scholarly journals The Dedication of English Educator’s Career in Inspiring Language Skills among the Engineering Pupils

2020 ◽  
Vol 8 (4S4) ◽  
pp. 15-17
Keyword(s):  
21St Century ◽  
English Language ◽  
Language Skills ◽  
Research Paper ◽  
Primary Concern ◽  
Critical Part ◽  
Engineering And Technology ◽  
Professional Bureaucracy

Communication infers the interchange of musings and thoughts with the aim of passing the information from the sender to receiver. In this 21st century era, procuring fundamental skills of communication has turned out to be basic for individual and expert development and achievement. Consequently, a student of Engineering and Technology can't bear to overlook the basics of communication. In the worldwide senerio, pupils of Engineering and Technology are in need of language skills for their prosperity both in the avenue of Education and Career. Fluency in the skill of communication is a basic needful to climb on the professional bureaucracy. Having this as a primary concern, the English language instructor needs to assume a critical part by assuming a liability to support the pupils in building up their skills in communication. This research paper endeavours to feature the indispensable prominent part of the English language tutor in building up the vital skills to survive.

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

scholarly journals Gamification in EFL classroom to support teaching and learning in 21st century

2021 ◽  
Vol 6 (1) ◽  
pp. 68-78
Author(s):  
Indah Sri Redjeki ◽  
R. Muhajir
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Learning Activity ◽  
Written Discourse ◽  
Grammar Learning ◽  
Positive Attitudes ◽  
The Right

In the 21st century, the use of games becomes a trend within adults and youngsters and has recently obtained a massive notice of academics, educators, and practitioners. Gamification is a term used in learning with games that can be used to improve English since it reflects an innovative and captivating learning activity. Several studies on gamification show that it can make students feel more excited and motivated during their effort to elevate their English language skills. In this research, one medium of gamification called Duolingo was explored in grammar learning activities for the second-year students in the subject of “Grammar for Written Discourse”. They used Duolingo from their smartphones to support their grammar learning. This research employed an action research design in which observations, questionnaires, and documentation were used to collect the data. By the end of the result, it can be concluded that Duolingo is a medium that can be effectively used to implement gamification in language learning. It is also confirmed that students gave positive attitudes and results in the implementation of Duolingo in grammar lesson. The results of the research can be used as a reference in facilitating the students with innovative and captivating English learning. HIGHLIGHTS: Duolingo provides some language skills that students can improve: grammar, writing, translating, listening, and pronunciation. However, all respondents assumed that the application was more suitable for grammar since Duolingo gives the right answers and repetitions for the wrong answers. Duolingo understands Indonesian words and automatically correct the wrong words.

scholarly journals The Effect of English Access Microscholarship Program on Developing Speaking Skill From Graduate Students’ Perspectives at the King Abdallah II for Excellence School in Zarqa-Jordan

2021 ◽  
Vol 13 (4) ◽  
pp. 77
Author(s):  
Waleed Ayyad Al-Soufi
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Language Skills ◽  
Primary Concern ◽  
Efl Learners ◽  
Reading And Writing ◽  
Speaking Skill ◽  
The Impact ◽  
Access Program ◽  
Speaking Skills

The primary concern of this study is to investigate the effectiveness of English Access Microscholarship Program on developing the English Language Speaking Skill from the perspective of graduate students at the King Abdallah II for Excellence in Zarqa in the academic years from 2016 to 2020. The study also examined if Access Program encourages and motivates EFL learners to improve their speaking skills. In this study, the researcher designed a questionnaire consisting (40) items measuring students` perspectives towards the effect of Access program in improving their speaking ability. The subjects of the research were 60 homogenous students aged 14 to 19. Students consisting three classes; FY14, FY15 and FY16 respectively. Each class had 20 students studying at King Abdallah II for Excellence School in the Directorate of Education in Zarqa, Jordan. The results revealed that the overall degree of the students’ perspectives towards the effect of access program was high in improving their speaking skill and improved the participants` speaking skill. Moreover, the findings revealed that there were no statistically significant differences among students in their perspectives towards the effect of access program on developing their speaking skill. Finally, the researcher recommended that further studies should be conducted to measure the impact of access program in developing the four language skills (Listening, speaking, reading and writing).

scholarly journals Exploring ‘New Worlds’ through New Media in ELT classrooms

2018 ◽  
Vol 22 (1-2) ◽  
pp. 103-109
Author(s):  
Julijana Zlatevska ◽  
Suman DC
Keyword(s):  
New Media ◽  
21St Century ◽  
Learning Process ◽  
English Language ◽  
New World ◽  
Language Skills ◽  
Cultural Exchange ◽  
Virtual Classroom ◽  
Language Teachers ◽  
English Language Teachers

This article is based primarily on a shared virtual classroom of Macedonia, Europe and Nepal, Asia, and secondarily on a talk presented in Nepal English Language Teachers’ Association 19th International Conference 2014 held in Kathmandu, Nepal. It discusses how instructors and students had applied “New Media” in ELT classrooms with the aim of enhancing students’ English Language skills including 21st century literacies through a virtual cultural exchange session between Macedonian and Nepali classrooms. In other words, it explores how learning process can be optimized by using internet, computer, multimedia and mobile. Moreover, these tools can become a means to explore “New World(s)” which exists beyond one’s physical classroom.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 103-109

Podcasting Technology for Student Engagement and English Language Learning in the Japanese Context

2021 ◽  
pp. 245-265
Author(s):  
Martin Parsons
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Language Learning ◽  
21St Century ◽  
21St Century Skills ◽  
English Language ◽  
Language Skills ◽  
Current Situation ◽  
English Language Learning ◽  
English Language Skills

Students are now expected to be able to develop the skills to use 21st century skills more than ever before, and to use them in English. However, the average university EFL student in Japan has limited English language skills or access to ICT in their education. Podcasting technology, relatively unknown in Japan, appears to offer great potential for improvements in the kinds of skills that will be in demand as students graduate into the workplace. This chapter examines the educational current situation in Japan and describes three different studies on the use of podcasts with university students.

Singapore, grammar, and the teaching of ‘internationally acceptable English’

English Today ◽  
2004 ◽  
Vol 20 (4) ◽  
pp. 13-19 ◽  
Author(s):  
Tom McArthur
Keyword(s):  
21St Century ◽  
English Language ◽  
Language Skills ◽  
Formal Grammar ◽  
Grammar Teaching ◽  
International Language ◽  
Regional Language ◽  
Teaching Grammar ◽  
Opening Address

A consideration of the place of, and options for, explicitly teaching grammar to learners of English as an international language. A development of the opening address given at a conference on the teaching of grammar at the Regional Language Centre (RELC) in Singapore in November 2003. The key issue of the conference was whether the English-language skills of Singaporean school leavers would be improved through a revival of explicit and formal grammar teaching in the Lion City's 21st-century classrooms. The paper addresses this issue in both current and historical terms, going back indeed, at the end, to the beginnings of Western-style grammar teaching among the Greeks. While doing this, however, it also considers the nature and role of what the Singaporean government takes to be the proper target for its future citizens: speaking and writing an internationally acceptable English.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

Sign in / Sign up

Export Citation Format

Share Document