scholarly journals The Critical Perspective of English Language Testing and Assessment within Framework of Elana Shohamy

2018 ◽  
Vol 9 (5) ◽  
pp. 92
Author(s):  
Ali Siddiqui ◽  
Shabana Sartaj ◽  
Syed Waqar Ali Shah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Practical Aspect ◽  
Learning Processes ◽  
Critical Perspective ◽  
Teaching Process ◽  
Critical View ◽  
Testing Procedures ◽  
Language Testing And Assessment ◽  
Language Assessments

The language assessments and testing are the crucial aspects of teaching and learning processes. Therefore, the following study is aimed to focus on these two most important aspects with refer to a critical view on its practical aspect that is after passing through a tactful teaching process. The crucial notion of practicing language assessments as well as testing towards a critical sense was initiated by Elana Shohamy in her critical works. It was after her thorough observations and experimentations of testing within various learning disciplines, the present study is designed as a review on some of particular testing structures that has been observed under influence of power, hegemony and biasedness with respect to social elements that encounters it. Therefore, it is quite necessary to highlight a prospective of Elana Shohamy, who has tried her best to arrange a valuable platform in order to discuss the related issues critically regarding testing procedures. In the end, reasons provided by Elana Shohamy has been highlighted that can verily show that test itself cannot be a fully trusted authority. It can be a challenging aspect at any rate that could be dealt accordingly in order to restore its very nature of being neutral in every respect.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

scholarly journals Perceptions Towards Integrating Desire2Learn System in EFL Teaching and Learning Processes

2018 ◽  
Vol 11 (9) ◽  
pp. 1
Author(s):  
Eman Abdel-Reheem Amin ◽  
Faiza Abdalla ELhussien Mohammed
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Acceptance Model

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students’ perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants’ perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants’ perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants’ responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.

scholarly journals Understanding Teachers’ Integration of Moodle in EFL Classrooms: A Case Study

2019 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Yasir Al Yafaei ◽  
Rais Attamimi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Case Study Research ◽  
Learning Processes ◽  
The Other ◽  
Factors Affecting ◽  
College Of Technology ◽  
Interpretive Approach ◽  
Working Mechanisms

The study explores the integration and implementation of the Moodle platform at the English Language Center of the Salalah College of Technology. To achieve this purpose, a qualitative, interpretive approach with a case study research design was used to collect the data and to deepen our understanding of the phenomena and how it was constructed in social reality of the school.Two teachers have been chosen to be the interviewees, to give their opinions and views on the topic under study, and the factors affecting both the implementation and integration of the Moodle programme. It was evident from the narratives of the two interviewees that the integration of Moodle was successful, and that it has proven to be a useful tool in the teaching and learning processes of English. In spite of some existing factors that may hinder the working mechanisms of the implementation and integration of Moodle, it may be concluded that this platform could be recommended to be extended to the other skills of the English language that it currently does not support. Following this process will inevitably improve the comprehension and production of the English language and related materials, online and real, respectively.

scholarly journals ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Arin Inayah
Keyword(s):  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Related Area ◽  
Teaching Process ◽  
English Teaching ◽  
Core Questions ◽  
Data Collections ◽  
Teaching Instruction

The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners

scholarly journals Interactive Teaching and Learning Techniques

2018 ◽  
Vol 23 (1-2) ◽  
pp. 182-184
Author(s):  
Manita Karki
Keyword(s):  
Foreign Language ◽  
Traditional Method ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Interactive Teaching ◽  
Learning Techniques

Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.

scholarly journals English Language and its Importance of Learning it in Albanian Schools

2017 ◽  
Vol 6 (s2) ◽  
pp. 109-114
Author(s):  
Ervin Balla
Keyword(s):  
English Language ◽  
Practical Aspect ◽  
Foreign Languages ◽  
Teaching Process ◽  
Important Place ◽  
New Methods

