scholarly journals Impacts of using cartoons as an instructional tool on English communicative skills of young learners at a Vietnamese primary school

2020 ◽  
Vol 10 (2) ◽  
pp. 78-86
Author(s):  
Le Thi Thuy Nhung ◽  
Tran Doan Vuong Dieu
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Control Group ◽  
Listening Skills ◽  
Young Learners ◽  
English Classes ◽  
English Speaking ◽  
Visual Materials ◽  
The Impact

This study examined the impact of the use of cartoons on the speaking and listening skills of students in a primary school in a rural area in Vietnam and their attitudes towards the use of cartoons as a learning tool in their English classes. The study employed an experimental research design to collect data. Participants included 70 fifth-graders divided into two groups, the control group and the experiment group. The control group was taught regular English lessons. The experiment group learned similar lessons but cartoons were added to the English lesson to practice speaking and listening skills for six weeks. Before and after the experiment, the speaking and listening skills of the two groups were measured by a pretest and a posttest. In addition, the students in the experiment group were surveyed using a questionnaire to examine their attitudes towards watching cartoons for learning purposes. The findings show the English speaking and listening skills of the students in the experimental group improved more significantly than those of the students in the control group. Besides, the students in the experiment group expressed positive attitudes towards watching cartoons in English classes. The findings had implications for English language teachers at primary schools in Vietnam and in other non-dominant English speaking countries to include visual materials in their English lessons to enhance young learners’ English proficiency.

scholarly journals Enhancing Students – Pre Service Teacher Interaction Using First Language (L1) in English for Young Learners (EYL) Classes

2020 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Rina Wahyu Setyaningrum ◽  
Kharisma Naidi Warnanda Sabgini ◽  
Slamet Setiawan
Keyword(s):  
Interpersonal Communication ◽  
Primary Schools ◽  
English Language ◽  
First Language ◽  
Language Of Instruction ◽  
Young Learners ◽  
Long Run ◽  
The Impact ◽  
Pre Service Teacher

For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals The essential listening skills in the English Curriculum for middle school students in Riyadh and the impact of using interactive E- book in their development

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Khaled Mohammed Al- Khozim ,    Noha Abdulaziz Al- Nashwan
Keyword(s):  
Middle School Students ◽  
English Language ◽  
Female Students ◽  
Control Group ◽  
Listening Skills ◽  
Middle Grade ◽  
School Students ◽  
Language Curriculum ◽  
The Impact ◽  
Experimental Group

The study aimed to recognize the required listening skills in the English course for middle school students in Riyadh city and the impact of using interactive E- book in their development. To achieve the objectives of the study, the analytical descriptive approach, and the semi- empirical experimental approach were used. The two study tools used are; the checklist of essential listening skills required to be improved among the students of first middle grade, pre and post application of listening skills test applied to the study sample. The two tools were applied to a simple random sample through a draw. The experimental group consisted of (23) female students and the control group consisted of (22) female students in the first middle grade. The study findings revealed the following: The experimental group acquired a total mean of (22.52) against the control group (19.71) in the post- test application. Despite the obvious difference in favor of the experimental group, the value is not statistically significant in the development of listening skills in the English language curriculum at the level of significance (α ≤0.05). In light of the study finding, a number of recommendations and suggestions were presented to activate the use of interactive e- book in the development of listening skills in the English language curriculum.    - - - - 

scholarly journals The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

2019 ◽  
Vol 5 (3) ◽  
pp. 83-101 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Vida Shatalebi ◽  
Mehdi Nasri
Keyword(s):  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
English Language ◽  
Control Group ◽  
Control Group Design ◽  
English Classes ◽  
Before And After ◽  
Iranian Students ◽  
The Impact ◽  
Speaking Skills

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

Measuring the Effectiveness of Time Management Training in EFL Classes: Phase 1 of a Mixed Methods Study

Relay Journal ◽  
2019 ◽  
pp. 86-101
Author(s):  
Christopher Arnott ◽  
Neil Curry ◽  
Phoebe Lyon ◽  
Jo Mynard
Keyword(s):  
Language Proficiency ◽  
Time Management ◽  
English Language ◽  
Phase 1 ◽  
Management Training ◽  
Control Group ◽  
Post Intervention ◽  
English Classes ◽  
Training Activities ◽  
The Impact

In this paper, the authors describe an intervention and research project that aims to understand how students manage their time, and also to investigate the impact of integrating time management training activities into a general English language proficiency course. The results will be shared in subsequent papers, but the rationale, background and methods are presented here in order to document the initial stages of the project. Students in three university English classes in a Japanese university participated in the time management training activities and completed reflection sheets which will later be analysed qualitatively. In addition, participants completed a pre- and post- intervention multiple choice questionnaires about time management. A control group comprising three similar classes also completed the pre- and post- intervention questionnaire, but did not participate in the time management training activities or reflection tasks.

