Exploring Edmodo: assisted writing formative assessment in English language classroom

This study aims to explore the use of Edmodo in formative assessment and students' perceptions on the use of Edmodo writing. This study uses a basic interpretive design. An English teacher and seven students participated in this research. It used observations, interviews, and documentation to collect data to answer these two research questions. The findings showed that the Edmodo-assisted writing formative assessment builds teacher technological pedagogy, and content knowledge. The students’ responses are viewed from cognitive aspect. Furthermore, the students can improve and explore the ability to writing skills. From the emotional perspective, the students feel more enjoyable and enthusiastic when doing a formative test. Whereas in the affective perspective, the students seemed more interested in assessment manually by the teacher through individual correction analysis.

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Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽

10.46870/lets.v1i1.13 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1-9

Author(s):

Muh. Ikhlasul Amal ◽

Syahdan ◽

Risal Pandi ◽

Halid M ◽

Arialdi

Keyword(s):

Learning Process ◽

English Language ◽

Native Speakers ◽

English Teacher ◽

Listening Skills ◽

Listening Skill ◽

Language Classroom ◽

Post Test ◽

The Subject ◽

Teaching Learning

The aim of the study was to analyze and describe the process of improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works collaboratively with the English teacher. The results in this study indicate that there was improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than E nglish movie with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended into learning process to improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

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Improving Process Writing with the Use Authentic Assessment

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v5i3.4539 ◽

2016 ◽

Vol 5 (3) ◽

pp. 200

Author(s):

Muhammad Noor Bin Abdul Aziz ◽

Nurahimah Mohd Yusoff

Keyword(s):

Teaching And Learning ◽

English Language ◽

Writing Skills ◽

Authentic Assessment ◽

Study Data ◽

English Language Teaching ◽

Primary School Children ◽

Process Writing ◽

Interview Session ◽

Language Classroom

<p>The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of observations, an interview session was conducted. The results of the study revealed thatusing authentic assessment to assess young learners’ writing skills is beneficial and effective in helping them to write better in the English Language classroom. The presentation will therefore provide suggestions for the use of more authentic assessment in the classroom, particularly in English Language teaching and learning.</p>

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Quality Teaching Practice: Value Education in the Language Classroom

LSP International Journal ◽

10.11113/lspi.v7n1.101 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Tan Yuan Yi ◽

Norhanim Abdul Samat

Keyword(s):

English Language ◽

Teaching Practice ◽

English Teachers ◽

English Language Teaching ◽

Analysis Tool ◽

Full Potential ◽

English Teacher ◽

Ministry Of Education ◽

Structured Interviews ◽

Language Classroom

The latest Malaysian Educational Blueprint (2013-2025) asserts the importance of producing value-driven Malaysians through education. English language teaching should be aimed beyond producing more proficient users as it possesses a nature that is particularly suitable for value incorporation. This research aims to investigate how English teachers communicate values to students, the kinds of values communicated and whether the values communicated are stipulated by the Ministry of Education. This research utilized a qualitative case study approach on two respondents, an experienced English teacher and a novice English teacher. Their lessons were videotaped, transcribed and coded based on a set of established analysis tool. Semi-structured interviews were also conducted to further understand the values depicted by the respondents. The results of the research show that teachers consciously incorporated values through selected topics, tasks and explicit moral statements. They subconsciously transmitted values through classroom rules and regulations, curricular substructures and expressive morality. It is found in this research that teachers applied much more subconscious approaches to communicate values than that of conscious ones during teacher-student encounter, with classroom facilitation being used as the medium most frequently. The kinds of values communicated included spiritual, intellectual, esthetical, positive, interactional, citizen, economical and modernized values. About half of the values communicated were stipulated by the Ministry of Education. This research provides new insights into how Malaysian English teachers can improve the quality of their teaching by harnessing the full potential of a language classroom to educate values.

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Using Wikis for Collaborative Writing in the ELT Classroom

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v2i2.22906 ◽

2018 ◽

Vol 2 (2) ◽

pp. 413 ◽

Cited By ~ 1

Author(s):

Jolanta Hudson

Keyword(s):

English Language ◽

Collaborative Writing ◽

Writing Skills ◽

L2 Writing ◽

Future Research ◽

Work Related ◽

Wiki Technology ◽

Language Classroom ◽

Language Classrooms ◽

Depth Study

<p>This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher’s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.</p>

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THE IMPLEMENTATION OF COLLABORATIVE STRATEGY WITH INTEGRATED WRITING SKILLS IN ENGLISH LANGUAGE CLASSROOM AT MERCUBUANA UNIVERSITY

Journal of English Language and Literature (JELL) ◽

10.37110/jell.v2i01.17 ◽

2018 ◽

Vol 2 (01) ◽

pp. 79-90

Author(s):

Budiarto Budiarto

Keyword(s):

