scholarly journals Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning

2018 ◽  
Vol 26 (1) ◽  
pp. 59 ◽  
Author(s):  
Eric H. Young ◽  
Rick E. West
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Project Based Learning ◽  
Technical Training ◽  
Self Awareness ◽  
Journal Articles ◽  
Self Evaluation ◽  
Learner Perceptions ◽  
Speaking Skills

<p>Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.</p>

scholarly journals Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills

2019 ◽  
pp. 846-850
Author(s):  
Cagri Tugrul Mart
Keyword(s):  
Language Acquisition ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Literature Discussions ◽  
Classroom Discussions ◽  
Solid Foundation ◽  
Construct Meaning ◽  
Speaking Skills

Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.

scholarly journals Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills

2018 ◽  
pp. 571-575
Author(s):  
Cagri Tugrul Mart
Keyword(s):  
Language Acquisition ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Literature Discussions ◽  
Classroom Discussions ◽  
Solid Foundation ◽  
Construct Meaning ◽  
Speaking Skills

Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

The importance of the self: using online diaries in the EFL classroom

2021 ◽  
Vol 11 (2) ◽  
pp. 395-412
Author(s):  
Micòl Beseghi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Expressive Writing ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Self Awareness ◽  
Final Questionnaire ◽  
Diary Writing

Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.

Motivating Language Learners during Times of Crisis through Project-based Learning: Filming Activities at the Arab International University (AIU)

2018 ◽  
Vol 8 (12) ◽  
pp. 1649 ◽  
Author(s):  
Dareen Assaf
Keyword(s):  
Language Learning ◽  
Study Data ◽  
Project Based Learning ◽  
Team Work ◽  
Critical Conditions ◽  
Traditional Teaching ◽  
Negative Effects ◽  
Intermediate Students ◽  
Self Evaluation ◽  
International University

Times of crisis and the critical conditions that Syrian students have experienced during the last six years have a significant influence on their level of motivation, their academic performance and their attitudes towards their study in general and language learning in specific. This study explores the effects of project-based learning through video making on students' motivation and attitudes towards English courses in comparison to the negative effects produced by the traditional teaching which is mainly based on textbooks. This research is carried out at Arab international university, Foreign Language Center. A total of 24 intermediate students from three different majors participated in the study. Data were drawn from a number of resources including group discussions and informal notes, student self-evaluation questionnaire, and students' performance results. The learning outcomes were remarkable. The motivational level and the attitudes of the experimental group in the second part of the course in which project-based learning sessions were held improved and witnessed a difference in performance comparing it to the first eight weeks of the course in which traditional teaching approach was implemented. Moreover, the learners have improved their linguistic skills when attempting to write the video scripts in addition to developing their oral presentation skills, team work, and their organization and planning skills.

scholarly journals Debating Techniques in Language Learning to Trigger Students’ Communication in English and Critical Thinking

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Yasyir Fahmi Mubaraq
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
World Englishes ◽  
Foreign Language Learners ◽  
Parliamentary Systems ◽  
Expanding Circle ◽  
Speaking Skills

Being communicative has always been the crucial matter in any languages. People cannot be saidbeing able to use a language unless they can produce it. Some approaches of learning have also been raised all the time but the purpose of language for communication is hardly achieved by the foreign language learners. One of the problems is that students are too afraid in giving their opinions. Debating is one way to force our students to interact by using English and think critically. In a debate, students are divided into PRO and CON sides to criticize the issue given. By having a debate students can convey their ideas in certain issues along side with building their critical thinking. The idea of having a debate in the classroom is surely one of techniques in the teaching of English. This study tries to elaborate how some debate activities might be brought into classroom by always considering the varieties of Englishes that Indonesia belongs to. According to Kachru (1988:5), Indonesia is grouped into the expanding circle of World Englishes. Thus, the modified version of British, Australian, and Asian Parliamentary systems of debate are introduced for the sake of enhancing students’ speaking skills by always tolerating and exploiting the uniqueness of Indonesian Englishes

scholarly journals Promoting informal learning by integrating smartphones into the language classroom

2021 ◽  
pp. 232-237
Author(s):  
Martin Mullen
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Language Learners ◽  
Significant Role ◽  
Learning Resources ◽  
Learning Practices ◽  
Language Classroom ◽  
Traditional Language ◽  
Learner Perceptions

