EXAMINING RUSSIAN TERTIARY-LEVEL STUDENTS� ATTITUDES TO THE USE OF A CORPUS-BASED APPROACH IN LANGUAGE CLASSES

2015 ◽  
Author(s):  
Svetlana Khoroshilova
Keyword(s):  
Tertiary Level ◽  
Language Classes ◽  
Students Attitudes

scholarly journals Using Games to Promote English as a Foreign Language Learners’ Willingness to Communicate: Potential Effects and Teachers’ Attitude in Focus

2021 ◽  
Vol 12 ◽  
Author(s):  
Fei Liu ◽  
Balachandran Vadivel ◽  
Ehsan Rezvani ◽  
Ehsan Namaziandost
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Positive Influence ◽  
Willingness To Communicate ◽  
Control Group ◽  
Foreign Language Learners ◽  
Item Questionnaire ◽  
Language Classes ◽  
Students Attitudes

This study aims to find out the role of games in promoting students’ willingness to communicate (WTC) and their teachers’ attitude toward it. In order to collect the data, the researchers employed a 28-item questionnaire which was given to 60 English as a Foreign Language (EFL) learners in an English institute. Then, the students were randomly divided into two groups of 30 learners functioning as control and experimental groups. The students in the experimental group received games in their language lessons and classes, while control group learners did not. At the end of the term, the same questionnaire was given to the students to know if playing games had a significant impact on their WTC. In addition, the teachers were asked to answer a 30-item questionnaire to investigate their attitudes toward playing games in language classes. The results showed that most of the teachers in this study believe that games have a positive influence on the students’ attitudes towards learning English and that using them in class serves many educational purposes. In addition, games played a significant role in improving the EFL leaners’ willingness to communicate. In the light of these findings, the researchers suggested using games as energizers and practical activities at the end of class not only to improve enthusiasm for learning, but also to improve the learners’ WTC.

scholarly journals FLIPPED CLASSROOMS

Diacrítica ◽  
2020 ◽  
Vol 34 (1) ◽  
pp. 336-354
Author(s):  
Laura V. Fielden Burns ◽  
Mercedes Rico ◽  
María José Naranjo
Keyword(s):  
Writing Skills ◽  
Tertiary Level ◽  
Student Centered ◽  
Student Centered Learning ◽  
Educational Levels ◽  
Modern Education ◽  
Language Classes ◽  
Language Classrooms ◽  
Flipped Classrooms ◽  
Subject Areas

Flipped classrooms are in vogue as an active learning methodology since they combine important pillars of modern education, such as student-centered learning and technology. This model has been applied to different areas and educational levels, though it seems most prominent at the tertiary level. However, it is not clear if it is appropriate for all subject areas, such as language teaching. This paper will explore this question by treating two principal objectives: to review concepts and empirical research on flipped language classes to ascertain its effectiveness, and secondly, to propose a series of guidelines for language instructors considering flipping their classrooms based on the results from the results from the first objective. The results find that flipped classrooms may be particularly interesting for communicative language classrooms, and as well as for writing skills improvement.

scholarly journals Students’ Attitudes towards the Use of Slovene as L1 in Teaching and Learning of Business English at Tertiary Level

2017 ◽  
Vol 14 (1) ◽  
pp. 95-112
Author(s):  
Nataša Gajšt
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Tertiary Level ◽  
Business English ◽  
English Only ◽  
Students Attitudes ◽  
Learning English

Over the past decades, the monolingual (English-only) approach to English language teaching and learning has prevailed. In recent years, however, the trend of using students’ first language (L1) in teaching and learning English as a foreign language has re-emerged. However, the research on the use of L1 in teaching English for specific purposes is far from extensive. The aim of this study was to investigate the use of Slovene as the students’ L1 in teaching and learning Business English at tertiary level. The specific objectives were to determine the students’ attitudes towards the teachers’ and the students’ use of Slovene during Business English lessons and the students’ use of Slovene in learning Business English. The present study was quantitative, with data gathered via a questionnaire. The results show that, on the one hand, there is some inclination towards the use of L1 both in class and during their study of Business English. On the other hand, the preference towards the use of predominantly (or exclusively) English in class is also present and is positively correlated with the level of students’ knowledge of English. The results are of value to English language teachers as they suggest the contexts in which students’ L1 could be used in the process of teaching and learning English for specific purposes.

scholarly journals BENEFICIAL EFFECTS OF MUSIC ON EFL LEARNING

2020 ◽  
pp. 105
Author(s):  
Ljiljana Jankovic
Keyword(s):  
Empirical Research ◽  
Tertiary Level ◽  
English Department ◽  
Beneficial Effects ◽  
The Third ◽  
Efl Students ◽  
University Level ◽  
Students Attitudes ◽  
Department Faculty ◽  
Efl Learning

This paper explores the attitudes of Serbian tertiary-level EFL students towards doing a particular type of language exercise, a cloze test, and their attitudes towards music-based cloze tests in particular, as well as their general attitudes towards the inclusion of music into EFL classes at university level of study. It is comprised of two parts. The theoretical part reviews reference materials related to significant effects of music on FL learning in general and EFL learning in particular. The empirical part presents the results of the empirical research conducted with fourth-year students of the English Department, Faculty of Philosophy, University of Niš. The method used was descriptive together with the scaling technique and the five-level Likert scale consisting of 5 items. The first two items tested the students’ attitudes towards conventional cloze tests, the third item examined their attitude towards music-based cloze tests, and the remaining two items tested the students’ attitudes towards the integration of music-based exercises into EFL classes and the beneficial effects of music on EFL learning. The results of the empirical research confirmed the starting premise, i.e. that tertiary-level EFL students consider cloze tests important for the improvement of their proficiency in English and that they agree with the statement that the use of music in their classes is beneficial for improving their skills.

