Creativity, Translation, and Teaching Old English Poetry

This article explores the benefits to undergraduate learning, and the broader critical significance of, the ‘creative translation’ of Old English literature. First-year students of English language and literature at Oxford University were encouraged to inhabit and understand poetic texts by producing creative, free modern versions that responded to the content, form, style, and sound of the source text. How far this approach helps students is analysed through their own perspectives on the process, gathered via interviews. Their writing is explored as a visible product of their learning, and as a creative-critical response to medieval texts: in particular, did the process of collaborative composition give the students a uniquely experiential insight into Old English poetic practice? Thus some broader conceptual issues in the fields Old English literary studies and translation studies are approached through teaching, learning, and creative-critical practice.

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APPLYING ESA (ENGAGE, STUDY, ACTIVATE) STRATEGY TO IMPROVE STUDENTS’ SPEAKING ABILITY

VOX EDUKASI Jurnal Ilmiah Ilmu Pendidikan ◽

10.31932/ve.v9i1.33 ◽

2018 ◽

Vol 9 (1) ◽

pp. 28-40

Author(s):

Ilinawati Ilinawati

Keyword(s):

English Language ◽

Classroom Observation ◽

First Year ◽

Study Program ◽

First Year Students ◽

Job Interview ◽

Field Notes ◽

The Mean ◽

Teaching Learning ◽

Academic Year

This study was about improving the teaching of speaking by applying ESA strategy tothestudents of English study program atSTKIP Persada KhatulistiwaSintang in Academic Year 2017/2018. It was a classroom action research (CAR) and involved the first year students of English language study program. They were poor at speaking. The result of this research showed that ESA strategy succeeded improving the teaching speaking. The mean score was 71,67 in the first cycle and 80,28 in the second cycle. The improvement of the teaching learning process was based on the improvement of teaching learning behavior in the classroom. The change of behavior was notified from the classroom observation, field notes and interview which were discussed with the collaborator in the reflection stage. ESA strategy was found out helpful to improve students speaking ability. Keywords: Speaking, ESA Strategy, Job Interview

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Old English Literature

10.3138/9781487574512 ◽

1970 ◽

Cited By ~ 1

Author(s):

Fred Robinson

Keyword(s):

Old English ◽

English Literature ◽

Old English Literature

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Old English Literature.

Modern Language Notes ◽

10.2307/2917629 ◽

1903 ◽

Vol 18 (6) ◽

pp. 189

Author(s):

L. Wardlaw Miles ◽

Charles Plummer

Keyword(s):

Old English ◽

English Literature ◽

Old English Literature

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Old English Literature

The Year s Work in English Studies ◽

10.1093/ywes/54.1.69 ◽

1975 ◽

Vol 54 (1) ◽

pp. 69-82

Author(s):

D. G. SCRAGG

Keyword(s):

Old English ◽

English Literature ◽

Old English Literature

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Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

Celt A Journal of Culture English Language Teaching & Literature ◽

10.24167/celt.v17i1.1139 ◽

2017 ◽

Vol 17 (1) ◽

pp. 60

Author(s):

Yustinus Calvin Gai Mali

Keyword(s):

Teaching Strategies ◽

English Language ◽

Teaching Practice ◽

Language Education ◽

Private University ◽

First Year ◽

Motivational Strategies ◽

English Language Education ◽

First Year Students ◽

Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

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Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.19.10.11 ◽

2020 ◽

Vol 19 (10) ◽

pp. 194-213

Author(s):

Daflizar Daflizar

Keyword(s):

Language Learning ◽

English Language ◽

Autonomous Learning ◽

Learning Activities ◽

First Year ◽

English Language Learning ◽

First Year Students ◽

Significant Difference ◽

English Major ◽

Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

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Is English language as a medium of instruction a hurdle for first year MBBS teaching learning? Perceptions of students and teachers

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20174012 ◽

2017 ◽

Vol 5 (9) ◽

pp. 4195 ◽

Cited By ~ 2

Author(s):

Madhur M. Gupta ◽

Mahesh Deshmukh ◽

Suresh Chari

Keyword(s):

English Language ◽

Abrupt Change ◽

National Language ◽

Medical Graduate ◽

First Year ◽

Medium Of Instruction ◽

Indian Medical ◽

Perceptions Of Students ◽

Teaching Learning ◽

Medical Teachers

Background: Presently there is a linguistic dualism i.e. thinking in one language and studying in the other. Proficiency in English is the need of the hour. However, for some an abrupt change in the medium of language along with introduction of terminologies can become a potential barrier to academic success.Methods: A questionnaire based study was carried out in 150 students and 25 teachers of first MBBS.Results: Majority of the students and teachers considered that English as a medium of instruction is not a problem. They also opined that English should be retained as a medium of instruction since it is of global importance; use of regional /national language should be allowed since it will help in dealing with patients and thus better patient care.Conclusions: Since English is the language of global importance, medical teachers should work together to find out a practical approach in addressing some of the problem areas faced by few medical students to help them perform better as an Indian medical graduate.

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