scholarly journals Pendampingan optimalisasi penggunaan media pembelajaran Bahasa Inggris sederhana untuk meningkatkan Creativity Quotient

2021 ◽  
Vol 2 (2) ◽  
pp. 159-169
Author(s):  
Siti Ayu Surayya ◽  
◽  
Ari Prasetyaningrum ◽  
Lailawati Lailawati ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
Training Program ◽  
English Language ◽  
Environmentally Friendly ◽  
English Language Learning ◽  
Learning Tools ◽  
Level Of Education ◽  
Creative Learning

Madrasah Ibtidaiyah (MI) teachers still do not realize the importance of CQ (Creativity Quotient). It is seen from how the teachers tend to be consumptive and rely only on available media, like a material book. The purpose of this dedication is: 1) to bring over the meaning of CQ in MI level of education, 2) to improve the students’ studying quality, and 3) to maximize the function and university task to build the development of MI education. The method used in this dedication were speech, exhibition, and simulation of creative English language learning media made by the students in Hamzanwadi University and downloaded software media. This training was held in 2021, participated by 25 MI headmasters in the East Lombok district. The product of this training program is the MI headmaster spreading the use of learning media in MI. All MI teachers understand the importance of teaching media used as practical and creative learning tools, and the MI teachers become more creative in providing simple, cheap, and environmentally friendly.

scholarly journals MYENGLISHLAB AS ONE OF THE GROUNDBREAKING BLENDED LEARNING TOOLS

2021 ◽  
Vol 17 (2 (24)) ◽  
pp. 85-91
Author(s):  
Marianna Ohanyan
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Educational Activity ◽  
English Language Learning ◽  
Learning Tools ◽  
Course Content ◽  
European Languages ◽  
Grammatical Skills

Online learning is one of the most rapidly growing trends in educational use of digital technologies. The article touches upon the importance of MyEnglishLab as one of the newest tools for blended English language learning. Due to the pandemics of the 2020 many learners began to implement different tools of digital technology to an increasing extent. An effective and appropriate tool for learning English aimed at developing communication skills allows to increase individualization of educational activity, to optimize mastering language structures and grammatical rules, and also to overcome some obstacles of both oral and written competences of the students. An interactive platform is one of the newest blended learning tools that combines different English language learning activities in a variety of formats. It is a web-based system providing learners 24 hours a day, 7 days a week online access to the teacher-managed course content, supports different learning styles, provides students with a large number of supervised practices. The platform MyEnglishLab contains lexical and grammatical tasks, audio materials listening and reading as well as watching videos. Tasks are performed in three stages: the formation of lexical and grammatical skills; improvement of language skills and using those phrases and sentences that were consolidated in the first stage in the dialogue with a computer; development of skills to use lexical and grammatical knowledge acquired during the previous two stages. The platform has options for choosing the number of attempts to perform both test exercises and training. In this article we present a research carried out among the freshmen of Yerevan State University Faculty of European Languages and Communication.

scholarly journals EXPLORING PARENTS’ HOME-BASED INVOLVEMENT IN THEIR CHILDREN’S ENGLISH LEARNING: TRIGGERS AND BARRIERS

2021 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Cicilia Siwi Triutami ◽  
Retno Muljani
Keyword(s):  
Language Learning ◽  
English Language ◽  
School Level ◽  
English Language Learning ◽  
English Learning ◽  
Learning Tools ◽  
Digital Era ◽  
Home Based ◽  
Societal Changes ◽  
Parents Involvement

In Indonesian context, English has been taught in elementary school level and parents’ involvement is considered as one of the influencing factors which has contribution to the children’s language learning achievement. The rapid, complex and continuous societal changes in this digital era might impact and alter the possibilities of parents’ involvement in their children’s language learning. The current study explored the triggers and the barriers of parents’ home-based involvement in their children’s English language learning and the features of their involvement. The qualitative research by implementing semi-structured, in- depth interview with four parents of elementary students at one of private schools in Yogyakarta city was conducted. The findings show the three main triggers in parents’ home-based involvement namely: (1) parents’ belief of the importance of English, (2) the implementation of school technological learning tools and (3) parents’ expectation of their children academic achievement. While the barriers that parents encounter in their involvement are: (1) parents’ lack of time, (2) parents’ unproficiency in English and (3) parents’ unfamiliarity with the use of technological tools. As the features of involvement, the study reveals parents’ monitoring, accompaniment, assistances in their children’s home-learning activities, providing some additional English learning media and financing English private course. Keywords:  Barriers, Children’s English Language Learning, Parents’ Home-Based Involvement, Triggers

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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