scholarly journals The Effects of Pre-service English Language Teachers’ Making Vocabulary Learning Materials in Web-Supported Situated Learning Environment on Their Vocabulary Learning

2020 ◽  
Vol 13 (4) ◽  
pp. 52
Author(s):  
Kerim Ünal ◽  
Tuğba Yanpar Yelken
Keyword(s):  
Situated Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Achievement Test ◽  
Language Teachers ◽  
Learning Materials ◽  
Gain Scores ◽  
Significant Difference ◽  
English Language Teachers ◽  
Vocabulary Achievement

The aim of this study was not only to help pre-service English language teachers (PS-ELTs) to design vocabulary learning materials for a web-supported situated learning (SL) environment but also to have them learn the vocabulary they used to prepare those materials in the web-supported SL environment. Also, the effects of this process on the PS-ELTs’ academic achievement, self-efficacy beliefs in designing situated learning environments (SEB-SLE), and technological pedagogical content knowledge self-confidence (TPACK-SC) were revealed. One of the advanced mixed-method designs, intervention design, was employed, and 56 PS-ELTs participated in the study. The data were collected via quantitative measurements (two scales, a vocabulary achievement test) and qualitative measurements (student diary, online messaging logs, open-ended interview form, and focus group interview records). For the quantitative data, independent samples t-test, related-samples t-test, and 2X3 repeated measures ANOVA test were used; for the qualitative data, content analysis. The results showed that there was a significant difference between the within-group gain scores and retention test scores in terms of the vocabulary achievement test and the SEB-SLE scale. However, despite a significant difference in the within-group gain scores in terms of the TPACK-SC scale, no significant difference was found between the post-test and retention test scores. Moreover, although both groups revealed no significant differences in the scores of the vocabulary achievement test and the TPACK-SC scale, the scores of the SEB-SLE scale showed a significant difference in favor of the treatment group. Related to the procedure, PS-ELTs highlighted that preparing vocabulary learning materials according to the web-supported SL model had a considerable effect on their vocabulary learning. Besides, the application process supported permanent learning and vocabulary knowledge development. What is more, the procedure helped them gain critical thinking, problem-solving, synthesis, and research skills as well as improving their TPACK.

scholarly journals Investigating the Interplay between Age Range and Vocabulary Learning among EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 238
Author(s):  
Hamed Barjesteh ◽  
Lida Farsi
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
English Language Teachers ◽  
Age Range

The present study aimed to examine the relationship between age range and vocabulary learning among pre-intermediate Iranian EFL learners. To this aim, 50 pre-intermediate Iranian EFL learners, male (N= 20) and female (N=30), were selected from a private language institute based on their performance on the Oxford Placement Test (OPT). They were divided into two groups: teenager and adult learners. Before intervention, a pretest of vocabulary was conducted to determine students’ vocabulary knowledge.  Then, vocabularies were presentenced in dialog, word power and reading texts using a monolingual dictionary in five sessions interval for the both groups. After the intervention, a post-test of vocabulary was administered to examine the possible improvement. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The results revealed that there was no significant relationship between the performance of teenager and adult groups in their vocabulary learning; and there was no significant difference between the performance of teenager and adult groups in their vocabulary learning. This research potentially has some implications that may help English language teachers, students, EFL learners and educational syllabus designers.

scholarly journals The Effect of Typographical Features of Subtitles on Nonnative English Viewers’ Retention and Recall of Lyrics in English Music Videos

2017 ◽  
Vol 6 (7) ◽  
pp. 122
Author(s):  
Farshid Tayari Ashtiani
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Music Videos ◽  
Music Video ◽  
Control Group ◽  
Computer Assisted ◽  
English Music ◽  
Significant Difference ◽  
English Language Teachers ◽  
Experimental Group

The goal of this study was to test the effect of typographical features of subtitles including size, color and position on nonnative English viewers’ retention and recall of lyrics in music videos. To do so, the researcher played a simple subtitled music video for the participants at the beginning of their classes, and administered a 31-blank cloze test from the lyrics at the end of the classes. In the second test, the control group went through the same procedure but experimental group watched the customized subtitled version of the music video. The results demonstrated no significant difference between the two groups in the first test but in the second, the scores remarkably increased in the experimental group and proved better retention and recall. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural contents in videos via Computer Assisted Language Teaching approach.

scholarly journals Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

2016 ◽  
Vol 9 (5) ◽  
pp. 98
Author(s):  
Emrah Ekmekci
Keyword(s):  
English Language ◽  
Oral Proficiency ◽  
T Test ◽  
Language Teachers ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Significant Difference ◽  
Efl Students ◽  
English Language Teachers ◽  
Speaking Skills

