scholarly journals CHALLENGE TASK FOR TEACHERS IN TEACHING ACADEMIC ESSAYS FOR POLYTECHNIC STUDENTS DURING THE PANDEMIC

Epigram ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 66-70
Author(s):  
Yogi Widiawati
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Educational Setting ◽  
Multimodal Learning ◽  
Digital Tool ◽  
English As Foreign Language ◽  
Learning Tasks ◽  
Teachers And Students ◽  
Approach To Teaching ◽  
Use Of Internet

A myriad research has demonstrated the use of internet as an approach to teaching English as foreign language (EFL). The little research on this topic of interest has been undertaken in the Indonesian higher education context. Particularly, the use of digital tool as practicing and examining students’ writing remains under-explored in this educational setting. With these in mind, this research presents an empirical study that looks into to what extent the deployment of a digital tool mediates multimodal learning tasks in the EFL classroom. The study specifically examines challenges and benefits to develop students’ writing and reading competences. The study also looks at the roles of teacher and students in the entire learning process. A total of 80 polytechnic students volunteered to participate the study. Individually, they were assigned to perform a series of tasks, including (1) connecting to website, (2) reading articles and instruction in, and (3) writing essays. Drawing on these data, the present chapter reports on four major findings, that is: (1) drafting and negotiating strategies for writing essay creation, (2) framing the use of language in composing, (3) discussing the result essay creation and improvement, and (4) positioning roles of teachers and students in the entire learning process

Medical ethics and the learner-centred approach: Developing materials on organ transplant and euthanasia in an English as a foreign language classroom in higher education

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Valéria Jamrichová ◽  
Katarína Zamborová
Keyword(s):  
Foreign Language ◽  
Medical Ethics ◽  
Learning Process ◽  
Organ Transplant ◽  
Theory And Practice ◽  
The Internet ◽  
Materials Development ◽  
Teachers And Students ◽  
Health Studies ◽  
Sensitive Issues

AbstractA learner-centred approach puts students amidst the learning process and helps them become involved in that process. It provides an opportunity for students to choose and direct the course of the lesson. This approach is especially appropriate when dealing with ethical concerns that might be sensitive issues. When it comes to the sources for the development of teaching materials, the Internet provides numerous possibilities. Not only does it enable students to choose from a wide variety of topics but it also offers, for both teachers and students, a chance to develop their own up-to-date materials through which students improve their language skills. Nonetheless, teachers can help their students to become more autonomous and develop strategies for lifelong learning. The aim of this article is to provide ideas on materials development for teaching English as a foreign language to students of medicine and health studies and to link theory and practice in the Slovak context. Specifically, it focuses on how topics in medical ethics, such as organ transplant and euthanasia, could be taught by emphasizing the learner-centred approach. Involving the student in the learning process and using the Internet as an easily accessible source enables students to develop their skills and strategies, which will help them become more autonomous, and thus develop their confidence in dealing with authentic English outside the classroom.

scholarly journals “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL

2019 ◽  
Vol 21 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Yecid Ortega
Keyword(s):  
Social Justice ◽  
Foreign Language ◽  
Paradigm Shift ◽  
English Learning ◽  
Teaching English ◽  
Making Meaning ◽  
Learning Tasks ◽  
Approach To Teaching ◽  
Learning Language ◽  
Linguistic Backgrounds

This article uses a classroom experience to exemplify ways in which students as social beings learn English as a foreign language in Colombia and how the teacher uses trans[cultura]linguación. This is a process of making meaning during English-learning tasks while comparing specific linguistic variations as students learn about both their own culture and other people’s cultures. Borrowing from plurilingualism and translanguaging, I describe how a teacher attempts to use a social-justice approach to teaching English by valuing her students’ linguistic and cultural repertoires. I conclude by outlining the implications this has for proposing a paradigm shift from monolithic frameworks of learning language(s) to more dynamic ones in which students’ cultural and linguistic backgrounds are deployed as a platform for addressing issues that are relevant to their communities.

scholarly journals Teacher’s and learner’s roles in autonomy-oriented foreign language teaching: a theoretical investigation

