The Impact of Covid-19 on English Language Teaching and Learning Process: A Review

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Farzaana Abdul Kadir ◽  
Saranya Balachandran ◽  
Melor Md.Yunos
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Impact ◽  
Language Teaching And Learning

scholarly journals Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Afrika Focus ◽  
2013 ◽  
Vol 26 (2) ◽  
pp. 81-109
Author(s):  
Marcos Abilio Nhapulo
Keyword(s):  
Teacher Beliefs ◽  
Language Proficiency ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
English Language Teaching ◽  
Learner Beliefs ◽  
Language Teaching And Learning

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using questionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes.

scholarly journals Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Afrika Focus ◽  
2013 ◽  
Vol 26 (2) ◽  
Author(s):  
Marcos Abilio Nhapulo
Keyword(s):  
Second Language ◽  
Teacher Beliefs ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learner Beliefs ◽  
Language Teaching And Learning

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using ques- tionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes. Key words: beliefs, expectations, English Language Teaching, Mozambican students, Mozambique, second language learning 

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

scholarly journals THE TEACHER’S USE OF TRANSLATION IN ENGLISH LANGUAGE TEACHING BASED ON SCIENTIFIC APPROACH AT SMP NEGERI 4 AND SMP NEGERI 5 SINGARAJA

PRASI ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
N. M. Sumarningsih ◽  
G. Batan ◽  
L. D. S. Adnyani
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Data Display ◽  
Scientific Approach ◽  
Collection Data

This study was conducted as an attempt to investigate in what step of scientific approach theteachers most frequently use translation in English Language Teaching as well as to find out the teachers’reasons toward the use of translation in English Language Teaching based on scientific approach atSMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design.There were two teachers chosen as the subjects of study. The data were collected through audio recordingthe teaching and learning process and interviewing the subjects of study, while the techniques ofanalyzing data were done descriptively following the four processes according to the theory of Miles &Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. Theresults of analysis indicated that the teachers most frequently used translation in exploring step of scientificapproach. In addition, there were seven teachers’ reasons found in relation to the use of translationin the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given bythe teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understandingthe tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presentingtheir work. The related parties interested in the same area of the research should give deeper concern indoing wider range of aspects involved in further study.Keywords : Translation, the Use of L1 in ELT, Scientific Approach

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