scholarly journals A PHENOMENOLOGICAL STUDY OF THREE UNIVERSITY STUDENTS’ EXPERIENCES IN PROJECT BASED LEARNING

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Phenomenological Study ◽  
Language Education ◽  
Project Based Learning ◽  
English Language Education ◽  
Emerging Themes ◽  
Phenomenological Interview ◽  
Learning Projects

Researchers in the past have explored practices of Project Based Learning (PBL) in various educational contexts. Nevertheless, previous studies that examine project-based learning in English as a Foreign Language (EFL) contexts are still limited in numbers particularlythrough the eyes of Indonesian university students. This study aims to look into meanings of PBL in learningSecond Language Acquisition (SLA) at English Language Education Program, Dunia University Indonesia. The study specifically described how three students in the class felt about PBL as implemented in two main classroom projects, how they experienced doing it, and how they provided meaning to it. The students’experiences were recalled through an in-depth phenomenological interview. The results of the study were the experiences in the form of narratives and myinterpretation of emerging themes in the narratives as the meanings of PBL in learning SLA. The study appeared to continue positive trends of PBL practices in Englishlanguage teaching and learning specifically in content-based instructions.Keywords: Project Based Learning, Projects, SLA,Phenomenological Study

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Rethinking Global Jinzai Policy: Exploring University Students’ Attitudes

2020 ◽  
Vol 2019 (1) ◽  
pp. 160
Author(s):  
Beni Kudo ◽  
Giancarla Unser-Schutz
Keyword(s):  
University Students ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Private University ◽  
Educational Policies ◽  
Education Policies ◽  
English Language Education ◽  
Students Attitudes

Discussions on English education policies often focus on their reception by teachers. However, this can overlook what students think about policy, and students’ support of policies may be crucial to their success. This is especially relevant to English education at universities, given the autonomy that university students have. To understand what students think about policies, a survey on certain aspects of Japanese educational policies and English language education was conducted at a private university. The survey focused on students’ attitudes towards guroubaru jinzai or global workers, a buzzword in Japanese EFL policies. Overall, students reported interest in becoming global workers, but they did not feel that this was realistic for themselves. This suggests that to gain the support necessary from students for their own cultivation as global workers in line with current EFL policies, it may be necessary to show the relevance to their own lives, from their own perspectives. 文科省の英語教育におけるポリシーの１つは「グローバル人材育成」であるが、大学英語教育では、学習に対する学生の主体的な意識や態度が重要である。中堅大学の学生を対象とした調査の結果、彼らは「国際的に活躍することが現代社会で求められている」と認識している一方、「そのような人材になることは自分にとって現実的ではない」と考えていることが分かった。理由の１つは「英語に対する自信のなさ」であるが、同時に「英語学習」には興味を持つ学生も多かった。「グローバル人材の必要性の認識」と「英語学習に対する興味」を利用することで、中堅大学の学生にとっても文科省のポリシーの実現が可能であると考えられる。

scholarly journals English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward

2021 ◽  
Author(s):  
Pham Huy Cuong
Keyword(s):  
Language Learning ◽  
Rural Areas ◽  
Teaching And Learning ◽  
English Language ◽  
School Administrators ◽  
Language Education ◽  
Teaching Staff ◽  
English Language Education ◽  
Contextual Elements ◽  
Teachers And Parents

Despite various challenges confronting teachers, learners and other stakeholders, English language education in rural settings remained relatively underexplored. This study reviews contemporary research on the global and local constraints confronting language teaching and learning in rural areas with a view to proposing measures for boosting the quality of education specifically for the context of Vietnam. The findings uncover a number of limitations in facilities and funding for language education, shortages of teaching staff and the deployment of English curricula. The study also reveals that such learning conditions impact significantly on students’ motivation as well as the associations they develop with language learning. These problems are attributable to inequities in educational policy, financial support and endeavors to account for the discrepancies existing in different learning settings. Such insights provide important implications for policy makers, school administrators, teachers and parents in formulating approaches to tackling such issues and the complexities resulting from contextual elements.

scholarly journals CURRENT TRENDS IN TPACK RESEARCH IN ENGLISH LANGUAGE EDUCATION: A SYSTEMATIC REVIEW OF LITERATURE FROM 2017 TO 2021

2021 ◽  
Vol 6 (43) ◽  
pp. 219-234
Author(s):  
Pei Sing Lim ◽  
Wardatul Akmam Din ◽  
Nik Zaitun Nik Mohamed ◽  
Suyansah Swanto
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Technological Pedagogical Content Knowledge ◽  
English Language Education ◽  
Pedagogical Content ◽  
Current Trends

