scholarly journals Specific-Learning Problems Faced by EFL Learners in Understanding Content-Based Learning Materials

2019 ◽  
Author(s):  
Lely Refnita ◽  
Jufrizal Jufrizal
Keyword(s):  
Learning Problems ◽  
Learning Materials ◽  
Efl Learners ◽  
Specific Learning

Lending Ears to EFL Learners: Language Difficulties

2011 ◽  
Vol 28 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Sahail M. Asassfeh ◽  
Yousef M. Al-Shaboul ◽  
Wael Zuraiq ◽  
Sabri Alshboul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Major ◽  
Learning Problems ◽  
Grade Point ◽  
Efl Learners ◽  
Basic Language ◽  
Language Difficulties ◽  
English Major ◽  
English Major Undergraduates

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

scholarly journals Specific learning difficulty: autism, dyscalculia, dyslexia and dysgraphia

2021 ◽  
Vol 7 (3) ◽  
pp. 97-106
Author(s):  
Karina Eliana Castro Intriago ◽  
Liliana Magdalena Alcívar Rodríguez ◽  
Luis Alfredo Tubay Cevallos
Keyword(s):  
Social Relationships ◽  
Qualitative Methodology ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Learning Difficulty ◽  
Learning Techniques ◽  
The Social ◽  
The Subject ◽  
Desk Review ◽  
Specific Learning

There are specific learning difficulties such as autism, dyscalculia, dyslexia and dysgraphia, the purpose of this article is to understand how these disorders affect verbal, non-verbal, logical and written communication in the social relationships of children who suffer from it. The qualitative methodology was applied in combination with the desk review technique, obtaining clear and pertinent criteria, an analysis of concepts was proposed on each of their meanings, characteristics and typology, suggestions of learning techniques are presented regarding the way correct to reduce disorders, the opinion of different authors who have carried out studies on the subject was obtained, interpreting from the pedagogical perspective and the importance of knowing the subject to act against these learning problems.

scholarly journals تعليم النحو باستخدام كتاب "العمريطي" في مدرسة قاسم الهادى الثانوية ‏الإسلامية سمارانج ومشكلاته

2019 ◽  
Vol 3 (1) ◽  
pp. 113-127
Author(s):  
Hilmi Sahab
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Boarding Schools ◽  
Learning Problems ◽  
Learning Material ◽  
Learning Method ◽  
Learning Materials ◽  
Learning Time ◽  
Deductive Method ◽  
Institutional Foundations

This study aims to determine the process of implementing Nahwu learning with al Imrithi Books in schools that are integrated with Islamic boarding schools and find out about learning problems and analysis of solutions. This research was conducted in Qosim al Hadi high school Semarang. This type of research is field qualitative research by using: Observation, Interview, Documentation and Questionnaire as the technique of collecting data. The results of this study indicate that the learning method used in Nahwu's learning with al Imrithi Books is a Deductive method that is well known among boarding schools as a Bandongan method. This method is used to convey learning material, while the Sorogan method is a form of reinforcement of the material that has been studied. The learning problems in Nahwu's learning with the book al Imrithi from several aspects: Students, Teachers, Learning Materials, Learning Time and Institutional Foundations.

Motivation, Learning, and Game Design

2011 ◽  
pp. 528-543
Author(s):  
Mahboubeh Asgari ◽  
David Kaufman
Keyword(s):  
Video Games ◽  
Design Process ◽  
Game Design ◽  
Incidental Learning ◽  
Educational Games ◽  
Learning Objectives ◽  
Learning Materials ◽  
Games For Learning ◽  
Educational Computer ◽  
Specific Learning

While there are thousands of educational computer and video games in the market today, few are as engaging and compelling as entertainment games. Some entertainment games have also been used in classrooms and have proven to produce incidental learning (e.g., Civilization III, SimCity). This has demonstrated that learning can occur through playing computer and video games, although it does not address the question of how to design engaging games for learning that incorporate specific learning objectives. As educators, we generally design instruction by specifying our learning objectives and then developing our learning materials to address these objectives. The authors of this chapter argue that there are a number of elements used in entertainment games that motivate players, and using these elements in the design process for educational games based on learning objectives would create motivational and engaging educational games. This chapter outlines the elements needed to develop such games.

Sotos Syndrome

1996 ◽  
Vol 27 (1) ◽  
pp. 91-93
Author(s):  
Elaine M. Shuey ◽  
Kristen Jamison
Keyword(s):  
Bone Growth ◽  
Autosomal Dominant ◽  
Normal Development ◽  
Learning Problems ◽  
Facial Features ◽  
Language Delays ◽  
Sotos Syndrome ◽  
Dominant Inheritance ◽  
Specific Learning ◽  
Autosomal Dominant Inheritance Pattern

Sotos syndrome is characterized by high birth length, rapid bone growth, distinctive facial features, and possible verbal and motor delays. It may be the result of an autosomal dominant inheritance pattern and it is more common in males than females. Developmental deficits or specific learning problems may be present. Speech and language delays may occur, although reported cases vary from normal development to severe delays. Hoarse voice is not uncommon.

scholarly journals EFL Learners’ Perceptions on ZOOM Application in the Online Classes

2021 ◽  
Vol 2 (1) ◽  
pp. 41-51
Author(s):  
Nadila Nuraziza ◽  
Lulud Oktaviani ◽  
Fatimah Mulya Sari
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Online Classes ◽  
Learning Materials ◽  
Teaching Process ◽  
Efl Learners ◽  
Learning And Teaching ◽  
E Learning

Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.

scholarly journals NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS

2016 ◽  
Vol 1 (3) ◽  
pp. 219
Author(s):  
Lalu Suhirman
Keyword(s):  
Error Analysis ◽  
Systematic Study ◽  
English Language ◽  
Learning Problems ◽  
Past Tense ◽  
Research Subject ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
First Semester ◽  
Similar Elements

