scholarly journals "Writing to Learn or Learning to Write". A Critical Review of "English as a Foreign Language" (EFL) Teaching Practices in Writing in Saudi Universities

2020 ◽  
pp. 1
Author(s):  
Sahal Alshammari
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Writing To Learn ◽  
English Writing ◽  
English Departments ◽  
Teaching Context ◽  
L2 Learners ◽  
Previous Decade

Developing proficiency in English writing has always been a challenge for L2 learners in general and Saudi learners in particular. Despite the widespread presence of English departments as a result of the sharp rise of Saudi universities in the previous decade, the numbers of outcomes or achievements in terms of skills are very discouraging. This paper aims to study this issue closely by investigating the most crucial elements that are likely to explain this weakness by reviewing the related empirical and theoretical studies in the Saudi context. This paper also aims to present to researchers a quick reference as to how English writing skills have evolved in Saudi Arabia in the recent past, and specifies the challenges faced not only by Saudi L2 learners but also professionals involved in English language teaching. Moreover, this paper provides the professional with an overview of all the pedagogical improvisations carried out so far in the Saudi teaching context and suggests a path for moving forward.

scholarly journals REIMAGINING LITERATURE IN THE ENGLISH LANGUAGE TEACHING CONTEXT IN THE RUSSIAN AND ARMENIAN HIGHER EDUCATION

2021 ◽  
Vol XII (35) ◽  
pp. 137-155
Author(s):  
Mariana S. Sargsyan ◽  
Evgeniia V. Zimina
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
English Language Teaching ◽  
Teaching English ◽  
University Departments ◽  
Teaching Context ◽  
Reading Activities

The paper aims to discuss the role of literature in teaching English as a foreign language. The interest in the topic is caused by the growing need to improve the content and approaches to teaching English as a foreign language at university departments that train teachers, linguists and philologists. The underlying argument is that the inclusion of literature in the language-teaching syllabus, the careful choice of the material and the appropriate means of its teaching may facilitate the assimilation of the language knowledge and enhance cultural knowledge. Further, the paper argues that the use of literature may be beneficial in terms of increasing the functional literacy of language learners. Translation and visualization are discussed as highly productive means of helping students fight the feeling of disorientation in text. To enhance the efficiency of the use of literature in class the authors offer a number of approaches to reading activities. The discussion and our observations can be helpful for all those specialists who face the dilemma of including literature in teaching English as a foreign language or are reconsidering their techniques of teaching literature by adapting it to the needs of learners

Improving English Writing Skills of Non-Native Undergraduate Learners with The Help Of Movies Supported By Online Technologies

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Aydin Aliyev
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Educational Technologies ◽  
Authentic Materials ◽  
Writing Classes ◽  
English Writing ◽  
Online Technologies ◽  
English Classes

The purpose of this study is to find out the effectiveness of integrating into teaching English writing movies whichare supported by online technologies. Using movies in English classes has become the interest of many teachersand educators, as films are believed to be very effective, appealing and motivating authentic materials. Filmicapproach somehow creates a natural English language teaching (ELT) environment in the classroom and makesthe instruction of English enjoyable, particularly in terms of learners. Mixing motion pictures and onlinetechnologies both of which have a very crucial role in students’ life, would be fun and innovative. This studyfocused on teaching writing through the use of films and contemporary educational technologies amongundergraduate learners. The action research was designed at Qafqaz University in Azerbaijan among 32intermediate level students in the School of Languages. The learners were divided into experiment and controlgroups which were almost at the same English proficiency levels. The research involved a questionnaireconsisting of 10 questions with participation of 32 learners. The study is expected to be helpful for Englishteachers in terms of employing movies and online technologies effectively in writing classes, not to mention it islikely be a helpful material for further researchers in this field.

scholarly journals Peer Feedback Practice in EFL Tertiary Writing Classes

2016 ◽  
Vol 9 (6) ◽  
pp. 76 ◽  
Author(s):  
Ha Thi Nguyen
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Peer Feedback ◽  
L2 Writing ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Current Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
English Writing

<p>Peer feedback plays a pivotal role in stimulating students’ participation in L2 writing, which has the potential to develop students’ writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners’ metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners’ expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants’ desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).<strong></strong></p>

scholarly journals SHAPING PRODUCTIVE CULTURAL CONTENT FOR EFL MATERIALS IN CONTEMPORARY RUSSIAN ELT PRACTICES

2019 ◽  
Vol 34 (108) ◽  
pp. 319-333
Author(s):  
Peter J. Mitchell ◽  
Andrei G. Shilnov
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Language Teaching ◽  
The Past ◽  
Teaching Context ◽  
Cultural Content

