Podcasts in Four Categories

2011 ◽  
pp. 176-195 ◽  
Author(s):  
Ulugbek Nurmukhamedov ◽  
Randall Sadler
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Language Instruction ◽  
Language Teachers ◽  
Learning Activities ◽  
General Audience ◽  
Discrete Category ◽  
Language Instructors

Language instructors often struggle to find useful and learner-friendly podcasts to supplement their language instruction. In an attempt to address this issue, we examined a number of podcasts for their applicability for use in teaching vocabulary and language. Based on this analysis, we identified four categories of podcasts that are useful for the learning process: 1) Discrete Category, 2) ESL-Focused, 3) General Audience, and 4) Superpodcasts. In this chapter, we discuss each category of podcast, providing several examples, and then we explore the strengths and weaknesses of each variety. Finally, we offer pedagogical suggestions to demonstrate ways in which language teachers can effectively use the podcasts to organize both in- and out-of-class language learning activities. As a supplement to the chapter, a wiki is also available that includes a number of podcasts covering a variety of languages: http://languagepodcasts.pbworks.com/

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

Open Up the Classroom

2018 ◽  
pp. 22-46
Author(s):  
Hélène M. Andrawiss-Dlamini ◽  
Donata Puntil
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Teaching ◽  
Visual Media ◽  
Language Teachers ◽  
Effective Learning ◽  
Video Clips ◽  
Teachers Experiences ◽  
Language Courses ◽  
Language Instructors

Language instructors strive to provide students with a language learning environment that is authentic and contextualised. This chapter encourages teachers to step out of the textbook and integrate audio visual media in language courses. It highlights the pedagogical benefits of these resources and addresses the possible challenges language instructors may face. Bringing examples from two languages (French and Italian), the chapter aims at providing guidance to all language teachers in using film excerpts and video clips in their teaching. With a focus on lower levels (A.2 to B1), it showcases how these tools can be implemented, detailing the criteria to take into consideration in planning the lessons. Three detailed examples are provided with the objective of enabling effective learning. The last section of the chapter reflects on the use of audio visual media in language teaching and offers insights from the learners as well as the teachers' experiences.

scholarly journals Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

2020 ◽  
Vol 15 (02) ◽  
pp. 4
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
Teacher Perception ◽  
Language Instruction ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Foreign Language Instruction ◽  
Academic Environments ◽  
Technological Advances ◽  
Teachers And Students ◽  
Feasible Solutions

Mobile technologies appear to be gaining in popularity regarding foreign language instruction they have recently proliferated in academic environments. M-learning opens up new possibilities and opportunities for both teachers and students, and it is inevitable that methodological approaches to pedagogy and ways of teaching foreign languages are accordingly adjusted and reevaluated. Despite the numerous significant advantages mobile technologies offer, scholars and educators have to take into consideration some barriers and limitations in this respect, and respond to both existing and future challenges. Moreover, the studies on MALL (mobile-assisted language learning) seem to be predominantly focused on benefits of specific technological advances when the advantages of MALL are discussed. This article attempts to present a critical review of the literature which deals with MALL as further research and exploration in this area is necessary, especially with regard to challenges and barriers language teachers face when m-technologies are employed. Three major drawbacks related to using mobile technologies in teaching are predominantly discussed, namely learner distraction, cheating, and teacher perception and readiness. Moreover, proposing feasible solutions to the challenges and barriers is also discussed in the article.

PACALL

2013 ◽  
Vol 11 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Bin Hou ◽  
Hiroaki Ogata ◽  
Toma Kunita ◽  
Mengmeng Li ◽  
Noriko Uosaki
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Daily Life ◽  
Learning Activities ◽  
Ubiquitous Learning ◽  
Learning Content ◽  
Digital Record ◽  
Learning Log

The authors’ research defines a ubiquitous learning log (ULLO) as a digital record of what a learner has learned in the daily life using ubiquitous technologies. In their previous works, the authors proposed a model named LORE (Log – Organize – Recall – Evaluate) to describe the learning process of ULLO and developed a system named SCROLL to implement this model. This paper focuses on Log among 4 factors in LORE and proposed a passive way to log ULLOs. They use SenseCam to capture a learner’s learning activities and propose a system named PACALL to support reflection of what s/he has seen. This system filters bad photos that taken by SenseCam and helps learner find learning content. The author use this system in language learning and help learners learn the foreign name of objects around.

