scholarly journals Leveraging the Power of Mobile Technology to Enhance ESP Students’ Listening Comprehension Ability

2019 ◽  
Vol 7 (1) ◽  
pp. 84
Author(s):  
Yu-Chun Wang
Keyword(s):  
Foreign Language ◽  
Mobile Learning ◽  
Classroom Environment ◽  
Listening Comprehension ◽  
Practical Method ◽  
Learning Performance ◽  
Learning Needs ◽  
Technology Enhanced Learning ◽  
Positive Effects ◽  
Comprehension Ability

The ubiquitous nature of mobile devices and the expanding array of mobile learning applications enable the foreign language acquisition to take place outside the traditional classroom environment. This study conducted a mobile-assisted instructional experiment where the design and development of a mobile application were accomplished to serve students with diverse learning needs in a business English communication class, and with special emphasis on the practice and improvement of listening skills. The instruments used in this study include two tests, weekly quizzes and an attitude survey. The findings demonstrated positive effects of the mobile learning on ESP students with regards to their listening comprehension. Most of the students enjoyed having access to the mobile materials specifically designed to improve their learning performance. They perceived such technology-enhanced learning as a practical method for acquiring foreign language skills, because it provided them with an opportunity to accomplish learning tasks anywhere and at any time.

scholarly journals The role of extensive listening in english foreign language (EFL) class

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Yuyus Saputra
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Reflective Learning ◽  
Know How ◽  
Comprehension Ability

Aims of the research are (1) to know how extensive listening applied in EFL classroom, (2) To know the students’ reflection dealing with EL’s role in developing their listening comprehension ability. Method of the research is a reflective learning by investigating students’ reflection in the process of learning in extensive listening and its role for their listening comprehension ability. Data taken from students’ writing journal in ten meetings during teaching and learning practice. Besides, interview was used to confront the diaries and their experiences during learning listening in EFL classroom

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

Practical research on college English vocabulary teaching with mobile technology

2021 ◽  
pp. 002072092098505
Author(s):  
Changhong Zhai
Keyword(s):  
College Students ◽  
Mobile Learning ◽  
Mobile Technology ◽  
College Teaching ◽  
Learning Needs ◽  
Learning Technology ◽  
Teaching Mode ◽  
College English ◽  
Mobile Learning Technology ◽  
The Individual

With the development of mobile technology, the intellectualization and intellectualization of mobile learning technology have greatly expanded the dimension of time and space of learning, and become a useful supplement to the traditional teaching mode. Taking College English vocabulary teaching as an example, this paper studies college English vocabulary teaching under the support of mobile technology, in order to provide new ways and methods to meet the individual learning needs of different learners. This paper designs College English vocabulary teaching based on mobile technology and puts forward a basic framework of mobile learning for college students’ English vocabulary learning. In this paper, English vocabulary technology is applied to college English vocabulary teaching. Through experiments, it promotes college students’ English vocabulary memory level, vocabulary use level and interest in English learning, respectively, to verify the effectiveness of College English vocabulary teaching mode based on mobile technology. The experimental results show that the flexibility of mobile learning can take into account the different learning needs of students at different levels of the same group, categorize and categorize the individual needs of students, and adjust different learning content and learning difficulty ladder to a certain extent. The innovation of this paper is to fully combine mobile technology with college English vocabulary teaching, solve practical application problems, and improve the application value of mobile technology in college teaching.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

scholarly journals Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

2016 ◽  
Vol 22 (2) ◽  
pp. 407-412
Author(s):  
Simona Boştină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Educational Background ◽  
Team Work ◽  
Learning Needs ◽  
Skill Levels ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Teaching Learning ◽  
Instruction Strategies

Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

Differences between Visual Style and Verbal Style Learners in Learning English

2014 ◽  
Vol 12 (1) ◽  
pp. 91-104
Author(s):  
Chiu-Jung Chen
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Verbal Ability ◽  
Type A ◽  
Learning Performance ◽  
Learning Materials ◽  
Visual Ability ◽  
Learning Content ◽  
Visual Style ◽  
Annotation Type

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.

The Application of CMIC in Cultivating Learners’ Cross-Cultural Communication Competence

2014 ◽  
Vol 610 ◽  
pp. 667-672 ◽  
Author(s):  
Xiang Min Li ◽  
Yuan Ge Wang
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Communication Competence ◽  
Cross Cultural ◽  
Internet Technology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Positive Effects ◽  
Fast Development

With the fast development of computer and internet technology, how to apply computer and internet technology into intercultural teaching to improve learners' intercultural competence aroused great interest in foreign language researchers and teachers. This essay tries to analyze the effects of CMIC on the intercultural competence of learners through the CMIC teaching practice between two universities from China and US. Based on the analysis of the questionnaire, students' reflective logs, and interviews, this essay concludes that the application of CMIC in intercultural teaching has positive effects on the improvement of learners' intercultural competence and that CMIC should be more widely applied into intercultural teaching.

Teacher Beliefs and Practices in Advanced Spanish Classrooms

2005 ◽  
Vol 3 (1) ◽  
pp. 83-107
Author(s):  
Manel Lacorte ◽  
Evelyn Canabal
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Latino Students ◽  
Advanced Level ◽  
Beliefs And Practices ◽  
Teacher Beliefs And Practices ◽  
Proficiency Level ◽  
Language Classroom ◽  
University Instructors ◽  
Large Research

The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.

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