scholarly journals Significance of E-Learning Tools in Teaching English

2020 ◽  
Vol 8 (5) ◽  
pp. 144
Author(s):  
Dr. K Latha
Keyword(s):  
Language Learning ◽  
Classroom Environment ◽  
English Language ◽  
New Technologies ◽  
Teaching Methodology ◽  
Learning Tools ◽  
Information And Communications Technologies ◽  
E Learning ◽  
Ict Tools ◽  
Conventional Classroom

We are living in a world where technology is omnipresent. Due to the ubiquitous presence of technology the pedagogy of teaching methodology has also undergone a sea-change. The phrase “e-Learning” or “Technology in Education” has become the buzz word in every educational environment. Infusing technology into education is really important as it caters the needs of the contemporary learners. The classroom environment, today, is completely different from the conventional classroom. The traditional methods, which are mainly based on lecturing and rote learning reduce, English language learning to mechanical memorization and miserably fail in developing English language as a skill among the learners. New technologies like Internet, YouTube, Skype, tweeter, blogs, mobile phones, interactive boards and many more have added not only stimulus but also learners’ communication and true interactivity within the classroom. Learning is, of course, the main purpose of education. It is the goal of every student and the task of every teacher to increase knowledge and understanding in the classroom. The teachers can engage the learners to become skilled at English Language by using the innovative ELT techniques like English songs, movie clippings, dramatics, advertisements, sports commentaries and many more. This paper stresses on the need to make English language lessons easy and enjoyable through innovative ELT methods. This is done first by giving a brief review about the traditional teaching methods in India and further the focus will be on instilling Information and Communications technologies (ICT) tools in ELT. Thus this study confers the availability of various tools of ICT and their practical uses.

scholarly journals Pembelajaran Bahasa Inggris untuk Bisnis melalui E-Learning

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1074
Author(s):  
Rina Patriana Chairiyani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Active Role ◽  
Learning System ◽  
Business English ◽  
E Learning ◽  
Conventional Classroom ◽  
Learning English

The objective of this research is to understand comprehensively the learning process of English for business through e-learning. The research was a qualitative research with an ethnography method conducted in Bina Nusantara University, Jakarta in 2012. The data were collected through observation, interview, document study, and recording. The focus of this research is learning business English by e-learning with sub-focus the process of learning English for business through e-learning. The results obtained from this study are based on the focus of the study: the process of learning English through e-learning. English language learning via e-learning in Binus online uses e-learning system that is asynchronous, which means do not coincide. Both lecturers and students access not at the same time; lodging Binus Online, timing set, so that everything goes according to schedule. The process of teaching and learning through e-learning course is different from the conventional classroom. This process requires both lecturers and students to play an active role and really should take the time for it. Based on the findings of research on learning English for business through e-learning at Binus Online, it can be concluded that the learning process goes well and effective in improving student competence and achievement. The learning process is also a result of good support for students and faculty as well as the adequate support given means of learning English for business done through e-learning at Binus Online. In addition, learning through e-learning has a direct impact with the emergence of spirit of the students to always work hard, on time, independent, and active.  

scholarly journals The use of new technologies among in-service Colombian ELT teachers *

2014 ◽  
Vol 15 (2) ◽  
pp. 247 ◽  
Author(s):  
Jermaine McDougald
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

This study reports on the impact of the Masters in english language Teaching with an emphasis on Autonomous learning environments from the Universidad de la Sabana. The report highlights how graduates from 12 cities from 9 departments throughout Colombia are using Information and Communication Technologies (ICT) for english language learning in order to promote autonomy. The data that has been gathered thus far reveals that teachers are becoming much more comfortable in evaluating ICT tools in accordance with their teaching context, the strengths and opportunities of ICT tools and their consequent improvement on language teaching, while promoting the development of autonomous learners.

scholarly journals Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Second Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

Rola aplikacji dydaktycznych w nauczaniu zdalnym

e-mentor ◽  
2021 ◽  
Vol 88 (1) ◽  
pp. 30-36
Author(s):  
Lidia Pokrzycka ◽  
Keyword(s):  
Public Relations ◽  
Doctoral Students ◽  
Teaching Methods ◽  
English Language ◽  
Doctoral Studies ◽  
Internet Applications ◽  
E Learning ◽  
Ict Tools ◽  
Free Mode ◽  
Journalism Students

In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals The Development of E-Learning Tools Used for Teaching English for Law Enforcement

2021 ◽  
Vol 13 (1) ◽  
pp. 181-200
Author(s):  
Judit Borszéki
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
English Language ◽  
Learning Tools ◽  
Teaching English ◽  
Legal Documents ◽  
Real Presence ◽  
Language Courses ◽  
E Learning ◽  
Training Courses

International (operational and training) activities carried out by law enforcement officers have been accompanied by the growing realisation of the fact that it is essential for those involved in them to communicate efficiently, in one common language, basically English. However, even in the last few years, the gaps between the foreign language skills of the law enforcement professionals and the need for further foreign (mainly English) language training courses have been underlined several times in international professional and legal documents. Also, the fact that specific-purpose English language courses continue to be important content elements of the curricula both of national law enforcement training institutions and the two largest EU agencies involved in the training of police officers, as well as border and coast guards (CEPOL and Frontex), proves that this problem still exists. Using the qualitative research and providing an overview and evaluation of the most significant e-learning trends and tools used in teaching English for Law Enforcement by CEPOL and Frontex in the last decade, the paper discusses the progress made in this field in terms of both quality and methodology. It presents technical limitations of certain e-learning tools and points to the course developers’ ensuing realisation that the virtual or real presence of the teacher is indispensable in language courses.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals MYENGLISHLAB AS ONE OF THE GROUNDBREAKING BLENDED LEARNING TOOLS

2021 ◽  
Vol 17 (2 (24)) ◽  
pp. 85-91
Author(s):  
Marianna Ohanyan
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Educational Activity ◽  
English Language Learning ◽  
Learning Tools ◽  
Course Content ◽  
European Languages ◽  
Grammatical Skills

Online learning is one of the most rapidly growing trends in educational use of digital technologies. The article touches upon the importance of MyEnglishLab as one of the newest tools for blended English language learning. Due to the pandemics of the 2020 many learners began to implement different tools of digital technology to an increasing extent. An effective and appropriate tool for learning English aimed at developing communication skills allows to increase individualization of educational activity, to optimize mastering language structures and grammatical rules, and also to overcome some obstacles of both oral and written competences of the students. An interactive platform is one of the newest blended learning tools that combines different English language learning activities in a variety of formats. It is a web-based system providing learners 24 hours a day, 7 days a week online access to the teacher-managed course content, supports different learning styles, provides students with a large number of supervised practices. The platform MyEnglishLab contains lexical and grammatical tasks, audio materials listening and reading as well as watching videos. Tasks are performed in three stages: the formation of lexical and grammatical skills; improvement of language skills and using those phrases and sentences that were consolidated in the first stage in the dialogue with a computer; development of skills to use lexical and grammatical knowledge acquired during the previous two stages. The platform has options for choosing the number of attempts to perform both test exercises and training. In this article we present a research carried out among the freshmen of Yerevan State University Faculty of European Languages and Communication.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

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