scholarly journals The Most and the Least Enhanced Speaking Skill ( Fluency, Accuracy of Grammar, and Accuracy of Vocabulary) by a Web 2.0 -Enhanced Project-Based Learning Instructional Program of the Jordanian EFL Female Eleventh Grade Students

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Web 2.0 ◽  
English Language ◽  
Instructional Program ◽  
Project Based Learning ◽  
Web Pages ◽  
Web 2.0 Tools ◽  
Website Development ◽  
Post Test ◽  
Speaking Skill ◽  
Youtube Videos

The present study attempts to find out the most and the least speaking skill (Viz. Fluency, accuracy of grammar, and accuracy of vocabulary) that was enhanced by a web 2.0-enhanced project-based learning instructional program. The study followed the experimental design pre-post test. The participants of the study were (21) female Jordanian eleventh grade students who studied English language as foreign language (EFL). They were purposefully selected from a school in Jordan. The instructional program was designed based on the use of project-based learning procedures that were enhanced by the use of web 2.0 tools specifically a weebly website, a Facebook messaging group, some YouTube videos, Wikipedia, some blogs and related websites. Students were asked to create and develop websites on the Internet using weebly. Through the website development process, the students worked in groups to discuss topics and also to present the web pages of the websites orally after developing them as the final products of the project. After that, the students were tested using the speaking post-test to find out the development for each speaking skill. After the appropriate statistical analysis, it was found that the three speaking skills were developed, and the most speaking skill enhanced by the instructional program was vocabulary followed by fluency, and the least enhanced skill was grammar.

scholarly journals Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 73-90 ◽  
Author(s):  
Jessica Sampurna ◽  
Agnes Kukulska-Hulme ◽  
Ursula Stickler
Keyword(s):  
Content Analysis ◽  
Web 2.0 ◽  
Language Learning ◽  
Digital Technologies ◽  
Project Based Learning ◽  
English Learning ◽  
Educational Context ◽  
Online Data ◽  
Web 2.0 Tools ◽  
Google Docs

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

scholarly journals AN EXPLORATORY RESEARCH: ELT AND ELL STUDENTS’ TENDENCIES TOWARDS WEB 2.0 TOOLS

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Serpil Uçar ◽  
Yeliz Yazici
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Learning Process ◽  
Social Networking Sites ◽  
English Language ◽  
English Language Teaching ◽  
Exploratory Research ◽  
Web 2.0 Tools ◽  
Ell Students ◽  
Positive Tendency

<p>The research aims to reveal ELT and ELL students’ tendencies towards the application of Web 2.0 tools in language learning process and to reveal whether the department and gender had a significant effect on the attitudes towards Web 2.0 tools for academic purposes. The research also investigated the sorts of Web 2.0 tools ELT and ELL learners use for academic purposes. The participants were 94 students from English Language Teaching (ELT) and English Language and Literature (ELL) departments at Tokat Gaziosmanpaşa University. The overall results of the research have shown that majority of learners use Web 2.0 tools to enhance vocabulary, listening comprehension, reading, speaking skills and finally their writing skills. The findings also illustrate that participants are conscious of the existence of these tools and they generally have a positive tendency towards the implementation of these tools in their language learning process. Furthermore, social networking sites were the most favored tools by students for academic purposes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0980/a.php" alt="Hit counter" /></p>

scholarly journals EXPLICIT BACK-CHANNEL STRATEGY TRAINING AND IMPROVEMENT OF SPEAKING SKILL: CASE OF IRANIAN EFL LEARNERS

2017 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Maliheh Yazdfazeli ◽  
Khalil Motallebzadeh ◽  
Mohammad Ali Fatemi
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Proficiency ◽  
Language Teachers ◽  
English Language Teaching ◽  
Communication Strategy ◽  
Strategy Training ◽  
Channel Strategy ◽  
Post Test ◽  
Speaking Skill

This study explores the effect of explicit back-channel strategy training on Iranian EFL language learners� success in speaking skill. Back-channels are turn taking responses uttered by the listeners. Forty homogenous learners (20 male, 20 female) were randomly assigned to four groups (2 experimental, 2 control). They were at intermediate level in terms of general English proficiency based on the results of Oxford Placement Test (OPT) and pre-test oral Proficiency Interview. After 18 sessions of treatment of back-channels for experimental groups, that were based on the methodological theory of English language teaching suggested by Doff (1990) and Harmer (1991), post- test oral proficiency test was administered for experimental and control groups. The findings of pretest and posttest oral exams revealed that EFL language learners� oral performance (speaking) in experimental groups improved. The result revealed that females employed back-channels more often than males when they were participating in a conversation. The type of back-channel both genders employed the most was short utterances, such as �yes�, and the most used function of back-channel was request for clarification. The results of this thesis will provide language teachers, EFL language learners, researchers, material developers, and readers, useful information about the types and functions of back channels that are needed to develop speaking ability appropriately through explicit teaching.Keywords: back channel strategy, communication strategy, explicit training