Qualitative Research ◽

English Language ◽

Writing Process ◽

Collaborative Writing ◽

Writing Skills ◽

Process Research ◽

The Other ◽

Peer Reviewing ◽

Language Classroom ◽

The Right

The purpose of this study is to investigate on how the teaching of integrated writing skills can be implemented through collaborative strategy. Writing skills need to be combined with other skills, because students need a lot of reading in order to obtain information, ideas and examples of correct writing. On the other hand feedback and ideas can also be gained by listening to what the teacher or a friend says. Fellow students can also discuss their writing and work together to develop ideas, discuss the use of grammar, the right words and rules in writing. Since writing skills requires a lot of rules and a long process, the collaboration is expected to reduce the burden experienced by the students. However, teachers should ensure that the collaboration is actually done by students properly by observing their activity, participation, and motivation in writing. Peer-reviewing activities can be used to monitor on how students actively engage in the writing process. Research was conducted at Mercubuana University is a qualitative research that focuses on how a lecturer teaches the students writing skills as an integrated skill, how she facilitates students to actively participate in collaborative writing, and how effectively she encourages the students to do peer reviewing.

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Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan

Linguistics and Literature Review ◽

10.32350/llr.12.04 ◽

2015 ◽

Vol 1 (2) ◽

pp. 111-123

Author(s):

Muhammad Umar Farooq ◽

◽

Yasmeen Fatima ◽

Choudhary Zahid Javid ◽

◽

...

Keyword(s):

English Language ◽

Writing Skills ◽

Language Classroom

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Exploring Technological Pedagogical and Content Knowledge (TPACK) in English Language Classroom Setting: In-Service English Teachers’ Perspectives

ELLITE Journal of English Language Literature and Teaching ◽

10.32528/ellite.v6i2.6090 ◽

2021 ◽

Vol 6 (2) ◽

pp. 70-77

Author(s):

Galuh Dara Kirana ◽

Salim Nabhan

Keyword(s):

Content Knowledge ◽

Teaching And Learning ◽

English Language ◽

Qualitative Case Study ◽

English Teachers ◽

Classroom Setting ◽

Language Classroom ◽

Teachers Professional Development ◽

Teachers Perspectives

Technological Pedagogical and Content Knowledge (TPACK) is one of today’s frameworks that integrates technology in the teaching and learning process. However, little research has been done related to the investigation of in-service teachers’ TPACK, specifically in English language classroom setting. Therefore, this study aims at exploring TPACK in English language classroom from the prespectives of in-service English teachers. Qualitative case study was involved as the approach of the study. The researchers utilized the triangulation of data sources including interview, observation, and document to get the data from in-service English teachers’ as the respondents of the study. The data acquired were then transcribed verbatim and analyzed using thematic analysis. The current study shows that there are three main themes as findings comprising English teachers’ understanding toward TPACK, the process of acquiring TPACK, and the English teachers’ challenges toward TPACK. The English teachers had a diverse understanding pertaining TPACK, and they owned various strategies in acquiring TPACK. However, the teachers faced challenges in implementing TPACK. This study migh have implications in providing the direction of English teachers’ professional development.

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Incorporating Paragraph Punch into EFL Writing Class

ELT in Focus ◽

10.35706/eltinfc.v1i1.1367 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-10

Author(s):

Nia Pujiawati

Keyword(s):

Writing Skills ◽

Teaching Quality ◽

English Department ◽

English Teacher ◽

Efl Writing ◽

Writing Ability ◽

Writing Class ◽

Research Questions ◽

Organizational Patterns ◽

General Communication

The research was aimed at examining the effectiveness of Paragraph Punch in developing students’ writing paragraph fluency. Classroom action research was implemented to address the research questions. Relating to participants, it involved thirty students of English Department, University of Singaperbangsa Karawang, who had enrolled in Writing for General Communication and have experience in using software. The data from the students in Cycle 1 and 2 were analyzed using the theory of writing skills developed by Lyer and a theory of the standard organizational patterns of the paragraph proposed by Oshima and Hogue for evidence of how Paragraph Punch affected their skill in paragraph composition. The study indicated that the software effectively enhance the students’ writing ability both in the process and learning products. Thus, it is recommended for English Teacher to use Paragraph Punch as alternative way to improve the teaching quality.

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Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

European Journal of Social Sciences Education and Research ◽

10.2478/ejser-2018-0031 ◽

2018 ◽

Vol 5 (2) ◽

pp. 27-39

Author(s):

Draženka Molnar ◽

Gabrijela Crnjak

Keyword(s):

Foreign Language ◽

English Language ◽

Communication Apprehension ◽

Theoretical Background ◽

General View ◽

Total Level ◽

Foreign Language Acquisition ◽

The Social ◽

Language Classroom ◽

Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

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Teacher-student interaction and management practices in Pakistani English language classrooms

Journal of Language and Cultural Education ◽

10.2478/jolace-2019-0024 ◽

2019 ◽

Vol 7 (3) ◽

pp. 115-134

Author(s):

Muhammad Ahmad ◽

Aleem Shakir ◽

Ali Raza Siddique

Keyword(s):

Classroom Management ◽

English Language ◽

Management Practices ◽

Wait Time ◽

Student Interaction ◽

Teacher Talk ◽

Teacher Student ◽

Language Classroom ◽

Teacher Student Interaction ◽

Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

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