scholarly journals Task Based Dictation (TBD): A Means of Improving the Language Proficiency of College Students

2020 ◽  
Vol 1 (2) ◽  
pp. 116-130
Author(s):  
Bethany Marie Lumabi
Keyword(s):  
College Students ◽  
Language Proficiency ◽  
English Language ◽  
Quantitative Description ◽  
Group Discussions ◽  
Informal Interview ◽  
Language Classroom ◽  
Post Test ◽  
Language Areas ◽  
Listening And Speaking

Purpose: This study investigates the improvement in the language proficiency of selected college students using the Task-Based Dictation in an ESL (English as a Second Language) classroom. Approach/Methodology/Design: The results of the tests scores are statistically analyzed using the measurement of central tendency. The mean is used to determine the total scores of the students in listening, writing, reading and speaking during the pre-test, TBD training, and post-test dictation. Then, each mean score is presented and interpreted using an adopted quantitative description, while the students’ outputs, the teachers’ observations during the conduct of the tests, and the informal interview and survey with college teachers validate the test results. Findings: Evidently, the scores of the college students in all the skills (listening, writing, reading, and speaking) have increased from novice in the pre-test to competent in the Task-based dictation (TBD) and post-test. Moreover, the teachers’ observations show that TBD provides opportunities for student-entered learning such as small group discussions/collaborations, peer feedback, systematic writing, critical analysis, and problem solving. Practical Implications: Through TBD, periodicals help college students develop their listening and writing skills, raise awareness on problematic language areas, and avoid biases in analyzing texts. Originality/value: Indeed, despite its limitations, this study answered the reservations of dictation in improving the English language proficiency of college students by increasing their competencies of their macro skills (reading, writing, listening and speaking).

scholarly journals Assessment and Feedback Practices in the English Language Classroom

1970 ◽  
Vol 16 (1-2) ◽  
pp. 97-106
Author(s):  
Md Fazlur Rahman ◽  
Rasel Babu ◽  
Md Ashrafuzzaman
Keyword(s):  
English Language ◽  
Assessment System ◽  
Group Discussions ◽  
Head Teachers ◽  
Test Items ◽  
Junior Secondary Schools ◽  
Pull Out ◽  
Junior Secondary ◽  
Language Classroom ◽  
Listening And Speaking

The study mainly focused on exploring the nature of English language classroom assessment and feedback practised within Junior Secondary schools of Bangladesh. A qualitative approach was used to collect data by using classroom observation checklists, English teachers' and head teachers' interview schedules and Focus Group Discussions (FGDs) with students. Thematic analysis was conducted to pull out the findings of the study which showed that teachers assessed the students learning through questioning and the questions were closed-ended by nature. Most of the students liked written assessments. Students had contradictory opinions about liking speaking skills. In the classroom, teachers provided only verbal feedback to the students and in the observation it was found that teachers gave feedback on few occasions. Teachers recommended that listening and speaking test items be included within the national assessment system. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6133 NELTA 2011; 16(1-2): 97-106

CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom

RELC Journal ◽  
2021 ◽  
pp. 003368822199807
Author(s):  
Joseph Foley
Keyword(s):  
Southeast Asia ◽  
East Asia ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
World Language ◽  
International Language ◽  
Language Classroom ◽  
English Proficiency Index

This article discusses language teaching and the move from a predominantly psycholinguistic to a more sociolinguistic approach through Communicative Language Teaching (CLT), the Common European Framework of Reference Languages (CEFR) and English as an International Language (EIL). The context is four plurilingual and pluricultural societies in Southeast Asia and East Asia, (Thailand, Japan, Vietnam and China). These countries were chosen as they had similarities in the development of CEFR and consequently there were common factors that needed to be addressed in implementing CEFR. According to the English Proficiency Index (2020) a number of countries in the region have been described as being in the category of low or very low with regard to proficiency. To help improve such a situation, given the need for economic development, CEFR was introduced by various Ministries of Education in addition to the already existing official CLT syllabuses. English as an international language has also been widely proposed by a number of researchers, in terms of making teachers, students and educators aware of English as a world language as well as developing an attitudinal change with regard to ‘standard’ English. This article suggests that the basic principles of Communicative Language Teaching (CLT) can be best applied through scaffolding using CEFR and EIL given the reality of teaching in relatively low English language proficiency contexts.

