scholarly journals Content Analysis: Pop-Songs in the English Language Teaching Classes

2020 ◽  
Vol 3 (1-2) ◽  
pp. 36-44
Author(s):  
Urmi Satyan
Keyword(s):  
Content Analysis ◽  
Listening Comprehension ◽  
English Language ◽  
English Language Teaching ◽  
Official Language ◽  
Postgraduate Students ◽  
Figures Of Speech ◽  
Whole Process ◽  
Language Class ◽  
Popular Songs

 Along with Hindi, English is given a status of an official language in India as per the Official Language Act, 1963.(Dept. of Official Language, India). English is studied in India as a Second Language and so English is the most sought after language in India. There are many university students who aspire to obtain a Bachelor’s and a Master’s degree in English. With a view to make the process of teaching English language interesting as well as enriching, some popular English songs were selected for the class of postgraduate students of English Language. It was realised, during and after the activity, that pop songs can be effectively used in an English Language class. Songs and music have a natural quality to induce interest and enthusiasm to the listeners/learners and so it was aimed to redirect the students’ attention to the linguistic varieties present in the songs. As the songs are easy to memorise, they effortlessly develop English vocabulary of the students. These songs are selected to learn the use of adjectives, figures of speech and idioms. The whole process of learning English Language through popular songs also helped students to improve their listening comprehension. The present paper is an attempt to study how content analysis of the selected pop songs is proved effective and impactful in the postgraduate class of English Language. The songs for the present study are selected from a popular album named Imagined Dragon.  

scholarly journals Improving Classroom Interaction in Reading Classes for Students at Hanoi University of Home Affairs: An Action Research

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Luu Thi Kim Que, M.A. ◽  
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Interaction ◽  
Language Teachers ◽  
English Language Teaching ◽  
Whole Process ◽  
Language Class ◽  
Interactive Classroom

Classroom interaction is obviously of crucial significance to English language teaching and learning. Many language teachers and researchers have made great efforts to find out ways to create interactive classroom environment that involve both teachers and learners’ contributions during the whole process of teaching and learning. The study was conducted to explore classroom interaction in an English foreign language class. Questionnaire and classroom observation were used for data collecting. The results showed that the students participated more actively in reading lessons. Moreover, they developed a positive attitude towards classroom interaction and classroom interaction strategies. The findings demonstrated that increasing students’ motivation, designing interactive reading tasks, and applying appropriate techniques for classroom interaction facilitated and improved classroom interaction.

The effects of prosody instruction on listening comprehension in an EAP classroom context

2021 ◽  
pp. 136216882199034
Author(s):  
Mark McAndrews
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
Proficiency Tests ◽  
Prosodic Features ◽  
Classroom Context ◽  
Post Secondary ◽  
Listening Proficiency ◽  
Listening Instruction

In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The current study tested these claims in the context of an English-for-academic-purposes (EAP) listening and speaking course. Sixty-four post-secondary learners of English were randomly assigned to one of two groups. In addition to their regularly scheduled listening activities, one group received 100 minutes of instruction for two prosodic features (paratone and prosodic phrasing), while the other group received an equal amount of product-oriented listening instruction. After the instructional treatment, learners in the prosody group outperformed those in the product-oriented group on comprehension of the target prosodic features, and on general listening proficiency tests. It is argued that short periods of instruction targeting prosodic features can improve the effectiveness of traditional product-oriented EAP listening instruction.

scholarly journals Students as Designers of E-book for Authentic Assessment

2019 ◽  
Vol 16 (1) ◽  
pp. 23
Author(s):  
Raja Maznah Raja Hussain ◽  
Khalid Khamis Al Saadi
Keyword(s):  
English Language ◽  
Methodological Approach ◽  
Authentic Assessment ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Face To Face ◽  
Authentic Assessments ◽  
Peer Reviewers ◽  
Collaborative Learning Environment ◽  
Positive Experiences

Purpose â€“ The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology â€“ Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings â€“ The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance â€“ The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students. 

An Evaluation of Preposition Representation in the Omani Basic Education ELT Textbooks

2019 ◽  
pp. 311-328
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Said Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Content Analysis ◽  
Frequency Distribution ◽  
English Language ◽  
Basic Education ◽  
Language Teaching ◽  
Distribution Patterns ◽  
English Language Teaching ◽  
Design Phase ◽  
Textbook Design ◽  
Practical Implications

The chapter employed a corpus-based approach to evaluate the representation of prepositions in the Omani Basic Education English language teaching (ELT) school textbooks in Grades 1-4. In doing so, it sought to investigate English preposition distribution patterns in the textbooks in order to understand more about how Omani learners are introduced to them. To achieve this, a corpus of Omani ELT school textbooks was used and a qualitative page-by-page content analysis performed through manual content analysis. Findings indicate that prepositions were not presented with enough frequency for learners to be adequately exposed to them across all grades. Moreover, results suggest that the textbook writers have not considered the frequency distribution of patterns of prepositions during the textbook design phase. Practical implications of these results are offered.

scholarly journals Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 99 ◽  
Author(s):  
Nazeer Ahmed ◽  
Zahid Hussain Pathan ◽  
Faria Saeed Khan
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Official Language ◽  
Speaking Anxiety ◽  
Postgraduate Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The World

