scholarly journals THE USE OF INFORMAL ASSESSMENT IN EVALUATING STUDENTS’ SPEAKING ABILITY: STUDENTS’ AND TEACHERS’ VOICES

2020 ◽  
Vol 3 (3) ◽  
pp. 208
Author(s):  
Arifin Nur Himawan ◽  
Dinar Purwati
Keyword(s):  
High School ◽  
Language Learning ◽  
Curriculum Design ◽  
English Language ◽  
Phenomenological Study ◽  
Language Skills ◽  
Structured Interview ◽  
English Language Learning ◽  
Speaking Test ◽  
Informal Assessment

In this era, English becomes an important subject to be learned in senior high school. In the case of English Language Learning, the curriculum design (K13) required the students to have critical thinking and active learning that should be master both written and spoken. Unfortunately, there are major problems faced by the students such as less confidence and low motivation in speaking. Thus, this research is conducted under a phenomenological study at SMA Muhammadiyah 2 Yogyakarta. There are two teachers and ten students who participate in the study. The Semi-structured interview had been conducted to obtain some information related to the students’ and teachers’ perceptions toward the use of informal assessment in assessing speaking. The result presents that the use of informal assessment is useful to improve the students’ interest to perform speaking and enhance the students’ confidence and motivation to perform the speaking test. Hence this research has some implications for other researches to develop a further discussion about the use of informal assessment in other language skills.

scholarly journals EFL students’ perspectives on the employment of language learning strategies

2021 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Tham My Duong ◽  
Hang T. T. Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Students

It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy and motivation; however, it is indicated that Vietnamese students, particularly high school students have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school students and underlying reasons at a high school located in Ho Chi Minh City. The study involved 238 EFL high school students in responding to a closed-ended questionnaire and twenty of them in answering the semi-structured interview questions. The quantitative data collected from the questionnaire were processed by SPSS version 25.0 in terms of descriptive statistics, and the qualitative data were analyzed by the content-based approach. The results of the study indicated the EFL high school students’ moderate use of LLSs. Remarkably, metacognitive strategies were the most commonly used category, compared to memory strategies – the least employed category. The findings may serve as a guideline for EFL teachers on facilitating high school students’ English language learning. It is also hoped that the results of this study may contribute to the literature about English language learning strategies in EFL contexts.

scholarly journals STEM Integrated English Lessons

2021 ◽  
Vol 2 (2) ◽  
pp. 119-136
Author(s):  
Ozgu Ozturk
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Learning Activities ◽  
English Language Learning ◽  
Science Technology ◽  
Post Test ◽  
And Mathematics ◽  
Learning English

As is known, STEM consists of Science, Technology, Engineering and Mathematics. Its method aims to improve these skills. The 21st century needs creative, collaborative, communicative critical thinkers. STEM which was born for this purpose meets these needs. It gives the learners what they need for being fulfilled with the skills as individuals. However, the learners should learn English to have one of these skills, to be a self-esteemed communicator. Because English is the lingua franca of Science and Technology. Our students need to improve their English language skills, as well. This study aims to integrate STEM activities with English language learning. Both STEM activities and English language learning activities were used in the practice. It has a limitation that it was conducted with only one class and one level, the 11th grades. A pre-test and a post-test were applied to students as a questionnaire where they measured their perception of learning English difficulties and knowledge of the STEM field. In the pre-test they were seen that they are very far from being interested in learning English at high school and having no information about STEM. In the post-test it was seen that they need to learn English and STEM is a very enjoyable way of learning new things. It has been seen that the study was successful to bring two disciplines together and despite the students’ prejudice, they were glad to participate in it at the end. It has been seen that STEM is an interdisciplinary area and can be combined with English to improve its impact.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

2021 ◽  
Vol 5 ◽  
pp. 51-61
Author(s):  
Harka Raj Tembe
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Policy Makers ◽  
Positive Attitudes ◽  
Network Quality ◽  
Efl Learning

This research study focuses on the students’ perception on the use of mobile phones in EFL learning in the context of Nepal. It aims to investigate how the students are taking smart phones as a means for EFL learning in their educational experience. The study was carried out among the students of the bachelor level at Dhankuta Multiple Campus. It was largely informed by a phenomenological approach in order to examine the students’ experiences of using mobile phones in EFL learning. The semi- structured interview was held to collect the required data. Results indicate that all participants have positive attitudes on the use of mobile phones in learning English. However, they feel a few difficulties in understanding the text through the mobile phones. They expect supportive guidance and reliable network quality for effective EFL learning. Mobile phones can serve as a useful language learning tool if it is utilized properly for specific purposes. All curriculum developers, syllabus designer and policy makers should consider the space of mobile assisted English language learning in the present curriculum.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Developing English Learning Materials through Character-Based Intstructional Materials with Card Media

2020 ◽  
Vol 7 (2) ◽  
pp. 52-65
Author(s):  
Rizki Fiprinita ◽  
Roswati Roswati ◽  
Idham Syahputra ◽  
Nurdiana Nurdiana
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Learning Materials ◽  
Media Design ◽  
Student Achievements ◽  
Research Findings

Abstract The integration between English language learning and character values is paramount to improve student achievements include cognitive, psychomotor, and affective. Yet, the implementation of this integration has insufficient results.  Therefore, this research aimed to develop English learning materials integrated with character values. The research design was research and development (RnD) developed by Borg and Gall and modified by Sugiyono with 4-D (define, design, develop, and disseminate) model. The research was conducted at grade VII of  State Junior High School 4 Pekanbaru. The techniques of collecting data were questionnaire, interviews, and observation. The module was validated by experts and practitioners. The data were analyzed both quantitative and qualitative by concerning 3 aspects: content (english learning materials and character values), media design, and practicality. Based on research findings, the module was practical (79%) and very valid in terms of media design (86%) and content (95%). Hence, this module can be used as an assisting tool for students not only to understand and practice the language, but also develop their attitude in communication.

scholarly journals UNRAVELING PARENTS' PERCEPTIONS OF ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 193-204
Author(s):  
Claudio Diaz ◽  
Nicolas Acuña ◽  
Barbara Ravanal ◽  
Ignacio Riffo
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Assessment ◽  
Structured Interview ◽  
English Language Learning ◽  
Positive Perception ◽  
Teachers And Students

Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

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