scholarly journals EVALUACIÓN DEL NIVEL DE INGLÉS DE LOS ESTUDIANTES EGRESADOS DEL TERCER AÑO DE BACHILLERATO DE LOS COLEGIOS FISCALES DE LA PROVINCIA DE SANTA ELENA

2018 ◽  
Vol 6 (1) ◽  
pp. 162-169
Author(s):  
Sara González Reyes ◽  
Sandra Caamaño López ◽  
Jeannette Cevallos Alcívar ◽  
Xavier Almeida Briones
Keyword(s):  
Public Schools ◽  
English Language ◽  
Lower Percentage ◽  
Listening Skills ◽  
Area Of Interest ◽  
Listening Skill ◽  
Palabras Clave ◽  
Level Of Knowledge ◽  
Teaching Learning ◽  
Santa Elena

El presente artículo explora las condiciones y el nivel de conocimientos del idioma inglés de los estudiantes egresados del tercer año de bachillerato de los colegios públicos de la provincia de Santa Elena; el campo de interés está centrado en el conocimiento  de esta lengua y el manejo  de la habilidades de lectura (reading)  y habilidad auditiva (listening), así como  el uso de la gramática, las metodologías ,estrategias, y recursos didácticos  aplicados por los docentes en el proceso de enseñanza- aprendizaje. Se aplicaron métodos como el exploratorio, descriptivo y cuantitativo; así como técnicas de investigación específicas y de campo para la recopilación de la información que permitió conocer las falencias de los estudiantes con el idioma inglés. En la identificación de las causales, la investigación demostró que los estudiantes presentaban un menor nivel de conocimientos y práctica en la habilidad auditiva (listening), un menor porcentaje exteriorizó un desinterés en aprender el idioma de la misma manera se identificó que los docentes poseen poco conocimiento y preparación en el dominio de inglés y de los recursos didácticos tecnológicos. Los resultados permitieron establecer recomendaciones y buscar alternativas para corregir las falencias y nivelar los conocimientos de los estudiantes. Palabras clave: Evaluación, proceso de enseñanza-aprendizaje, nivel de conocimientos de inglés, habilidades ABSTRACT   This article explores the conditions and level of knowledge of the English students of the third year bachillerato at Public schools from the province of Santa Elena, the area of interest is focused on the knowledge of this language and the management of the Reading and Listening skills, as well as the use of grammar, methodologies, strategies and didactic resources applied by teachers in the teaching-learning process. Specific research methods and techniques such as the descriptive, quantitative and field were applied in order to collect the information that allowed to determine the difficulties of the students with the English language. In the identification of the causes, it was verified that the students have presented a deeper difficulty with the listening skill, and a lower percentage exteriorized a lack of interest in learning the language. On the other hand, it was also identified that teachers have poor knowledge about how to use technological and didactic resources, as well as not enough knowledge and preparation in the mastery of English. The results allowed to establish recommendations and look for alternatives to correct the failures and level the knowledge of the students.  

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

scholarly journals The Effectiveness of Mobile Assisted Language Learning (MALL) on ESL Listening Skill

2020 ◽  
Vol 11 (2) ◽  
pp. 188-202
Author(s):  
A B M Shafiqul Islam ◽  
Mehedi Hasan
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Experimental Studies ◽  
Listening Skills ◽  
Language Programs ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Teaching Learning

Using mobile technology in English learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. As a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a few studies on mobile-assisted listening comprehension. This study aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening skills to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than others. This study uses a qualitative research method. It exclusively uses the relevant secondary materials available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skills. The results indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skills. Therefore, using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also recommends some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

scholarly journals Use of Action Songs and Total Physical Response to Promote the Development of Listening Skills among Year 4, Low Enrolment-Tamil Vernacular Primary School Students in Malaysia

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Uthaya Kumar, S. ◽  
Sandaran, S. C.
Keyword(s):  
Primary School ◽  
English Language ◽  
Language Teachers ◽  
School Type ◽  
Listening Skills ◽  
School Students ◽  
Post Intervention ◽  
Listening Skill ◽  
Physical Response ◽  
English Language Teachers