Abstract Taking into consideration many factors that indicate that the English language has taken an important place in communication and its use by millions in the whole world has become a necessity and not an unecessary subject in the teaching process in Albanian universities. As a result of that many countries including Albania are seeing an increase of the demand for teaching the English language since the first grades. Also it is found necessary the addition of classes of foreign languages in Albanian schools and universities. The curricula of the language is enriched each year and the new methods are becoming more profitable in teaching the language. Naturally teaching the English at school is becoming important not only academically but also in the practical aspect of learning, such as using language for various purposes such as business purposes, communication, reading foreign books especially in literature or other types. In the aspect of learning the language in the school not only the book is important but also other factors need to be taken into account.

scholarly journals A influência da tecnologia nas escolhas didatico-pedagógicas dos professores pré-servico de língua inglesa / The Influence of Technology in Didactic and Pedagogical Choices of Pre-Service Teachers of English Language

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Patricia Vasconcelos Almeida
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Processes ◽  
De Se ◽  
Pedagogical Choices ◽  
Didactic Material ◽  
Language Teaching And Learning

ABSTRACTThe goal of this work is to present the differences among the didactic-pedagogical behaviors from the English language pre-teachers when they had to create tasks using as artifact the technology. The need to use the technology as a resource to the foreign language teaching and learning processes is one of the reasons to investigate the appropriated way to use it in the educational field. Warschauer and Healy (1998) and Nardi (1996) postulated that the computers and internet in the foreign language teaching and learning processes are giving better ways of working as well as a better formation to the ones involved in the field of education. So, research about the insertion of the computer and internet as a didactic material resource having Activity Theory as the main theory (Engestrom, 1987) leads as to understand the changes in the activity system through the different artifacts. As the context of research we have the language course of a federal university, the data was collected by observation of methodology classes. The data analysis showed us that on trying to create pedagogical tasks using different teaching artifacts the pre-teachers developed different praxis.RESUMENO objetivo deste trabalho é apresentar as diferentes posturas didático-pedagógicas dos professores pré-serviço de língua inglesa, quando tiveram que criar tarefas utilizando diferentes artefatos de ensino (tecnologias). A necessidade de se usar a tecnologia como recurso para o processo de ensino-aprendizagem de língua estrangeira, vem proporcionando a realização de trabalhos invest-igativos concernentes a observação de formas apropriadas para utilizá-la na educação. Warschauer e Healey (1998) e Nardi (1996) defendem que a inserção dos computadores e da internet no processo de ensino-aprendizagem de línguas estrangeiras está proporcionando melhor condição de trabalho, bem como, uma formação adequada aos sujeitos envolvidos com a educação. Desta forma, pesquisar sobre a inserção do computador e da internet, como recurso de material didático (apoio) tendo como base os preceitos da Teoria da Atividade (Engestrom, 1987), nos permite compreender as alterações no sistema de atividade a partir dos diferentes artefatos utilizados. Tendo como contexto de pesquisa o curso de letras de uma universidade federal, os dados foram coletados por meio de observações das aulas de metodologia. A análise dos dados mostrou que na tentativa de se criar tarefas pedagógicas, utilizando diferentes artefatos de ensino, o professor pré-serviço desenvolveu práticas diferentes.

scholarly journals PEDAGOGICAL CONCEPTUALISATION OF CONTENT KNOWLEDGE IN TEACHING ART MUSIC RELATED ESP

2019 ◽  
pp. 333
Author(s):  
Darko Kovačević
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
English Language ◽  
Art Music ◽  
English Language Teaching ◽  
Significant Component ◽  
Teaching Process ◽  
Pedagogical Content ◽  
Process Outcomes ◽  
Higher Institutions

Pedagogical conceptualisation of content knowledge is a significant component of the present time teaching of ESP at higher institutions, because usually the lessons in general English are not sufficient for a successful accomplishment of the teaching process assignments and learning process outcomes. In the case of art music related ESP, it is necessary, at the teacher’s side, to have a certain amount of content knowledge in the field of art music in order to be able to find and prepare the appropriate lesson materials and organise the entire teaching process, so that the knowledge is conceptualised and properly used for English language teaching and learning. Such knowledge and its pedagogical conceptualisation will be the central topics of the paper, preceded by some introductory facts on art music and texts on art music, pedagogical content knowledge and the art music related ESP.

