scholarly journals ONLINE INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNING DURING COVID-19 PANDEMIC: A CASE FROM A CREATIVE TEACHER

2021 ◽  
Vol 6 (1) ◽  
pp. 87-96
Author(s):  
Abdul Halim ◽  
Sunarti Sunarti
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Educational Goals ◽  
English Language Learning ◽  
Data Description ◽  
Data Coding ◽  
Online Platforms ◽  
Creative Teacher

This paper aimed at discussing online instructional strategies and learning quadrant for English language learning during COVID-19 pandemic. Therefore, the current paper reviews possible instructional strategies and learning quadrant used by a teacher in the teaching process from online platforms to ensure the educational goals are plausible to be achieved, although without having to attend classrooms regularly, especially during the COVID-19 outbreak that happens during 2019-2020. Employing qualitative design, the study involved one teacher and 34 students. The data were collected through observation and interviews with the participants. The data analysis involved data coding, data description and data assertion. The results showed that although the participants did not attend a physical classroom, the learning process with various approaches for learning and assessments were still possible to engage the students.

scholarly journals Growing Trends of Using Mobile in English Language Learning

2018 ◽  
Vol 9 (4) ◽  
pp. 235-239
Author(s):  
Asma Abdul Aziz ◽  
Mehmood Ul Hassan ◽  
Hisham Dzakiria ◽  
Qaisar Mahmood
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Language Learning ◽  
Quantitative Data ◽  
Secondary School Students ◽  
English Language ◽  
English Language Learning ◽  
Great Tendency ◽  
School Students ◽  
Quantitative Data Analysis

Abstract The study explores growing trends of using mobile in English language learning among higher secondary school learners in Pakistan. A survey is conducted to collect data from randomly selected students in district Okara (Punjab), Pakistan. Questionnaire based on five likert scale used to collect quantitative data. Analysis done on SPSS, to acquire mean score and frequency analysis reveals that higher secondary school students of English have great tendency for using mobile to learn English. Besides Students’ perception as obtained from survey prove that using mobile for English language learning makes their job easy and they are able to develop their listening and communicative habits. Findings of this study also reveal that using mobile for English language learning makes the students, independent and self-evaluator.

scholarly journals A PRAGMATICS ANALYSIS OF SPEECH ACT IN THOR MOVIE

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Tri Lestari ◽  
Elysa Hartati
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Qualitative Method ◽  
English Language ◽  
Speech Act ◽  
Real Life ◽  
English Language Learning ◽  
Main Character ◽  
Direct Speech ◽  
Indirect Speech Act

This research analyzed speech act which were expressed by Thor as the main character in Thor movie. That movie showed a candidate of king who was banished by his father because of his arrogant characteristic, so, there were many speech act which represented real life. Considering there are problems in English language learning focusing on speech act, so this study was conducted used pragmatics analysis. The purposes of this study were to classify speech act based on Searle’s theory and analyze speech act which has relation between the form and the function of the sentence.This research used descriptive qualitative method. The data which were used in this research were the utterances that were performed by the main character in the movie. The data analysis used pragmatics approach with theory by Searle. From the theory, there are 5 classifications of speech act, representative, directive, commissive, expressive, and declarative. There are 2 types of speech act which is discussed by Searle, direct and indirect.Based on the analysis, the researcher found that from the 5 classifications only 4 of them which were expressed by the main character, representative, directive, commissive, and expressive. Representative and directive were expressed 56 times each of them. Commissive appeared 20 times and expressive appeared 29 times. All types of speech act were expressed by the main character in the movie. Direct speech act were expressed 140 times, and indirect speech act were expressed 11 times.

scholarly journals A Survey on Technology used in Higher Secondary EFL Class in Bangladesh

2020 ◽  
Vol 1 (2) ◽  
pp. 52-66
Author(s):  
Kaniz Fatema ◽  
Negar Sultana
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
English Language ◽  
Secondary Level ◽  
Educational Environment ◽  
English Language Learning ◽  
Structured Interviews ◽  
Use Of Technology ◽  
Day By Day ◽  
Practical Implications

Purpose: The paper aims to present an overview of the technologies that are used in English language learning classes in Higher Secondary Level of Studies in Bangladesh. The aim is also to identify the gaps between the use of technology and CLT- based curriculum and material. Approach/Methodology/Design: Four colleges were selected randomly as a sample of the study. For collecting data, an open-ended questionnaire was constructed, validated, and administrated. In addition, structured interviews and an observation guide of classes were employed as instruments to collect data. Findings: Based on the results of data analysis, it is clear that the use of technology in Bangladesh is increasing day by day but the percentage is still very low. The results of this study indicate that there is a gap between the use of technology and CLT based curriculum and material in Bangladesh. Hence, it is concluded that the technologies that are used in the classrooms are not adequate. Practical Implications: The study reflects on the use of technology in classrooms. This is in line with the mission of digital Bangladesh. Originality/value: This study is important for teachers, students and authorities since it reflects on the technology being used in higher secondary level, the gaps between the use of technology and CLT- based curriculum and material in Bangladesh and how the gap can be fulfilled to ensure the proper use of technology in CLT- based educational environment and attain the vision of ‘Digital Bangladesh’.

scholarly journals Sistema de aprendizado de inglês – Let’s go!

2021 ◽  
Vol 3 (5) ◽  
pp. 3320-3351
Author(s):  
Júlia Elen Dias ◽  
Natália de Souza Gomes ◽  
Samara Paula Dos Santos ◽  
Stefanni Cristina Magdalena ◽  
Priscila Batista Martins
Keyword(s):  
Language Learning ◽  
Elementary School Students ◽  
English Language ◽  
Learning Systems ◽  
Educational Goals ◽  
English Language Learning ◽  
Survey Analysis ◽  
School Students ◽  
De Se ◽  
Simple Language

Através do levantamento, análise e comparação dos sistemas disponíveis para aprendizado da língua inglesa, de maneira criteriosa e prática esta pequena pesquisa descreve. Busca-se melhorar o ensino do inglês para alunos do Ensino Fundamental, tendo como objetivo ensinar de maneira agradável e simples esta língua, atendendo aos objetivos educacionais previamente estabelecidos e, visando aspectos pedagógicos na utilização do software LET’S GO, fazendo com que através desse pequeno exemplo, possamos refletir sobre a importância de se aprender um novo idioma.   Through the survey, analysis and comparison of available for English language learning systems, careful and practical way this brief survey describes. We seek to improve the teaching of English to elementary school students, aiming to teach refreshingly simple language this way, given the previously established educational goals and pedagogical aspects in order to use the software, making it through this small example, can reflect on the importance of learning a new language.  

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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