scholarly journals Students’ Attitudes towards the Use of Slovene as L1 in Teaching and Learning of Business English at Tertiary Level

2017 ◽  
Vol 14 (1) ◽  
pp. 95-112
Author(s):  
Nataša Gajšt
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Tertiary Level ◽  
Business English ◽  
English Only ◽  
Students Attitudes ◽  
Learning English

Over the past decades, the monolingual (English-only) approach to English language teaching and learning has prevailed. In recent years, however, the trend of using students’ first language (L1) in teaching and learning English as a foreign language has re-emerged. However, the research on the use of L1 in teaching English for specific purposes is far from extensive. The aim of this study was to investigate the use of Slovene as the students’ L1 in teaching and learning Business English at tertiary level. The specific objectives were to determine the students’ attitudes towards the teachers’ and the students’ use of Slovene during Business English lessons and the students’ use of Slovene in learning Business English. The present study was quantitative, with data gathered via a questionnaire. The results show that, on the one hand, there is some inclination towards the use of L1 both in class and during their study of Business English. On the other hand, the preference towards the use of predominantly (or exclusively) English in class is also present and is positively correlated with the level of students’ knowledge of English. The results are of value to English language teachers as they suggest the contexts in which students’ L1 could be used in the process of teaching and learning English for specific purposes.

scholarly journals Instagram as a Medium for Teaching and Learning English: A Qualitative Systematic Review

2021 ◽  
Vol 6 (2) ◽  
pp. 112-119
Author(s):  
Daviq Rizal ◽  
Resti Farikhah Z
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Qualitative Systematic Review ◽  
Social Media Platforms ◽  
Learning English

The purpose of the research paper was to explore the use of Instagram as social media in learning English skills such as reading, speaking, listening, and writing skills. Using a qualitative systematic review, the researchers searched 24 journal articles on the use of Instagram in English language teaching and learning in Google Scholar for data saturation and analysis. This entailed reading and re-reading the manuscripts, followed by coding the data, with each pass enhancing and modifying the codes. The study showed that Instagram could be used as a teaching tool for English language learners and helpful in their English learning. Teachers should use the chance to make the most of this advancement and start using Instagram in the classroom. Because Instagram is one of the most popular social media platforms, students can practice writing about their daily activities and provide feedback on their classmates' writing. According to this study, using Instagram to teach students how to write descriptive writings is beneficial. Furthermore, the experimental students given Instagram media therapy outperformed control students. The results can be significant inputs for English language teachers to use Instagram in real classrooms. 

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

Supporting the development of primary in-service teacher educators

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 428-437
Author(s):  
Laura Grassick
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
State School ◽  
English Language Teachers ◽  
University Lecturers ◽  
School Curricula

Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.

scholarly journals English Language Teachers' Resource Centre: A Model for Developing Contexts

1970 ◽  
Vol 15 (1-2) ◽  
pp. 64-76
Author(s):  
Ram Ashish Giri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Resources ◽  
Teaching Programme ◽  
Curricular Practices ◽  
English Language Teachers ◽  
Poor Teaching

It is an irony that when the importance and demand of the English language in the developed as well as developing countries have increased several folds in the last five decades, the standards of its teaching and learning have decreased considerably. The deterioration of standards has been attributed to inadequate English language teaching (ELT) policy, poor teaching environment, inadequate infrastructure, or to ELT practitioners who in most countries are largely untrained. In order to address the problem, the respective countries have been engaged in modernising and improving their curricular practices and teacher preparation programmes for some time now. What is rarely considered is the fact that a good teaching programme requires adequate teaching resources. Central to the amelioration of English language teaching process is unarguably the resource that is available to support the teaching and learning processes. While it is necessary that the teachers are adequately trained, establishment of an English language teachers” resource centre to cater to the developing needs of the teachers (and learners)is essential. This article provides a rationale for the establishment of a teachers' resource centre, and, based on the experience in Nepal, suggests a model for its development and operation in other developing contexts. It discusses features as well as constraints of such a centre, and outlines ways in which it can, despite the constraints, be sustainable.Key words: English language teaching; ELT resource centre; Resource centre facility; Resource centre management; English language teachersJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 64-76Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4611

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

scholarly journals PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 20 (2) ◽  
pp. 67-79
Author(s):  
Cicih Nuraeni
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around  5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.

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