scholarly journals Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching

2011 ◽  
Vol 2 (1) ◽  
pp. 104 ◽  
Author(s):  
Abbas Pourhosein Gilakjani
Keyword(s):  
Learning Styles ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Review Of The Literature ◽  
Teaching Process ◽  
Efl Students ◽  
Visual Learners ◽  
Kinaesthetic Learning

One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinaesthetic in which students take in information. Some students are visual learners, while others are auditory or kinaesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. In order to help students learn, teachers need to teach as many of these preferences as possible. Teachers can incorporate these learning styles in their curriculum activities so that students are able to succeed in their classes. This study is an analysis of learning styles for Iranian EFL students. The purpose of this study is to increase faculty awareness and understanding of the effect of learning styles on the teaching process. A review of the literature will determine how learning styles affect the teaching process. Keywords: Learning styles, Auditory, Visual, Kinaesthetic, Effective Teaching

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

iGeneration Methodology

2020 ◽  
pp. 108-114
Author(s):  
Aruldoss L. ◽  
Sujitra A. G. ◽  
Vijayalakshmi R.
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
New Method ◽  
Teaching Methodology ◽  
Visual Method ◽  
Learning English

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

scholarly journals Indonesian EFL Students’ Proficiency in Writing and Ability in Speaking across Personality Learning Styles

2016 ◽  
Vol 4 (2) ◽  
pp. 168
Author(s):  
Bambang Yudi Cahyono ◽  
Ira Mutiaraningrum
Keyword(s):  
Learning Styles ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
Essay Writing ◽  
Cause And Effect ◽  
Significant Difference ◽  
Writing Course ◽  
Scoring Rubrics ◽  
Efl Students

<p><em>This research aimed at examining Indonesian EFL </em><em>students</em><em>’ proficiency in writing and ability in public speaking across</em><em> personality</em><em> learning styles</em><em>: extroversion and introversion</em><em>. It involved 7</em><em>4</em><em> undergraduate students who </em><em>took </em><em>an Essay Writing course in the English Department of </em><em>Universitas Negeri</em><em> Malang, one of the leading universities in Indonesia. The students were distributed into three classes</em><em>.</em><em> The</em><em>y </em><em>were taught how to write essays. Then, the students were made aware that they had to complete two tasks: writing </em><em>and presenting </em><em>a cause and effect essay on topics related to English language teaching. The students’ cause and effect essays were scored to know their proficiency in writing and their presentation was assessed to know their ability in speaking. Two scoring rubrics were used and two raters were involved in the scoring process for interrater reliability. The results of the research showed that the Indonesian EFL </em><em>student</em><em>s’ proficiency in writing is </em><em>strongly </em><em>related to their ability in speaking</em><em> for both groups of students</em><em>. In addition, </em><em>the Indonesian extrovert EFL students’ proficiency in writing is strongly related to their ability in speaking. The Indonesian introvert EFL students’ proficiency in writing is also strongly related to their ability in speaking. However, there is no significant difference of the proficiency in writing and ability speaking between the extrovert and introvert students.</em></p>

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

The Effect of Native Model Writing on the Vocabulary Richness of Iranian EFL Learners’ Written Text in a Four-stage Writing Task

2016 ◽  
Vol 6 (8) ◽  
pp. 1713
Author(s):  
Seyed Mohammad Reza Amirian ◽  
Azam Behshad
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
English Language Teaching ◽  
Vocabulary Size ◽  
Writing Ability ◽  
Written Text ◽  
Vocabulary Richness ◽  
Efl Students ◽  
Writing Task

Vocabulary is a main part of English language teaching because without sufficient vocabulary students cannot understand others or express their own thoughts. “A repeating inquiry in the historical backdrop of language teaching research has been that of how vocabulary can be best organized for learning “(see McArthur 1998; Howatt and Widdowson 2004 for historical reviews). The present study investigated a group of Iranian EFL students’ knowledge for vocabulary learning and their vocabulary size. This study aimed at investigating the role of native-like writing in enhancing learners' writing ability by sensitizing them to select more native-like terms and expressions through improving their vocabulary knowledge. For this purpose the researcher used native models in two revisions of story in four-stage writing task that consisted of output, comparison, and two revisions. The question that researchers asked was whether giving native models later turns into better performance. At the end it is concluded that the 4-satge native model of writing helps L2 learners to write a well-formed English narrative and make use of better terms and expressions as well as helping teachers understand the formulation problems of EFL writers and what the students notice. That is, the gap between the way that they write and the native models to which they compare themselves.

scholarly journals The Teach-to-the-Test Approach: A Curse a Blessing or a Blessing in Disguise for Algerian EFL Students

2018 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Nabil Djawad Benmoussat ◽  
Smail Benmoussat
Keyword(s):  
Public Schools ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
Efl Learners ◽  
Effective Learning ◽  
Learning Path ◽  
Efl Students ◽  
The Relationship ◽  
Communicative Abilities

