THE IMPLEMENTATIONS OF GAMES IN ENHANCING VOCABULARY FOR STUDENTS AT A PUBLIC UNIVERSITY

2021 ◽  
Vol 7 (20) ◽  
pp. 146-155
Author(s):  
Hien Luong Nong Thi
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Language Games ◽  
Classroom Teachers ◽  
Lexical Knowledge ◽  
Communicative Skills ◽  
Language Classroom ◽  
Topic Time ◽  
Compulsory Subject ◽  
Learning English

In recent years, teaching English has become a compulsory subject at schools, colleges and universities. That is the reason why teaching and learning English effectively play a crucial role in the development of educational system. However, students seem to be weak in communicative skills due to they are lack of English vocabulary knowledge. The aim of this paper is to seek out the evidence to prove that teaching games is very helpful in the language classroom because this method helps to improve and increase students’ vocabularies. The results show that language games not only enhanced students’ lexical knowledge but also made the lesson more enjoyable, students became motivated in learning English and had plenty of interactions with teachers and classmates. The study suggests that before employing games in the language classroom, teachers should choose appropriate materials, levels, contexts, topic, time allowance for games.

scholarly journals ENGLISH ZONE (EZO): A FUN ACTIVITY IN LEARNING ENGLISH SPEAKING SKILL FOR YOUNG LEARNERS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Linda Septiyana ◽  
Puri Widiarti ◽  
Tika Purnama Sari ◽  
Eka Nur Kasih ◽  
Hijjriah Al Mukaromah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Study ◽  
Young Learners ◽  
Language Classroom ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

This research aims to describe the implementation of English Zone (EZo) activities in learning English speaking skills for young learners. Employing qualitative descriptive study, this research included observation of teaching and learning process, and interview that was administered to 10 students from Kampung Sawah, West Hadimulyo. Ten meetings were observed thoroughly. Each observation took place in English language classroom every Sunday at Al-Fatimah Mosque. This research presented the implementation of English Zone (EZo) to young learners and students’ responses to the implementation of EZo. The findings illuminated the powerful ways in which EZo was able to improve students’ speaking skill. The students were having fun in the classroom which made them actively participate IN speaking practice with their friends or teachers. The findings further highlighted that EZo showed a good result in improving students’ confidence during their speaking practice. EZo helped them to speak more and decreased hesitation. They felt more relaxed to speak.Keywords : English zone, speaking skill, young learners, activity

scholarly journals Attitudes Of Tertiary Students Towards Using Smart Phone Applications In Learning English

2015 ◽  
Vol 3 (8) ◽  
pp. 47-55
Author(s):  
Abeer Z. Barakat
Keyword(s):  
English Language ◽  
Smart Phone ◽  
Smart Phones ◽  
Language Games ◽  
Freshmen Students ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Teachers And Students ◽  
The University ◽  
Learning English

The Use of mobile phones and smart phones in education has become very popular with the emergence of this technology and its availability among both learners and teachers. The current study attempted to examine the attitudes of the freshmen students registering in the General English Requirement in the University College of Applied Science towards the use of smart phone applications in learning English. The results of the questionnaire analysis indicate that the majority of the students have positive attitudes towards using English language applications to help them learn English. Yet, student's use of smart phone applications is limited to downloading English language games and dictionaries. Therefore, both teachers and students need to be more aware of the beneficial options that these applications offer to the English language classroom.

scholarly journals Replacing Translation Tests With Yes/No Tests

2015 ◽  
Vol 4 (2) ◽  
pp. 38-48
Author(s):  
Raymond Stubbe ◽  
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Target Language ◽  
Classroom Teachers ◽  
Prediction Formula ◽  
Foreign Language Teachers ◽  
Lexical Knowledge ◽  
Better Than

Along with personal interviews, individual word translation tests from the target language to the mother tongue are recognized as a reliable method of determining students’ actual lexical knowledge. However, as most English as a foreign language teachers are aware, the marking of these tests can be a laborious task. A far easier vocabulary testing format is the Yes/No (YN) checklist test, which can examine a large number of words while not over-burdening the marker. Pseudowords, which look like real words but do not bear meaning, have been added to the YN format to check for evidence of overestimation of lexical knowledge by test-takers. Four scoring formulae, which adjust YN results according to the number of pseudoword reports, have become established in the literature. Of these, the h-f formula has become recognized as the simplest to use for adjusting YN scores. This study presents a regression-based prediction formula derived from the h-f results in a pilot study, which was then applied to the YN h-f adjustments in a second study (the main study) to predict actual vocabulary knowledge as demonstrated by a meaning recall translation test of the same items. This prediction formula, labeled h-fRF, was compared with another regression-based formula as well as the original h-f formula. Results showed that 54% of the 455 individual h-fRF predictions were within 5% (4.8 of 96 words) of matching translation test scores, and 82% were within 10%, which were better than the other formula predictions. These results may be of interest to classroom teachers as they suggest that by using the h-fRF, the burden of marking translation tests can be reduced by the far easier YN test format.

scholarly journals MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM

2017 ◽  
Vol 4 (2) ◽  
pp. 79
Author(s):  
Siti Khasinah
Keyword(s):  
Disruptive Behavior ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Teachers ◽  
Class Participation ◽  
Behavioral Expectations ◽  
Preventive Actions ◽  
Language Classroom ◽  
English Speaking ◽  
Learning Contract

This article describes students’ disruptive behaviors in language classroom that may greatly affect language teaching and learning process, especially in ESL or EFL classes. Teachers should know what disruptive behavior is to enable them to deal with problems occurred in their classroom or to take preventive actions to keep their students well-behaved during the class. This can reduce the occurrence of misbehavior of students in their classroom. To prevent disruption in the classroom, teachers should establish behavioral expectations in the first day of the semester and the expectations can be based on students attendance, arrivals and departures, class participation, full English speaking, and other appropriate conducts in the syllabus and discuss them at the outset of the term. The agreement is then assigned as a learning contract or a code of conducts with which bounds the whole class. Consequently, whenever students are misbehaved, teachers and other students will directly know and recognize that the behaviors are out of the code. There are factors reasoning students to behave badly, so teachers as trouble solvers have to find appropriate strategies that are effective in helping students keep the code. Otherwise, the disruptions will escalate quickly and the problems will increase in numbers rapidly and finally, teachers will have to work very hard to avoid teaching failure and “losing face” when they cannot manage the disruption as listed in the expectation.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

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