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

scholarly journals AN EFFECT OF A DIRECT METHOD ON 5TH GRADE STUDENTS’ ACQUISITION OF VERB INFLECTION MORPHEMES (- S, - ES, - ED, - ING)

2018 ◽  
Vol 6 (6) ◽  
pp. 310-321
Author(s):  
Tossapol Pongpuen ◽  
Lugsamee Nuamthanom Kimura ◽  
Wachiraporn Kijpoonphol ◽  
Jarunee Anupan
Keyword(s):  
Language Proficiency ◽  
Teaching Method ◽  
Direct Method ◽  
Positive Outcome ◽  
Post Test ◽  
Inflectional Morphemes ◽  
5Th Grade ◽  
Listening And Speaking ◽  
A Direct Method

The purpose of this study was to investigate whether or not a direct method could help 5th graders acquire the target verb inflectional morphemes (- s, - es , - ed , - ing) at Assumption College Ubon Ratchathani (ACU), Ubon Ratchathani, Thailand. The participants were 6 5th grade students who were divided into two groups based on their English proficiency: low language proficiency and high language proficiency. Data were collected from different sources: the scores of the pre – test and post – test, the participants’ usage of verb inflectional morphemes (-s, -es, -ed, and – ing) as shown in the Video (VDO) transcript, and the follow-up interview, which was mainly concerned with the students on the direct method. Results obtained from the present study showed that this teaching method yielded a positive outcome related to the participants’ acquisition of verb inflectional morphemes. They also proved useful for developing the participants’ proficiency in other language skills, such as listening and speaking.

scholarly journals The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

2020 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Nesreen Saud Alahmadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mind ◽  
L2 Vocabulary ◽  
Experimental Group

The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

scholarly journals Improving ESL Learners’ Grammar with Gamified-Learning

2019 ◽  
Author(s):  
Harwati Hashim ◽  
Karmila Rafiqah M. Rafiq ◽  
Melor Md Yunus
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Industrial Revolution ◽  
High Tech ◽  
Language Games ◽  
Post Test ◽  
Quasi Experimental ◽  
Gamified Learning ◽  
Teaching Grammar ◽  
Esl Learners

Aligning with the Industrial Revolution 4.0, an abundance of high-tech inventions has embarked their pavements in the educational field. Despite being under the 21st-century umbrella, the English language proficiency of Asian learners is still a few steps behind. Undeniably, most of the English as a Second Language (ESL) learners in Asian countries face challenges in learning ESL grammar. Grammar has been an intricate component to master due to its nature of complexity. This study aimed at exploring the effectiveness of using online language games in improving ESL learners' grammar. A total of 30 students in a secondary school were involved in this research. The research design of the quasi-experimental method was used, employing the pre and post-test. Data were analyzed using percentages to compare the results after three interventions of gamified-learning known as Socrative, PowerPoint Challenge Game, and Kahoot! The main findings indicated that learners’ scores on the grammar post-test showed a significant increase from the pre-test. The improvements can be seen in the grading system, whereby, no participant obtained a grade D and E in the post-test as compared to the pre-test. Hence, the results depicted that gamified-learning is effective in teaching grammar to ESL learners.

Language Skills among Students in the Field of Engineering

2015 ◽  
Vol 3 (1) ◽  
pp. 83 ◽  
Author(s):  
Slađana Živković
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Professional Knowledge ◽  
Highly Qualified ◽  
Job Market ◽  
Perceptions And Attitudes ◽  
Listening And Speaking ◽  
Shed Light ◽  
Research Show

The present paper aims to shed light on the importance of language skills perceived by students in the field of engineering. The English course is designed to help students to improve their reading, writing, listening and speaking skills related to the specific topics in engineering, and thus to prepare them for their future career. Students are aware of the fact that in today’s globalized and competitive world companies need highly qualified specialists who possess not only professional knowledge and competencies but also adequate language proficiency necessary to succeed in the job market. So, the study examines students’ perceptions and attitudes towards the use of language skills for understanding, explaining and doing engineering. The results of the research show a strong interest in taking a career-related course and strengthening knowledge of the English language.

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