scholarly journals Developing Language Skills through Students’ Quality Circle (SQC) Way: An Innovative Approach to Language Teaching and Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 79-95
Author(s):  
Lekhnath Pathak
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Education ◽  
Historical Background ◽  
English Language Education ◽  
Meaningful Context ◽  
Tools And Techniques

This article proposes SQC framework for English language education. The meaningful context in which the language activities take place as the students work through the cycle of problem solving provides rich opportunity to develop their language skills. Theoretical, conceptual and historical background and framework, stages of SQC case study, tools and techniques used in problem solving to develop the students’ personality, language and SQC interface and sample SQC case study have been discussed in this paper. The potential of SQC leading to TQC for professional development and its potential to inform and refine the ELT curriculum has been proposed. The systematic and scientific approach that SQC adopts has tremendous future potentials in academia.

scholarly journals ESP Needs Analysis at the Moroccan University: Renewable Energy Engineering Students at EST Fes as a Case Study

2019 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Hanae AIT HATTANI
Keyword(s):  
Renewable Energy ◽  
Teaching And Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Education ◽  
Needs Analysis ◽  
Technological Advances ◽  
Task Oriented ◽  
Energy Engineering

<p>With English becoming the world’s lingua franca and the proliferating scientific and technological advances, English language education has been gradually shifting from its classical applications such as EFL (English as a foreign language) or ESL (English as a second language) toward new paradigms like English for specific purposes (ESP). The most important and problematic question in ESP teaching and learning is whether the course is effective or not. ESP is student-task oriented, thus, measuring its effectiveness is strongly related to measuring learners’ attitudes, needs, expectations, satisfaction, and achievement. For this purpose, this study attempted to investigate ESP needs analysis of Moroccan university students, case study of renewable energy engineering students at the Higher School of Technology (ESTF).  The research was conducted using quantitative surveys d. The data was gathered from 30 undergraduate renewable energy engineering students. The study findings confirmed that the participant students have highly favorable attitudes towards English language for both their personal and professional careers. However, the survey results indicated that these students have some difficulties with English language productive skills, namely speaking and writing, in addition to some other sub-skills. Therefore, this research suggests a reform at the level of ESP teaching and learning curricular, focusing on the incorporation of innovative approached and methods that aims at enhancing students’ language acquisition and competency.</p>

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 English Department Students’ Experience and Opinions on the Use of Podcast for Learning English Independently

2021 ◽  
Vol 1 (1) ◽  
pp. 106-120
Author(s):  
Alvi Rosyidah ◽  
Furaidah ◽  
Nunung Suryati
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Descriptive Analysis ◽  
Language Education ◽  
Independent Learning ◽  
Listening Skills ◽  
English Language Education ◽  
Authentic Materials ◽  
Meaningful Context ◽  
Learning English

Abstract: This study examined ELE students’ experience and opinions on the use of podcasts for learning English independently. It employed surveys as the research method with a questionnaire as the research instrument. The respondents were 212 students of English Language Education major of Universitas Negeri Malang from the cohorts of 2016-2020. The data gathered from the questionnaire were then analyzed by using frequency distribution, and accumulated in the form of percentages denoting every student’s responses for every item. From the percentages, the numbers were then elaborated into sentences with descriptive analysis. The finding showed that most of the students used podcasts more for improving their language systems, speaking and listening skills, rather than for improving their reading and writing skills. The majority of the respondents also held positive opinions towards the use of podcasts as an adequate complementary tool for learning English independently. The characteristics of podcasts that the students found most appealing were due to its portability, simplicity, enjoyability, accessibility, and the various range of interesting topics to learn. Also, it featured a concise wrap of information, meaningful context, and provided a chance to listen to authentic materials provided by native speakers. Keywords: students’ experience, students’ opinions, podcast, learning English, independent learning Abstrak: Penelitian ini didasari oleh konflik psikologis karena peristiwa kecelakaan yang dialami Tokoh Terry sehingga menyebabkan trauma. Kasus tersebut tercermin dalam sebuah novel yang berjudul Janji Pelangi karya Fahrul Khakim. Tujuan dari penelitian ini adalah untuk mendeskripsikan tipe trauma, respon trauma, dan struktur kepribadian id, ego, dan superego tokoh Terry. Metode dalam penelitian ini adalah kualitatif dengan jenis penelitian analisis teks yang dikaji melalui psikologi sastra. Teknik pengumpulan data dilakukan dengan cara membaca, menyimak, dan mencatat. Hasil penelitian ini meliputi tiga hal, pertama adalah tipe trauma ada 8 data yang terbagi atas empat tipe, yaitu trauma situasional karena kecelakaan, trauma perkembangan karena penolakan teman sebaya, trauma intrapsikis karena kecemasan, dan trauma eksistensial karena kekurangberartian. Kedua, respons trauma ada 44 data yang terbagi menjadi empat respons, yaitu respons emosional yang berindikator malu, bergejolak, dan panik. Selanjutnya, respons kognitif yang berindikator berpikir tak sanggup, merepotkan, dan mimpi buruk. Kemudian, respons perilaku berindikator mengurung diri, dan nafsu makan menurun. Lalu, respons fisiologis berindikator pucat pasi, wajah pilu, dan kurus. Ketiga, terdapat 56 data yang masing-masing sebagai berikut, Id memiliki subaspek yang meliputi naluri kehidupan, naluri kematian, dan kecemasan. Berikutnya, ego mempunyai sub aspek represi, projeksi, dan regresi. Kemudian, superego meliputi moralitas dan mengejar kesempurnaan. Kata kunci: pengalaman dan pendapat mahasiswa, podcast, belajar Bahasa Inggris, pembelajaran mandiri

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 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 The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

scholarly journals Appropriating BANA Teaching Approaches to Suit TESEP Contexts: A Case Study in a Saudi University

2020 ◽  
pp. 24-32
Author(s):  
Grami Mohammad A. Grami ◽  
Hamza Alshenqeeti ◽  
Hadi Alsamdani
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Arab World ◽  
Language Education ◽  
Teaching Approaches ◽  
English Language Education ◽  
Teaching Methodologies ◽  
Local Contexts ◽  
Do So

This article briefly looks at the practice of appropriating Western teaching methodologies into the Arab world. It accounts for recent and historical attempts to do so and evaluates the success or otherwise of such practice. The paper adopts Adrian Holliday's (1994) distinction between British, Australian and North American (BANA) context and Tertiary, Secondary, and Primary English language education (TESEP) where the context of the current study fits. The paper argues that appropriating Western methodologies risks alienating the culture from which these teaching approaches come. Since one reason for learning a language is to become familiar with its  culture, one may question the need for adapting its teaching methodologies by simply separating it from its cultural values in the first place. The question is that shall one protect his or her cultural identity by dismissing the cultures of other dominant languages? This is a conundrum that cannot be easily saved but one that needs looking at nonetheless. The paper looks at a widely used series of textbooks in a TESEP context and attempts to see if adapting  ow local contexts can shape BANA methodologies.

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.

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