scholarly journals ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION

2021 ◽  
Author(s):  
Madalina Armie ◽  
◽  
José Francisco Fernández Sánchez ◽  
Verónica Membrive Pérez
Keyword(s):  
English Language ◽  
Deductive Reasoning ◽  
Tertiary Education ◽  
English Literature ◽  
Literature Classroom ◽  
Pedagogical Tool ◽  
Specific Objective ◽  
Teaching Learning ◽  
Literature Class ◽  
The Impact

The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals Autonomy in Vocabulary Learning of Turkish EFL Learners

2018 ◽  
Vol 26 (2) ◽  
pp. 58
Author(s):  
Hakan Korlu ◽  
Enisa Mede
Keyword(s):  
Online Survey ◽  
English Language ◽  
Positive Impact ◽  
Vocabulary Learning ◽  
Private University ◽  
Non Profit ◽  
Preparatory Program ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

<p>The primary aim of this study is to investigate the impact of a mobile flashcards application, Quizlet, on the students’ performance and autonomy in vocabulary learning. The study also attempts to explore the perceptions of students and their teacher about incorporating this application into the teaching, learning and practicing of target vocabulary in English language preparatory classes. To achieve these objectives, a nonrandomized quasi-experimental research design was adopted. The participants were selected from two intact classes of Turkish EFL students enrolled in a language preparatory program at a foundation (non-profit, private) university in Istanbul, Turkey. The data was collected through pre- and post- vocabulary tests, an online survey, student interviews and a teacher’s reflective journal. The findings revealed that Quizlet had a positive impact on students’ performance and their autonomy in vocabulary learning. The overall perceptions of participating students and their teacher about using Quizlet to teach and learn English vocabulary were also positive. Based on these findings, the study provides practical implications and offers suggestions for integrating mobile learning into English language preparatory classes.</p>

scholarly journals English language in Brunei: Use, policy, and status in education – A review

2020 ◽  
Vol 15 (1) ◽  
pp. 21-46
Author(s):  
Claire Goode
Keyword(s):  
Bilingual Education ◽  
English Language ◽  
Linguistic Diversity ◽  
Tertiary Education ◽  
Student Experience ◽  
Brunei Darussalam ◽  
Government Documents ◽  
The Status ◽  
Bilingual Education Policy ◽  
The Impact

This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.

scholarly journals Creativity, Translation, and Teaching Old English Poetry

2016 ◽  
Vol 25 (3) ◽  
pp. 275-297
Author(s):  
Helen Brookman ◽  
Olivia Robinson
Keyword(s):  
Old English ◽  
English Language ◽  
English Literature ◽  
First Year ◽  
Old English Literature ◽  
First Year Students ◽  
Oxford University ◽  
Poetic Practice ◽  
Poetic Texts ◽  
Teaching Learning

This article explores the benefits to undergraduate learning, and the broader critical significance of, the ‘creative translation’ of Old English literature. First-year students of English language and literature at Oxford University were encouraged to inhabit and understand poetic texts by producing creative, free modern versions that responded to the content, form, style, and sound of the source text. How far this approach helps students is analysed through their own perspectives on the process, gathered via interviews. Their writing is explored as a visible product of their learning, and as a creative-critical response to medieval texts: in particular, did the process of collaborative composition give the students a uniquely experiential insight into Old English poetic practice? Thus some broader conceptual issues in the fields Old English literary studies and translation studies are approached through teaching, learning, and creative-critical practice.

scholarly journals EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

2021 ◽  
Vol 1 (2) ◽  
pp. 91-101
Author(s):  
Aminah Aminah ◽  
Dinda Aprilia Alamanda ◽  
Erfiani Erfiani ◽  
Wahyuni Kencana Wati ◽  
Muhammad Taufik Ihsan
Keyword(s):  
Literature Review ◽  
English Language ◽  
English Language Teaching ◽  
Learning Assessment ◽  
Easy Access ◽  
English Learning ◽  
Learning Assessments ◽  
Library Research ◽  
Teaching Learning ◽  
The Impact