<p>Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers’ evaluation of EFL learners’ speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of <em>independent samples t-test</em> and <em>Pearson product-moment correlation test</em>. Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students’ oral proficiency.</p>

scholarly journals Communicative Competence of College English Language Teachers: Using Results as Basis For An Action Plan

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Ma . Fe B. Belasoto ◽  
Keyword(s):  
Language Proficiency ◽  
Significant Relationship ◽  
English Language ◽  
Communicative Competence ◽  
Action Plan ◽  
Language Teachers ◽  
College English ◽  
Significant Difference ◽  
English Language Teachers ◽  
Language Exposure

This study determined the communicative competence of the college English language teachers of Northern Iloilo Polytechnic State College (NIPSC) in the 5th District of Iloilo through a researcher-developed instrument which had undergone validity and reliability testing. Utilizing mixed method approach and with forty-five (45) English language teachers who were chosen through complete enumeration, result showed that the respondents’ level of communicative competence in the areas of grammatical, sociolinguistic, strategic and discourse was “very good”, while the extent of their English language exposure was “sometimes” for the 95.56% and “always” for only 4. 44%. There was no significant relationship between the respondents’ number of years in teaching, written language proficiency, relevant seminars and trainings attended and all areas of communicative competence. Among the four areas of communicative competence, grammatical and sociolinguistic competence had significant relationship with their oral language proficiency and discourse competence had significant relationship with highest educational attainment. There was no significant relationship between their communicative competence and extent of English language exposure. There was no significant difference between the level of communicative competence of the respondents when they were grouped according to campus. The following factors were perceived to contribute to their communicative competence: the practice of the English language inside and outside the classroom, exposure to mainstream media, experience as English teachers, inherent intelligence, seminars or trainings attended, while the extent of their language exposure was perceived to be influenced by time, attitude or preference of the teacher, environment, teaching load, co-workers and students. Based on the result of the study an action plan was proposed to improve the efficiency, competence, and performance of the English language teachers at the College.

scholarly journals The Degree of Applying Active Learning Strategies – Field Study on English Language Teachers in Deir Alla Educational Directorate - Jordan–  : درجة توظيف استراتيجيات التعلم النشط – دراسة ميدانية على معلمي اللغة الإنجليزية في تربية لواء دير علا– الأردن –

2021 ◽  
Vol 5 (6) ◽  
Author(s):  
Bayan Ayed Alghragheer, Ola Ayed Alghragheer
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Grade Level ◽  
English Language ◽  
Language Teachers ◽  
Basic Stage ◽  
Significant Difference ◽  
Active Learning Strategies ◽  
English Language Teachers ◽  
Points Of View

This study aimed to reveal the degree of applying active learning strategies among English language teachers from the points of view of basic stage students in Deir Alla educational directorate. To collect the data, Active Learning Strategy scale was applied among English language teachers consisting of (41) items. The study sample consisted of (244) basic stage students in (7th, 8th, 9th) grade. The results of the study showed that the degree of applying active learning strategies among English language teachers from the points of view of basic stage students was (3.72) with relative importance of (74.4%). The results showed significant statistical differences were found in degree of applying active learning strategies due to the effect of gender variable in favor of females, but there was no statistically significant difference attributable to the effect of the grade level, Finally, the results of the study showed that there were statistically significant differences attributed to the effect of the interaction between gender and grade level was found.

scholarly journals English language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State Secondary Schools

2018 ◽  
Vol 7 (3) ◽  
pp. 86-91
Author(s):  
Rose Nwakaego Umezinwa ◽  
Christiana Obiageri Udogu
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teachers ◽  
Test Statistic ◽  
Teaching Materials ◽  
Male And Female ◽  
Anambra State ◽  
Significant Difference ◽  
English Language Teachers ◽  
Research Questions

The study investigated English Language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State secondary schools. The area of study was Anambra State. The study was guided by two research questions and two research hypotheses. The design of the study was descriptive survey. A sample of one hundred and twenty-six (126) teachers were drawn from the six education zones in the state comprising of seventy-nine (79) female and forty-seven (47) male. To select this number of teachers, the researcher adopted simple random sampling technique using hat and draw method. A structured questionnaire with four-point scale was used as the instrument for data collection. The validation of the instrument was carried out by three experts – two experts in measurement and evaluation and one expert in English Language. The reliability of the instrument was 0.76 using Pearson Product Moment Correlation. Data analysis was done using mean and standard deviation for the research questions and the t-test statistic for the hypotheses. Results of the analysis indicated that there is no significant difference in the attitude of male and female English language teachers towards utilization of improvised teaching materials in secondary schools in Anambra State. There is significant difference in the challenges to utilization of improvised teaching materials by male and female English  language teachers in Anambra State Secondary schools. Based on the findings of the study, recommendations were made. Prominent among them is that Federal and State Government should arrange training and workshops for English language teachers on improvisation and utilization of improvised teaching materials.Keywords: Attitude, Challenges, Improvisation and Utilization

scholarly journals Developing a Framework of Media-Aided Descending-Ascending Repetition of Vocabulary Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 46-57
Author(s):  
Suwarsih Madya
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Action Observation ◽  
Teacher Educator ◽  
Language Teachers ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
English Language Teachers ◽  
Basic Vocabulary ◽  
Implementation Data

