw light on how fanfiction can be useful in the task-based language teaching method for attainment of advanced fluency in reading and writing skills. A looming literary sensation and a source of entertainment, fanfictions of prominent literary works and visual arts are widely read and accepted by masses. This fictional writing can be incorporated into a higher-level language classroom as a learning tool, under the guidance of teachers who are accustomed to this form of writings and are digitally literate. A sample survey was conducted among fan fiction groups to highlight and justify the efficacy of fanfiction in promoting English language learning.

Download Full-text