scholarly journals The Effect of formative assessment on students’ grades in learning English

2020 ◽  
Vol 2 (1) ◽  
pp. 20-30
Author(s):  
Ismail Ismail ◽  
Tini Tini
Keyword(s):  
Foreign Language ◽  
Formative Assessment ◽  
Objective Assessment ◽  
Assessment Method ◽  
Formative Assessments ◽  
Major Influence ◽  
Learning And Teaching ◽  
The Right ◽  
Further Development ◽  
Learning English

Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

scholarly journals L’analyse réflexive au service de l’émancipation : Construire des compétences et se construire

2015 ◽  
Vol 12 (1) ◽  
pp. 272-282
Author(s):  
Valérie Soubre
Keyword(s):  
Foreign Language ◽  
Formative Assessment ◽  
Language Learning ◽  
Classroom Practice ◽  
Self Assessment ◽  
Learning And Teaching ◽  
Depth Analysis

Cet article se base sur un travail de réflexion autour de l’évaluation formative dans le cadre de l’enseignement apprentissage du français langue étrangère dans des centres universitaires en France. Il s’appuie sur une analyse des pratiques de classe se réclamant de l’évaluation formative et visant l’autonomisation et l’émancipation de l’apprenant. Self-assessment experiment is aimed at developing self reliant and self motivated learners. Abstract: This article is based on a reflexion over formative assessment in the field of language learning and teaching, especially in French as a foreign language taught in French university institutes. It provides an in-depth analysis of classroom practice whose self-assessment experiment is aimed at developing self reliant and self motivated learners.

scholarly journals FACTORS AFFECTING MOTIVATION OF ENGLISH-MAJORED STUDENTS TOWARDS LEARNING ENGLISH AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

2021 ◽  
Vol 6 (6) ◽  
Author(s):  
Thi Bao Dung Dang ◽  
Van Lanh Le ◽  
Tuong Vy Ha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mekong Delta ◽  
Foreign Language Learning ◽  
English Learning ◽  
Personal Factors ◽  
Factors Affecting ◽  
Learning And Teaching ◽  
Study Process ◽  
Learning English

It could be broadly accepted that motivation plays its fundamental role as one of the most important elements in foreign language learning. The present research investigated factors affecting motivation in learning English of freshmen at Tay Do University. The participants were 84 freshmen studying in Faculty of Linguistics and Literature. In the study process, these participants were given questionnaires which consisted of several statements related to the mentioned factors and the interview to get information. The collected data from the two instruments mentioned above were all analyzed afterward. The current study showed that there were elements that motivate freshmen towards English learning. Parental, environmental, teacher’s and intrinsic (personal) factors were examined. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

scholarly journals Using Artificial Intelligence in Learning English as a Foreign Language: an Examination of IELTS LIULISHUO as an Online Platform

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Ruolin Li
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Supply And Demand ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
English Learning ◽  
Online Platform ◽  
Learning And Teaching ◽  
Learning English

EFL (English as a foreign language) learners seem destined to make errors and continuously need to test their changing language levels. However, the unbalance between supply and demand always exists in the process of learning English. Teachers sometimes are also tired of doing repetitive jobs to correct the same mistakes of nonnative speakers. Therefore, many researchers tend to improve the efficiency of learning and teaching processes by using computer-assisted instruction. Specifically, artificial intelligence software is an unstoppable trend to solve this problem. This study aims to find which characteristics in IELTS Liulishuo (an artificial English-learning app to improve IELTS performance) are following the elements of computer-assisted language learning (CALL) pedagogy (Chapelle, 2003). Meanwhile, it will also be evaluated under the mobile-assisted language learning (MALL) principles and some concepts of AI-powered foreign language software, as was put forward by Stockwell (2013) and Pokrivcakova (2019). The results showed that IELTS Liulishuo has affordability to be used as an online platform for foreign English learning. More importantly, it shed some light on CALL pedagogy and the design of artificial applications of foreign language learning.

scholarly journals A Late 19th-Century British Perspective on Modern Foreign Language Learning, Teaching, and Reform

2016 ◽  
Vol 43 (1-2) ◽  
pp. 175-208 ◽  
Author(s):  
Marjorie Perlman Lorch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
19Th Century ◽  
Foreign Language Learning ◽  
Major Influence ◽  
Late 19Th Century ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Victorian Britain ◽  
British Perspective

