The Role of Technology for Language Teaching and Learning: An Evaluative Study

The primary objective of this paper is to examine the role of technology for language teaching. It focusses to make English language teachers cognizant of the techniques to implement appropriately. Technology plays an essential role in teaching of English. It helps in giving a practical method to a resource. Technology when perfectly incorporated enriches the objectives of learning. Efficacious integration of technology is fruitful when students can select them to acquire information in a judicious manner, examine and combine the information, and present it professionally There is a significant development in the teaching of English language methodology with the application of new technology. Technology is unceasingly, and precipitously, growing. To maximise progressive language learning outcomes, student-teacher platforms are created extensively. Accordingly, the present English language teachers now actively integrate different technological aids devised to help the best possible teaching approaches.

Teacher’s Proficiency, and the Communicative Approach in Enhancing Students’ Performance in English Language Learning

European Journal of Language and Literature ◽

10.26417/ejls.v3i1.p53-59 ◽

2015 ◽

Vol 3 (1) ◽

pp. 53

Author(s):

Hysen Kasumi

Keyword(s):

Language Learning ◽

Student Performance ◽

Teaching And Learning ◽

Qualitative Method ◽

English Language ◽

Language Teaching ◽

Communicative Language Teaching ◽

Language Teachers ◽

Student Centered ◽

Even though we live in the century of constructivism, where teaching is based on student-centered model of constructivist approach, again the teacher plays a key role in teaching and learning. Therefore, our research has to do with the literature review, regarding teacher’s qualities, skills and knowledge to fit with the new experiences, needs and challenges. In our research, we used the qualitative method by observing the English language teachers and their uses of the English teaching methods, to continue with the implementation of Communicative Language Teaching Syllabus in some urban and rural schools of Republic of Kosovo. Furthermore, there was also conducted an empirical research regarding student performance based on the four language skills such as reading, writing, speaking and listening. It was also used the experimental method to see the differences of students’ performance, of those who are taught using the Communicative Language Teaching Methodand those who are taught with other methods.

A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

Higher Learning Research Communications ◽

10.18870/hlrc.v6i4.352 ◽

2016 ◽

Vol 6 (4) ◽

Cited By ~ 1

Author(s):

Sanju Choudhary

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Mother Tongue ◽

Language Teaching ◽

Language Teachers ◽

Teaching English ◽

Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

Dealing with Emergency Remote Teaching: The Case of Pre-Service English Language Teachers in Turkey

Journal of language and Education ◽

10.17323/jle.2021.11995 ◽

2021 ◽

Vol 7 (4) ◽

pp. 16-29

Author(s):

Reyhan Ağçam ◽

Yunus Emre Akbana ◽

Stefan Rathert

Keyword(s):

Language Learning ◽

Digital Literacy ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Literacy Skills ◽

Language Teachers ◽

Technical Equipment ◽

Time Saving ◽

Education has been offered in the form of Emergency Remote Teaching (ERT) worldwide since March 2020 due to the spread of Covid-19. This compulsory transition has often been marked by disregard of the technological infrastructure of educational institutions, digital literacy skills of teachers and students, and their access to technology. A growing body of research discusses challenges faced in ERT; however, further studies are needed to arrive at validated conclusions to inform formal language teaching and learning. Against this backdrop, this qualitative study aimed at adding context-dependent knowledge to the literature by reporting on the case of university students majoring in language teaching. For this reason, the perceptions of a group of 67 pre-service English language teachers on ERT practices at a Turkish state university were explored. Data were collected through an interview form developed by the researchers and a focus group interview. The data were analysed inductively using content analysis. Half of the participants reported that specific skills were conducive to doing tasks in an ERT environment. They not only reported a variety of challenges related to the perceived ineffectiveness of learning, technical insufficiency, and inappropriateness of the learning environment, but also acknowledged contributions to their personal and academic development. That is, they found ERT flexible, time-saving, and favourable for learners who felt more confident in virtual classrooms, and some considered ERT as an opportunity for self-actualisation. Nonetheless, the majority favoured face-to-face education over ERT appreciating the enhanced effectiveness of in-class education. In sum, the study emphasises the need to support learners and teachers by providing instructions and strategies on how to organise learning and teaching. Moreover, schools, policy makers, and governmental authorities may need to provide ERT-tailored programmes and an infrastructure in terms of technical equipment to meet the requirements of education delivered in ERT and to realise effective language learning in virtual environments. Broadening the knowledge base concerning ERT in language teacher education, this study advises to address drawbacks of ERT and to take advantage of its opportunities.

Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.492 ◽

2018 ◽

Vol 8 (1) ◽

pp. 139

Author(s):

Seyyed Hatam Tamimi Sa’d ◽

Fereshte Rajabi

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Strategy Training ◽

Efl Learners ◽

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

Language Teaching Research ◽

10.1177/13621688211060942 ◽

2021 ◽

pp. 136216882110609

Author(s):

Kim Murray ◽

José Reis-Jorge ◽

Julie-Anne Regan

Keyword(s):

Higher Education ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Process Drama ◽

Educational Approach ◽

Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

English Language Teachers' Resource Centre: A Model for Developing Contexts

Journal of NELTA ◽

10.3126/nelta.v15i1-2.4611 ◽

1970 ◽

Vol 15 (1-2) ◽

pp. 64-76

Author(s):

Ram Ashish Giri

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Teaching Resources ◽

Teaching Programme ◽

Curricular Practices ◽

English Language Teachers ◽

Poor Teaching

It is an irony that when the importance and demand of the English language in the developed as well as developing countries have increased several folds in the last five decades, the standards of its teaching and learning have decreased considerably. The deterioration of standards has been attributed to inadequate English language teaching (ELT) policy, poor teaching environment, inadequate infrastructure, or to ELT practitioners who in most countries are largely untrained. In order to address the problem, the respective countries have been engaged in modernising and improving their curricular practices and teacher preparation programmes for some time now. What is rarely considered is the fact that a good teaching programme requires adequate teaching resources. Central to the amelioration of English language teaching process is unarguably the resource that is available to support the teaching and learning processes. While it is necessary that the teachers are adequately trained, establishment of an English language teachers” resource centre to cater to the developing needs of the teachers (and learners)is essential. This article provides a rationale for the establishment of a teachers' resource centre, and, based on the experience in Nepal, suggests a model for its development and operation in other developing contexts. It discusses features as well as constraints of such a centre, and outlines ways in which it can, despite the constraints, be sustainable.Key words: English language teaching; ELT resource centre; Resource centre facility; Resource centre management; English language teachersJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 64-76Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4611

A CRITICAL STUDY ABOUT THE EFFECTS OF BLOOM’S TAXONOMY IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITY LEVEL

Pakistan Journal of Educational Research ◽

10.52337/pjer.v4i2.178 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Salma Niazi, Farida Azim Lodhi, Huma Mahmood

Keyword(s):

Language Learning ◽

Language Learners ◽

English Language ◽

Language Teaching ◽

Bloom's Taxonomy ◽

Language Teachers ◽

English Language Learning ◽

Bloom’S Taxonomy ◽

English Language Teachers ◽

University Level

The purpose of this study was to critically analyze the effectiveness of Bloom’s taxonomy of educational objectives, in teaching English language at university level in Karachi, Pakistan. The conceptual framework of the study, included the results of two groups of English language learners that were independent and controlled group. For the current study quantitative research design was used. The population was English language teachers and students of English Department, those were sixty. Stratified sampling was used to extract the research sample. A well-designed test containing twenty-five marks was constructed, to get the achieved outcome of language teaching and learning. It was concluded that incorporating Bloom’s objectives of teaching would be able to improve English language learning among students at tertiary level. It was recommended that teachers training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking while incorporating Bloom’s objectives of teaching methodology, that may be benefitted both language learners and research in the field of English language learning in Pakistan.

Blended Learning Mobility Approach and English Language Learning

UHD Journal of Science and Technology ◽

10.21928/uhdjst.v3n2y2019.pp1-9 ◽

2019 ◽

Vol 3 (2) ◽

pp. 1

Author(s):

Mazen Ismaeel Ghareb ◽

Saman Ali Mohammed

Keyword(s):

Blended Learning ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Skills ◽

Language Teachers ◽

Kurdistan Region ◽

English Language Teachers ◽

The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

The Role of Counselling in English Language Teaching

Journal of English Language and Literature ◽

10.17722/jell.v1i2.15 ◽

2014 ◽

Vol 1 (2) ◽

pp. 48-55

Author(s):

M. John Britto

Keyword(s):

English Language Learners ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Remarkable Change ◽

Teachers And Students ◽

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

25 Years of HOW: A Celebration of Language Teaching and Learning

HOW ◽

10.19183/how.28.3.675 ◽

2021 ◽

Vol 28 (3) ◽

pp. 18-30

Author(s):

Ana Clara Sánchez-Solarte

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Teaching Method ◽

Language Teaching ◽

Academic Community ◽

Language Teachers ◽

Historical Background ◽

Teaching Learning ◽

Language Teaching And Learning

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.