scholarly journals Smartphone Applications as a Teaching Technique for Enhancing Tertiary Learners' Speaking Skills: Perceptions and Practices

2019 ◽  
Vol 14 (09) ◽  
pp. 74
Author(s):  
Mohammed Abdulgalil Abugohar ◽  
Kamariah Yunus ◽  
Radzuwan Ab Rashid
Keyword(s):  
Adult Learners ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Group Discussion ◽  
Smartphone Applications ◽  
Teachers Perceptions ◽  
Digital Era ◽  
Teaching Technique ◽  
Oral Skills ◽  
Speaking Skills

Utilizing technology and the Internet to keep up with the 21st century language teaching and learning has become trendy in this digital era, highlighting promising features that are expected to tackle one of the most demanding crucial skills in English as a foreign language (EFL) context; yet a difficult one to master; that is, speaking English accurately, confidently and fluently. This study aims at investigating teachers’ perceptions and the current actual practices of utilizing a package of three categories of smartphone applications as a prescribed teaching technique with the purpose of fostering Saudi tertiary students' oral skills, correlating these perceptions with actual classroom practices. Adopting a mixed-mode approach, the data for this study were gleaned from two data collection instruments– an electronic questionnaire designed using SurveyMonkey as a platform, and encoded data from focus group discussion. On receiving 45 complete responses, the IBM SPSS (V24.0) was used to do the statistics, whereas the data from the discussion were thematically analysed. The findings revealed that the majority of participants have high, inspiring positive perceptions of using smartphone applications in teaching speaking. Based on the data obtained, it is concluded that despite EFL teachers' high positive perceptions of smartphone applications used for promoting adult learners' speaking skills, classroom practices reveal weaknesses and insufficient actual experiences. Pedagogically, the study recommends innovating, implementing, and integrating smartphone applications in teaching oral skills, along with drilling teachers and learners on how to effectively utilize them.

scholarly journals Strategies in Online Speaking Classroom in the Time of Covid-19: A Descriptive Study at Tertiary Level

2021 ◽  
Vol 5 (2) ◽  
pp. 259
Author(s):  
Zelvia Liska Afriani ◽  
Valisneria Utami
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Structured Interview ◽  
Teaching Staff ◽  
Tertiary Level ◽  
Face To Face ◽  
Descriptive Research ◽  
Mobile Phone Applications ◽  
Face To Face Learning ◽  
Speaking Skills

Recently, the Covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. This study aims to analyze the strategies applied by teachers at the tertiary level in the time of Covid-19. The researchers employed a descriptive research design conducted in one of the Islamic universities at Bengkulu. The subjects were two English as a foreign language (EFL) teaching staff who taught speaking skills at the beginner level. The data was obtained through a semi-structured interview. The observation was also done during one semester, where the researchers took part in the online classrooms. After the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. The findings revealed that the English teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. The strategies are lecturing, role-play, online group discussion, simulation, and drilling. They are blended with WhatsApp Group, Google Classroom, Zoom, and Instagram. Even though the learning process can be managed in this pandemic, face-to-face learning is still favorable.

scholarly journals The Effectiveness of Oral Assessment Techniques Used in EFL Classrooms in Saudi Arabia From Students and Teachers Point of View

2019 ◽  
Vol 12 (5) ◽  
pp. 1
Author(s):  
Asma F. Alharbi ◽  
Radhi S. Surur
Keyword(s):  
Teaching And Learning ◽  
Point Of View ◽  
Language Performance ◽  
King Saud University ◽  
Oral Assessment ◽  
Efl Teachers ◽  
Learning Programs ◽  
Assessment Techniques ◽  
Oral Skills ◽  
Speaking Skills

Assessing learners’ oral skills are considered as a crucial process in most EFL teaching and learning programs. However, it can be challenging for teachers to make a valid, reliable, and fair assessment. This study aimed to investigate Saudi college students’ and teachers’ point of views toward the effectiveness of oral assessment techniques used to assess learners speaking-skills in the EFL classroom. Two different questionnaires were administered to 12 EFL teachers and forty-two students’ who are majoring in English at the Languages and Translation College at King Saud University. Both quantitative and qualitative data were collected from respondents, treated statistically, analyzed and revealed in the following sections. The findings of the study revealed that EFL teachers are using a variety of communicative oral assessment techniques and are utilizing effective assessment procedures in assessing their students’ speaking skills. For students, the results revealed that students are generally satisfied with the assessment techniques and procedures that, teachers use in assessing their language performance. Recommendations and suggestions are offered for all concerned parties.

