scholarly journals Drama in Fostering Students’ Speaking Skills: A Systematic Review on Benefits and Problems

2021 ◽  
Vol 10 (1) ◽  
pp. 18
Author(s):  
Fitri Rahmawati Astiandani ◽  
Ali Mustofa
Keyword(s):  
Language Learning ◽  
Time Management ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Language Teaching ◽  
First Language ◽  
The Body ◽  
Learning Objectives ◽  
Different Sources ◽  
Speaking Skills

Drama is pedagogy with a fairly complete component that involves the body, mind, emotions, and senses in order to build individual relationships with true-life situations so that being active in language learning is needed by students. This paper will closely explore the benefits and problems of implementing drama during the process of teaching and learning a language. In language teaching, drama has been proposed as an effective way to encourage the students’ speaking skills. Essentially, drama provides more benefits, not only in students’ speaking skills but also in other aspects. However, some problems may arise in the process of drama-based language teaching. By cross-checking and reviewing eclectically from different sources, this paper presents a critical analysis of several empirical works on drama techniques used in the context of language learning. To generalize the notion, drama is indeed precious in language learning. Nevertheless, several problems in its implementation need to be considered to achieve learning objectives properly. The review results showed that some problems that may appear during the implementation of drama were undisciplined in time management, chaotic atmosphere, the usage of the first language (L1), and status at school. Hence, several suggestions are provided as solutions to the drama problems confronted by teachers. 

Planning for Future Inquiry

2018 ◽  
Vol 8 (2) ◽  
pp. 39-59 ◽  
Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Research Practices ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

Planning for Future Inquiry

2020 ◽  
pp. 1-23
Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Research Practices ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

scholarly journals Exploring Movies for Language Teaching and Learning at the Tertiary Level

2021 ◽  
Vol 17 (3) ◽  
pp. 271
Author(s):  
Norwati Roslim ◽  
Aini Faridah Azizul ◽  
Vahid Nimehchisalem ◽  
Muhammad Hakimi Tew Abdullah
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Survey ◽  
English Language ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Oral Skills ◽  
Language Teaching And Learning

Abstract: The increasing importance of using movies to enhance second language teaching and learning has been addressed by researchers and educators. A few scholarly studies have effortlessly put forward significant findings on using movies in the area of theoretical bases, pedagogical aspects and learners’ perspectives. However, more studies need to be explored further as proposed by many scholars in their suggested future research. Hence, this study aims to investigate perceptions and experiences among university undergraduate students in exploring English language movies of their own choice for their oral commentary presentations. A corpus of English movies selected by students was used to assist students in their presentations. A total of 77 university undergraduates took part in the study. The data was collected through an online survey which consisted of a three-section questionnaire: demographic profile, learners’ perceptions and learners’ experiences. The data were analysed descriptively using SPSS version 20. The results revealed that using movies has helped students mainly, in improving their oral skills, vocabulary, interest and motivation as well as decreasing their anxiety and tension. This study adds to the body of knowledge and benefits educators and instructors on using movies for language teaching and learning.   Keywords: Experiences, Language Learning, Movies, Perceptions

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.

scholarly journals PERSPECTIVES IN ENGLISH LANGUAGE LEARNING: FIRST LANGUAGE SITUATION, SECOND LANGUAGE SITUATION AND FOREIGN LANGUAGE SITUATION

Abjadia ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 110
Author(s):  
Santi Andriyani
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
First Language ◽  
English Language Learning ◽  
Selection Of