2020 ◽  
Vol 4 (2) ◽  
pp. 31-36
Author(s):  
Dung Nguyen Tri Tran
Keyword(s):  
Foreign Language ◽  
Theoretical Investigation ◽  
Learning Process ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Autonomous Learning ◽  
Teaching Community ◽  
Teachers And Students ◽  
Global Language

The global language teaching community has largely spotlighted students’ autonomous learning for the last few decades. Through the thorough review of the existing literature on learner autonomy, this article aims to theoretically investigate this concept as well as clearly specify the roles played by teachers and students in an autonomy-oriented classroom. Autonomous learning is not at all synonymous with the absolute elimination of teacher’s role and learner-learner relationships. In fact, language instructors need to comprehend their roles in a multidimensional way, and students are supposed to be responsibly active for their own learning process as well as positively interdependent for academic cooperation.

scholarly journals EFL Students’ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom

2021 ◽  
Vol 4 (2) ◽  
pp. 71-78
Author(s):  
Farah Ika Dhamayanti
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Process ◽  
Senior High School ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
English As Foreign Language ◽  
E Learning ◽  
Efl Students

This study investigates the English as Foreign Language (EFL) students' perception and motivation toward Quizizz as e-learning media in English e-classroom. The total number of participants in this study is 106 students of 11th graders of Senior High School consist of five classes who had experience toward Quizizz. A descriptive statistics approach is applied in this study. The data collected by using closed-ended questionnaire. The obtained data were analyzed by using SPSS version 25.00. The result shows most of EFL students had positive perception and motivation toward Quizizz. Therefore, Quizizz as e-learning media can support the learning process in English e-classroom. It indicates that Quizizz is an appropriate e-learning media that can be used in English e-classroom and it can increase EFL students’ motivation during e-learning.

scholarly journals Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom

2021 ◽  
pp. 228-243
Author(s):  
Vladimir Pavlov ◽  
◽  
Natalia Smirnova ◽  
Ekaterina Nuzhaia ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Constructivism ◽  
Online Survey ◽  
Online Collaboration ◽  
The Other ◽  
English As Foreign Language ◽  
Video Cameras ◽  
Study Materials ◽  
Teachers And Students

In language learning, students learn through interaction with the teacher, the other students, and with the study material, to build language skills. What happens to interaction opportunities when learning goes online? In an online classroom, collaboration is difficult to achieve due to lack of physical proximity among the participants. This paper explores the problem of online collaboration between teachers and students in English as Foreign Language (EFL) classroom with the empirical focus on the role that video cameras play in online collaboration. We argue that cameras, although being contested as a pedagogical tool, should be seen as an important ‘proximity tool’ that helps foster collaboration by bringing learners and teachers ‘closer’. We theorise ‘collaboration’ via the social constructivism lens and argue that collaboration as being ‘close’ echoes in the digital sense with ‘being with’ and is core for developing an ecology of virtual collaboration. We draw on the online survey data from foreign language students and language instructors in one Russian research-intensive university, who were asked how they use cameras online. Quantitative and qualitative methods of data analysis have been used to identify key patterns and emerging themes. The key findings of the study are that 1) cameras could be an important aspect of fostering collaboration online; 2) there is a tension in relationships between students, teachers, and study materials; 3) students and teachers differently perceive the need to use cameras, which may limit opportunities for online collaboration; and 4) while students feel more comfortable when all the other participants turn their cameras on, many do not see turning cameras on for themselves to be important. The paper concludes with a discussion of how camera use can foster online collaboration between teachers and students.

scholarly journals Importance of Assessment in ELT

2018 ◽  
Vol 6 (9) ◽  
pp. 163 ◽  
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Critical Role ◽  
Foreign Language Teaching ◽  
Assessment Process ◽  
Basic Principles ◽  
Teachers And Students ◽  
Assessment Procedures

Assessment has an important role in education and it has a critical role in the teaching process. Through appropriate assessment, teachers can classify and grade their students, give feedback and structure their teaching accordingly. Recently, educators and scientists have been becoming more interested in the requirements of assessment procedures in the scope of foreign language teaching and the learning process, as forms of assessment have been changing. The assessment procedures relate to authenticity, practicality, reliability, validity and wash back, and are considered the basic principles of assessment in foreign language teaching and learning. The main value of these aforementioned principles is to distinguish the effects of assessment and review any classroom based issues between the teacher and the student. As the assessment process affects both teachers and students, significance and consideration should be given to assessment procedures in foreign language teaching.

