scholarly journals Learner Autonomy Desirability and Feasibility in Indonesian EFL Classrooms: University Students’ Voices

ELT in Focus ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 34-40
Author(s):  
Slamet Wahyudi Yulianto
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
University Students ◽  
Language Proficiency ◽  
Private University ◽  
Independent Learning ◽  
Thinking Skill ◽  
Efl Context ◽  
Learning Skill

For its promises in helping learners to develop their language proficiency, independent learning skill, thinking skill, and collaborative skill, numerous research and practices have been conducted regarding the promotion of Learning Autonomy (LA) in English as a Foreign Language (EFL) classroom. However, the majority of research focuses only on the teachers’ viewpoint. This paper aims to reveal the students’ voices towards LA, especially its’ desirability and feasibility in the context of EFL classroom in Indonesia. This case study was carried out in one private university in Subang. 44 students were purposively selected as the participants. The data were collected through distributing questionnaires and conducting interviews. It is revealed that most of participants perceive LA as both desirable and feasible. However, they still find that it is not easy to develop their LA without adequate support from their teachers. It can be concluded that the students are willing to develop their LA. It is suggested that there should be more teacher training regarding the promotion of LA in the Indonesian EFL context.

scholarly journals The perception of Nigerian students of German about serious games: Using ‘Secret of the Sky Disc’ as a case study

2021 ◽  
Vol 11 (3) ◽  
pp. 188-200
Author(s):  
Olajumoke Oyedele ◽  
Waliyat Kola Aderoju
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Serious Games ◽  
Digital Games ◽  
The University ◽  
Nigerian Students

The use of serious games is usually common, but digital games are not used in the teaching of German. This study aims to find out the attitude of students of German to the possible use of serious games in the teaching of German at the Obafemi Awolowo University (OAU) and their impression of the game ‘secret of the sky disc’ introduced by the Goethe Institute for the learning of German as a foreign language. Two different sets of questionnaires were administered to the students of German of OAU. The resulting data were analysed, discussed and conclusions were drawn. The results show the readiness of students of German for the use of digital games in teaching German at the university. The study adds to the limited literature on the use of serious games in teaching German as a foreign language   Keywords: German, Nigeria, perception, serious games, Obafemi Awolowo University, students.

Cultural and Contextual Affordances in Language MOOCs

2020 ◽  
Vol 10 (2) ◽  
pp. 48-60
Author(s):  
Carolin Fuchs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
East Coast ◽  
Online Courses ◽  
Private University ◽  
Massive Open Online Courses ◽  
Elective Course ◽  
In The Beginning

This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indicate that the cultural affordances were more salient in the advanced Spanish MOOC and the Hindi MOOC, while in the beginning-level LMOOCs, contextual factors were lacking overall.

scholarly journals Business and Management Higher Education Quality: A Case Study of a Czech Private University

2019 ◽  
Vol 27 (1) ◽  
pp. 87-97
Author(s):  
Lucie Vnoučková ◽  
Hana Urbancová ◽  
Helena Smolová
Keyword(s):  
Higher Education ◽  
University Students ◽  
Private University ◽  
Educational Process ◽  
Education Quality ◽  
Business Economics ◽  
Higher Education Quality ◽  
Multidimensional Concept

Assessment of the business higher education quality is a multifaceted and multidimensional concept. Quality as a factor of performance of universities is currently an often-discussed topic. The aim of this article is to identify and evaluate factors of quality of business economics education by university students at a private Czech university. The results are based on a quantitative survey by questionnaire data collection from university students. The factor analysis was conducted to find significant groups of students regarding their perception of the educational process divided into three main areas. The quality perception was analyzed in this paper specifically by using focus on areas of subjects, lessons, and teachers. The analysis found groups of variables with significant appearance within the groups of students to reveal their main orientation and preferences. It is quality orientation (specified learning outcomes and its applicability), business orientation (tailoring to business needs) and expert orientation (skills and knowledge of teacher, his/her orientation on study group and tailoring lessons to their needs). Furthermore, identification of homogenous groups of students and their expectations helps with a design of subjects and lessons in the way of focusing on practice, addressing the needs and preferred teaching techniques. This is especially true when the students are already experienced in the taught subject. A limitation of the study is a narrow focus on one private university. It may be taken as a case study.

