scholarly journals Virtual Reality in TEFL Context, Instructors’ Perspectives in a Saudi University

2019 ◽  
Vol 9 (2) ◽  
pp. 25
Author(s):  
Mohammad Ali Al-Gamdi
Keyword(s):  
Virtual Reality ◽  
English Language Learners ◽  
Learning Style ◽  
Language Learners ◽  
English Language ◽  
Interactive Learning ◽  
Structured Interviews ◽  
Potential Strength

The purpose of this study is to explore instructors’ perspectives in a Saudi university about using virtual reality in TEFL context. The sample of the study consisted of 6 instructors randomly selected from different faculties affiliated to Al-Baha University. The instrument of the study is based on semi-structured interviews administered to the targeted participants. The researcher used SWAT analysis to process the elicited data. The Findings of the study indicate that strength points of using virtual reality to teach English are VR is exciting, authentic, and more interactive learning style for English language learners as compared to conventional learning style, weakness points are financial setbacks of implementing VR and the inexperienced instructors who need training to implement VR to teach English. The results indicate that there is only one main threat of using VR to teach the English language in the Saudi context, namely that VR could be a distraction for some students. This study generates new insights into processes of adopting VR to teach English language in the Saudi context and the potential strength, weakness, opportunity, and threats to such adoption in the target university. The study concluded with recommendations to the concerned institutions for the betterment of using VR in EFL contexts. The researcher suggests further studies to be conducted in similar contexts for using VR in EFL institutions.

scholarly journals Observing the Effectiveness of Task Based Approach in Teaching Narrative Essay at a Private University

2020 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Hina Manzoor ◽  
Sahar Azhar ◽  
Fouzia Malik
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Private University ◽  
Structured Interviews ◽  
Essay Writing ◽  
Qualitative Research Design ◽  
Lexical Resource ◽  
Post Test

Writing is one of the most challenging skills of English language. Learners in Pakistan seem unable to master this skill even after years of using English as an official/second language. The focus of this research was to prove that within task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that yield much better results as compared to traditional teaching methods which often fail to generate the desired output. The aim of this research was to prove that Task Based Approach is quite effective and successful in teaching narrative essay writing with an only disadvantage of time consumption. This study resorted to semi-structured interviews and post-test for data collection targeting the undergraduate students in Pakistan. This action research used purposive sampling and employed qualitative research design since the data comprised of both; final drafts of narrative essays and open-ended interviews. The data collected in the post-task phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the teachers (2015). The bands were awarded on the basis of four parameters: task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy. The results delineated that majority of students achieved 5 bands and an overall improvement was observed in the narrative writing skills of students. In the same stead, the students in interview presented the view that Task Based Approach was much more successful in teaching them narrative essay writing.

scholarly journals THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES

2019 ◽  
Vol 53 (3) ◽  
Author(s):  
Katy Arnett ◽  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Belief Systems ◽  
Learning Difficulties ◽  
Teacher Belief ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Teachers Beliefs

This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom.

scholarly journals Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Waheeb S. Albiladi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Academic Benefits ◽  
Language Classrooms

The growing popularity of authentic materials provides English language teachers with more resources to practice the real language in language classrooms (Guo, 2012). However, integrating these types of reading materials can be difficult and time-consuming even though there are many benefits to using them to teach language learners how to read. Real-life based texts, which are not specifically designed for educational purposes have been recognized by many educators to be effective and interesting materials. The purpose of this study was to explore language learners’ perceptions about the benefits and challenges of using authentic materials in English reading classes. The study involved 16 adult English language learners enrolled in an intensive English program. Observations of reading classes and semi-structured interviews were used to collect the data. Results indicated that the use of authentic materials leads to many social and academic benefits, such as increasing students’ motivation and their cultural awareness. Findings also suggest that the use of authentic materials are encouraged as they bring the sense of authenticity and reality to the language classrooms.