scholarly journals Teaching expats Russian as a foreign language

2019 ◽  
pp. 64-71
Author(s):  
A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Approach ◽  
Russian Language ◽  
Elementary Level ◽  
New Approach ◽  
Approach To Teaching ◽  
Foreign Corporations ◽  
The Individual ◽  
The Russian Language

This article focused on the challenges of teaching the Russian language as a foreign language at elementary level on individual basis with expatriates-employees of foreign corporations working in Russia. The article discusses in detail the characteristics of this student category and analyzes the differences between the individual classes of the teacher of Russian as a foreign language with expatriate students, from working with students in a group. Meanwhile, there has been an attempt to substantiate a new approach to teaching this group of students, which by many criteria it should differ significantly from the traditional approach to teaching Russian as a foreign language, presented in modern textbooks for foreigners. Considering the information findings, teachers have to create their own teaching materials that cannot replace a professionally created textbook. Undoubtedly, this complicates the work of the teacher, slows down the learning process, and does not stimulate the students to work on classes.

scholarly journals INNOVATIVE APPROACHES TO TEACHING AND LEARNING ENGLISH AS SECOND AND ENGLISH AS FOREIGN LANGUAGE IN MULTILINGUAL EDUCATION

2019 ◽  
Vol 7 (6) ◽  
pp. 45-48 ◽  
Author(s):  
Diana Rustamovna Sabirova ◽  
Regina Rafael’yevna Khanipova
Keyword(s):  
United States ◽  
Foreign Language ◽  
Teaching And Learning ◽  
The United States ◽  
Approaches To Teaching ◽  
English As Foreign Language ◽  
Multilingual Education ◽  
Teachers And Students ◽  
Innovative Approaches ◽  
Learning English

and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others. Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used. Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.

scholarly journals Aplikasi Mobile Android E-Learning dan Kuesioner pada SMK Muhammadiyah 7 Jakarta

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Tria Hadi Kusmanto
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Activities ◽  
School Research ◽  
Teachers And Students ◽  
E Learning ◽  
Data Collection Technique ◽  
Internet Networks ◽  
Use Of Internet

SMK Muhammadiyah 7 Jakarta already has many learning systems that are applied in learning activities. The use of ICT in learning activities such as the use of internet networks, projector devices, local computers and networks. Basically, this system is sufficient to assist the teaching and learning process and in conducting school research (questionnaire). Teaching and learning is a process of relations between teachers and students. The questionnaire is a data collection technique by giving written and unwritten questions to get answers from respondents. However, these activities have not been realized in their development, such as using an Android-based learning system and questionnaire. In accordance with this explanation, an application is needed to assist the teaching and learning process and school research (questionnaire). This research was conducted to realize the development of an android-based system.

scholarly journals Early Childhood Teachers’ Ability in Pronouncing Vocabularies

2020 ◽  
Vol 1 (02) ◽  
pp. 168-178
Author(s):  
Rochyani Lestiyanawati ◽  
Luluk Alawiyah
Keyword(s):  
Early Childhood ◽  
Foreign Language ◽  
Language Learning ◽  
Early Childhood Teachers ◽  
English As Foreign Language ◽  
It Impacts ◽  
Appropriate Treatment ◽  
Teachers And Students ◽  
Correct Pronunciation ◽  
The Subject

Problems for learners of English as Foreign Language may appear due to the lack of English mastery of the teachers. Since teachers are regarded as input for language learning, it impacts the students’ achievement. Pronunciation is one of the problems faced by both Indonesian teachers and students. When the teachers give the correct pronunciation, it results in the correct pronunciation of the students. On the other hand, the wrong pronunciation of the teachers will impact the students’ incorrect pronunciation. This study is aimed to reveal the early childhood teachers’ ability in pronouncing English vocabulary. The findings of the study are to determine the appropriate treatment which might be needed to overcome the problems. The subject of the study were 40 randomly selected early childhood teachers. The data were collected by testing their vocabulary mastery and pronunciation ability. The result of the study showed that the English mastery of early childhood teachers was needed to be developed for less ability in pronouncing the vocabulary correctly. The questionnaires also implied that the teachers need improvement in dealing with English.

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