Receptive Skills: Reading & Listening (ReaL) Resource Pack with App Support

2018 ◽  
Vol 2 (3) ◽  
pp. 35
Author(s):  
Nur Ain Abdul Malek ◽  
Nor Syamimi Iliani Che Hassan ◽  
Nor Hairunnisa Mohammad Nor ◽  
Hanis Kamarudin
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Teaching ◽  
New Technology ◽  
Lesson Plans ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Technology In The Classroom ◽  
Support Materials ◽  
Language Classrooms

Educators all over the world have been incorporating smartphones specifically by using mobile applications (apps) in teaching. However, many educators encourage students to use smartphones especially for independent learning without any guidance. It is easy to assume that students would know how to use a certain app on their own. Barrs (2011) asserts that students demonstrate greater interest to continue self-directed learning using mobile devices when they are provided detailed guidance and explanation on how to use smartphone appropriately in classroom settings. This suggests that guided lessons using apps may increase the level of effectiveness in language teaching and learning. The objectives of the resource pack designed are to offer guided approach to the use of apps in language classrooms and to provide support materials to consolidate the lessons. Meanwhile, the novelty lies in the comprehensiveness of the lesson plans and materials while incorporating new technology in the classroom. The resource pack will give a valuable contribution to instructors in the teaching of English particularly on receptive skills like reading and listening. The development of this resource pack which is based on two apps: NST Mobile and LEB English is timely to educators who have interest in incorporating mobile devices in language teaching. Basically, this resource pack underscores a compilation of exciting and meaningful lesson plans meant for educators to conduct listening and reading instructions. Knowing time constraints often experienced by educators in preparing for their classes, worksheets are also included for the proposed lesson plans so that learning outcomes can be achieved at the end of the lessons.

scholarly journals Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

2019 ◽  
Vol 13 (10) ◽  
pp. 150
Author(s):  
Mohammed Abdulgalil Abugohar ◽  
Kamariah Yunus ◽  
Ghaleb Rabab'ah ◽  
Tarig Awad Eltahir Ahmed
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Virtual Community ◽  
Modern Technology ◽  
English Language Teaching ◽  
Target Language ◽  
Language Classrooms ◽  
The Rich

<p>The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.</p>

The Evolving Role of the Instructor in the Digital Age

2013 ◽  
pp. 233-247 ◽  
Author(s):  
Michael F. Beaudoin
Keyword(s):  
Online Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Self Directed Learning ◽  
Student Centered ◽  
Learning Management

In this era of student-centered, collaborative, constructivist learning, augmented by social networks and other virtual environments featuring learner autonomy, self-direction and independence, the role of instructors in online education is undergoing continuous evolution since the advent of the Internet, and the proliferation of Learning Management Systems (LSM) to support teaching and learning. This chapter examines the role of the online instructor, and indeed, poses the provocative question: does there remain a useful and meaningful role for what is arguably the increasingly ‘invisible’ instructor in many online settings. Factors that contribute to this phenomenon, such as the proliferation of new technology, the emphasis on self-directed learning, a changing student clientele, emerging modes of assessment, etc. are noted. Findings from a various studies of student attitudes, behaviors, and perceptions of what is critical for success in online courses are highlighted, including data suggesting that the role of instructors and the features of Learning Management Systems are relatively minor factors for achieving success in online learning. The implications of these trends for the future role of the professoriate are also considered.

scholarly journals Teachers' Perceptions in Implementing Technologies 
 In Language Teaching and Learning in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 38-51
Author(s):  
Caroline Victorine Katemba
Keyword(s):  
Language Learning ◽  
Rural Area ◽  
Education System ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Language Teaching ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
The World ◽  
Language Teaching And Learning