Total Physical Response (TPR) is built around the coordination of speech and actions. Action songs promote dance or acts while singing. In this study, we look at action songs as part of TPR to investigate its effectiveness in enhancing students’ listening skills to develop their mastery of the English Language. Seven Year 4 students from a Low Enrolment (SKM) Tamil Vernacular Primary school type (SJKT) were selected as the participants of a within-group experimental design. Upon completing a pre-test on listening skill, students were given six treatment lessons, whereby one hour per lesson was allocated. The treatment was conducted once a week, for every listening lesson. The data was collected while and after the pupils were taught through a series of lessons or interventions that incorporated songs and TPR to complete a variety of listening tasks. The finding shows that even though action songs and TPR are not commonly used among English Language teachers, teachers should implement the method especially for students from Low Enrolment Vernacular Primary School Type as the students in this study showed a significant increase in their post intervention scores of the listening test. The findings also discusses SJKT English Language teachers perceptions on the use of songs and TPR and suggests that there is still a lack of understanding among the teachers on the potential benefits of action songs and TPR for their particular students who have high levels of anxiety and inhibitions to learning English. 

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals THE EFFECTIVENESS OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) ON ESL LISTENING SKILL

2020 ◽  
Vol 8 (4) ◽  
pp. 370
Author(s):  
A B M Shafiqul Islam ◽  
Mehedi Hasan
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Experimental Studies ◽  
Secondary Data ◽  
Language Programs ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Teaching Learning

The use of mobile technology in learning and teaching English has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from the academics in recent years. As a result, a number of experimental studies have so far been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a small number of studies on the topic of mobile-assisted listening comprehension. This study basically aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than the others. For review purpose, the study exclusively used the secondary data available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skill. The results of this research indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skill and using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also attempts to recommend some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

scholarly journals Ensino de Inglês para Alunos com Transtorno de Déficit de Atenção e Hiperatividade

2021 ◽  
Vol 22 (2) ◽  
pp. 170-177
Author(s):  
Ane Caroline Dos Santos ◽  
Fábio Henrique Rosa Senefonte
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Data Generation ◽  
English Teaching ◽  
Qualitative Nature ◽  
Students With Adhd ◽  
Teaching Learning

ResumoTendo como pano de fundo o ensino de línguas para alunos com Transtorno de Déficit de Atenção e Hiperatividade (TDAH), esta pesquisa tem como objetivo geral investigar a realidade e as possibilidades em relação ao ensino de inglês para alunos TDAH no município de Andirá-PR. Como objetivo específico, este estudo busca descrever e explicar estratégias/métodos na pedagogia de inglês para alunos com TDAH no município citado. Alinhadas aos objetivos, o estudo visa responder às seguintes perguntas de pesquisa: (a) Que desafios, se algum, os professores enfrentam ao ensinar inglês a alunos com TDAH no contexto investigado? (b) Que estratégias de ensino são empregadas para o ensino de inglês a alunos com TDAH? A literatura que embasa o estudo se situa no âmbito do ensino e aprendizagem de línguas para alunos com TDAH. Este estudo de caso, de natureza qualitativa, envolve dois participantes de duas escolas públicas no município supramencionado. O instrumento de geração de dados se constitui de observação de seis aulas, três em cada instituição, e uma entrevista semiestruturada, gravada em áudio. Os dados sinalizam uma falta de sistematização e dificuldades metodológicas para a pedagogia de língua inglesa. No entanto, a integração de alunos com TDAH pode trazer ganhos de ordem cognitiva e pragmática. Palavras-chave: Ensino de Língua Inglesa. Perspectiva Inclusiva. TDAH. AbstractHaving as background language teaching to students with Attention Deficit Hyperactivity Disorder (ADHD), this research primarily aims to investigate the reality and possibilities regarding English teaching to students with ADHD in Andirá-PR. Furthermore, it seeks to describe and explain strategies/ methods for English teaching to students with ADHD in the aforementioned town. Aligned with the aims, this study also endeavors to answer the following research questions: (a) What challenges, if any, do teachers face when they teach English to students with ADAH in the context investigated? (b) Which strategies/ methods are employed in English teaching to students with ADAH? The literature that supports this research includes the context of teaching-learning to students with ADHD. The case study, of qualitative nature, involves two participants of two public schools in the above-mentioned town. The data generation tools encompass observations of six classes, three in each institution and a semi-structured, audio-recorded interview. The findings bespeak a lack of systematization and methodological difficulties to English teaching. Nonetheless, the integration of students with ADHD seems to promote cognitive and pragmatic gains. Keywords: English Language Teaching. Inclusive Education. ADHD  

