Promoting the Effectiveness of Language Teaching Through Online Academic Word Lists and Extensive Reading in the COVID-19 Pandemic

2021 ◽  
pp. 165-182
Author(s):  
Rifat Kamasak ◽  
Tugce Ezgi Soyaltin
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Language Teaching ◽  
Learning Performance ◽  
Extensive Reading ◽  
Online Class ◽  
Word Lists

Restricted online class times and limitations of online teaching along with the emotional and psychological challenges faced by students require adequate pedagogical implementations in the COVID-19 pandemic. In line with this requirement, while academic word lists can help students to focus on prioritised vocabulary, extensive reading can create a pleasant reading environment which might motivate students in unprecedented conditions. Thus, this study aims to propose some pedagogical suggestions such as academic word lists and extensive reading which might contribute to language learning performance of students in the COVID-19 pandemic.

scholarly journals Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

2021 ◽  
Vol 11 (11) ◽  
pp. 723
Author(s):  
Jose Belda-Medina
Keyword(s):  
Language Learning ◽  
Teacher Candidates ◽  
Online Teaching ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Multimodal Interaction ◽  
Student Interaction ◽  
Multimodal Communication ◽  
Mediated Communication ◽  
Computer Mediated

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.

scholarly journals LANGUAGE LEARNERS’ BEHAVIOUR AT MULTINATIONAL COMPANIES

2020 ◽  
Vol 5 (1) ◽  
pp. 97-105
Author(s):  
Szilvia Szabó
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching Methods ◽  
Online Teaching ◽  
Language Teaching ◽  
Multinational Companies ◽  
School Students ◽  
Flexible Form ◽  
Effective Form ◽  
Language Schools

In our digitalized world, foreign language skills are becoming vital in the life of multinational companies. In addition to traditional teaching methods, online teaching methods play an important role in language teaching. In this paper we try to compare the perceived effectiveness of online and offline teaching methods. We also aim to understand language learners’ behaviour, including their motivation, service provider choice, information sources considered in their choice and their willingness to pay. In this paper, we also examine the extent to which language learners are supported in everyday company teaching by the Eflow by SZABO online software, which can be used in a flexible form of education. A combined (online and paper-based) survey was conducted among language school students who are using Eflow by SZABO. To analyse the data, we have used descriptive statistics and factor analysis. We have found that language schools are considered to be the most effective form of language learning, closely followed by Eflow by SZABO. Individual learning is also seen as being more effective than learning in groups. The findings can be used by scholars and in throughout language teaching business too.

scholarly journals Online Language Teaching: Methods and Strategies, Possibilities and Opportunities

2021 ◽  
pp. 128-141
Author(s):  
Bharathi S. Rai ◽  
Rajeshwari M.
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Language Teaching ◽  
Virtual Classroom ◽  
Age Group ◽  
New Horizons ◽  
Training Methodologies ◽  
Language Teaching Methods ◽  
Insight Into

Online Teaching has been an effective method to meet a great number of learners at the global level. Learning this way leads the eager learners to find different ways to discover new horizons of knowledge. The online content of language learning has led many information seekers to concentrate on the acquisition of exuberant language skills. This paper study various methods and techniques that could be used to connect diverse information aspirants. Challenges are also being discussed in the existing eligible system for online language teaching. The virtual classroom here is designed with cyberspace to create a language learning atmosphere. The paper outlines the reasoning, design, including the use of these lesson plans that facilitate action and reflection across the learning cycle. The techniques and approaches set out in this paper will provide insight into the outcome of the initiative. This research also provides a look at the shots of online teaching. This study examines potential approaches and techniques and explores the wider possibilities and varied prospects for achieving the objective of helping the target group of students to achieve their goals. Possibilities have brought more benefits not only to the pupils, but also to the aspirants, irrespective of their age group. It also suggests some potential online training methodologies for teachers to take classes online.