Using a Game-Based Mobile App to Enhance Vocabulary Acquisition for English Language Learners

2020 ◽  
Vol 18 (3) ◽  
pp. 1-24
Author(s):  
Fang-Chuan Ou Yang ◽  
Wen-Chi Vivian Wu ◽  
Yi-Ju Ariel Wu
Keyword(s):  
English Language Learners ◽  
Learning Outcomes ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Mobile Apps ◽  
Student Learning Outcomes ◽  
Mobile App ◽  
Structured Interviews ◽  
Multiple Sources

The Test-of-English-for-International-Communication (TOEIC) is an important proficiency test for achieving the benchmark of future employment for English language learners worldwide. However, game-based apps for acquiring TOEIC vocabulary have remained scarce. Therefore, an empirical study was conducted to examine the effects of the self-developed the smartphone app Saving Alice for optimizing the acquisition of TOEIC vocabulary and spelling among EFL learners. Multiple sources of data were collected to investigate how Saving Alice affected vocabulary acquisition, including a demographic survey, pre- and post-tests on TOEIC vocabulary, and semi-structured interviews. Both the quantitative and qualitative findings showed that Saving Alice significantly enhanced the student learning outcomes, and that frequency of using game-based mobile apps (GBMAs) correlated with learning outcomes.

scholarly journals International Student Experience in Australia

2015 ◽  
Vol 5 (1) ◽  
pp. 100
Author(s):  
Jennifer Bernard ◽  
Krishna Bista
Keyword(s):  
English Language Learners ◽  
International Students ◽  
Learning Style ◽  
Language Learners ◽  
Grade Level ◽  
International Student ◽  
English Language ◽  
Indian Subcontinent ◽  
Student Experience ◽  
Cultural Group

This book introduces a theoretical framework and research tools for evaluating the experiences of international students from the Indian subcontinent as they adapt to one university in Australia. Gunawardena and Wilson focus on the importance of understanding and molding student services to each individual cultural group and meeting specific needs based on communication, learning style, personal preferences, and grade level. For example, some English language learners have been put in classes below their grade level because of their lack of competency in English (written and spoken).

A Qualitative Case Study on Changes in a Five-Year One-To-One Laptop Initiative

2015 ◽  
pp. 144-171
Author(s):  
Güliz Turgut Dost
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Qualitative Case Study ◽  
Structured Interviews ◽  
Laptop Initiative ◽  
Urban Middle School ◽  
Teachers Attitudes ◽  
Diverse Student Population

The goal of this qualitative case study is to understand the changes that happened to a laptop initiative implemented at an urban middle school with diverse student population. Different from existing studies, this study investigated the changes in the initiative beyond its establishment phase and focused specifically on English Language Learners (ELLs). Data is collected through semi-structured interviews and classroom observations. Three main changes were identified: teachers' attitudes towards and students' proficiencies in use of laptops, the nature and amount of laptops' use, and the consideration given to English Language Learners. Implications of the findings could inform national educational policies and school leaderships.

scholarly journals TECHNOLOGY AND INFORMAL L2 LEARNING EXPERIENCE: A TRANSDISCIPLINARY FRAMEWORK

PARADIGM ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Justsinta Silvi Alivi ◽  
Wiwik Mardiana
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Structured Interviews ◽  
Digital Era ◽  
Learning English

<p align="justify">Technology in informal language learning is inevitably in this digital era since it offers opportunities and brings positive impacts on English language learners. Some related studies are concerned with a particular approach. Therefore, this study looks at a broader lens to investigate individuals' differences in developing a second language, and to what extent technology contributes to their second language acquisition by employing the transdisciplinary framework of Douglas Fir Group (2016). This case study involved two participants, and the data was collected through semi-structured interviews. The findings indicate that individual differences in learning English are influenced by social interaction (micro), environment (meso), and belief (macro). Technology is utilized not only as a medium of learning English but also as an identity construction. How ideology and technology are interrelated is further discussed.</p>

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