scholarly journals Source Culture and Target Culture in English Language Teaching: A Study of Intercultural Pragmatics and Students’ Learning Outcomes

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Hazrat Umar ◽  
Maria Rehman
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Age Groups ◽  
English Language Teaching ◽  
Target Language ◽  
Control Group ◽  
Intercultural Pragmatics ◽  
Different Cultures ◽  
Target Culture ◽  
Experimental Group

The study explores the role of intercultural pragmatics in theimprovement of students’ reading comprehension of English. This is anexperimental research conducted upon 50 eighth-grade Pashtun studentsaged around 12 and 13 years. The experimental group (n=25) was taughtan intercultural curriculum which included topics from the British culture(target culture) and Pashtun culture (source culture) in addition to theform of language. The control group (n=25) was treated traditionally inwhich the focus was on the structure and form of language. The pre- andpost-tests were administered to both groups. After comparing the meanscores of the tests, it has been found that the experimental group showedgreater improvement in their English language proficiency as comparedto the control group. It is recommended that topics from both the sourceand target cultures written in the target language be included in theEnglish curriculum. Further, training programs for language teachersshould include intercultural pragmatics in their syllabi. Further researchmay be conducted in the same area in different places with participantsfrom different cultures and age groups.

scholarly journals The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

2020 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Nesreen Saud Alahmadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mind ◽  
L2 Vocabulary ◽  
Experimental Group

The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

scholarly journals An Experimental Study on the Innovative CDIO Method in English Language Teaching

2020 ◽  
Vol 8 (9) ◽  
pp. 15
Author(s):  
Ahmet Yusuf ◽  
Filiz Yalçin Tilfarlioğlu
Keyword(s):  
Experimental Study ◽  
English Language ◽  
Treatment Process ◽  
Teaching Method ◽  
English Language Teaching ◽  
Control Group ◽  
The Mean ◽  
New Perspective ◽  
Experimental Group ◽  
Learning English

This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing, and Operating) to the ELT field. The CDIO method was applied in the 11th grade in a private high school in Diyarbakir, Turkey. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to the CDIO teaching method. Subsequently, the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students’ performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants’ fulfillment developed in grammar, vocabulary and reading comprehension skills. Accordingly, there is a great improvement in the students’ performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students’ level and has shown a positive effect on learning English. Finally, it is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs.

A Qualitative Study of the Perceptions of Iranian EFL Learners’ Attitudes towards CMC Tools Usefulness

2017 ◽  
Vol 7 (8) ◽  
pp. 682
Author(s):  
Sanam Mehri ◽  
Siros Izadpanah
Keyword(s):  
Student Perceptions ◽  
English Language ◽  
Computer Mediated Communication ◽  
English Language Teaching ◽  
Control Group ◽  
Mediated Communication ◽  
Efl Learners ◽  
Before And After ◽  
E Mail ◽  
Experimental Group

This project examined the perceptions of Iranian EFL learners’ attitudes towards online computer-mediated communication tools usefulness. Few researches have been done to evaluate student perceptions of the helpfulness of CMC tools in online learning. In this regard, based on convenient sampling method, 60 English Language Teaching students (B.A) of Zanjan Azad University were selected. The students attended in two classes that were held by two different instructors. To homogenize the participants, PET was administered. Those participants whose scores was ±1 above and below the standard deviation were selected as the statistical sample (n= 60). Then, the selected participants were randomly assigned to one experimental (n= 30) and one control group (n= 30).The Community of Inquiry (CoI) questionnaire was distributed among the participants in groups before the treatment. During the study, the experimental group was taught using e-mail and telegram chat. In the control group, the learners were taught through traditional way of teaching. At the end of the treatment, the CoI questionnaire was re-administered among the learners in the both groups. Responses before and after the treatment revealed that the perceptions’ of the learners in the experimental group were significantly influenced as a result of instructing by e-mail and telegram.

scholarly journals English Language Teaching and Cultural Implications in Saudi Arabia

2018 ◽  
Vol 8 (3) ◽  
pp. 177 ◽  
Author(s):  
Muhammad Umar Farooq ◽  
Abdul Fatah Soomro ◽  
Abdul Fatah Soomro ◽  
Muhammad Umer ◽  
Muhammad Umer
Keyword(s):  
Saudi Arabia ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Female Teachers ◽  
Cultural Implications ◽  
Teacher Needs ◽  
Language Courses ◽  
Target Culture

Culture and language are inseparable. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). While teaching a foreign language, a teacher needs to accustom himself with the culture of the target language and the culture of learners. However, teachers in different classrooms in different parts of the world still ignore the importance of culture as a part of language study. This study focuses on perception and practices of teachers regarding culture and English language teaching in Saudi Arabia. The data were collected from 121 (60 male and 61 female) teachers of different cultural background through a questionnaire on their perceptions and implication of teaching target culture in the classroom through English language courses. It was revealed that all teachers have knowledge about the aspects of the target culture to some extent, but how they deal with the target culture is affected highly by the curricular considerations and limitations. 

scholarly journals English language teaching and assessment in blended learning

2014 ◽  
pp. 67-82 ◽  
Author(s):  
Sejdi Sejdiu
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Instruction ◽  
Experimental Group

The aim of this study was to evaluate the effectiveness of blended learning vis-à-vis face-to-face instruction. In order to achieve this aim, three research questions including were raised. The study was conducted using the case study approach which was supported by the collection of qualitative and quantitative data. The study involved two teachers, one who taught the experimental group using blended learning, and another one who taught the control group using face-to-face instruction. The results showed that the blended learning instructor executed instruction better and used more effective methods of assessment than the face-to-face instruction teacher. This is supported by differences in students’ performances which show that the experimental group performed better by scoring higher means and recording lower variances.