The article attempts to develop guidelines for the inclusion / non-inclusion of specific cultural content into EFL materials for contemporary ELT practices in Russia. Cultural circumstances surrounding the ELT practices in today’s Russia and their connection with the past are analyzed. Some approaches to the usage of materials are considered, with examples of specific published and online materials provided. An exemplar of a lesson plan on a thought-provoking topic with sample activities and materials is presented based on the approaches and principles described. A conclusion is made on the necessity of offering teacher training on shaping productive cultural content for EFL materials that are appropriate to the teaching context. Keywords: English language teaching (ELT), English as a foreign language (EFL), textbook, cultural content.

scholarly journals Teachers’ Challenges in Teaching English Writing Skills for Visually Impaired Students at Indonesian Special Senior High Schools

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 90-98
Author(s):  
Prih Febtiningsih ◽  
Ardiya ◽  
Agung Prasetyo Wibowo
Keyword(s):  
High Schools ◽  
Visual Impairment ◽  
Visually Impaired ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Teaching English ◽  
English Writing ◽  
Visually Impaired Students

Teaching English at Indonesian special senior high schools is applied based on the curriculum determined by the government. However, there were some problems found in English language teaching for visually impaired students especially in writing. This research aimed to investigate the teachers’ challenges in teaching English writing for visually impaired students. The respondents were taken purposively, namely the English teachers at Indonesian special senior high schools for visually impaired students namely SLB Sri Mujinab, SLB Negeri Pembina and SLB Kasih Ibu. The data for the research were collected from semi-structured interview conducted to get specific information about what challenges encountered by the English teachers teaching writing skills for students with visual impairment. The challenges encountered by the teachers in teaching writing were inappropriateness of curriculum and syllabus with the students’ need, time constraint of teaching,  lack of learning media, lack of teaching strategy, inappropriateness of teacher’s qualification, and students’ attitude problem. These challenges made the teachers difficult in teaching English writing.   Keywords: Teaching Writing, Visual Impairment, Teachers’ Challenges, English Language Teaching

scholarly journals Code-switching in Intercultural Communication and English Language Teaching

2021 ◽  
Vol 8 (7) ◽  
pp. 286-294
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Code Switching ◽  
English Language Teaching ◽  
The Other ◽  
Teaching Context ◽  
Language Classroom

Code-switching is the interplay between two languages. Code-switching happens when the speakers switch between two or more languages or linguistic varieties in the context of a particular discussion or conversation. Many people engage in code-switching or mixing practises by speaking a different language and their mother tongue when talking with other individuals who comprehend various languages. There are multiple reasons why people tend to code-switch during interaction with others. One important reason is that people consciously and unconsciously code-switch because they want to fit in. Code-switching is also implied in the language teaching context, where L2 learners cod switching between their mother tongue and the other language to get involved in the learning process. The practice of code-switching in Foreign language classroom has been examined thoroughly in the literature. This paper will introduce the concept of code-switching, its types and the reasons for code-switching. It will offer some implication of code-switching in English as a second or foreign language (EFL) classroom.

What’s so important about CLIL anyway?

2021 ◽  
Author(s):  
Nina Lazarević
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
Science Teachers ◽  
English Language ◽  
Relevant Literature ◽  
Grammar School ◽  
School Teachers ◽  
Teaching Context ◽  
Language Classes ◽  
Or Practice

After doing two 56-hour long seminars in 2018 and 2019 with grammar school teachers in Niš, I realised that there was not much of relevant literature, activity or practice books that science teachers teaching in English could use. While there is some substantial literature for CLIL in English language classes, there is much less support for particular natural science subjects in the local teaching context. Therefore, the material from those workshops is here systematised and organised around several areas that transpired as the most important for teachers. One important point is that this is not a textbook on the English language, or English language practice nor is it an activity book for any specific subject taught in English. The main focus here is on how to activate content knowledge in a subject while using a foreign language, as well as how to organise instruction so that learners benefit from a CLIL class.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

scholarly journals Enjoying Learning Writing through Facebook Group

2019 ◽  
Vol 13 (2) ◽  
pp. 115
Author(s):  
Zulfadli Abdul Aziz ◽  
Husnul Khatimah
Keyword(s):  
Foreign Language ◽  
Thematic Analysis ◽  
Writing Skills ◽  
Situational Interest ◽  
Individual Interest ◽  
English Writing ◽  
Research Findings ◽  
Efl Students ◽  
Interactive Feedback ◽  
Group 1

This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

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