This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative  sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis. 

scholarly journals PENGEMBANGAN BAHAN BELAJAR DIGITAL LEARNING OBJECT

2014 ◽  
pp. 583-595
Author(s):  
Kusnandar Kusnandar
Keyword(s):  
Learning Object ◽  
Learning Material ◽  
Digital Learning ◽  
Learning Materials ◽  
Materials Development ◽  
Innovative Learning ◽  
Information And Communication ◽  
Basic Ideas ◽  
Specific Learning ◽  
Digital Or

diterima: 09 Januari 2013; dikembalikan untuk revisi: 20 Januari 2013; disetujui: 4 Februari 2013;Abstrak: Tulisan ini merupakan sebuah gagasan dalam pengembangan bahan belajar digital, learning object melalui pendekatan analisis kurikulum. Dengan pendekatan ini dimungkinkan terjadi sinergi antar para penyedia konten pembelajaran, sehingga pada gilirannya dapat mempercepat pemenuhan kebutuhan bahan belajar sesuai dengan tuntutan kurikulum. Kurikulum 2013 yang antara lain memiliki karakteristik pendekatan proses, tematik, terintegrasi TIK (teknologi komunikasi dan informasi), aneka sumber, serta metodologi yang menyenangkan, akan dapat diimplementasikan secara baik apabila didukung ketersediaan konten bahan belajar yang memadai. Learning object adalah segala entitas, digital atau non-digital, yang dapat digunakan untuk pembelajaran, pendidikan atau pelatihan. Learning object merupakan satuan terkecil bahan belajar yang memuat satu tujuan (objective) pembelajaran yang spesifik. Ibarat sebuah puzzle, learning object adalah potongan puzzle yang dapat dipasang-pasangkan dengan potongan lainnya sehingga membentuk sebuah bangun tertentu. Learning object memiliki karakter memuat gagasan tunggal, interoperable, dan reusable. Dengan karakterisktik ini, learning object memungkinkan untuk dapat dimanfaatkan oleh guru atau siswa dalam pengembangan pembelajaran yang kreatif dan inovatif. Langkah-langkah pengembangan learning object dimulai dengan analisis kurikulum, identifikasi topik. penyusunan peta materi, membuat deskripsi materi, mengembangkan standardisasi, menyusun naskah atau skenario pembelajaran, menyusun metadata, melaksanakan produksi atau pembuatan learning object, melakukan quality control, sampai dengan upload di web atau disimpan sebagai pustaka asset digital. Selanjutnya learning object dapat dimanfaatkan sebagai media pembelajaran, baik secara langsung ataupun diadaptasi dalam berbagai aktivitas pembelajaran yang kreatif dan inovatif. Kata kunci: learning object, bahan belajar digital, peta materi, metadataAbstract: This paper is about some basic ideas of the digital learning materials development of learning object through curriculum analysis approach. This approach enables the sinergy between learning material developers to occur, so that in time it wil accelerate the fulfillment of learning material need based on curriculum. The 2013 curriculum that has several characteristic such as process-approached, thematic, integrated with information and communication technology, rich of learning resources, and joyfully methodology will be well implemented if it is supported by the availability of adequate learning materials. Learning object is every entity, digital or non-digital, that can be used for learning, education or training. Learning object is the smallest learning material that contains one specific learning objective. There are some characteristic of learning object, such as relatively small, granular, interoperable, and reusable. Those characteristics enables learning object to be used by teachers or students in developing creative and innovative learning. There are several steps to develop learning object; curriculum analyzing, topic identifying, content mapping, content explaining, standardizing, script writing, metadata organizing, producing, quality controlling, and uploading. Learning object then can be used as learning media both directly or by adaptation in various kinds of creative and innovative learning activities.Keyword: learning object, digital learning materials, content mapping, metadata

scholarly journals Evaluating the Translation of Accusative of Purpose by EFL learners

2021 ◽  
Vol 4 (2) ◽  
pp. 162-171
Author(s):  
Intisar Hassan Abdul Magid Mohammad
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Learning Problems ◽  
Translation Process ◽  
Translation Strategies ◽  
Efl Learners ◽  
Semitic Language ◽  
Arabic And English ◽  
Grammatical Structures

Arabic is the most widely spoken Semitic language and has seen phases of change from the Quranic form to the more popular Modern Standard Arabic that is used for communication today. Teachers of language and translation in KSA are concerned with learning problems that arise due to lexical and grammatical non-equivalence between Arabic and English which often leads to confusion and incorrect output during translation process. The current study aimed at investigating one of the Arabic grammatical structures which has no direct equivalent in English (Accusative of Purpose). It is an original noun derived from a verb of affectivity, explaining the reason why the action of the previous verb has been done. Two objectives were targeted: One, testing the learners’ ability to translate the Accusative of Purpose; and two, to gather an understanding of the strategies they adopted in the process. The study is likely to be of great value in a foreign language learning environment as is the case in the KSA. We used written tests to collect the data, followed by detailed interviews to elicit information on the translation strategies used. Participants were female undergraduate students (N=35) at Hurimilla College of Science and Humanities, Shaqra University, KSA, of which fifteen were randomly interviewed consequently. Both qualitative and quantative approaches were used. The data collected was analysed using SPSSR.  The results revealed that (36.0%) of the students’ translations were correct or acceptable, while 34.3% were literal, and (15.4%) were incorrect. Personal interviews revealed that reasons of these results can be attributed to the absence of this category in English, and non-equivalence between Arabic and English. Based on these findings, the present study suggests more investigations on similar Arabic structures which have no correspondence in English using larger number of participants.

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