scholarly journals Teachers’ Questions and Feedbacks in EFL Classrooms

2017 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
Cheng-hua Hsiao
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
English Language Teaching ◽  
Master's Program ◽  
Experienced Teacher ◽  
Graduate Course ◽  
Teacher Questions ◽  
Wh Questions ◽  
Research Questions ◽  
Teaching Of Listening

Guided questions are crucial in teaching listening courses because they lead students to focus on the critical parts of the course. How teachers ask questions affects their students listening comprehension and output. The purpose of this study was to study the types of teacher questions and the feedback offered by teachers in two listening classes. Two teachers were selected as the subjects: one had taught English for seven years, and the other was a graduate student on an English language teaching master's program. Both subjects were teaching an English listening class as a teaching demonstration that was part of their graduate course. Three research questions were raised in this study: (1) What questioning models did the teachers use in the listening classes? (2) What types of questions were asked in these classes? and (3) What were the functions of the teachers’ feedback on students’ responses? The findings indicated that both teachers adopted a process approach in their teaching of listening classes. The questions that the experienced teacher asked with highest frequency were Wh-questions, whereas the intern asked Yes/No questions. The experienced teacher often used the feedback types of comprehension checking and expansion, whereas the intern often provided evaluations and used repetition in feedback.

The effects of prosody instruction on listening comprehension in an EAP classroom context

2021 ◽  
pp. 136216882199034
Author(s):  
Mark McAndrews
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
Proficiency Tests ◽  
Prosodic Features ◽  
Classroom Context ◽  
Post Secondary ◽  
Listening Proficiency ◽  
Listening Instruction

In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The current study tested these claims in the context of an English-for-academic-purposes (EAP) listening and speaking course. Sixty-four post-secondary learners of English were randomly assigned to one of two groups. In addition to their regularly scheduled listening activities, one group received 100 minutes of instruction for two prosodic features (paratone and prosodic phrasing), while the other group received an equal amount of product-oriented listening instruction. After the instructional treatment, learners in the prosody group outperformed those in the product-oriented group on comprehension of the target prosodic features, and on general listening proficiency tests. It is argued that short periods of instruction targeting prosodic features can improve the effectiveness of traditional product-oriented EAP listening instruction.

scholarly journals THE TEACHING OF EFL LISTENING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART

2015 ◽  
Vol 20 (2) ◽  
pp. 194
Author(s):  
Bambang Yudi Cahyono ◽  
Utami Widiati
Keyword(s):  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
International Language ◽  
Research And Teaching ◽  
The Status ◽  
English Speaking ◽  
Teaching Of Listening ◽  
Listening Process

The status of English as a foreign language (EFL) in Indonesia necessitates the use of English native speakers' utterances as models of pronunciation and as standard of understanding messages in various contexts, be they academic or social. As recently English has developed as an international language that can be used as a means of communication between people from non-English speaking countries, the role of listening activities in the teaching of English cannot be neglected. This article highlights the importance of listening and reviews some of the issues in the research and teaching of EFL listening. It firstly presents a paradigm of the listening process, followed by a theoretical framework for teaching listening, especially in the broader context of English language teaching. It then discusses the teaching of and research on EFL listening in Indonesia. Finally, this article outlines some recommendations for more effective teaching of listening in EFL classrooms.

scholarly journals Content Analysis: Pop-Songs in the English Language Teaching Classes

2020 ◽  
Vol 3 (1-2) ◽  
pp. 36-44
Author(s):  
Urmi Satyan
Keyword(s):  
Content Analysis ◽  
Listening Comprehension ◽  
English Language ◽  
English Language Teaching ◽  
Official Language ◽  
Postgraduate Students ◽  
Figures Of Speech ◽  
Whole Process ◽  
Language Class ◽  
Popular Songs

