scholarly journals Reading Skills in English using Jolly Phonics at a Chinese Primary School

2018 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Ha Mei Ling ◽  
Fitri Suraya Mohamad
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
Control Group ◽  
Teaching Reading ◽  
English Classes ◽  
Chinese School

This study investigates the viability of using a phonics programme for Primary One students who are studying at a National Type Chinese School in Sarawak, Malaysia.  Jolly Phonics is a Synthetic Phonics Programme that is used to address common reading problems. In this study, Primary One students who learn Mandarin as their main language in school, while learning English and Malay Languages at the same time. The phonics consists of teaching reading with five skills, namely learning the letter sounds, letter formation, blending, segmenting and tricky words.  39 students participated in the study. Two groups were formed to compare performances between those who used the phonic programme and those who attended the regular English classes. Data was collected on pre and post-test achievements for both the experimental and control group. Findings revealed that the phonics programme did not significantly impact the students’ reading ability when compared with performances of those who attended regular lessons which used existing methods of teaching reading skills for English language learning at the Chinese medium school.      Keywords: Night reading ability; non-native English language learners; phonics; Chinese school; foreign language learning

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

2019 ◽  
pp. 162-182
Author(s):  
Hélder Fanha Martins
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
English Language ◽  
Foreign Language Learning ◽  
Role Playing ◽  
Target Language ◽  
Role Playing Games

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

scholarly journals Developing Business English Students’ Metaphorical Competence in Foreign Language Learning Higher Education Contexts

2017 ◽  
pp. 113
Author(s):  
María Enriqueta Cortés de los Ríos ◽  
María del Mar Sánchez Pérez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
English For Specific Purposes ◽  
Business English ◽  
Cultural Backgrounds ◽  
The University ◽  
English Students

This article is aimed at showing the ways in which Business English teachers may be able to facilitate the use of metaphor for their students since it is a part of the lexicon which causes them the most difficulties. The inclusion of the study of metaphors in a specific English language programme can provide students with a useful tool to interpret vocabulary, improve reading skills and understand different cultural backgrounds. Our aim is to put forward a didactic proposal to be used in English for Specific Purposes (ESP) programmes at a Master’s course currently taught at the University of Almería, Spain, in order to develop students’ metaphorical competence within the foreign language learning process.

scholarly journals The Socio-Linguistic Adaptation of Migrants: The Case of Oralman Students’ Studying in Kazakhstan

2019 ◽  
Vol 9 (3) ◽  
pp. 164 ◽  
Author(s):  
Valieva ◽  
Sagimbayeva ◽  
Kurmanayeva ◽  
Tazhitova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Scientific Research ◽  
Foreign Language Learning ◽  
English Classes ◽  
Educational Environments ◽  
Motivation For Learning ◽  
Last Stage ◽  
Electronic Questionnaires

This article examines different aspects of the oralman students’ socio-linguistic adaptation. Scientific research has identified various obstacles oralmen face when studying at Universities in Kazakhstan, especially in the context of the English language studying process. The data used in this paper explores certain peculiarities of oralman students’ adaptation to new educational environments, their attitude towards English, and their difficulties in advancing in foreign language learning. The electronic questionnaires, which included the Likert scale, multiple choice and open-ended questions, were offered to 600 students, while interviews were conducted with 90 students in the last stage of the research. Descriptive statistics and one-way analysis of variance were used to analyze the data. The scientific findings indicated some unexpected difficulties in the oralman students’ socio-linguistic adaptation, which decreased their motivation for learning the foreign language and reduced effectiveness of the teaching. However, certain noticeable discrepancies between the anticipated and real educational context were revealed. The interview and data analysis made it possible to uncover cultural, linguistic, social, and psychological problems. The scientific research suggests that the incorporation of some integrative effective methods and techniques into English classes would be useful for improvement of the oralman students’ English language skills.

scholarly journals From Bakhtin to See the Co-construction of EFL Adult Learners’ Utterances

2016 ◽  
Vol 9 (6) ◽  
pp. 42
Author(s):  
Chingyi Tseng ◽  
Keun Huh
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Computer Mediated Communication ◽  
Foreign Language Learning ◽  
Mediated Communication ◽  
Dialogic Learning ◽  
Multiple Data ◽  
Efl Students ◽  
Oral Interaction

