scholarly journals Developing English Job Interview Skill by Self-Access Language Learning through Audio Podcast-Based Learning Media

2017 ◽  
Vol 17 (2) ◽  
pp. 179
Author(s):  
Aloysius Soerjowardhana ◽  
Raden Arief Nugroho
Keyword(s):  
Language Learning ◽  
English Language ◽  
Peace Corps ◽  
Quality Parameter ◽  
Daily Routine ◽  
Job Seekers ◽  
Job Interview ◽  
Training Support ◽  
Speaking Skill ◽  
English Speaking

In the era of ASEAN Economic Community (AEC), Indonesian job seekers must have English competency. Without mastering English language, they will be defeated by foreign ready-to-use job seekers. It can be detected in the job interview that their English competency is low. It is caused by a serious condition that they have no effective time to learn English in formal or non-formal English schools. Hence, an effort to improve their English speaking skill is needed. One of the ways to improve English speaking skill is by Self-Access Language Learning (SALL) through audio podcast-based learning media. By using audio podcast-based learning media, the job seekers can practice their English speaking ability by themselves anytime and anywhere. This research conducted an action research to investigate the improvement of English job interview skill of an interviewee with intermediate level of English, which was focused on the improvement of the interviewee abilities to answer the interviewer’s questions. To assess the quality of the English job interview, the researchers used an interview quality parameter designed by Overseas Programming and Training Support (OPATS) Peace Corps (2005). It is based on the assessment of function and content. The result shows that after two treatments, the job seeker (interviewee) improves her English job interview skill. The improvement can be seen from the changes according to the functional ability; it is shown from the change of answer style from descriptive into narrative way and the changes according to the content; it is shown from the change of answer content from daily routine into professional rational. Therefore, the researchers recommend the Indonesian job seekers to use audio podcast-based learning media by SALL to develop their English job interview skill.

scholarly journals English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area

2020 ◽  
Vol 3 (4) ◽  
pp. 145-149
Author(s):  
Nehru Pasoloran Pongsapan ◽  
Andi Anto Patak
Keyword(s):  
Language Learning ◽  
English Language ◽  
Open Space ◽  
English Language Teaching ◽  
English Language Learning ◽  
Young Learners ◽  
Speaking Skill ◽  
English Speaking ◽  
District Government ◽  
Learning English

This research aims to actualize the Tana Toraja district government program as an "English Speaking Area". This research also is subject to improve English communication skills for the young learners in Tana Toraja and produce English Language Learning-Based Open Space (ELLBOS) as a prototype of an English language teaching approach for young learners in the tourism area. The research applied the ADDIE research design consists of three cycles: preparation, implementation, and evaluation. This research found five issues: (1) participant reported that they are enthusiasm in English lessons; (2) the participants need to learn English; (3) the English-speaking skill is essential for students; (4) students revealed that are unhappy in learning English in the classroom; (5) students experienced peaceful learning atmosphere if learning English outside the classroom. This research recommends the significance of applying the English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area. It is good if the teacher does English learning outside the classroom with open space to feel free to explore their potency in learning English.

scholarly journals English Speaking Skill and Language Component Practice: englisch-hilfen.de in Assistance

2020 ◽  
Vol 1 (02) ◽  
pp. 210-223
Author(s):  
Husnul Hotimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Computer Assisted ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

English Foreign Language (EFL) students, most of the time, face difficulties in learning English, especially in mastering speaking skills. One of the most common problems faced in the teaching and learning process for speaking skills is the lack of motivation and students tend to use their first language. As the development of technology, the teacher is required to involve digital teaching, especially related to the use of computers. Employing computer or Computer-Assisted Language Learning (CALL) in the teaching and learning process is highly recommended for a fun and exciting learning. In this particular case, englishch-hilfen.de serves as an answer for those seeking such a learning process. A qualitative study was involved to identify how the use of englishch-hilfen.de can improve and give a significant effect on students’ English performance, especially for speaking and vocabulary aspects. The result of this study suggested that the content within englishch-hilfen.de is very beneficial for it provides such meaningful and stimulating activities for English language students.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

scholarly journals Students’ Personal Initiative towards their Speaking Performance

2017 ◽  
Vol 10 (8) ◽  
pp. 21 ◽  
Author(s):  
Nihta V. F. Liando ◽  
Raesita Lumettu
Keyword(s):  
English Language ◽  
Literature Study ◽  
Study Program ◽  
Personal Initiative ◽  
North Sulawesi ◽  
Language And Literature ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Performance ◽  
Academic Year

This research aims at finding out students’ personal initiative towards their achievement in speaking English. This research was conducted in an English department at a university in North Sulawesi Indonesia. The data were obtained from the sixth semester students in English Language and Literature study program of academic year 2015/2016 consisting of 21 students. In obtaining the data about students’ personal initiative, a questionnaire was distributed, and for the speaking performance, the data were obtained from students’ scores in Public Speaking subject. To find out the relation between these two variables, Pearson’s Product Moment Correlation Coefficient formula was used. The result of this research shows that there is a correlation between students’ personal initiative towards their speaking performance with the value of  = (0.52) categorized as a moderate correlation. Based on the findings, it can be concluded that personal initiative of students was important to be considered as one of several determination factors for students’ achievement in English speaking skill. It is suggested that students encourage themselves for taking initiative to speak, and for the teacher to give the students correction and suggestion to help them develop themselves.

scholarly journals ENGLISH SPEAKING TEACHING METHODS FOR ELEMENTARY SCHOOL STUDENT AT KAMPUNG INGGRIS PONTIANAK

2020 ◽  
Vol 7 (2) ◽  
pp. 183-190
Author(s):  
Viqri Rahmad Satria
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching Methods ◽  
English Language ◽  
Descriptive Analysis ◽  
Educational Background ◽  
School Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Four Levels