The present paper is an attempt to redraw the boundaries of EFL from a teaching-testing perspective. Though the crux of the problem in language teaching has always been the general principles underpinning the methodologies, the ‘what-to-teach’ and the ‘what-to-test’ questions have always been a concern for most stakeholders. Parents would most probably argue about what is best to be taught to their children as well as about the most appropriate and effective learning path leading to their offspring success, whereas the others, not least, teachers, strive to cope with a delicate intertwined questioning of how to strike the balance between an effective teaching and an efficient testing. However, this thorny issue, so to speak, is not a new one. The relationship between teaching and testing has called into question the communicative abilities of Algerian EFL learners. To score high, through a test-oriented teaching in an EFL exam does not necessarily mean to speak fluently and to write accurately the English language. EFL learners in public schools are in most need of a well-rounded education.

scholarly journals Translating from English into Indonesian: Which techniques to teach EFL students to be professional translators?

AL-TA LIM ◽  
2019 ◽  
Vol 26 (2) ◽  
pp. 131-146
Author(s):  
Faisal Mustafa ◽  
Mohammad Kholid
Keyword(s):  
English Language ◽  
Explicit Instruction ◽  
Language Teaching ◽  
English Language Teaching ◽  
Original Version ◽  
Study Program ◽  
Research Results ◽  
Translation Techniques ◽  
Efl Students ◽  
University Level

The credits for translation courses offered at the study program of English Language Teaching at a university level in Indonesia are very limited, which is not sufficient to teach and facilitate practices for all techniques of translation. Therefore, the students should only be taught techniques frequently used in translation from English to Indonesian. This research was to analyze translation techniques commonly used in translating from English to Indonesian. The data were collected from Colors magazine, an in-flight magazine for Garuda Indonesia. The magazine comes in two languages. The sentences were extracted, and translated sentences in Indonesian were compared to the original version in English. The research results showed that the most frequently used techniques in translating from English into Indonesian are amplification (23.36%), reduction (15.20%), transposition (12.32%), borrowing (12%), modulation (11.68%), and literal translation (10.08%). Therefore, it is recommended that lecturers teaching students majoring English Language Teaching provide them with those techniques of translations with practices, feedbacks and explicit instruction for revisions.

Reconsidering poetry’s difficulty and value in English as a second language and English as a foreign language education

2021 ◽  
Author(s):  
Anastasia Boldireff ◽  
Chris Bober
Keyword(s):  
Second Language ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Journal Articles ◽  
Research Designs ◽  
Efl Students

Abstract There is a longstanding stigma attached to the use of poetry in English Language Teaching (ELT). Poetry is considered difficult and peripheral to ELT curricula and L2 teacher education. Until recently, there was little scholarly interest in studying the effectiveness of poetry in second language teaching. This article aims to advance the research on the use of poetry in ELT. Using a systematic literature review approach covering the years 2008–2020, the present study investigates whether poetry remains underused and undervalued. It is structured around the questions: Is poetry a difficult subject to teach to ESL/EFL learners and learn by L2 students? What value is there to teaching poetry in ELT? Of the 199 peer reviewed journal articles retrieved, 43 met the inclusion criteria for this study and were examined in-depth. Two themes emerged from the analysis: the perception of poetry and using poetry as a research tool in ELT. The majority of evidence was qualitative research, which included 19 case studies; whereas, the most used quantitative research designs were Random Control Trials. We attest to the need for more rigorous scholarship on the part of researchers. Results show that poetry is a valuable tool for ESL/EFL students and teachers, and not difficult for L2 learners. This study concludes with a call for including poetry in teaching practices.

Raciolinguistics and the aesthetic labourer

2018 ◽  
Vol 61 (5) ◽  
pp. 726-738 ◽  
Author(s):  
Vijay A Ramjattan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Call Centre ◽  
Review Of The Literature ◽  
Call Centres ◽  
Good For ◽  
The Aesthetic ◽  
The Impact

Select studies on aesthetic labour explore how race becomes a component in ‘looking good’ for customers. However, there is little mention of how race is also salient in ‘sounding right’. This article addresses this issue by exploring the impact of race on the vocal demands placed on aesthetic labourers. Using raciolinguistics, a field that investigates the interconnections between language and race, the article specifically notes how two sites of language-focused aesthetic labour, English language teaching and Indian call centres, reinforce conceptions of sounding right that privilege Whiteness. A review of the literature from these sites highlights how looking good and sounding right constitute one another. Indeed, while a White body in English language teaching signifies nativeness/clarity in English, Indian call centre agents make themselves look better in the minds of western callers by ‘whitening’ their voices. These examples act as a call to simultaneously examine the racialized body and voice in future aesthetic labour research.

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