scholarly journals La responsabilidad del docente frente a la evaluación

2009 ◽  
pp. 63 ◽  
Author(s):  
Walter Carrizo
Keyword(s):  
Learning Process ◽  
Education System ◽  
Professional Education ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Teaching Process ◽  
Learning And Teaching ◽  
The Moment ◽  
Capacity Performance

Siempre se ha tenido una idea restringida de la evaluación: ha sido asociada con el momento de la toma de exámenes. En otras palabras, equivalente a la certificación de los conocimientos que los estudiantes han aprendido y los profesores enseñado, concluyendo los procesos de enseñanza y aprendizaje.<br />Pero pensarla solamente como un procedimiento que constata ciertos resultados y cierra un ciclo es minimizar sus posibilidades. La evaluación puede verificar además, capacidades, competencias, habilidades y hasta actitudes, pudiendo revelar problemas tanto en el proceso de aprendizaje como en la enseñanza misma. La información resultante debería generar los mecanismos necesarios para solucionarlos y mejorar el proceso educativo en general.<br />Es necesario entonces, considerarla como un proceso en sí misma, no exenta de complejidad, que no debe ser concebida en forma aislada de la enseñanza: se evalúa aquello que se ha enseñado, tanto en conceptos como en la metodología aplicada.<br />Así, la evaluación no es solamente un instrumento de certificación sino, más aún, un elemento crucial en la formación profesional de nuestros estudiantes que puede, además, retroalimentar ambos procesos de enseñanza y aprendizaje. Como formadores, nos cabe una enorme responsabilidad en la generación y comprobación de los conocimientos, que no debemos ignorar.<br /><br />There has always been a misconception about evaluation: it has been associated with the moment an exam is taken. In other words, the act of evaluating is equivalent to the certification of the knowledge students have learnt and professors have taught, summarizing both teaching and learning processes.<br />But considering it only as a procedure which verifies certain results, as well as the simple conclusion of a cycle, minimizes the immense possibilities evaluation can offer. Capacity, performance, skill and even attitudes can also be verified in order to reveal problems in the students' learning process in addition to the teaching process. The resulting information should generate decisions which would correct those problems and enhance the education system accordingly.<br />Therefore, evaluation ought to be thought of as a process itself, quite complex indeed, which must not be considered as isolated from the teaching process: we evaluate what we teach, conceptually and methodologically speaking.<br />Consequently, evaluation is not only an instrument of certification but moreover, a key element in the professional education of our students, operating as feedback of the learning and teaching processes. As educators, we shoulder the responsibility of generating and verifying knowledge. Such responsibility is not to be ignored.<br />

scholarly journals Application of self-assessment and co-evaluation on learning processes

2019 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Maria Pamela Almeida Luque ◽  
Mariam Liccette Rodriguez Mendoza
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
Daily Life ◽  
Learning Processes ◽  
Self Assessment ◽  
Teaching Process ◽  
Self Evaluation ◽  
Teacher Needs

The investigation identified the application of self-assessment and coevaluation in the learning processes in teachers of the School of Basic Education “Nueva Paquisha” of the Nuevo Paquisha community, of the Rocafuerte Canton. The methodology that was used was experimentation, using the survey as an instrument, which allowed us to know that self-evaluation and coevaluation are necessary for students to develop criteria and opinions about their evaluative practices within the classroom. The results obtained improved authentic evaluations in the teaching and learning process, contributing fundamental results to the transformation of information acquired in both the pedagogical day and in daily life, at the same time providing the information that the teacher needs to know to improve and reinforce the knowledge With this practice, the student demonstrates and values the achievements and teachers allow them to confirm the effectiveness of the teaching process.

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