Podcasting as a Next Generation Teaching Resource

Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

Empirical studies on foreign language learning and teaching in China (2008–2011): A review of selected research

Language Teaching ◽

10.1017/s0261444813000414 ◽

2013 ◽

Vol 47 (1) ◽

pp. 56-79 ◽

Cited By ~ 13

Author(s):

Xuesong (Andy) Gao ◽

Yanyi Liao ◽

Yuxia Li

Keyword(s):

Language Learning ◽

English Language ◽

Empirical Studies ◽

Foreign Language Learning ◽

Language Teachers ◽

Language Performance ◽

Learning And Teaching ◽

Wide Range ◽

Research Scholarship ◽

Teachers Professional Development

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.

PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ REFLECTIONS ON COOPERATIVE ASSESSMENT

European Journal of Alternative Education Studies ◽

10.46827/ejae.v6i2.3866 ◽

2021 ◽

Vol 6 (2) ◽

Author(s):

Mustafa Zülküf Altan

Keyword(s):

Cooperative Learning ◽

Language Learning ◽

English Language ◽

Foreign Language Learning ◽

Language Teachers ◽

Social Skill Development ◽

Final Exam ◽

Learning And Teaching ◽

Academic Year

Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers’ reflections on Cooperative Assessment used as part of the final exam for “Individual Differences in Foreign Language Learning” course in Fall Semester of 2018-2019 academic year. Article visualizations:<img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" />

IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH GUIDED GRAMMAR IN POLITEKNIK KELAPA SAWIT BEKASI

Scope Journal of English Language Teaching ◽

10.30998/scope.v3i2.3402 ◽

2019 ◽

Vol 3 (2) ◽

pp. 109

Author(s):

Luluk SETYOWATI

Keyword(s):

Language Learning ◽

English Language ◽

Language Teachers ◽

Technology Program ◽

Communicative Skills ◽

Learning And Teaching ◽

The Social ◽

Long Time ◽

Active Communication

Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

Language Testing in Asia ◽

10.1186/s40468-021-00143-4 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Nasim Ghanbari ◽

Sima Nowroozi

Keyword(s):

Language Learning ◽

Online Teaching ◽

English Language ◽

Language Teachers ◽

Online Assessment ◽

Learning And Teaching ◽

Long Run ◽

Integration Of Technology ◽

AbstractFor many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.

Teaching Phonetics Using A Mobile-Based Application in an EFL Context

European Scientific Journal ESJ ◽

10.19044/esj.2018.v14n14p189 ◽

2018 ◽

Vol 14 (14) ◽

pp. 189

Author(s):

Haggag Mohamed Haggag

Keyword(s):

Preservice Teachers ◽

Language Learning ◽

English Language ◽

Language Teachers ◽

Satisfaction Scale ◽

Efl Context ◽

Mobile Assisted Language Learning ◽

Efl Teachers ◽

Faculty Of Education

Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It deals with how to design the program, implement it and test its results. Participants of the study were (23) pre-service English language teachers at Hurghada Faculty of Education, South Valley University, Egypt. Instruments of the study included a mobile based phonetics module, English phonetics achievement Test and an English Satisfaction scale. Results showed a development in participants' achievement at the level (0.01) in mastering the segmental elements (Phonemes identifications- consonants classificationvowels classification). Participants showed their satisfaction of the application through their positive feedback and responses to the items of the questionnaire

Learning From Collaborative Teacher Development in an EAP/ESP Context

Journal of language and Education ◽

10.17323/2411-7390-2016-2-1-72-78 ◽

2016 ◽

Vol 2 (1) ◽

pp. 72-78

Author(s):

Elena Velikaya

Keyword(s):

Teacher Development ◽

Research University ◽

English Language ◽

Language Teachers ◽

Clear Understanding ◽

Peer Observation ◽

Collaborative Process ◽

Wide Range ◽

Almost All

‘Collaborative teacher development is an increasingly common kind of teacher development found in a wide range of language teaching contexts’. Teachers can collaborate with other teachers in writing materials, books, doing research, and analysing observed lessons. Even the format and the content of a teaching journal can be developed in cooperation with other colleagues. The article reports on collaborative teacher development of English language teachers at the National Research University Higher School of Economics (NRU HSE) in Moscow, Russia. The study used a survey to investigate needs for teacher development at NRU HSE. Findings reveal that not all teachers practise self-observation; many teachers believe that feedback must be personal; the majority of teachers find peer observation subjective; almost all teachers have teaching journals but their understanding of what a teaching journal is seems to be erroneous. These results indicate that without a clear understanding of the listed above issues and their implementation in a given context professional development can hardly be possible. The author analyses the results of this research and makes suggestions about teacher development as a continuous and collaborative process.

Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era

Journal of language and Education ◽

10.17323/jle.2020.10563 ◽

2020 ◽

Vol 6 (3) ◽

pp. 173-184

Author(s):

Quang Nguyen Nhat ◽

Hung Bui Phi

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

English Language ◽

Language Teaching ◽

Critical Discussion ◽

Language Teachers ◽

English Language Teaching ◽

Learning And Teaching ◽

This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

RESEARCH METHODS FOR ENGLISH LANGUAGE TEACHERS.Jo McDonough and Steven McDonough. London: Arnold, 1997. Pp. vii + 262. $19.95 paper.

Studies in Second Language Acquisition ◽

10.1017/s027226310121105x ◽

2001 ◽

Vol 23 (1) ◽

pp. 125-126

Author(s):

John Hedgcock

Keyword(s):

Action Research ◽

Data Collection ◽

Language Learning ◽

Research Methods ◽

Quantitative Research ◽

English Language ◽

Language Teachers ◽

Learning And Teaching ◽

Qualitative And Quantitative ◽

Aimed at pre- and in-service ELT professionals, Research methods for English language teachers introduces basic premises of research in language learning and teaching. The authors approach qualitative and quantitative research from a reflective perspective, emphasizing techniques that guide and shape action research. The book presents an effective, reader-friendly survey of theoretical principles, data collection processes, and analytic procedures.

Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i06.12655 ◽

2020 ◽

Vol 15 (06) ◽

pp. 108

Author(s):

Saleh Al-Shehri

Keyword(s):

English Language ◽

English Education ◽

Language Education ◽

Teaching Experience ◽

Language Teachers ◽

Teachers Perceptions ◽

Positive Attitudes ◽

Vision 2030 ◽

Almost All

Several studies have discussed the potential of reforming the Saudi educational system in line with Vision 2030 announced in 2016. While some studies highlighted factors that can make transformation successful, reviewed studies proposed future plans on how educational reform can take place, i.e., studies that investigated the Vision’s educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal study is an attempt to investigate English language teachers’ perceptions of and attitudes about the Vision and whether they have experienced any remarkable educational changes in their own behavior and teaching practices. The study was conducted with 15 female in-service English language teachers. Data was collected in two phases to reveal any change in teachers perceptions over time. The study concluded that almost all participants held positive attitudes toward Vision 2030. However, there was not a correlation between teachers' perceptions and actual teaching experience in terms of pedagogical and technological perceptions and the Vision's implications.

Ideal Classroom Setting for English Language Teaching Through the Views of English Language Teachers (A Sample from Turkey)

English Language Teaching ◽

10.5539/elt.v13n3p31 ◽

2020 ◽

Vol 13 (3) ◽

pp. 31

Author(s):

Canan Demir Yıldız

Keyword(s):

High Schools ◽

Foreign Language ◽

Language Learning ◽

Classroom Environment ◽

English Language ◽

Language Education ◽

Language Teachers ◽

English Language Teaching ◽

Classroom Setting ◽

English is the most common foreign language given as a class in Turkey. Although English language education has been given for many years, it is seen that there is not a desired result yet. There are many factors that affect this situation such as language, program, method, language education policies, teacher, and student. One of the factors affecting language education is the pysical classroom setting. Within this context, it is searched for ideal classroom setting in language education at high schools. 22 English language teachers from 9 different high schools participated in the study. Views of teachers were reported to Word and analyzed through content analysis. In the context of the current research, it is stated that there are some technological problems, the areas where foreign language materials are exhibited in the classroom environment are limited, and the classrooms do not allow different seating arrangements. According to English language teachers, it was stated that there should be technological equipment and hardware in an ideal language learning setting, there should be sufficient areas for displaying visual materials, furniture should be flexible and classroom population should be at an ideal level.