scholarly journals REVITALIZING EDUCATION THROUGH: INTEGRATING TELEGRAM AS CORRECTIVE FEEDBACK IN LANGUAGE TEACHING

2017 ◽  
Vol 17 (1) ◽  
pp. 6
Author(s):  
Muhammad Ladan Bello ◽  
Hadiza Bello Dange
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Smart Phones ◽  
Handheld Device ◽  
Use Of Technology ◽  
Language Classroom ◽  
Second Language Teachers

Recently the use of technology and its integration into the curriculum has gained a great importance. One of this technological devices is mobile phones which is usually banned at school due to the distractions and problems caused by different built-in and installed applications, However, the use of these installed applications such as Telegram on these handheld device especially smart phones in second language teaching is going to assist in effective language teaching and allow students to actively participate in teaching and learning. Keeping all these in mind, the purpose of this presentation is to provide the required information for second language teachers so that they can make use of Telegram efficiently in language classroom.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Going 3D with Technology: An Overarching Approach for Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 133
Author(s):  
Jason D. Hendryx
Keyword(s):  
Higher Education ◽  
Observational Data ◽  
Language Production ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Student Interaction ◽  
Language Teachers ◽  
Classroom Observations ◽  
Language Classroom ◽  
Key Features

Después de más de una década de observaciones en clases de más de una docena de idiomas, en múltiples instituciones de educación secundaria y de educación superior en varios países, se puede afirmar que existen tres usos pedagógicos clave para una introducción exitosa de la tecnología por parte de los profesores. Los tres usos identificados son: el direccional, el de desarrollo, y el crítico. En lo sucesivo, llamados usos 3D. Los datos de observación obtenidos sugieren que cuando un profesor de idiomas introduce la tecnología en el aula por medio de cualquiera de los tres usos indicados, incrementa el éxito de resultados. El éxito aquí debe entenderse como un mayor nivel de interacción, de motivación, de compromiso y de producción de lenguaje por parte de las estudiantes. Mientras tanto las observaciones de profesores que introducen la tecnología en el aula sin tener en cuenta los usos 3D, revelaron aplicaciones rígidas y aburridas de los medios tecnológicos para la enseñanza y el aprendizaje de idiomas. Dichas aplicaciones muchas veces se caracterizan por desdeñar el contexto pedagógico de manera que generan entre los estudiantes escasos o nulos niveles de interacción o de producción de lenguaje.Grounded in over a decade of language classroom observations, in multiple institutions of secondary and higher education in several countries, across over a dozen languages, three key features of what appear to be successful applications of technology by instructors in these classes for language teaching emerged. These features came to be identified as directional, developmental, and decisive—Hereafter referred to as the 3Ds. Observational data suggests that when an instructor embraces any of the 3Ds while using technology for teaching and learning purposes, the more successful that application of technology seems to be. Success here should be understood as higher levels of student interaction, engagement, and motivation, with more kinds and types of student language being produced.  Meanwhile, observations of instructors who did not utilize any of the 3Ds, revealed stiff, uninspiring uses of technology, oftentimes devoid of context, which did not result in much, if any, student interaction or language production.  

Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices

2018 ◽  
Vol 24 (2) ◽  
pp. 220-249 ◽  
Author(s):  
Eva Kartchava ◽  
Elizabeth Gatbonton ◽  
Ahlem Ammar ◽  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
Teaching Practices ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Esl Teachers ◽  
Oral Corrective Feedback ◽  
Second Language Teachers ◽  
Actual Teaching

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching beliefs, particularly about oral corrective feedback (i.e. teachers’ responses to students’ language errors). The teachers’ responses were subjected to an exploratory factor analysis which revealed several dimensions underlying their beliefs. To examine how these beliefs affect classroom performance, 10 of the teachers were first asked to indicate how they would correct language errors illustrated in hypothetical (videotaped) classroom scenarios and were then observed teaching an authentic ESL class. The classes were video-recorded and 30-minute teacher-fronted communicative segments from the lessons were analysed for the number and type of errors learners made and the teachers addressed. Results indicate a multifarious relationship between stated beliefs and actual teaching practices in that while the teachers corrected fewer errors than they believed they would, they preferred the same corrective techniques in both hypothetical and actual teaching situations. Most notably, the study suggests that the complexities of the language classroom and the pre-service teachers’ lack of experience at integrating theoretical knowledge and practical skills, lead them to behave overall as native-speaking interlocutors, not as language teachers. Implications for teacher training are discussed.

scholarly journals Language Teachers' Digital Mindsets: Links Between Everyday Use and Professional Use of Technology

2019 ◽  
Vol 36 (3) ◽  
pp. 31-54
Author(s):  
Sofia Cementina
Keyword(s):  
Second Language ◽  
Technology Integration ◽  
Teaching Practices ◽  
Language Teaching ◽  
Digital Technologies ◽  
Social Contexts ◽  
Language Teachers ◽  
Two Phase ◽  
Use Of Technology ◽  
Langue Seconde

