scholarly journals Reflections by Some Jordanian EFL Lecturers on Salmon’s Five-Stage E-Learning Model and Its Possible Application to Teaching English in Jordan

2020 ◽  
Vol 10 (2) ◽  
pp. 229
Author(s):  
Ahmad Alkhawaldeh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Learning Model ◽  
Language Instruction ◽  
Face To Face ◽  
Stage Of Development ◽  
English Language Instruction ◽  
E Learning ◽  
Collaborative Language

This study attempted to evaluate Gilly Salmon’s Five-stage e-learning Model and its possible contribution to learning English language skills by surveying the related literature and obtaining perspectives of some EFL lecturers in Jordan during the 1st semester, 2018–2019. A convenient sample of twenty EFL lecturers participated in a semi-structured interview to reflect on the contribution of the five-stage model to English language instruction. The study revealed some strengths and drawbacks of the above model. While acknowledging the existence of several positive attributes of this model such as exhibiting coherence and being structural and developmental and featuring the engagement of learners via collaborative language learning, this model, according to some EFL specialists, demands further improvement to highlight, for instance, face-to-face mode of language instruction and to be more spiral and bi-directional. The study called for integrating assessment into the model to monitor learner’s learning progress. It also called for achieving independent language learning and enabling learners to transfer their learning beyond the model’s final stage of development. It was suggested that the above model should be modified to account more adequately for online English language learning.

The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning

2015 ◽  
Vol 10 (3) ◽  
pp. 19-35 ◽  
Author(s):  
Morteza Mellati ◽  
Marzieh Khademi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Efl Learners ◽  
Efl Context ◽  
The Past ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Passionate Debate

The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.

scholarly journals University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

2021 ◽  
Vol 8 (1) ◽  
pp. 197-211
Author(s):  
Mulyani Mulyani ◽  
Fidyati Fidyati ◽  
Suryani Suryani ◽  
Murnia Suri ◽  
Halimatussakdiah Halimatussakdiah
Keyword(s):  
University Students ◽  
English Language ◽  
Learning Experience ◽  
Language Instruction ◽  
Learning Material ◽  
English Class ◽  
Learning Platform ◽  
The Social ◽  
English Language Instruction ◽  
E Learning

English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

Measuring the Effectiveness of Using "Memrise" on High School Students' Perceptions of Learning EFL

2018 ◽  
Vol 8 (12) ◽  
pp. 1758 ◽  
Author(s):  
Masoud Azizi Abarghoui ◽  
Saeed Taki
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Mobile Applications ◽  
English Language ◽  
Language Instruction ◽  
School Students ◽  
Mobile Assisted Language Learning ◽  
English Language Instruction ◽  
Based Instruction ◽  
State Language

Mobile applications of language learning have the capacity to revolutionize the way languages are learned. This study examined the students' perceptions of the effectiveness of Mobile Assisted Language Learning (MALL) based instruction as a complement to direct instruction for 36 high schoolstudents inIran. Specifically, student perceptionusing direct instructioncombined with"Memrise" Mobile-based language learning versus direct language instruction only.The findings of this research suggest that Memrise is an effective method of English language instruction. It is important to note that Memrise is not meant to replace direct language instruction, but its purpose is to serve as an effective supplement to state language instruction.

scholarly journals The Impact of the Virtual Programs in Promoting English Language Learning in the Context of Middle East College

2021 ◽  
pp. 400-415
Author(s):  
Zainab Al-Ajmi
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Face To Face ◽  
Foundation Program ◽  
E Learning ◽  
Initial Move ◽  
Virtual Platform ◽  
Core Questions ◽  
The Impact

Over the last decades, individual and groups were extremely using face to face strategy to attain a native language and make advising associated with English language learning as there were a few applications of the online platforms incorporating in some enterprises, including pedagogic institutions. In this status quo, there is the rapid implementation of these programs, especially during the outbreak of Covid-19. Nowadays, many scholars affirmed the cooperation between virtual programs and language learning as they are overlapping and go hand in hand to cope with the immediate changes across the instructive institutions. This research will outline one of the fundamental topics, which is the role of an organizational platform to mitigate literacy and elevate the learner’s language learning level. Initially, it will entirely answer the core questions in this paper: What is the virtual platform and its significance in the education field? Then, it will demonstrate a critical understanding of the significance of the online platform to promote English language learning on some contemporary theories. Later, a questionnaire will be disseminated to a group of General Foundation Program (GFP) students to collect their standpoint towards learning the English language through a virtual program. It will ultimately showcase an example of online learning applications, an initial move to a hypothesis where the two e-learning types, such as Microsoft Teams and Zoom are introduced, including a concise conversation the traits and weaknesses of each. Adding to that, the student’s perspective towards these platforms in the context of English language learning.

scholarly journals The Impact of the Virtual Programs in Promoting English Language Learning in the Context of Middle East College

