scholarly journals LANGUAGE LEARNING AND TEACHING USING KAHOOT!

2020 ◽  
Vol 2 (5) ◽  
pp. 19-28
Author(s):  
Paramjit Kaur ◽  
Reenuga Nadarajan
Keyword(s):  
Language Learning ◽  
Effective Teaching ◽  
Secondary Students ◽  
Assessment Tool ◽  
Language Teaching ◽  
Structured Interview ◽  
Assessment Tools ◽  
Language Classrooms ◽  
Positive Experiences ◽  
Almost All

There are various technological tools and software that can be used to enhance the language teaching-learning process. Research has shown that the integration of ‘gamification’ based software like Kahoot! has the ability to influence and enhance language learning outcomes and can be used as effective teaching and assessment tools in language classrooms. This study explores the language teaching and learning experiences of five teachers and 50 secondary students in an international school when they used Kahoot! in their English classes. The study employed a questionnaire with ten items using a five-level categorical Likert scale and a semi-structured interview to collect data. Almost all the teachers reported that Kahoot! was an effective teaching and assessment tool, and the use Kahoot! enabled the teachers to engage students actively in classes. The results from the questionnaire highlighted that almost all the students reported positive experiences when they had lessons integrated with the use of Kahoot!. The majority of students reported that they were able to engage actively in their language lessons when Kahoot! was used. Almost all the students reported positive experiences when they used Kahoot! in their language classrooms. Generally, it was found that Kahoot! enabled students to engage and actively participate in their language learning processes, and teachers used Kahoot! to create a more meaningful and rich language learning experience for their students.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

scholarly journals An Investigation of How Online Learning Reduces ZPD in Mandarin Language Classrooms

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Noor Hanim Rahmat ◽  
Mok Soon Sim ◽  
Lau Suk Khi ◽  
Ling Tek Soon
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Proximal Development ◽  
Group Discussions ◽  
Face To Face ◽  
Mandarin Language ◽  
Language Classrooms ◽  
Language Needs ◽  
Almost All ◽  
Play Group

Traditionally, language needs to be learnt face-to-face. Pronunciation practices, role play, group discussions are all activities that allow interaction among learners. Previously, some things are better learnt face-to-face, while some can be learnt online. Nevertheless, the pandemic has accelerated the need for online learning in almost all courses offered at institutions. Devices used for online learning can be used as a leaning tool by learners to improve understanding. These devices help to reduce a learner’s zone of proximal development (ZPD) thus maximizing learning. Online learning has been said to facilitate rather than hinder language learning. This study is therefore done to explore how it helps the learning of Mandarin. The study investigates how online interaction affects the learning of Mandarin in language classrooms. 173 participants responded to a 28 items (5 likert scale) instrument. Findings reveal how online learning influences interaction, encourages participation of more knowledgeable others, and improves interaction with content among learners.

scholarly journals Evaluation Principles' Influence of Critical Thinking Foreign Language Teaching on German Literature Classroom Learning Motivation

2021 ◽  
Vol 73 ◽  
pp. 81-94
Author(s):  
Wei WANG
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
German Literature ◽  
Foreign Language Teaching ◽  
Learning Motivation ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Language Classrooms

The basis of critical thinking foreign language teaching is to regard language as a means to develop higher-order thinking ability. In language teaching, it aims to develop the thinking ability of learners, and to use the language-learning concept of thinking ability in situations beyond language classrooms. It contains a series of principles that reflect this view of language and language teaching, which can be used to support various classroom-operating procedures. Studies have summarized the principles of critical thinking foreign language teaching into 8 items: target, evaluate, routinize, reflect, inquire, fulfill, integrate, and content. This study takes the literature course that requires the highest critical thinking ability in the teaching of German major in universities as an example, and investigates the influence of the most easily neglected evaluation principle on students' learning motivation through quantitative experiments.

The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning

2015 ◽  
Vol 10 (3) ◽  
pp. 19-35 ◽  
Author(s):  
Morteza Mellati ◽  
Marzieh Khademi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Efl Learners ◽  
Efl Context ◽  
The Past ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Passionate Debate

The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.

Fostering Active Learning via Critical Pedagogies

2022 ◽  
pp. 373-393
Author(s):  
Nevin Durmaz
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
Language Instruction ◽  
Asian Students ◽  
East Asian Students ◽  
Language Classrooms ◽  
Critical Pedagogies ◽  
Research Students

This chapter aims to provide a guideline for pre-service and in-service teachers to apply reflective research in language classrooms to gain a multidimensional overview of language teaching strategies in increasing active learning via critical pedagogies. A previously conducted reflective research will be used throughout the chapter to reach the stated aim. Analyzing language teaching techniques and strategies in an English for Academic Purposes classroom where all the students are originally from East Asia, the sample reflective research illustrates the needs and expectations of East Asian students in language learning through the research students, and also it aims to provide clues for TESOL educators to implement a similar study in classrooms employing critical pedagogies to develop language instruction.

scholarly journals The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan

2020 ◽  
Vol V (II) ◽  
pp. 101-114
Author(s):  
Habiba Qureshi ◽  
Fareeha Javed ◽  
Sana Baig
Keyword(s):  
Psychological Factors ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Language Classrooms ◽  
Speakers Of Other Languages ◽  
Speaking Performance ◽  
Almost All ◽  
Teaching Programs

