scholarly journals Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors

2021 ◽  
Vol 24 (2) ◽  
pp. 229-254
Author(s):  
Marilyn Abbott ◽  
Kent Lee ◽  
Sabine Ricioppo
Keyword(s):  
Language Learning ◽  
Language Assessment ◽  
Language Instruction ◽  
Learning Goals ◽  
High Stakes ◽  
Second Language Literacy ◽  
Literacy Learners ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Authentic Language

A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students’ L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA’s alignment with the six dimensions in Turner and Purpura’s (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC.

scholarly journals Innowacyjność w edukacji językowej a profesjonalizm nauczyciela

Neofilolog ◽  
2019 ◽  
pp. 28-41
Author(s):  
Krystyna Droździał-Szelest
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Learning Language

Innovation in language education, just as in any other discipline, is connected with changes whose primary goal is to make the process of language learning/language teaching more efficient. Examples of such innovations include, for instance, task based instruction, computer assisted language learning or the use of portfolio as a means of assessment.Innovation implies a new, qualitatively different perception of the language learning/ language teaching process, roles of teachers and learners, use of materials etc., hence it is believed to constitute a challenge for language teachers and their professionalism. The present article is an attempt to answer the question whether and to what extent the language teaching profession is actually prepared to deal with innovation.

Designing for Teaching and Learning in an Open World

2017 ◽  
Vol 8 (3) ◽  
pp. 55-67
Author(s):  
Ani Derderian
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Open Architecture ◽  
Teaching Approaches ◽  
Open World ◽  
New Ideas ◽  
Based Instruction ◽  
Task Based Instruction

Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (a) Task based (supported) instruction, (b) Open Architecture teaching design, and (c) The role of technology in language learning.

scholarly journals Getting Closer to Authenticity in the Course of Technical English: Task-Based Instruction and TED Talks

2019 ◽  
Vol 12 (11) ◽  
pp. 10
Author(s):  
Aránzazu García-Pinar
Keyword(s):  
Classroom Environment ◽  
Linguistic Features ◽  
Authentic Materials ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Authentic Language ◽  
Oral Presentations ◽  
Ted Talks ◽  
Instruction Approach ◽  
Engineering Undergraduates

Authentic materials, if appropriate to the learning situation, might turn the classroom environment into a more engaging place, where motivation might be generated through the performance of meaningful tasks. This article describes how a Text-Based Instruction approach can provide the basis for the design of an ESP syllabus based on relevant, varied and engaging tasks to enhance authentic language use among engineering undergraduates. The design of these tasks mainly draws on TED Talks that are specifically technological and connected to engineering undergraduates, as the talks develop novel and thought-provoking ideas which are interesting and personally meaningful and relate to different engineering fields. These tasks are specially designed to enable students to carry out a process of talk deconstruction through the analysis of distinct discourse and linguistic features specific to the spoken genre of TED Talks. This analysis ultimately aims at the eventual construction of students’ oral presentations. Oral presentations can be conceived as an activity that approximates the real world and future workplace of engineering undergraduates, and in consequence, promotes students’ instrumental motivation.

scholarly journals The Effects of Task-based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students

2019 ◽  
Vol 12 (7) ◽  
pp. 12 ◽  
Author(s):  
Suphatha Rachayon ◽  
Kittitouch Soontornwipast
Keyword(s):  
Nursing Students ◽  
Language Learning ◽  
Test Score ◽  
Oral Communication ◽  
Flipped Learning ◽  
Digital Game ◽  
Post Test ◽  
Communication Ability ◽  
Based Instruction ◽  
Task Based Instruction

The growth of Thailand’s medical tourism industry has inevitably made English oral communication skills become increasingly important to Thai medical personnel, especially to nurses who have to act as medical mediators between doctors and patients. Thus, in order to prepare nursing students for their future career, it is necessary that English teachers find a way to help students improve their oral communication ability. Thus, in this study, as a means to overcome the students’ difficulties in learning English and to enhance their English oral communication ability, the task-based instruction using a digital game in a flipped learning environment (TGF) was developed by integrating three language learning approaches, namely task-based language teaching, flipped learning, and digital game-based language learning. The development of the instructional framework for the TGF was described first. Then, to investigate its effectiveness in improving the students’ oral communication ability, an experimental study, using a one-group pretest posttest design, was conducted with 23 second-year nursing students at a private university in Thailand for 11 weeks. The effects of the TGF on the students’ oral communication ability were assessed by the participants’ pre- and post-test. The finding revealed that the participants’ average post-test score was statistically significantly higher than their average pre-test score (p < 0.05), indicating that the TGF was successful in enhancing the students’ oral communication ability. Lastly, the factors contributing to this success were discussed.

scholarly journals Pengembangan Model Pembelajaran Bahasa Arab Berbasis Teori Multiple Intelligence

