scholarly journals Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning

2021 ◽  
pp. 4-20
Author(s):  
Doğuş Aydın ◽  
Birsen Tütüniş
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language Learner ◽  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
Language Learner ◽  
Teaching And Learning Strategies

Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner’s control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.

scholarly journals Effective vocabulary teaching and learning strategies in english for specific purposes

2019 ◽  
pp. 23-26
Author(s):  
A. G. Khamitova ◽  
A. M. Mukhtarkhanova ◽  
A. E. Zarkesheva
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
English For Specific Purposes ◽  
Special Importance ◽  
Teaching And Learning Strategies ◽  
National University ◽  
Effective Teaching And Learning

Communicating in a foreign language is impossible without mastering vocabulary. It is of special importance in English for Specific Purposes (further ESP) courses as requirements of modern realities in Kazakhstan force experts to know enough ESP vocabulary to be able to demonstrate their knowledge in their professional sphere. Since vocabulary plays such an important role in ESP courses it is essential to determine what strategies ensure effective teaching and learning it in specific groups of learners. This paper presents results of a study held on vocabulary teaching and learning strategies employed by ESP teachers and learners at L.N. Gumilyev Eurasian national university (further ENU) in Astana, Kazakhstan. An open-ended questionnaire and a semi-structured interview were conducted among 20 ESP teachers and 48 ESP students of L.N. Gumilyev ENU. The questions elicit not only teachers’ vocabulary teaching experiences and opinions about the most effective vocabulary teaching approaches but also the reasons for students’ vocabulary learning and using problems. During the interview students described their preferred vocabulary learning styles and confirmed the importance of learning vocabulary in ESP. The study determined the most effective ESP vocabulary teaching and learning strategies for teachers to use at L.N. Gumilyev Eurasian National University.

scholarly journals THE TEACHER’S USE OF TRANSLATION IN ENGLISH LANGUAGE TEACHING BASED ON SCIENTIFIC APPROACH AT SMP NEGERI 4 AND SMP NEGERI 5 SINGARAJA

PRASI ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
N. M. Sumarningsih ◽  
G. Batan ◽  
L. D. S. Adnyani
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Data Display ◽  
Scientific Approach ◽  
Collection Data

This study was conducted as an attempt to investigate in what step of scientific approach theteachers most frequently use translation in English Language Teaching as well as to find out the teachers’reasons toward the use of translation in English Language Teaching based on scientific approach atSMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design.There were two teachers chosen as the subjects of study. The data were collected through audio recordingthe teaching and learning process and interviewing the subjects of study, while the techniques ofanalyzing data were done descriptively following the four processes according to the theory of Miles &Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. Theresults of analysis indicated that the teachers most frequently used translation in exploring step of scientificapproach. In addition, there were seven teachers’ reasons found in relation to the use of translationin the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given bythe teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understandingthe tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presentingtheir work. The related parties interested in the same area of the research should give deeper concern indoing wider range of aspects involved in further study.Keywords : Translation, the Use of L1 in ELT, Scientific Approach

As Life Itself

2017 ◽  
pp. 311-332
Author(s):  
Esperanza Mejías ◽  
Carles Monereo
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Evaluation Strategies ◽  
Teaching And Learning Strategies ◽  
Life Itself ◽  
Authentic Evaluation

The authors present an innovative practice of authentic evaluation of competences carried out in the “teaching and learning strategies” course of the psychology degree. The evaluation proposal central to this course is based on a real, relevant and socializing practice context in which students have to act as counsellors to respond to a high-school teacher's request: to improve a teaching sequence or unit. In order for this authentic project to work and generate a gradual construction of learning, course teachers used a series of evaluation strategies directed at the assessment of both the result and the learning process and aimed at facilitating students' learning self-regulation and teachers' provision of educational help. Results show that students value the processes of formative assessment because they allow them to act in an authentic context. In turn, teachers are highly satisfied with the involvement and quality of the projects.