English language enjoys its glory as an official language of Pakistan and it is used widely as a medium of instructions across educational institutes. Since anxiety retards the learning process, therefore it has been widely researched in the world and seems under researched in Pakistani context. Thus, the prime aim of this research is to explore the factors that cause English language speaking anxiety among Postgraduate Students of University of Balochistan (UoB), Pakistan. This study also aimed at determining the statistical significant difference if any across gender. The quantitative research design was employed in which a questionnaire comprising of eighteen items was adapted from the study by Horwitz et al. (1986). Both descriptive and inferential statistics were performed in the SPSS (version, 21). The findings revealed that UOB students were experiencing anxiety due to myriad factors in EFL classroom. The findings of the t-test revealed no statistical significant difference across gender. This paper has implications on both teaching and learning of English as a foreign language in Pakistani context.

scholarly journals Body in Drama Class: The Role of Body in Learning

2020 ◽  
Vol 10 (2) ◽  
pp. 78
Author(s):  
Necla Köksal
Keyword(s):  
Preservice Teachers ◽  
Content Analysis ◽  
English Language ◽  
Phenomenological Study ◽  
Structured Interview ◽  
The Body ◽  
English Language Teaching ◽  
Main Theme ◽  
Faculty Of Education

The aim of this study is to examine the perceptions of preservice teachers about the body in drama classes and to identify the views of preservice teachers about the role of the body on learning. As a phenomenological study, the participants consisted of 20 preservice teachers attending the English Language Teaching Department and Psychological Guidance and Counselling Department at the Faculty of Education at Pamukkale University. The data was collected via semi-structured interview form. According to the content analysis, the views of preservice teachers on the body in drama classes were categorized as a theme named "body and learning in drama class". Two sub-themes were identified under the main theme as the impending and supportive factors for learning. As a result, preservice teachers indicated that after the drama experiences their perceptions of the body has changed, they interpreted the relation of body and mind in a different way in the learning process, and comprehend the role of the body on learning better.  

scholarly journals A Suggested Project to Develop EFL Teaching in the Egyptian Universities in the Light of Knowledge Economy Investing in ELT Innovation

2016 ◽  
Vol 9 (4) ◽  
pp. 139
Author(s):  
Nahed Mohammed Mahmoud Ghoneim ◽  
Heba Elsayed Abdelsalam Elghotmy
Keyword(s):  
Knowledge Economy ◽  
English Language ◽  
Success Factors ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Staff ◽  
Strategic Objectives ◽  
Postgraduate Students ◽  
Development Plans ◽  
Faculty Of Education

<p>Knowledge Investment is a new and unique concept. Converting the output of scientific research into reality requires a promising start-up. Knowledge economy should be given the priority it deserves and be considered one of the strategic objectives of the development plans in Egypt. With English increasingly being positioned as the pre-eminent language of international communication, the current study aims to propose a project to develop English language teaching in the Egyptian universities in the light of knowledge economy. It seeks to illustrate the key success factors in enhancing knowledge economy through English language teaching. To propose the project, the researchers designed a questionnaire of two parts; the first is to analyse the perceptions of Egyptian EFL postgraduate students and teaching staff of the current effectiveness of college English instruction in the Faculty of Education, Menoufia University. The second part of the questionnaire analyses the participants’ perceptions of the goals of teaching English as a foreign language in the knowledge economy era. Based on the findings of the quantitative and qualitative data analysis, the researchers presented the suggested project to develop ELT in the Egyptian universities in the light of knowledge economy.</p>

scholarly journals The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan

2020 ◽  
Vol V (II) ◽  
pp. 101-114
Author(s):  
Habiba Qureshi ◽  
Fareeha Javed ◽  
Sana Baig
Keyword(s):  
Psychological Factors ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Language Classrooms ◽  
Speakers Of Other Languages ◽  
Speaking Performance ◽  
Almost All ◽  
Teaching Programs

This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to speak in English in foreign language classrooms due to psychological factors like lack of selfconfidence, lack of self-esteem, fear of making mistakes, shyness, anxiety and motivation mainly. The findings also revealed that almost all the psychological factors are interlinked with each other and have a direct effect on the speaking performance of the students in this study.

scholarly journals ELT Graduate Students’ Challenges of Writing for Scholarly Publication: Discursive Perspectives

2021 ◽  
Vol 4 (1) ◽  
pp. 13-19
Author(s):  
Masyhudi Lathif ◽  
Joko Nurkamto ◽  
Diah Kristina
Keyword(s):  
Graduate Students ◽  
English Language ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Scholarly Publication ◽  
Postgraduate Students ◽  
Central Java ◽  
L2 Production ◽  
Increasing Demand ◽  
Perceived Constraints

There has been an increasing demand for postgraduate students to publish their scholarly work as one of their graduation requirements. The present study attempted to explore the graduate students’ challenges in writing for scholarly publication seen from the perspectives of discursive challenges. This qualitative research employed case study to disclose the participants’ perceived constraints. The students participated in this study three final-year female students undertaking their master’s degree in English Language Teaching (ELT) in a university in Central Java. Data were garnered from semi-structured interviews. The findings discovered the discursive challenges that the participants faced in writing for scholarly publication including accuracy, genre understanding, interference of L1 to L2 production, and lexical items. It is expected that this study provides new insights for EAP design for higher education context so that the program addresses the needs of the graduate students.

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