STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING

2015 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
L. Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Teaching Strategy ◽  
English Language Teaching ◽  
Student Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
And Performance

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning

scholarly journals Influence of Students’ Learning Style and Performance in the Comprehensive English Class

2020 ◽  
Vol 8 (5) ◽  
pp. 58
Author(s):  
Haihua Tu
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Careful Consideration ◽  
Student Centered ◽  
Student Centered Learning ◽  
English Class ◽  
Group Interviews ◽  
And Performance

The purpose of this research was to improve Chinese university students’ performance in four aspects, namely sense of responsibility, academics in students’ grades, engagement and self-esteem by using student-centered learning approach at a University in China and quantitative and qualitative measurements. Changing students’ learning style was implemented with careful consideration. With that in mind, new English language learning process and teaching model were designed in order to improve the teaching and learning quality. Quantitative measurements was used for data analysis. The research instruments included a set of ten-item questionnaire as well as one open-ended question. In order to obtain the qualitative data, focus group interviews was done in team basis.

scholarly journals Effective Teaching strategies in biological education: present and future prospects

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Noreldaim Elkhidir
Keyword(s):  
Biological Sciences ◽  
Teaching Strategies ◽  
Computer Modelling ◽  
Teaching Strategy ◽  
Educational Goals ◽  
Student Centered ◽  
Student Centered Learning ◽  
Biology Students ◽  
Effective Teaching Strategies ◽  
Biological Education

Objective: The aim of this study is to explore the diversity of teaching strategies in biological education and expected results on acquisition of knowledge and fulfillment of learning outcomes in an attempt to identify which strategies work best with biology students. Methods: Three databases and search engines were used: Scopus, Google Scholars and Web of Science. Results: The teaching of biological sciences is experiencing evident transformations towards student-centered learning. As educational goals are being modernized in biology at present times. The more computer modelling, simulations and problem-based learning become part of the teaching strategy, the teaching of biology becomes more learner-centered to enhance learners’ critical thinking on complex biological processes.

Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

2019 ◽  
pp. 1-37
Author(s):  
Seda Khadimally
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
English Language ◽  
Current Knowledge ◽  
Mobile Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Adult Esl ◽  
Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

THE FOCUS OF SIGNIFICANT LEARNING: THE PEDAGOGICAL POTENCIAL OF DEBATING

2015 ◽  
pp. 71
Author(s):  
Maija Ročāne ◽  
Alīda Samuseviča
Keyword(s):  
Language Learning ◽  
Personal Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Responsibility ◽  
Innovative Learning

Nowadays, in the process of the implementation of student-centered learning paradigm, not only the knowledge, skills and attitude formation has been updated, but a new quality of teaching and learning as well. Thus significant learning approach has been promoted, leading to the each student's personal development and providing new resources and opportunities. The publication describes the productive dimension of significant learning in the English language learning process revealing the educational opportunities and a potential of the innovative learning method – debating. The prerequisites of significant learning for students have been analyzed as well as the possibilities to develop learning skills through students engaging in the process of debating. Empirical research data confirms the value of the learning method – debating: it promotes self-discipline, the increase of interest in learning, student responsibility as well as raising students‟ motivation

scholarly journals English Language Teaching in Contexts of LMD Implementation: A Glance at Teaching and Assessment Practices

2021 ◽  
Vol 2 (1) ◽  
pp. 160-171
Author(s):  
Hamissou Ousseini
Keyword(s):  
Language Learning ◽  
English Language ◽  
Resistance To Change ◽  
Bologna Process ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Observation Data ◽  
Student Centered ◽  
Case Study Methodology ◽  
Sub Saharan

Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing through dictation and practices of summative assessment. These practices are contrary to the principles of the LMD system. This has been interpreted as a resistance from educators to use the new modes of teaching and assessment favored by the socio-constructivist and student-centered approach brought by the LMD system. Practical Implications: Considering the theoretical perspectives underpinning the study, the findings suggest the predominance of practices that are not favorable to English language learning. The study has certain implications for the implementation of LMD, stressing the need to redesign LMD practices based on empirical procedures that strives to understand the foundation of educators’ resistance to change. Originality/Value: The study makes a contribution about the application of Western educational tools to other contexts and raises the need for understanding the contextual teaching cultures prior to reform endeavors.

scholarly journals English Language Teaching Strategy for ASD (Autism Spectrum Disorder) Students

