scholarly journals Discussion Leadership in the EFL Classroom

2020 ◽  
Vol 2019 (1) ◽  
pp. 358
Author(s):  
Matthew Ryczek
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Public University ◽  
Student Survey ◽  
Group Discussions ◽  
English Classes ◽  
Small Group Discussions ◽  
And Control ◽  
Academic Year

In this paper I introduce a teaching approach with the aim to improve English language learners’ sense of agency by leading small group discussions. I attempt to demonstrate that by giving students a greater amount of freedom and control over the content of their discussions, their capacity to communicate can improve. This approach was implemented in two 2nd-year English classes at a public university in Japan during the 2018-2019 academic year. In these classes, students regularly presented news articles related to topics they wanted to discuss and led a group of classmates in a discussion of their topic using their own discussion questions. I address how this learning approach was implemented, including guidance for article selection, presentation, and discussion leadership. I conclude with a discussion of the efficacy of this approach based on feedback from a student survey. 本論では、少人数で構成されたグループディスカッションを進めることにより、学習者の主体性の発達を目的とした指導方法を紹介する。学生自身が議論の内容、どのように議論を進めるかを自由に決めることにより、学生のコミュニケーション能力の改善を論証することを試みている。この指導方法は、2018年から2019年に日本の国立大学の2年生を対象とした2つの授業で実践され、これらの授業の中では、各学生が議論したいトピックに関連したニュース記事をグループ内で発表し、議論をしたい質問項目を選び、その質問をもとにディスカッションを進めた。本論では、学生が適切な記事の選択をするように導くための指導方法や、プレゼンテーションの方法、議論の進め方、評価方法など、この学習方法が実際の授業でどのように実践されたかを説明する。この方法の効果は、授業を受講した学生へのアンケート調査による評価をもとに結論づけている。

scholarly journals A Comparative Study between Monolingual and Bilingual Teaching Methodologies of English in a Health Sciences University in the United Arab Emirates

2019 ◽  
Vol 13 (1) ◽  
pp. 73
Author(s):  
Omnia Ibrahim Mohamed ◽  
Zita Lobo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
United Arab Emirates ◽  
English Language ◽  
Teaching Method ◽  
Health Sciences ◽  
English Classes ◽  
Bilingual Teaching ◽  
Arab Students ◽  
Performance Results

This study examines the monolingual and the bilingual methods of teaching English to investigate which method is more effective and best achieves the learning outcomes of a language course. It also examines which method is preferred by the English language learners and gives better performance results. The study was conducted in RAK Medical and Health Sciences University located in The United Arab Emirates. The participants were Arab students who were divided into two groups. Each group was exposed to a different teaching method but the curriculum was the same. Then a questionnaire was distributed to determine the method that was preferred by the students as well as the method which resulted in a better performance. The results of the survey and the students’ performance results showed that the bilingual method proves to be a more successful and convenient method in English classes than the monolingual method.

scholarly journals DOMINANT LANGUAGE LEARNING STRATEGIES USED BY MANAJEMEN DAKWAH DEPARTMENT STUDENTS AT UIN MATARAM

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Afif Ikhwanul Muslimin
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Language Learning Strategies ◽  
English Class ◽  
Social Strategy ◽  
Successful Students ◽  
Academic Year

  AbstractOne of the prominent skills to be acquired by English language learners is Language learning strategies (LLSs) which is significant to enhance communicative competence. Individual’s differences in using the strategies depict their understanding on LLSs. An interesting fact on the result of Manajemen Dakwah Department Students (MDDSs) at State Islamic University (UIN) of Mataram in the odd semester of academic year 2018-2019 was 64 students got higher average English scores in their final test (88) compared to their middle test (65) that might reflect different use of LLS. The English subject was focusing on reading comprehension. Furthermore, descriptive qualitative case study was applied to record the dominant LLSs used by ten successful students or achievers in English class who has the criteria of achieving English score above 90. Three instruments were used to gather data, they are: documentation, questionnaire, and interview. The result shows that students used all LLSs and creating their own learning opportunities. Only HN that did not use social strategy though he used all other strategies. It means that successful MDDSs believe that exactly all LLSs are significant for elevating their language learning. Another result shows that the dominant LLSs which were used are compensation as they are good guesser for the unfamiliar words, memory strategy since they always try to memorize to retain the vocabulary in mind, and metacognitive strategy where they always create best setting for them to learn. Keywords: Language Learning Strategies, MDDSs, Dominant LLSs, English Scores.

