scholarly journals Exploration and Exploitation of Mobile Apps for English Language Teaching: A Critical Review

2021 ◽  
Vol 14 (4) ◽  
pp. 43
Author(s):  
Julius Irudayasamy ◽  
Sani Yantandu Uba ◽  
Carmel Antonette Hankins
Keyword(s):  
Mobile Applications ◽  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Research Review

With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.

A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics

2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Aiyoub Jodairi Pineh
Keyword(s):  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Consciousness Raising ◽  
Functional Linguistics ◽  
Recent Developments

<p class="2"><span lang="EN-AU">This paper is a critical review of the notion of consciousness-raising approach in the mainstream Applied Linguistics (AL) and Systemic Functional Linguistics (SFL). It reviews the development of this approach from traditional grammarian perspectives to the recent developments in AL, and compares and contrasts this approach in AL with the notion of grammatical metaphor (GM) in SFL as a compatible resource for consciousness-raising. The paper concludes that SFL introduces new and developmental resources of consciousness at different times and spaces, which is subject to further linguistic investigations. It has also implications for the English language teaching and learning in EFL contexts. </span></p>

The First Step

2021 ◽  
pp. 127-149
Author(s):  
Voghn E. Tatem ◽  
Martha Kimberly Marrast
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Target Language ◽  
Language Awareness ◽  
Teacher Resources ◽  
Language Teaching And Learning

Many of the current teacher resources fail to address the differences between home and target language; therefore, teachers in Barbados need to intentionally incorporate language awareness in their English Language teaching. Based on Craig's three-step orientation for language teaching and learning, this chapter presents data that sought to assist in concretizing the theory through practical application. For the research, eight teachers participated in a workshop designed to facilitate exposure to innovative uses of language awareness and expressed views about the application of the strategy within a focus group. Moreover, rich textual information was gathered through a thematic analysis of data. While participants expressed mixed views on the value of Bajan Dialect in the classroom, they agreed that some element of language awareness was needed. Further, they held the perspective that the implementation of the strategy would advance English Language teaching and learning in Barbados and move toward transformation in pedagogical practices.

scholarly journals A CRITICAL REVIEW OF THE SINGAPORE ENGLISH LANGUAGE SYLLABUS AS AN ADVANCE SYLLABUS IN ENGLISH LANGUAGE TEACHING (ELT)

2020 ◽  
Vol 4 (1) ◽  
pp. 46-60
Author(s):  
Imam Munandar
Keyword(s):  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Descriptive Study ◽  
Functional Approach ◽  
English Language Teaching ◽  
National Standard ◽  
Teaching English ◽  
Technical Issues

Abstract: The syllabus function as a framework that provide a national standard from which teachers gain a clear target of teaching English in schools. This research is a descriptive study by which it critically reviews the English language syllabus in Singapore, as an advance syllabus at time. The instrument of the review is a set of syllabus review outlined by Chew. This research has found  th the at syllabus is seen to be organized around the functional approach which necessitates the language in use. Besides, it conceptualizes language as an integration of linguistics, sociocultural, discourse and strategic competences. Teaching and learning leaning language is heavily put on learning process. It sees language acquisition involves certain processes and strategies, and thus teacher should focus on them. The syllabus implementation faces some challenges. Some teachers have different belief and values from the syllabus and resist the adoption. While the syllabus prescribes the communicative approach, they retain structuralism and behaviorism in teaching and learning the language. This situation is worsened by some technical issues. Some heads of department in schools have weak socialization of the syllabus in their schools, leading it unnoticed by teachers. Some textbooks fail to comply with the approach prescribed in the syllabus and thus demand a larger effort from teachers to select textbooks that accurately reflect the syllabus. Keywords: Chew’s Critical Review of Syllabus, English language syllabus, English Language Teaching Abstrak: Fungsi silabus sebagai kerangka kerja yang menyediakan standar nasional supaya para guru mendapatkan target yang jelas untuk mengajar bahasa Inggris di sekolah. Penelitian ini adalah penelitian deskriptif yang mengkaji silabus bahasa Inggris secara kritis di Singapura, sebagai silabus lanjutan pada saat itu. Instrumen ulasan adalah seperangkat tinjauan silabus yang digariskan oleh Chew. Penelitian ini menemukan bahwa silabus diorganisir dengan pendekatan fungsional yang mengharuskan bagaimana bahasa digunakan. Selain itu, bahasa dikonsepkan sebagai integrasi linguistik, sosiokultural, wacana dan kompetensi strategis. Mengajar dan belajar bahasa sangat bergantung pada proses belajar. Hal ini terlihat dari penguasaan bahasa melibatkan proses dan strategi tertentu, dan dengan demikian guru harus fokus pada strategi tersebut. Sementara itu, implementasi silabus menghadapi beberapa tantangan. Beberapa guru memiliki kepercayaan dan nilai yang berbeda dari silabus dan menolak untuk di adopsi. Ketika silabus menentukan pendekatan komunikatif, mereka mempertahankan strukturalisme dan behaviorisme dalam mengajar dan belajar bahasa. Situasi ini diperburuk oleh beberapa masalah teknis. Beberapa kepala departemen di sekolah memiliki sosialisasi silabus yang lemah di sekolah mereka, sehingga tidak diperhatikan oleh guru. Beberapa buku teks gagal mematuhi pendekatan yang ditentukan dalam silabus dan karenanya menuntut upaya yang lebih besar dari guru untuk memilih buku teks yang secara akurat yang mencerminkan silabus. Kata Kunci: Analisa kritis silabus Chew, Silabus Bahasa Inggris, Pembelajaran Bahasa Inggris