Although smartphones have become normalised in people’s everyday behaviours, they remain under-exploited from a language learning perspective. This paper describes a study in an Irish university which explored the nature and extent of language learners’ existing use of smartphones for informal learning purposes through a survey, a case study, and a group interview. The results showed that firstly, smartphones played only a limited and tangential role in their language learning, and secondly, that learners had narrow perceptions of what ‘actual, proper study’ entails, demonstrated by their overwhelming preference for more traditional language learning resources and practices. The paper finishes by making suggestions regarding how smartphones can be integrated into the language classroom, at both third and second level, to help broaden learner perceptions of what language study is, and consequently, allow smartphones to play a more significant role in their learning practices.

scholarly journals LD SIG: Positive self-perception of Japanese language learners in groups

2013 ◽  
Vol 37 (5) ◽  
pp. 15
Author(s):  
Caroline Ross
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Japanese Language ◽  
Self Awareness ◽  
Self Perception ◽  
Self Directed Learning ◽  
Japanese Students ◽  
Learning Group ◽  
Directed Learning ◽  
Japanese Group

It is common to hear that Japanese students are not successful at learning English, but self-identification as part of a linguistically inept group negatively impacts language learning. The existing strength of the Japanese group can be used to increase self-directed learning, which can help to shift students’ perception to a more positive self-awareness. This paper describes how we can position students in a language-learning group with both individual and social obligations, in order to achieve this goal. 日本人学生は英語学習で良い結果を出せないとよく言われるが、自分が言語習得に不向きな集団に属すると考えることは、言語学習にマイナスの影響を及ぼす。しかし、日本人学生の自己認識を前向きに変えるのに役立つ自己管理学習(self-directed learning)を推進するために、日本人が集団として持つ本来の強みを利用できると考える。本論では、この目的を達成するため、学生に個人的・社会的責任を持たせる言語学習のグループを作る方法を述べる。

scholarly journals Improving EFL Undergraduate Learners’ Speaking Skills Through Project-Based Learning Using Presentation

2021 ◽  
Vol 12 (3) ◽  
pp. 65
Author(s):  
Lawarn Sirisrimangkorn
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Project Based Learning ◽  
Business English ◽  
Community Based ◽  
Speaking Skill ◽  
English Speaking ◽  
Skill Improvement ◽  
Quantitative And Qualitative Methods ◽  
Speaking Skills

Project-based learning has been variously integrated into EFL instruction to promote learners’ language learning and skills. The objectives of this research study were to examine the effects of project-based learning using presentation on EFL undergraduate learners’ speaking skills. Furthermore, this study sought to explore learners’ opinions on the use of project-based learning using presentation. The participants of this study were 31 second-year undergraduate students who majored in Business English. The research instruments in this study included speaking tests, project-based learning instructions, questionnaires, and interviews. The obtained data were analyzed by quantitative and qualitative methods for the result interpretation. The findings of this study revealed that students’ speaking skills had significantly improved after the project-based learning implementation. Moreover, the students expressed positive opinions towards project-based learning using presentation as it was perceived to have helped improve their speaking skills. The findings from the interviews revealed that the project-based learning using presentation was positive for learners’ speaking skills according to their presentation tasks, scaffolding activities, and practice of integrative skills. A cooperative learning environment is perceived as useful for learners’ speaking skill improvement. However, time constraint posed a major challenge in the study. Further studies are recommended to encompass a community-based context for speaking skill improvement. Instructional implications derived from the findings include implementing project-based learning using presentation in order to provide learners with an authentic English speaking context and to promote the integrated skills.

scholarly journals ANALYSIS OF GRAMMATICAL INTERFERENCES IN THE ORAL COMMUNICATION PRESENTED BY PIBBI PARTICIPANTS

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Priscilla Agna Ekawati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Frequency Of Occurrence ◽  
Teaching Materials ◽  
Language Program ◽  
Foreign Language Learners ◽  
Stimulated Recall ◽  
High Level

This present study aims to analyse and describe features of L1 interference in oral communication by PIBBI Participants of Level 5 who enrolled in an intensive language program at LTC, SWCU. The data were collected by giving oral tasks when describing something, giving opinion and explaining how things work. A stimulated recall interview proposed by Dornyei (2007) was used to explore the findings in detail. The analysis presents the type of grammatical interferences, the frequency of occurrence of each interference type and their detailed description. Analysis of data revealed that students in high level still experience grammatical interferences in producing Indonesian speech. It is hoped that this study will give a better suggestion for the advanced foreign language learners and provide information for teachers on common interferences in language learning which can be used as a reference in developing the teaching materials. 

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