Innovations in digital technologies have the potential to alter how people think, learn, communicate, and collaborate with others. Whereas changes in technology and its affordances have transformed social contexts and learning environments, instructors’ beliefs about digital technologies and pedagogy can affect technology integration behaviours and language teaching practices. This study used a two-phase approach to gain insights into teachers’ digital mindsets and their personal and professional use of technology. In total, 50 teachers were surveyed regarding their technological beliefs and practices, and, among them, three second language teachers were selected and interviewed. Results illustrate that participants recognized and embraced the affordances of digital technologies in their own lives, yet they failed to see their significance in language teaching and learning. Their attitudes and intentions associated with technology uses were compartmentalized; while teachers’ everyday practices were more digital and socially mediated, they struggled to adopt more technology-based teaching practices. Participants identified the lack of training in technology integration in language teaching hindered their use of digital resources, but findings indicate that the teachers’ reluctance to explore emerging technologies and their own technological beliefs and experiences influenced their mindset and teaching practices. Implications and recommendations for second language instruction are discussed. Les innovations de la technologie numérique ont le potentiel de modifier nos manières de penser, d’apprendre, de communiquer et de collaborer. Or, même si l’évolution technologique et ses affordances, ou potentialités, ont transformé les contextes sociaux et les milieux d’apprentissage, les croyances des professeurs concernant les technologies et la pédagogie numériques peuvent néanmoins influer sur les comportements relatifs à l’intégration des technologies aux pratiques liées à l’enseignement des langues. La présente étude est le compte rendu d’une approche en deux étapes adoptée afin de permettre de mieux comprendre la mentalité des professeurs face au numérique ainsi que leurs utilisations personnelles et professionnelles de la technologie. En tout, 50 professeurs ont fait l’objet d’un sondage concernant leurs croyances et leurs pratiques technologiques, y compris trois professeurs de langue seconde qui ont été sélectionnés pour une entrevue. Les résultats démontrent que même s’ils reconnaissent et recourent aux affordances des technologies numériques dans leur vie personnelle, les participantes et participants n’en reconnaissent point l’importance pour l’enseignement et l’apprentissage des langues. Leurs attitudes et intentions en lien avec les utilisations de la technologie étaient compartimentées : même si leurs pratiques quotidiennes étaient plus numériques et paissaient davantage par les médias sociaux, les professeurs avaient du mal à adopter des pratiques pédagogiques davantage fondées sur la technologie. Les participantes et participants ont précisé que le manque de formations dans le domaine de l’intégration de la technologie dans l’enseignement des langues les empêchait d’utiliser les ressources numériques, mais les constatations de l’enquête indiquent toutefois que leur répugnance à explorer les nouvelles technologies ainsi que leurs croyances et expériences technologiques personnelles avaient une influence sur leur mentalité et leurs pratiques pédagogiques. L’étude renferme une discussion des implications de cet état de fait et offre des recommandations pour l’enseignement d’une langue seconde.

scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

scholarly journals The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 314-330
Author(s):  
Kee Tze Pheng ◽  
Harwati Hashim ◽  
Nur Ainil Sulaiman
Keyword(s):  
Secondary School ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
Language Teachers ◽  
Interactive Approach ◽  
Use Of Technology ◽  
Teaching Of Writing

The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.

scholarly journals Speech Processing and Fluency Model: New Directions for improving Speaking Skills

2019 ◽  
Vol 8 (2S11) ◽  
pp. 2930-2933
Keyword(s):  
Second Language ◽  
Speech Processing ◽  
Oral Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Language Performance ◽  
Second Language Speakers ◽  
New Directions ◽  
Second Language Teachers

The framework of complexity, accuracy and fluency (CAF) has gained currency in the area of applied linguistics research, language teaching and testing in order to analyze the oral language performance of second language speakers ever since Skehan (1996) proposed it. Many studies have tried to relate CAF framework with the various models of speech processing in order to ground it psycholingustically. However, there is a need to offer more clarity regarding the psycholinguistics of speech processing and its specific relationship with the complexity, accuracy and fluency. This paper is an attempt to situate CAF framework on Levelt’s Model of Speech Processing (Levelt 1989) thereby providing it a stronger psycholinguistics foundation. It also aims to provide a more specific explanation about what gets reflected as accuracy, complexity and fluency in speech. The paper concludes by offering more specific questions that second language teachers in particular and applied linguists in general may consider exploring the concept further.

scholarly journals The Model of Educational Environment for Prospective Ukrainian ESL Teachers within Competency-Based Education

2020 ◽  
pp. 79-89
Author(s):  
Tetiana Koknova ◽  
Serhii Kharchenko ◽  
Nadia Bilyk ◽  
Svitlana Sechka
Keyword(s):  
Second Language ◽  
Professional Training ◽  
Language Teaching ◽  
Educational Environment ◽  
Language Teachers ◽  
Teaching Process ◽  
English As Second Language ◽  
Competency Based Education ◽  
Second Language Teachers ◽  
Competency Based

Ukrainian Universities today encourage the principles of competency-based education in higher education, but the study of literature generally seems to discourage this process in a more theoretical way. The research reported here is a part of a more extensive doctoral study that aims to examine the process of competency-based education of English as Second Language teachers in Ukraine. This paper seeks to answer the following questions: could one apply the principles of competency-based education to create an appropriate educational environment for prospective English as Second Language teachers; would it improve the way to design the programs for their professional training and advance the language teaching process in Ukrainian Universities? This article reports on an investigation associated with the implementation of a pedagogical experiment that proves the effectiveness of the specially modeled educational environment created to design the training programs for prospective English as second language teachers within competency-based education at Taras Shevchenko National University and Donbas State Pedagogical University. This paper contains the comparative analysis of two Philology Master students groups to discover whether the traditional educational environment or competency-based one produces a better educational effect on the language teaching process. This study employs a mixed-method resulting in qualitative and quantitative data. The paper concludes by presenting recommendations for Ukrainian Universities, which major in training prospective English as Second Language teachers. Moreover, future research related to applying this educational model for students in different grades is still a potential area to be studied further.

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