scholarly journals Exploring the Difficulties and Challenges of the Local Macao English Language Learners towards the Online Synchronous One-on-one English Learning Class

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Cheng Tak Chan
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Signal Delay ◽  
Technical Problems ◽  
English Classes ◽  
Software And Hardware ◽  
Learning Software

With the development of technology, the number of English learners who opt for online learning has been increasing. In the past, students had a tendency to download English materials and watch online videos for improving their English skills. Recently, thanks to a shift to online learning, students have been making more use of online synchronous oneon-one English classes to improve their English at leisure. Although this type of learning mode is becoming more and more popular, the study of the difficulties and challenges of English learners in such a field has been under-explored. This study attempts to use a qualitative approach to interview two English learners of different backgrounds to better understand the difficulties and challenges they encountered when using such a learning method. The two interviewees conclude points ranging from the learning aspect, distant feeling, signal delay, instability of the learning software and hardware that lead to technical problems. Certain measures to avoid the problems are also suggested in this paper.

scholarly journals The absence of ESL students’ voices in education

2014 ◽  
Vol 5 ◽  
Author(s):  
Yeonjung (Judy) Lee
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Language Learner ◽  
Esl Students ◽  
English As Second Language ◽  
English Classes ◽  
Language Classrooms ◽  
Quality Learning

Canada’s classrooms are becoming increasingly diverse with a fast-growing school population of students whose first language is not English. They are English as Second Language (ESL) students; each pupil is an English Language Learner (ELL). Since 1990, the number of students identified as needing ESL services in British Columbia has more than tripled. These students face challenges in keeping pace academically and learning a new language. The challenge is especially great when students are placed in mainstream English-language classrooms before they develop their language proficiency. With its focus on the development of academic skills, the ESL curriculum may not be providing enough support to help ELLs fully participate in mainstream English classes. The lack of support will result in unequal access to high-quality learning opportunities and cultural gaps within schools. English language learners (often referred to as ESL students) may become marginalized and may prematurely reach a plateau in their English acquisition.

Game-Based Pilot System for English Learning

2012 ◽  
Vol 2 (2) ◽  
pp. 86-99 ◽  
Author(s):  
Kuo-Chen Li ◽  
Cheng-Ting Chen ◽  
Hui-Chih Wang ◽  
Jia-Sheng Heh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Year ◽  
English Learning ◽  
English Classes ◽  
Test Study ◽  
Post Test ◽  
The University ◽  
University Setting

Game-based Pilot System for English learning (GPS-E) is a system that was produced with the intention of assisting English language learners (ELLs) who have lower English proficiency. The study was conducted in a university setting in northern Taiwan. The English classes which were categorized as “Pilot English Classes” were recruited for this research. One major goal of this study is to explore how effective and to what extent the GPS-E system can contribute to students’ English learning in the university level. A survey was designed, and the data of the first year experiment were analyzed by a pre-post test study using the SPSS t-test. Results indicated that students who have tried the GPS-E system have improved significantly.

scholarly journals The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability

2022 ◽  
Vol 11 (1) ◽  
pp. 141-150
Author(s):  
Wafa’ A. ◽  
Moath Khalaf
Keyword(s):  
English Language Learners ◽  
Critical Thinking ◽  
Language Learners ◽  
Reading Ability ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
And Control

<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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