2021 ◽  
Author(s):  
Zainab Al-Ajmi
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Face To Face ◽  
Foundation Program ◽  
E Learning ◽  
Initial Move ◽  
Virtual Platform ◽  
Core Questions ◽  
The Impact

Over the last decades, individual and groups were extremely using face to face strategy to attain a native language and make advising associated with English language learning as there were a few applications of the online platforms incorporating in some enterprises, including pedagogic institutions. In this status quo, there is the rapid implementation of these programs, especially during the outbreak of Covid-19. Nowadays, many scholars affirmed the cooperation between virtual programs and language learning as they are overlapping and go hand in hand to cope with the immediate changes across the instructive institutions. This research will outline one of the fundamental topics, which is the role of an organizational platform to mitigate literacy and elevate the learner’s language learning level. Initially, it will entirely answer the core questions in this paper: What is the virtual platform and its significance in the education field? Then, it will demonstrate a critical understanding of the significance of the online platform to promote English language learning on some contemporary theories. Later, a questionnaire will be disseminated to a group of General Foundation Program (GFP) students to collect their standpoint towards learning the English language through a virtual program. It will ultimately showcase an example of online learning applications, an initial move to a hypothesis where the two e-learning types, such as Microsoft Teams and Zoom are introduced, including a concise conversation the traits and weaknesses of each. Adding to that, the student’s perspective towards these platforms in the context of English language learning.

The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning

2015 ◽  
pp. 1525-1537
Author(s):  
Morteza Mellati ◽  
Marzieh Khademi
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Efl Learners ◽  
Efl Context ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Passionate Debate

The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.

Keeping Watch on Learners' Language

2021 ◽  
pp. 41-64
Author(s):  
Janice E. Jules
Keyword(s):  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Instruction ◽  
English Language Teaching ◽  
Young Learners ◽  
English Language Instruction ◽  
Interview Guide ◽  
Language Needs ◽  
Real Language

Generally, Caribbean teachers seem to have limited engagement with applying observation of young learners' language in the classroom setting. For this chapter, a sample of 40 Grade 1 to 3 teachers from six Caribbean countries provided information to examine teachers' use of observation of learners' oral discourse to inform instructional pedagogy in English Language teaching. Based on primarily qualitative methods, a standardized structured-interview guide, focus group discussion, and classroom observation guide were used to collect data on teachers' classroom instruction. The findings revealed that while teachers declared knowledge of the merits of applying observation for evaluating learners' real language, the evidence of application of this assessment strategy was missing. In addition, results which showed that some teachers appeared to lack awareness of utilizing information about learners' home language use to cater to their individual language needs, warranted attention to transformative pedagogical perspectives in English Language instruction.

scholarly journals LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION

2016 ◽  
Vol 10 (1) ◽  
pp. 50 ◽  
Author(s):  
Hermawati Syarif
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Instructional Materials ◽  
English Language Instruction ◽  
Language Teaching And Learning

Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence

scholarly journals Learner Autonomy in English Language Learning: Vietnamese EFL Learners’ Perceptions and Practices

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Duong Minh Tuan
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mekong Delta ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Instruction ◽  
Autonomous Learning ◽  
Positive Effects ◽  
Efl Students

Learner autonomy has been regarded as an important value which is expected to be present in any English language students as it can have positive effects on their learning. In Vietnam, the notion of learner autonomy has attracted more attention, and various studies have been conducted on teacher beliefs and practices regarding learner autonomy over the last decade. Nevertheless, not much evidence has been provided on how EFL students perceive and practise autonomous learning, especially at a time when there has been a shift towards student-centered instruction. To contribute to bridging this gap, this study is aimed to report on an investigation into Vietnamese EFL students’ perceptions and practices of autonomous learning. Data were collected from 50 English-majored students at a university in the Mekong Delta of Vietnam by using a questionnaire and a semi-structured interview. It was found that the students had an agreement on the importance of learner autonomy in their language learning. However, their perceived level of abilities to act autonomously was just above average. This result was the same as that found on their frequency scale of reported practices of autonomous activities inside and outside the classroom. Therefore, it is suggested that, to better enhance learner autonomy in teaching and learning English in Vietnam, it should be integrated into English language instruction by making it an integral part of EFL curricula.

scholarly journals Language learning and learning strategy use in international university students’ English as a lingua franca communication

EduLingua ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 1-23
Author(s):  
Donald W Peckham
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Language Instruction ◽  
Lingua Franca ◽  
English Language Instruction ◽  
Learning Strategy Use ◽  
International University

English as a lingua franca (ELF) has received wide interest in the past decades from researchers, teachers, and users of English in general. The present study investigates whether or not speakers of English approach ELF contexts not only as contexts for communication, but also as contexts for language learning. Interview data was collected from 12 international university students in Czechia and Hungary to explore if indeed they believe they are using ELF communication for their own language learning, and if so, what learning strategies they use. Results show that these English speakers are indeed learning in these contexts and employ a variety of strategies to do so. Implications for how secondary school English language instruction might prepare students for learning while using English as a lingua franca are discussed

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