scholarly journals Using cellphone-based games in EFL instruction

2020 ◽  
pp. 97-115
Author(s):  
Sandy T. Soto ◽  
◽  
Ligia Fernanda Espinosa Cevallos ◽  
José Pomavilla ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cell Phones ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Learning Standards ◽  
English Classes ◽  
English Class ◽  
Use Of Technology ◽  
The World

The advent of technology has influenced education, even in the most remote parts of the world. Nowadays, it is totally normal for a person to have some technological devices such as laptops, iPads, tablets, and especially cell phones. Ecuador is not far from this reality. Moreover, in the English Language Learning Standards, the Ministry of Education suggests using technological resources in teaching (eg internet, software, computers and related devices). Given this warm welcome to the use of technology in Ecuador’s English classes, as well as the number of students using cell phones in Ecuador, this chapter is intended to provide basic information on the use of cell phone games within English class.

The English Language Learning Progressions (ELLP): Challenge or opportunity?

2020 ◽  
Vol 16 ◽  
pp. 21-37
Author(s):  
Judith Anthony
Keyword(s):  
Language Learning ◽  
English Language ◽  
Future Research ◽  
English Language Learning ◽  
Learning Progressions ◽  
Ministry Of Education ◽  
Critical Policy Analysis ◽  
Challenges And Opportunities ◽  
Key Issues ◽  
Critical Policy

This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway Years 1–8 (Ministry of Education, 2020a). Within this review, the structure of ELLP is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in ELLP. Finally, the key issues are summarised and suggestions are made for future research.

scholarly journals English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

2021 ◽  
Vol 12 (2) ◽  
pp. 22-30
Author(s):  
Haida Umiera Hashim ◽  
Melor Md Yunus ◽  
Helmi Norman
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
English Language Learning ◽  
Number Of Children ◽  
Learning Journey ◽  
The World

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

scholarly journals HIGHER EDUCATION TEACHING STRATEGIES: AN OVERVIEW OF ENGLISH CLASSES

2018 ◽  
Vol 11 (2) ◽  
pp. 183
Author(s):  
L. Angelianawati
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
English Education ◽  
English Teachers ◽  
Target Language ◽  
English Language Learning ◽  
English Classes ◽  
Higher Education Teaching

ABSTRAk   Salah satu komponen utama dalam perencanaan pendidikan tinggi adalah pengajaran. Berkaitan dengan pembelajaran bahasa Inggris, pengajaran berpengaruh terhadap keberhasilan siswa di kelas bahasa Inggris. Pemilihan strategi mengajar yang tepat, yang dilakukan oleh guru bahasa Inggris, membantu pembentukan proses pembelajaran Bahasa yang efektif dan tepat sasaran. Terdapat banyak strategi mengajar yang sesuai untuk pembelajaran bahasa Inggris di pendidikan tinggi. Dalam tulisan ini akan diuraikan beberapa strategi mengajar tersebut, termasuk persyaratan dan hambatannya. Pemahaman tentang strategi mengajar terbaik yang sesuai dengan kelas bahasa Inggris sangat penting bagi guru bahasa Inggris. Ulasan dalam tulisan ini diharapkan dapat menghasilkan perbaikan dalam praktik mengajar pendidikan bahasa Inggris di perguruan tinggi.   Kata Kunci: Pendidikan Tinggi, Metode Pengajaran, Pendidikan Bahasa Inggris     ABSTRACT   One of the main components in higher education planning is teaching. Regarding to English language learning, teaching distributes influences toward the learners’ successfulness in English classes. The appropriate selection of teaching strategies conducted by the English teachers help shaping effective and on-target language learning processes. There are many teaching strategies applicable to English language learning in higher education. The present writing elaborates discussions about those teaching strategies, including its requirements and barriers. Understanding the best teaching strategies which fit the English classes is considerately important for English teachers. It is expected that the discussion will result in the betterment on English teaching practices in higher education.   Key Words: Higher Education, Teaching Strategies, English Education

