Investigating the Impact of Task-based English Language Teaching on Student Competencies at a Saudi EFL Context

Saudi Students ◽

Study Results ◽

Perceived Relevance ◽

This study examines the impact of task-based English language teaching on Saudi students’ competencies, such as reading comprehension and writing proficiency. The mixed-methods approach, involving an experimental component and a qualitative component based on interviews with the participants, is applied in this study. The procedure for the experimental component was developed with attention to the design, implementation, and assessment of task-based English language instruction activities. A growing body of literature suggests that task-based English teaching has gained significance in recent decades because of its perceived relevance in augmenting linguistic and non-linguistic competencies of learners. The study results indicate that the use of tasks in language learning classrooms promotes students’ learning, the development of skills in reading and writing, social interaction, and the motivation to use English in real-life situations. These findings can be used to promote language learning in students studying English as a foreign language.

A meta-analysis on educational technology in English language teaching

Language Testing in Asia ◽

10.1186/s40468-021-00121-w ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Jafar Rahmati ◽

Siros Izadpanah ◽

Ali Shahnavaz

Keyword(s):

Educational Technology ◽

Language Learning ◽

Effect Size ◽

English Language ◽

Language Teaching ◽

Meta Analysis ◽

Language Instruction ◽

Computer Assisted ◽

AbstractAs more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

Linguistics and Culture Review ◽

10.21744/lingcure.v5ns3.1845 ◽

2021 ◽

Vol 5 (S3) ◽

Author(s):

Ekaterine Pipia ◽

Irina Chikovani

Keyword(s):

Academic Performance ◽

Reading Comprehension ◽

English Language ◽

Language Teaching ◽

Autonomy Development ◽

Study Results ◽

Before And After ◽

Quantitative Manner ◽

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

Research in Pedagogy ◽

10.5937/istrped2101063m ◽

2021 ◽

Vol 11 (1) ◽

pp. 63-84

Author(s):

Sevim Maviş ◽

Fevzi Dursun

Keyword(s):

Language Learning ◽

English Language ◽

Secondary School Teachers ◽

Language Teaching ◽

Foreign Language Learning ◽

Structured Interview ◽

Teaching English ◽

Black Sea Region ◽

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings

REiLA: Journal of Research and Innovation in Language ◽

10.31849/reila.v2i1.3864 ◽

2020 ◽

Vol 2 (1) ◽

pp. 8-13

Author(s):

Ella Yuzar

Keyword(s):

Language Learning ◽

English Language ◽

Communicative Competence ◽

Language Teaching ◽

Test Validity ◽

Real Life ◽

Historical Review ◽

Language Testing ◽

Language Assessment ◽

English Language Teaching

There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.

Evidence-Based Practices of English Language Teaching: A Meta-Analysis of Meta-Analyses

10.5539/elt.v13n11p75 ◽

2020 ◽

Vol 13 (11) ◽

pp. 75

Author(s):

Hamad H. Alsowat

Keyword(s):

Language Learning ◽

Educational Level ◽

Teaching Practices ◽

English Language ◽

Language Teaching ◽

Meta Analysis ◽

Language Outcomes ◽

Meta Analyses ◽

This meta-analysis aims at investigating the impact of English language teaching practices on language outcomes. The literature search yielded 90 meta-analyses that were published between January, 1995 and December, 2019. The current study analyzed 90 meta-analysis and these studies comprised 3496 studies, 7870 effect sizes and nearly 700,000 students. Three moderator variables were examined: year of publication, setting and educational level. The results showed that a) language learning strategies had medium impact on language outcomes in general and generated the largest impact on speaking (d=0.90), b) technology-based language learning had medium impact on language outcomes in general and generated the largest impact on vocabulary (d=0.98), c) explicit instruction had medium impact on language outcomes in general and generated the largest impact on grammar (d=1.26), d) mobile-based language learning had small impact on language outcomes in general and generated the largest impact on listening (d=0.73), and e) setting and educational level significantly moderated the impact of teaching practices on language outcomes. The findings were discussed and implication and future research were proposed.