<p>There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These terms influence the learning of English as a first language, second language or foreign language. English as a first language will be taught differently. It also happens to the learning of English as second and foreign language. It is because of different purpose in learning the language. In this article, the writer discuss some perspectives in language learning in first language situation, second language situation and foreign language situation.</p><p>هناك كثير من الأسئلة تتبادر إلى الذهن فيما يتعلق بتعليم اللغة. واحدة منها هي الطرق في تعليم وتعلم اللغة وخاصة في التعليم الرسمي. وقد نوقشت هذه المسألة منذ 1980 (ثمانين) حتى الآن. وكان اللغويون يتورطون في مجال التعليم وإجراء الأبحاث في هذا المجال. ووجد الباحثون أن تركيز الرئيسي في تدريس اللغة هو اختيار النهج القائم على نظام محكوم المتعلمين. ويبدو أن بعض وجهات النظر في تعلم اللغة. وتناقش الطرق، والنهج والمبادئ التي تأتي وتنشأ في تعلم اللغة. هذه الشروط تؤثر على تعلم اللغة الإنجليزية كلغة أولى، لغة ثانية أو لغة أجنبية. اللغة الإنجليزية كلغة أولى وسيتم تدريسها بشكل مختلف. ويحدث أيضا في تعلم اللغة الإنجليزية كلغة ثانية والأجنبية. فذلك الاختلاف لأجل أغراض مختلفة في تعلم اللغة. وفي هذه المقالة، قامت الكاتبة بمناقشة بعض وجهات النظر في تعلم اللغة في وضع اللغة الأولى، واللغة الثانية واللغة الأجنبية</p><p>Ada banyak pertanyaan terkait dengan pembelajaran bahasa. Salah satunya adalah tentang bagaimana cara atau metode yang perlu diterapkan dalam proses belajar mengajar khususnya di lembaga pendidikan formal. Masalah ini telah dibahas sejak tahun 1980-an hingga sekarang. Para ahli bahasa di bidang pendidikan juga telah melakukan berbagai penelitian terkait masalah klasik ini. Mereka menemukan bahwa konsentrasi utama dalam pembelajaran bahasa adalah pemilihan pendekatan yang harusnya didasarkan pada sistem yang mengacu pada peserta didik. Oleh karenanya lalu muncul beberapa perspektif dalam pembelajaran bahasa. Ada metode, pendekatan dan prinsip-prinsip yang muncul dalam bahasan pembelajaran bahasa. Istilah-istilah ini mempengaruhi proses belajar bahasa Inggris sebagai bahasa pertama, bahasa kedua, atau bahasa asing. Bahasa Inggris sebagai bahasa pertama akan diajarkan berbeda. Hal itu juga terjadi pada pembelajaran yang menempatkan bahasa Inggris sebagai bahasa kedua dan bahasa asing. Perbedaan ini karena tujuan yang hendak dicapai juga beda. Tulisan ini membahas beberapa perspektif dalam pembelajaran bahasa dalam situasi bahasa pertama, situasi bahasa kedua, dan situasi bahasa asing.</p>

Revisiting Gaps in the CALL Literature

2020 ◽  
pp. 1-28
Author(s):  
Joy Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
David Herman ◽  
Intissar Yahia ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, a number of areas remain underrepresented in the literature. While there are many gaps in the CALL research to address, this chapter updates an earlier focus on 8 gaps, chosen because of their perceived importance in language teaching and learning. In presenting the gaps, each section in this chapter: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. This chapter encourages all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these and other under-addressed areas and strengthen the use of CALL for language learning and teaching.

scholarly journals COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION

2013 ◽  
pp. 76-83
Author(s):  
E. G. Beliaevskaya
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
First Language ◽  
Conceptual Structures ◽  
Second Language Aquisition ◽  
Expression Characteristic ◽  
The Given

The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.

scholarly journals APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS

2021 ◽  
Vol 03 (05) ◽  
pp. 371-392
Author(s):  
Latifa Mohamed ALAHYANE
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
First Language ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Late Nineteenth Century ◽  
Direct Teaching

The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on tracking the most important theoretical assets of foreign language teaching ‎methods, and monitoring the evolution of language teaching and learning methods. This is done ‎to distinguish between two approaches to language teaching; first, Direct teaching that negates ‎the overlap of the learned and acquired language during foreign language instruction. And ‎second Mediated teaching in which the second language is taught through the first language. ‎Through this, we will monitor the cognitive cross-fertilization between acquiring the first ‎language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language ‎teaching. And we will monitor the foundations on which each approach is based separately to ‎discover the commonalities between them and the contrast between them. We will then ‎contribute to building a new conception of foreign language learning by making use of the ‎translation action inherent in the procedures adopted in most of these approaches. This is mainly ‎evident in the difference between the necessity of adopting the first language or not during the ‎teaching and learning of the foreign language‎. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, ‎Direct teaching, Mediated teaching‎

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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