scholarly journals E-learning: An effective mode of teaching English as a Second Language

2021 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Rosy Yumnam
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Social Networking Sites ◽  
Language Teaching ◽  
Video Conferencing ◽  
Communicative Language Teaching ◽  
Learning Tools ◽  
Teaching English ◽  
E Learning ◽  
Teaching Learning

The benefits of e-learning in teaching English as a Second Language (ESL) are huge. The outbreak of the dreaded COVID19 pandemic has forced schools, colleges and universities to temporarily remain closed to fight the contagion. E-learning or online learning is a learning method which has been employed in such a difficult scenario to continue the teaching-learning process. E-learning uses various tools and systems to optimize the teaching-learning process through online platforms. For teaching ESL, the teachers should explore collaborative learning, communicative language teaching, and communicative task-based language teaching to enable learners to effectively participate in the e-learning process. The use of these approaches engages the students to interact and perform the assigned tasks enabling them to effectively learn the language in the online platform. The paper explores the various e-learning practices into making effective teaching of English as a second language. Various e-learning tools like the internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast and vodcast, online-boards, mobile phones, and social networking sites like WhatsApp, Facebook and Twitter are explored to efficiently teach English as a second language. Further, the study investigated and analyzed an ESL classroom where various e-learning tools are used.

scholarly journals Communicative Language Teaching in Teaching ESL for University Students

2021 ◽  
Vol 3 (6) ◽  
pp. 49-57
Author(s):  
Le Thi Ngoc Hien
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Classroom Activities ◽  
Advantages And Disadvantages ◽  
The University ◽  
Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.  

scholarly journals Enhancing Students’ Oral Communication By Using Communicative Language Teaching (CLT)

2019 ◽  
Vol 8 (1) ◽  
pp. 38
Author(s):  
Ahmad Wael ◽  
Dian Saputra ◽  
Eka Setyawati
Keyword(s):  
Learning Process ◽  
Quantitative Method ◽  
Performance Test ◽  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Group Comparison ◽  
The Mean ◽  
Strongly Agree ◽  
Teaching Learning

This article aims at providing students’ oral communication in speaking class. There were two specific purposes to gain the data namely to find out the effects of Communicative Language Teaching (CLT) in teaching oral communication especially in speaking ability and to disclose the responses of students in the learning process by using Communicative Language Teaching (CLT). In order to obtain the comprehensive data, the writers used performance test and questionnaire with 32 respondents on speaking class. This research was applied in quantitative method. The writers used the design of interact group comparison. The result showed that there was a significant effect on the use of CLT approach. It was proven that t observation was bigger than   t table; t observation was 2.98 while t table was 2.021 (2.98> 2.021). Most of the students  agreed if CLT was applied in teaching-learning activites, especially in speaking class because it could help them in improving their ability in oral communication. The results of their opinion towards the application of CLT were expressed by chosing option 4 (agree) and 5 (strongly agree) in every indicator. For indicator 1 and 10, students tent to choose option 5 (strongly agree) with the percentage of 56.3 and the mean of 2.8. In indicator 2 and 4, the students tent to choose option 5 with the percentage of 59.4 and the mean of 3.0. In indicator 3 and 7, the students tent to choose option 4 (agree) with the percentage of 62.5, and mean score of 2.5. For indicator 5 and 6, the students chose option 5 with the percentage of 50.0 and mean score of 2.5. For indicator 8 and 9, most of the students tent to choose option 5 (strongly agree). The percentage and mean score were different. In indicator 8, the percentage was 56.3 with the mean score of 2.3 whereas in indicator 9, the percentage was 68.8 which the mean score of 2.8 more of the respondents were strongly agree with the application of CLT approach in speaking class. It made the students interestend in following  speaking class and the students have confidence to speak with other friend or lecturer inside or outside the classroom.

scholarly journals Descriptive Study on Some Methods of Teaching English via Online Learning System Used by Lecturers

2021 ◽  
Vol 1 (2) ◽  
pp. 62-68
Author(s):  
Juliansyah Juliansyah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Communicative Language Teaching ◽  
Learning System ◽  
Read Aloud ◽  
English Department ◽  
Teaching English ◽  
Official Site ◽  
Teaching Learning ◽  
Teaching Grammar

Firstly, the research aims to know what lecturers use methods of teaching English via an Online Learning System. Secondly, the activities both the lecturers and students have during the learning process. This research is limited to what methods the lecturers apply in teaching English for English department students via an online learning system to build students' enthusiasm for learning. The process of research used is qualitative research. In collecting data, the researcher used observation. There are 8 respondents in this research. They are all lecturers teaching in English Department. The result shows that the lecturers use applications in teaching English, namely Google Classroom, Google Meet, Zoom, and the Learning Management System (LMS) of Darma Persada University, namely portal.unsada.ac.id. The latest application is an official site that lecturers and students use to proceed with the teaching-learning process. The research also finds that lecturers do several activities in the learning process. They fill in the blank, read aloud, answer questions, picture describing, drilling, and presentation techniques. The research shows that those all activities are the most suitable with learning system using online. Meanwhile, in terms of teaching techniques, most of the lecturers use communicative language teaching, grammar-translation, and audio-lingual method.

scholarly journals Aplicabilidad del modelo ASSURE en la didáctica de lenguas

2017 ◽  
Vol 1 (2) ◽  
pp. 83
Author(s):  
Hilda Buitrago
Keyword(s):  
Second Language ◽  
Instructional Design ◽  
Language Teaching ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Learning Modalities ◽  
The Face ◽  
Educación Virtual ◽  
E Learning ◽  
Teaching Learning