scholarly journals THE EFFECTIVENESS OF FILM REVIEW IN ENHANCING STUDENTS’ ENGLISH SPEAKING SKILLS

2021 ◽  
Vol 6 (41) ◽  
pp. 23-37
Author(s):  
Nor Dawirah Rahman ◽  
Anna Lynn Abu Bakar ◽  
Wan Hurani Osman ◽  
Mohammad Aqmal Hafidz Musa
Keyword(s):  
Teaching And Learning ◽  
Film Review ◽  
Group Discussion ◽  
Online Questionnaire ◽  
Teacher Researcher ◽  
Group Members ◽  
English Speaking ◽  
Power Point ◽  
Motivation And Confidence ◽  
Speaking Skills

This study highlighted the effectiveness of film review in enhancing English speaking skills among students at the tertiary level. The population involved was 30 students from an Essential Communication Skills class at Universiti Malaysia Sabah. There were two parts of film review carried out for this study, namely, Part 1: Individual Film Review Presentation and Part 2: Group Discussion and 2 weeks prior, the teacher-researcher provided materials such as examples of vocabularies, grammars, phrases and sentences students could use to describe film genres, characters, themes, recommendations and criticisms in their film review. For Part 1 of the film review, in groups of 5, individual students orally presented the review of their chosen film whilst showing their power point slides whereas for Part 2, they gave ideas and opinions on the best film of those presented by their group members. The objective of this study was to identify students’ perceptions on the effectiveness of film review in enhancing their English-speaking skills. To accomplish that objective, this study employed a survey research design and the instrument utilised in the data collection was an online questionnaire comprising 10 questions on students’ perceptions on English film watching and review which was administered to 30 respondents. The data was then analysed using a google form spreadsheet and presented in pie charts and bar graphs. The findings depicted that students perceived that film review enhanced their English-speaking skills in the aspects of motivation and confidence in speaking simple English and applying appropriate English grammars, vocabularies, pronunciation, intonation, and conversational phrases in expressing ideas and opinions. They also opined that English subtitles in films and guidance from educators in reviewing films contributed positively to the development of their English-speaking acquisition as well as deduced that film review was an effective English learning tool. These positive findings hence signalled that the teaching and learning of English through films should be sustained in the future. It is recommended that future studies include larger numbers of respondents and interviews of students and teachers to obtain more holistic findings on the film review effectiveness towards students’ English-speaking competency. Other interesting topics to be studied are the challenges encountered by both learners and educators in the teaching and learning of English through films and ways to overcome them.

scholarly journals Blended Learning Voice: Students’ Perceptions Of Mid Transitioning Into Digital Needs Of Academic Reading

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Lilies Youlia Friatin ◽  
Etika Rachmawati ◽  
Ratnawati Ratnawati
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Educational Innovation ◽  
Digital Learning ◽  
Academic Reading ◽  
Quality Of Higher Education ◽  
Digital Era ◽  
Voice Students

Blended learning is one of the e- learnings to be concerned its improvement and it can not be apart from the digital learning practices. Moreover, the application of blended learning itself is such of educational innovation in the 21st century era not only in Indonesian setting but also in the worldwide spread. In fact, the deployement of blended learning which is covered by e-learning in Indonesia is not good enough in higher education setting. The present study investigated students’ perception of applying it in an academic reading class as  part of demand in digital era. The descriptive study was employed to analyze the students’ questionnaire toward the application of blended learning during classroom practices with the 30 participants took part in the research. The students’ positive responses and interpretation from students revealed of implementation of it though some troubles occured during teaching and learning process. From the result of the data, it indicates that blended learning can be one of the educators’ choices of classroom practices in order to improve the quality of higher education and it provides  innovation of education in digital era. The study  provides the limitations and pedagogical suggetions.

scholarly journals AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN

2020 ◽  
Vol 11 (1) ◽  
pp. 163-173
Author(s):  
MARTA GARCÍA-SAMPEDRO ◽  
SUSANA AGUDO PRADO
Keyword(s):  
Second Language ◽  
United Kingdom ◽  
Educational Philosophy ◽  
Teaching And Learning ◽  
Teachers Perceptions ◽  
Affective Factors ◽  
Professional Experiences ◽  
Primary And Secondary Education ◽  
The United Kingdom ◽  
Oral Skills

Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.

scholarly journals Coffee and Collaboration: A Tean Approach to Talking Learner Challenges

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Shirley Kendrick ◽  
Max Vecchiarino
Keyword(s):  
Teaching And Learning ◽  
Classroom Practices ◽  
Group Discussion ◽  
Ministry Of Education ◽  
Education Professionals ◽  
Individual Learner ◽  
School Based ◽  
Learner Profile ◽  
And Performance ◽  
Inclusive Schooling

The focus of this issue of Teaching and Learning, "Boys and Literacy," is an example of an education concern defined within the context of "authentic inclusive schooling and excellence for all" as defined by the Ontario Ministry of Education. Professionals interested in improving achievement and performance objectives related to student and school based learning and who regularly seek out opportunities to engage in group discussion and collaboration are often able to bring about change within the education environments they are employed. In the instance at hand, boys and literacy it is now more fully understood that beside planning for the host of learner contingencies that contribute to an individual learner profile, gender and socio economic influences and or differences need to be understood within the context of identifying learner challenges and needs. And that they be interpreted and represented in terms of successful classroom practices.

scholarly journals Character education in English subject: Teachers' perceptions and strategies

2020 ◽  
Vol 5 (2) ◽  
pp. 127-134
Author(s):  
Luluk Aulia Aghni ◽  
Machdalena Vianty ◽  
Ismail Petrus
Keyword(s):  
High School ◽  
Character Education ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Group Discussion ◽  
Learning Program ◽  
Teachers Perceptions ◽  
The Right ◽  
Document Review ◽  
English Subject

Character education is a purposeful, proactive attempt to develop good character in students or, more simply, to teach students about the right and the wrong. In relation to character education, the purposes of this study were to find out teachers’ perceptions on character education and their strategies to implement it in the classroom. In addition, this study also investigated the teachers’ problems in implementing character education and their proposed solution. The participants of this study were two teachers of English at one of public senior high school in Palembang and the students from two classes which taught by the two teachers. The data of this study were collected through questionnaire, interviews, classroom observation and document review. The result of this study showed that the teachers agreed that character education was important to be applied during teaching and learning program through the strategies such as group discussion or individual assignment. Students’ personal characters and behaviors stated by the teachers as the problem in teaching the character education and having a communication with students and observing them during teaching and learning process were mention as the ways to solve the problem.

scholarly journals Enhancing Students' English Speaking Skills through Web-Based Teaching

2020 ◽  
Vol 3 (2) ◽  
pp. 90-104
Author(s):  
Irfan Suryana ◽  
Vicky Hidantikarnillah ◽  
Ikmi Nur Oktavianti
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Interdisciplinary Approach ◽  
Web Based ◽  
Effective Strategies ◽  
Digital Era ◽  
Class B ◽  
English Speaking ◽  
The Web ◽  
Speaking Skills

Teachers play a very important role in the teaching and learning process. They should utilize effective strategies that are included in classroom management. In this digital era, the teachers should adjust their methods in delivering or explaining the materials for the students. One of the technology is the web. The aim of this study is to investigate the teacher’s perceptions of using the web to enhance students’ English speaking skills. This study was under phenomenological qualitative research and characterized by an interdisciplinary approach, especially education and technology.  The direct personal interview was utilized to obtain the information from the teacher. The survey encompasses twelve questions that become different categories and was done in eight grades of class B in SMP Negeri 3 Pleret. The results showed that teaching speaking using the web can effectively enhance the students’ English speaking skills and the students give positive reactions regarding this method.

scholarly journals Investigation of Saudi Teachers’ Perceptions of Teaching and Learning after a 12-month Professional Development Programme in Australia

2020 ◽  
Vol 45 (7) ◽  
pp. 15-44
Author(s):  
Gosia Klatt ◽  
◽  
Amy Berry ◽  
Anne Suryani ◽  
Veronica Volkoff ◽  
...  
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Home Country ◽  
Development Programme ◽  
Teachers Perceptions ◽  
Professional Development Programme ◽  
Perceptions Of Teaching

This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.

scholarly journals LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES

2020 ◽  
Vol 3 (3) ◽  
pp. 163
Author(s):  
Yentri Anggeraini
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
New Technology ◽  
Group Discussion ◽  
English Teachers ◽  
School Practices ◽  
Positive Effects ◽  
Workshop Training ◽  
Teacher Professional

The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.

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