This research aims to know speaking teaching methods used at Kampung Inggris Pontianak for elementary school students and tutor obstacles during teaching activity. The method applied in this research was qualitative approach with descriptive analysis. The data were collected from interview and observation with the owner of Kampung Inggris Pontianak, West Kalimantan. It was found that English speaking skill to elementary school students was separated into four levels; basic, intermediate 1, intermediate 2, and advanced. There are five methods applied by Kampung Inggris Pontianak to improve students English speaking skill. Flashcards, watching movies, listening, games, and singing. There were two kinds of obstacles that tutors face during the class. First, most of the tutors’ backgrounds were non-educational. So, they found it hard, sometimes, to control their elementary students who are very energetic. They might have English language competence. However, it is not adequate as their only competence to teach students compared to tutors with English educational background. Therefore, Kampung Inggris Pontianak holds micro-teaching practices to see tutor candidate performances before coming into class. Second, new students made many false answers on the placement test just to make them get into a lower level class than they are supposed to be. The researcher hopes this research will give knowledge to the reader of how tutors in Kampung Inggris Pontianak teaches speaking skills to their students.

scholarly journals Exploring Multiple Dimensions of Recording Video Clips in Group in Learning English Speaking Skill

2020 ◽  
Vol 8 (02) ◽  
pp. 1222-1237
Author(s):  
Tuyen Nguyen Chau Bich
Keyword(s):  
English Learners ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structure Interview ◽  
Video Clips ◽  
Multiple Dimensions ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Applying technology in learning English language is indispensable in the period of industry 4.0 and global integration. However, what technological techniques should be applied in teaching and learning process is the most serious concern. Evidence shows that different technological applications may lead to various learning outcomes, detrimental effects, even spoiling learning interest or motivations. Therefore, this paper is aimed not only to explore the multiple dimensions of recoding video clips in group (RVCIG) in learning English speaking skill but also illustrate how this activity (RVCIG) influences on learners’ English speaking  improvement. Apparently, these explorations and illustrations help to consider whether this RVCIG is widely used in teaching English speaking process or not. To do that, a quantitative research method with the tool of semi - structure interview is used to collect various information, mixed feedbacks or motivations from 2 groups of students fully participating in recording three video clips in group within course. Additionally, a questionnaire survey is also sent to 33 English learners for exploring both commendable and detrimental influences of this RVCIG on English speaking development. The findings indicate that RVCIG makes learners have various opposite experiences in language competence, confident expression, and communication, as well as cope with unavoidable challenges of time consuming, technological problems, and group member’ disagreements. Whatever advantages or disadvantages of this RVCIG activity has, learners also express their interest and expectation of recording video clips in group for purposes of English speaking improvement, mutual engagement, collaborative learning and building friendship.

scholarly journals The use of movie in forming English-speaking lexical competence of Vietnamese students

2017 ◽  
Vol 11 (3) ◽  
pp. 39-47
Author(s):  
Денис Ершов ◽  
Denis Ershov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Future Research ◽  
Pedagogical Practice ◽  
Cognitive Approach ◽  
English Speaking ◽  
Lexical Competence ◽  
Main Components ◽  
Germanic Languages

The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master's thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.

Strategies for building social connection through English

2012 ◽  
Vol 35 (2) ◽  
pp. 138-155 ◽  
Author(s):  
Kerry Taylor-Leech ◽  
Lynda Yates
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Speakers ◽  
Social Strategies ◽  
Language Programs ◽  
Communication Challenges ◽  
English Speaking ◽  
Ethnographic Data ◽  
English Program

This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies, we consider participants’ use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with Englishspeakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background.

scholarly journals Developing a Task-Based Dialogue System for English Language Learning

2020 ◽  
Vol 10 (11) ◽  
pp. 306
Author(s):  
Kuo-Chen Li ◽  
Maiga Chang ◽  
Kuan-Hsing Wu
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
English Language ◽  
Rapid Development ◽  
Past Research ◽  
Machine Learning Algorithms ◽  
Computer Assisted ◽  
Human Communication ◽  
Dialogue System ◽  
English Speaking

This research involved the design of a task-based dialogue system and evaluation of its learning effectiveness. Dialogue training still heavily depends on human communication with instant feedback or correction. However, it is not possible to provide a personal tutor for every English learner. With the rapid development of information technology, digitized learning and voice communication is a possible solution. The goal of this research was to develop an innovative model to refine the task-based dialogue system, including natural language understanding, disassembly intention, and dialogue state tracking. To enable the dialogue system to find the corresponding sentence accurately, the dialogue system was designed with machine learning algorithms to allow users to communicate in a task-based fashion. Past research has pointed out that computer-assisted instruction has achieved remarkable results in language reading, writing, and listening. Therefore, the direction of the discussion is to use the task-oriented dialogue system as a speaking teaching assistant. To train the speaking ability, the proposed system provides a simulation environment with goal-oriented characteristics, allowing learners to continuously improve their language fluency in terms of speaking ability by simulating conversational situational exercises. To evaluate the possibility of replacing the traditional English speaking practice with the proposed system, a small English speaking class experiment was carried out to validate the effectiveness of the proposed system. Data of 28 students with three assigned tasks were collected and analyzed. The promising results of the collected students’ feedback confirm the positive perceptions toward the system regarding user interface, learning style, and the system’s effectiveness.

scholarly journals EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Self Assessment ◽  
Efl Learners ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Performance ◽  
The Difference ◽  
Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

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