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals Teaching and learning process of test-taking strategies in answering reading comprehension section

2021 ◽  
Vol 10 (2) ◽  
pp. 113-124
Author(s):  
Elika Aji Zulmaini
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Planning Strategy ◽  
Test Taking ◽  
Qualitative Research Design ◽  
Monitoring Strategies ◽  
Teaching And Learning Strategies ◽  
Test Taking Strategies

The study was aimed at finding the difficulties faced by test takers in Reading Comprehension section of TOEFL and describing the teaching and learning process of test-taking strategies of Reading Comprehension section of TOEFL. This study used qualitative research design. To collect the data, the researchers used document analysis and observation as the instrument of the study. The subjects of this study were the students or test takers and a teacher or tutor in TOEFL preparation class. The study showed the range of difficulty faced by students or test takers are skill 6 (57.14%), skill 8 (50%), skill 7, 9, 10, and 11 (33.3%), skill 3 (31%), skill 4 and 12 (16.7%), skill 1 (8.3%), and skill 5 (0%). In teaching and learning strategies, the Planning Strategy was applied in skills 1, 3, 9, 6, 7, 4, 5, and 8. Monitoring Strategies was applied in in skills 1, 3, 9, 6, and 4. Comprehending strategy was used in skills 1, 3, 6, 7, 4, 10, and 11. Retrieval Strategy was applied in skills 9, 5, and 8. Socioaffective strategy was applied in skill 9. Test-wiseness strategy was applied in skills 1, 3, and 9. Based on findings, the researchers found that there is still high percentage of difficult skills faced by students or test takers and more than one strategies were applied in almost every skill of the Reading Comprehension Section of TOEFL.

scholarly journals Coloniality or Cultural Pedagogy? The Hegemony of African Children-Youths in Social Development

2021 ◽  
Vol 76 (1-3) ◽  
Author(s):  
Bunmi I. Omodan
Keyword(s):  
South Africa ◽  
Social Development ◽  
Cultural History ◽  
Learning Strategies ◽  
Participatory Research ◽  
Thematic Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Selection Method ◽  
Teaching And Learning Strategies

ABSTRACT Decoloniality was adopted as a framework to unravel the societal and/or self-inflicted coloniality in a child’s development. This study is lensed under the Transformative Paradigm (TP), designed using Participatory Research (PR). Five lecturers and five teachers, who are also parents in a rural location in South Africa, were selected using the snowballing selection method. The participants were interviewed to share their experiences on the danger of culture and its effects on youths/students’ development. Socio-thematic Analysis (StA) was used to analyse the data. The findings showed that cultural history, elders’ self-righteousness, and stereotyping children as rebels are the challenges facing children’s social development. At the same time, the reorientation of students, parents and educators, restructuring teaching and learning strategies are the dimension of the liberation of children’s social development. This study recommends that teachers, parents, children and community elders be re-orientated while teachers/lecturers should restructure their teaching and learning process to accommodate children’s participatory skills in schools.

scholarly journals Teachers’ Experience in Curriculum Implementation: An Investigation on English Language Teaching in Vocational Colleges in Malaysia

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Sanitah Mohd. Yusof ◽  
Dalila Syazana Zainuddin ◽  
Abdul Rahim Hamdan
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Esl Teachers ◽  
Language Curriculum ◽  
Research Findings ◽  
Vocational Colleges ◽  
Positive Feelings