El presente trabajo examina los lineamientos del Ministerio de Educación Nacional respecto a la enseñanza de una segunda lengua, sus objetivos, alcance y requerimientos didácticos y tecnológicos para alcanzar las metas de aprendizaje propuestas. Posteriormente, describe los pasos del modelo de diseño instruccional ASSURE y explica las razones por las cuales este tipo de diseño permite la puesta en práctica de algunos de los principales postulados teóricos en los que se basa la didáctica de los idiomas extranjeros y el uso efectivo de las TIC para fomentar la participación del estudiante en los procesos de enseñanza-aprendizaje. Se recomiendan estudios adicionales que permitan determinar con mayor precisión la eficacia del Modelo Instruccional ASSURE en las modalidades e-learning y blended learning.Palabras claves: Educación virtual, diseño instruccional, TIC, didáctica de lenguas. AbstractThis paper examines the standards issued by the Colombian Ministry of Education regarding second language teaching, its objectives, scope and teaching, and technological requirements in order to achieve learning goals. It later describes the steps of the ASSURE instructional design model and explains the reasons why this type of design allows for the implementation of some of the main theoretical postulates about foreign language teaching and effective ICT use that encourage student participation in the intended teaching-learning processes. Further research is recommended to more accurately measure the effectiveness of the ASSURE instructional model in the e-learning and blended learning modalities for teaching a second language, in order to determine the extent to which the face-to-face sessions are necessary and how they can be enriched through the use of ICT.Keywords: E-learning, instructional design, ICT, language teaching.

Diagnostic and Formative E-Assessment in Engineering on a Moodle-Based VLE

2010 ◽  
pp. 378-398 ◽  
Author(s):  
M. C. Mora-Aguilar ◽  
J. L. Sancho-Brú
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Innovation ◽  
Learning Tools ◽  
Electronic Learning ◽  
Web Tools ◽  
Recent Advances ◽  
E Learning ◽  
Teaching Learning ◽  
Made In

Electronic learning is nowadays a reality that has been possible due to the recent advances in technology. Different new Web tools have been developed to be directly applied to the teaching/learning process at all levels, especially in higher education. In fact, e-learning tools are the key elements for carrying out educational innovation when dealing with overcrowded groups of students. This e-tools applied to assessment are analyzed in this chapter. In particular, diagnostic and formative e-assessment implemented on a Moodle-based VLE environment has been introduced in different basic Mechanics subjects, with similar contents but taught in different engineering degrees, in diverse years or with various group sizes. The benefits and underlying problems of this introduction are described here. This has been made in order to compare results of different subjects and to extract general conclusions, which could be extrapolated to any other engineering disciplines.

scholarly journals Investigating Teacher’s Sense of Humor in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Dzakia Tunnisa ◽  
Murni Mahmud ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Effective Interaction ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Teaching English ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Data Collections

This study investigates the use of humor in teaching English in an English course in Indonesia. It aimed to find out the kinds of humor employed by the teacher and to explore the students’ perspectives toward it. This study employed a qualitative research design and focused on one English course in Makassar, Indonesia. One teacher and one class consisting of seven students were taken as respondents. Data collections relied on observation and interview. Five meetings of classroom interaction were observed and recorded. Seven students from the class were also interviewed deeply. The recordings were transcribed and analyzed based on the framework of Wanzer & Frymier (1999). Findings show that there are some kinds of humor that were employed by the teacher in teaching, namely related humor, unrelated humor, self-disparaging humor, and unplanned humor. New kinds of humor were also found namely unresponded humor and remind humor. Those kinds of humor were proved to give benefits in English language teaching process. The teacher who employed humor in teaching English made the students easy to get the knowledge. Teacher’s humor reduced tension, made the students more comfortable in the teaching-learning process, created good interactions, led to more enthusiastic teaching-learning process, encouraged students’ attendance, and reduced the number of students who felt sleepy in the class. Findings from this study provide significant input for teachers to create effective interaction between teachers and students in English language teaching in Indonesia.

scholarly journals The Effectiveness of Recorded Materials in EFL Class

2018 ◽  
Vol 5 ◽  
pp. 49-55
Author(s):  
Laxmi Prasad Bastola
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Listening Comprehension ◽  
English Language ◽  
Language Teaching ◽  
Secondary Level ◽  
English Language Teaching ◽  
Formal Learning ◽  
English Teacher ◽  
Teaching English

 In the era of globalization, it is very necessary to know about the recorded materials while teaching English as a second language. It is needless to say that the recorded materials are the boon of science and technology which has made easier the formal learning process. Till now many English teacher has been ignoring the power of recorded materials in language teaching specially, in the secondary level of school. Obviously, English language teaching is difficult in the context of Nepal but those materials related to recorded make the classroom more lively. As a result the learning becomes the easier process. This paper concludes that the recorded materials are very useful to develop the listening comprehension of the learners of Secondary Level School.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 49-55

scholarly journals Re-conceptualizing Communicative Language Teaching through Socio-Cultural Perspective

2017 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Lina Farsia
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Activities ◽  
Target Language ◽  
Learning Activity ◽  
Cultural Perspective ◽  
Teaching English ◽  
Cultural Concepts ◽  
Teaching Learning

Communicative Language Teaching (CLT) has been know as one of the most successful approaches in teaching English to speaker of other languages. With this approach students are required to engage in communication trough interaction using the target language as much as possible. In the countries where English is taught as a foreign language or as a second language, this approach has become an ideal example on how activities are reconstructed in teaching learning activity to improve students’ ability in communicating in English both in spoken and written ways. Despites all of the advantages of CLT, there are still some the flaws found in he implementation of CLT in teaching learning activities. Therefore, in this paper, the writer will not only provide some critiques that are normally found in CLT but also suggesting some alternatives based on the socio cultural concepts to mitigate the shortcoming. The provided alternatives are aimed to re -conceptualize the CLT in based on the socio cultural perspective.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

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