scholarly journals THE ENGLISH LANGUAGE IN THE MALAYSIAN EDUCATION SYSTEM

2021 ◽  
Vol 6 (43) ◽  
pp. 122-130
Author(s):  
Anna Lynn Abu Bakar ◽  
Sohaimi Mohd. Esa ◽  
Romzi Ationg ◽  
Esther Jawing
Keyword(s):  
Language Learners ◽  
Education System ◽  
Positive Attitude ◽  
English Language ◽  
Communicative Language Teaching ◽  
Learning Activities ◽  
Historical Account ◽  
Teaching Language ◽  
Educational Backgrounds ◽  
Meaningful Communication

The purpose of this article is to provide a historical account of the English language in Malaysia. Malaysians' linguistic and educational backgrounds are intricately linked to the country's historical and educational traditions. Despite the evolution of the Malaysian educational system, the English language continues to be taught as a compulsory language in schools. It is a method of engaging students in interaction and meaningful communication that is known as communicative language teaching. Language learners who are still required to learn English in universities must cultivate a positive attitude in order to engage in meaningful learning activities.

Blended Approach for Learning English as Second Language

2020 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Rajesh Lankapalli ◽  
Y.V.G. Nukeswara Rao
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Education System ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English As Second Language ◽  
Face To Face ◽  
Subject Areas ◽  
Face To Face Learning

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.

scholarly journals A Critical Study of the Principles and Approaches to Needs Analysis

2020 ◽  
Vol 7 ◽  
pp. 1-16
Author(s):  
Maryam Barghamadi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Vital Role ◽  
English Language Teaching ◽  
Learning Activities ◽  
Needs Analysis ◽  
Critical Study ◽  
Crucial Feature

English language materials and courses are developed to cover the skills that learners require to master. In the domain of English language teaching, Needs Analysis (NA), also known as Need Assessment, is a process that aims to investigate the present level of English language learners and identify what they need to know. The NA process is unanimously accounted for as a crucial feature of English language learning, especially for teaching materials, learning activities, testing, and developing assessment programs. Due to its vital role, a great deal of research has been conducted on this process, and several approaches have been suggested for it in the literature. This paper aims to provide an overview of the needs analysis as well as its fundamentals and concepts. This paper also presents a review of previous research methods developed for NA and their strengths and limitations.

scholarly journals Attitudes, motivation and study habits of English language learners of young students

Centro Sur ◽  
2021 ◽  
pp. 100-113
Author(s):  
Thalía Cifuentes Rojas ◽  
Erika Paola Garcia León ◽  
Rina Rosalinda Castañeda Junco ◽  
Miguel Esteban Beltrán Moreno
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching Methods ◽  
English Language ◽  
Learning Activities ◽  
American University ◽  
Mixed Methods Approach ◽  
University Town ◽  
Study Participants

The research was conducted in several English as a Second Language (ESL) classes at a Midwest American university town. The study participants were 15 international students from various different Secondary Schools who are currently enrolled at this university. Data was collected by using a mixed-methods approach with surveys and follow-up interviews, and was analyzed using descriptive statistics and content analysis. Results have shown that learners’ beliefs and their learning background have an influence on their perceptions of learning activities and teaching methods. In terms of enjoyment of such practices, there was an apparent inclination towards interactive and communicative approaches rather than  traditional, non-communicative ones, whereas no distinct style was favored in regard to effectiveness.

scholarly journals TEACHING ENGLISH GRAMMAR WITH CLT AND EXPLANATION METHOD

2016 ◽  
Vol 2 (2) ◽  
pp. 3 ◽  
Author(s):  
Subaidi Haryanto
Keyword(s):  
English Language ◽  
Role Play ◽  
Communicative Language Teaching ◽  
Language Games ◽  
Teaching English ◽  
Authentic Materials ◽  
English Grammar ◽  
Teaching Language ◽  
Test Result ◽  
Better Than

<p>Teaching English grammar can be taught by some methods. Two of them are communicative language teaching (CLT) and explanation method. Both CLT and explanation method can be used to present the English language materials such as authentic materials, Scrambled sentences, language games, picture strip stories, poems, songs, poetry, map, and role play. Each of them has strength and weakness. Teaching with CLT can make the class become interesting and the student will not get bored. Whereas, by only using the explanation the student will get bored and the teacher as well. In Indonesia CLT is a modified version to adopt teaching English skills such as reading, writing and and speaking. Structural approach is still applied for teaching language elements such as structure/grammar and vocabulary. Explanation method is used to develop reading skill. However, based on the data of test result by the students, the result of explanation technique is more effectively targeted better than CLT.</p><p> <strong><em>Keywords</em></strong>: <em>grammar</em>, <em>communicative</em>, <em>explanation</em>, <em>technique</em>, <em>teaching</em></p>

scholarly journals Interventions for English Language Learners: A Review

2021 ◽  
Vol 11 ◽  
Author(s):  
Olivia Horne
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Education System ◽  
English Language ◽  
The United States ◽  
Census Bureau ◽  
American Education ◽  
Targeted Instruction ◽  
Tiered Interventions

English Language Learners (ELLs) are individuals who have “sufficient difficulty reading, speaking, writing, or understanding the English language” (US Department of Education, 2014). These individuals require strategic and targeted instruction in order for them to succeed in classroom settings. This population represents a clear area of need in the American education system. ELLs are the fastest growing student population in the United States (U.S. Census Bureau, 2010). However, general education teachers consistently report feeling underprepared in their ability to accommodate the unique needs of the ELLs in their classroom (Durgunoğlu & Hughes, 2010, 35). This review only includes high quality sources. The purpose of this literature analysis is to comprehensively evaluate the experiences of English Language Learners, in order to better ascertain the accommodations that they are receiving in the context of the American education system. Through my analysis it is evident that this population has clear needs that are not currently being met. However, if ELLs are provided with tiered interventions, they show significant improvements in their language acquisition.

scholarly journals English Language Learning Strategies Reported By Advanced Language Learners

2016 ◽  
Vol 12 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Juyeon Lee ◽  
Michael Heinz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Cognitive Strategies ◽  
Learning Activities ◽  
English Language Learning ◽  
Language Learning Strategies

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

scholarly journals TASK-BASED LEARNING IN THE TEXTBOOK ENGLISH FOR PALESTINE

2019 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Rasha Sameer Karaki ◽  
Mohammed Abdul Hakim Farrah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Ninth Grade ◽  
Communicative Language Teaching ◽  
Teachers Perceptions ◽  
Teaching Language ◽  
Teachers And Students ◽  
The Government

The aim of the study is to examine the ninth grade teachers' perceptions towards task-based learning (TBL) method and analyze the tasks and activities in the textbook of English for Palestine � Ninth Grade. In addition, this study aims at evaluating the appropriateness and the effectiveness of TBL in the classroom. The researcher used four methods to collect data, namely questionnaire, classroom observation, interview, and content-analysis checklist. The sample of the study consisted of 185 teachers (males & females) from the government and UNRWA schools in Hebron District. The overall findings of the study revealed that the teachers� perceptions towards TBL were positive and highly acceptable; they supported the effectiveness of communicative language teaching (CLT) and TBL in EFL classrooms. Then, the results of observational data showed that some teachers use new communicative methods for teaching language skills while others use the traditional ones. Meanwhile, the results of interviews indicated that the challenges of task-based learning were big-sized classes, length of material, lack of time, and lack of technological tools. The study ended with recommendations for syllabus designers, teachers, and students. It is recommended that the teaching and learning of English language skills at the Palestinian schools should be enhanced by the use of new flexible methods, such as TBL and communicative language teaching.

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