scholarly journals Washback of an English Language Assessment System in a Malaysian University Foundation Programme

2021 ◽  
Author(s):  
Umed Bokiev ◽  
Arshad Abd. Samad
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
English Language ◽  
Qualitative Data ◽  
Language Assessment ◽  
Assessment System ◽  
Structured Interviews ◽  
Number Of Factors ◽  
Foundation Programme ◽  
Depth Analysis

Washback refers to the influence of language assessment on teaching and learning. In contrast to the wealth of studies involving external large-scale language examinations, scant research has been conducted to explore the influence of internal language assessment on instruction, particularly in the context of a university foundation programme. This qualitative study investigated the washback effects of an English language assessment system (ELAS) on the teaching and learning of English in a Malaysian university foundation programme. Apart from an in-depth analysis of official documents on the ELAS, we conducted individual semi-structured interviews with three curriculum and assessment developers, three English language instructors, four students and four alumni of the foundation programme and analysed the collected data using Miles and Huberman’s (1994) framework for qualitative data analysis. Findings indicated that the ELAS, with its different assessment forms, exerted an overall positive washback on various aspects of English teaching and learning. Yet, a number of factors related to the assessment, teachers, students as well as context mediated the extent of washback experienced. Based on the findings of the study, we put forward a few recommendations on how to encourage positive washback.

scholarly journals LEARNER MOTIVATION IN THE EFL CLASSROOMS: VOICES FROM A BANGLADESHI UNIVERSITY

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Takad Ahmed Chowdhury ◽  
Sarbani Roy ◽  
Muhammad Kamarul Kabilan Abdullah
Keyword(s):  
English Language Learners ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Critical Issue ◽  
Assessment System ◽  
Easy Access ◽  
Complete Analysis ◽  
Structured Interviews ◽  
English Classes

English proficiency is considered a door opener almost in any field anywhere in the world, yet all the attempts to improve effectiveness of teaching and learning of English language in Bangladesh seem to fail over decades. Although poor learning motivation is counted as a key aspect why students do not hold their attention to their English classes and make use of their capabilities to understand and learn cognitively, there has been a very limited number of studies in Bangladeshi context to deal with this critical issue. This mixed method study attempted to identify the sources of motivation for attending English classes of the 1st year undergraduate students at a Bangladeshi university. Quantitative data was collected using two close-ended questionnaires from 50 randomly selected Bangladeshi tertiary level English language learners and 10 teachers. The student questionnaire was developed by adding three items with the ten items adapted from Clement et al. (1994) and the teachers questionnaire was developed and administered to follow up the findings from the student participants. For a more complete analysis, structured interviews were conducted with 10 purposively selected students. The results indicated lack of intrinsic motivation among the learners, and based on the existing literature, the study recommended the way outs to improve motivation of the non-performing learners. The recommendations included, shifting from exam-oriented assessment system, teachers’ reflection of their own teaching practices, redesigning course curricula based on learning need and learners’ expectations, ensuring easy access to the latest educational facilities, and encouraging the roles of students and their peers to develop learners’ motivation and foster their autonomous learning opportunities. Finally, the limitations are drawn and suggestions for further research are provided.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

Challenges and Perspectives of Language Education Technology in Brazil

2020 ◽  
pp. 555-578
Author(s):  
Eliane Thaines Bodah ◽  
Josh Meuth Alldredge ◽  
Brian William Bodah ◽  
Alcindo Neckel ◽  
Emanuelle Goellner
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Education Technology ◽  
Educational Communication ◽  
Language Education ◽  
Learning Technologies ◽  
Structured Interviews ◽  
For Profit

Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.

University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure

2020 ◽  
Vol 10 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Austin Pack ◽  
Alex Barrett ◽  
Hai-Ning Liang ◽  
Diego Vilela Monteiro
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Mainland China ◽  
English For Academic Purposes ◽  
Language Learner ◽  
First Year ◽  
Structured Interviews ◽  
Mixed Methods Approach

This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

Improving Educational Assessment: Multivariate Statistical Methods

2017 ◽  
Vol 5 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Li Cai ◽  
Mark Hansen
Keyword(s):  
Language Proficiency ◽  
Large Scale ◽  
English Language ◽  
Educational Assessment ◽  
English Language Proficiency ◽  
Assessment System ◽  
Current Debate ◽  
Multivariate Statistical ◽  
First Case ◽  
Proficiency Assessment

This review presents two case studies that illustrate how multivariate statistical modeling applies to the specific goal of improving educational assessment. The first case study involves the development of a new large-scale English language proficiency assessment system (called the English Language Proficiency Assessment for the 21st Century; ELPA21). The second application concerns efforts to quantify student progress in learning using conditional growth models, a topic of current debate about assessment policy. A popular measure, Student Growth Percentile (SGP), is explored through the lens of multivariate statistical analysis. It is concluded that collaboration between researchers and practice stakeholders can improve assessments that benefit student learning.

scholarly journals Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

2019 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Shijun Chen ◽  
Jing Wang
Keyword(s):  
Second Language Acquisition ◽  
English Learners ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Intensive Reading

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

scholarly journals UNRAVELING PARENTS' PERCEPTIONS OF ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 193-204
Author(s):  
Claudio Diaz ◽  
Nicolas Acuña ◽  
Barbara Ravanal ◽  
Ignacio Riffo
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Assessment ◽  
Structured Interview ◽  
English Language Learning ◽  
Positive Perception ◽  
Teachers And Students

Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

scholarly journals Students’ Perceptions Towards Extensive Reading In Efl Contexts

2021 ◽  
Vol 1 (2) ◽  
pp. 99-104
Author(s):  
Rini Lindawati
Keyword(s):  
Language Proficiency ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Language Education ◽  
Target Language ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Learning English

Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.

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