scholarly journals Instagram as a Medium for Teaching and Learning English: A Qualitative Systematic Review

2021 ◽  
Vol 6 (2) ◽  
pp. 112-119
Author(s):  
Daviq Rizal ◽  
Resti Farikhah Z
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Qualitative Systematic Review ◽  
Social Media Platforms ◽  
Learning English

The purpose of the research paper was to explore the use of Instagram as social media in learning English skills such as reading, speaking, listening, and writing skills. Using a qualitative systematic review, the researchers searched 24 journal articles on the use of Instagram in English language teaching and learning in Google Scholar for data saturation and analysis. This entailed reading and re-reading the manuscripts, followed by coding the data, with each pass enhancing and modifying the codes. The study showed that Instagram could be used as a teaching tool for English language learners and helpful in their English learning. Teachers should use the chance to make the most of this advancement and start using Instagram in the classroom. Because Instagram is one of the most popular social media platforms, students can practice writing about their daily activities and provide feedback on their classmates' writing. According to this study, using Instagram to teach students how to write descriptive writings is beneficial. Furthermore, the experimental students given Instagram media therapy outperformed control students. The results can be significant inputs for English language teachers to use Instagram in real classrooms. 

scholarly journals A Systematic Review of Social Media Integration to Teach Speaking

2021 ◽  
Vol 13 (16) ◽  
pp. 9047
Author(s):  
Emily John ◽  
Melor Md Yunus
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Teaching And Learning ◽  
English Language ◽  
Selection Process ◽  
Systematic Analysis ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Meta Analyses ◽  
Speaking Skills

The ubiquitous nature of social media (SM) makes it a very essential tool to use in the world of education, especially with the advent of the COVID-19 pandemic which has led to a paradigm shift in the approaches used in the teaching and learning of English language skills. This review focuses on the use of social media as a medium of instruction to aid the acquisition of speaking skills, which many learners find extremely challenging and inhibiting. Thus, this systematic review investigates the integration of social media in the teaching and learning of speaking skills. To ensure the systematic analysis of the selected articles, Preferred Reporting Items for Systematic review and Meta-Analyses (PRISMA) 2020 guidelines were utilized. A total of 36 peer-reviewed journal articles from the year 2016 to 2021 were accessed from two databases: ERIC and Google Scholar. Prior to the start of the review, an inclusion and exclusion criteria selection process was conducted to ensure the focus of the review. Overall, the articles reviewed presented the claim that the integration of social media is seen as a positive inclusion for the teaching of speaking skills using various social media applications. Findings reveal that there are improvements in speaking skills, as well as confidence to speak and a decline in speaking anxiety. Teachers and educators can now make use of the various social media platforms such as Telegram, Facebook, WhatsApp, and others to provide learners with more practice that is not only restricted to the classroom but has moved beyond it.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

WhatsApp for Educational Purposes: Exploring Omani English Language Teachers` WhatsApp Use and Corresponding Beliefs

2021 ◽  
pp. 1-17
Author(s):  
Nabhan Al Mamari ◽  
Jarek Dydowicz ◽  
Chahrazed Mirza
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Instant Messaging ◽  
Virtual Community ◽  
Language Teachers ◽  
English Language Teaching ◽  
Government Schools ◽  
Virtual Community Of Practice ◽  
Social Media Platforms ◽  
English Language Teachers

A growing body of research accentuates the potential of adopting social media platforms, including instant messaging applications in formal learning. This study aims to explore Omani English language teachers' use of WhatsApp in their teaching as well as their perspectives regarding its use. Twelve Omani English language teachers from various government schools were interviewed and a number of WhatsApp artifacts were collected. The data was analyzed using Thematic Content Analysis and focused on both the teachers’ beliefs and their use of the software. The study revealed that teachers’ employed WhatsApp for a number of educational purposes such as managing their classes, communicating with parents, improving particular language skills and providing ongoing assistance to support in-home learning. In addition, WhatsApp emerged as a means of developing and maintaining a Virtual Community of Practice (VCoP) in the participants' professional contexts which allowed for sustained continuous professional development of the participants. The research uncovered largely positive views regarding WhatsApp use to facilitate both English language teaching and promote out-of-class learning. The participants confirmed the user-friendly and practical aspects of the application which facilitates both teaching and learning processes. The practical implications of these findings are to support teachers in their agentive role and allow for the bottom-up mobile technology-reliant initiatives that support achieving educational results.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals Students’ Attitudes towards the Use of Slovene as L1 in Teaching and Learning of Business English at Tertiary Level

2017 ◽  
Vol 14 (1) ◽  
pp. 95-112
Author(s):  
Nataša Gajšt
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Tertiary Level ◽  
Business English ◽  
English Only ◽  
Students Attitudes ◽  
Learning English

Over the past decades, the monolingual (English-only) approach to English language teaching and learning has prevailed. In recent years, however, the trend of using students’ first language (L1) in teaching and learning English as a foreign language has re-emerged. However, the research on the use of L1 in teaching English for specific purposes is far from extensive. The aim of this study was to investigate the use of Slovene as the students’ L1 in teaching and learning Business English at tertiary level. The specific objectives were to determine the students’ attitudes towards the teachers’ and the students’ use of Slovene during Business English lessons and the students’ use of Slovene in learning Business English. The present study was quantitative, with data gathered via a questionnaire. The results show that, on the one hand, there is some inclination towards the use of L1 both in class and during their study of Business English. On the other hand, the preference towards the use of predominantly (or exclusively) English in class is also present and is positively correlated with the level of students’ knowledge of English. The results are of value to English language teachers as they suggest the contexts in which students’ L1 could be used in the process of teaching and learning English for specific purposes.

scholarly journals Incorporating Visual Arts into English Language Teaching

2020 ◽  
Vol 8 (4) ◽  
pp. 52-56
Author(s):  
U Thulasivanthana
Keyword(s):  
Experimental Study ◽  
English Language Learners ◽  
Language Learning ◽  
Visual Arts ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
Learning English

Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.

scholarly journals EFL Learners and Their Success in Learning English in the Thai Context

2019 ◽  
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Learning ◽  
High Achieving ◽  
Teacher Rapport ◽  
Learning English

The main aim of the study is to explore 15 high achieving English language learners’ accounts of their undertakings in learning English in a Thai upper secondary school. The researcher adopts the view of social learning, particularly in reaching better understandings of the learners’ experiences in learning English. As there exists a tendency to gauge learners’ success in English based on examinations, this study asserts that language learning involves more than a cognitive process, thus values the social aspects of experiential English learning. The focus lies on investigating the perceptions of these high achieving English language learners of their success in learning English as well as the influences contributing to it. Two methods are used to collect data: focus groups and interviews. The findings indicate the participants’ perceptions of their own success in learning English in three main aspects: English language ability, examination performance and skills in teaching others. In particular, the ability to speak English fluently and correctly appears to be of utmost importance for a successful English as a Foreign Language (EFL) learner. It is also found that most learners identify their own performance in class, the teacher, including teacher rapport, and school culture as contributing to their English learning achievement. In focusing on the learners’ perceptions and their actual experiences, insights into how the learners actually undergo the learning opportunities provided by the education system can be obtained. To understand the extent to which innovations in English language teaching and learning have been successful, the everyday realities of the language classroom and school have to be accentuated.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

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>

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