The DOTS project: Developing Online Teaching Skills

2011 ◽  
Vol 44 (3) ◽  
pp. 403-404
Author(s):  
Ursula Stickler ◽  
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Language Teaching ◽  
Good Practice ◽  
Technical Information ◽  
Learning Context ◽  
Training Materials ◽  
Computing Skills ◽  
Online Spaces ◽  
Training Programmes

The use of online tools in educational settings has become ubiquitous, yet effective online teaching requires very specific skills. To provide teaching professionals with an opportunity to develop such skills in a language learning context, the DOTS project (http://dots.ecml.at) was launched with support from ECML. The team is currently creating an online resource in the form of a Moodle workspace populated with bite-size training activities. Through these activities, teachers and trainee teachers of languages who want to extend their teaching into online spaces can develop and enhance their skills. The training materials are by no means limited to technical information and advice, but aim to increase the pedagogic quality of online language teaching. The training kit will provide self-training materials and worksheets that can easily be integrated into existing language teacher training programmes. Communication tools will also be integrated to make the workspace an interactive platform for communication as well as a resource for training materials. This will include forums dedicated to different topics, wikis for collating examples of good practice, and links to other online training spaces. The materials and tools are suitable both for relative novices with basic computing skills and for more advanced users who want to exchange their views and share their expertise on online language teaching.

Applied Technology in an Interactive Design for a Web-Based Language Teaching System

2014 ◽  
Vol 886 ◽  
pp. 621-624
Author(s):  
Yi Fei Zhang ◽  
Chun Yan Ke
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Language Teaching ◽  
Learning System ◽  
Web Based ◽  
J2ee Platform ◽  
Applied Technology ◽  
Teaching Efficiency ◽  
Ideal Composition ◽  
Resources Sharing

Information applied technology has greatly promoted language teaching efficiency through resources sharing, distributing and optimizing. In order to demonstrate how to construct a highly efficient teaching platform with the help of J2EE platform, the paper analyzes an ideal composition of an online language learning system, illustrates the way in which designers create a harmonious online teaching environment from the aspect of MVC architecture and software choosing, setting forth an interactive model design for a web-based ELT system.

Digital language learning: Lessons learned from Japanese natives who became Japanese online teachers during the worldwide restrictions in 2020

2021 ◽  
Author(s):  
Stefanie Siebenhütter
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Native Speakers ◽  
Mother Tongue ◽  
Language Teaching ◽  
Personal Characteristics ◽  
Lessons Learned ◽  
Online Teachers ◽  
Advantages And Disadvantages ◽  
Digital Language

This qualitative study analyses 10 Japanese native speakers who became online teachers of Japanese during the COVID-19 restrictions in 2020. The data allow for deep qualitative analysis of native speakers and focus on the reasons for becoming a language teacher, circumstances forcing them to shift work and opportunity to continue or quit online teaching after the restrictions abate. The main questions discussed are (1) the motivation to continue with Japanese online teaching even when returning to a prior position is possible, (2) unexpected experiences while being a Japanese teacher and (3) advantages and disadvantages of teaching their mother tongue. The paper analyses Japanese teachers’ feelings, hopes and motivations related to their new profession and implications for further changes in language teaching, digital work and other areas of digital education. The evaluation demonstrated that the threshold for becoming a Japanese teacher has significantly decreased because of online platforms. However, long-term implementation depends on personal characteristics and determines whether untrained Japanese teachers succeed in their teaching activities and thus become a competition for trained Japanese teachers. The signs of a significant change in Japanese teaching are visible, but the human component cannot be ignored in digital language teaching.

scholarly journals PENERAPAN PENGGUNAAN PLATFORM DALAM PENGAJARAN BAHASA INGGRIS BERBASIS DARING

2020 ◽  
Vol 2 (1) ◽  
pp. 17-27
Author(s):  
Rina Husnaini Febriyanti ◽  
Hanna Sundari
Keyword(s):  
Language Learning ◽  
Community Service ◽  
Junior High School ◽  
Online Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Level ◽  
Service Activity ◽  
Community Language

