Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

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A General Review of the Role of Technology in the English Language Learning Processes

Enletawa Journal ◽

10.19053/2011835x.10954 ◽

2020 ◽

Vol 12 (2) ◽

pp. 78-96

Author(s):

Arnold Yesid Rojas ◽

Luis Alejandro Novoa ◽

Santiago Andrés Sandoval

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Learning Processes ◽

English Language Learning ◽

Teaching English ◽

Use Of Technology

This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.

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Issues Regarding the Implementation of Translation in English Language Teaching

European Journal of Education ◽

10.26417/ejed.v2i3.p15-18 ◽

2019 ◽

Vol 2 (3) ◽

pp. 15

Author(s):

Alma Karasaliu

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Learning Processes ◽

English Language Teaching ◽

Teaching English ◽

Teaching Device ◽

Teacher Trainees ◽

Study Programs

There are several attitudes towards utilizing translation in teaching a foreign language (in our case English language), but as recent studies have shown, a considerable amount of teachers, teacher trainees and teacher trainers rely on it during the teaching and learning processes. Taking into consideration the fact that the advantages of using translation as a teaching device outweigh the disadvantages, an attempt to formally implement it with students of Fan S. Noli University was made. This paper focuses on the results derived from making such practice part of syllabuses of two different study programs with the view of highlighting difficulties, benefits and misconceptions encountered during the process. The study programs were purposely chosen with no immediate relation between them in order to have results derived by two different groups of users. By means of analyzing the data collected via questionnaires distributed to the students, two main contradictory attitudes will be brought into attention. Moreover, reasons underlying the gap between the attitudes students showed regarding the beneficial aspect of using translation in teaching English as a foreign language will be discussed. Also, among others, the necessity to implement such practice into the curriculum of future English teachers will be emphasized, regarding it as the leading group from where further practice will be carried out in the lower levels of Education.

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij28072245s ◽

2018 ◽

Vol 28 (7) ◽

pp. 2245-2249

Author(s):

Suzana Ejupi ◽

Lindita Skenderi

Keyword(s):

Foreign Language ◽

Learning Process ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Target Language ◽

Part Of Speech ◽

Grammatical Categories ◽

Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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Interactive Teaching and Learning Techniques

Journal of NELTA ◽

10.3126/nelta.v23i1-2.23367 ◽

2018 ◽

Vol 23 (1-2) ◽

pp. 182-184

Author(s):

Manita Karki

Keyword(s):

Foreign Language ◽

Traditional Method ◽

Teaching And Learning ◽

English Language ◽

Learning Processes ◽

Interactive Teaching ◽

Learning Techniques

Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.

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Mending Students’ Speaking Deficiencies in Moroccan EFL Classes

10.31235/osf.io/m4q5t ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Assya El Hannaoui

Keyword(s):

High School ◽

Foreign Language ◽

Learning Process ◽

Common Core ◽

Teaching And Learning ◽

English Language ◽

Arab World ◽

First Year ◽

Learning Practices ◽

Speaking Skills

This paper presents an attempt to help students enhance their speaking skills in Moroccan English as a foreign language (EFL) classes. It was observed that students in Moroccan high schools are generally not able to speak their minds out freely and imaginatively in English. This paper studies the causes for students’ weak speaking skills in the English language and suggests solutions to mend the situation. An observation of the teaching and learning practices took place in a sample Moroccan high school and interviews as well as questionnaires were administered for the aim of tracing the obstacles students face in their learning process as well as their preferences that they wish to have applied in the speaking sessions. Several speaking activities were tested and proved effective in encouraging students to speak English in class and defeat their shyness and reluctance to express their opinions. These activities are provided in this paper for teachers to use starting from common core classes passing by 1st year Baccalaureate( Bac )and ending with 2nd year Bac (common core being the first year of high school in Morocco and so on) and include watching films and conducting projects in the framework of a cooperative learning. They outline a project of forming good speakers of English in Morocco and maybe elsewhere in the Arab world.

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A influência da tecnologia nas escolhas didatico-pedagógicas dos professores pré-servico de língua inglesa / The Influence of Technology in Didactic and Pedagogical Choices of Pre-Service Teachers of English Language

Revista Internacional de Ciencias Humanas ◽

10.37467/gka-revhuman.v1.686 ◽

2012 ◽

Vol 1 (2) ◽

Author(s):

