scholarly journals Promoting Student-Centred Language Learning Via eTandem The Case of Mexican and South African Students

2021 ◽  
Author(s):  
Arturo Mendoza
Keyword(s):  
Language Learning ◽  
South African ◽  
Target Language ◽  
Assessment Process ◽  
Learning Approach ◽  
Self Assessment ◽  
African Students ◽  
Self Reflection ◽  
Mexican Students ◽  
Student Centred Learning

eTandem is a type of virtual and synchronic way of learning an additional language in collaboration with peers who speak the target language and who are also learning their counterparts’ language. eTandem is usually incorporated as part of the activities that students have to complete whilst learning a language. However, these virtual activities are seldom part of the curriculum or the course syllabus and they are hardly ever part of the assessment process. The aim of this paper is to highlight the benefits of learning a language as the means of promoting a student-centred learning approach through autonomy, peer and self-assessment, self-reflection, feedback and by using the language to understand cultural and intercultural differences. The study was carried out via eTandem activities between Mexican students learning English and South African students learning Spanish. The results suggest that virtual exchanges whilst learning a language foster a wide ray of social, cultural and pragmatic means of learning a language in context. This paper has implications in promoting the inclusion of blended language learning in higher education settings.

scholarly journals First additional language teaching in the foundation phase of schools in disadvantaged areas

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Ellen Lenyai
Keyword(s):  
Language Learning ◽  
South African ◽  
Communication Skills ◽  
Second Language Learning ◽  
Training Programme ◽  
Target Language ◽  
Policy Makers ◽  
Literacy Training ◽  
English Literacy ◽  
Language For Learning

Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.

scholarly journals The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

2018 ◽  
Vol 8 (1) ◽  
pp. 48 ◽  
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Secondary Education ◽  
Language Learning ◽  
Religious Education ◽  
Primary Education ◽  
Self Esteem ◽  
Learning Motivation ◽  
Assessment Process ◽  
Self Assessment

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

scholarly journals Selected Determinants of Pronunciation Anxiety

2021 ◽  
Vol 21 (1) ◽  
pp. 93-113
Author(s):  
Małgorzata Baran-Łucarz ◽  
Jang Ho Lee
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detrimental Effect ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Target Language ◽  
Foreign Languages ◽  
Self Assessment ◽  
Efl Learners ◽  
Studying Abroad

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

scholarly journals Evaluating Learner Autonomy: A Dynamic Model with Descriptors

2012 ◽  
pp. 24-40 ◽  
Author(s):  
Maria Giovanna Tassinari
Keyword(s):  
Language Learning ◽  
Dynamic Model ◽  
Learning Process ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Self Assessment ◽  
Self Reflection ◽  
Affective Components ◽  
Learning Competencies ◽  
Evaluation Of Learning

Every autonomous learning process should entail an evaluation of the learner’s competencies for autonomy. The dynamic model of learner autonomy described in this paper is a tool designed in order to support the self-assessment and evaluation of learning competencies and to help both learners and advisors to focus on relevant aspects of the learning process. The dynamic model accounts for cognitive, metacognitive, action-oriented and affective components of learner autonomy and provides descriptors of learners’ attitudes, competencies and behaviors. It is dynamic in order to allow learners to focus on their own needs and goals. The model (LINK) has been validated in several workshops with experts at the Université Nancy 2, France and at the Freie Universität Berlin, Germany and tested by students, advisors and teachers. It is currently used at the Centre for Independent Language Learning at the Freie Universität Berlin for language advising. Learners can freely choose the components they would like to assess themselves in. Their assessment is then discussed in an advising session, where the learner and the advisor can compare their perspectives, focus on single aspects of the leaning process and set goals for further learning. The students’ feedback gathered in my PhD investigation shows that they are able to benefit from this evaluation; their awareness, self-reflection and decision-making in the autonomous learning process improved.

e-Assessment for Learning

2013 ◽  
pp. 245-261 ◽  
Author(s):  
Jan Van Maele ◽  
Lut Baten ◽  
Ana Beaven ◽  
Kamakshi Rajagopal
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Assessment For Learning ◽  
Assessment Process ◽  
Self Assessment ◽  
Ongoing Research ◽  
Effective Feedback ◽  
Supportive Environment ◽  
Online Tools ◽  
Assessment Skills

This chapter illustrates how e-assessment of oral proficiency in the foreign language can be designed and conducted in ways that enhance the students’ learning experience. Referring to the authors’ experiences with the WebCEF and CEFcult assessment platforms, the chapter shows how a variety of technical functionalities of these two online tools create a supportive environment for a pedagogical approach known as assessment for learning. The discussion focuses on three key principles of the approach: the structural involvement of learners in the assessment process, the elicitation of effective feedback, and the development of self-assessment skills. While documenting the great potential of online assessment environments for gaining insight in language learning, the chapter also points out some of its current limitations and how ongoing research might help to overcome these.

Drama in Project-Based Learning

2014 ◽  
Vol 3 (1) ◽  
pp. 16-23
Author(s):  
James Carpenter
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Project Based Learning ◽  
Learning Approach ◽  
Self Assessment ◽  
Student Centered ◽  
Language Support ◽  
Language Courses ◽  
And Performance

This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

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