Making Language Learning More Inclusive

2020 ◽  
pp. 152-167
Author(s):  
María Bobadilla-Pérez ◽  
Lucía Fraga Viñas
Keyword(s):  
Language Learning ◽  
Extrinsic Motivation ◽  
English Language ◽  
English Language Learning ◽  
Written Production ◽  
Exam Preparation ◽  
Language Classroom ◽  
Post Test ◽  
The Impact ◽  
Gain Access

This chapter presents the results of a study conducted in a language classroom in Galicia (Spain). The course was sponsored by the local administration and addressed to unemployed students (n = 14; average age 47). The education in foreign languages of the participants in the ‘80s and ‘90s had been held back due to curricular needs to promote the use of the second official language, Galician. The extrinsic motivation for English language learning of the participants was their need to improve linguistic skills to re-gain access to the job market. It was observed that they were consistently underperforming during writing exam preparation tasks. In order to meet the needs of these students, it was decided to study the impact that the explanation of the assessment rubric had on learners' written production. Results of their performance in a pre-test were compared to the results in a post-test. The implementation of this strategy proved to be effective. By allowing the students to have knowledge of the rubric for the assessment of their writings, their fear was significantly reduced.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 331-338
Author(s):  
Zulfiqar Ali ◽  
Farzana Masroor ◽  
Tariq Khan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Attitudes ◽  
Important Variable ◽  
Gender Perceptions ◽  
Language Classroom ◽  
Language Classrooms ◽  
The Impact ◽  
English Language Classrooms

The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.

scholarly journals The use of Quizlet to enhance vocabulary in the English language classroom

2019 ◽  
pp. 304-309
Author(s):  
Salvador Montaner-Villalba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Design Research ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This research focuses on vocabulary acquisition in foreign language learning. The latest trends of teaching as well as the huge advance of technology allow teachers to utilize online and mobile applications through diverse apps. This quasi-experimental design research investigated Quizlet, in its mobile version, on vocabulary acquisition in English as a Foreign Language (EFL). One group of A2 (according to the Common European Framework of Reference for Languages) EFL learners at a state secondary school in Valencia (Spain) (N=24) participated in this study. Learners from the Treatment group (henceforth, T-group) underwent a pre-test and a post-test to assess their acquisition of the assigned vocabulary lessons which were extracted from the course syllabus. After utilizing Quizlet for vocabulary learning for the academic year 2017-2018, the results proved that these learners improved significantly their level of EFL vocabulary at the post-test. Accordingly, this research recommends utilizing Quizlet in its mobile version at secondary education.

scholarly journals Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

2019 ◽  
pp. 1-11
Author(s):  
Hamza Alshenqeeti ◽  
Grami Mohammad A. Grami
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Dynamic Assessment ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Listening Skills ◽  
Language Classroom ◽  
Post Test ◽  
The University

The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students’ results outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students’ listening skills.  Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.

scholarly journals The Impact of Kagan’s Cooperative Learning Structure (KCLS) on Grade 9 Students towards English Language Learning

2021 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Test Scores ◽  
English Language ◽  
Development Program ◽  
Control Group ◽  
Post Test ◽  
Brain Breaks ◽  
The Impact ◽  
English Subject

English subject has become very important in the context of Bhutanese education system. Owing to its importance in the era of modernization, the education ministry of Bhutan is providing professional development program in a form of training and workshops for all the English teachers to grow oneself professionally. Therefore the purposes of this study were to examine the learning achievement and investigate opinions of grade 9 Bhutanese students towards English subject by incorporating Kagans Cooperative Learning Structure (KCLS). The study was an experimental research and consisted of two groups pre-test post-test design at Kamji Central School under Chhuka district, Bhutan. A cluster random sampling was used to select two sections out of three sections with 38 students each in the experimental and the control groups. The quantitative data was analyzed using a pre-test and post-test scores while students’ reflective journal was analyzed using a coding system.The findings of the study showed a remarkable difference in the post-test scores. The mean scores of the control group and of the experimental group were 9.5 and 11.5 respectively. In addition,the student’s reflective journals revealed that the Kagans Cooperative Learning structure (KCLS) was interesting, provided with equal opportunities,enhanced active participation, and the brain breaks and cheers helped them keep themselves alert and boost retention level of learning.

scholarly journals The impact of visualization tools in distance english language learning: the experience of the russian university teachers

2021 ◽  
Vol 14 (33) ◽  
pp. e16111
Author(s):  
Tatyana Ilinichna Golubeva ◽  
Elena Vladimirovna Skudnyakova ◽  
Natalia Nikolaevna Kasatkina ◽  
Svetlana Vladimirovna Dandanova ◽  
Oxana Innokentyevna Dagbaeva
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Language Learning ◽  
English Language ◽  
Teaching Method ◽  
Educational Process ◽  
English Language Learning ◽  
Visualization Tools ◽  
The Impact ◽  
Educational Information

The article is aimed at a detailed examination of the prerequisites for the introduction of visual content into the educational process in the foreign language course during distance learning and at defining a list of prerequisites for its successful processing by students. The article proves that the search for new trends and approaches to education leads to new goals and new types of knowledge. All innovations in higher education contribute to the formation of a new image of future professionals. The relevance of the problems of higher education technologization is associated with the countless number of innovations, among which the authors single out the visualization of educational information in distance learning. The article shows the importance of visualization in distance education. The given technology includes both visual presentations of information and the development of visual thinking during the educational process. Educational material and an effective visual teaching method allow making the educational process interesting and non-standard and increasing students’ motivation to learn English. Thus, the visualization of educational information is a tool for distance learning technology. The article identifies the preferable visualization tools based on the survey of students based on the results of the use of visualization in distance English language learning. According to the summary of the results of distance English language learning, it is proposed to divide the visualization process into several stages.

scholarly journals The Impact of Training by Augmented Reality Technology on Creative Thinking and English-Language Learning Motivation of Students

2021 ◽  
Vol 13 (2) ◽  
pp. 1230-1237
Author(s):  
Masoumeh Bagherpur ◽  
Khatoon Vakili ◽  
Tahereh Emami ◽  
Slimeh Eimery
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Creative Thinking ◽  
English Language ◽  
Learning Motivation ◽  
Control Group ◽  
English Language Learning ◽  
Language Learning Motivation ◽  
Augmented Reality Technology ◽  
The Impact

This study aims to investigate the impact of training by Augmented Reality technology (AR) on Creative Thinking (CT) and English language Learning Motivation (LM) among nine middle-school female students. The objective here is purely practical and a semi-experimental method is employed along with control and experimental groups. The case consisting of two groups of 30 people (test and control) were chosen by multi-stage cluster sampling method. AR technology was tested for English lesson learning for the test group, while conventional methods were provided for the control group. Data collection tools were used to collected data from A) the AR technology for the English lessons being held in 8 sessions of 60 minutes, B) Welch standard CT questionnaires, and C) the learning motivation, as propounded by Kashif et al. The statistical analysis results indicated that education by the AR technology had a positive and significant impact on the LM, especially on such components as learning facilities, family support and participation, peer influence, student personality, and student CT.

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