scholarly journals A Quantitative Research Study for Determining the Effects of Teachers’ Attitude on Students’ Learning English Language in Pakistan

2020 ◽  
Vol 6 (2) ◽  
pp. 30
Author(s):  
Siraj Ahmed Channa ◽  
Mansoor Ahmed Channa ◽  
Rozy Ilyas ◽  
Abdul Razzaque Lanjwani
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Young Generation ◽  
Classroom Performance ◽  
Teachers Attitudes ◽  
Modern Era ◽  
Learning English

English learning as a foreign or second language is no more complicated process in modern era. In Pakistan, the young generation is trained with different aspects of life not only in academics but also in professional, social and in psychological domains. This study investigates the effects of teachers’ attitude on learning English as a foreign language. The study used survey questionnaire to find the effects of teachers’ attitude. Almost 106 participants volunteered for this study from three departments of one university of Pakistan. The gathered data was analyzed through SPSS version 20 to find percentage, mean score and SD. The study offered the most promising results based on teachers attitudes on learning English. The results revealed teachers’ caring attitude as significant factor related to the cognitive and communicative abilities of the students. Further, the results of this study indicated that the success of the class always depend on teachers’ behavior with the most effective impacts on learners’ social and academic success. Moreover, this study discusses the detailed information about teachers’ attitude on students’ language learning, classroom performance and future impact on language teaching and learning.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Exploring Multiple Dimensions of Recording Video Clips in Group in Learning English Speaking Skill

2020 ◽  
Vol 8 (02) ◽  
pp. 1222-1237
Author(s):  
Tuyen Nguyen Chau Bich
Keyword(s):  
English Learners ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structure Interview ◽  
Video Clips ◽  
Multiple Dimensions ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Applying technology in learning English language is indispensable in the period of industry 4.0 and global integration. However, what technological techniques should be applied in teaching and learning process is the most serious concern. Evidence shows that different technological applications may lead to various learning outcomes, detrimental effects, even spoiling learning interest or motivations. Therefore, this paper is aimed not only to explore the multiple dimensions of recoding video clips in group (RVCIG) in learning English speaking skill but also illustrate how this activity (RVCIG) influences on learners’ English speaking  improvement. Apparently, these explorations and illustrations help to consider whether this RVCIG is widely used in teaching English speaking process or not. To do that, a quantitative research method with the tool of semi - structure interview is used to collect various information, mixed feedbacks or motivations from 2 groups of students fully participating in recording three video clips in group within course. Additionally, a questionnaire survey is also sent to 33 English learners for exploring both commendable and detrimental influences of this RVCIG on English speaking development. The findings indicate that RVCIG makes learners have various opposite experiences in language competence, confident expression, and communication, as well as cope with unavoidable challenges of time consuming, technological problems, and group member’ disagreements. Whatever advantages or disadvantages of this RVCIG activity has, learners also express their interest and expectation of recording video clips in group for purposes of English speaking improvement, mutual engagement, collaborative learning and building friendship.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TETH GRADE STUDENTS AT SMAN 8 MALANG

2020 ◽  
Vol 3 (2) ◽  
pp. 96-101
Author(s):  
Evy Maria K ◽  
◽  
Prambudi Nur Adhitama ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Rating Scale ◽  
Narrative Text ◽  
Diverse Range ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Urban Legend ◽  
Learning English

This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting.

scholarly journals TEACHING LISTENING USING TOEIC APPLICATION

2018 ◽  
Vol 1 (4) ◽  
pp. 486
Author(s):  
TUTI KARMIATI ◽  
Yulyayu Kurniawati
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Teaching English ◽  
Quantitative Research Methods ◽  
Academic Context ◽  
Spoken English ◽  
Conducting Research ◽  
Learning English

In a modern era many students like to learn english easily, many students learn english with listening something, like listening music in their mobile phone or in the radio, in this era we can find the western song in many place, like in the mall, radio, and so on. So we can hear the western song and learn listening english easily. Teaching listening is teaching students to learn to listen to languages and conversations using the ear. The reason for students being able to listen to spoken English is by letting them listen to variations and accents rather than just the teachers voice with its own idiosyncrasies. Listening is a very important skill in language learning and can’t be underestimated especially in an academic context and is separated in language so that listening has an important role in teaching the language including teaching English. The purpose of this study is to find out how English teacher use TOEIC applications in listening to students and how students respond to the use of TOEIC applications in student listening. Most students argue that the hardest is listening, and some of them even have difficulties in understanding the teachers who are teaching English. It states that students still have difficulty in listening and become one of the obstacles in learning English. The used of media as a tool or means in teaching and learning English that is very useful for students and teachers. This research is to know how big influence of TOEIC application media in learning to listen English. The design taken in this study is pre-experimental design and the author also uses quantitative research methods in conducting research. Subjects in this study were students of class XI AKP1 in SMKN 2 Karawang which amounted to 32 students as a sample. The author used a listening test to collect data. The procedure used in this research is pretest, treatment and posttest. Pretest was given to students to measure their knowledge before treatment, treatment is the researcher teach about TOEIC application, and posttest is a final result from the treatment.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals Junior high school students’ difficulties of English language learning in the speaking and listening section

2020 ◽  
Vol 9 (1) ◽  
pp. 45-54
Author(s):  
Alan Jaelani ◽  
Olivia Widad Zabidi
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Learning English

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.

scholarly journals Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals GOOGLE CLASSROOM FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY

2019 ◽  
pp. 01-07
Author(s):  
Om Joshi
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Information Communication ◽  
Web 2.0 Tools ◽  
Communication And Technology ◽  
Learning English

In the present era of rapid civilization, integration of Information Communication and Technology ICT make teaching and learning more innovative, creative, and learner centric through the use of websites and Web 2.0 tools i.e. TED, Moodle, Google Classroom and so on. Department of English, Bhakta Kavi Narsinh Mehta University, Junagadh has implemented Google Classroom for English language learning. However, it's important to know students' attitude towards the use of Google Classroom for English language learning. Here, researchers will share the questionnaire among students and will analyse the data to know students' approach towards learning English language through Google Classroom. Here, it has been attempted to demonstrate the advantages of utilizing Google Classroom in English language learning.

scholarly journals Pembelajaran Bahasa Inggris untuk Bisnis melalui E-Learning

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1074
Author(s):  
Rina Patriana Chairiyani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Active Role ◽  
Learning System ◽  
Business English ◽  
E Learning ◽  
Conventional Classroom ◽  
Learning English

The objective of this research is to understand comprehensively the learning process of English for business through e-learning. The research was a qualitative research with an ethnography method conducted in Bina Nusantara University, Jakarta in 2012. The data were collected through observation, interview, document study, and recording. The focus of this research is learning business English by e-learning with sub-focus the process of learning English for business through e-learning. The results obtained from this study are based on the focus of the study: the process of learning English through e-learning. English language learning via e-learning in Binus online uses e-learning system that is asynchronous, which means do not coincide. Both lecturers and students access not at the same time; lodging Binus Online, timing set, so that everything goes according to schedule. The process of teaching and learning through e-learning course is different from the conventional classroom. This process requires both lecturers and students to play an active role and really should take the time for it. Based on the findings of research on learning English for business through e-learning at Binus Online, it can be concluded that the learning process goes well and effective in improving student competence and achievement. The learning process is also a result of good support for students and faculty as well as the adequate support given means of learning English for business done through e-learning at Binus Online. In addition, learning through e-learning has a direct impact with the emergence of spirit of the students to always work hard, on time, independent, and active.  

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