scholarly journals TED Talks as an ICT Tool to Promote Communicative Skills in EFL Students

2018 ◽  
Vol 11 (12) ◽  
pp. 106 ◽  
Author(s):  
Martínez Hernández María A ◽  
Vargas Cuevas Junior A ◽  
Ramírez Valencia Astrid
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Online Courses ◽  
English Speakers ◽  
English Learning ◽  
Communicative Skills ◽  
The World ◽  
Efl Students ◽  
Ted Talks

In many EFL classrooms in Colombia, it is evident how students struggle trying to use English to communicate; nonetheless, with the revolution of ICTs that has taken place in the last years, there is a variety of tools available to support English learning autonomously with applications, blogs, and online courses; however, many of these tools were not originally designed for teaching but can be adapted for such purpose. TED is a website and a downloadable application where videos are shared in which you can see a wide variety of English speakers born in many parts around the world speaking in a fun and familiar manner with the audience about various topics of interest that besides, come along with cultural content, which extends the range of accents, words, expressions, and ways of referring to the same topic. In this action research, we propose a reflection on the incidence of TED talks on the teaching and learning of English as a foreign language. The instruments used to collect data were interviews, questionnaires, and teacher journals. The use of these videos provided the students with all the communicative elements that allowed them to use English to express their ideas. This offers a glimpse of how useful authentic videos and subtitles are when encouraging students to learn English.

scholarly journals Enhancing the EFL Students’ Achievement in Writing Descriptive Text through Think-Pair-Share

2019 ◽  
Vol 2 (1) ◽  
pp. 64-73
Author(s):  
Dedi Sanjaya ◽  
Lia Agustina
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Teaching And Learning ◽  
English As Foreign Language ◽  
Writing Test ◽  
The Third ◽  
Writing Skill ◽  
Efl Students

The purpose of tis study was to investigate English as Foreign Language (EFL) students’ achievement in writing skill (descriptive text) through Think Pair Share method. Therefore, the action research design was implemented to match with the purpose of the study. The techniques of collecting the data were writing test, observation, questionnaire, and interview. The result of the study shows that the students’ achievement sustainably improved from the first evaluation, which was 66,4375 to second evaluation, which was 78,125 and to the third evaluation, which was 87,5625. The score continuously improved from the first evaluation to the third evaluation. Observation result shows that the students gave their good attitudes and responses during teaching and learning process by applying the application of TPS (Think Pair Share) method. Questionnaire and interview report shows that students agreed that the application of TPS (Think Pair Share) method had helped them in writing descriptive text. In conclusion, the application of TPS method significantly improved students’ achievement in writing descriptive text.

scholarly journals Interacciones en el aula de inglés en instituciones educativas oficiales de Cartagena de Indias, Colombia Interactions in the English classroom in official educational institutions Cartagena de Indias, Colombia

2014 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Osiris Chajin
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Foreign Language ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
The World ◽  
Cartagena De Indias ◽  
English Classroom ◽  
The City

Las interacciones permiten acceso al conocimiento del mundo del otro y de sí mismo. De allí, la importancia de reconocerlas y estudiarlas en los procesos de enseñanza y aprendizaje. Este artículo presenta los resultados parciales de un ejercicio de investigación acción, que se viene realizando desde 2012 en la ciudad de Cartagena de Indias, para explorar las interacciones entre  escolares y docentes en el aula de inglés de instituciones educativa públicas de la ciudad. Se presentan  resultados parciales correspondientes a observaciones e intervenciones realizadas en una institución educativa a un docente y 32 estudiantes de octavo grado. Como resultado principal se reporta que el manejo adecuado de las interacciones, más allá del paradigma experto paciente, marca una mejora en las actitudes del estudiante hacia el aprendizaje de la lengua extranjera.Abstract.Interactions allow access to the others’ world of knowledge and the world of oneself. Hence the importance of recognizing and studying those interactions in the processes of teaching and learning. This paper presents the partial results of an action research exercise, which has been conducted since 2012 in the city of Cartagena de Indias, aimed at exploring the interactions between students and teachers in the English classroom at public schools in the city. Partial results from observations and interventions – applied in a school where 32 eight graders and a teacher participated - are presented in this paper. As a main result it is found that the proper management of interactions, beyond the expert patient paradigm, marks an improvement in student attitudes towards the learning of a foreign language. 

scholarly journals EFL STUDENTS’ EXPERIENCES IN LEARNING CALL THROUGH PROJECT BASED INSTRUCTIONS

2017 ◽  
Vol 28 (2) ◽  
pp. 170
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The World ◽  
Efl Students ◽  
Integrate Technology

Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these issues, this qualitative study delves closely into students’ perspectives on the implementation of Project Based Learning (PBL) activities in an Introduction to Computer Assisted Language Learning (ICALL) course. Thirty students participated in the study by submitting reflective notes that answer four questions concerning the implementation of PBL in the course. Approached through the lens of content analysis paradigms, the data analysis results showed the students’ positive responses to the employment of PBL in exploring potential technology for language teaching and learning purposes. Implications for ICALL course designs particularly in English as a Foreign Language (EFL) higher education context and directions for further research were also discussed. 

scholarly journals EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Setya Resmini
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Primary Data ◽  
English As Foreign Language ◽  
Advantages And Disadvantages ◽  
Efl Students ◽  
Negative Perceptions ◽  
English Classroom ◽  
Bahasa Indonesia

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English.  The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed.  The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

scholarly journals NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

scholarly journals Building EFL Students‟ Reservoir through Multimodal Classroom: Teacher‟s Perspective

2021 ◽  
Vol 7 (2) ◽  
pp. 44-49
Author(s):  
Laily Maulida Septiana Harti ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
English As Foreign Language ◽  
Efl Context ◽  
Use Of Technology ◽  
Efl Students ◽  
English Literacy ◽  
Global Language ◽  
Conducive Environment

The ever-growing ideology of English as global language has brought significant effect to education. Moving from the want to learn the language, English literacy has become the need. Learning English thus becomes an urge, especially in English as Foreign Language (EFL) context. Teaching English needs to go over teaching the elements of the language itself, but more to encouraging learners to be able to negotiate meaning in their purposeful interaction. In EFL teaching and learning setting, various studies focusing on the pedagogy have been conducted. This study is, indeed, leading to the pedagogy of English, focusing on the resources that teachers can utilize to create a conducive environment for learning and building the students’ reservoir. In addition, the concept of space in educational setting has given a valuable contribution to carry out pedagogical approach multimodally. This paper examines the employment of multimodal classroom in an EFL university context in Indonesia to develop students’ reservoir of English. How multimodality and the use of technology provide affordances and possible constraints to the teaching and learning process is as well presented according to published researches on the same field of study.

scholarly journals The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

To Whom Do We Write?

2015 ◽  
pp. 197-208 ◽  
Author(s):  
Shaker Ali Al-Mohammadi ◽  
Emira Derbel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Current Level ◽  
Complex Process ◽  
Composition Classes ◽  
Efl Students ◽  
Audience Awareness ◽  
The Relationship

Writing is a complex process and used of course for an incalculable range of purposes and audiences. Teaching students to write in their mother tongue is hard, but teaching them to do this in a second or foreign language is even harder. This chapter focuses on the question of audience in teaching and learning writing, arguing that it is vital for students to be aware of an audience that eventually determines what, why, and how they will write. It seeks to provide a thorough understanding of Omani EFL students' conception of audience and their current level of audience awareness and also to explore the relationship between audience awareness and students' performance in composition classes and tests.

Back to the Future

2019 ◽  
pp. 237-252
Author(s):  
Gabriele I.E. Strohschen
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Social Engagement ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Research Projects ◽  
Community Members ◽  
Community Stakeholders ◽  
The World ◽  
The University

This chapter corroborates competence-based and social-situational educational practices with the principles of Blended Shore Education (BSE) and Metagogy. These two theorems emerged from several action research projects that engaged Chicago community members, university students, and educators from around the world. The principles, tenets, and descriptions of applied instructional methods in the context of civic and social engagement projects demonstrate how teaching and learning praxes and curricula and program design can be achieved by and with the learners, by the university, and by the community stakeholders to result in relevant and meaningful education models in higher education.

Development of a Web-Based System for Diagnosing Student Learning Problems on English Tenses

2010 ◽  
pp. 1825-1843
Author(s):  
Gwo-Jen Hwang ◽  
Hsiang Cheng ◽  
Carol H.C. Chu ◽  
Judy C.R. Tseng ◽  
Gwo-Haur Hwang
Keyword(s):  
Native English Speakers ◽  
Learning Problems ◽  
English Speakers ◽  
English Learning ◽  
The Novel ◽  
Web Based ◽  
Novel Approach ◽  
The World ◽  
Web Based System ◽  
English Verb

In the past decades, English learning has received lots of attention all over the world, especially for those who are not native English speakers. Various English learning and testing systems have been developed on the Internet. Nevertheless, most existing English testing systems represent the learning status of a student by assigning that student with a score or grade. This approach makes the student aware of his/her learning status through the score or grade, but the student might be unable to improve his/her learning status without further guidance. In this paper, an intelligent English tense learning and diagnosticsystem is proposed, which is able to identify studentlearning problems on English verb tenses and to provide personalized learning suggestions in accordance with eachstudent’s learning portfolio. Experimental results on hundreds of college students have depicted the superiority of the novel approach.

Sign in / Sign up

Export Citation Format

Share Document