scholarly journals Implicações docentes e discentes na utilização das novas TIC no processo de ensino-aprendizagem de língua inglesa

2018 ◽  
Vol 11 (3) ◽  
pp. 65-88 ◽  
Author(s):  
Luiz Henrique Mendes Brandão ◽  
Jesiel Soares Silva
Keyword(s):  
Public Schools ◽  
English Language ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Public And Private ◽  
Multiple Item ◽  
Teachers And Students ◽  
Belo Horizonte ◽  
Teaching Learning ◽  
Do So

RESUMO: Neste trabalho, objetivamos analisar as implicações docentes e discentes no processo de ensino-aprendizagem de língua inglesa. Para tal, avaliamos a utilização, por parte dos professores dessa língua, de materiais em vídeo, músicas, entre outras mídias advindas dessas novas TIC, tanto em escolas públicas quanto particulares, considerando a percepção dos professores e alunos. Como procedimento de investigação, aplicamos um questionário a professores e alunos de seis escolas da região do Barreiro, em Belo Horizonte – MG (Brasil). Com base nas respostas obtidas, verificamos um baixo índice de aproveitamento das potencialidades das novas TIC, em especial nas escolas públicas, mas também nas escolas particulares. PALAVRAS-CHAVE: novas TIC; ensino-aprendizagem de língua inglesa; materiais autênticos.   ABSTRACT:In this paper we aimed at analyzing the implications concerning teachers and students in the English teaching-learning process. To do so, we assessed the English teachers’ use of video materials, music, among other media provided by the new ICT, both in public and private schools, relying on teachers’ and students’ perceptions. As investigation procedure, we applied a multiple-item questionnaire to teachers and students from six schools in the neighborhood of Barreiro, in Belo Horizonte – Minas Gerais (Brazil). Through the answers, we verified a low rate of exploration of the potentialities provided by the new ICT, especially in public schools, but also in the private ones. KEYWORDS: new ICT; English language teaching-learning; authentic materials.

scholarly journals EFFECTS OF ANXIETY IN LEARNING SECOND LANGUAGE: A STUDY ON THE PUBLIC SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Shazia Inayat Ali, Saba Shakeel, Farheen Shakir
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Learning ◽  
Test Anxiety ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Level ◽  
School Students ◽  
Significant Difference ◽  
Teaching Learning

The main purpose of the study is to investigate the causes of anxiety which effect among the students of English language at secondary level. The data has been collected from the 100 students of secondary level of public schools using a survey questionnaire comprised of 24 items. There are 18 towns in Karachi for this study; as a sample frame New town was selected. The total of particepants100 as the samples size was selected through purposive sampling group of 50 female and 50 male students from public schools. All dimensions are reliable, it is confirmed by reliability analysis. The adopted questioner grouping has been confirmed by the outcomes of the factor analysis. One sample test also shows the significant difference. At last, the regression analysis indicates a significant relationship between student language learning anxiety, classroom environment, the teacher’s role and test anxiety. The research suggests a strong intervention by the second language teachers to provide a conducive environment to the students. The teacher must try their level best to create an effective teaching learning process and the teacher training institutions should teach the strategies to reduce the test anxiety among the students.

scholarly journals LA MOTIVACIÓN EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE DEL IDIOMA INGLÉS