scholarly journals CONTRASTIVE ANALYSIS IN TEACHING ENGLISH PRONUNCIATION

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Olga Kissová
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Mother Tongue ◽  
School Level ◽  
Control Group ◽  
Teaching English ◽  
Quasi Experimental ◽  
English Textbooks ◽  
Teaching Pronunciation

The objective of the work is the application of contrastive approach in teaching English to analyse the pros and cons of the contrastive method in teaching foreign language pronunciation to young learners compared to non-contrastive (monolingual) method used at our Slovak primary schools. This article determines the dominant influence of the learner’s mother tongue/native language (L1) in the process of learning/teaching pronunciation foreign/second  language (L2) and by using contrastive approach tries to enhance positive transfer from the L1 and the reduction of possible negative transfer from L1 to L2 using appropriate teaching techniques and effective tools. The study will be carried out on English language non-native teachers working at a public and private Slovak primary school to find out their needs in the field of teaching pronunciation (questionnaires) and will be focused on quasi-experimental pupils’ group trained separately with and without contrastive approach before recording them and analysing the results. The experimental group will be trained in cognitive contrastive approach concerning segmental, suprasegmental and prosodic phonetics systems comparing Slovak and English languages sound systems. The control group will be trained by using imitative-intuitive ways with the same texts in reading and free speaking topics as the first group. Both qualitative and quantitative data collection techniques will be used in the study and the triangulation of research methods will be finished by contend analyses of mainly used English textbooks which are mail regular sources for learning/teaching pronunciation. The most important will be the practical output for teachers and pupils in creating specially designed pronunciation concerned materials for meeting specific needs of our Slovak primary school level determining the influence and interference of Slovak mother tongue in learning/teaching pronunciation.

scholarly journals Correlational Study of Culturally-Based Instructional Strategy and Cognitive Competencies on Problem Solving, Speaking and Listening: An Evidence in Oyo State Nigeria

2021 ◽  
Vol 3 (2) ◽  
pp. 28-41
Author(s):  
Oluyemisi Majebi ◽  
Esther Oduolowu
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Primary Schools ◽  
Instructional Strategy ◽  
Instructional Materials ◽  
School Level ◽  
Cognitive Competence ◽  
Listening Skills ◽  
Culturally Based ◽  
The Impact

The study examined the impact of culturally based Instructional strategy (indigenous songs, rhymes, games, stories, language of the immediate environment and instructional materials) on pre-primary school children’s cognitive competence with special attention to problem-solving, speaking and listening skills. Socio-cultural theory provided the framework, while pretest-posttest control group quasi-experimental design was adopted. 74 children (44 males and 30 females) with a mean age of 5.61 from four pre-primary schools (two public and private schools) were purposively selected from two local government areas, and randomised into CIBS and conventional groups respectively. Children’s Cognitive Competence Rating Scale (r = 0.89) and CBIS Instructional Guide were used to collect the study data. Paired sample t-test and Analysis of covariance(ANCOVA) were used to analyse the data. There was a significant main effect of treatment on children’s cognitive competence (F(1,65) = 10.31; partial ?2 = 0.14). CIBS was found to be potent in enhancing pre-primary school children’s cognitive competence, especially in problem-solving, speaking, and listening skills. Teaching and learning activities at the pre-primary school level should employ a culturally-based instructional strategy.  

scholarly journals The Impact of Emergency Remote Teaching on the Development of Listening Skills during English Classes in Secondary Schools of Ukraine

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Iryna Simkova ◽  
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Skills Development ◽  
Language Training ◽  
Listening Skills ◽  
Web Based ◽  
English Classes ◽  
Study Support ◽  
The Impact ◽  
Positive Effect

This paper calls into question the impact of Emergency Remote Teaching on the Development of Listening Skills during English classes in Secondary Schools of Ukraine. Attention is paid to the analysis of key notions and concepts of listening skills development in secondary schools. Thirty teachers at secondary schools took part in the research. This paper investigates resources that were used by teachers during Emergency Remote Teaching to develop the listening skills of pupils in English classes. This paper discusses the linguistic, psychological, and methodological components of listening skills development. An analysis has allowed highlighting the positive experience of web-based applications, video podcasts, and audiobooks usage, which can be implemented in future English language training in other Ukrainian secondary schools. The findings of this study support the idea that the gamification approach in combination with other activities has a positive effect on the development of listening skills during Emergency Remote Teaching at secondary schools of Ukraine.

scholarly journals Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 72-81
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)

2020 ◽  
Vol 7 (2) ◽  
pp. 94
Author(s):  
Sri Endang Kusmaryati
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Teaching English ◽  
School Students ◽  
Primary School Teachers ◽  
Young Learners ◽  
Teachers Perspectives

ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately  taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.

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