scholarly journals Exploring Learners Contribution and Experience in Web-Based Collaborative Report Writing

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Nur Syafiqa Aqiera ◽  
Kartini Abd Ghani
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Positive Response ◽  
English Language Learning ◽  
Web Based ◽  
Google Docs ◽  
Writing Project ◽  
Report Writing

Web 2.0 has given opportunities in letting students learn through active collaboration with and from their peers. The purpose of this study is to explore interactions that happens between learners, types of contributions made and learners’ experience when collaborating in a Web-based context. The finding shows that the learners contribute in terms of adding, editing and deleting content and structure of their report. The learners’ pattern of interaction shows that the learners with higher level of English proficiency are more dominant towards learners with lower level of proficiency. Students feedback shows that they are accepting the idea of writing collaboratively. Overall, the learners gave positive response towards the use of Google Docs in collaboratively completing their report writing project. Keywords: Collaborative learning; English language learning

Designing a Constructivist Vocabulary Learning Material

2011 ◽  
pp. 186-203 ◽  
Author(s):  
Aysegül Daloglu ◽  
Meltem Baturay ◽  
Soner Yildirim
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
Vocabulary Learning ◽  
English Language Learning ◽  
Learning Material ◽  
Constructivist Approach ◽  
Web Based ◽  
Teaching Characteristics ◽  
Interactive Exercises

This chapter outlines how the constructivist approach can be implemented in Web-based vocabulary teaching, characteristics of effective Web-based vocabulary teaching materials, and a model for effective Web-based vocabulary teaching and recycling. In WEBVOCLE which stands for Web-Based Vocabulary Learning, contextual presentation of the words has been enriched with audible vocabulary and repeated with interactive exercises, games, and puzzles in ‘spaced revisions’ in a constructivist Web-supported environment. The content of the implementation has been additionally supported with pictures. Feedback obtained from the learners demonstrates that they not only developed a positive attitude toward English language learning, but also improved their learning outcomes.

scholarly journals GOOGLE CLASSROOM FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY

2019 ◽  
pp. 01-07
Author(s):  
Om Joshi
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Information Communication ◽  
Web 2.0 Tools ◽  
Communication And Technology ◽  
Learning English

In the present era of rapid civilization, integration of Information Communication and Technology ICT make teaching and learning more innovative, creative, and learner centric through the use of websites and Web 2.0 tools i.e. TED, Moodle, Google Classroom and so on. Department of English, Bhakta Kavi Narsinh Mehta University, Junagadh has implemented Google Classroom for English language learning. However, it's important to know students' attitude towards the use of Google Classroom for English language learning. Here, researchers will share the questionnaire among students and will analyse the data to know students' approach towards learning English language through Google Classroom. Here, it has been attempted to demonstrate the advantages of utilizing Google Classroom in English language learning.

scholarly journals How English Language Learning Textbooks Develop Learners' Communication Skills, Creative Language Production, Critical Thinking and Collaborative Learning

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Dr. Muayyad Naji Ahmed
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Language Learning ◽  
Communication Skills ◽  
Language Production ◽  
English Language ◽  
English Language Learning ◽  
Teaching Techniques ◽  
English Textbooks ◽  
Creative Language

The aim of this research is to explain how English language learning textbook can develop the language learners' communication skills, creative language production, critical thinking and collaborative learning. Each skill is first explained in terms of definition and the targeted educational output sought. Then, the approaches to syllabus design that focus on developing these four skills are reviewed. Within each section of this research, the researcher sheds light on the teaching techniques involved. The researcher hopes to provide answers to the following questions: - What is the theoretical / psychological foundation of each skill? - What are the targeted educational outputs behind developing each skill? - How can these four skills be integrated in English textbooks? - What are the best classroom drills and teaching techniques required?   - How can the assessment procedures help measure the learners' progress in these skills?  The findings of this research may be useful to those who are in charge of editing English textbooks and to the teachers of English as well.

scholarly journals A development model of web-based English language learning programs

2008 ◽  
Vol 11 (1) ◽  
pp. 212-238
Author(s):  
Seikyung Cho ◽  
정의석 ◽  
Sangmin Lee ◽  
Jung Tae Kim ◽  
Ko, Beom-Seog
Keyword(s):  
Language Learning ◽  
English Language ◽  
Development Model ◽  
English Language Learning ◽  
Web Based ◽  
Learning Programs

English Language Learning Beyond the Borders: Constructing E-Collaborative Learning between Students of Different Regions

2020 ◽  
Vol 8 (5A) ◽  
pp. 108-113
Author(s):  
Mimi Nahariah Azwani Mohamed ◽  
Nurizah Md Ngadiran ◽  
Nurzarina Abd Samad ◽  
Nor Fadhilah Ahmad Powzi
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
English Language ◽  
English Language Learning

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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