2019 ◽  
Vol 4 (3) ◽  
pp. 53
Author(s):  
Gloria Elizabeth Pincay Rodríguez ◽  
Shirley Marianela San Lucas Marcillo ◽  
Liliam Rosalia Sánchez Choez
Keyword(s):  
University Students ◽  
Learning Process ◽  
English Language ◽  
State University ◽  
English Teaching ◽  
Palabras Clave ◽  
El Sistema ◽  
Teaching Learning ◽  
The University ◽  
Estudiantes Universitarios

En el Sistema de Educación se incluye la enseñanza de la Lengua Inglesa como parte de la formación integral de los estudiantes universitarios. El presente trabajo aborda una problemática actual en el proceso de enseñanza- aprendizaje de la Lengua Inglesa referido a la insuficiente motivación en los estudiantes universitarios hacia el aprendizaje de este idioma, tema de vital importancia para el desarrollo de hábitos y habilidades que permitirán adquirir una mejor competencia comunicativa. Se emplearon métodos del nivel teórico, empírico, y estadísticos. Se propone como objetivo implementar un sistema de actividades para favorecer la motivación en los estudiantes. Posee gran utilidad para el perfeccionamiento del proceso de enseñanza-aprendizaje de la Lengua Inglesa, en particular para el desarrollo de la motivación en los estudiantes de segundo nivel de la carrera Tecnologías de la Información en la Facultad de Ciencias Técnicas en la Universidad Estatal del Sur de Manabí. PALABRAS CLAVE: motivación; intrínseco; extrínseco; proceso; motivo. MOTIVATION IN THE ENGLISH TEACHING-LEARNING PROCESS ABSTRACT In the System of Education the teaching of the English Language is included as part of the integral formation of the university students. This article deals with the current problem in the English teaching- learning process referred to the insufficient motivation on the university students towards the learning of this language, a matter of vital importance for the development of habits and abilities which allow them to get a better communicative competence. This work aims to elaborate a system of activities to favor motivation on the students. In order to carry out this investigation, theoretical, empirical and statistical methods were used. This research was useful to the improvement of the English teaching- learning process, particularly to the development of motivation on students of second level of the Information Technology career at the Faculty of Technical Sciences at the Southern State University of Manabí. KEYWORDS: motivation; intrinsic; extrinsic; process; reason.

scholarly journals E-learning through Google Hangouts: a tool in the teaching-learning process of EFL

2019 ◽  
Vol 29 ◽  
pp. 1-7
Author(s):  
Higinio Fernández Sánchez ◽  
Claudia B. Enríquez Hernández ◽  
Blanca Flor Fernández ◽  
Nazaria Martínez Díaz ◽  
María del Carmen Santes Bastian
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Total Sample ◽  
Listening Skills ◽  
Listening Skill ◽  
High Satisfaction ◽  
Information And Communication ◽  
E Learning ◽  
Efl Students ◽  
Teaching Learning

As today’s world becomes a networked society, Information and Communication Technologies (ICT) have become powerful contributors towards the acquisition of a foreign language. The aim of this study is to examine the feasibility of implementing a technology-based program: the English as a Foreign Language (EFL) students’ satisfaction with the program and the perceived benefits in improving their English skills (speaking, listening, reading, and writing). A one-group, pretest-posttest design was used. A six-week technology-based program, with 30 min sessions, was implemented once a week. A total sample size of 20 students enrolled in a one-day advanced EFL course. There was a high satisfaction towards the program (80%) and towards the facilitator (100%). Fifty percent of participants considered the Hangout sessions as very helpful in developing their speaking skill, 75% considered them to be very helpful for their listening skill., and 50% reported the Hangout sessions to be somewhat helpful in developing their reading skill and their writing skill. Even though taking time to work outside of the classroom had its challenges, the virtual environment led to the collaboration between students, who demonstrated high commitment during the sessions, allowing their writing, reading, speaking and listening skills to improve.

Sign in / Sign up

Export Citation Format

Share Document