scholarly journals TEACHING ENGLISH THROUGH YOUTUBE: GRAMMAR VIDEO ANALYSIS OF THREE BRAZILIAN YOUTUBE CHANNELS DEDICATED TO EFL TEACHING

2019 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Aline De Azevedo Fay ◽  
Juliana Matias
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Video Analysis ◽  
Main Tool ◽  
Pedagogical Practices ◽  
Future Research ◽  
Online Learning Environment ◽  
Teaching English ◽  
Grammar Teaching ◽  
Youtube Videos

The objective of this research is to analyze grammar lessons of three Brazilian YouTube Channels of English as a Foreign Language. It compares the approaches applied by each teacher in their videos and investigates if the lessons approach the explanation of meaning, use, and form of the grammar. It also aims to find out if the lessons are hackneyed regarding the online learning environment. The analysis consisted of watching two videos of the YouTube channels English in Brazil, Ingl�s Compartilhado and Mairo Vergara. The results showed that out of the six videos, five contained a grammar explanation that addressed meaning, use, and form of the language. They also adopted the deductive approach to grammar teaching. Only one video did not explain the grammar (quantifiers), but a trick to memorize the use of quantifiers. As for technology, the main tool teachers used was captions to illustrate example sentences of the grammar. Other tools consisted of the use of the software �Notepad� and animation. Thus, there was not an innovation on the videos regarding technology. Future research is needed to understand if there is the necessity to apply cutting-edge tools to teach on YouTube and if it is mandatory to review and to adapt the pedagogical practices for language learning YouTube videos.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

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.

FL Instructor Beliefs About Machine Translation

2021 ◽  
Vol 11 (4) ◽  
pp. 1-18
Author(s):  
Emily Hellmich ◽  
Kimberly Vinall
Keyword(s):  
Language Learning ◽  
Machine Translation ◽  
Large Scale ◽  
Language Education ◽  
Past Research ◽  
Pedagogical Practices ◽  
Future Research ◽  
Potential Threat ◽  
Instructor Beliefs ◽  
The Impact

Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.

Metaphors and grammar teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 89-112 ◽  
Author(s):  
Jörg Roche ◽  
Ferran Suñer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Evidence ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Added Value ◽  
Grammar Instruction ◽  
Passive Voice ◽  
Modal Verbs ◽  
Grammar Teaching

Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for German, uses a broad range of cognitive linguistic principles for foreign language learning in such areas as, for example, modal verbs or the passive voice.

scholarly journals The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

2018 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Raniah Kabooha ◽  
Tariq Elyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Vocabulary Comprehension ◽  
Efl Students ◽  
Youtube Videos ◽  
Reading Activities

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

scholarly journals A Study of Parental Attitudes to Teacher Pronunciation in Very Early English

2018 ◽  
Vol 10 (2) ◽  
pp. 21-39
Author(s):  
Réka Bozsó ◽  
Judit Nagy
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Parental Attitudes ◽  
Attitude Scale ◽  
Teaching English ◽  
Online Questionnaire ◽  
Good Reliability ◽  
Early Start ◽  
Early English ◽  
The Ideal

AbstractTeaching English as a foreign language at an early (7–12) and even at a very early (under 7) age is becoming more and more popular and accessible, mainly due to the pressure from parents. Parents are essential stakeholders in the TEFL of these ages, and thus it is beneficial for the future of TEFL to do research into parental attitudes in order to be able to assure that expectations and outcomes meet. Our study examines parental attitudes towards the teacher and the ideal age to start learning a foreign language. Fifty Hungarian parents of children aged 0–7 completed our online questionnaire, which mapped the demographics and linguistic profiles of respondents and their views and attitudes related to language learning. Furthermore, attitudes towards teachers’ pronunciation (American, British, or Hungarian) were measured on a 5-point Likert-scale. The 8-item attitude scale showed good reliability (N = 50, Cronbach α = 0.772, p < 0.001). Parents generally placed high emphasis on native-like pronunciation. However, accent-related attitudes varied among parents preferring different ages to start FL learning. Parents favouring an early start preferred native-speaking teachers, with no preference for a British or American accent.

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