STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

The Marketing Strategies and Applications of English Language Teaching (ELT) Programs via Distance Education

2011 ◽  
pp. 359-379
Author(s):  
Salih Usun ◽  
Sevki Komur
Keyword(s):  
Distance Education ◽  
21St Century ◽  
English Language ◽  
Language Teaching ◽  
Descriptive Study ◽  
Marketing Strategies ◽  
English Language Teaching ◽  
E Learning ◽  
Global Language

The main aim of this descriptive study is to review the marketing strategies and applications of English Language Teaching (ELT) programs via distance education. The study, firstly, introduces the role of English as a global language in the 21st century and the importance of marketing of English Language Teaching (ELT) programs, examines using ways of distance education and distance teacher training in ELT, and finally, presents the some sample of websites on marketing ELT programs and products via e-Learning.

Teacher engagement in research: Published resources for teacher researchers - Books from regional locations - Gregory Hadley (ed.). Action research in action, Singapore: SEAMEO Regional Language Centre (2003). Pp. iv + 54. ISBN 9971-74-081-8. - Gertrude Tinker Sachs (ed.). Action research in English language teaching. Hong Kong: City University of Hong Kong (2002). Pp. vii + 255. ISBN 962-442-227-3. - Books from governmental initiatives - Simon Borg (ed.). Classroom research in English language teaching in Oman. Oman: Ministry of Education, Sultanate of Oman (2006a). Pp. xii + 136. No ISBN. - Simon Borg (ed.). Investigating English language teaching and learning in Oman. Oman: Ministry of Education, Sultanate of Oman (2008). Pp. xiii + 166. ISBN 978-9948-03-769-9. - Kay Gallagher & Khadar Bashir-Ali (eds.). Action research and initial teacher education in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2007). Pp. 141. ISBN 978-9948-03-554-1. - Anne Warne, Michael O'brien, Zafar Syed & Mary Zuriek (eds.). Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2006). Pp. 124. ISBN 9948-03-246-2. - Books from international contexts - Simon Borg (ed.). Language teacher research in Europe. Alexandria, VA: TESOL (2006b). Pp. vii + 206. ISBN 978-1931-18-537-0. - Anne Burns & Jill Burton (eds.). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL (2008). Pp. vii + 249. ISBN 978-1931-18-547-9. - Christine Coombe & Lisa Barlow (eds.). Language teacher research in the Middle East. Alexandria, VA: TESOL (2007). Pp. vii + 209. ISBN 978-1931-18-541-7. - Thomas S. C. Farrell (ed.). Language teacher research in Asia. Alexandria, VA: TESOL (2006). Pp. vii + 209. ISBN 978-1931-18-533-2. - Leketi Makalela (ed.). Language teacher research in Africa. Alexandria, VA: TESOL (2009). Pp. vii + 124. ISBN 978-1931-18- 554-7. - Hedy M. Mcgarrell (ed.). Language teacher research in the Americas. Alexandria, VA: TESOL (2007). Pp. vii + 203. ISBN 978-1931-18-542-4.

2010 ◽  
Vol 43 (4) ◽  
pp. 527-536 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Sultanate Of Oman ◽  
Language Teacher ◽  
Colleges Of Technology

The Marketing Strategies and Applications of English Language Teaching (ELT) Programs via Distance Education

E-Marketing ◽  
2012 ◽  
pp. 1332-1352
Author(s):  
Salih Usun ◽  
Sevki Komur
Keyword(s):  
Distance Education ◽  
21St Century ◽  
English Language ◽  
Language Teaching ◽  
Descriptive Study ◽  
Marketing Strategies ◽  
English Language Teaching ◽  
E Learning ◽  
Global Language

The main aim of this descriptive study is to review the marketing strategies and applications of English Language Teaching (ELT) programs via distance education. The study, firstly, introduces the role of English as a global language in the 21st century and the importance of marketing of English Language Teaching (ELT) programs, examines using ways of distance education and distance teacher training in ELT, and finally, presents the some sample of websites on marketing ELT programs and products via e-Learning.

Digital literacies: A strategy of pedagogy for English language teaching to technical undergraduates

2021 ◽  
pp. 518-526
Author(s):  
Narendra Kumar Jangir ◽  
Amol R. Bute ◽  
Amit Bansode
Keyword(s):  
English Language ◽  
Engineering Students ◽  
New Literacies ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Language Skill ◽  
Traditional Classrooms ◽  
Rural Location ◽  
Teaching Language

English language teaching for the engineering students in under-develop colleges of rural location encounters challenges of resources. Even the task of imparting necessary language skills becomes difficult with the help of traditional classrooms. The syllabuses for professional courses are designed to comprehend the language skill to cop-up with the entire degree course and face the placement process towards the end of the course. Hence, the paper would be discussing the solution to the problem of the lack of facilities in teaching language to the professional undergraduates in under-develop colleges. It would also bring out the scope of discovering beyond basic software programs on the computer like Grammarly and Ginger, instead discusses the implication of new literacies in learning a language in the classroom of professional college.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

scholarly journals Relationship between Classroom Research, Teacher Research and Action Research

2021 ◽  
Vol 8 (2) ◽  
pp. 147-152
Author(s):  
Ajmal Shahim
Keyword(s):  
Action Research ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Research Work ◽  
Science Research ◽  
Language Teachers ◽  
Classroom Research ◽  
Action Analysis ◽  
Language Classrooms

Classroom Research, Teacher Research, and Action Research are three methods that are often misunderstood. Classroom analysis is research undertaken in language classrooms that reflects on participation in the lessons; the Research’s emphasis as well as the environment in which the data is obtained characterizes it. For language teachers and the discipline as a whole, doing classroom Research may be helpful. Teacher research is classified as research performed by the Teacher; in other words, the person who performs the thesis specifies it. The iterative cyclic procedures of preparing, behaving, observing, evaluating, and replanting are used in action analysis to address challenges and develop local practice. The aim of this analysis is to evaluate the distinctions between classroom research, Teacher research, and Action research, as well as familiarity with the research method in this field. The analysis of vague information in the field of science research, particularly research in the classroom, professorial research, and practical research in language teaching, is the product and result of the research work on this subject, which has added to the richness of this scientific – research essay.  Aim- Receiving correct and necessary knowledge on these three forms of Research in the field of English language and literature, as well as a brief summary of systematic and general research on classroom research, Teacher training, and Action research in language teaching classrooms.

scholarly journals QAR (QUESTION ANSWER RELATIONSHIP) AS AN ALTERNATIVE STRATEGY TO TEACH READING

2017 ◽  
Vol 2 (2) ◽  
pp. 101-123
Author(s):  
Sa’dulloh Muzammil
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Alternative Strategy ◽  
Teaching Reading

In English language teaching, teaching reading plays an important role, for reading is one of language skills. In order to succeed doing this activity, a teacher must be familiar and able to employ various teaching readingstrategies that can assist his/her students comprehend what they read. To check students’ reading comprehension, a teacher may propose several questions related to the texts being read. However, if the students have difficulties dealing with these reading comprehension questions, a teacher must be able to help them by introducing reading strategies to overcome the problems. QAR is one of reading strategies which is beneficial for a teacher to check students’ reading comprehension and frame reading question-answer activity in reading phases: pre-, while-, and post-reading; as well as to help students locate answers for the questions.

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

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