<p>The purposes of this study were to explore the effect of dialogic activities on EFL students’ utterances development by engaging with others, as well as the students’ perceptions in the dialogic learning environment. The theoretical framework guiding this inquiry consists of the on-site lecture from the instructor and voice board feedback from the peers and the instructor based on the dialogical theory of language concepts from Bakhtin’s dialogism which emphasizes a social and interactive situation of foreign language learning by engaging with others. In this study, we cover multiple data sources that give us an overview of students’ interaction in the dialogic activities: the questionnaire of voice board interactions, students’ interviews, and speaking tests. The results showed, on the whole, English language learners actually developed some kind of utterances by engaging their own and others. They transformed others’ utterances in the oral interaction for their own use in the Asynchronous Computer Mediated Communication (ACMC) environment. Additionally, the learners perceived the voice board activities helpful for the development of their speaking abilities, while the learners’ perceptions are mediated through the dialogical activities in which the learners are engaged in.</p>

scholarly journals Modified British Parliamentary Debate Technique in Teaching Speaking to Indonesian EFL Learners

2021 ◽  
Vol 3 (11) ◽  
pp. 01-11
Author(s):  
Rafiah Nur ◽  
Ammang Latifa, M.Hum Latifa ◽  
Masriani
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Control Group ◽  
Control Group Design ◽  
Parliamentary Debate ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Speaking Skills

For English language learners, speaking is an essential skill that should be achieved. By practicing continuously, they can become trained and skilled. To support their proficiencies and competencies, they also should master the language subskills: pronunciation, structure, and vocabulary. The teachers, therefore, should facilitate their students by applying appropriate techniques of language learning in the classroom so that their students can speak English quickly. Through this study, the researchers managed an effective teaching technique for speaking class by implementing a modified British Parliamentary Debate to train the students' speaking skills. This study, therefore, projected to find out whether or not the use of the Modified British Parliamentary Debate technique in teaching speaking can increase their speaking skill. This study also aims to determine whether or not the students are interested in learning to speak through the modified British parliamentary debate. The study applied the quasi-experimental method with a nonequivalent control group design. The subjects of the study were students of Madrasah Aliyah Negeri Enrekang, Indonesia. The population of the research was 64 students. The researchers grouped the students into two groups. There were 32 students in group one and 32 students in group two. The researchers assigned both groups to the same activities in pretest and posttests but different treatments of teaching techniques. The researchers gave a modified British parliamentary debate model for the experimental group and a small group discussion for the control one. The instruments of the research were an oral speaking test and a questionnaire. The results of data analysis exhibited a significant improvement in the students' speaking skills after the treatments. The result of hypothesis testing showed that the t-test value (2.087) was higher than the t-table value (2.000) at the level of significance 0.05 and the degree of freedom 62. Moreover, based on the questionnaire, this study found that the students were interested in learning the speaking skill through modified British Parliamentary debate. In short, implementing the modified British parliamentary debate in teaching speaking can develop the students' speaking skills and encourage the students to learn speaking ability.

scholarly journals THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

2017 ◽  
Vol 1 (2) ◽  
pp. 224
Author(s):  
Venny Eka Meidasari
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Student Learning ◽  
Classroom Practice ◽  
English Language ◽  
Foreign Language Learning ◽  
Instructional Program ◽  
Assessment And Evaluation ◽  
Essential Components

This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum

scholarly journals An Empirical Study on the Fossilization of English Language Learning in the Context of Multimedia Network Teaching

2021 ◽  
Author(s):  
Lihua Huang
Keyword(s):  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Network Teaching ◽  
English Classes ◽  
Multimedia Network ◽  
Network Platform ◽  
Grammar Knowledge ◽  
Communicative Abilities

To carry out the pilot teaching of multimedia assisted teaching and self-learning mode of network platform for experimental class, the data analysis results obtained by using tools such as questionnaire survey show that:The multimedia network teaching environment has a great effect on the students’ vocabulary knowledge fossilization, but has little effect on the grammar knowledge fossilization; The fossilization of reading ability among the four communicative abilities of English language is alleviated obviously, and the self-assessed oral ability of students improves faster after the addition of oral English classes; It accelerates the ossification of writing and listening ability, but it is mainly caused by the characteristics of the network itself and improper learning methods of students.

Teaching Transformative Learning and Digital/Online Education

2010 ◽  
pp. 301-315 ◽  
Author(s):  
Jason Goulah
Keyword(s):  
English Language Learners ◽  
Online Education ◽  
Foreign Language ◽  
Transformative Learning ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
The United States ◽  
Digital Literacies

This chapter focuses on transformative learning and digital literacies/online education in the context of second and foreign language teacher preparation. Building upon research begun in Village Voices, Global Visions: Digital Video as a Transformative Foreign Language Learning Tool (Goulah, 2007b), this chapter describes a graduate bilingual-bicultural education seminar coupling transformative learning theory and digital literacies for pre- and in-service teachers in Chicago, Illinois, in the United States. The author examines how transformative learning and digital literacies/online education can be applied to language education and considers specific theory-to-practice means for teachers of culturally and linguistically diverse students to conceptualize, critique and resist planetary trends and meet the needs of English language learners across the curriculum through digital literacies.

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