This qualitative research aimed to explore teachers’ experience in the implementation of the new English language curriculum in Malaysian vocational colleges. The research’s focus is on English as a Second Language (ESL) teachers’ perceptions on the new English language curriculum and its implementation, ESL teachers’ strategies in implementing the new English language curriculum, and the problems and challenges that they face in implementing the new English language curriculum. A full qualitative research paradigm was employed using a phenomenology design, where 6 ESL teachers from Negeri Sembilan participated to share their insights on the research topic. The research used purposive sampling method, and the participants were selected based on research location. The research instrument used to collect the data was a semi-structured interview administered via Facebook video call and recorded with Callnote application software. This approach was chosen for its feasibility and cost-saving nature. Research findings show that ESL teachers are receptive of the curriculum change and most of them understand the new curriculum well. They have positive feelings towards it despite acknowledging negative curriculum aspects, having curriculum concerns and dealing with problems and challenges. Teachers recommended for proper training and support in order to improve the teaching and learning process in ESL classroom. The implications of the research findings have been outlined and highlighted, followed by several suggestions for the stakeholders involved, including ESL teachers, policymakers, training division, and vocational college administrators. 

scholarly journals A Study of the Used Vocabulary Learning Strategies by Teachers for Elementary Stages in Jordanian English language Curriculum in Public Schools

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Magda Abdullah Yasin Aldmour
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Learning Strategies ◽  
Positive Attitude ◽  
English Language ◽  
Vocabulary Learning ◽  
School Students ◽  
Teaching Process ◽  
Language Curriculum ◽  
Vocabulary Learning Strategies

This study aimed to presenting vocabulary using several strategies by Jordanian English teachers in public schools, the effectiveness of using several strategies in teaching target words supported the leaning and teaching process regardless of the presented vocabulary, while this study analyses what are the needed meaningful vocabulary learning strategies for elementary stages. Also this study presents the vocabulary without repetition of frequent words occurrences. Moreover, the explaining for what are the used strategies for teaching vocabulary simplify and enhance the teaching process and learning too. The study is based on qualitative research, in which 5 school students were investigated. The participants were asked to take a vocabulary tests. The data of the research indicates that there are significant differences between using meaningful strategies in teaching vocabulary and traditional ones. Effective using several strategies simplify the learning process and make students have a positive attitude towards the second language.  

scholarly journals Do start ao game over: analisando narrativas de aprendizagem de inglês com jogos eletrônicos

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Keila Mendes Santos ◽  
Cleide Jane De Sá Araújo Costa
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Knowledge Construction ◽  
English Language ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Electronic Games

Resumo: Este estudo objetiva investigar o processo de aprendizagem de estudantes de língua inglesa (LI), que assumem terem aprendido o idioma por meio da prática de jogos eletrônicos, especificamente os chamados jogos MMORPG, e também destacar as estratégias adotadaspelos aprendizes ao longo do referido processo. Trata-se de uma pesquisa qualitativa que teve como participantes três estudantes de letras/inglês, gamers. Para coletar os dados foram utilizadas narrativas de aprendizagem nas quais os aprendizes relataram seu processo de construção do conhecimento em LI, partindo do contato com os jogos. A pesquisa teve por fundamento o seguinte questionamento: De que forma a prática de games do gênero MMORPG auxiliam no processo de aprendizagem da língua inglesa? Os resultados demonstraram que esses jogos podem ser percebidos como recursos significativos no desenvolvimento de habilidades distintas, ampliando, também, o conhecimento vocabular, além de proporcionar atitudes autônomas, considerando as estratégias de aprendizagem adotadas pelos gamers.Palavras chave: Língua inglesa. Jogos eletrônicos. Narrativas de aprendizagem.  FROM START TO GAME OVER: ANALYSING ENGLISH LEARNING NARRATIVES WITH ELECTRONIC GAMES. Abstract: This study aims to investigate the learning process of english language (EL) students, who assume that they have learned the language through the practice of electronic games, specifically the so-called MMORPG games, and also highlight the strategies adopted by learners throughout this process. This is a qualitative research that had as participants  three students of letters/english, gamers. To collect the data, learning narratives were used in which the learners reported their process of knowledge construction in EL, starting from the contact with the games. The research was based on the following question: How can MMORPG games help in the English language learning process? The results showed that these games can be perceived as significant resources in the development of different abilities, also improving vocabulary knowledge, besides providing autonomous attitudes, considering the learning strategies adopted by the gamers.Keywords: English language. Electronic games. Learning narratives. 

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