scholarly journals Attitudes Of Tertiary Students Towards Using Smart Phone Applications In Learning English

2015 ◽  
Vol 3 (8) ◽  
pp. 47-55
Author(s):  
Abeer Z. Barakat
Keyword(s):  
English Language ◽  
Smart Phone ◽  
Smart Phones ◽  
Language Games ◽  
Freshmen Students ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Teachers And Students ◽  
The University ◽  
Learning English

The Use of mobile phones and smart phones in education has become very popular with the emergence of this technology and its availability among both learners and teachers. The current study attempted to examine the attitudes of the freshmen students registering in the General English Requirement in the University College of Applied Science towards the use of smart phone applications in learning English. The results of the questionnaire analysis indicate that the majority of the students have positive attitudes towards using English language applications to help them learn English. Yet, student's use of smart phone applications is limited to downloading English language games and dictionaries. Therefore, both teachers and students need to be more aware of the beneficial options that these applications offer to the English language classroom.

scholarly journals Utilizing Smartphones to Enhance Students ‘Learning of English Language

2021 ◽  
Vol 9 (7) ◽  
pp. 67-76
Author(s):  
S. Subha ◽  
Dr S Diravidamani
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Second Language Learners ◽  
Smart Phone ◽  
Language Teachers ◽  
Smart Phones ◽  
Language Classrooms ◽  
Learning English

Technology plays a momentous role in almost all the fields mainly far –reaching in educational field. It provides creative freedom, endless resources and learning materials. In the current scenario, students engage themselves in the recent technological advancements which not only kill their time but also entertain them all the time. So, the Teachers can take up these technological tools in their hands to inculcate English language to the younger generation instead of following the traditional method of teaching. Now-a-days, Smart phones have reached all the hands in the world including the rural people and made everything easier. By using   smart phones effectively in Language classrooms, English language teachers can provoke interest among the non –native learners in learning English Language. Smart phone is a tool which presents visually attractive materials to the students that would be very much appealing to the second language learners. Through this, the four basic communication skills (LSRW Skills) of the second language learners can be enriched and refined .Thus, this paper predominantly focuses on the  pros and cons of using smart phones in learning English  based on the feedback  accrued  from the undergraduate students .

scholarly journals Taiwanese University Students’ Expectations of Ideal English Class Lessons

2018 ◽  
Vol 8 (1) ◽  
pp. 37
Author(s):  
Abolfazl Shirban Sasi ◽  
Toshinari Haga
Keyword(s):  
University Students ◽  
English Language ◽  
Smart Phones ◽  
Language Games ◽  
Basic Requirement ◽  
English Class ◽  
Correct Pronunciation ◽  
Multiple Choice Questionnaire ◽  
The University ◽  
The Ideal

Learning English is a basic requirement amongst Taiwanese university students. A detailed scrutiny of what activities in an English class are more attractive to this need-to-be productive population would prove very useful to the education authorities. Thus, the current study has focused on the university students’ opinion on the ideal English class. The participants were 446 students from TransWorld University. A 10-item multiple-choice questionnaire based on Littlewood (2010) was the instrument.  The results revealed that girls and boys showed significant differences in their preference for English language activities. However, they had almost equal stand towards usage of language games and emphasis on correct pronunciation. Also, both genders showed the highest interest in a relaxed class atmosphere; and the lowest interest in the usage of smart phones in the class activities. Moreover, EFL-major students shared many common expectations with students of College of Hospitality and Tourism; and the least with the students of College of Management.

scholarly journals Attitudes of Iraqi Students toward Learning English Language

2019 ◽  
Vol 6 (2) ◽  
pp. 425
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Medium Of Instruction ◽  
Negative Attitudes ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Spss Software ◽  
The University ◽  
Learning English

Over learning foreign language process, learners may have different attitudes toward learning the targeted language. These attitudes could accelerate or weaken the acquisition process. Thus, this study conducted to identify whether students have positive or negative attitudes toward learning the English language as well as the study sought to identify if there is a significant difference among study sample in regard of their gender and college. To do this, a sample of (400) non-major English university students were chosen randomly from three different colleges, which are using English language as a medium of instruction. The study limited to the students at the University of Baghdad/ Al-Jadiriyah branch. SPSS software version (20) was used to analyze the collected data. The findings revealed that students showed positive attitudes toward learning English language. Furthermore, there is no significant difference among the study sample in term of gender and type of college.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