Patricia Vasconcelos Almeida

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Learning Processes ◽

De Se ◽

Pedagogical Choices ◽

Didactic Material ◽

Language Teaching And Learning

ABSTRACTThe goal of this work is to present the differences among the didactic-pedagogical behaviors from the English language pre-teachers when they had to create tasks using as artifact the technology. The need to use the technology as a resource to the foreign language teaching and learning processes is one of the reasons to investigate the appropriated way to use it in the educational field. Warschauer and Healy (1998) and Nardi (1996) postulated that the computers and internet in the foreign language teaching and learning processes are giving better ways of working as well as a better formation to the ones involved in the field of education. So, research about the insertion of the computer and internet as a didactic material resource having Activity Theory as the main theory (Engestrom, 1987) leads as to understand the changes in the activity system through the different artifacts. As the context of research we have the language course of a federal university, the data was collected by observation of methodology classes. The data analysis showed us that on trying to create pedagogical tasks using different teaching artifacts the pre-teachers developed different praxis.RESUMENO objetivo deste trabalho é apresentar as diferentes posturas didático-pedagógicas dos professores pré-serviço de língua inglesa, quando tiveram que criar tarefas utilizando diferentes artefatos de ensino (tecnologias). A necessidade de se usar a tecnologia como recurso para o processo de ensino-aprendizagem de língua estrangeira, vem proporcionando a realização de trabalhos invest-igativos concernentes a observação de formas apropriadas para utilizá-la na educação. Warschauer e Healey (1998) e Nardi (1996) defendem que a inserção dos computadores e da internet no processo de ensino-aprendizagem de línguas estrangeiras está proporcionando melhor condição de trabalho, bem como, uma formação adequada aos sujeitos envolvidos com a educação. Desta forma, pesquisar sobre a inserção do computador e da internet, como recurso de material didático (apoio) tendo como base os preceitos da Teoria da Atividade (Engestrom, 1987), nos permite compreender as alterações no sistema de atividade a partir dos diferentes artefatos utilizados. Tendo como contexto de pesquisa o curso de letras de uma universidade federal, os dados foram coletados por meio de observações das aulas de metodologia. A análise dos dados mostrou que na tentativa de se criar tarefas pedagógicas, utilizando diferentes artefatos de ensino, o professor pré-serviço desenvolveu práticas diferentes.

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The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

Vision Journal for Language and Foreign Language Learning ◽

10.21580/vjv6i11583 ◽

2017 ◽

Vol 6 (1) ◽

pp. 41

Author(s):

R Bunga Febriani

Keyword(s):

Foreign Language ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Language Shift ◽

English Language Teaching ◽

English Department ◽

Teaching English ◽

Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij29082245s ◽

2018 ◽

Vol 28 (7) ◽

pp. 2245-2249

Author(s):

Suzana Ejupi ◽

Lindita Skenderi

Keyword(s):

Foreign Language ◽

Learning Process ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Target Language ◽

Part Of Speech ◽

Grammatical Categories ◽

Learning English

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Methodological Support Of Teacher Training In English Language Teacher’s Development

The American Journal of Social Science and Education Innovations ◽

10.37547/tajssei/volume02issue12-54 ◽

2020 ◽

Vol 02 (12) ◽

pp. 313-317

Author(s):

Shukurova Marifat Xodjiakbar Qizi ◽

◽

Omina Mukhiddinova Sharofiddin Qizi ◽

Abdurakhmon Norinboev Vokhidovich ◽

◽

...

Keyword(s):

Teacher Training ◽

Foreign Language ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

English Language ◽

Communication Technologies ◽

Learning Processes ◽

Efl Teachers ◽

Methods And Techniques ◽

Information And Communication

Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

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Indonesian University Students’ Perception and Expectation towards ICT Use in Learning English as a Foreign Language

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) ◽

10.21093/ijeltal.v4i1.348 ◽

2019 ◽

Vol 4 (1) ◽

pp. 133

Author(s):

Tubagus Zam Zam Al Arif

Keyword(s):

Foreign Language ◽

University Students ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Sampling Technique ◽

State University ◽

Ict Use ◽

Positive Attitudes ◽

Learning English

This study aims to know the use of ICT frequency and purposes among EFL university students. It is also examines the students’ perception and expectation towards ICT use in learning English as a foreign language. This research applied quantitative approach with a survey research design. The data were collected from a survey which involved 337 students who were selected using stratified random sampling technique from 13 faculties of a state university in Jambi, Indonesia. The instrument used in collecting the data was a questioner adapted from Tri and Nguyen (2014). Data collected were analyzed by using SPSS 23 in form of descriptive quantitative. The findings indicated that the students spent more time in using ICT for general purposes than English learning purposes. On the other hand, they showed positive attitudes towards the use of ICT in learning English. The students perceive that ICT has the important role in improving their English language skills, and they expected that the teachers use ICT more frequently in teaching and learning process. Furthermore, they expected that campus can provide sufficient equipment and ICT access in each classroom in order to make the learning process become effective.

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