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 Using Project-Based Learning in Enhancing Students’ Speaking Skill at SMA PSKD 7

2018 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Chrisce Juonata Kaunang
Keyword(s):  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Test Cycle ◽  
Field Note ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean

AbstractThe objectives of this research were to improve the students’ speaking skill and students’ interest about learning speaking by using Project-based learning. This research used classroom action research method in which the subject was the 25 ten graders of SMA PSKD 7 Depok and the subjects consisted thirteen males and twelve females. The quantitative data were analyzed by computing the students’ score of pre-test, post-test 1, and post-test2. Based on the data results, the mean score of pre-test, post-test in Cycle1, and post-test Cycle2 were respectively 49.12, 66.4, and 70.08. The gain of pre-test to post-test1 was 35.17%, the gain of post-test1in cycle 1 to post-test cycle 2 was 6.14%, and from the pre-test to post-test 2 in cycle 2 was 43.48%. The qualitative data were described based on interview and field-note to the improvement of students’ speaking skill. The findings showed that Project-based learning could improve the students’ speaking skill, it is suggested to use this method in teaching speaking skill. Keywords: CAR, Project-based learning

scholarly journals The Use of Web 2.0 Tools in the Foreign Language Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 177
Author(s):  
Tawffeek A. S. Mohammed ◽  
Blanche Nyingome Assam ◽  
Mustapha Saidi
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Skills ◽  
Receptive Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Web 2.0 Tools ◽  
Brick And Mortar ◽  
Post Test ◽  
Experimental Group

The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks.  A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students.  The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.

scholarly journals The Influence of CLL on EFL Learners’ Speaking Skill

2018 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Muhammad Ilyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
The University

Some students in the university got some difficulties to express their ideas, especially expressing in foreign language such as English. How to start comunication and interaction sometime need someone to stimulate. The phenomenon often encountered in various levels of education even to the students college. The students tended to be very subjective towards topics, their peer or even partner. In the teaching and learning process, the teacher not only transfer the information to the students but also facilitate the students, stimulate to learn English and provide the technique suitable with the students’ need. Teaching English language might be carried out through several techniques, one of them was CLL (Community Language Learning). In this technique, students were treated as clients who could express their problems to the counselor as well as in the community. In addition, the teacher played the role of translator to help students express themselves using English. This means that learners had enough opportunities to speak without worrying about their limitations in using English. The results showed that CLL helped students to express ideas systematically. The ideas were organized well, understandable, and standardized. In addition, CLL improved the result of students’ score in speaking skill. The mean score increased from 54.74 in pre-test to 72.86 in post-test. It means that CLL gave good influence on students’ speaking skill.

THE IMPLEMENTATION OF PROJECT BASED LEARNING TO IMPROVE STUDENT’S SPEAKING SKILL

2019 ◽  
Vol 2 (3) ◽  
pp. 270
Author(s):  
Rini Haerani ◽  
Rahayu Jatiraga
Keyword(s):  
Creative Thinking ◽  
Project Based Learning ◽  
Single Class ◽  
Eighth Grade Students ◽  
Post Test ◽  
Speaking Skill ◽  
Students Attitudes ◽  
The One ◽  
Academic Year

The background of the experiment was to find out whether the influence of project based learning in improving the speaking skill among eighth grade students of SMPN 3 Padalarang in the academic year of 2018/2019. The method of this study was quantitative technique and the one shot case study design conducted in single class. The researcher conducted the tests before (pre-test) and after (post-test). The research effect display the improvements in speaking ability. The score of pre-test was 63.87, and the post-test was 76.29. Based on students’ attitudes toward the utilized Project based learning, the discovery indicated that most of students rated the use of technique moderately positive. Nearly all of students agreed that project based learning is capabel to improve their speaking mastery ,accumulate their vocabulary mastery,develop their creative thinking, and increase their presentation skill. issue of this study showed that by applying project based learning on learning English can to increase students’speaking skill.Keywords: project based learning, speaking skill

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