scholarly journals Evaluate the Use of Blog Sites in the Language Teaching and Learning

2021 ◽  
Vol 5 (12) ◽  
pp. 195-199
Author(s):  
Rui Xu ◽  
Qi Wang ◽  
Lili Zhou
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Writing Skills ◽  
Self Management ◽  
Self Assessment ◽  
Learning Content ◽  
Written Form ◽  
Language Teaching And Learning

In the era of rapid development of information technology, an increasing number of educators involve blog sites in their language teaching process. Although blogs are incredibly effective in language teaching and learning, there is still space for growth. Students may be able to choose helpful learning content and share their thoughts with teachers and other language learners. Furthermore, as compared to traditional educational methods, blogs encourage students to communicate with their professors or other students in written form more frequently. As a result, it may help pupils enhance their reading and writing skills, as well as their learning initiative and vocabulary. Finally, it may allow students to track their learning progress, which may be beneficial in developing students’ self-assessment, self-management, and self-education skills.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 1949-1972
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

scholarly journals Integrating mobile phones in English Language Teaching: a study in Manipur University

2019 ◽  
pp. 68-72
Author(s):  
Irom Gambhir Singh
Keyword(s):  
Mobile Phones ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Cell Phones ◽  
Rapid Development ◽  
Modern Science ◽  
English Language Teaching ◽  
Almost All ◽  
Language Teaching And Learning

The advancement of Information and Communication Technology (ICT) has great impact on students’ accessibility to information and different source materials. With the rapid development of modern science and technology, mobile devices have undergone massive changes and it has become so advanced that they can perform almost all the functions of a computer. Cell phones can be used for learning purposes. The present paper discusses possible future applications of cell phones for English language teaching and learning in Manipur University. The data was obtained from a set of questionnaires sent to selected students to find out their attitudes towards this mode of teaching English language. The analysis revealed that students use mobile phones to help them in their studies and they believe that integrating mobile phones in a language teaching gives the learners the opportunity of availing the benefits of digital age. They also believed that cell phones have great potential in language teaching and learning.

Falling on deaf ears

2016 ◽  
Vol 3 (2) ◽  
pp. 196-212 ◽  
Author(s):  
Brian Rubrecht
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Pronunciation Instruction ◽  
Language Teaching And Learning

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2016 ◽  
pp. 145-167
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 645-668
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

Adapting the iPhone for Language Teaching and Learning

2011 ◽  
pp. 188-201 ◽  
Author(s):  
Satoru Shinagawa
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Handwriting Recognition ◽  
Ipod Touch ◽  
Web Based ◽  
Google Apps ◽  
Language Teaching And Learning

This chapter will discuss ways in which the iPhone/iPod Touch can be used for language learning. The built-in functions of the iPhone/iPod Touch, along with the various Web Apps and Apps that can be used to enhance these functions, provide a wide variety of ways in which the iPhone/iPod Touch can be used in language learning. Some of these include built-in recording functions, cameras, handwriting recognition capabilities, as well as a huge array of helpful web-based applications and independent applications. Because this chapter could not possibly cover all the options that are available, it will briefly introduce some of these functions and applications and explore how they can be beneficial to language learners. In addition to this, this paper will ways in which applications useful for language learning or teaching can be searched for via Google Apps or the Apps store itself.

scholarly journals Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views

2015 ◽  
Vol 13 (3) ◽  
pp. 292-314 ◽  
Author(s):  
Jose A. Mompean
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Potential ◽  
Foreign Language Learners ◽  
Raising Awareness ◽  
Language Teaching And Learning

This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation.

scholarly journals Leading the Proverbial Thirsty Horse to Water: ESL Learners’ Experience with Language Learning Contracts

2012 ◽  
pp. 452-464
Author(s):  
Normah Ismail ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Learning Contracts ◽  
Learning Contract ◽  
Esl Learners ◽  
Language Teaching And Learning

There is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This paper describes the use of learning contracts as a strategy for enhancing learner autonomy among a group of ESL learners in a Malaysian university. Through learners’ account of their experiences with the contracts, the study concludes that the learning contract has potential use for language learning and that learners’ positive learning experience remains the key to the success of any endeavour seeking to promote learner autonomy. The paper ends with some implications for teachers and learners who wish to use the contracts as a strategy for language teaching and learning.

scholarly journals Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

2017 ◽  
Vol 10 (4) ◽  
pp. 78 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Classroom Teachers ◽  
Learner Beliefs ◽  
Teachers Beliefs ◽  
Form Part ◽  
Language Teaching And Learning

Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers’ beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers’ beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers’ beliefs affect what they accomplish in their classroom, their attitudes, and their learner’ beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners’ learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers’ beliefs, express sources of teachers’ beliefs, and finally mention some previous studies on teachers’ beliefs. The review of related literature revealed that investigating teachers’ beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.

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