This study aims at investigating the impact of the use of Edmodo on the digital class in the English learning assessment. This type of research is the method library research.  This study uses journals and articles as reference to collecting data. To answer the literature review, the writer used data that is collected, studied, and treated then combined to get valid and relevant results by using the Internet as a medium to obtain data. In this paper there are three parts used to respond to the literature review: Terminology of Edmodo, Teaching Learning Process and Edmodo, and Edmodo Impact. Research shows that Edmodo's impact on digital classes in the English learning assessments  students in the form of learning and made it easier for teachers to convey lessons, content, tasks, and file sharing easy access to all students. And with CBT, it makes it easier for teachers to assess a student's work with computer help. Edmodo became another evaluation so that the results of the examination were objective and accurate. Through Edmodo as a student's performance assessment mode, there is no cheating that students do in studying because students are working independently

scholarly journals The Impact of Wikis & Videos Integration Through Cooperative Writing Tasks Processes

2018 ◽  
Vol 11 (5) ◽  
pp. 116
Author(s):  
Lubin Fernando Franco-Camargo ◽  
Gonzalo Camacho-Vásquez
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Positive Impact ◽  
Writing Skills ◽  
Structured Interviews ◽  
Writing Processes ◽  
Implementation Stages ◽  
Teaching Learning ◽  
Writing Tests ◽  
The Impact

ICT role in education nowadays is not only important, but also effective; its advancement allows a vast opportunity to be explored by EFL teachers into the EFL classroom. This action-research study envisioned and carried out from our teaching practice basis with English language B1 level students at Weisheit institute. Observation and instruments Implementation stages determined the positive impact of the integration of Wikis in EFL classrooms and how cooperative writing processes eased and helped the students improve their writing performance. Indeed, taking into account as a main strategy the “ICT” as a tool to improve teaching practices. This research was conducted through mixed-method approach and included a methodical process through data collection of journals, pre and post writing tests, semi-structured interviews and aptitude test. Of course, by looking upon that the application of these instruments helped us identify certain points of particular interest providing self-reflection on our own teaching-learning processes regarding as main problems; lack of writing skills, lack of vocabulary, grammar mistakes and writing inaccuracy. The strategies implemented had to do mainly with the integration of Wiki websites as a pedagogical instrument to improve writing skills through pre-writing eye-catching elements such as videos implementation in order to trigger motivational writing processes.

scholarly journals The Impact of Microsoft Teams’ App in Enhancing Teaching- Learning English during the Coronavirus (COVID-19) from the English teachers’ perspectives’ in Jenin city

2021 ◽  
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Significant Feature ◽  
Ministry Of Education ◽  
English Language Teachers ◽  
Teaching Learning ◽  
Teachers Perspectives ◽  
The Impact ◽  
Learning English

This study stresses the global impact of Microsoft teams’ app in enhancing teaching-learning English during the Coronavirus (COVID-19). As one of the preventive steps for transmitting coronavirus infection, the introduction of lockdown and social distancing has been implemented, resulting in complete paralysis of global activities. There exists a shift from the usual learning practice to online learning, especially the complete shutdown of the education system to comply with the academic curriculum. This can be cited with more online courses, workshops, meetings, etc. It should be remembered that, during this crisis, the world is fully dependent on information technology. The present research offers, therefore, an insight into the impact of Microsoft teams’ app in enhancing teaching-learning English during Coronavirus (COVID-19). Thus, the sample was chosen conveniently from the population of English language teachers and included (25) teachers, 56% of them were females, 52% ageing 31 to 40 years old, with 48% indicating a teaching experience over ten years questionnaire consisted of (15) items of one dimension developed by the researchers based on their experiences and the available literature, In addition, the teachers indicated that the most significant feature of Ms. Teams is that it enables students to share files and share content and that it includes screen sharing options that allow teachers the freedom to display what they choose during a class, indicating that it creates an interactive atmosphere between students, teachers and the community inside and outside the classroom. Furthermore, the researchers recommended using Microsoft teams’ app and giving the English language teachers, students, and parents online workshops on how to use the app, also for the ministry of education to adopt the app.

scholarly journals “THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED

2021 ◽  
Vol 5 (2) ◽  
pp. 321-331
Author(s):  
Shofiyyahtuz' Zahro ◽  
Emy Sudarwati
Keyword(s):  
University Students ◽  
English Language ◽  
English Literature ◽  
Efl Learners ◽  
Compliment Responses ◽  
Scale Down ◽  
English Speaking ◽  
Using Data ◽  
Literature Class ◽  
International English