Technologies have swept the world in every aspect of life including the education system. And therefore, the purpose of this research is to find the Challenges Encountered in implementing technologies in Language Teaching and Learning in Indonesia. This study was a quantitative method in nature. The participants of the study were randomly chosen 30 teachers from Bandung in the rural area. The data were collected by using questionnaires and were analyzed by using mix method that is quantitative and qualitative procedures. The result showed that using technology in the classroom was helpful. In addition to that, more tools and facilities provided by schools are increasingly helping them improve their ability to use technology. Though the school has prepared facilities there were several challenges found in the implementation of technologies in the Language Learning classrooms. Additional results of this study give meaningful insights for policymakers in relation to the implementation of ICT for teaching and learning in the classroom.

scholarly journals Bringing Zull’s Four Brain-derived Pillars of Learning into the English Classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 14
Author(s):  
Jorge Carlos Correa Rodriguez
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Language Classrooms ◽  
Biological Learning ◽  
English Classroom ◽  
The Moment ◽  
Education Science ◽  
The Brain

Teaching modifies the brain of the learners. In that respect, providing teachers with information about ways in which the brain learns could allow them to enhance their practices. Similarly, language teachers should also embrace what experts and theories from Educational Neuroscience and Mind, Brain and Education Science (MBE) Science can offer to pedagogy. This paper explored Zull’s biological learning model in order to provide a practical way to support language teaching. The model depicts 4 pillars derived from his understanding of the learning brain. Zull’s model was developed by his observations of the organic structure of the brain. It originated from the functioning of specific areas located in the neocortex of the brain; the sensory area, the back-integrative area, the front-integrative area and the motor area. Zull (2002) posited that each area is in charge of general functions such as; gathering, reflecting, creating and testing respectively. This connection could benefit the teaching process by providing a path to follow at the moment of instruction. In that sense, this paper observed how his model could be connected with one language teaching methodology. Presentation, practice and production (PPP). It was also observed that the synergetic nature of the connections within the human brain allows the pillars to move throughout the stages of PPP. It means that despite each stage was bound to specific pillars, the rest of them could be also used in each particular stage of PPP if needed. Moreover, some suggestions for the general language classroom were also included. This paper, therefore, aimed to connect one theory derived from the understanding of the brain with pedagogy in order to enhance the way teaching and learning in language classrooms is conducted.

scholarly journals Applying Robots as Teaching Assistant in EFL Classes at Iranian Middle-Schools

2021 ◽  
Vol 15 ◽  
pp. 165-171
Author(s):  
A. Meghdari ◽  
M. Alemi ◽  
M. Ghaazisaidi ◽  
A. R. Taheri ◽  
A. Karimian ◽  
...  
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Nonverbal Communication ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Service Robots ◽  
Computer Assisted ◽  
Interdisciplinary Field ◽  
Language Teaching And Learning

Since its invention, robots have been developed for various purposes and needs, quite similar to personal computers in their early days. However, with the advancement of technology, it is anticipated that in near future one of the cutting-edge technologies to be used in “language teaching and learning” is robotics. Humanoid and/or animal shaped robots will soon gain more attention as a fancy tool for 1st and 2nd language teaching in mid-schools/high schools around the globe. At CEDRA, we are currently exploring the design and application of educational service robots to initiate and pioneer Robotics Assisted Language Learning (RALL) in Iranian schools. With the proliferation of computers and mobile devices, Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL) have been in the limelight for 2nd language instructional theories for about a decade or more. However, utilizing robots to support language teaching and learning can certainly enhance today's conventional techniques. Robots not only have the features and interfaces already being employed in CALL/MALL, but are also capable of autonomous movements, visual/voice recognition, and physical/ environmental interactions when equipped with various sensors. Although computers or mobile devices also can be capable of nonverbal communication employing cyber characters/videos, robots are notable in their capacity for nonverbal communication, such as facial expressions, gestures and actions, while coexisting with users in a real environment such as the home/classroom. Additionally, robots are different from computers and mobile devices in a way that they have a friendly appearance and are successfully capable of keeping social relations. This article covers an overview of the subject and our current activities/findings in the interdisciplinary field of RALL in the English as a Foreign Language (EFL) classes and as a case study in the broader filed of Social Robotics in Iran

scholarly journals A Study on 'English Language Teaching' (ELT) in Telugu Speaking States

