scholarly journals Passion Project Journaling in the EFL Classroom

2020 ◽  
Vol 2019 (1) ◽  
pp. 383
Author(s):  
Judith Kambara
Keyword(s):  
Teacher Efficacy ◽  
Reference Data ◽  
Sense Of Self ◽  
Journal Entry ◽  
English Classes ◽  
Learner Agency ◽  
Long Course ◽  
Listening And Speaking ◽  
Student Journals ◽  
Limit Language

Judith Kambara Reference Data: Kambara, J. (2020). Passion project journaling in the EFL classroom. In P. Clements, A. Krause, & R. Gentry (Eds.), Teacher efficacy, learner agency. Tokyo: JALT. https://doi.org/10.37546/JALTPCP2019-45 Journaling activities in EFL classrooms, often based on prescribed journal prompts, are designed to elicit targeted grammar and vocabulary; however, prescribed prompts can be problematic because they lack a basis in reality and limit language structures available for use. After observing lackluster results with student journals based on prescribed topics, I introduced what I have termed passion project journaling in my 1st-year university English classes for general listening and speaking. Students were asked to journal extensively about topics in which they had a deep interest for the second of two 8-week terms in a semester-long course. Results showed marked increases in the average number of words per journal entry, range of language structures used, and topic engagement. Based on these results, I propose utilizing passion project journaling to increase students’ sense of self-efficacy and to grant learners the agency to acquire new vocabulary and language structures in meaningful contexts. 英語学習コースにおけるジャーナル活動は，通常、教員が決めたジャーナル・トピックに基づき，学習目標である文法や語彙を引き出すように設計されている。しかし，このようなジャーナル活動は，現実性を欠き，使用される言語構造も制限してしまう問題がある。筆者は，精彩を欠いたジャーナル活動を鑑み，筆者が担当している大学1年次のリスニング・スピーキングクラスに『パッション・プロジェクト・ジャーナリング』を導入した。これは，学生各々が強く興味をもつトピックで，学期の後半8週間，各自のジャーナルをまとめていく活動である。その結果，１ジャーナル当たりの使用語数，言語構造の幅が増加し，トピックについて積極的に関与する姿勢を示すように改善された。筆者は，『パッション・プロジェクト・ジャーナリング』を，学生達の目標達成意欲向上や、有意義な文脈で新しい語彙や文の構造を学ぶ主体的学習者とするために活用することを提唱する。

scholarly journals The Future and challenge of Pragmatics in English Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
English Classes ◽  
The Future ◽  
Language Competencies ◽  
Listening And Speaking

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals Using Tasks to Teach Communication Strategies

2020 ◽  
Vol 2019 (1) ◽  
pp. 364
Author(s):  
Kio Iwai
Keyword(s):  
Active Learning ◽  
Reference Data ◽  
Empirical Studies ◽  
Communication Strategies ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
Psychological Barriers ◽  
Communication Problems ◽  
Information Gap ◽  
Learner Agency

Kio Iwai Reference Data: Iwai, K (2020). Using tasks to teach communication strategies. In P. Clements, A. Krause, & R. Gentry (Eds.), Teacher efficacy, learner agency. Tokyo: JALT. https://doi.org/10.37546/JALTPCP2019-43 Active learning can be promoted by introducing activities that encourage negotiation of meaning among Japanese EFL learners. Negotiation of meaning is defined as interlocutors’ endeavors to repair communication problems through the use of a variety of communication strategies such as comprehension checks, confirmation checks, and clarification requests. Empirical studies suggest that communication strategies are teachable at least to a certain degree. The author designed four kinds of information-gap activities and tested them in eight classes (N = 54). Although some forms of negotiation of meaning were observed in every class, especially after the teacher’s feedback, students did not always use the strategies after the training. A questionnaire revealed that some students think negotiation of meaning is difficult. Others are afraid of annoying their interlocutors by negotiating meaning. Analyzing cultural and psychological barriers might offer a new avenue for developing students’ ability to use communication strategies. アクティブラーニングは、日本人EFL学習者に意味交渉を促す活動を紹介することにより推進することができる。意味交渉とは、対話者が伝達上の問題を修復しようとする努力を指し、理解度チェック、確認チェック、明確化要求などの様々な伝達方略を介して行われる。実証的研究により、伝達方略は少なくともある程度までは教授可能であることが示されている。著者は４種類のインフォメーション・ギャップ活動を考案し、8クラス（N = 54）において試行した。どのクラスにおいても、特に教師のフィードバック後に何らかの意味交渉が認められたが、学生達は訓練後も必ずしもこのストラテジーを使うとは限らなかった。アンケートの結果、意味交渉は難しいと考える学生や、対話者が嫌がるといけないから意味交渉をしない学生がいることがわかった。文化的、心理的な障壁を分析することで、学生の伝達方略能力向上への新しい道が拓けるかもしれない。

scholarly journals Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 72-81
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

