scholarly journals Using Group Oral Presentations as a Formative Assessment in Teaching English for Vietnamese EFL Students

2021 ◽  
Author(s):  
Vu Tran Le Hoai
Keyword(s):  
Formative Assessment ◽  
Teaching English ◽  
Efl Students ◽  
Oral Presentations

scholarly journals Teaching English by Using Andragogy Approach for EFL Students

2020 ◽  
Vol 4 (3) ◽  
pp. 386-400
Author(s):  
Via Armu Manangsa ◽  
Paidi Gusmuliana ◽  
Eka Apriani
Keyword(s):  
Adult Students ◽  
Teaching Method ◽  
Student Experience ◽  
Student Needs ◽  
Teaching English ◽  
Group Discussions ◽  
Study Program ◽  
Efl Students ◽  
Good Guide

This study aims to find out whether the English lecturer study program, in other words, has applied andragogy as teaching to people who have been considered adults. The lecturer uses andragogy as a good guide in conveying a knowledge that is focused on student experience, student needs and related to student personalization. Andragogy is instruction for adults to be more focused on the process and to reduce less on the content taught in learning. This article adopts the instruments of the victor cx wang article published in 2015. These findings indicate that lecturers are more directed towards students who become students-centered which are characterized by group discussions, lecturers only direct through lectures and encourage students to dialogue. This teaching method is in line with teaching andragogy which directs adult students to be independent in learning.

scholarly journals Teaching English Vocabulary with Greek or Latin Roots to Iranian EFL Students by PLS Sequential Structures

2020 ◽  
Vol 8 (4) ◽  
pp. p73
Author(s):  
Abolfazl Shirban Sasi
Keyword(s):  
Treatment Group ◽  
Teaching Method ◽  
English Word ◽  
Control Group ◽  
Teaching English ◽  
Control Group Design ◽  
Significant Difference ◽  
Efl Students ◽  
The Mean ◽  
And Control

PLS is a newly developed language teaching method which predominantly applies imaginative and random usage of pictures. The present paper explains and reports the application of a PLS technique in teaching English vocabulary with Greek or Latin roots to Iranian EFL learners. A pretest-posttest control-group design was used to investigate the effects of this sequential structures technique. Participants were intermediate level EFL students in two branches of the same language institute in Tehran (N = 94, p ? 0.05). The subjects were randomly assigned into two groups of treatment and control. The experiment lasted for seven one-hour lessons held in successive sessions in three weeks during which 35 Greek and Latin roots were taught with at least three English word examples. For the research instrument, the students were administered a 35-item multiple-choice vocabulary exam for the pre and post tests prior to and immediately after the teaching phase. Consequently, an independent sample T-test was used to examine the outcome of the experiment. At p = .009, the statistical test revealed a significant difference in the gain scores between the two groups. Also, the mean vocabulary gain score of 7.23 for the treatment group as opposed to the mean of 5.35 for the control group illustrated the relative more L2 vocabulary intake for the treatment group.

scholarly journals ROLE-PLAY IN TEACHING ENGLISH LITERATURE

2017 ◽  
Vol 5 (2) ◽  
pp. 81
Author(s):  
Nisa Syuhada
Keyword(s):  
Learning Process ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Teaching Method ◽  
English Literature ◽  
Role Play ◽  
Linguistic Competence ◽  
Teaching English ◽  
Literature Study ◽  
Efl Students

The important thing in teaching and learning process is teaching method. However, the teacher’s creativity is more important than the method itself. This paper offers a method for EFL students to study English through literature. Role-play as a teaching method to increase students’ linguistic competence through narrative as one of literary works. This paper also offers evaluation system to measure the students’ competence in learning literature study through narratives of Hodja.

scholarly journals Engaging Nursery Rhymes as Literary Works for Teaching English in EFL Students

2018 ◽  
Vol 15 (2) ◽  
pp. 63-72
Author(s):  
Eka Anggia Rini
Keyword(s):  
Adult Learners ◽  
Teaching English ◽  
Literary Works ◽  
Library Research ◽  
Efl Students ◽  
The Subject ◽  
Young Learner

This study aimed to review five articles in engaging nursery rhymes toward teaching literary works in EFL students. By doing library research, the researcher found some problems and the solutions in engaging the nursery rhymes for EFL students. Young learner or children mostly became the subject of nursery rhymes study. Later, Najat and Bradley (2014) concluded that nursery rhymes can be applied for adult learners.

scholarly journals Pre-Service English Teachers' Perceptions, Obstacles and Experiences When Teaching English in the EFL Context

2018 ◽  
Vol 14 (8) ◽  
pp. 102
Author(s):  
Rashed Zannan Alghamdy
Keyword(s):  
Saudi Arabia ◽  
Social Skills ◽  
Training Program ◽  
Qualitative Data ◽  
English Teachers ◽  
English Teacher ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Students

This article has identified the opinions, perceptions obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys’ schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students’ English level was very weak such that they could not communicate in the language and even they also could not understand the teacher’s instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.

scholarly journals The Teacher’s Role in Telecollaborative Language Learning: The Case of Institutional Integrated Teletandem

2019 ◽  
Vol 19 (3) ◽  
pp. 555-578 ◽  
Author(s):  
Suzi M. S. Cavalari ◽  
Solange Aranha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Language Teacher Education ◽  
Present Evidence ◽  
Face To Face ◽  
Teacher’S Role ◽  
Efl Students ◽  
Teacher's Role

ABSTRACT Teletandeem is a model of telecollaboration in which pairs of speakers of different languages meet virtually and regularly in order to learn each other’s language. The purpose of this paper is to discuss the pedagogical implications of integrating teletandem into the foreign language syllabus, focusing on the professor’s dual role: teaching English in regular face-to-face lessons and mediating virtual autonomous and collaborative learning in teletandem. Learning diaries, produced by EFL students from a Language Teacher Education course, were collected during eight weeks of an institutional integrated teletandem project between a Brazilian and a British university. Our analysis focused on the teacher’s role in mediating foreign language learning both in the classroom and through the learning diaries. We present evidence on what the professor does so that teletandem practice can contribute to language learning in the classroom and, by the same token, how EFL lessons can aid in autonomous telecollaborative learning.

scholarly journals Tracking Saudi EFL Students’ Reflections of Online Learning During Coronavirus: Different Rounds

2021 ◽  
Vol 6 ◽  
Author(s):  
Ahmed Al Shlowiy
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Educational Systems ◽  
Learning Context ◽  
Teaching English ◽  
Virtual Tools ◽  
Efl Context ◽  
Efl Students ◽  
Reflective Questions

The sudden shift into online learning due to COVID-19 has produced many challenges and new educational approaches across all educational systems. Language learning systems were enforced to utilize fully remote education solutions. Responding to COVID-19 is a crucial investigation to find out the challenges, barriers, suggestions, concerns, and deficiencies of teaching English in Saudi Arabia. It also assists in developing the Saudi English as a Foreign Language (EFL) context in the future and support its students, teachers, and policymakers. This study tracks the influence of this shift on the EFL students in a Saudi high school. Data collection depends on reflective questions sent to the students through the survey and WhatsApp Group three times during the pandemic: April 2020, October 2020, and April 2021. The results show that students faced several threats, ambiguities, and deficiencies that are classified into: (a) students’ emotions, (b) learning environment, (c) student characteristics, and (d) deficiencies and needs. The students gradually acquired experience to deal with those issues and cope with their frustration. Then, they performed in either positive or negative ways depending on their acceptance of the online learning context. The study ends with some implications to efficiently use different virtual tools in the EFL context.

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