scholarly journals A Meta-Analysis of Studies on the Effectiveness of Using Games Strategies in English Language Learning and Teaching

2021 ◽  
Vol 4 (9) ◽  
pp. 179-193
Author(s):  
Emad Alsoufi ◽  
Ali AbuSeileek
Keyword(s):  
Conference Proceedings ◽  
Language Learning ◽  
Study Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Meta Analysis ◽  
English Language Teaching ◽  
Publication Type ◽  
Learning And Teaching ◽  
Text Length

This study aimed to identify the general trends, description and focus of research about the effectiveness of using games strategy in English language teaching and learning. That is, it investigated the strategies used, instrument, year of publication, publication type, participant, design of the study, skills and areas analyzed in the study, and length of text in studies about the effectiveness of games method. The study used a meta-analysis research design in data collection and analysis. The sample of the study consisted of 70 journal articles, conference proceedings, and graduate theses and dissertations published between 2000-2018. The instrument of the study was a meta-analysis checklist. The descriptive statistics, including frequencies and percentages were used to find differences between the different features. The findings revealed that strategies used in this study and, the feature games (regular) method had the highest frequency. Moreover, the test instrument had the highest frequency in the sample studies analyzed. However, the year 2016 obtained the highest frequency for the year of the study. The type of publication got the next highest frequency in favour of conference proceedings. This was followed by the participant type and level features (EFL learners, school, and 16 participants and more) in the study sample. The experimental design of studies about games strategies received a high frequency. There was also the frequency for skills and areas in studies about games strategies in favour of reading.  The feature games are more effective than other methods and the text length of 11 to 20 pages (2,645-4,729 words) category had the highest frequency. Finally, several related recommendations were introduced to the researchers, curricula designers, supervisors, and English teachers.  

scholarly journals Integrating Technology in English Language Teaching: Global Experiences and Lessons for Indonesia

2018 ◽  
Vol 8 (6) ◽  
pp. 107 ◽  
Author(s):  
Salasiah Ammade ◽  
Murni Mahmud ◽  
Baso Jabu ◽  
Suradi Tahmir
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Information And Communication ◽  
New Research

The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria.  The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.

ENGLISH LANGUAGE TEACHING IN INDIA: ISSUES AND INNOVATIONS.R. K. Agnihotri and A. L. Khanna (Eds.). New Delhi, India: Sage, 1995. Pp. 338. $42.00 cloth.

1997 ◽  
Vol 19 (3) ◽  
pp. 409-410
Author(s):  
B. Kumaravadivelu
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Course Evaluation ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Classroom Context ◽  
Learning And Teaching

This collected volume on English language teaching (ELT) in India contains 22 articles written by Indian teachers and researchers. The book has been divided into six sections. The first section—“Problematizing ELT in India”—offers a critical, historical perspective along with innovative ideas for making English language learning and teaching meaningful and purposive in modern India. The second section—“Nature of ELT Materials”—demonstrates how the ELT materials used in Indian classrooms are not embedded in local needs and indigenous contexts. The section emphasizes the importance of developing instructional materials that not only make use of the rich linguistic and cultural resources available in India but also promote effective communication skills among the learners. The third section—“Learner Profiles”—provides interesting insights into the needs, wants, and lacks of Indian learners of English. This section shows how the instruments of needs analysis developed in monocultural and monolingual settings are inadequate for assessing the needs and wants of learners in multilingual and multicultural India. The fourth section—“Classroom Issues”—focuses on certain central issues affecting teaching and learning in the classroom context, particularly the role of native language knowledge and skills that Indian learners bring with them. The fifth section—“Course Evaluation and Teacher Development”—suggests ideas for making teacher education responsive to the changing roles and responsibilities of language teachers. The sixth and final section—“Curriculum Change”—deals with the principles and procedures for curricular changes that are in tune with the evolving knowledge about learning and teaching and the increasing desire for learner control of the process of materials development and evaluation.

scholarly journals Languages Without Borders: TESOL in a Transient World

2012 ◽  
Vol 29 (2) ◽  
pp. 143 ◽  
Author(s):  
Shondel Nero
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Fundamental Question ◽  
English Language Teaching ◽  
English Language Learning ◽  
Natural Evolution ◽  
Learning And Teaching ◽  
Goods And Services

In today’s transient world, where a continual multidirectional flow of people, goods, and services has deterritorialized languages and their users, languages, especially English, are now without borders. In this context, English language teaching (ELT) as a profession is called to a new task. In this article, I examine this task by asking the fundamental question: What does/should English-language teaching and learning look like in a world of languages without borders? I discuss the changing faces of English within and beyond the field of TESOL. I argue that the spread and natural evolution of English itself, combined with the transience in the population of English-language users, have forced a reexamination of the goals of English-language learning and teaching as well as a reconceptualization of the English language itself along with sacredly held paradigms in ELT.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

scholarly journals An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

2016 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Consistency Ratio ◽  
Word Lists ◽  
English Textbooks ◽  
The Ideal

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading. 

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals ‘There’s an App for That!’ Writing Technology Reviews for Academic Journals

RELC Journal ◽  
2020 ◽  
pp. 003368822094541
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Short Article ◽  
Online Appendix ◽  
Learning Journals ◽  
Writing Technology ◽  
Language Teaching And Learning

Technology reviews are becoming an increasingly common genre within English language teaching and learning journals. This is due to the proliferation of technologies and their affordance in language learning. Although journals provide editorial guidelines for how to write technology reviews, they can be quite general. This short article offers some practical considerations and ideas, and includes published technology review as an example in the online appendix, showing the rhetorical moves for writing technology reviews in the field of English language teaching and learning.

scholarly journals DESIGNING AFFECTIVE INSTRUMENT BASED ON SCIENTIFIC APPROACH FOR ENGLISH LANGUAGE LEARNING

2018 ◽  
Vol 42 ◽  
pp. 00068
Author(s):  
Ira Maisarah ◽  
M. Zaim ◽  
Hermawati Syarif ◽  
Alwen Bentri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Self Confidence ◽  
Scientific Approach ◽  
Affective Assessment ◽  
Addie Model ◽  
Affective Taxonomy

This research was describing the designing of instrument for affective assessment in English language teaching. The focus of the designing was only for observation sheet that will be used by English teachers during the teaching and learning process. The instrument was designed based on scientific approach that has five stages namely observing, questioning, experimenting, associating, and communicating. In the designing process, ADDIE Model was used as the method of research. The designing of instrument was considering the gap between the reality and the teachers’ need. The result showed that the designing was also notice to the affective taxonomy such as receiving, responding, valuing, organization, and characterization. Then, three key words were used as the indicator to show the five levels of affective taxonomy such as seriously, volunteer, and without asked by teacher. Furthermore, eighteen types of affective such as religious, honesty, responsible, discipline, hard work, self confidence, logical thinking, critical thinking, creative, innovative, independent, curiosity, love knowledge, respect, polite, democracy, emotional intelligence, and pluralist were put on each stage of scientific approach. So, it is hoped that can be implemented in all of context of English language teaching at schools and can assess the students’ affective comprehensively.

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