scholarly journals TASK-BASED LEARNING WORKSHEETS IN THE DEVELOPMENTOF MULTIPLE INTELLIGENCES

2019 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Ximena Orellana Mora
Keyword(s):  
Language Learning ◽  
Multiple Intelligences ◽  
Basic Education ◽  
Language Skills ◽  
Learning Skills ◽  
Post Test ◽  
Supplementary Material ◽  
New Strategies

This project proposes the use of Task-Based Learning worksheets which have been developed as a supplementary  material based on the Our World through English 1 in order to improve students’ language skills by accessing multiple intelligences learners. Nineteen students in their eighth year of Basic Education at Cornelio Crespo Toral School participated in this study for fifteen months. Data is collected from a pre-test, a post-test, and a questionnaire. The results show the improvement of students’ language learning skills by 24.04%.  At the end of the study, the participants developed a sense of motivation, awareness, and increased their language learning skills through the application of the Task- Based Learning worksheets. Teachers recognized the effectiveness of new strategies and techniques implemented in their classes by applying appropriate materials to improve learning skills based on dominant intelligences.

scholarly journals Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

2021 ◽  
Vol 14 (6) ◽  
pp. 62
Author(s):  
Nunpaporn Durongbhandhu ◽  
Danuchawat Suwanasilp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Skills ◽  
Reading Program ◽  
Control Group ◽  
Essential Factor ◽  
Visual Aid ◽  
Post Test

Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.

scholarly journals A Study of Using Nursery Rhymes as an Instructional Strategy in ELT Classroom

2021 ◽  
pp. 15-24
Author(s):  
Milind M. Ahire
Keyword(s):  
Language Learning ◽  
Instructional Strategy ◽  
Language Skills ◽  
Music Pedagogy ◽  
Dual Purpose ◽  
Learning Skills ◽  
Specific Language ◽  
Teachers And Students ◽  
Gradual Development ◽  
Linguistic Units

Abstract Music soothes, relaxes, and motivates irrespective of age. We listen to music for pleasure among other reasons. It creates a refreshing effect. Nonetheless, it is rarely exploited as a learning tool by teachers and students. Conversely, it occupies a larger portion of student’s and teacher’s interests. The use of music serves a dual purpose: It motivates and, consequently, helps to enrich learning as an enjoyable affair. Music/songs may be used through three levels. It would mark the gradual development of learning using music. First, using music as an element of entertainment, moving on to use it to state the interface between music and learning and concluding with using music to learn specific language skills and linguistic units. The article elaborates on how using nursery rhymes as an instructional strategy in ELT classroom can be effective in language learning skills and grammatical components. Keywords: Music, Pedagogy, Nursery Rhymes, ELT

scholarly journals Enriching Cognizance at the Tertiary Level Students During Transition

2018 ◽  
Vol 7 (4.36) ◽  
pp. 665
Author(s):  
K. Jeyagowri ◽  
R. Abilasha ◽  
M. Ilankumaran
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Educational Background ◽  
Cognitive Skill ◽  
English Language Proficiency ◽  
Tertiary Level ◽  
College Level ◽  
Learning Skills

English language, as a global lingua franca, has its own respect and importance throughout the world. It is considered to be the shrine of knowledge. It is significant to acquire the English language proficiency, to be placed in good jobs. Though every college gives prime importance to English language, unfortunately most of the students fail to acquire good command over the language. In certain cases, students have the poor ability to comprehend learning at the college level because of their different educational background or capability. There are certain hurdles that affect the students from learning the language. Cognizance is an important component of the tertiary level students. Enriching cognizance of students refers to how the learners develop their knowledge in order to get a better idea of learning, awareness of the language skills they notice, and the observation of language learning. The objective of cognizance is to provide more knowledge to students. It promotes self-motivation of the students and enhances their basic skills of learning. Cognitive skill develops the student’s learning skills, notice, recollection and thoughts. This article deals with how cognizance in language learning is developed and thereby to sharpen their skills of learning. Furthermore, this paper analyses the causes and effects of the students’ transitional dilemma at the tertiary level in acquiring language efficacy. It offers some ideas and results based on the problems among the students in attaining the fluency in communication through developing cognition skills. Moreover, the study proposes to help the students to achieve the objective of education.   

scholarly journals Senior High School Students’ Anxiety towards Language Learning Skills

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Hendrikus Male
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Process ◽  
Language Skills ◽  
Senior High School ◽  
Language Anxiety ◽  
School Students ◽  
Learning Skills ◽  
Senior High School Students

AbstractThis study merely aims to investigate Senior High School Students’ language anxiety and also to find out what class obtains the most dominant language anxiety. The respondents were administered a set of questionnaire and interview which was adapted from Muhaisen and Al-Haq (2012) The result of data analysis showed that the most dominant of the students’ anxiety were found in speaking followed by reading, writing and listening in their language learning process. It is highly recommended that the teachers be more creative in making the class atmosphere to be more fun and relaxing in teaching the language skills so that the students are more encouraged to learn the language.Keywords: language anxiety, senior high school students, language learning process

scholarly journals Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

2017 ◽  
Vol 3 (3) ◽  
pp. 39-49 ◽  
Author(s):  
Svetlana Titova ◽  
Olga Samoylenko
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Quantitative Research ◽  
Language Skills ◽  
Immediate Feedback ◽  
Joint Research ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Joint Research Project ◽  
Post Test