2020 ◽  
Vol 8 (3) ◽  
pp. 10
Author(s):  
Dr. V. N. Ch. Ranganath ◽  
K. Vijana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Short Paper ◽  
Official Language ◽  
The World ◽  
Methods And Techniques ◽  
Language Classrooms ◽  
Educational Field

The importance of the English language in the educational field is clear from the fact that many countries have made English an official language. Consequently, English language teaching (ELT) has become one of the significant growth industries around the world in recent years. The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practised in various adaptations in language classrooms all around the world for centuries. While the teaching of Maths or Physics, that is, the methodology of teaching Maths or Physics, has, to a greater or lesser extent, remained the same, this is hardly the case with English or language teaching in general. As will become evident in this short paper, there are some milestones in the development of this tradition, which we will briefly touch upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning.

General English Textbook Evaluation: A Closer Look at “Four Corners”

2016 ◽  
Vol 6 (12) ◽  
pp. 2325
Author(s):  
Nastaran Chegeni ◽  
Behrooz Kamali ◽  
Atousa Noroozi ◽  
Nasrin Chegeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Materials ◽  
Teaching Materials ◽  
Textbook Evaluation ◽  
Four Corners ◽  
Language Classrooms ◽  
Materials Used

There is no doubt choosing specific language teaching materials can influence the quality of teaching and learning procedures. The textbooks can often play an essential role in students’ success or failure as a part of the materials used in the language classrooms. Consequently, special care should be taken in evaluating educational materials based on dependable and valid instruments. Some of the usual instruments to evaluate the English Language Teaching materials are the checklists. An evaluation checklist is an instrument that allows the evaluator with a number of features of successful teaching and learning materials. Regarding this, the present study is an attempt to evaluate the recent general English textbook by Richards and Bohlke (2012) titled “Four Corners” using Daoud and Celce-Murcia’s (1979) evaluation checklist. The finding of the study supports the strengths of the aforementioned textbook putting it in one of the reliable available textbooks.

scholarly journals Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions

2019 ◽  
Vol 1 ◽  
pp. 62-73
Author(s):  
Luk Gharti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
Primary Data ◽  
Self Directed Learning ◽  
Teachers And Students ◽  
Directed Learning ◽  
Master Level

The research entitled Self-directed Learning for Learner Autonomy: Perceptions of Teachers and Students was carried out to explore the perceptions about Self Directed Learning (SDL) for Learner Autonomy (LA) and analyze the roles of teachers to engage students in SDL. Considering the objectives, the primary data was collected from five master level English Language Teaching (ELT) teachers and three groups of master level students from Pokhara, Kaski. The purposive non-random sampling procedure was used to select the participants. The study was conducted using in-depth interview and Focused Group Discussion (FGD) tools to collect data. The obtained data from the respondents were analyzed and interpreted using analytical and interpretative procedure. It is a new approach in language teaching and learning in Nepalese context though it has been practicing since earlier. The finding shows that all the respondents have positive perceptions and its great contribution for developing LA. SDL helps learners to achieve better achievement and effective learning. It helps teachers to find the necessary changes and increases motivation to the learners to learn. But because of student’s unawareness, time constraint, no inspirations of institutions, student’s false assumptions, lack of insight knowledge about SDL, etc are creating the challenges in its proper application. In the study, the teachers’ roles are facilitator, helper, and resource provider by creating different situation, encouraging, orientating, inspiring, using Information Communication Technology (ICT) and using multimodality in the classroom.

Own-language use in language teaching and learning

2012 ◽  
Vol 45 (3) ◽  
pp. 271-308 ◽  
Author(s):  
Graham Hall ◽  
Guy Cook
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
Empirical Studies ◽  
Theoretical Frameworks ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Students Attitudes ◽  
Language Teaching And Learning

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.

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