scholarly journals Gamification and Technology-Based Learning: Uncovering the Potential of Using Games in Language Teaching and Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 62
Author(s):  
Fahad H Abdeen ◽  
Waheeb Albiladi
Keyword(s):  
Problem Solving ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Educational Institutions ◽  
Educational Settings ◽  
Problem Solving Skills ◽  
Efl Context ◽  
Learning English

The use of games in education has received much attention from educators who perceive games as a motivational tool that can enhance their teaching and learning practice. Gamification in education is a relatively new field that promotes the use of games for educational purposes. Gamification or game-bases teaching is a growing trend among educational institutions, which use it to promote training, develop problem-solving skills in learners, and enhance the learning experience. The present paper aims to revisit the literature on the use of gamification in educational settings. Specifically, the paper discusses the use of gamification for teaching and learning English in the ESL/EFL context. Games have been used effectively with language learners to develop their skills in speaking, listening, writing, reading, and grammar.

scholarly journals Leading the Proverbial Thirsty Horse to Water: ESL Learners’ Experience with Language Learning Contracts

2012 ◽  
pp. 452-464
Author(s):  
Normah Ismail ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Learning Contracts ◽  
Learning Contract ◽  
Esl Learners ◽  
Language Teaching And Learning

There is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This paper describes the use of learning contracts as a strategy for enhancing learner autonomy among a group of ESL learners in a Malaysian university. Through learners’ account of their experiences with the contracts, the study concludes that the learning contract has potential use for language learning and that learners’ positive learning experience remains the key to the success of any endeavour seeking to promote learner autonomy. The paper ends with some implications for teachers and learners who wish to use the contracts as a strategy for language teaching and learning.

scholarly journals Impacts of Using Paralanguage on Teaching and Learning English Language to Convey Effective Meaning

2017 ◽  
Vol 5 (2) ◽  
pp. 295
Author(s):  
Elsadig Mohamed Khalifa ◽  
Habib Faddal
Keyword(s):  
Standardized Testing ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Influential Factor ◽  
Teachers And Students ◽  
Relational Aspect ◽  
The Relationship ◽  
Learning English

<p><em>Paralanguage is considered as an influential factor in foreign language teaching and learning that plays an essential role in language teaching and enhancing language learners’ performance. The paper states to explore the effect of using paralanguage on teaching and learning English language to EFL learners. It is going to investigate the relationship between learners’ awareness of learning concept and teachers’ paralanguage; the standardized testing relational aspect between students’ learning and teachers’ paralanguage; and the learners’ credible teaching perceptions depend on the teachers’ paralanguage. The participants in this research are teachers and students of English language in the College of Science and Arts, Almandaq Branch in Albaha University. The study has concluded that paralanguage strategies assist in communicating effective meanings. It is recommended that EFL teachers and learners should use paralanguage strategies in their teaching and learning processes to convey meaning effectively.</em></p>

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

scholarly journals Learning Tool for Robotics Basic Programming Based on Contextual Teaching and Learning to Improve Problem-Solving Skills

2020 ◽  
Vol 26 (1) ◽  
pp. 76-82
Author(s):  
Muhamad Syariffuddien Zuhrie ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Lilik Anifah ◽  
Nur Hasanah
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Development Process ◽  
Software Development Process ◽  
Problem Solving Skills ◽  
Implementation Processes ◽  
Design Error ◽  
Process Implementation ◽  
Contextual Teaching ◽  
Basic Course

In the robotics program design basic course, it is very essential to be able to construct programming and then translate it into the language. If there is a design error in the algorithms and mistakes in the flowchart or an error in translating it into a programming language, the application software would be unable to work. The objectives of this study are to develop the basic teaching module for Robotics Programming and to implement robotics courses oriented on contextual teaching and learning to enhance university students' problem-solving skills. This study was designed with pre-action, action and reports procedures. 4D development was employed in the software development process. Implementation processes cover four phases: identifying, planning, creating, and disseminating. The findings suggested that contextual teaching and learning enable students to be actively engaged in the learning process encourage and motivated more active students' activities and promote creativity.

scholarly journals Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Transcription Process ◽  
Education Levels ◽  
University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.

Learning by Means of an Interactive Multimodal Environment

2014 ◽  
pp. 143-153
Author(s):  
Serena Zanolla ◽  
Sergio Canazza ◽  
Antonio Rodà ◽  
Gian Luca Foresti
Keyword(s):  
Second Language ◽  
Learning Experience ◽  
Educational Institutions ◽  
Multimodal Learning ◽  
Learning English

This chapter presents the Stanza Logo-Motoria, an Interactive Multimodal Environment (IME) for learning, which the authors have been developing and experimenting with since 2009 in several educational institutions. The aim of this chapter is a) to describe the activities carried out by the Resonant Memory, the first application for the Stanza Logo-Motoria, b) to illustrate the validation protocol of the system used as a listening tool for learning English as a Second Language (ESL), and finally, c) to document the positive partial results that demonstrate the improvement in ESL oral comprehension in pupils using the Stanza Logo-Motoria. The authors have also found that this environment can offer pupils: a) a truly interactive multimodal learning experience, b) a social opportunity for learning among children, and c) an intrinsically motivating experience.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

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