scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

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 Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

scholarly journals Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

2018 ◽  
Vol 51 (2) ◽  
pp. 210-245 ◽  
Author(s):  
Julie Aydınlı ◽  
Deniz Ortaçtepe
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Conceptual Development ◽  
Language Teaching ◽  
Wide Spectrum ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Affective Factors

In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

Improving English Writing Skills of Non-Native Undergraduate Learners with The Help Of Movies Supported By Online Technologies

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Aydin Aliyev
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Educational Technologies ◽  
Authentic Materials ◽  
Writing Classes ◽  
English Writing ◽  
Online Technologies ◽  
English Classes

The purpose of this study is to find out the effectiveness of integrating into teaching English writing movies whichare supported by online technologies. Using movies in English classes has become the interest of many teachersand educators, as films are believed to be very effective, appealing and motivating authentic materials. Filmicapproach somehow creates a natural English language teaching (ELT) environment in the classroom and makesthe instruction of English enjoyable, particularly in terms of learners. Mixing motion pictures and onlinetechnologies both of which have a very crucial role in students’ life, would be fun and innovative. This studyfocused on teaching writing through the use of films and contemporary educational technologies amongundergraduate learners. The action research was designed at Qafqaz University in Azerbaijan among 32intermediate level students in the School of Languages. The learners were divided into experiment and controlgroups which were almost at the same English proficiency levels. The research involved a questionnaireconsisting of 10 questions with participation of 32 learners. The study is expected to be helpful for Englishteachers in terms of employing movies and online technologies effectively in writing classes, not to mention it islikely be a helpful material for further researchers in this field.

scholarly journals Improving Creative Writing for Young Learners using CTL Post COVID 19

2021 ◽  
Vol 11 (1) ◽  
pp. 35
Author(s):  
Elli Setiyo Wahyuni
Keyword(s):  
Creative Writing ◽  
Real World ◽  
Teaching And Learning ◽  
English Language ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Learning Approach ◽  
Writing Skill ◽  
Contextual Teaching

The research aims to implement contextual teaching and learning approach in writing skill which is integrated in the lesson plan. The methodology conducted in the study is a case study taken in one of elementary school in Indonesia. The purpose is to investigate the improvement of students’ writing skill post covid 19.  There are five strategies of contextual teaching and learning approach, namely relating, experiencing, applying, cooperating, and transferring (REACT). The implementation is providing practices on descriptive and narrative writing. The assessment is the learning project related to real-world context and writing story telling. The results of the research are expected to give impact for enhancing the students’ creative writing, to provide learning process which is practical in real world situation, and to assign a lesson plan which is relevant with the current development in English language teaching. Keywords: contextual teaching and learning, creative writing, lesson plan, REACT

scholarly journals Revisiting the Communicative Approach: The Tripod Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hayat Al-Khatib
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Language Learning ◽  
Writing Proficiency ◽  
Language Performance ◽  
Learning Contexts ◽  
Essential Components ◽  
Communicative Approach

The Communicative Approach (CA) has been adopted in English Language-Learning contexts as the ultimate solution in English language teaching, following dissatisfaction with the structuralist approaches, grammar drills and audiolingualism (Liao, 2004; Hiep, 2007). The Communicative Approach promised rapid results in English language learning, however concerns have been voiced on a perceived decline in students’ performance in writing proficiency, following the shift in focus to communication (Lakhwe, 2016; Maalouf,2016). Thirty years after its implementation, calls were made to reevaluate the Communicative Approach based on case studies and results from ELL contexts (Bacha, 2016; Samra, 2016). Arguments provided that what may work in native contexts may not have the same impact in non-native learning contexts (Lakhwe 2016, Ghadi, Biddou and Boukanouf 2016). This case study seeks to identify the main tenets of the Communicative Approach in non-native contexts, and to recommend essential components to its application. The study is based on data collected from 198 students doing English communication skills courses and 45 participating English tutors in an English foreign language (EFL)university context, Lebanon. Findings suggest that performance remains the evidence of competence; however appropriate language performance is essentially reflective of a tripod model of CLT that incorporates correct linguistic application, appropriate sociolinguistic awareness and higher order strategic maneuverability.

scholarly journals Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design

2018 ◽  
Vol 3 (1) ◽  
pp. 78 ◽  
Author(s):  
Ignasia Yuyun
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
English Language ◽  
Technology Development ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Learning Activities ◽  
Technology Applications

Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom.  Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc.                Keywords: curriculum, EFL, technology

scholarly journals Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

2015 ◽  
Vol 8 (12) ◽  
pp. 191
Author(s):  
Jameel Ahmad
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Cultural Barriers ◽  
Barriers To Learning ◽  
Efl Learners ◽  
English Speaking

<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>

scholarly journals Pre-Service Language Teachers’ Knowledge and Practices of Intercultural Communicative Competence

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 11-29
Author(s):  
María Teresa Esteban-Núñez
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Public University ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teaching Program ◽  
Descriptive Case Study ◽  
English Classes

This paper reports a descriptive case study developed in an English language teaching program at a public university in Colombia. The purpose of this study was to disclose what knowledge a group of pre-service teachers had about intercultural communicative competence and how they considered their approach to this competence in the English classes they had planned during their final pedagogical practicum. The instruments used to collect data were documents, interviews, and a survey. The outcomes were meaningful for the participants as well as for the researcher since it was possible to identify that pre-service teachers understand this competence as a visible concept to be approached in the classes, mainly to refer to and learn about other cultures different from the Colombian and Boyacense ones. It was also identified that the intercultural communicative competence was considered, by these pre-service teachers, as the “dressing” to change the taste of the class.

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