scholarly journals Students’ and Teachers’ Perceptions on the Impacts of Service-Learning in a Language Course

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Giang Thi Thu Bui ◽  
Hanh Thi Minh Nguyen
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
Tertiary Education ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Target Language ◽  
Asia Pacific ◽  
Native Community

Service-learning, also known as community-based learning, is considered a pedagogical tool in various disciplines at different levels, including tertiary education. It has proved its significant effects on social and academic aspects. Different institutions have incorporated service-learning in their language curricula in language education to create better exposure to the target language for learners. However, the research on the application of service-learning components in language learning has still been limited in Asia-Pacific countries, especially in Vietnam, where learners have fewer chances of serving a native community by using a target language like English. This paper reports on teachers’ and students’ perspectives on the impacts of a service-learning project incorporated in an English speaking course at a public university in Vietnam. The study used questionnaires for 117 second-year English-majored students, three focus-group discussions with 16 surveyed students, and semi-structured individual interviews with four subject teachers. The results reflect students’ positive feedback on language competence, social awareness, personal traits and soft skills. The interviews with teachers reveal the progressive changes in students’ presentation skills, self-confidence, and critical thinking skills. However, the main difficulties hindering the implementation of the project are the insufficient understanding of project procedures, the passive way of thinking, lack of financial support, and the limited exposure to English in authentic environments. This paper also brings about some practical implications for language teachers and researchers in similar educational contexts.

Promoting Critical Thinking Skills in Language Education through Online Discussions

2012 ◽  
pp. 1-22
Author(s):  
Ugur Demiray ◽  
Murat Hismanoglu ◽  
Sibel Hismanoglu
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Online Discussion ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Online Discussions ◽  
Learning And Teaching ◽  
Teaching Tools

Online discussion has become one of the most effective teaching tools in recent years in terms of its power to promote students’ critical thinking skills in educational contexts. This chapter aims at presenting an overview of recently conducted research studies on critical thinking and online discussions, explaining online discussion as a pedagogical vehicle for maximizing language learning and teaching, identifying problems related to online discussions, as well as some suggested solutions, describing application activities that promote critical thinking skills, illustrating how language teachers and learners can use meta-communication in creating successful online discussions, and stressing the importance of the teacher’s role in designing an effective online discussion environment for students.

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.

scholarly journals Literature in efL: Beyond language learning

2014 ◽  
Vol 15 (2) ◽  
pp. 234
Author(s):  
Luis Jesús Rincón
Keyword(s):  
Language Learning ◽  
Private School ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Literary Texts ◽  
Group Discussions ◽  
Value Judgments ◽  
Willingness To Use

This article presents the results of a qualitative research which looks into the field of literature in EFL. Seventh grade students of a private school in Bogota took part in the research. Data was collected by means of audio recordings of small group discussions, teacher´s journal, and responses to literature logs. The results show that the connections that EFL learners make with literary texts enrich their interpretations, analysis and value judgments of experiences and real life events. Furthermore, critical thinking skills are potentiated. In addition to this, literary texts bring up appealing and meaningful topics in the classroomenhancing students´ motivation and willingness to use the target language.

scholarly journals ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

2020 ◽  
Vol 3 (2) ◽  
pp. 151-158
Author(s):  
Yohanes Gatot Sutapa Yuliana
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Authentic Texts ◽  
Learning Agents ◽  
Language Courses ◽  
Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

scholarly journals Using Video Presentations in ESP Classes (A Study Conducted at the Language Centre-Skopje, SEEU)

SEEU Review ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 178-195
Author(s):  
Neda Radosavlevikj ◽  
Hajrulla Hajrullai
Keyword(s):  
Language Learning ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
English Language Teachers ◽  
Learning Competencies ◽  
Free Environment ◽  
Video Presentations ◽  
Video Material