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

An emergent English-mediated identity and a Chinese variety of WE

2020 ◽  
Vol 11 (1) ◽  
pp. 70-95
Author(s):  
Asha Tickoo
Keyword(s):  
Language Learning ◽  
English Language ◽  
World Englishes ◽  
English Language Learning ◽  
English Learning ◽  
Chinese Community ◽  
Shared Experience ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
The World

Abstract This paper will document an English-learning influenced transformation of self, as a shared experience amongst a community of its Chinese users. The study examines 84 English narratives on the English language learning (ELL) experience of undergraduate L1 speakers of Mandarin at three proficiency levels: Year II, Year III and Year IV. Identity, expressed in learners’ positioning on ELL, is assessed in its explicit, propositionally represented form, and its linguistically marked implicit counterpart. Implicit positioning is examined at the macro-discoursal level by acknowledging the choice of the narrative configuration, and therefore the perceptual mould, adopted for the capture of the ELL experience. It is also assessed at the micro-discoursal, sentential level in (1) the registered sense of agency over the learning, (2) the assumed responsibility for statements about the learning, and (3) the character of definition given to the learning. The cross-proficiency level assessment will show that overt and implicit positioning are in consonance in capturing a gradual adoption of an English-mediated access to the world, with resulting altered affiliations, affinities, and sense of being. The study traces the emergence of a Chinese community uniquely defined, in its own perception, by the use of the English language; hence its significance to the World Englishes enterprise.

scholarly journals Code Switching and Code Mixing in English Language Learning Class

2021 ◽  
Vol 1 (3) ◽  
pp. 302-317
Author(s):  
Theresya Adhelya Pharamita ◽  
Mei Hardiah ◽  
Indah Damayanti
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Video Recording ◽  
English Teachers ◽  
Code Switching ◽  
English Language Learning ◽  
English Class ◽  
Code Mixing

This research concerned with the types of code switching and code mixing used by the teachers, teachers’ reasons in using code switching and code mixing, and students’ perception of code switching and code mixing used by the teacher in the class. This research was a descriptive qualitative research. The researcher used observation checklist, video recording, interview, and questionnaire as the instruments of this research. The data of this research was analyzed by classifying the types of code switching used theory of Poplack and the types code mixing used theory of Hoffman. The result of this research shows that the English teachers did all the types of code switching in English class. Namely; tag code switching, inter-sentential code switching, and intra-sentential code switching. Meanwhile, the researcher found that the teachers only used two from the three types of code mixing. Namely; intra-sentential code mixing and intra-lexical code mixing. The type that did not appear was involvement in a change of pronunciation. This study revealed that the teachers’ reason in using code switching and code mixing are; to help the students in learning English and to make the students more focus in learning process. For the students’ perception, most of the students agreed that the use of code switching and code mixing helps them understand the materials in English language learning class.  

scholarly journals HOW TO CREATE A FOREIGN LANGUAGE LEARNING CURRICULUM WITH A PEDAGOGICAL DIMENSION?

2021 ◽  
Vol 03 (05) ◽  
pp. 29-33
Author(s):  
Zainab NAZZEE
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Early Years ◽  
English Language Learning ◽  
Ministry Of Education ◽  
School Students ◽  
Accurate Performance ◽  
The Many

Despite of the many changes in the English language learning curriculum in Iraq, teaching English to school students is not just challenging but rather unsuccessful in terms of creating pupils with both a good competence and an accurate performance. The learning process is being replaced with a merely passing one grade to another process with the blessing of no serious effort to locate and solve such a problem,which would result in an illiterate generation in an English language oriented cultures. There are many reasons for such a problem,one of which is the tendency of most English language teachers to treat content of the curriculum as a structure based material, also there are other factors like; the repetition of the same grammatical rules through our the different stages of school years and the predictable questions used,even in high school final exam.Therefor I would like to propose a three –step plan to overcome these difficulties.The first step is to design a functional based curriculum which presents no syntactical rules in the early years of learning English language but only concentrates on communicative and interacting skills. The second step is to use " pedagogical wheel " as a course given in college in a pre-training program for teachers, the third step of our model is to create a reference in the Ministry of Education to connect with all English teachers and provide updated information, advises,aids and share experience among them. Keywords: Pedagogical Dimension, English Language, Learning Curriculum