This article investigates the pedagogical impact of both the mobile-testing system PeLe and an enquiry-based approach to language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into a language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project, MobiLL, by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe-supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

Mobile Testing System for Developing Language Skills

2018 ◽  
pp. 5116-5126
Author(s):  
Svetlana Titova
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Language Skills ◽  
Testing System ◽  
Immediate Feedback ◽  
Joint Research ◽  
Mobile Assisted Language Learning ◽  
Mobile Testing ◽  
Use Of Technology ◽  
Post Test

This paper investigates the pedagogical impact of both the mobile testing system PeLe and enquiry-based approach on language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project MobiLL by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

The Effects of Using the Mad Minute Strategy in Teaching English among Female Students in Some Saudi High Schools

2020 ◽  
Vol 10 (5) ◽  
pp. 542
Author(s):  
Ghufran Abuabah
Keyword(s):  
High Schools ◽  
Test Scores ◽  
English Language ◽  
Language Skills ◽  
Intervention Strategy ◽  
Female Students ◽  
Public High Schools ◽  
Teaching English ◽  
Learning Skills ◽  
Post Test

This study aims to investigate the effectiveness of using "The Mad Minute" as an intervention strategy to improve students' level of English. Moreover it seeks to discover learners and teacher’s perceptions of the efficacy of The Mad Minute intervention in terms of its efficacy in developing students' performance in English. The sample consisted of 100 female students from two public high schools and their 4 teachers who were asked to complete two questionnaires relating to how useful and effective the learners and teachers found The Mad Minute intervention for enhancing the students' learning skills. The findings showed that the students in both schools reported that the intervention enhanced their subjective ability to learn new English language skills. Further, the study sheds light on the learning processes involved in the "The Mad Minute" intervention and how it benefits students to improve their level of achievement in English. Moreover, the analysis of test scores reveals significant learner development at the level of (α = 0.05) between the pre-test and the post-test in the total score in the favour of the post-test scores indicating the effectiveness of using The Mad Minute strategy. Recommendations have been given at the end of the article.

scholarly journals Evaluation of Oxford Progressive English Text Book: A Qualitative Study

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 364-380
Author(s):  
Abdul Ali ◽  
Amara Javed ◽  
Dr. Ghulam Murtaza
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Language Skills ◽  
English Text ◽  
Text Book ◽  
Textbook Evaluation ◽  
Need Analysis ◽  
Weak Points ◽  
Supplementary Material ◽  
The Given

Textbook evaluation is considered an important factor in the field of education from the aspect of teachers and learners. The current examination aims to evaluate the Oxford Progressive English textbook for 8th class. The current study aims to probe strong and weak points in the given coursebook. Besides, whether the textbook should be accepted or rejected will also be explored in this study. As for research methodology, the nature of the present research is of descriptive qualitative. The sample for the evaluation is the Oxford Progressive English text for the 8th class Checklist method and an impressionistic method “as an instrument will be used for evaluating the ELT material. The following “Checklist” was used to evaluate the textbook. Sheldon’s checklist has been used as an instrument of the research. The data has been collected from the textbook on the 8th. The findings of the study show that almost the merits and demerits of the textbook are equal. Demerits include a lack of focus on language skills and sub-skills. Other aspects of language learning have also been ignored, for example: need analysis, learners' age, background, learning style, examination equivalence, self –revision exercises, achievement test, self-checks, supplementary material, audiovisual recording. This study concludes that the school management should replace or revise the contents of the textbook.

scholarly journals FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY

2020 ◽  
Vol 78 (6A) ◽  
pp. 1096-1106
Author(s):  
Mayumi Kanazawa
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Autonomous Learning ◽  
English Learning ◽  
Learning Skills ◽  
Japanese University ◽  
Self Evaluation ◽  
Self Study ◽  
Motivation And Learning

Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students’ autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners. Keywords: autonomous learners, language learning, learner autonomy, learner independence, self-study

scholarly journals STEM Integrated English Lessons

2021 ◽  
Vol 2 (2) ◽  
pp. 119-136
Author(s):  
Ozgu Ozturk
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Learning Activities ◽  
English Language Learning ◽  
Science Technology ◽  
Post Test ◽  
And Mathematics ◽  
Learning English

As is known, STEM consists of Science, Technology, Engineering and Mathematics. Its method aims to improve these skills. The 21st century needs creative, collaborative, communicative critical thinkers. STEM which was born for this purpose meets these needs. It gives the learners what they need for being fulfilled with the skills as individuals. However, the learners should learn English to have one of these skills, to be a self-esteemed communicator. Because English is the lingua franca of Science and Technology. Our students need to improve their English language skills, as well. This study aims to integrate STEM activities with English language learning. Both STEM activities and English language learning activities were used in the practice. It has a limitation that it was conducted with only one class and one level, the 11th grades. A pre-test and a post-test were applied to students as a questionnaire where they measured their perception of learning English difficulties and knowledge of the STEM field. In the pre-test they were seen that they are very far from being interested in learning English at high school and having no information about STEM. In the post-test it was seen that they need to learn English and STEM is a very enjoyable way of learning new things. It has been seen that the study was successful to bring two disciplines together and despite the students’ prejudice, they were glad to participate in it at the end. It has been seen that STEM is an interdisciplinary area and can be combined with English to improve its impact.

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