scholarly journals Guided Mobile Learning for English Language Teaching: The Teachers’ Perspective

2021 ◽  
pp. 27-38
Author(s):  
A. N. A. Kamal ◽  
M. A. K. Azlan ◽  
S. F. Ng ◽  
A. Manion
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Tools ◽  
English Language Teachers ◽  
Web Learning

Aims: This study evaluates teachers' perspectives on the integration of guided mobile learning through the Mobile Intervention Module (MIM) in English language teaching. As previous studies suggested that there are conflicting views among scholars with regards to mobile usage in classroom learning, this paper attempts to address scholars' concerns by suggesting English language teachers' opinions on the possibility of having practical guided mobile learning activities to complement the course contents. Study Design: This study adopts a qualitative approach. Place and Duration of Study: Universiti Malaysia Kelantan, Malaysia, between February 2019 to July 2019. Methodology: Interview sessions are conducted among four language instructors to see how they perceive the effectiveness of guided mobile learning intervention towards teaching and learning. Content Analysis is later adopted to analyse the interview data where specific themes are derived. The concept of MIM that incorporates appropriate web learning tools is developed and explained. MIM functions as a comprehensive guide that matches the course contents to the most appropriate web learning tools. Results: The results show that all instructors perceive guided mobile learning through the MIM positively. This study implicates that guided mobile learning could be useful in facilitating the teaching approach shift from conventional to technology-assisted, enabling the integration of interactive activities in learning, developing specific language skills and enhancing engagement. It should also be noted that there may be some adaptation barriers of mobile learning that can hinder learning process. Conclusion: While it is recommended that mobile learning is integrated with lessons, to achieve effective results, however, as suggested in the findings of this study, it has to be guided, thus a proper module that links the syllabus to the mobile apps needs to be created.

scholarly journals An Evaluation of Popular Vocabulary Learning Mobile Applications in China and Their Implications for Language Learning?

2022 ◽  
Vol 9 (1) ◽  
pp. p47
Author(s):  
Yue Yang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
English Language Teaching ◽  
English Learning

Mobile-Assisted Language Learning (abbreviated to MALL) has proved to be both useful and efficacious for language learning. Mobile applications (apps) can help learners meet their needs for updating information and skills and learning without the constraints of time and place. In our current informational era, mobile learning has been more and more adopted in English teaching. Some mobile apps can also provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs. A lot of applications have been created and used for English as a Foreign Language (EFL) learning.Mastering vocabulary is an integral aspect of English learning, and an essential way to learn English vocabulary is via mobile learning apps. This study evaluates the four vocabulary learning apps which have become popularized in China: baicizhan, Youdao, Hujiang Happy Dictionary, and Momo word. Through a process of analysis and comparison, the affordances and limitations of these different English vocabulary apps in English learning will be examined. Then I would like to examine how mobile apps can be incorporated into English language teaching and learning and what kinds of tasks can be employed to improve EFL learning for learners.

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