AbstrakKegiatan pengabdian masyarakat yang dilakukan di SMPIT 20 Mei Raudlatussa'adah Depok dengan alamat Jl. Menpor No.64, Tugu, Kec. Cimanggis, Kota Depok, Jawa Barat 16451 No. Telp. 8773023 bertujuan untuk membagikan pengetahuan dan informasi mengenai penggunaan platform Zoom, Google Hangouts, dan Google Meet dalam pengajaran bahasa Inggris berbasis daring di tingkat SMP atau sederajat . Kegiatan yang dilakukan selain memberikan penjelasan secara teoritikal dan praktikal mengenai penggunaan platform-platform tersebut juga memberikan penjelasan tentang bagaimana mengaplikasikannya dengan tehnik yang sesuai dan variasi model pengajaran dengan penggunaan platform Zoom, Google Hangouts, dan Google Meet. Kegiatan pengabdian masyarakat yang dilakukan berupa pelatihan untuk para guru yang mengajar di SMPIT 20 Mei Raudlatussa'adah Depok. Dalam pelatihan tersebut juga dilakukan simulasi atau praktik secara langsung bagaimana penggunaan platform Zoom, Google Hangouts, dan Google Meet yang dapat diimplementasikan ketika mengajar. Metode yang digunakan dalam pelatihan yaitu Community Language Learning yang mana saling berbagi informasi dan berdiskusi serta saling berbagi pengalaman layaknya seperti konsultan dan klien. Kegiatan Pengabdian Masyarakat ini dilakukan selama bulan Maret-Juli 2020. Hasil dari PKM para guru mendapatkan wacana literasi digital dalam pengajaran secara daring. Implikasi platform-platform yang dipaparkan dapat bermanfaat sebagai referensi media dalam pengajaran berbasis daring.Kata kunci: Platform, Zoom, Google Hangouts, Google Meeting, Pengajaran Bahasa Inggris Berbasis DaringAbstractCommunity service activity was carried out at SMPIT 20 May Raudlatussa'adah Depok with the address Jl. Menpor No.64, Tugu, Kec. Cimanggis, Kota Depok, West Java 16451 No. Tel. 8773023 aims to share knowledge and information regarding the use of the Zoom, Google Hangouts, and Google Meet platform in online-based English language teaching at the junior high school level or equivalent. The activity was not only provided theoretically but also practically explanations regarding the use of those platforms. Additionally, an explanation of how to apply them with appropriate techniques and variations of teaching models were exhibited. Community service activity was carried out in the form of training for teachers who teach at SMPIT 20 May Raudlatussa'adah Depok. In the training, there was also a simulation or first-hand practice on how to use the Zoom, Google Hangouts, and Google Meet platform that can be implemented while teaching. The method used in the training was Community Language Learning which shared information and discussed experiences like consultants and clients. This Community Service activity was held during March-July 2020. The result was the teachers received a digital literacy discourse in online teaching. The implication of the platforms presented can be useful as a media reference in online-based teaching.Keywords: Platform, Zoom, Google Hangouts, Google Meeting, Online-Based English Language Teaching

scholarly journals The Role of Psycholinguistics in Language Learning and Teaching

2018 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Norita Purba
Keyword(s):  
Language Learning ◽  
Language Production ◽  
Mother Tongue ◽  
Language Teaching ◽  
First Language ◽  
Social Dimension ◽  
Learning Performance ◽  
Learning And Teaching ◽  
Language Perception ◽  
Response Method

Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language. The theories have been used in the field of language teaching. Some experts use them as the basic theories in developing language teaching methods. It is known as psycholinguistics approach. Psycholinguistic approach views learning as a cognitive individual process happening within the individual and then moves to the social dimension. As an approach, there are some methods which were developed based on psycholinguistics theories such as natural method, total physical response method, and suggestopedia method. These methods apply psycholinguistic principles that how a person acquires his/her mother tongue or first language (First Language Acquisition), learns his/her second or third language (Second Language Learning), perceives a language (Language Perception), and produces language (Language Production). Language perception refers to listening and reading, while the language production refers to speaking and writing. Listening, reading, speaking and writing are called as the four of language skills. Specifically, psycholinguistics helps to understand the difficulties of these four skills both intrinsic difficulties and extrinsic difficulties. Psycholinguistics also helps to explain the errors students do in the language learning. Moreover psycholinguistics also defines some kinds of brain disorders that affect language learning performance such as agraphia and aphasia which must be treated properly. Psycholinguistics mainly helps teachers to consider the use of appropriate method to teach that four language skill.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

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