scholarly journals SONGS, RHYME, GAMES: Getting Children Drawn in the Language Class Through Fun Activities

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
A. Wahyuni Ratu
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Effective Technique ◽  
Language Class ◽  
Language Classroom ◽  
Free Environment ◽  
Free Language

Boredom makes children disinterested in the language classroom. Certain fun activities could be appliedas the strategy of getting children drawn in the language class and to ensure a natural anxiety-free language learning environment. Songs, rhymes and games were fun activities and effective technique to be used for children in the language class. This paper gives a perspective on the useful of Songs, rhymes and games in English language class especially in SMP level to ensure a stress-free environment for beginner English learners by providing the required conditions so that the children learn English with a lot of amusement in the classroom.

scholarly journals Self-organized learning environment teaching strategy for ELT in Merdeka Belajar concept for high school students in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 199-204
Author(s):  
Muhammad Anis ◽  
Choiril Anwar
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Language Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Global Network ◽  
School Students ◽  
Language Class ◽  
Self Organized ◽  
The Government

As the development of the industrial revolution takes place, disruptions are happening constantly in almost every major sector of the current industries. Companies and organizations complained about the competencies of the graduates entering the work force. This matter questions the readiness of the education system in preparing the students for the real world. Problems in education such as the regulations, strict policies and instructions from the government are undermining the role of the teachers to do what they think best for their students. This standardization has harmed the motivation and enthusiasm to learn, especially in English language class. Lack of motivation and English Language competency could harm students’ opportunity in accessing the vast global network of knowledge. Merdeka Belajar and SOLE are the promising alternatives in improving ELT. This article is somewhat a position paper trying to clear one side of a debatable opinion about a hot issue. It aims to persuade the reader that our opinion is valid and defensible. In doing so, we then separate the discussion into several parts regarding the analysis of concepts of Merdeka Belajar and SOLE (Self-Organized Learning Environment) related to ELT and motivation in language learning, as well as innovation in education. HIGHLIGHTS: SOLE (Self-Organized Learning Environment) is a concept developed by Sugata Mitra, and the researchers at the SOLE Centre in Newcastle University. SOLE with its highly influenced Constructivism approach lets the learners to take steer of their learning process gives them the ability to make meaning of the subject on their own. Merdeka Belajar (Freedom to Learn) is a new concept that needs to be tread carefully to direct the discussion objectively.

scholarly journals The Influence of Instructional Syntax to Engage EFL Students in Online Learning Environment

2019 ◽  
Vol 4 (1) ◽  
pp. 121
Author(s):  
Darmawansah Darmawansah ◽  
Setyabudi Indartono
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Group Discussion ◽  
Lesson Plans ◽  
English Language Learning ◽  
Online Learning Environment ◽  
Learning Session

This paper aims to analyse the instructional syntax for an online learning environment in English language learning. The data collection used lesson plans in a Spain-based English Academy. The research method used Hemphill’s engagement criteria to find the syntax characteristic in the lesson plans instructions. Also, the study analysed the factors of engagement during the learning session. The study revealed the frequencies of the instructional syntax used by EFL teachers and how these instructions engage the students. The lessons plans were coded to find the most syntax used and the engagement criteria. The result identified ‘ask’ is the most used syntax with 15.3% while inquiries method  (38.9%) was using the most in teaching students online. Moreover, the distribution item of engagement factors as EFL online teachers’ focus group discussion shows how the engagement model can be used for English learners. This study will contribute as an expanding method of English language learning in an online setting widely.

scholarly journals Causes of Language Anxiety in an ESL Classroom: Towards a Mentally Healthier Learning Environment

2021 ◽  
Vol 11 (9) ◽  
pp. 452-460
Author(s):  
Salina Sabri ◽  
Zulaikha Khairuddin ◽  
Syafiqah Johan Amir Johan ◽  
Khairunnisa Mohd Daud ◽  
Fatin Fatinah Shamshul Bahrn
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Negative Evaluation ◽  
Learning Anxiety ◽  
Perceived Success ◽  
Language Classroom ◽  
Esl Classroom

In a typical English language classroom, learners are expected to produce written sentences that are grammatically correct, and they are expected to sound native-like in their pronunciation. However, such expectations may cause anxiety and could potentially hinder the success of creating functional and successful language learners. This study aimed to understand undergraduate students’ language learning anxiety and their perceived success in an ESL classroom in the hopes of creating a mentally healthier language learning environment. Through a quantitative approach, the results of the questionnaire showed that reasons that led to undergraduate students’ anxiety in an ESL classroom were fear of tests, fear of comprehension, and fear of negative evaluation by peers. The results also showed that undergraduate students felt less anxious when lecturers provided non-threatening or mentally healthier environment for students to learn in their classroom. It can be concluded that a lecturer’s teaching styles and strategies affected students’ level of anxiety and can help ensure a mentally healthier language learning environment. From the findings, it is recommended that lecturers create a less formal and friendlier classroom atmosphere by providing psychological support and making students aware of the possible channels to seek help when needed.

scholarly journals Interactive language learning activities for learners’ communicative ability

2020 ◽  
Vol 9 (4) ◽  
pp. 1010
Author(s):  
Siti Fatimah Omar ◽  
Haslinda Sutan Ahmad Nawi ◽  
Tengku Shahrom Tengku Shahdan ◽  
Rita Wong Mee Mee ◽  
Lim Seong Pek ◽  
...  
Keyword(s):  
Learning Environment ◽  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Self Confidence ◽  
Communicative Ability ◽  
Language Classroom ◽  
English Speaking ◽  
Motivation And Learning

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

The price of immersion: language learners as a cheap workforce in Malta’s voluntourism industry

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Larissa Semiramis Schedel
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Voluntary Work ◽  
Island State ◽  
Classroom Language ◽  
Mediterranean Island ◽  
Efficient Alternative ◽  
Travel Industry

Abstract This contribution treats “language immersion” as a linguistic ideology and explores narratives, practices, and subjectivities pertinent to that notion in the context of language-motivated voluntourism. Voluntourism programs offer short-term sojourns abroad, which combine voluntary work with holidays while promising “immersion” as an efficient alternative to classroom language learning. In the Mediterranean island state of Malta, whose population is mostly bilingual in English and Maltese, voluntourism has become an attractive product for the booming English language travel industry. Since there is a lack of critical sociolinguistic and second language acquisition research on the language learning trajectories of voluntourists, this piece examines the promise of immersion through the example of a hostel that figures as a workplace. Drawing on ethnographic data, it investigates how learning English through immersion while working abroad is imagined and promoted, whether or not it occurs, and what gains (linguistic or otherwise) it generates and for whom. The article argues that the voluntourism industry appropriates the discourse of immersion to responsibilize English learners for their linguistic self-skilling, thereby constituting them as neoliberal subjects that can easily be exploited as a cheap workforce.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

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