2021 ◽  
Vol 7 (1) ◽  
pp. 77
Author(s):  
Mifta Lasintia ◽  
Prihantoro Prihantoro ◽  
Sarwo Edy ◽  
Desti Ariani
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Autism Spectrum ◽  
English Language Teaching ◽  
Spectrum Disorder ◽  
Collection Data

This study aimed at investigating the realization of English language teaching strategies for Autism Spectrum Disorder (ASD) students, especially in terms of the implementation of teaching strategies. This study took place at SMPLB of Curup, Bengkulu, Indonesia. There was only one English teacher who taught ASD students, and the teacher was involved as the subject of this study. The data were garnered form interviews and document analysis. The data were further analyzed using an interactive model extending to data collection, data condensation, data display, and drawing conclusions. The results showed that the teacher used three strategies in teaching children with autism, namely developing oral language comprehension, echolalia, and communication skills enhancement through the PECS method. In addition, the teacher also modified the form of the strategy according to the needs of students with autism.

scholarly journals Student Perspective in Using Social Media As a Tool in English Language Learning

2019 ◽  
Vol 6 (1) ◽  
pp. 58-68
Author(s):  
SYOFIANIS ISMAIL ◽  
Marhamah Ahmad ◽  
Muhammad Zaim ◽  
Mukhaiyar Mukhaiyar ◽  
Nurhizrah Gistituati
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Language ◽  
General Information ◽  
Student Perspective ◽  
English Language Learning ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
Faculty Of Education

Abstract—Learning a foreign language by using social media at the University level is very important because social media has great potential to support student-centered learning as they are flexible, interactive, and resource–rich in nature. One of its drawbacks is the quality of online instruction that lead to unfavorable perception and perspective of the students. The objectives of this research are to analyze the students’ perceptions and perspectives in using Social Media as a tool in English Language learning. Qualitative and quantitative data were collected from the students of the English Study Program, Faculty of Education, the Islamic University of Riau. Research finding revealed that social media is very practical and useful for getting general information, knowledge and to increase their language competency. Keywords — social media, perspective, language

Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

2021 ◽  
pp. 195-221
Author(s):  
Seda Khadimally
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
English Language ◽  
Current Knowledge ◽  
Mobile Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Adult Esl ◽  
Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

scholarly journals Developing Effective English Language Teaching Strategies for Non-Native English Speaking Dyslexic Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Rishi Mishra ◽  
Dr. Mohammad Ashraf Shah
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Word Reading ◽  
The Body ◽  
English Language Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Dyslexic Students

Dyslexia, or specific reading disability, is a disorder in which children with normal intelligence and sensory abilities show learning deficits for reading. The developments in reading lags behind other academic developments. Achieved reading skill is limited. Reading is slow and non-word reading is impaired. The educational system has difficulties in understanding dyslexia and an even harder time identifying children with dyslexia in order to provide the correct intervention for students who are non – native English speakers. When a school has the added challenge of identifying struggling English language learners (ELLs), the task becomes an even more complicated process, and often, these kids are completely missed. But that does not have to be the case. Children who are learning English are just as likely to have dyslexia as their native-English-speaking counterparts, and there is a way to identify dyslexia in these children. The difference is that dyslexia might appear in the native language quite as vividly as it will when they attempt to learn English. This research paper tries to analyze those teaching strategies which have been very effective in developing English language skills among the non native speakers. It reviews the body of research on difficulties faced by dyslexic students in educational setup and different teaching methods which played an effective role in enhancing the English language learning skills of the students. First, we explore the assessment of comprehension and reading difficulties of these students at initial stages. Next we discuss the methodology used in reviewing the literature on different instructional methods for the students with specific focus on dyslexic students.

scholarly journals Role of Mobile Phone for English Language Teaching

2019 ◽  
Vol 6 (1) ◽  
pp. 45-57
Author(s):  
Sri Yuliani
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Structure Interview ◽  
English Language Teaching ◽  
Semi Structure Interview

Mobile phone is a recent technology in teaching English. Mobile phone provides simple and easy way in developing teaching and learning activities, therefore, the researcher was interested in finding the data information about the role of mobile phone for English language teaching. The utilization of mobile phone offers valuable opportunities for creating an effective teaching strategy. The students' perspectives are crucial for getting their views of role of mobile phone in language teaching. This case study was to find out the students' perspectives of mobile phone role in English language teaching. A qualitative design was employed for the purpose of getting the data. Mainly semi structure interview was used as the research instruments. The result of her research finding showed that most students were having good response towards the usage of mobile phones in language learning but some findings shown that the problems were also occurred at the same moment of using it. These research findings were contributed the next research for more deeply dig for language learning.

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