THE IMPLEMENTATIONS OF GAMES IN ENHANCING VOCABULARY FOR STUDENTS AT A PUBLIC UNIVERSITY

2021 ◽  
Vol 7 (20) ◽  
pp. 146-155
Author(s):  
Hien Luong Nong Thi
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Language Games ◽  
Classroom Teachers ◽  
Lexical Knowledge ◽  
Communicative Skills ◽  
Language Classroom ◽  
Topic Time ◽  
Compulsory Subject ◽  
Learning English

In recent years, teaching English has become a compulsory subject at schools, colleges and universities. That is the reason why teaching and learning English effectively play a crucial role in the development of educational system. However, students seem to be weak in communicative skills due to they are lack of English vocabulary knowledge. The aim of this paper is to seek out the evidence to prove that teaching games is very helpful in the language classroom because this method helps to improve and increase students’ vocabularies. The results show that language games not only enhanced students’ lexical knowledge but also made the lesson more enjoyable, students became motivated in learning English and had plenty of interactions with teachers and classmates. The study suggests that before employing games in the language classroom, teachers should choose appropriate materials, levels, contexts, topic, time allowance for games.

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

scholarly journals Interactions in Non-English Major Large Classes in Vietnam

2017 ◽  
Vol 7 (2) ◽  
pp. 106
Author(s):  
Tran Thi Thanh Thuong ◽  
Le Pham Hoai Huong
Keyword(s):  
Discourse Analysis ◽  
Data Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Large Classes ◽  
Audio Recordings ◽  
Teachers And Students ◽  
English Major ◽  
Constructing Knowledge ◽  
Learning English

This study examines interactions in non-English major large classes in Vietnam. Audio recordings of classes of economics and business were used for data analysis. The study adopted sociocultural discourse analysis (Mercer, 2004) which focuses on the use of language as a social mode of thinking and a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. The findings show that teachers mediated learners with their prompts, questions and scaffolding. Interactions between teachers and students assisted students in understanding and building concepts related to their majors, learning English language expressions and vocabulary. 

Implementing Dialogic Teaching in a Singapore English Language Classroom

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Rachel Lee
Keyword(s):  
Classroom Discourse ◽  
English Language ◽  
Literacy Skills ◽  
Reading Literacy ◽  
Government School ◽  
Dialogic Teaching ◽  
Student Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teachers And Students

Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class in one Singaporean government school. The purpose of this article is to show how classroom talk could be made more dialogic, through an intervention, to enhance students’ talk opportunities and to build up literacy skills. The article argues that over time, the habitual practice of a dialogic form of teacher-student talk would help to open up the space of learning for students. To do that, it would be necessary to begin with raising teachers’ awareness of the benefits of dialogic talk.

scholarly journals Critical literacy in the english language classroom

2012 ◽  
Vol 28 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Clarissa Menezes Jordão ◽  
Francisco Carlos Fogaça
Keyword(s):  
Critical Literacy ◽  
English Language ◽  
Public School Teachers ◽  
Southern Brazil ◽  
Education Department ◽  
School Teachers ◽  
Making Sense ◽  
Language Classroom ◽  
Teachers And Students ◽  
Sense Of Reality

This paper reports the experience of developing teaching materials for public school teachers and students in southern Brazil in a project funded by the Education Department of Paraná State. The materials were intended as resources to be used by teachers according to their needs and those of their local communities, rather than as a textbook per se. The theory underlying this project is based on critical literacy and the idea that language is discourse, i.e. embedded in cultural and ideological values which determine its meaning and establish power relations among texts, among readers and among texts and their readers - Freirean "readers of the wor(l)d". Student-readers are, in this sense, co-constructors of meanings and responsible for making sense of reality. We expect students and teachers who use the materials we designed to become more aware of their possibilities as agents and this way we intend to foster a sense of active citizenship.

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