 Along with Hindi, English is given a status of an official language in India as per the Official Language Act, 1963.(Dept. of Official Language, India). English is studied in India as a Second Language and so English is the most sought after language in India. There are many university students who aspire to obtain a Bachelor’s and a Master’s degree in English. With a view to make the process of teaching English language interesting as well as enriching, some popular English songs were selected for the class of postgraduate students of English Language. It was realised, during and after the activity, that pop songs can be effectively used in an English Language class. Songs and music have a natural quality to induce interest and enthusiasm to the listeners/learners and so it was aimed to redirect the students’ attention to the linguistic varieties present in the songs. As the songs are easy to memorise, they effortlessly develop English vocabulary of the students. These songs are selected to learn the use of adjectives, figures of speech and idioms. The whole process of learning English Language through popular songs also helped students to improve their listening comprehension. The present paper is an attempt to study how content analysis of the selected pop songs is proved effective and impactful in the postgraduate class of English Language. The songs for the present study are selected from a popular album named Imagined Dragon.  

scholarly journals USING AUTHENTIC LISTENING MATERIALS IN EFL CLASSROOM: STUDENTS’ PERCEPTIONS IN INDONESIAN CONTEXT

2018 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Refai Refai
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Real Life ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Positive Attitudes ◽  
Listening Skill ◽  
Efl Students ◽  
Youtube Videos ◽  
Students Attitudes

Instructing listening comprehension to EFL students need good plannings. Authentic listening materials as a strategic teaching media are best utilized by English instructors to facilitate the EFL students’ listening comprehension in classrooms and language laboratory. Applying authentic listening materials as teaching media in listening practice activites are challenged to bridge EFL students and not only enhancing their listening skill but also improving and developing their knowledge of the real life, culture, and social affairs of English native speakers.The source of authentic listening materials applied in the subject class are mostly taken from youtube.com. A popular open source website which provide online videos. The aim of the study was to find out EFL students’ attitudes and perceptions when and after using the authentic videos in an EFL listening class. The participants of the study were the second semester EFL students of English Language Teaching department in Universitas Muhammadiyah Metro Indonesia. The data were gathered from a questionnaire and open interviews. It is found out that most of EFL students who were instructed by the authentic videos show positive attitudes and have good perceptions in utilizing youtube videos as one of the alternative authentic materials in comprehending English utterances.

A Follow-Up Inquiry on the Evaluation of an English Language Teaching Master's Program in Turkey

2019 ◽  
pp. 148-168
Author(s):  
Rukiye Özlem Öztürk ◽  
Enisa Mede
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Private University ◽  
English Language Teaching ◽  
Sample Population ◽  
Master's Program ◽  
Program Coordinator ◽  
Non Profit

This chapter provides evaluation of an English language teaching master's program and investigates the changes the program has gone through since. The program at issue is offered by the Graduate School of Educational Sciences at a foundation (non-profit, private) university in Istanbul, Turkey. The study particularly questions the preferences of the students about joining this program as well as analyzing their perceptions along with the course instructors and program coordinator. The sample population was comprised of 50 students, 5 instructors, and 1 program coordinator. Data was obtained through a questionnaire and reflective essays. The findings revealed that the program was effective regarding the content as well as the role of instructors which contributed to the professional development. However, the range of elective courses and balance between course loads needed more consideration for the redesign of the existing program. This follow-up inquiry tackles the adjustments implemented after the initial evaluation and discusses the changes made in accordance with its results.

Availability and Utilization of Information and Communication Technology (ICT) Resources for English Language Teaching and Learning in Secondary Schools in Nsukka Urban: Implication for National Security.

2019 ◽  
pp. 210-217
Author(s):  
Nnamani A.P. ◽  
Ukoha E.O. ◽  
Nwachukwu V.N.
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Teaching English ◽  
Information And Communication ◽  
Research Questions ◽  
Descriptive Survey

The study examined the availability and utilization of ICT Resources for teaching English Language in secondary schools located in Nsukka urban of Enugu state, Nigeria. Two research questions and one hypothesis guided the study. The design of the study was descriptive survey design. Purposive sampling technique was used to select 9 teachers out 29 English teachers from the 9 public secondary schools in Nsukka urban. One English teacher each from the nine schools making it a total number of 9 teachers were used for the study. Checklist and questionnaires were used to collect data. These instruments were validated by three experts from university of Nigeria Nsukka. Percentages, mean and standard deviation and t-test were used to analyse the data collected. The findings of the study revealed that only 3 ICT resources were available for teaching English language in secondary schools. The study also revealed that the very few that were available were grossly underutilized. This implied that the teaching of English which is known for its capacity to douse linguistic tension in our multilingual Nigeria is not effectively and efficiently taught and learnt. Recommendations made include that government should make available ICT resources for the purposes of teaching English in secondary schools in Nsukka urban and that teachers should be exposed on how to use the ICT resources.

