scholarly journals Applying Gagne's Events of Instruction in a Computer-Based Test Preparation Listening Material Design

2019 ◽  
Vol 7 (2) ◽  
pp. 7-13
Author(s):  
Acmad Suyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Standardized Test ◽  
Test Preparation ◽  
Material Design ◽  
Instructional Materials ◽  
Listening Skill ◽  
Computer Based ◽  
High Degree ◽  
Events Of Instruction

The advances in computer technology have brought the rise of computer-based instructional materials in many different fields  including  language  learning.  With  regard  to  listening  skill  development,  one  obvious  strength  of  the  computer-based instructional materials is its capability of presenting audio component in various ways to improve students’ listening skill. For students who are preparing themselves to take a standardized test like Test of English as a Foreign Language (TOEFL), the materials can even be designed to provide a high degree of customization that can be geared specifically to meet students’ pace of learning. However, it can be a big challenge to design a computer-based listening material capable of ensuring that learning indeed takes place while the students are using and exploring its contents. This paper aims to propose the application of Gagne's nine events of instruction in a computer-based test preparation listening material design. More specifically, this paper tries to provide guidance in the process of developing the user interface and the content presentation within the material as to match each part of the nine events. It is expected that this strategy will successfully activate the required cognitive process of the students and help them achieve established learning objectives.

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals THE ROLE OF TECHNOLOGY IN EFL CLASSROOM

2014 ◽  
Vol 1 (2) ◽  
pp. 107-118
Author(s):  
Fahri Haswani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Ministry Of Education ◽  
Conceptual Foundation ◽  
Computer Based ◽  
English Speaking ◽  
Based Instruction

In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.

A hypertext approach to foreign language reading

2003 ◽  
Vol 17 ◽  
pp. 91-110 ◽  
Author(s):  
Jeong-Bae Son
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Learners ◽  
Foreign Language Reading ◽  
Reading Materials ◽  
Reading Text ◽  
Computer Based

This article reports the results of a study conducted to examine the use of three different reading text formats: paper-based format (PF), computerbased non-hypertext format (NHF), and computer-based hypertext format (HF). It investigates foreign language learners’ reactions to the three text formats, focusing particularly on the usefulness of hyperlinks in computermediated text to provide readers with optional assistance during independent reading. Data collected from an interview with a group of Korean as a foreign language (KFL) students are presented and discussed. The results of this study show that the students considered the use of hyperlinks to be helpful and useful for their learning and suggest that it is important to look at the way in which reading materials and supporting information are presented when designing or selecting computer-assisted language learning (CALL) programs.

scholarly journals Difficult contrasts: an analysis of phonemic distinctions in the English of young Norwegian learners seen against the backdrop of incidental foreign language learning

2014 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Kåre Nitter Rugesæter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
L2 Acquisition ◽  
Language Competence ◽  
Foreign Language Acquisition ◽  
Passive Exposure ◽  
Computer Based ◽  
State Schools ◽  
Made In

Norwegian children in the 21st century are quite massively exposed to English as an L2, primarily through subtitled television programmes, films and various computer-based activities. The article investigates to what extent this passive exposure influences their basic phonological competence in the L2 by analyzing their ability to actively distinguish between certain phoneme pairs in English which are considered difficult for Norwegian learners, mainly due to interference from the phonemic system in their L1. The data material was collected through 136 recordings of 11-16 year old pupils in ten Norwegian state schools. By comparing the results to similar studies made in Norway 20-35 years ago, at a time when young people's exposure to English was considerably more limited, the article discusses the effects of incidental foreign language acquisition on young people's L2 competence. The discussion is also placed in the light of recent, international research in this field. By critically investigating some of the findings of that research, the article furthermore attempts at problematizing the concept of L2 acquisition by focusing on the distinction between active and passive language competence. The findings indicate that basic L2 phonological competence is in no way automatically enhanced by passive exposure to the language. The article points to the necessity of structured teaching programmes to counterweight the complexity and variations in the L2 input that young people encounter in their media based exposure to the L2.

scholarly journals Searching for coherence in language teaching: the issue of teaching competencies

2011 ◽  
pp. 95 ◽  
Author(s):  
Carlos Rico Troncoso
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Ministry Of Education ◽  
Language Competence ◽  
Learning And Teaching ◽  
Language History ◽  
Teaching Objectives ◽  
The Impact

This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field. Nowadays, some changes have been given to the New ICFES State Examination, and The Ministry of Education (MEN) has proposed in the curricula orientations the language competence education. Due to these new demands, it is necessary to revise the way how a foreign language is taught in our educational context. To this respect, the present paper will mention some of the most important aspects teachers should reflect upon when dealing with language teaching. The first thing to do is to define the approach or the method to be used (the nature of language and of language learning) second, it is necessary to define the design to be implemented according to the theory proposed. The design will deal with the teaching objectives, the type of syllabus adopted (content choice and organization), the types of learning and teaching activities, the learner and teachers roles, and the role of instructional materials.

scholarly journals The Importance Of Listening In Foreign Language Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 643-646
Author(s):  
Karimova Jamila Shariyevna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Listening Skill ◽  
Different Types

This article is devoted to the role of listening skill and it’s different types in terms of obtaining new language. The stages which are typically used in order to do listening  are given with their instructions in the article.

scholarly journals Perceptions of Foreign Language Teachers for M-Learning

2020 ◽  
Vol 15 (23) ◽  
pp. 95
Author(s):  
Nadire Cavus ◽  
Liudmila Shukshina ◽  
Oxana Chernova ◽  
Irina V. Telezhko ◽  
Alfia M. Ishmuradova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Foreign Language Learning ◽  
Material Design ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Strongly Agree ◽  
Russian Universities

Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.

scholarly journals Developing Native-Like Listening Comprehension Materials Perceptions of a Digital Approach

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Herri Mulyono ◽  
Devi Nur Vebriyanti
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Instructional Materials ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Listening Skill ◽  
Integration Of Technology ◽  
Teacher Professional ◽  
Materials Used ◽  
Technology In Classroom

This paper reported the attempt teachers did in developing native-like (NLS) listening materials for their EFL learners using a text-to-speech (TTS) technology. Observation was carried out to record teachers’ procedures for developing NLS materials. Interview with teachers were undertaken to explore their’ perceptions towards the NLS listening materials and the benefits they gained from developing instructional media using technology. In addition, a questionnaire was distributed to 65 eight-grade pupils to gather information related to their opinions regarding the listening materials developed and used by their teachers. The findings show that teachers and pupils responded positively towards the NLS materials for listening comprehension. In addition, teachers were found to have more confidence in teaching listening skill while using the technology. There are three conditions which endorse this teaching confidence: the suitability of instructional materials used with the learning curriculum and pupils’ level of English proficiency, teachers’ self-efficacy to the teaching task, and the integration of technology in classroom teaching. The study suggests that TTS system can be used as computer assisted language learning (CALL) application particularly in the development of listening comprehension materials. The study also confirms earlier studies that teacher professional development can be promoted through integrated training on technology for classroom use.

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