scholarly journals Malaysian Students’ Experience and Motivation using Web-Based Activities to Learn English Language Vocabulary

2019 ◽  
Vol 8 (2S9) ◽  
pp. 878-881
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Web Based ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Malaysian Students ◽  
Learning English

The place of technology in teaching and learning is established. However, there is the need to consider motivational variables in the use of technology as relating to language learning. This paper thus explored the Malaysian students’ experience and motivation using web-based activities in learning English vocabulary. Questionnaire was administered on the selected sample of the pupils and the data were analyzed using simple percentage. Finding revealed that the students had adequate experience using technology and felt motivated using web-based activities in learning vocabulary. These findings show that Malaysian’s status in terms of using technology to solve classroom problem. It was this concluded that the use of technology related activities and applications should be encouraged.

scholarly journals Challenges and Impact of Teaching English in Limited Access to Technology Environment

10.29007/75tw ◽  
2020 ◽  
Author(s):  
Merita Hoxha ◽  
Vilma Tafani ◽  
Keith Kennetz
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Developed Countries ◽  
Third Graders ◽  
Global Village ◽  
Use Of Technology ◽  
Access To Technology ◽  
Research Questions ◽  
Learning English

Technology surrounds us everywhere, every moment. It seems almost impossible to imagine our life without technology, but in fact there are places and people who have little in the way of technological resources. This is the case for 47 underprivileged young learners (third graders) in the city of Elbasan, Albania. These third graders are part of a project which aims at enhancing their English with the aid of 12 pre-service teachers of English, through fun activities, games and use of technology. In a time when technology has become a common educational tool in many developed countries, these third graders have very limited technology access both at home and at schools. They live in the “Global Village” and should be well prepared to participate in it. For this reason, the project is trying to give these students as much access to technology in the classroom as possible to make learning English fun, and at the same time researching how would the use of technology influence their learning. This paper tries to answer the following research questions: 1. How does the use of technology influence the English language learning? 2. What are some of the challenges that pre-service teachers face while teaching in a low tech class? To answer these research questions observation and interviews were conducted. The observations were carried out from November 2018- January 2019 and the interviews in January 2019. The results indicate that third graders are more enthusiastic and engaged in learning during classes when the activities include the use of technology. The pre-service teachers faced various challenges when using technology in class such as the lack of tech equipment, not being able to observe many activities which integrate technology in class and the lack of experience of employing tech equipment. When available both third graders and pre-service teachers embraced the use of technology as a tool to make teaching and learning English fun and inclusive.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TETH GRADE STUDENTS AT SMAN 8 MALANG

2020 ◽  
Vol 3 (2) ◽  
pp. 96-101
Author(s):  
Evy Maria K ◽  
◽  
Prambudi Nur Adhitama ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Rating Scale ◽  
Narrative Text ◽  
Diverse Range ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Urban Legend ◽  
Learning English

This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals Junior high school students’ difficulties of English language learning in the speaking and listening section

2020 ◽  
Vol 9 (1) ◽  
pp. 45-54
Author(s):  
Alan Jaelani ◽  
Olivia Widad Zabidi
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Learning English

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.

scholarly journals Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

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.

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