Modern Strategies And Innovative Technologies In Teaching English Vocabulary

2020 ◽  
Vol 02 (12) ◽  
pp. 66-71
Author(s):  
Dalieva Madina Habibullaevna ◽  
Keyword(s):  
Computer Technology ◽  
Main Task ◽  
Teaching English ◽  
Reading And Writing ◽  
Innovative Technologies ◽  
Speech Activity ◽  
English Classes ◽  
Lexical Skills ◽  
Listening And Speaking ◽  
Linguistic Means

The article deals with the issues based on implementation of modern strategies and innovative technologies in teaching vocabulary in English classes. The development of lexical skills for their subsequent inclusion in students' speech activity is the main task in mastering vocabulary. The use of computer technology in the formation of lexical skills significantly enhances the effectiveness of this process. Vocabulary in the system of linguistic means is the most important component of speech activity: listening and speaking, reading and writing.

scholarly journals Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools

2017 ◽  
Author(s):  
Paula Antoinette Charbonneau-Gowdy ◽  
Danisa Thamara Salinas Carvajal
Keyword(s):  
Social Media ◽  
Lifelong Learning ◽  
Sense Of Self ◽  
Self Directed Learning ◽  
Lifelong Learners ◽  
Use Of Technology ◽  
Directed Learning ◽  
Learner Agency ◽  
Use Of Social Media ◽  
Learner Identities

Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural norms, not to mention resistance to technology adoption often stand in the way of learner agency and evolving self-directed learner identities, we focussed on pre-service teachers as a strategic step in changing these trajectories. Our results were encouraging in that for this group of participants there was evidence of change not only in responsibility for learning but in a metacognitive awareness of ‘how’ to learn – key ingredients in reaching personal and professional potential. We conclude that the use of technology needs to be re-conceptualized as not only an information provider but as a key player in constructing self-directed, lifelong learners. Keywords: self-directed learning, social media, lifelong learning, Teacher Education, ICT, learner identities    

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Clausal Density Between Ages 4 and 9 Years for the Edmonton Narrative Norms Instrument: Reference Data and Psychometric Properties

2020 ◽  
pp. 1-15
Author(s):  
Ling-Yu Guo ◽  
Phyllis Schneider ◽  
William Harrison
Keyword(s):  
Diagnostic Accuracy ◽  
Psychometric Properties ◽  
Language Impairment ◽  
Reference Data ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Criterion Validity ◽  
Likelihood Ratios ◽  
Generation Task ◽  
Sensitivity Specificity

Purpose This study provided reference data and examined psychometric properties for clausal density (CD; i.e., number of clauses per utterance) in children between ages 4 and 9 years from the database of the Edmonton Narrative Norms Instrument (ENNI). Method Participants in the ENNI database included 300 children with typical language (TL) and 77 children with language impairment (LI) between the ages of 4;0 (years;months) and 9;11. Narrative samples were collected using a story generation task, in which children were asked to tell stories based on six picture sequences. CD was computed from the narrative samples. The split-half reliability, concurrent criterion validity, and diagnostic accuracy were evaluated for CD by age. Results CD scores increased significantly between ages 4 and 9 years in children with TL and those with LI. Children with TL produced higher CD scores than those with LI at each age level. In addition, the correlation coefficients for the split-half reliability and concurrent criterion validity of CD scores were all significant at each age level, with the magnitude ranging from small to large. The diagnostic accuracy of CD scores, as revealed by sensitivity, specificity, and likelihood ratios, was poor. Conclusions The finding on diagnostic accuracy did not support the use of CD for identifying children with LI between ages 4 and 9 years. However, given the attested reliability and validity for CD, reference data of CD from the ENNI database can be used for evaluating children's difficulties with complex syntax and monitoring their change over time. Supplemental Material https://doi.org/10.23641/asha.13172129

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