Item Analysis of a Multiple-Choice Exam

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.8n.6p.141 ◽

2017 ◽

Vol 8 (6) ◽

pp. 141 ◽

Cited By ~ 1

Author(s):

Sibel Toksöz ◽

Ayşe Ertunç

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Item Analysis ◽

Multiple Choice ◽

Language Instruction ◽

Item Discrimination ◽

Study Results ◽

Multiple Choice Items

Although foreign language testing has been subject to some changes in line with the different perspectives on learning and language teaching, multiple-choice items have been considerably popular regardless of these perspectives and trends in foreign language teaching. There have been some studies focusing on the efficiency of multiple choice items in different contexts. In Turkish context multiple choice items have been commonly used as standardized stake holder tests as a requirement for undergraduate level for the departments such as English Language Teaching, Western Languages and Literatures and Translation Studies and academic progress of the students in departments. Moreover, multiple choice items have been used noticeably in all levels of language instruction. However, there hasn’t been enough item analysis of multiple-choice tests in terms of item discrimination, item facility and distractor efficiency. The present study aims to analyze the multiple choice items aiming to test grammar, vocabulary and reading comprehension and administrated at a state university to preptory class students. In the study, 453 students’ responses have been analyzed in terms of item facility, item discrimination and distractor efficiency by using the frequency showing the distribution of the responses of prepatory students. The study results reveal that, most of the items are at the moderate level in terms of item facility. Besides, the results show that 28% of the items have a low item discrimination value. Finally, the frequency results were analyzed in terms of distractor efficiency and it has been found that some distractors in the exam are significantly ineffective and they should be revised.

Student Perception of Traditional English Teaching Methods (CLT approach) and Comparison to Modern Methods (Using Technology)

International Journal of Education and Information Technologies ◽

10.46300/9109.2021.15.5 ◽

2021 ◽

Vol 15 ◽

pp. 35-43

Author(s):

Feras Mohammed AL-Madani

Keyword(s):

Language Learning ◽

Teaching Methods ◽

Speech Synthesis ◽

English Language ◽

Language Teaching ◽

Student Perception ◽

Computer Assisted ◽

Before And After ◽

This study aimed to assess the perception of students regarding traditionally used CLT approach for teaching English language and its comparison to modern teaching methods based on technology. Survey was carried out using a quantitative analysis on 200 students of English language teaching institutes that are currently using CLT approach. Pre and post responses survey was carried out wherein their perspectives were assessed before and after exposure to technology-based ELT methods. Analysis was carried out using Wilcoxin test which revealed the impact of modern technological tools used in language teaching, such as, video conferencing, audio CDs, online oral versions, text-to-speech synthesis, interactive books, digital game-based learning and computer assisted language learning (CALL).

The use of new technologies among in-service Colombian ELT teachers *

Colombian Applied Linguistics Journal ◽

10.14483/udistrital.jour.calj.2013.2.a07 ◽

2014 ◽

Vol 15 (2) ◽

pp. 247 ◽

Cited By ~ 3

Author(s):

Jermaine McDougald

Keyword(s):

Language Learning ◽

Information And Communication Technologies ◽

English Language ◽

New Technologies ◽

Language Teaching ◽

Teaching Context ◽

Information And Communication ◽

Ict Tools ◽

This study reports on the impact of the Masters in english language Teaching with an emphasis on Autonomous learning environments from the Universidad de la Sabana. The report highlights how graduates from 12 cities from 9 departments throughout Colombia are using Information and Communication Technologies (ICT) for english language learning in order to promote autonomy. The data that has been gathered thus far reveals that teachers are becoming much more comfortable in evaluating ICT tools in accordance with their teaching context, the strengths and opportunities of ICT tools and their consequent improvement on language teaching, while promoting the development of autonomous learners.

LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION

Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa ◽

10.24036/ld.v10i1.6328 ◽

2016 ◽

Vol 10 (1) ◽

pp. 50 ◽

Cited By ~ 1

Author(s):

Hermawati Syarif

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Instruction ◽

Linguistic Competence ◽

Instructional Materials ◽

English Language Instruction ◽

Language Teaching And Learning

Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence

Corpus Concordance for Enhancing EFL Learners’ Vocabulary Retention

Journal of Education and Training ◽

10.5296/jet.v3i1.8202 ◽

2015 ◽

Vol 3 (1) ◽

pp. 56 ◽

Cited By ~ 1

Author(s):

Ayman Mohamed El-Esery

Keyword(s):

Language Learning ◽

English Language ◽

Language Teaching ◽

Word Meaning ◽

Vocabulary Retention ◽

Efl Learners ◽

Point Of Interest ◽

Study Results ◽

Efl Students

<p>The snappy and dependable utilization of Concordancers forwarded them for use in studies. Since Lexis start language learning, advocates have tried to utilize concordancing programs in English language teaching. Computer programs are utilized as a regular part of language teaching, yet they don't take much place in the instructing of Lexis. This study first point of interest is the utilization of concordancing programs and gives methods that can be managed in ELT and represents sample uses of concordancing programs in teaching Lexis after reviewing literature related to concordance in ELT. Thirty EFL students enrolled at the Uqlat Asoqour College of Science and Arts, Qassim University represented the sample of this study. Results showed that the students using an online concordance learning approach had a higher level of retention in terms of word meaning and word usage in comparison with those using the regular vocabulary learning method.</p>