In this 21st century, traditional ways of teaching and learning have been changed with the evolution of technology. Technological Pedagogical Content Knowledge (TPACK) is one of the conceptual models developed by researchers to facilitate teachers’ professional development. It is believed that TPACK should be developed and mastered by teachers to achieve effective implementation of technology in teaching and learning. This systematic literature review aims to investigate current trends in TPACK research in English language education literature published between 2017 to 2021. The keywords “Technological Pedagogical Content Knowledge”, “TPACK”, “English language”, “ESL”, “EFL” and “English teachers” with some modifications using “AND” and “OR” were used to obtain relevant articles from Scopus and ProQuest databases. The study inclusion process was done following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020’s framework. There were 14 articles yielded and included in this systematic literature review. The results show that TPACK studies in English language education were carried out worldwide. Moreover, half of the reviewed studies used pre-service English language teachers as the participants while others used in-service or both of them. Meanwhile, some studies used English language learners as the participants. In addition, there are a variety of methods including quantitative, qualitative and mixed method employed by the researchers of reviewed studies. We also identified 5 key emerging themes of the reviewed studies including measurement of TPACK level (64%), the relationship between TPACK and other variables (29%), strategy to develop TPACK (29%), implementation of TPACK (14%) and development of TPACK instrument (21%). This paper implies researchers in the English language education field, especially in Malaysia. Further studies on TPACK need to be conducted due to the limited current research in Malaysia.

scholarly journals Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 73
Author(s):  
Ardela Indri Apriliani ◽  
Listyani Listyani
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Project Based Learning ◽  
Structured Interviews ◽  
English Language Education ◽  
Central Java ◽  
Efl Students ◽  
Implementation Models ◽  
Speaking Skills

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

scholarly journals ATTITUDES OF EFL STUDENTS REGARDING LEARNER AUTONOMY IN ENGLISH VOCABULARY ACQUISITION

2021 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
I Putu Andre Suhardiana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Education ◽  
Learner Autonomy ◽  
Education Department ◽  
English Language Education ◽  
Semistructured Interviews ◽  
Efl Students ◽  
Learning English

Practical English communication for EFL students is wholly based on their vocabulary. However, learner autonomy (LA) is critical for EFL students’ vocabulary acquisition. The purpose of this research is to find out the viewpoints of students regarding LA when it comes to acquiring English vocabulary. There were 100 students from the college majoring in English Language Education Department completed the closed questionnaire, and 7 students participated in semistructured interviews. The research established that while participants intellectually recognized the relevance of LA in learning English vocabulary, they demonstrated a lack of interest in LA in learning English vocabulary on an emotional and behavioral level. These findings may help explain how to improve English teaching and learning, particularly English vocabulary teaching, in the context of other comparable EFL and research.

scholarly journals Learning English in Catalonia

2018 ◽  
Vol 28 (1) ◽  
pp. 56-74
Author(s):  
Irati Diert-Boté ◽  
Xavier Martin-Rubió
Keyword(s):  
High School ◽  
University Students ◽  
Focus Groups ◽  
Education System ◽  
English Learners ◽  
English Language ◽  
Language Education ◽  
English Learning ◽  
English Language Education ◽  
Small Stories

Abstract The aim of this study is to unveil English learners’ beliefs and emotions regarding the English language education received in Catalan schools. For that purpose, data from 5 focus groups with 31 university students have been analysed through a combination of MCA and small stories analysis. The findings reveal that the participants are dissatisfied with the English language education provided, and they believe that the teachers and/or the system are to blame for their (low) level of English. In the main story analysed, boredom, demotivation, irritation and frustration are emotions attached to English learning in high school, which are also present in most of our subjects’ small stories; it is the repetition (iterativity) of small stories, beliefs and emotions across participants that leads us to the detection of a discourse of victimhood, by which students identify themselves as the victims of their English teachers and/or the education system.

scholarly journals PROJECT BASED LEARNING IN TRANSLATION CLASS

2019 ◽  
Vol 7 (2) ◽  
pp. 101
Author(s):  
Apandi Apandi ◽  
Devi Siti Sihatul Afiah
Keyword(s):  
English Translation ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Language Education ◽  
Project Based Learning ◽  
English Language Education ◽  
Study Approach ◽  
Collection Methods

PROJECT BASED LEARNING IN TRANSLATION CLASSApandiProdi Pendidikan Bahasa Inggris, FKIP Unswagati CirebonEmail: [email protected] Siti Sihatul AfiahProdi Pendidikan Bahasa Inggris, FKIP Unswagati Cirebon  AbstractThis study aims to identify student learning experiences in the Indonesian-English translation class. This study uses a case study approach with data collection methods in the form of observations, interviews and questionnaires. Observations are made to obtain data sources from direct sources. Interviews were conducted to find out whether the places visited had historical stories, legends or folktales that could be translated into English, and also to find out the obstacles or challenges faced during learning using PBL. A questionnaire was used to identify learning experiences in the Indonesian-English translation class using PBL. Respondents were students of the 6th semester of the English language education program who took part in the English-Indonesian translation course. Data is presented in the form of descriptive explanations and also supported by graph data to facilitate the presentation. This study shows that the use of PBL provides benefits in forming independent learners, improving critical thinking and can improve attitudes in collaboration with peers. However, there are still obstacles and challenges in translation courses using PBL, namely at the beginning of the lecture in the form of less preparation time, adaptation with group mates and also the location of observations that are located some distance from the campus or where students are, and there are difficulties in translating cultural words found.Key words: PBL, Translation, Learning Experience

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