Student perceptions of the benefits of drama projects in university EFL

2015 ◽  
Vol 14 (3) ◽  
pp. 314-334 ◽  
Author(s):  
Heebon Park
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Learning ◽  
Case Studies ◽  
Student Perceptions ◽  
Effective Means ◽  
Content Type ◽  
Institutional Settings ◽  
English Program

Purpose – The purpose of this study is to address the situation that although the theoretical benefits of using drama projects in the Teaching of English as a Foreign Language (TEFL) have been described in a number of studies, researchers have identified a lack of literature on their practical use, particularly in terms of different institutional settings, teaching styles, learning styles and proficiency levels. This paper therefore describes three case studies in universities in Korea, showing that the use of drama projects can be successfully used in different teaching situations and is an effective means of promoting meaningful language learning in students often demotivated by traditional methods and the test-driven classroom. Design/methodology/approach – In these adult-learner EFL settings, a process approach to drama projects aimed to promote meaningful language acquisition and holistic learning in students of different proficiencies and majors. Drama projects were used as: syllabus supplementation by an individual teacher in a Korean-mediated English program (Case Study 1); core content on an English-mediated pre-service teacher training course (Case Study 2); and syllabus content on a Freshman English program taught by 25 native-speaking instructors (Case Study 3). Data were collected from pre/post-course questionnaires, semi-structured interviews and students’ evaluations. These were then triangulated to identify trends in participant perceptions. Findings – Results indicated positive attitude change and promotion of cognition, positive affect and social skills in all three case studies, confirming earlier research findings and showing that the drama project is a viable and effective educational tool for the foreign language teacher, from individual syllabus supplementation to incorporation into a language program curriculum. Rather than resisting the innovation presented by drama projects, the adult learners involved welcomed the opportunities for creativity, autonomy, group work and performance. Originality/value – The practical confirmation of the theoretical benefits of EFL drama projects across individual and institutional settings indicates the potential value of including them in university language programs and teacher-training EFL curricula, enabling and encouraging language teachers to promote holistic, meaningful language learning.

Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students

2017 ◽  
Vol 23 (5) ◽  
pp. 541-561 ◽  
Author(s):  
Ming Huei Lin ◽  
Jia-Ying Lee
Keyword(s):  
Foreign Language ◽  
Covariance Analysis ◽  
Data Driven ◽  
Translation Method ◽  
Paired Sample ◽  
Empirical Assessment ◽  
Efl Context ◽  
Study Results ◽  
Over Time

This study of 52 undergraduates of English as a foreign language (EFL) involves an empirical assessment of the pedagogical suitability of data-driven learning (DDL) in three Taiwanese grammar classes. One class (16 students) was taught using a traditional deductive approach (TDA), and the others (one of 17 and one of 19 students) were taught using blends of DDL and TDA. The participants’ performance in grammar and their judgments of the teaching effects of DDL were both collected for analysis. Using a covariance analysis, the study results indicate no significant differences between the three classes in grammar proficiency, although paired-sample t-tests reveal significant gains for each class. However, the results of quantifying participants’ perceptions of the treatments over time show clear changes as the experiment proceeded; there was a growing preference for DDL-integrated treatments but a disinclination towards the TDA. Although it seems premature to claim DDL’s pedagogical suitability here, the overall results lend support to the legitimacy of practicing DDL in different educational areas. This is particularly notable for Taiwan’s EFL context, given that most of its grammar classrooms are still employing conventional approaches, including the Grammar Translation method, even if they are not inclined towards them. The article concludes with a discussion of DDL’s effects on future EFL grammar classes and possible avenues for further studies.

scholarly journals Improving the Praxis of Conversation Club Leaders in a Community of Practice: A Case study in a Self-Access Centre

2019 ◽  
pp. 165-180
Author(s):  
Pamela Sigala Villa ◽  
Adelina Ruiz-Guerrero ◽  
Laura María Zurutuza Roaro
Keyword(s):  
Knowledge Management ◽  
Foreign Language ◽  
Community Of Practice ◽  
Language Proficiency ◽  
The Self ◽  
Effective Practices ◽  
Foreign Language Proficiency ◽  
Club Leader

The role that a conversation club plays in the improvement of foreign language proficiency of its users in a self-access centre varies according to the strategies a conversation club leader applies. This paper reports the changes made by conversation club leaders (CCLs), who formed a community of practice (CoP) under the methodology of Knowledge Management (KM) to become aware of the effective and non-effective practices they employed through recording themselves, sharing their experiences, listening to each other, and analyzing their performance. A total of six conversation club leaders participated in the case study that took place in 2016. The outcome was a series of strategies generated by the CCLs and shared with all new CCLs in the self-access centre.

scholarly journals Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University

2019 ◽  
Vol 21 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Maria Catalina Gómez Jiménez ◽  
Claudia Patricia Gutierrez
Keyword(s):  
Social Change ◽  
Foreign Language ◽  
University Students ◽  
Focus Groups ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Language Teaching ◽  
Language Skills ◽  
Private University

This paper describes the process English as a foreign language university students and their teacher underwent when engaging in critical literacy practices. Interviews, focus groups, questionnaires, students’ artifacts, and the teacher’s journal were used to collect data in this study. Findings suggest that when students engage in critical literacy practices, they are prone to reflect on the power they have as agents of social change, while developing language skills. However, teachers should be ready to encounter some resistance from students and to struggle with the incorporation of critical perspectives in their lessons, which is understandable considering the emphasis grammar mastering has traditionally had on language teaching and learning.

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