scholarly journals School Libraries in the English Education of Japan: From the Perspectives of Practitioners

2016 ◽  
Author(s):  
Masato Fujita ◽  
Minoru Maeda
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
21St Century ◽  
English Education ◽  
School Libraries ◽  
English Learning

In Japan, English has been taught as a foreign language. For surviving in the quickly changing 21st century, students have to learn English more autonomously, gathering authentic input by themselves. Though school libraries can be a solution to such problems, appeal to English educators is not sufficient and such educators do not fully understand the possibilities offered by school libraries. The voices of practitioners of English education who utilise school libraries were needed in this respect. This study shared the perspectives of practitioners, using interviews in order to reveal the potential uses of school libraries. The study concluded with the possibility that school libraries can form an English learning environment in which students’ autonomy is cultivated and authentic input is provided.

Investigating Affordance in Technology-Enriched Language Learning Environment Through Exploring Students’ Perezhivanija

2021 ◽  
Vol 44 (2) ◽  
pp. 187-202
Author(s):  
Lili Qin ◽  
Ren Wei
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Technology Use ◽  
Social Life ◽  
Teaching Practice ◽  
Emotional Experience ◽  
Foreign Language Learning ◽  
English Learning ◽  
Singular Form

Abstract Preceding works tend to explicate affordance through supposing what is happening here and now. They seldom relate it to actual social, diachronic activities, such as foreign language learning. To tackle this issue, this study explores how students actualize affordances in technology-enriched language learning environment (TELLE) by examining their perezhivanija (lived and emotional experience), a term borrowed from sociocultural theory. Because an individual’s social life is a developing process or a perezhivanie Perezhivanie is the singular form of perezhivanija. , it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized. Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China. The results showed that due to the students’ different past perezhivanija in English learning, their present interpretations of the perceived affordances in TELLE varied. This influenced hugely in their actions taken during their English learning in college to actualize the affordances. The findings indicated that the actualization of affordances is historical, dynamic and developmental instead of static. It does not lie in the autonomy of the students or the teachers, but in the institutional and cultural legitimacy of technology use in student’s social life. The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.

scholarly journals Incorporating Instagram Features in EFL Learning Environment

2021 ◽  
Vol 5 (2) ◽  
pp. 168
Author(s):  
Disa Evawani Lestari ◽  
Emilius German
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Medium Of Instruction ◽  
English Learning ◽  
Learning Tools ◽  
Online Questionnaire ◽  
Video Sharing ◽  
English Classes ◽  
Massive Number ◽  
Effective Function

<p>Instagram, famous for its easy picture and video sharing features, also has some other features, such as quiz, question, and poll, which can be used as English learning tools. The incorporation of Instagram becomes a valuable resource as most university students use Instagram. This study aims to explore those features and to investigate students’ perceptions of Instagram as learning tools. The research participants are 50 students who speak English as a foreign language (EFL) studying at a university which applies English as a medium of instruction (EMI). The participants follow the researcher’s Instagram account and are notified by email for every new post. They, therefore, can view and participate in those posts. The data is gathered from an online questionnaire. The results suggest that quiz is favored for its surprisingly effective function as a correction tool for common errors. In addition, cartoon post is favored as it provides funny and contextual use of the vocabulary which makes the vocabulary memorable. Hence, Instagram becomes effective English learning environment, which is supplementary to English classes, especially as an error correction and source of vocabulary input reaching massive number of students with only one post.</p>

Corpora Processing and Computational Scaffolding for a Web-based English Learning Environment: The CANDLE Project

2013 ◽  
Vol 24 (1) ◽  
pp. 77-95 ◽  
Author(s):  
Hsien-Chin Liou ◽  
Jason S. Chang ◽  
Hao-Jan Chen ◽  
Chih-Cheng Lin ◽  
Meei-Ling Liaw ◽  
...  
Keyword(s):  
Learning Environment ◽  
English Learning ◽  
Web Based

DEVELOPMENT OF PHARMACY STUDENTS' FOREIGN LANGUAGE COMMUNICATIVE SKILLS IN THE CONTEXT OF CHANGING QUALIFICATION REQUIREMENTS FOR A SPECIALIST

2020 ◽  
Author(s):  
L. V. Gukina ◽  
L. V. Lichnaya
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Pharmacy Students ◽  
Communicative Skills ◽  
The Face

The article concerns the approaches to creating learning environment and methods of teaching to develop foreign language communicative skills in pharmacists in the face of changing qualification requirements for a specialist.

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Siti Sarah Fitriani ◽  
Nira Erdiana ◽  
Iskandar Abdul Samad
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Visual Representations ◽  
Narrative Text ◽  
Primary Students ◽  
Education Department ◽  
Language Background ◽  
Multimodal Text ◽  
Language Visualisation ◽  
Do So

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

The Strategies and Response of Internalizing Islamic values in English Learning

2019 ◽  
Vol 2 ◽  
Author(s):  
Aswir Aswir ◽  
Hasanul Misbah
Keyword(s):  
Qualitative Study ◽  
Education Program ◽  
Role Model ◽  
English Education ◽  
Moral Values ◽  
English Learning ◽  
Preparation Process ◽  
The Impact ◽  
Islamic Values ◽  
Descriptive Qualitative

This study is aimed at describing lecturers’ strategies to internalize Islamic values and students’ response toward the strategies. This a descriptive-qualitative study. The participants were 40 students of English education program and 3 English lecturers. All participants were given questionnaire and 3 students and 3 lecturers were interviewed. The data showed that all lecturers did internalize the Islamic values such as aqidah, worship, and moral values in the English learning preparation, process, and evaluation. However, students requested that the lecturers should consistently became the role model, performed positive habit, and gave best learning service so that the impact of internalizing Islamic values would be significantly and positively received.

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