This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to speak in English in foreign language classrooms due to psychological factors like lack of selfconfidence, lack of self-esteem, fear of making mistakes, shyness, anxiety and motivation mainly. The findings also revealed that almost all the psychological factors are interlinked with each other and have a direct effect on the speaking performance of the students in this study.

scholarly journals Attitudes toward the Use of Project-Based Learning: A Case Study of Vietnamese High School Students

2020 ◽  
Vol 6 (3) ◽  
pp. 140-152
Author(s):  
Thao Quoc Tran ◽  
Tu Ngoc Phan Tran
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Language Teaching ◽  
Language Education ◽  
Developed Countries ◽  
Structured Interview ◽  
Project Based Learning ◽  
Integral Approach ◽  
School Students

It is universally acknowledged that project-based learning (PBL) plays a fundamental role in language teaching and the learning process. In some developed countries with advanced education, PBL has been applied to language teaching and learning widely and effectively. However, in the context of Vietnam, PBL is unlikely to be viewed as an integral approach to enhance students’ self-directed abilities in their learning. This paper aimed at investigating EFL high school students’ attitudes towards PBL when they implemented PBL with the new English textbooks at Bui Thi Xuan High School in Vietnam. This study involved one hundred and fifty-five EFL high school students in answering the questionnaire and forty students in responding to semi-structured interview questions. The quantitative data were processed by SPSS in terms of descriptive statistics (means, standard deviation, and frequency), and content analysis was used for analyzing the qualitative data. The findings of the study showed that EFL high school students expressed positive attitudes (i.e. cognition, affection, and behavior) toward PBL. The data from the semi-structured interview were coded and analyzed to make the results of the study clearer. These preliminary findings are hoped to contribute to a better understanding of the current perspectives of applying PBL into language learning in the Vietnamese context so that practical implications should be made in order to enhance the quality of teaching in English language education in Da Lat specifically and Vietnam in general.

Language Teaching in the Time of COVID-19

2022 ◽  
pp. 1-23
Author(s):  
Kimberly Morris
Keyword(s):  
Mental Health ◽  
Best Practices ◽  
Language Learning ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
World Language ◽  
The Future

This chapter examines the experiences of world language (WL) teachers during the COVID-19 pandemic, a time that required pedagogical pivots at all levels of the educational landscape. The objectives of this chapter are twofold: 1) to identify the main challenges encountered by WL teachers of different languages at distinct levels and with diverse teaching experience and 2) to highlight the successful practices these educators used to foster language learning during this disruptive time. To explore these goals, a phenomenological study was conducted with 27 WL teachers of Spanish, French, German, Chinese, or Russian in the K-16 context, including pre-service and experienced in-service educators. Thematic analyses of participants' responses for a semi-structured interview and survey revealed five salient themes related to their primary challenges and successes: engagement, community, comprehension, balance, and mental health. The lived experiences articulated by these WL educators have important pedagogical implications for (re)conceptualizing best practices in the future.

Promoting educational work using modern educational assessment tools: Creating and implementing rubrics for assessing projects and the cultivation of 21st-century skills

2019 ◽  
Vol 6 (7) ◽  
pp. 189-196
Author(s):  
Dionisios Kouloumpis ◽  
Theodora Papageorgiou ◽  
Κaterina Κasimatis
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Assessment Tool ◽  
Structured Interview ◽  
Study Data ◽  
Assessment Tools ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Educational Work ◽  
Project Assessment

The purpose of this study is to highlight the effectiveness of the use of rubric as a modern technique for teaching and assessing educational work. More specifically, our purpose is to explore the benefits of the implementation of the rubric for the project assessment in comparison with other traditional assessment techniques as far as the development of skills and the improvement of the educational work is concerned. The analytical rubric that was created and employed in the study included the following criteria (each with pre-determined quality levels): content completeness, structure and organisation, creativity, development of skills and cognitive concepts. This processing tool automatically quantifies the gradient of the criteria and automatically completes the final descriptive evaluation. It has a modern pedagogical scientific approach and flexibility, which gives impetus to creative projects in school. Six teachers of a Greek high school in Athens participated in the study. Data were collected through a semi-structured interview. The nature of the study was qualitative. The results revealed that the rubric can replace any other traditional technique. The tool allowed the students to evaluate their efforts, thus allowing them to realise the usefulness of the rubric as a self-assessment tool. Moreover, by using the rubric the students and the teachers had the chance to communicate constructively. The teachers and the students assessed the rubric in a positive way as the students were led to self-assessment processes through reflection and feedback and the development of cognitive and metacognitive skills. Keywords: Authentic assessment project, rubric, assessment criteria, reflection, 21st-century skills.

scholarly journals Indonesia Master of Education Student’s Perceptions of Their Experience in Learning Tesol in the Tertiary Context in Australia

2019 ◽  
Vol 7 (1) ◽  
pp. 40-54
Author(s):  
Neni Djafar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Study ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
English Language Learning ◽  
Asian Countries ◽  
Student's Perceptions ◽  
Master Of Education

The aim of research study is to investigate the manner how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. Although there have been many studies conducted with regard to the perceptions of international students with non-English backgrounds from Asian countries, there is no specific study yet conducted pertaining to how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. The method used to collect data from the participants of the study consisting of eight of them is an individual semi-structured interview with openended questions and descriptive thematic analysis to analyze the data to generate the result of the study.

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