scholarly journals Exploring the Motivational Strategies Practiced by Pakistani EFL Teachers to Motivate Students in Learning English Language

2017 ◽  
Vol 7 (2) ◽  
pp. 117
Author(s):  
Sehrish Khan Kakar ◽  
Zahid Hussain Pathan
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Research Question ◽  
English Language Teaching ◽  
Motivational Strategies ◽  
Male And Female ◽  
Significant Difference ◽  
Efl Teachers ◽  
Research Questions ◽  
Learning English

The purpose of this study was to investigate motivational strategies which EFL teachers employ to motivate students in learning English language and to determine the significant difference if any across male and female teachers in practicing motivational strategies in an EFL classroom. A quantitative research design was employed. An adopted questionnaire by Cheng & Dornyei (2007) comprising of 48 close-ended items ranging from “Hardly ever” to “very often” was administered among 96 male and female EFL teachers who were teaching in government secondary schools in Quetta, Balochistan, Pakistan. To answer the two research questions of the study, both descriptive and inferential statistics were performed in SPSS (version, 21). The findings of the first research questions revealed that to promote learners’ autonomy emerged as the most influential source of motivational strategy practiced by EFL teachers followed by Familiarization learners with L2-related values as the second most practiced motivational strategy. The findings of second research question revealed no statistical significant difference between male and female EFL teachers in terms of practicing motivational strategies. The findings of the present study have implications on effective English language teaching and enhancing teachers’ experience and knowledge in order to motivate EFL learners by using different motivational strategies in learning English in context of Pakistan.

The Significance of Listening Comprehension in English Language Teaching

2016 ◽  
Vol 6 (8) ◽  
pp. 1670 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Listening Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Skill ◽  
Listening Skill ◽  
Comprehension Process ◽  
Definition Of

Listening is a significant language skill to develop in second language learning. Despite its importance, language learners consider listening as the most difficult language skill to learn. Since the role of listening comprehension in language teaching has been repeatedly emphasized, many teachers do not pay enough attention to its importance in their classes. In this paper, the researchers review some important issues concerning listening comprehension to provide a basis for developing listening skill in English language teaching. It starts with a definition of listening and listening comprehension, a brief discussion of reasons for listening, followed by reviewing listening comprehension process, the importance of listening, teachers’ roles in listening comprehension, and discuss strategies, techniques, and goals of listening. The review of literature indicated that learners can improve their listening comprehension through the help of teachers, using suitable materials and activities, and practicing a lot.

scholarly journals Impact of Skype in Teaching Listening Comprehension

2017 ◽  
Vol 4 (1) ◽  
pp. 83-91
Author(s):  
Rugaiyah Rugaiyah
Keyword(s):  
Online Teaching ◽  
Listening Comprehension ◽  
English Language ◽  
English Language Teaching ◽  
Educational Trend ◽  
Field Notes ◽  
World English ◽  
The Impact ◽  
Comprehension Tests ◽  
Academic Year

This paper shows the ELT educational trend has recently been gaining in significance in education systems throughout the world. English Language Teaching (ELT) has tremendously changed over the last one decade. Technology in education has become the buzz word in every educational environment. Technologies like internet, skype, you tobe, tweeter. Mobile phones and many more have added not only stimulus but also learners’ engagement and true interactivity with the classroom. One widespread method online teaching involves the use of skype, a powerful application that provides users with free internet voice chatting service.Skype can be a wonderful opportunity to expand learning situations through voice, text and video sessions.This paper is focused on analyzing the impact of Skype on students’ listening comprehension for a group of 21 students of fourth semester of FKIP UIR Pekanbaru in academic year 2014/2015. This study used classroom action research. The instruments of this research were tests, observation, interview, and field notes. The data collection was accomplished by means of students’ reflection questionnaires posterior to the Skype, field notes of the investigator, and comprehension tests. The finding shows that the use of Skype can improve students’ listening comprehension. It can be seen from the increasing of mean score of the tests.The results of the first cycle of 69.52 learning increased to 71.43 in the second cycle.

scholarly journals A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers’ perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers’ perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley’s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

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