scholarly journals RELATING TEACHERS ORAL CORRECTIVE FEEDBACK TO YOUNG LEARNERS UPTAKE: A CASE STUDY IN A YOUNG LEARNER EFL CLASSROOM

2017 ◽  
Vol 3 (2) ◽  
pp. 181-192
Author(s):  
Elis Homsini Maolida ◽  
Keyword(s):  
Corrective Feedback ◽  
Young Learners ◽  
Oral Corrective Feedback ◽  
Young Learner

scholarly journals THE APPLICATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Vol 4 (4) ◽  
pp. 581
Author(s):  
Tiya Winola
Keyword(s):  
Foreign Language ◽  
Study Design ◽  
Free Access ◽  
Instructional Media ◽  
Teaching English ◽  
Case Study Design ◽  
Young Learners ◽  
The Media ◽  
Young Learner

In Indonesia, English is a foreign language, hence not easy to teach English to young learner in Indonesia, thus, need something interesting to teach English to young learners, one of which uses instructional media. Instructional media as a tool needed to facilitate the teachers in presenting the material, but many English teachers in Indonesia find it difficult to use instructional media in the classroom. This study aims to (1) how the teacher applied the instructional media in the classroom. (2) to investigate problems faced by the teacher, and (3) elaborate the teacher's strategies in solving problems using the instructional media. This study was conducted a case study design, by using observation and interviews to collect data. In the investigation teachers do not have free access to use the media provided at school. Thus, they faced obstacles to provide proper media in classroom. Therefore this paper described certain strategies to solve teacher problems in using instructional media in the class. Keywords:        Teaching English, Instructional media, Young learners

scholarly journals EFL Teachers’ Attitudes Towards Oral Corrective Feedback: A Case Study

2019 ◽  
Vol 21 (1) ◽  
pp. 107-120
Author(s):  
Lizbeth Gómez Argüelles ◽  
Edith Hernández Méndez ◽  
Moisés D. Perales Escudero
Keyword(s):  
English Language ◽  
Qualitative Content Analysis ◽  
Corrective Feedback ◽  
English Language Teaching ◽  
College Level ◽  
Southern Mexico ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
Teachers Attitudes

This paper reports a qualitative case study of college-level English as a foreign language teachers’ attitudes towards oral corrective feedback. Our goal is to characterize such attitudes considering a model which integrates cognitive, affective and conative components as well as different aspects of oral corrective feedback. Six English instructors working in English language teaching at a university in southern Mexico were interviewed. Directed qualitative content analysis shows that (1) participants prefer implicit corrective feedback strategies, and (2) considerations of students’ feelings guide their overall attitudes toward corrective feedback. The participants seem unaware of most corrective feedback strategies and consideration of students’ cognition is absent in the composition of their corrective feedback attitudes. This finding suggests a need for more theory-based corrective feedback training and practice.

scholarly journals ANALYZING INFLUENCE OF MUSIC IN DEVELOPING LANGUAGE YOUNG LEARNEERS

2019 ◽  
Vol 1 (6) ◽  
pp. 734
Author(s):  
Agung Assadilah ◽  
Nurahman Barokah
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
First Grade ◽  
The Other ◽  
Case Study Design ◽  
Young Learners ◽  
School Subjects ◽  
The Subject ◽  
Young Learner

The purpose of this study to determine the effect of music in language learning against young students in one primary school in Batujajar Kabupaten Bandung Barat. Some of the things that become the focus in this research is how much influence created from music when applied in language learning especially for young learners. This study uses case study design. The subject of this research is the some students of first grade of elementary school. Subjects were analyzed based on their abilities after the application of this study and any positive impact that arose from young learners after the study. And reported descriptively. After analyzed the data shows the influence of music, that students look more excited in the process of learning the language. The data also indicated that some students be able to showed cheerfulness and showed good interaction with the other students. With reference to the findings suggested to teachers to teach the language especially to young learners can use the music as a support in the teaching process.Key words:Music, Language, Young Learner.

scholarly journals Teacher's Challenges in Teaching English to Young Learner using Montessori Method

2020 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
Chong Kai Jian ◽  
Widi Syahtia Pane
Keyword(s):  
English Language ◽  
Specific Method ◽  
Teaching English ◽  
Case Study Design ◽  
Young Learners ◽  
Montessori Method ◽  
Teaching Technique ◽  
Young Learner ◽  
Different Characteristics

Montessori Method is rarely used in Indonesia, especially Samarinda, and schools that apply this method are still relatively few. Teachers who choose this method and teach in schools that use this method are ready to face the challenges based on Pertiwi et al. (2020) when teaching children to learn English using a specific Method. This article reports a qualitative study that figures out the Teacher's challenges in teaching English for young learners around 5-6 years old using Montessori Method to "Follow the child" and use the English Language as their instruction language. Two kindergarten English teachers in Nido Montessori School participated in this study, and data were collected through interview-based on case study design. This study indicated that teachers face several challenges when teaching English to young learners using the Montessori Method. Children who lack the English Language create limited communication between teachers and children because children can express what they need using the Language. Children with different characteristics challenges teachers focus on each of them and follow all of their need. Teaching English to the young learner using Montessori Method sometimes does not match the teaching topic or lesson, and this challenging Teacher to quickly use another teaching technique to make all the children able to follow the lesson. In conclusion, teaching English to young learners using a specific method (Montessori Method) will challenge the English Teacher.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

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