scholarly journals The Relationship of Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Aprilia Rosa
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Experiences ◽  
Learning Activities ◽  
Cognitive Aspect ◽  
The World ◽  
Teachers And Students ◽  
Mental Abilities ◽  
Relationship Of ◽  
The Relationship

In the world of education there is a learning process carried out by teachers and students. Without the learning carried out by the teacher, of course students will not gain knowledge and experience about various things. The learning process is basically to develop the activities and creativity of students, through various interactions and learning experiences. However, in practice it is often not realized that there are still many learning activities that are carried out which actually hinder the activity and creativity of students. The learning process in the classroom generally emphasizes the cognitive aspect, so that the mental abilities learned are mostly centered on understanding knowledge and memory materials. In such situations, students are usually required to accept what is considered important by the teacher and memorize it. Teachers generally don't like the learning atmosphere where the students ask a lot of questions outside the context being taught. Seeing such conditions, the activities and creativity of students are hampered or cannot develop optimally.

scholarly journals Technology-assisted foreign language learning (TALL) in the digital age

2020 ◽  
Vol 88 ◽  
pp. 02005
Author(s):  
Anna Melkonyan ◽  
Armine Matevosyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Foreign Language Learning ◽  
Digital Age ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Learning Software ◽  
The Way

The article goes along the lines of language learning in the digital age. Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Managing learning platforms, using learning software and educational apps effectively, designing complex web–based tasks are just a few examples of digital media use in the foreign language instruction of today’s schools. The article aims at showing of what types of skills and knowledge language teachers need to become digitally literate. Also we will focus on some challenges that an educator faces while teaching foreign language in the digital age.

scholarly journals How do foreign language teachers motivate students in language learning?

2020 ◽  
Vol 7 (1) ◽  
pp. 181-193
Author(s):  
Diana S Rahman ◽  
Wening Sahayu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Visual Method ◽  
Intrinsic And Extrinsic Motivation ◽  
Instrumental Motivation

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

scholarly journals Fun Ways in Learning English

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Nurul An-nisa ◽  
Tono Suwartono
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Teachers ◽  
Learning Activities ◽  
Language Learning Strategies ◽  
Important Thing ◽  
Learning English

To some, learning English appears to be complicated. In the academic contexts, students still get difficulties in learning English. Teachers as educatorsshould be creative in choosing the best method to teach the language. Learning strategies that are less fun or arguably boring do not improve students’ English skills, instead will only make students feel bored and lazy to learn. The most important thing is that students enjoy every learning process as something fun. It can help the students feel comfortable during the learning process. Fun learning activities will have an impact on improving students’ English abilities naturally. It helps students to reduce pressure during learning. Therefore, the ways of learning must be designed and adapted to the needs of students. This paper is non-research based. It means that the paper is about author’s perspective of how to learn English in fun ways. This article enlists several fun ways in learning English. So, the students can find their enjoyment in learning English.Keywords: Fun, Learning English, Strategies, Method

scholarly journals استراتجية " Every one is a teacher here"لترقية تعليم مهارة الكتابة

2017 ◽  
Vol 2 (3) ◽  
pp. 103-113
Author(s):  
M. Bashori
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Learning Activities ◽  
Writing Ability ◽  
Writing Skill ◽  
Teachers And Students

Keterampilan Menulis adalah salah satu keterampilan bahasa yang penting dalam kegiatan pembelajaran bahasa Arab. Fakta di lapangan menunjukkan bahwa proses belajar mengajar antara guru dan siswa mengalami kesulitan karena mereka masih kurang dalam kemampuan menulis bahasa Arab. Untuk itu, Pembelajaran Bahasa Arab membutuhkan adanya peningkatan untuk memberikan ketertarikan pada materi keterampilan Menulis. maka dipilihlah strategi Everyone Is A Teacher Here sebagai strategi pembelajaran untuk meningkatkan keterampilan menulis. Penelitian ini dilakukan dengan tujuan untuk mengetahui Penerapan strategi Everyone Is A Teacher Here dalam Meningkatkan Keterampilan Menulis. Writing Skills is one of the important language skills in Arabic learning activities. The facts on the ground show that the learning process between teachers and students is difficult because they are still lacking in Arabic writing ability. For that reason, Arabic Language Learning requires an improvement to give an interest in writing skills. the strategy of Everyone Is A Teacher Here is chosen as a learning strategy to improve writing skills. This research was conducted with the aim to know Application of Everyone Is A Teacher Here strategy in Improving Writing Skill

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