scholarly journals Revisiting Computer-Assisted Language Teaching: What Else Do Tertiary-Level EFL Teachers Need to Know?

2021 ◽  
Vol 16 (15) ◽  
pp. 226
Author(s):  
Xiaodong Zhang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Computer Assisted ◽  
Efl Context ◽  
Interactive Spaces ◽  
Efl Teachers ◽  
Technological Level ◽  
Learning Interest ◽  
Technological Affordances ◽  
The Relationship

Computer-assisted language teaching (CALT) is widely used in teaching English as a foreign language (EFL) in college. As illustrated by the existing research, CALT is valuable in that it can leverage technological affordances (e.g., multimodal resources or interactive spaces) in motivating students’ learning interest. However, beyond the technological level, CALT treats language (i.e., vocabulary and grammar) separately from content de/construction (e.g., questions-based content comprehension). This means that to further improve CALT in the EFL context, the students’ understanding of the relationship between language and content, which contributes to the success of literacy activities, must be fostered pedagogically. As such, this paper introduces systemic functional linguistics and argues for its use as a complementary tool for students’ improved engagement in CALT. It also offers recommended practices for teachers in this regard.

scholarly journals EVOLUÇÃO DO USO DO COMPUTADOR NO ENSINO DE LÍNGUAS

2003 ◽  
Vol 59 ◽  
Author(s):  
Francisca Helga Savir Moreira
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Instructional Resource ◽  
Learning Contexts ◽  
The Relationship

Uma série de teorias de ensino e aprendizagem vêm sucessivamente delineando e informando o ensino de segunda língua e língua estrangeira, refletindo diferentes concepções sobre o que significa aprender e propondo respostas às necessidades de diferentes contextos de aprendizagem. Ao longo dos últimos anos, o computador vem sendo incorporado a esse cenário, firmando-se enquanto instrumento pedagógico potencialmente facilitador do aprendizado. O presente trabalho visa explorar o entrelaçamento entre as teorias acima citadas e o assim chamado ensino de línguas assistido por computador (área conhecida internacionalmente como CALL – Computer-Assisted Language Learning). A fim de demarcarmos mais claramente a relação entre teorias de ensino de línguas, métodos e abordagens de ensino e o uso do computador enquanto recurso didático, usaremos a divisão do desenvolvimento da CALL em três fases, segundo Warschauer (1996): behaviorista, comunicativa e integrativa. Abstract A series of theories has successively been delineating and informing the teaching of second and foreign language, reflecting different conceptions on what it means to learn and proposing answers to the needs of different learning contexts. Over the last few years, the computer has been incorporated into this scenario, being established as a pedagogic instrument that can potentially facilitate learning. This paper intends to explore the weaving between the theories aforementioned and the so-called Computer-Assisted Language Learning (CALL). In order to outline more clearly the relationship among language teaching theories, methods and approaches and the use of the computer as an instructional resource, we will use the division of CALL’s development as proposed by Warschauer (1996): behaviorist, communicative and integrative.

scholarly journals Investigating the Relationship between Iranian EFL Teachers' Conformity to Postmethod Principles and Their Academic Success

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Khalil Motallebzadeh ◽  
Hanieh Garmabi ◽  
Mehri Bakhtiari Fayendari
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Pearson Correlation ◽  
T Test ◽  
Efl Context ◽  
Professional Success ◽  
Efl Teacher ◽  
Efl Teachers ◽  
High Level ◽  
The Relationship

In educational world, the language teaching pendulum is swinging away from methods to postmethod pedagogy although its actual emergence in some contexts is under doubt. The present study aims at pursuing whether Iranian English-as-a-Foreign-Language (EFL) teachers conform their teaching approach to postmethod principles and whether there exists a relationship between teachers' willingness and conformity to post-method pedagogy and their academic success perceived by their students. To this end, an exploratory study was undertaken with a sample size of 102 EFL teachers from a number of private institutes in Iran. The Postmethod |Pedagogy Questionnaire (PPQ) was employed to evaluate the teachers' level of willingness and conformity to the principles of postmethod pedagogy. In addition, the measures of the teachers' professional success were obtained via Characteristics of Successful Iranian EFL Teacher Questionnaire (CSIETQ) which was filled out by the participant-teachers' students. The analysis of one-sample T-test indicated that Iranian EFL teachers do not show significantly high level of willingness and conformity to the principles of postmethod pedagogy. In this regard, educational level does not play any significant influence on the teachers' conformity to postmethod principles, determined by the results of one sample T-test having been run on BA and MA teachers' postmethod conformity. The results of Pearson correlation coefficient demonstrated that there is a significant and positive relationship between conformity to postmethod pedagogy principles and professional success. The results offer implications and suggestions for pedagogical consideration within Iranian EFL context.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals The Importance of Developing our Teaching Philosophy as EFL Professionals

