scholarly journals TWO HEADS BETTER THAN ONE? PAIR PRESENTATION IN THE EFL CLASSROOM – A PANACEA FOR ANXIETY?

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Zsuzsa Tóth
Keyword(s):  
Language Learning ◽  
Rating Scales ◽  
Emotional Experience ◽  
Language Teachers ◽  
English Studies ◽  
Classroom Activities ◽  
Open Questions ◽  
Language Research ◽  
Individual Presentation ◽  
Classroom Presentation

While the role of emotions in language learning is getting more and more attention in second language research, relatively few studies have investigated emotions related to specific classroom activities. This mixed-method practitioner research examined tertiary-level EFL learners’ affective reactions to a specific type of oral presentation: the pair presentation. The aim of the study was to examine whether making a classroom presentation feels to be a more positive and less anxiety-provoking experience if done in pairs rather than individually. 33 English Studies students were asked to choose a presentation partner and give a 10-20 minute joint presentation in one of their regular language development classes. Immediately after the talk, they were asked to indicate on two 10-point rating scales how pleasant/unpleasant they felt during the task and how much anxiety they experienced. Additionally, they were invited to reflect on their experiences in greater depth within 24 hours, responding to a set of open questions. The results of the study are discussed in comparison to those of an earlier investigation in the same setting, which focused on the emotional experience of individual presentation (Tóth, 2019). While the numerical findings suggest that presenting with a partner is neither less anxiety-provoking nor a substantially more positive experience, the post-task reflections show that most participants approve of the idea of pair presentation and only a minority of them prefer individual presentation. Providing insights into the complexities of learners’ emotional experiences and the practicalities of how they prepared for the joint presentation, the study sheds light on these conflicting results and has important implications for language teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0882/a.php" alt="Hit counter" /></p>

scholarly journals LEARNING VOCABULARY THROUGH SONGS: A STUDY ON THE ROLE OF MUSIC IN TEACHING VERBS

2020 ◽  
Vol 8 (1) ◽  
pp. 550-557
Author(s):  
Ainul Azmin Md Zamin ◽  
Nor Azrul Hardi Adzmi ◽  
Maslawati Mohamad
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
New Words ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Post Test ◽  
English Language Teachers

Purpose of the study: This study aims to investigate how the use of songs in English language classrooms could aid tertiary students to increase their verb vocabulary repertoire. Methodology: This quantitative study was carried out among diploma students from a local university in Malaysia. The students were exposed to various English songs during their English lessons. Pre-test and post-test were conducted in this study. Main Findings: The use of songs can increase vocabulary acquisition among English language learners at tertiary level. The use of songs is able to provide a fun way of picking up new words. Applications of this study: The findings of this research indicate that English language teachers of tertiary students should use English songs as classroom activities to facilitate their students’ language learning and motivate them in acquiring new English vocabulary. The findings of this research are useful for university policymakers, teachers, and students. Novelty/Originality of this study: In this research, the use of English songs from contemporary genres, such as Western or Islamic songs can be an effective way to promote language learning.

PROMOTING GRAMMAR AWARENESS THROUGH TASK ACTIVITIES

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Reza Alizain
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Language Teachers ◽  
Classroom Activities ◽  
Comprehension Skills ◽  
Language Classroom

ABSTRACT Despite the continuous debate regarding whether it is necessary to teach grammar explicitly or implicitly in the language classroom, the debaters could agree that grammar awareness is significant for language learners. Many methods have been conducted by language teachers or researchers to promote language learners’ grammar awareness, and one of them is through ideally designed task activities. Grammar awareness is a particular skill in language learning which can be acquired which is quite different from other language skills which deal with language productions or language comprehensions. Grammar awareness is a skill which could allow its possessor to identify the structure of a language rather than the meaning. Therefore, the activities to promote this skill should be logically different from activities to promote either production skills or comprehension skills. The purpose of this paper is to provide several alternatives, especially classroom activities, to promote grammar awareness which can be used effectively.  Keywords: grammar awareness, activities, language, explicitly, implicitly

scholarly journals How far have we gone? Integration of intercultural language learning principles in Philippine ESL classrooms

2021 ◽  
Vol 15 (1) ◽  
pp. 144-152
Author(s):  
Chirbet Cariño Ayunon ◽  
Lysel Ildefonso Haloc
Keyword(s):  
Language Learning ◽  
Educational Institution ◽  
Language Teachers ◽  
Language And Culture ◽  
High Extent ◽  
Classroom Activities ◽  
Language Classrooms ◽  
Learning Principles ◽  
Target Culture ◽  
Very High

Intercultural education is firmly rooted on the notion that language and culture are intrinsically linked. Several studies have looked into the importance of understanding different languages and cultures in language teaching; however, studies on the integration of principles intercultural language learning (IcLL) in Philippine ESL classrooms seem to be lacking. This is what the article addresses as it looked into the extent of integration of IcLL principles in two higher educational institution in Region 2, Cagayan Valley, Northern Philippines. Anchored on the principles of IcLL and through the employment of survey to elicit responses of the language teachers as to the integration of IcLL principles in language classrooms, results revealed that teachers perceive IcLL to be integrated in their classrooms to a great extent. Specifically, the principles of active construction and social interaction are integrated to a very high extent while the principles making connections, reflection, and responsibility were perceived to be integrated to a high extent. As regards classroom activities, the teachers favored the employment of discussions, lectures, writing tasks, oral reports, role plays, small group tasks, simulations or skits and collaborative learning activities in transmitting the target culture.

scholarly journals An Evaluation of Classroom Activities and Exercises in ELT Classroom for General Purposes Course