Google Search Applications in Foreign Language Classes at Tertiary Level

2015 ◽  
pp. 313-356 ◽  
Author(s):  
Buğra Zengin ◽  
Işıl Günseli Kaçar
Keyword(s):  
Tertiary Level ◽  
State University ◽  
Educational Settings ◽  
Search Techniques ◽  
Search Tasks ◽  
Use Of Technology ◽  
Language Classes ◽  
Systematic Training ◽  
Effective Use ◽  
Google Search

Given that it is challenging for EFL teachers to create an input-rich learning environment with ample learning and practice/production opportunities, the integration of online resources into language classes has gained importance recently. Although the effective use of technology in educational settings is viewed as a 21st century skill, the issue of providing EFL learners with systematic training in the use of online search techniques in educational settings has not been explored sufficiently and many learners are not yet aware of how to utilize technological resources for educational purposes. Hence, this chapter aims to investigate how EFL majors in an English preparatory program at a public state university in the west of Turkey use Google searching skills receptively and productively in pedagogical tasks, to highlight how Google search tasks can be used to raise language awareness and to offer suggestions for effective integration of search techniques into teaching EFL at the tertiary level.

scholarly journals Investigation of Cooperative Learning Techniques and Attitudes in Language Learning Classrooms

2019 ◽  
Vol 8 (2) ◽  
pp. 219
Author(s):  
Safaa Mohammad Alhebaishi
Keyword(s):  
Public Schools ◽  
Cooperative Learning ◽  
Language Learning ◽  
Language Teachers ◽  
Attitude Questionnaire ◽  
Intermediate School ◽  
Learning Techniques ◽  
Language Classes ◽  
Students Attitudes ◽  
Observation Results

The study investigates the Cooperative Learning (CL) techniques implemented by intermediate school language teachers and examines students’ attitudes regarding the use of CL in language classes. To realize the objectives of the study, two instruments were used to collect data: observation reports and an attitude questionnaire. Observation were conducted in 31 classrooms in 12 intermediate public schools, and the attitude questionnaire was administered to 547 students. The observation results revealed that CL was not accurately implemented in a majority of the classrooms. Language teachers made several mistakes in the implementation of CL techniques. Furthermore, the results of the attitude questionnaire showed that the students’ attitudes towards CL were positive.

scholarly journals Code Switching in BIPA Classes: Teachers' and Students’ Attitudes

2017 ◽  
Vol 13 (1) ◽  
pp. 43
Author(s):  
Hanna Suteja ◽  
Christina Purwanti
Keyword(s):  
Research Design ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Code Switching ◽  
Qualitative Research Design ◽  
Language Classes ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Teaching Learning

<p>The controversy of using L1 or L2 only in second language classes has been widely discussed in many studies. Some teachers, however, opt for the middle ground by employing the bilingual approach; they practice code switching to some extent to facilitate teaching learning process.  In the context of BIPA teaching and learning this issue has not been sufficiently addressed. Therefore, this study seeks to explore the teachers as well as the students’ attitude towards the practice of code-switching in BIPA classes, specifically in the basic level classes. The factors behind its practice will also be discussed in the light of its benefit and hindrance for teaching learning process. This study employed a quantitative research design by conducting a survey and a qualitative research design by interpreting the result of the interview with the teachers and students. In general the study indicates the need of code-switching to support teaching and learning process, especially for the beginner level classes.</p><em>BAHASA INDONESIA ABSTRAK: Kontroversi penggunaan hanya bahasa pertama atau bahasa kedua dalam kelas bahasa kedua telah banyak dibahas dalam banyak penelitian. Meskipun demikian, sebagian pengajar memilih jalan tengah dengan menggunakan pendekatan dwi-bahasa; mereka menggunakan alih kode sampai kadar tertentu untuk memudahkan proses belajar mengajar. Dalam konteks belajar mengajar BIPA isu ini kurang banyak dibahas. Karena itu, studi ini ingin mengkaji sikap para pengajar maupun pelajar terhadap praktek alih kode di kelas BIPA, khususnya di kelas tingkat  dasar. Faktor-faktor di balik praktek tsb juga akan dibahas dalam perspektif kelebihan dan kekurangannya untuk proses belajar mengajar. Penelitian ini bersifat kuantitatif dengan mengadakan survei dan juga kualitatif dengan melakukan intepretasi terhadap hasil wawancara dengan pengajar dan pelajarnya. Secara umum, studi ini mengindikasikan perlunya alih kode untuk mendukung proses belajar mengajar, khusunya untuk kelas tingkat dasar.</em>

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