2012 ◽  
Vol 7 (2) ◽  
pp. 45-55
Author(s):  
Jorge Luis Espinoza Campos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learning Experiences ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Teaching Philosophy ◽  
Innovative Practice ◽  
Self Development ◽  
Efl Teachers ◽  
School Assignment

Creating our own teaching philosophy statement is an innovative practice, and it should be a meaningful part for teachers since it states the learning experiences, goals, beliefs, level of professionalism and self development among many other elements. Some teachers usually write a teaching philosophy statement just to carry out a school assignment or to complete their résumé. However, in real life, teachers do not often implement all the nice ideas that are stated in their teaching philosophy statement. The goal of this paper is to make EFL teachers reflect on the importance of developing this practice in the foreign language teaching field to show their learning and growth throughout time.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

scholarly journals Grammar in primary school EFL textbook activities: a corpus-driven study of their teaching nature and related cognitive implications

2017 ◽  
pp. 57-72
Author(s):  
Joaquín Gris Roca
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
Implicit Knowledge ◽  
Lower Number ◽  
Foreign Language Teaching ◽  
Young Learners ◽  
School Teaching ◽  
Efl Teachers ◽  
Explicit Teaching

One of the fundamental goals of Foreign Language Teaching might be the attainment of implicit knowledge, which underlies oral and written fluency. Textbook activities reflect different explicit and implicit teaching loads following the type of knowledge they are targeted at (explicit, implicit or both). EFL teachers’ implementation of activities can thus help or become a hindrance for the development of implicit knowledge. This study aimed to explore the explicit and implicit teaching nature of 100 activities taken from 10 EFL textbooks used in Spanish primary school teaching. The ultimate goal was to examine whether activities are designed taking into account young learners’ idiosyncratic way of learning. Findings revealed that most primary school EFL textbook activities tend to contain a lower number of activities mostly focused on explicit teaching.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

Exploring the benefits of collaborative prewriting in a Thai EFL context

2018 ◽  
Vol 23 (6) ◽  
pp. 685-701 ◽  
Author(s):  
Kim McDonough ◽  
Jindarat De Vleeschauwer ◽  
William J. Crawford
Keyword(s):  
Foreign Language ◽  
Collaborative Writing ◽  
Task Management ◽  
Efl Context ◽  
Student Talk ◽  
Content Organization ◽  
Writing Research ◽  
Text Features ◽  
The Individual ◽  
The Relationship

Although second language (L2) collaborative writing research has demonstrated that texts composed collaboratively are more accurate than individually-written texts, few studies have explored whether collaborative prewriting yields similar benefits. This study investigated whether collaborative prewriting, i.e. interacting with peers during the prewriting phase followed by individual writing, led to higher accuracy, complexity, or analytic ratings than individual prewriting. It also explored the relationship between these text features and student talk during collaborative prewriting. English L2 university students in Thailand ( n = 57) were randomly assigned to write a problem and solution paragraph with either collaborative or individual prewriting. Their texts were analysed in terms of accuracy (errors/word) and complexity (coordination and subordination), and were rated using analytic rubrics (content, organization, language). Transcripts of the collaborative prewriting discussions were analysed in terms of the topic of student talk (content, organization, language, task management, off-task talk). The results showed that the collaborative prewriting texts were more accurate and received higher ratings than the individual prewriting texts. Furthermore, there was a significant correlation between prewriting time and accuracy. Implications for the use of collaborative prewriting tasks in settings for English as a foreign language (EFL) are discussed.

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