2015 ◽  
Vol 1 (1) ◽  
pp. 1-18
Author(s):  
Zainal Arifin Ahmad
Keyword(s):  
Language Learning ◽  
Arabic Language ◽  
Language Instruction ◽  
Multiple Intelligence ◽  
Learning Goals ◽  
Model Based ◽  
Changing Patterns ◽  
Instruction Model ◽  
Iq Tests

The discovery of the theory of Multiple Intelligence by Howard Gagner has changed the paradigm of education and learning. If the old paradigm view that intelligence is a single learner who is only measured by IQ tests, then the paradigm of Multiple Intelligence view that intelligence is plural learners. Each individual has the advantage of certain intelligence that may be different with advantages that others have.  That fact has implications for the importance of changing patterns of education and learning, including learning Arabic, from the pattern that is only oriented to the development of intellectual intelligence (IQ) to the pattern of intelligence that takes into account the diversity of learners. This paper describes showing the development of Arabic language instruction model based on the theory of Multiple Intelligence. The model in question is a model of the development of Arabic language learning component which includes the development of Arabic language learning goals, teachers’ roles, attitudes and treatment of students, and the development of materials, methods, media, and evaluating the results of learning Arabic, all of which were based on intelligence insight plural (Multiple Intelligence).

scholarly journals English language assessment in Bangladesh today: principles, practices, and problems

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Md Shaiful Islam ◽  
Md Kamrul Hasan ◽  
Shahin Sultana ◽  
Abdul Karim ◽  
Mohammad Mosiur Rahman
Keyword(s):  
Language Learning ◽  
English Language ◽  
High Stakes Testing ◽  
Language Assessment ◽  
Assessment Methods ◽  
Teacher Education Programs ◽  
English Language Learning ◽  
Assessment Practices ◽  
High Stakes ◽  
Goals And Objectives

AbstractThe achievement of curriculum goals and objectives, to a large extent, depends on how assessment methods are designed, implemented, monitored, and evaluated. English language learning in Bangladesh has miserably failed, and ineffective assessment methods may be largely attributed to this failure. This paper attempts to address various aspects and issues of English language assessment in Bangladesh in relation to English language learning as a curricular reform and the education policy of the country. The analysis revealed that there was always a gap between the principles of assessment embedded into the curriculum and the actual assessment practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the learners, and the instructors need to be liberated from this vicious policy. The review concluded with a recommendation that teachers need to develop assessment literacy through teacher education programs that are essential to helping teachers to acquire knowledge, skills, professionalism, and assessment expertise.

scholarly journals Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach

2020 ◽  
Vol 1 (8) ◽  
pp. 41
Author(s):  
Wuwuh Asrining Surasmi ◽  
Suparti Suparti ◽  
Eka Fadilah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Based Instruction ◽  
Task Based Instruction

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.

Measuring the Effectiveness of Using "Memrise" on High School Students' Perceptions of Learning EFL

2018 ◽  
Vol 8 (12) ◽  
pp. 1758 ◽  
Author(s):  
Masoud Azizi Abarghoui ◽  
Saeed Taki
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Mobile Applications ◽  
English Language ◽  
Language Instruction ◽  
School Students ◽  
Mobile Assisted Language Learning ◽  
English Language Instruction ◽  
Based Instruction ◽  
State Language

Mobile applications of language learning have the capacity to revolutionize the way languages are learned. This study examined the students' perceptions of the effectiveness of Mobile Assisted Language Learning (MALL) based instruction as a complement to direct instruction for 36 high schoolstudents inIran. Specifically, student perceptionusing direct instructioncombined with"Memrise" Mobile-based language learning versus direct language instruction only.The findings of this research suggest that Memrise is an effective method of English language instruction. It is important to note that Memrise is not meant to replace direct language instruction, but its purpose is to serve as an effective supplement to state language instruction.

scholarly journals Where do we go from here? Method and pedagogy in language teaching

ExELL ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Penny Ur
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Language Teaching Methods ◽  
Theoretical Conceptualization ◽  
Or Task

Abstract Language-teaching methods such as audio-lingualism or task-based instruction have been promoted at different times as the ‘best’ way to teach a foreign language. Each such method prescribes a set of learning procedures rooted in a particular theoretical conceptualization of the nature of language and language acquisition, based on linguistic and applied linguistics research. It is suggested in this article that the principles guiding teachers in selecting procedures should not be dictated by any particular method recommended by researchers or theoreticians, but should be rather defined as a pedagogy of language teaching, shaped by various general pedagogical – not only language-learning – considerations, as well as by local factors, and determined by the teacher her- or himself.

scholarly journals Unscrambling jumbled sentences: An authentic task for English language assessment?

2017 ◽  
Vol 7 (2) ◽  
pp. 251-273 ◽  
Author(s):  
Betty Lanteigne
Keyword(s):  
Language Learning ◽  
Real World ◽  
English Language ◽  
Language Assessment ◽  
Learning Goals ◽  
Naturalistic Inquiry ◽  
Lingua Franca ◽  
Indian English ◽  
Test Items ◽  
Local Schools

Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (“Want taxi Dubai you?”) were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English) as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es)). Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools’ and universities’ policies.

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