Abstract In order to motivate students and create a tension free environment English language teachers implement different technological tools in the classroom. This paper aims to emphasize the importance of using video material in the classroom that facilitates ESL teaching. The study was conducted at SEEU Language Centre with 87 students’. Major ethnical groups include Macedonian, Albanian, Turkish, and Roma. The respondents’ age varies from 18-20 studying ESP classes, such as Computer Sciences 1, ESP (Public administration 1) as well as Academic and Advanced Academic English, and the research questions are: to what extent students are motivated to study English using videos, do Video presentations stimulate students’ critical thinking skills. Moreover, 8 teachers responded to the questionnaire and strongly agreed that Videos motivate students’ discussions in class. Teaching ESP courses using audio-visual tools is especially beneficial for both students and teachers because the appropriate video material can make students more interested in the subject, more engaged as well as become more confident in communicative language learning competencies.

scholarly journals Internalization of Indonesian Language as a Critical Thinking Development Effort in Character Formation

2019 ◽  
Vol 1 (7) ◽  
Author(s):  
Liesna Andriany
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Character Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Standards ◽  
Development Effort

Indonesian language courses are compulsory for every student. The purpose of this study is to describe the Indonesian language learning strategy by internalizing Indonesian language education in the development of critical thinking. Critical thinking criteria using FRISCO from Ennis. This research is qualitative with research instruments using observation, questionnaires, interviews, documentation, and tests. Whereas the data analysis technique following Miles and Huberman is done by data reduction and continuous data presentation. Data validity uses data triangulation. The findings show that the critical thinking skills of students on average meet the UISU National Standards. Development of a project-based Indonesian learning strategy that is tailored to the material. The process of internalizing Indonesian education emphasizes critical thinking skills in character building. Proven project-based Indonesian learning strategies can hone students' critical thinking skills so that student character education is formed.

scholarly journals Contrastive Analysis Hypothesis and Second Language Learning

2019 ◽  
pp. 35
Author(s):  
Ali Akbar Khansir ◽  
Farhad Pakdel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Contrastive Analysis ◽  
Second Language Education ◽  
Language Studies ◽  
The World

This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.

scholarly journals SUGGESTIONS FOR GLOBAL ISSUES IN LANGUAGE EDUCATION MATERIALS AND ACTIVITIES

2017 ◽  
Vol 1 ◽  
pp. 278
Author(s):  
Gregory Goodmacher ◽  
Asako Kajiura
Keyword(s):  
International Education ◽  
English Language ◽  
Global Citizenship ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Educational Institutions ◽  
Grammatical Knowledge ◽  
Global Issues

Universities and other centers of learning are joining with the United Nations and other international institutions to further the study of significant issues that are affecting the lives of people across the globe. Ministries of education in various countries want to have their students develop an understanding of the concept of global citizenship and the connections between the peoples of our increasingly intertwined world. In line with this, many educational institutions are including global issues education in their curricula. The English language is the predominant language of international business, globalization, medicine, international education, and politics. Billions of people are studying and using English daily. Can language teachers play a part in promoting global citizenship and creating a peaceful and sustainable world? This paper aims to answer that question and to address vital principles involved in the creation of activities and teaching materials that merge global issues content and language education. It will also provide examples of how teachers can combine content education and critical thinking skills in ways that develop grammatical knowledge and the traditional skills of reading, writing, speaking, and listening.

scholarly journals Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities

2017 ◽  
Vol 13 (29) ◽  
pp. 126
Author(s):  
Marsela Harizaj ◽  
Veneranda Hajrulla
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning And Teaching

Developing student’s critical skills is one of the major concerns of foreign language teachers. Professional teachers and novice ones try to find ways to motivate their students. Developing communicative competence requires students to develop learning strategies and focus on language function and context. In every course assignments, learners understand and realize better that communication is not an easy thing. Developing accuracy and fluency in foreign language classes enhance students critical thinking too. However, What is critical thinking? What is the perception of learners about it? What communicative activities can foreign language teachers use in the classroom to enhance student’s critical thinking? These are some research questions that this paper brings in focus, from theory to practice. The study is based on observations in EFL classes. From observations, it was found that developing critical thinking skills help learners to enhance their communication, enlarge their vocabulary, and help them to learn how to use language for different purposes in a variety of contexts. Foreign language teachers can help learners develop critical thinking skills. In this paper, some suggestions for foreign language teachers to use practical activities to foster critical thinking will be presented. Thus, in English language learning and teaching contexts, critical thinking becomes more dynamic.

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