ORGANIZATION OF EXTRACURRICULAR WORK IN ENGLISH LANGUAGE LEARNING IN PRIMARY SCHOOL

2020 ◽  
Vol 2 (33) ◽  
pp. 260-264
Author(s):  
Marina NETREBA ◽  
Irina KHADZHINOVA
Keyword(s):  
Primary School ◽  
Language Learning ◽  
English Language ◽  
English Language Learning

scholarly journals COMMUNICATIVE ENGLISH LEARNING MANAGEMENT WITH MULTIMEDIA READING INSTRUCTIONAL PACKAGE ON READING ABILITY AND VOCABULARY ACHIEVEMENT FOR THE PRIMARY SCHOOL STUDENTS

2021 ◽  
Vol 3 ◽  
pp. 159-169
Author(s):  
Natesiri Singhathin ◽  
Montree Wongsaphan
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Simple Random Sampling ◽  
Management Plan ◽  
English Language Learning ◽  
School Students ◽  
Learning Management ◽  
Instructional Package

Small schools usually have insufficient learning materials as well as a shortage of English teachers. Hence, students may not have enough opportunities to learn English. Therefore, this current study aimed to develop a multimedia reading instructional package that can enhance students’ interest and their eagerness to learn English for communication. The participants of this study consisted of 13 first graders from a primary school in Maha Sarakham, Northeastern Thailand by using a simple random sampling. The objectives of this study were: 1) to develop the learning management of English for communication which including a multimedia reading instructional package, 2) to investigate the effectiveness of the English language learning management for communication by using the multimedia pronunciation activity package, and 3) to study the reading ability of the students who learned English for communication using a multimedia pronunciation activity package. The current study was conducted by using One Group Pretest-Posttest Design. The findings found that the effectiveness of the English language learning management plan for communication using the multimedia pronunciation activity package had an efficiency (E1 / E2) of 95.58 / 83.58 which was higher than the specified 80/80 criteria. The results also indicated that the students learning progress was increased by 0.70, or 70%. Moreover, it was revealed in the present study that the elementary school students who learned English for communication using a multimedia pronunciation activity package had an increased ability to read aloud.

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.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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