Foreign language basic vocabulary learning for teenagers mostly belongs to verbal information learning, involving a lot of memorization and thus, necessary repetition. However, EFL teachers, particularly in the school observed, fail to pay attention to vocabulary learning at this stage due to limited time, which has resulted in low learning achievement.  This action research was focused on developing a framework of media-aided fading repetition of vocabulary learning for purposes of mastery improvement. The research participants were two English language teachers, one teacher educator, and 32 students in a state junior secondary school of a medium ranking and size in Sleman District, Yogyakarta Special Territory, Indonesia. This school was selected considering the transferability of the findings. The study was conducted from January-May 2017 in three planning-action-observation-reflection cycles of repeating the learning of the target vocabulary in the process of developing an appropriate framework of media-aided fading repetition in the existing curriculum implementation. Data were collected through observation and testing. The results were of two types: (1) the intended framework, and (2) improvement in the following aspects: the increasing classroom atmosphere liveliness, students’ greater participation, students’ increasing scores, and the teacher’s awareness of the importance of repetition and variations of activities in vocabulary learning. Keywords: vocabulary, EFL, media-aided descending-ascending repetition

scholarly journals Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey

2021 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Özge Koç ◽  
Hatice Gülru Yüksel ◽  
Emin Altun
Keyword(s):  
Public Schools ◽  
Technology Acceptance ◽  
Information And Communication Technologies ◽  
English Language ◽  
Language Teachers ◽  
Integrated Learning ◽  
Significant Difference ◽  
Private And Public ◽  
English Language Teachers ◽  
Acceptance Model

Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness. 

Evaluation of Two General English Textbooks: New Interchange 2 vs. Four Corners 3

2016 ◽  
Vol 7 (2) ◽  
pp. 345 ◽  
Author(s):  
Hadi Hamidi ◽  
Mehri Bagheri ◽  
Maryam Sarinavaee ◽  
Akram Seyyedpour
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Significant Difference ◽  
Four Corners ◽  
The World ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Similarities And Differences ◽  
English Textbooks ◽  
Better Than

Textbooks play a crucial role in language classrooms and educational programs all over the world. Choosing appropriate general English textbooks has always been a mind-boggling issue in Iranian English language institutes. This study aimed at evaluating two popular English textbooks including New Interchange 2 and Four Corners 3 in order to show their similarities and differences in terms of subject matters, vocabulary, structure, exercise, illustration, and physical make up. These English textbooks were compared and contrasted and their weaknesses and strengths were explained in terms of the mentioned criteria based on Daoud and Celce-Murcia’s (1979) checklist. This evaluation was done by four English language teachers. The findings of the research revealed that there was no significant difference between the two mentioned textbooks; however, in some cases Four Corners 3 was found to be better than New Interchange 2.

scholarly journals The Effects of Needs- Based Continuous Professional Development Practice on Teachers ‟ Perception of CPD: Primary Schools English Language Teachers in Focus

2021 ◽  
Vol 5 (8) ◽  
pp. 20-39
Author(s):  
Endelibu Goa
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
English Language Teachers

This study was an attempt to examine the effects of needs- based Continuous Professional Development (CPD) practices on English language teachers’ perceptions. More specifically, the study addressed the following research questions: (1) What CPD activities do ELT teachers need to practice currently? (2)Is there a significant change in EFL teachers’ perceptions following in an intervention design to increase their perceptions about CPD practices? This research work was mainly experimental in design. The purpose of the experiment was to examine the effects of needsbased CPD practices on English language teachers’ perceptions. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews, and FGDs were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved five primary schools in Arba Minch. Fifty-two, randomly selected teachers were filled the pre-test and post-test questionnaire. Moreover, 10 teachers from each primary school were randomly selected for interview. Besides, 12 teachers from each primary school were involved in the FGDs in order to gather the necessary data for this study. Different sources were referred for the preparation of the training materials. The effects of need-based CPD practices on teachers’ perception were examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the teachers’ perception before and after the experiment. The results of the post-test showed that there was a significant difference before and after the experiment in teachers’ perception (P<0.05). On the basis of the findings of the study, it was concluded that need-based CPD practice could have a great value in improving perception. Based on this, conclusions and recommendations were made.

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