Summary The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.

scholarly journals A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

2019 ◽  
Author(s):  
Jamal Kaid Mohammed Ali ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Female Students ◽  
Learning And Teaching ◽  
Efl Students ◽  
Students Attitudes ◽  
The Impact ◽  
Learning English

This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.

scholarly journals PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN

2019 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Zobi Mazhabi
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Teaching English ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Young Learners ◽  
The Right

The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.

scholarly journals Changes in Prospective Teachers’ Beliefs about Foreign Language Learning in a Teacher Training Program

2020 ◽  
Vol 10 (2) ◽  
pp. 37
Author(s):  
Adel Abu Radwan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Teaching Experience ◽  
Sultan Qaboos University ◽  
Learning And Teaching ◽  
The Right

This study examines changes in the beliefs of a group of undergraduate students about learning and teaching English as a foreign language. Learners’ beliefs are thought to shape students’ language learning experience and often guide their future teaching practices. Thus, any mistaken beliefs could negatively affect student learning and teaching experience for decades (Peacock, 2001). While some studies suggest that students’ beliefs are stable, inflexible and resistant to change, others show that students’ beliefs are amenable to change with proper intervention. This study uses a questionnaire to collect data from 212 students in the English Department at Sultan Qaboos University. The results show that learners hold strong beliefs about the role of vocabulary, grammar and practice in learning a foreign language. Moreover, their beliefs did not undergo any significant changes during the duration of the program though slight shifts in their beliefs could be noticed in the final year of their training. The study suggests that special attention should be given to this area to eliminate any detrimental beliefs held by prospective teachers. Early intervention may steer students in the right direction and could equip them with the theoretical and pedagogical beliefs necessary to positively influence their future students.   

scholarly journals Non-English Major Students ‘Motivation in English Classrooms: Evidence from a University Setting

2021 ◽  
Vol 11 (2) ◽  
pp. 14
Author(s):  
Nguyen Huynh Trang
Keyword(s):  
Foreign Language ◽  
Public University ◽  
Ho Chi Minh City ◽  
Teaching English ◽  
Learning And Teaching ◽  
English Classrooms ◽  
English Major ◽  
Motivation Level ◽  
University Setting ◽  
Learning English

In learning and teaching English as a foreign language, motivation is crucial to success. The purpose of this study is to discover whether non-English-majored students are motivated in learning English and to find out what factors can help motivate them to learn English. The study mainly employed a questionnaire which is developed and administered base on Khau and Thach (2021)’s framework to collect the data. It was delivered to 54 non-English-majored students who are at their third year of study at a public university in Ho Chi Minh City, Vietnam. The results highlighted various researches that have been conducted on the elements that influence motivation. The data showed that the participants’ motivation level is at medium rank. It could be inferred that these participants were motivated to learn English at university. The current study also found that students’ motivation was mainly affected by four factors which are teacher’s personality, teacher’s methodology, facilities for studying and classmates. The results of the study contribute to the field of motivation research in EFL setting.

scholarly journals TEACHING ENGLISH TO YOUNG LEARNERS

2017 ◽  
Vol 2 (2) ◽  
pp. 124
Author(s):  
Dwi Warry Octaviana
Keyword(s):  
Foreign Language ◽  
Later Life ◽  
Full Potential ◽  
Teaching English ◽  
Young Learners ◽  
Efl Teachers ◽  
The Right ◽  
Listening And Speaking ◽  
Learning English

ABSTRACT Learning English is vital skills that will help children achieve their full potential in later life. If they have the right techniques, they can learn English quickly and effectively. So, it is important that they have to learn English which is practical and useful. Learning should not be stressful for children. It should be fun and stimulating. Their studies should make reading, listening, and speaking in English come naturally. As their confidence develops, they will learn more and use English to a more challenging level. This paper discusses about some resources for EFL teachers to facilitate the children in learning a foreign language. These are purposed for them to be able to teach effectively with the fun and variety that children need. The last part, this paper tells about how to ensure the children learn English using simple techniques that will absolutely make the teachers’ job more fun and satisfying. Also, it will be expected that the teachers will have enough fresh ideas to be the most inspiring teachers that they possibly can.

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