scholarly journals English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

2021 ◽  
Author(s):  
Haida Umiera Hashim ◽  
Melor Md Yunus ◽  
Helmi Norman
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
English Language Learning ◽  
Number Of Children ◽  
Learning Journey ◽  
The World

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

scholarly journals Penggunaan Bahasa Sunda Pada Pembelajaran Bahasa Inggris

2020 ◽  
Vol 10 (1) ◽  
pp. 45
Author(s):  
Lystiana Nurhayat Hakim ◽  
Pipit Prihartanti Suharto
Keyword(s):  
High School ◽  
Data Collection ◽  
Qualitative Study ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Positive Perception ◽  
Teaching Materials ◽  
English Class ◽  
L1 And L2

ABSTRAK Bahasa Sunda merupakan bahasa pertama masyarakat Jawa Barat dan tidak sedikit orang yang menggunakan bahasa sunda diberbagai aspek kehidupan, salah satunya dalam pendidikan.Sekarang ini banyak dijumpai peomena penggunaan bahasa sunda sebagai bahasa pertama dalam pembelajaran bahasa Inggris. Beberapa ahli memperdebatkan penggunaan bahasa pertama dalam pengajaran bahasa asing yang dinilai akan menganggu makna, tujuan, dan fungsi bahasa Inggris. Oleh karena itu penting sekali bagi peneliti untuk melakukan penelitian dengan tujuan untuk mencari tahu fungsi dan alasan penggunaan bahasa sunda dalm pembelajaran bahasa Inggris dan mencari tahu persepsi siswa terhadap penggunaan bahasa sunda dalam proses belajar mengajar bahasa Inggris. Penelitian ini menggunakan studi kasus dimana tiga orang guru bahasa Inggris dan 20 orang siswa menjadi subjek penelitian. Instrumen penelitian yang dipakai ialah obesrvasi, wawancara, dan kuesioner. Hasil dari penelitian ini ialah Bahasa Sunda digunakan dalam pemberian instruksi, pemberian motivasi, penjelasan kosakata dan materi ajar, menunjukan ekspresi marah, kecewa, dan bahagia, penggunaannya dilakukan dengan tujuan untuk memberikan rasa nyaman dan kemudahan ketika berkomunikasi dan berinteraksi baik dengan guru maupun teman sejawat, serta untuk menghindari kesalahpahaman makna baik dalam komunikasi biasa ataupun dalam pemeberian materi ajar. Selain itu hasil dari penelitian ini ialah siswa menunjukan persepsi positif terhadap penggunaan Bahasa Sunda dalam pembelajaran Bahasa Inggris di kelas. ABSTRACT The purposes of this research were to investigate learners’ perception toward the use of Bahasa Sunda in English class, the function of Bahasa Sunda in EFL class, and the reasons of using Bahasa Sunda in English class. The participants were 20 students in one of Senior High School in West Java, Indonesia. This research was designed in qualitative study by distributing a questionnaire and conducting observation and interview as the data collection techniques. The findings showed that Bahasa Sunda used for giving instruction and motivation, explaining vocabulary and teaching materials, and showing several expressions of angry, disappointed, and happy. In addition, the purposes of using Bahasa Sunda in English language teachings are to create comfort atmosphere, to help students in communicating and interacting with the teachers and friends, and to avoid misunderstanding both in verbal communication and in giving teaching materials. Furthermore, they also welcome the L1 (Bahasa Sunda) and they have positive perception toward the use Bahasa Sunda in English language learning. In view of this, the use of both their L1 and L2 should be balanced.  

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