scholarly journals THE APPLICATION OF STRATEGY-BASED INSTRUCTIONS TO TEACH WRITING TO FIRST-YEAR ENGLISH MAJORED STUDENTS

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Duong Thu Mai
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
English Language Teaching ◽  
First Year ◽  
Learning And Teaching ◽  
Equal Importance ◽  
Unequal Number ◽  
One Year ◽  
First Year University

Learning strategies (LS) have been a salient field of study in English Language Teaching (ELT) globally for the last few decades. In Vietnam, however, while the role of teachers is undeniable and teachers’ action research has proliferated exponentially, the unequal number of studies on a subject of equal importance, i.e. the local learners’ learning methods, is conspicuous. Additionally, the “how” is as important as the “what”, especially for the first-year university students, who experience a great change of learning and teaching methods when entering universities. This study examines the range of writing LS used by 50 first-year English majored students at a teacher training university in Vietnam, and the differences between more and less skilled students in writing, after being instructed on LS for one year. The study found four groups of LS of different popularity, and signifcant variations in LS use between the two groups of students.

scholarly journals A case study: Do discipline-based programmes improve student learning outcomes?

2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Robert Kennelly ◽  
Anna Maldoni ◽  
Doug Davies
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Student Assessment ◽  
First Year ◽  
Unique Contribution ◽  
Domestic Students ◽  
Models Of Teaching ◽  
First Year University

This paper contributes to the growing body of knowledge that supports a disciplinebased approach to academic and language development. To address the academic literacy needs of both international English as an Additional Language (EAL) and domestic students, universities are moving from generic to embedded models of teaching. This project was motivated by the realisation that students had unmet needs in terms of the academic competence required for successful tertiary study. This demonstrates a lack of educational integrity on behalf of the universities to ensure that students gain sufficient academic and language skills for success in firstyear university study. This paper reports on the use of a teaching and learning model which demonstrates the effectiveness of embedding the development of academic and language skills within a particular discipline for EAL students and others. The unique contribution of this paper is that it uses a team-taught approach across two disciplines. It shows that discipline management specialists working in conjunction with English language specialists provide a reconsideration of teaching and learning strategies and modes of assessment that lead to better outcomes for both students and staff. Success of the programme was indicated by student assessment, attendance data, student evaluations, and reflection of peer teaching practices. Finally, the paper makes recommendations for the inclusion of embedded programmes in first-year university study using a diagnostic tool to determine specific student needs. Longitudinal studies need to be undertaken to ascertain specifically whether the benefits of discipline-based programmes are sustained in the longer term and additionally why many “at risk” students do not participate in the programme.

scholarly journals Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective

2021 ◽  
Vol 58 (1) ◽  
pp. 534-545
Author(s):  
Muhammad Ajmal Et al.
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Significant Role ◽  
Extrinsic Motivation ◽  
English Language ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Entertainment Media ◽  
Learning And Teaching

This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.

scholarly journals Pronunciation of English Dental Fricatives by Slovak University EFL Students

2017 ◽  
Vol 7 (3) ◽  
pp. 11
Author(s):  
Rastislav Metruk
Keyword(s):  
University Students ◽  
English Language ◽  
Native Speaker ◽  
Primary Objective ◽  
English Language Teaching ◽  
First Year ◽  
Pronunciation Instruction ◽  
Efl Students ◽  
Auditory Analysis ◽  
First Year University

The article attempts to explore the difficulties in pronunciation of English dental fricatives by Slovak EFL university students. The primary objective of the study is to examine to what extent Slovak university students mispronounce [θ] and [ð] and which sounds act as substitutes for the two consonants. A total of 44 Slovak first-year university students whose major was Teaching English Language and Literature delivered unprepared English monologues, which were recorded on a computer. Subsequently, the files were sent to an English native speaker from Canada who performed an auditory analysis of pronunciation errors in the participants’ utterances. The results indicate that English dental fricatives pose problems for Slovak EFL learners since a considerable number of participants mispronounced both voiced and voiceless dental fricative consonants. Finally, the study emphasizes the immense significance of pronunciation instruction as this area still appears to be rather neglected in the context of English language teaching in Slovakia.

Developing conversational competence through language awareness and multimodality: the use of DVDs

ReCALL ◽  
2009 ◽  
Vol 21 (3) ◽  
pp. 283-301 ◽  
Author(s):  
María Moreno Jaén ◽  
Carmen Pérez Basanta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Language Awareness ◽  
Multimodal Texts ◽  
Conversational Interaction ◽  
Conversational Competence ◽  
Oral Interaction

AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

scholarly journals Teaching English in Non-English Departments: Empowering Teacher Towards Improvement

2017 ◽  
Vol 4 (1) ◽  
pp. 49-62
Author(s):  
Ninuk Sholikhah Akhiroh
Keyword(s):  
Social Sciences ◽  
English Language ◽  
English Education ◽  
Group Discussion ◽  
English Language Teaching ◽  
Teaching English ◽  
English Departments ◽  
English Majors ◽  
Relevant Field

ABSTRACT English Language Teaching (ELT) in non-English majors already has its “home” but not its “host”. It means that the parties involved in the teaching have not been able to manage an effective ELT yet. There could be many aspects related to this, yet this paper prefers to propose a solution to improve the effectiveness of English teaching in non-English majors by empowering the English language lecturer. This paper refers to the results of research conducted on the teaching of English in the Faculty of Social Sciences that use lecturers and students as the main informant, as well as interviews, observation and document analysis as data collection techniques. The results showed that some important improvement in ELT for non-English majors can be initiated by the lecturers. There are some necessary steps to do to reinforce the role of lecturers in ELT implementation. They are involving the lecturer in designing or revising the curriculum, building connection with fellow ESP lecturers and lecturers of relevant field of study, and activating Focus Group Discussion among teaching team. These steps hopefully will be complemented by the improvement of other aspects in ELT for non-English departments to build an effective teaching.   ABSTRAK Pengajaran bahasa Inggris di jurusan non-bahasa Inggris baru memiliki “rumah” saja, belum “tuan rumah”nya. Ini berarti bahwa pihak-pihak yang terlibat dalam pembelajaran belum dapat menata sebuah pengajaran bahasa Inggris yang efektif. Ada banyak hal yang dapat dilakukan, namun tulisan ini memilih untuk mengajukan sebuah solusi perbaikan pengajaran bahasa Inggris di jurusan non-bahasa Inggris dengan cara memberdayakan dosen pengampu matakuliah. Tulisan ini  merujuk pada hasil penelitian yang dilakukan terhadap pengajaran bahasa Inggris di Fakultas Ilmu Sosial dengan menggunakan dosen dan mahasiswa sebagai informan utama, serta wawancara, observasi dan analisis dokumen sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa beberapa perbaikan penting dalam penegajaran bahasa Inggris dapat difasilitasi oleh dosen pengampu matakuliah. Langkah-langkah yang dapat dilakukan adalah: melibatkan dosen dalam menyusun kurikulum pengajaran bahasa Inggris; membangun hubungan dengan sesama dosen pengajar ESP dan dosen ahli bidang ilmu tertentu; mengaktifkan forum diskusi antar anggota tim pengajar. Langkah-langkah ini diharapkan dapat dilengkapi dengan perbaikan dari aspek-aspek lain guna mewujudkan pembelajaran yang efektif. How to Cite: Akhiroh, N. S. . (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49-62. doi:10.15408/ijee.v4i1.5341  

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