scholarly journals Peranan Teknologi dalam Meningkatkan Kualitas Pengajaran Bahasa di SMA Negeri 1 Janapria

Educatio ◽  
2022 ◽  
Vol 16 (2) ◽  
pp. 108-120
Author(s):  
Wildan Wildan ◽  
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Language Teaching ◽  
Learning Motivation ◽  
Learning Technology ◽  
Qualitative And Quantitative Methods ◽  
Quantitative And Qualitative Research

This study aims to determine the role of technology in improving the quality of language teaching at SMAN 1 Jaanapria. This type of research is quantitative and qualitative research. The research method used combines qualitative and quantitative methods (mix methods). The data obtained from this study were from interviews and observations and data obtained from questionnaires/questionnaires. There are two elements studied in the data analysis: the element of student learning motivation and the element of the role of technology in language learning. From the discussion, it can be concluded that the student's learning motivation in class averages 65.5%, meaning that students at SMAN 1 Janapria on average often pay attention to teachers in class. Besides that, students also desire to solve problems and discuss them with others. Other students for the learning process. While the role of language learning technology is an average of 56.3%, meaning that students and educators, especially teachers, sometimes use technology in the language learning process. Students think technology is needed to support the language teaching and learning process in the classroom.

scholarly journals The links between technology and principles of language teaching and learning: theoretical and practical insights

2020 ◽  
Vol 14 ◽  
pp. 718-726
Author(s):  
Turki Alsolami ◽  
Nashwa Saaty
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Teaching Instruction

The paper examines the integration of technology into various language learning aspects, mainly how technology can enhance language learning and teaching. The focus is on selected studies that highlight the significant role of technology in promoting higher levels of motivation, enhancing language input, contextualizing the language learning process through access to various cultural materials, improving learners’ L2 attitudes and enhancing better language teaching instruction.  In examining these areas, we hope to provide pedagogical insights that would help practitioners and curriculum developers to utilize technology in an effective way to promote a better language learning experience. 

scholarly journals Insiders’ Beliefs and Attitudes towards using Technology Assisted Language Teaching to Minimize FLA among Ethiopian University EFL Students

2019 ◽  
Vol 8 (6S2) ◽  
pp. 1066-1070
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Data Gathering ◽  
Qualitative And Quantitative Methods ◽  
Wide Range ◽  
Efl Students ◽  
Beliefs And Attitudes

The study was conducted on 38 University EFL major students and on their 10 EFL teachers to examine their belief towards the role of using Technology Assisted Language Teaching (TALT-Hereafter) in minimizing students’ FLA. The data were gathered using both qualitative and quantitative methods. The quantitative data was collected using by GBM and GAM (McCroskey & Richmond, 1989) which are the most standardized and highly reliable data gathering tools to measure beliefs and attitudes of respondents in wide range topics. Three open ended questions were also used as data collecting instrument to reveal the practice of using TALT in the EFL classroom. Finally the descriptive analysis of the GBM result showed that both EFL students (m=5.87; SD 0.567) and their teachers (m=4.85; SD=.672) had strong belief on the role of using TALT in minimizing FLA. The descriptive analysis of the GAM also revealed that both EFL students (m=6.04; SD 0.513) and their teachers (m=4.3; SD= .572) had positive attitude towards using TALT during teaching-and-learning EFL. However, the qualitative data revealed that the actual practice in using technology assisted language teaching-and-learning trend was found very low and discouraging in both the EFL students and their teachers. Finally, the study ends with practical recommendations for the main actors to use TALT in EFL classes to make the classroom less stressful.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Íde O'Sullivan
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Studies ◽  
Metacognitive Skills ◽  
New Literacy ◽  
Process Oriented ◽  
Oriented Approach ◽  
Language Teaching And Learning

AbstractCorpora and concordancing have become much more widely available as researchers recognise that they can significantly enrich the language learning environment. There is still, however, a strong resistance towards corpus use by teachers and learners (Römer, 2006:122). An understanding of the implications and relevance of corpus use for pedagogy may help teachers and learners overcome this resistance, and hence accelerate the process of “percolation” (McEnery & Wilson, 1997:5) or the “trickle down” (Leech, 1997:2) of corpus research to language teaching and learning. The pedagogical context in which learners' consultation of corpora (corpus consultation literacy) can be developed is fundamental in understanding this new literacy and developing it so that it leads to successful language teaching and learning. This paper seeks to investigate the role which corpus consultation literacy plays in enhancing the language learning process and, consequently, aims to establish whether this new literacy can contribute to a process-oriented approach to language learning. Firstly, a theoretical overview of a process-oriented approach to language learning will be outlined, before investigating if corpus consultation can potentially enhance such an approach. This will be supported by evidence from a number of published empirical studies, covering aspects such as learning within a constructivist framework, and the development of cognitive and metacognitive skills through the use of cognitive and developmental tools. Learners' comments from related studies, namely Chambers and O'Sullivan (2004), O'Sullivan (2006), and O'Sullivan and Chambers (2006), which pertain to the learning process and the influence of corpus consultation literacy on this same process, will also be considered. The hypothesis presented here is that corpus consultation literacy can enhance a process-oriented approach to language teaching and learning. It is envisaged that this research will contribute towards the establishment of a sound theoretical and pedagogical foundation for the integration of corpus consultation literacy into language teaching and learning.