scholarly journals Effects of English Teaching with Interactive Whiteboards in the Elementary English Classrooms

2018 ◽  
Vol 6 (2) ◽  
pp. 127
Author(s):  
Ching-Ying Lin ◽  
Jo-Ting Chu
Keyword(s):  
Retention Test ◽  
English Language ◽  
Interactive Whiteboards ◽  
English Language Teaching ◽  
Control Group ◽  
English Classrooms ◽  
Advantages And Disadvantages ◽  
Specific Factors ◽  
Grade 3 ◽  
Experimental Group

<p><em>The purpose of the study was to probe the effectiveness of English language teaching through Interactive Whiteboards (IWBs). Three specific factors were probed: (a) the results from immediate test and retention test; (b) students’ perceptions related to the utilization of IWBs; (c) the advantages and disadvantages of the technology-supported instruction. Forty-three students from Grade 3 students in Sahes Elementary School in Taiwan were engaged in either technology-supported group or </em><em>none </em><em>technology-supported group. The results revealed that the experimental group through technology-supported instruction significantly outperformed the control group on students’ immediate test and retention test. Moreover, students’ perceptions related to the IWBs indicated that most of them </em><em>enjoying</em><em> lear</em><em>ning</em><em> English in the technology-supported classrooms. Finally, the results also showed the advantages and disadvantages through </em><em>the </em><em>IWBs instructions.</em><em> The study</em><em> </em><em>revealed</em><em> that teaching through technology was </em><em>an </em><em>effective way to help students </em><em>in </em><em>English</em><em> learning</em><em>.</em><em></em></p>

scholarly journals Engaging Students Through Multimodal Learning Environments: An Indonesian Context

2017 ◽  
Vol 1 (3) ◽  
pp. 202
Author(s):  
Suparmi .
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Critical Issue ◽  
English Language Teaching ◽  
Control Group ◽  
Multimodal Learning ◽  
Writing Performance ◽  
Creative Pedagogy ◽  
Experimental Group

<p>A critical issue regarding the English language teaching in the Asian context particularly in Indonesia is that the teaching and learning methods used are still far from being sufficient and effective to help students improve their language skill at the expected rate. This is a pilot study investigating the effects of multimodal learning environment on students’ learning outcomes connected to students’ writing performance. To find out the answers to the research problems, 60 students taking English for Specific Purposes at State Islamic University of Malang – Indonesia participated in this study. They were randomly selected and randomly assigned into the experimental group and the control group. The multimodal environment was provided to the experimental group whereas the control group was not. The results of the study indicated that the students in the experimental group had better writing performance. In addition, the contribution of this study is two folds; as a contribution to references on innovative and creative pedagogy in the classroom and to support the progress of the teaching and learning English.</p><p> </p><p><strong>Keywords: </strong><em>multimodal learning environments, video, the teaching of EFL writing, writing performance<strong></strong></em></p>

scholarly journals Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

2018 ◽  
Vol 21 (3) ◽  
pp. 67-89
Author(s):  
Ali Al-Bulushi ◽  
Ali Al-Issa ◽  
Rima Al-Zadjali
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Language Proficiency ◽  
English Language ◽  
Teacher Education Program ◽  
Language Teaching ◽  
Faculty Members ◽  
English Language Teaching ◽  
Target Language ◽  
Sultan Qaboos University

Communicative Language Proficiency (CLP) in the target language is critical for the teachers joining English language teaching for different reasons. The Ministry of Education in the Sultanate of Oman has sanctioned the score of Band 6 on the International English Language Testing System (IELTS) as the main criterion for accepting English language teachers graduating from Sultan Qaboos University (SQU). Nonetheless, some fourth-year Student Teachers (STs) have failed to achieve the specified score due to reasons pertinent to the choices made in the initial English language teacher education program content knowledge and methods. This qualitative study, hence, investigates the perspectives of purposively selected STs and faculty members about the effect of SQU English Language Teaching (ELT) content knowledge and methods on the STs’ IELTS band scores. Results have shown that there is a need to reconsider the content knowledge and methods to create more opportunities for the program participants to use the language communicatively. Results have further shown that certain faculty members adopt certain teaching methods insensitive to the needs and interests of the STs and which negatively affect their CLP. The results have important implications for the STs’ success in the IELTS and hence their employability.

scholarly journals Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Nahed F. Abdel-Maksoud
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Methodology ◽  
Control Group Design ◽  
Course Grades ◽  
The Impact ◽  
Experimental Group

Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

scholarly journals Effectiveness of Cooperative Learning For Improving Learners’ Proficiency Level of English Language in Secondary Level Education in Nepal

2018 ◽  
Vol 22 (1-2) ◽  
pp. 13-25
Author(s):  
Keshab Kumar Sijali
Keyword(s):  
Cooperative Learning ◽  
Language Proficiency ◽  
English Language ◽  
Longitudinal Research ◽  
Secondary Level ◽  
Control Group ◽  
Proficiency Level ◽  
Significant Difference ◽  
Experimental Group ◽  
Better Than

This longitudinal research study aims at investigating the effectiveness of cooperative learning (CL) for improving learners’ English language proficiency (ELP) level in secondary level education in Nepal. The study comprises 150 learners from grade 10 in the academic session of 2017 among whom 78 learners were chosen for experimental group while 72 for control group. The instruments of proficiency test, questionnaire and interview were used to obtain data that were analyzed using mean, standard deviation, Mann-Whitney Utest and bar graphs. The result shows the effectiveness of CL for improving learners’ ELP level that the overall performance of experimental group of students (M = 26.71, SD = 4.478) in English language was found far better than that of control group of students (M = 16.50, SD = 5.619) with significant difference (p < 0.001).Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 13-25

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