2011 ◽  
Vol 4 (1) ◽  
pp. 141 ◽  
Author(s):  
Mohammad Zohrabi
Keyword(s):  
Language Learning ◽  
Group Work ◽  
Writing Skills ◽  
Language Teachers ◽  
Classroom Observations ◽  
Teaching English ◽  
Classroom Activities ◽  
Effective Implementation ◽  
Hands On

It is through effective implementation of activities and exercises which students can be motivated and consequently lead to language learning. However, as an insider, the experience of teaching English for General Purposes (EGP) course indicates that it has some problems which need to be modified. In order to evaluate the EGP course, questionnaires, interviews, and classroom observations were used. The results of the study indicate that since the students’ needs and objectives are not fulfilled they hold low attitudes toward this course. Also, since the emphasis is on reading and doing exercises, students do not like to participate in performing activities and exercises. Task-based activities, communicative use of language and pair and group work are missing. Reading passages and exercises are presented without any practice and free production. The only skill which is used is the reading and consequently speaking, listening, and writing skills have been ignored and forgotten which ultimately bores most of the students. This study can be useful for language teachers who want to gain hands-on experience of executing classroom activities and exercises.

scholarly journals Exploring EFL Students’ Perceptions Toward Language Learning Activities Applied in Indonesian EFL Classroom Today

Tamaddun ◽  
2020 ◽  
Vol 19 (2) ◽  
pp. 100-107
Author(s):  
Ishafiuddin Ismail ◽  
Chuzaimah Chuzaimah
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Learning Activities ◽  
State University ◽  
Classroom Activities ◽  
Analysis Strategy ◽  
Efl Students ◽  
Research Questions ◽  
Individual Presentation

The present paper sheds light on Indonesian EFL students' perceptions toward learning activities applied in the classroom teaching practice. Classroom activities particularly related to learning activities have been widely accepted as one of factors that influence students’ achievement in learning. In the current study, the researcher attempts to answer three research questions: (1) How important the learning activities in students’ perceptions to facilitate them for learning, (2) what benefits gained from those learning activities? And (3) which learning activities do students perceive to be the most facilitating them in learning? The participants in this study were 21 EFL students, in state university of Makassar. The participant consisted of different term which in the second term, fourth term and sixth term.  Survey and open-ended question were developed in collecting data. The researcher analyzed the data through data analysis strategy particularly coding qualitative data. The result of the study analysis showed that the discussion was quite important and both Writing paper/article and Book review were just important, while individual presentation and Quiz were very important activities. Table 3 summarized the students’ perception toward benefits of learning activities. The finding also showed discussion activity to be the most facilitating students in learning.

Audio Stories as Incidental Language Teachers

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Ute Ritterfeld ◽  
Timo Lüke
Keyword(s):  
Language Learning ◽  
Low Socioeconomic Status ◽  
Language Teachers ◽  
Control Group ◽  
Low Socioeconomic ◽  
Migrant Families ◽  
Populations At Risk ◽  
Grammatical Skills ◽  
Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

2017 ◽  
Vol 6 (2) ◽  
pp. 223
Author(s):  
Musa Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
Role Play ◽  
Senior High School ◽  
Language Teachers ◽  
Literary Works ◽  
Communication Ability ◽  
The Subject ◽  
Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High  School. The learning of Indonesian language is pointed to the  increasing ability of students. This aim  to increase students’ ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to  be  able  to  appreciate  literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language  learning  in speaking aspects and to identify and to get  the description whether  the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of  role play method can increase  the activities of  speaking aspects  in   Indonesian  language learning. On the  1st cycle1, 1st meeting, the percentage of students’ activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students’ activities became 83% with the very good category (4,3), while on the second meeting was 96% with the  very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students’ reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2,  it  increased 96%. Based on the result  of  the  research,  the  researcher proposed that it would be better for the Indonesian language  teachers to implement role play method for the materials  that  are  suitable  with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students  learning. When implementing  this method,  teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak  Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan  untuk  meningkatkan  kemampuan  peserta  didik.  Hal  ini  bertujuan  untuk meningkatkan  kemampuan  siswa  berkomunikasi  dalam  BI  dengan  baik  dan  benar. Kemampuan  berkomunikasi  yang  diharapkan  terutama  secara  lisan maupun  tulisan.  Selain itu,  siswa  diharapkan  juga  sanggup mengapresiasi  hasil  karya  sastra.  Tujuan  penelitian  ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan  apakah  penerapan metode  bermain  peran  dapat meningkatkan  proses dan  hasil  pembelajaran  BI  aspek  berbicara  siswa  kelas  XI  IPS  1,  Semester  1,  SMAN  3 Bengkalis. Metode  penelitian  ini  adalah  penelitian  tindakan  kelas  dengan  subjek  penelitian siswa  kelas  XII  IPS  1,  semester  1,  SMAN  3  Bengkalis.  Pengumpulan  data  dan  informasi dilakukan melalui observasi/pengamatan,  jurnal, dan telaah dokumen. Hasil penelitian, yaitu  (1)  Penerapan  metode  bermain  peran  dapat  meningkatkan  aktivitas  pembelajaran  Bahasa Indonesia aspek berbicara pada  siswa kelas XI  IPS  1, Semester  1, SMAN  3 Bengkalis T.P. 2013/2014.  Pada  siklus  1  pertemuan  1,  persentase  aktivitas  belajar  siswa  adalah  73  persen dengan kategori  baik  (3,6),  sedangkan pertemuan  2  sebesar 82 persen dengan kategori  baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik  (5,0);  (2)  Penerapan  metode  bermain  peran  dapat  meningkatkan  hasil  pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada  siklus  1 mencapai 86  persen,  sedangkan pada siklus 2 meningkat  menjadi  96  persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain  peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek  berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang  lebih  terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

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