scholarly journals PENDEKATAN SISTEM PEMBELAJARAN BAHASA ARAB DI MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Toni Pransiska ◽  
Aly Aulia
Keyword(s):  
Comparative Study ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Methods ◽  
Arabic Language ◽  
Learning Goals ◽  
Text Book ◽  
Direct Practice ◽  
Qualitative And Quantitative Methods ◽  
And Training

AbstractThis research examined  the Arabic language development and learning at Madrasah Mu’allimin Muhammadiyah, Yogyakarta. Research diagnosed the components or sub-systems in Arabic language learning, which involved students, teachers, learning goals, methods, and Arabic text books. It is intended to describe the learning process of Arabic language in perspective of system approach. This research is a mixed research of qualitative and quantitative methods. In general, the interaction of sub-systems, namely students, teacher conditions, goals, methods, and text books is collaborative and cooperative. Even though, some problems were still found in each sub-system. The interaction of sub-systems in the learning process that implemented the interdependent, cooperative and dynamic principals, worked well. In addition, it is necessary to perform educational efforts to improve teacher competencies and student quality with education and training, workshop, seminar, text-book writing, comparative study, and direct practice.  Therefore, the Arabic learning process may find an ideal format and solutive and educational steps in designing Arabic language learning that is active, conducive, creative, innovative, and fun.Abstrak Penelitian ini membahas tentang pengembangan dan pembelajaran bahasa Arab di Madrasah Mu’allimin Muhammadiyah Yogyakarta. enelitian ini mencoba mendiagnosa komponen atau sub-sub system dalam pembelajaran bahasa Arab yang meliputi siswa, guru, tujuan pembelajaran, metode, dan buku ajar bahasa Arab.Hal ini dimaksudkan untuk mendeskripsikan proses pembelajaran bahasa Arab dalam perspektif pendekatan system. Penelitian ini merupakan jenis penelitian kombinasi (mix research) antara kualitatif dan kuantitatif. Secara umum, interaksi antar sub system seperti siswa, kondisi guru, tujuan, metode, dan buku ajar saling kolaboratif dan sinergis. Meskipun masih banyak ditemukan beberapa masalah di masing-masing sub system tersebut. Interaksi antar sub system tersebut dapat berjalan dengan baik dalam proses pembelajaran dengan melaksanakan prinsipi interdependensi, sinergitas, dan dinamis. Disamping itu, perlu melakukan upaya-upaya edukatif untuk meningkatkan kompetensi guru dan kualitas siswa dengan pendidikan dan pelatihan, workshop, seminar, penulisan buku ajar, studi banding (comparative study), dan praktek langsung (direct practice). Dengan begitu, proses pembelajaran bahasa arab dapat menemukan format ideal dan langkah-langkah solutif-edukatif dalam mendesain pembelajaran bahasa Arab yang aktif, kondusif, kreatif, inovatif dan menyenangkan.

scholarly journals 25 Years of HOW: A Celebration of Language Teaching and Learning

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 18-30
Author(s):  
Ana Clara Sánchez-Solarte
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Academic Community ◽  
Language Teachers ◽  
Historical Background ◽  
Teaching Learning ◽  
Language Teaching And Learning

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

2015 ◽  
pp. 1166-1184
Author(s):  
Anita Ferreira Ferreira ◽  
Jaime García Salinas ◽  
Sandra Morales
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Model ◽  
Training Strategies ◽  
Language Teaching And Learning

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

scholarly journals The role of ict in efl classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 132-134
Author(s):  
M. Abdurahmonov ◽  
Sh. Samandarov ◽  
B. Tolibjonov ◽  
A. Turdiyev
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Smart Devices ◽  
Daily Routine ◽  
Vast Number ◽  
Technological Support ◽  
Software Programs ◽  
Language Teaching And Learning

We cannot imagine our daily routine without the use of technologies, smart devices which have been around us in all spheres of our life for many years. With the development of the ICT, a vast number of educational platforms and software that can be used in education have been created. Using technology in language learning has become the perfect tool in reaching proficiency and fluency, and English lessons accompanied by technological support are the most effective and attractive for students who want to be successful in their language learning. In this article, I will discuss the methods of using ICT with the help of some educational platforms and software programs which can be used effectively in language teaching and learning.

scholarly journals Moodle in English Language Teaching and Learning in Jordan: Instructors and Students’ Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 1280-1288
Author(s):  
Abdel Hameed Al Awabdeh
Keyword(s):  
User Satisfaction ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Factors Affecting ◽  
Qualitative And Quantitative Methods

To support the significance of instructor readiness for the adoption of E-learning, it is necessary to examine the factors affecting instructors’ integration of Moodle into their English classrooms, as well as the students' perceptions of those who are learning English by using Moodle. This study had chosen to implement both qualitative and quantitative methods of analysis. The study's subjects comprised 25 lecturers and 150 students. The findings revealed that the lecturers from the University of Amman's School of English used Moodle as part of the English language teaching method. The majority of them used the option of document uploading and sharing function to give assignments to students and encouraged them to access and download the course materials outside of learning sessions to better enhance their competencies in English learning skills. Additionally, it was later discovered that the positive impacts of adopting Moodle during English lessons are as follows: Moodle promotes student-centered learning engagement, anytime-anywhere learning, simplifies course management, and mitigates the expense and time constraint of delivering lessons. The drawbacks of using Moodle in English classes are linked to technological problems, mainly regarding access to the Internet, inadequate professional development given to instructors, and Moodle's efficacy. Students exhibited favorable views regarding English learning by using Moodle as a platform. This is shown through their great computer self-efficacy, system engagement, and user satisfaction.

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