scholarly journals APPLYING COOPERATIVE LEARNING TO COLLEGE STUDENTS TO ENHANCE THEIR COMMUNICATIVE SKILLS

2020 ◽  
Vol 2 (3) ◽  
pp. 71-78
Author(s):  
Miressa Amenu Terfa
Keyword(s):  
College Students ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Native Language ◽  
Group Discussion ◽  
Art Students ◽  
Communicative Skills ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Group Members

Cooperative learning has proved to be an effective method for both teachers and students and it has been found to have many positive benefits to foreign language teaching.  This paper was aimed at applying cooperative learning to college students for English as a foreign language (EFL). The participants of the study were summer three Art students of Mettu College of Teachers Education. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and Focus group discussion. Qualitative data were obtained and analyzed qualitatively. The major findings of this study suggested that cooperative learning helped significantly to enhance the college learners’ oral communicative skills and their motivation toward learning English as a Foreign Language (EFL). Furthermore, the findings revealed students’ contradictory views regarding native language use and whether CL could help them improve their language skills. Sometimes, students switched to their native language to clarify points or communicate with group members since, as noted in the observations, a large percentage of language classrooms allowed students to use their native language during group discussion.

scholarly journals Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
BI SHANSHAN
Keyword(s):  
College Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Self Efficacy ◽  
English Language ◽  
Survey Method ◽  
English Learning ◽  
Art Students ◽  
Self Confidence ◽  
Teachers And Students

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

scholarly journals IDIOMS AND CULTURE: EXPLORING THE INTER-INFLUENCE BETWEEN ENGLISH AND OTHER LANGUAGES

2019 ◽  
Vol 7 (6) ◽  
pp. 131-138
Author(s):  
BH V N Lakshmi ◽  
Abdullah Hamoud A. Al-Fauzanb
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Logical Analysis ◽  
Teachers And Students

Purpose of the study: The aim of this paper is to study the interplay of multilingual idioms through source and time with a caveat that it is an endless pursuit. Methodology: In this research, logical analysis and modeling are used. Results: For the very reason that idioms are formed in a context, such learners and users must be very careful while using them. It is important for them to be well versed with the nuances and fine points of the foreign language before they venture into the use of idioms. Also, straightaway translating idioms from one’s native language into a foreign language can truly lead to disastrous communication glitches. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Idioms and culture is presented in a comprehensive and complete manner.

scholarly journals Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

2019 ◽  
Vol 2 (2) ◽  
pp. 27
Author(s):  
Yu Han ◽  
Xiaoyan Ji ◽  
Jinghe Han
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Group Discussion ◽  
Teacher Shortage ◽  
Language Teachers ◽  
Teacher Student ◽  
Educational Culture ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship

This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their teaching practice CFL teachers’ understanding of teacher–student relationship influenced by their background educational culture had major impact on their strategies in teacher–student interaction in class. However, with the progress of teaching and meantime influenced by the Australian local educational culture, their behaviors for dealing with teacher–student relationship in class changed. Basically, their ways of handling teacher–student relationship transformed from a more Eastern guanxi tendency to a more Western rapport tendency. This transformation did not occur automatically and easily; it was achieved by the CFL teachers’ struggles and tribulations in the process of interacting with their Australian students. In an era of CFL teacher shortage, it is hoped that this study would shed some light on CFL teacher education.

scholarly journals Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media

2019 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Yosevina Rosdiana Su ◽  
Fatmawati Fatmawati
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Group Discussion ◽  
Self Esteem ◽  
English Department ◽  
Self Confidence ◽  
It Impacts ◽  
Teachers And Students ◽  
English Speaking

Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.

scholarly journals EDUCATIONAL VALUE OF TOPONYMICAL DICTIONARIES IN TEACHING FOREIGN LANGUAGE

2019 ◽  
Vol 7 (6) ◽  
pp. 20-23
Author(s):  
Lyubov G. Chumarova ◽  
Evgeniya A. Belyayeva ◽  
Rezida
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communicative Skills ◽  
Educational Value ◽  
Undergraduate Level ◽  
Self Study ◽  
Methods And Techniques ◽  
Teachers And Students ◽  
English Speaking

Purpose of the study: This article is about the experience of using toponymical dictionaries in the process of developing communicative skills of the students at undergraduate level. Methodology: The authors use toponymical dictionaries of the native language and of the learning foreign language as valuable sources in their work. According to our experience, the toponymical dictionaries help to motivate students for self-study, to find interesting information about their native places where they were born and grew up and about the English-speaking countries. Students research the names of the places with great interest. Results: The authors analyzed the educational value of toponymical dictionaries. In the article, it is described the research of some successful methods and techniques of using toponymical dictionaries in teaching foreign language. It was researched pedagogical principals of using toponymical dictionaries in teaching and learning process; what results are possible to achieve and what exercises can be used working with toponymical dictionaries in teaching foreign language. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Educational Value of Toponymical Dictionaries in Teaching Foreign Language is presented in a comprehensive and complete manner.

scholarly journals An Analysis of Banyumas Dialect Influence Toward Students’ English Pronunciation

2019 ◽  
Vol 7 (2) ◽  
pp. 262
Author(s):  
Denta Naviantara ◽  
Suparno Suparno ◽  
Dewi Dewi
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Qualitative Method ◽  
Native Language ◽  
Document Analysis ◽  
Negative Influence ◽  
Test Results ◽  
English Vowels ◽  
English Pronunciation ◽  
Teachers And Students

<p>In using a foreign language, pronunciation is affected by learners’ native language. English learners with Banyumas dialect will be distinctively recognized in their English. This present study is aimed to find out the differences in segmental features between Banyumas dialect and English and to describe the extent to which the Banyumas dialect influences students’ English pronunciation. The research uses the descriptive qualitative method. There are 30 sources of data (students) from two different classes. The subjects are originally from Banyumas and use Banyumas dialect in their daily communication. The writer conducts English pronunciation tests and records the students’ voices. The test includes 105 words consisting of each English vowels, consonants, and diphthongs. Besides, other supporting data are collected through document analysis, questionnaires, and observation. The study concludes that there are some differences in segmental features between Banyumas dialect and English, which have a negative influence on students’ English pronunciation. There are many pronunciation errors found on students’ pronunciation test results. Errors in pronunciation might be difficult to change if it becomes a habit. Teachers and students need to be aware of the differences between native language and foreign-language sound systems because it might be more valuable than error correction.</p>

scholarly journals Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

2018 ◽  
Vol 11 (5) ◽  
pp. 74
Author(s):  
Emrah Ekmekci
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
French Language ◽  
German Language ◽  
Significant Difference ◽  
Language Classes ◽  
Language Classrooms ◽  
Language Students ◽  
L1 Use ◽  
Academic Year

Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.

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