Complimenting is a typical speaking act and the method in which it is responded to can vary based on the culture of the speakers as well as the influence of other circumstances. The purpose of this study was to provide a more in-depth knowledge of compliment response research based on how it is used by university students learning EFL in everyday life. Furthermore, this study also aims at finding out if exposure to another culture affects university students learning English as a second language while responding to compliments. The data were garnered using data elicitation method by complimenting the participants’ look, possession, character, or aptitude. The finding found that the participants used ten types of responses; listed from the most frequently used type of compliment responses to the least used type of compliment responses: Comment Acceptance (8), Appreciation Token (2), Comment History (2), Question (2), Praise Upgrade (1), Reassignment (1), Return (1), Scale Down (1), Disagreement (1), and Qualification (1). According to the data, the majority of students in an international English literature class at Brawijaya University are likely to accept the compliments. Students tend to take compliments by thanking them and then making related comments. English-speaking countries consider a simple "thank you" to be an adequate response to a praise. This present study also confirms that short term encounterance with foreign culture exposure slightly affect EFL learners’ way of responding to compliments. This shows that the students learn the English language culture in terms of compliment.

scholarly journals The English Language and Global Literary Influences on the Work of Shahnon Ahmad

2013 ◽  
Vol 26 (1) ◽  
pp. 18-37
Author(s):  
Harry Aveling ◽  
Keyword(s):  
Short Stories ◽  
William Faulkner ◽  
Literary Theory ◽  
British Literature ◽  
World Literature ◽  
English Language ◽  
Tertiary Education ◽  
English Literature ◽  
Gabriel Garcia Marquez ◽  
Colonial Literature

Postcolonial literary theory asserts that the colonial literature provides the models and sets the standards which writers and readers in the colonies may either imitate or resist. The major Malay author Shahnon Ahmad received his secondary and tertiary education in English and taught English at the beginning of his career. Drawing on his collection of essays Weltanschauung: Suatu Perjalanan Kreatif (2008), the paper argues that Shahnon was influenced at significant points in his literary development by his reading of literature in English and English translation–nineteenth century European and American short stories, the works of Gabriel Garcia Marquez and William Faulkner – but not by English (British) literature itself. Through his creation of original new works, focused on Malay society and directed towards Malay audiences, Shahnon was not a postcolonial subject but a participant in, and contributor to, the wider flow of world literature. Keywords: postcolonial, Shanon Ahmad, English literature, literature in English, world literature.

scholarly journals Use of Digital Technological Tools among Undergraduate English Language Learners in Pakistan

2020 ◽  
Vol 10 (4) ◽  
pp. 61
Author(s):  
Maheen Tufail Dahraj ◽  
Hina Manzoor ◽  
Mahnoor Tufail
Keyword(s):  
English Language Learners ◽  
Undergraduate Students ◽  
Online Survey ◽  
English Language ◽  
Tertiary Education ◽  
Undergraduate Level ◽  
Use Of Technology ◽  
Technological Tools ◽  
The University ◽  
The Impact

Technology has become an important source for enhancing the knowledge of the students. Apart from the non-academic purposes, the use of technology for the academic purposes also has greater impact on the process of learning specifically on tertiary education. Therefore, it has become essential for higher education institutions to focus on the available opportunities for integrating technology in the academic setting. The developing countries like Pakistan, however; are facing some major challenges in technology integration due to the unavailability of sufficient financial resources. Hence, this study explores the use of digital technological tools at undergraduate level in one of the public sector universities of Pakistan. The study also examines the impact of the medium of instruction and respective discipline of the tertiary level students on the use of technology. For this purpose, an online survey was conducted from 200 undergraduate students studying in four different disciplines in the university. The findings revealed that the majority of the students at the undergraduate level have accessibility to smartphones, laptops or desktop computers in the university but only a few students use these available technological tools for learning purposes. Smartphones were determined to be the most easily available technological tool while the students generally do not prefer carrying their laptops to the university. Besides this, the students also reported having limited technological knowledge and skills for the digital tools to be used for educational and learning purposes. However, a greater percentage of the students were willing to participate in training sessions for learning.

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