Computer-based student-centered classroom in English language teaching

2011 ◽  
Author(s):  
Mu Haitao
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Student Centered ◽  
Computer Based

scholarly journals EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 39 (2) ◽  
pp. 319-331
Author(s):  
Sumardi Sumardi ◽  
Muamaroh Muamaroh
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Validity And Reliability ◽  
Face To Face ◽  
The Face ◽  
Computer Based ◽  
Based Instruction

Information technology-based instruction (e.g. using Edmodo) gains its popularity as it is likely to strengthen the role of teachers, schools, and parents for the sake of optimizing student learning outcomes. Therefore, this study explores how Edmodo was utilized to mediate digital class in English language teaching (ELT); how Edmodo facilitated students' engagement during the class; and how Edmodo mediated teachers to assess students' learning outcomes. A qualitative approach was employed and 286 students from a secondary school voluntarily participated during the study. Interviews, online mini-polling, and document analysis were deployed as data collection methods, and data were validated by triangulation and analyzed by following the interactive model of data analysis. It revealed that Edmodo was an effective mode to mediate digital class in ELT as the students could interact with their teacher, peers, and course contents effectively, both inside and outside the classroom. The students' engagement was also better in comparison to that of the face-to-face classroom. Finally, Edmodo well-mediated teachers to carry out the computer-based test (CBT); it was an accurate mode of assessment as no cheatings were facilitated; the validity, and reliability of the test could be favorably accomplished.

scholarly journals THE IMPORTANCE OF TEACHER – STUDENTS INTERACTION IN COMMUNICATIVE LANGUAGE TEACHING (CLT)

2019 ◽  
Vol 4 (1) ◽  
pp. 46
Author(s):  
Mohammad Abraham Akbar Eisenring ◽  
Margana Margana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Student Centered ◽  
Teacher Students ◽  
Important Means ◽  
Crucial Part

<p><em>Interaction takes crucial part in English language teaching and learning. It could determine the successfulness of teaching and learning in the classroom. Relying on the fact, interaction becomes the main means for teacher and students to exchange their ideas, feelings, opinions, insights, and etc. Especially for the teachers themselves, maintaining interaction with students is considered to be very important thing. In this case, teachers need to employ some proper strategies and approaches in order to deal with such kind of activity. Nowadays, a great number of teachers apply student-centered approach more than teacher-centered one in the way they teach English. Student-centered approach is believed to be able to encourage the teachers to raise their awareness to interact more with the students by implementing Communicative Language Teaching (CLT). In this library-based research paper, the writers would like to elevate the importance of classroom interaction in Communicative Language Teaching (CLT) as an important means for teachers in their respective classrooms.</em></p>

scholarly journals METHODOLOGY OF FUTURE DENTISTS’ FOREIGN LANGUAGE COMPETENCE FORMATION ON THE BASE OF CAMBRIDGE METHODS OF ENGLISH LANGUAGE TEACHING

2017 ◽  
Author(s):  
Yaroslava Kulbashna ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Language Teaching ◽  
English Language Teaching ◽  
Student Centered ◽  
Language Competence ◽  
Medical University ◽  
To Receive ◽  
Positive Results

The article deals with the improvement of future dentists’ foreign language competence formation based on the Cambridge methods of English language teaching. Future dentists have a strong need to receive professional knowledge from foreign sources and communicate to their colleagues. Moreover the foreign language competence is an important part of professional competence. Thus foreign language competence formation of future dental specialists contains certain diversity; it is not typical for other specialties. As a result it requires thorough analysis of Cambridge methods of English language teaching in order to adapt and improve them for future dentists. On the base of own pedagogical experience this advanced methodology was designed as student-centered one and includes new improved tasks for better language competence formation. Original Cambridge methodology was also improved by implementing the new “verification” stage of the lesson. This methodology was applied at the Bologolets Nalional Medical University and has brought positive results. It will become the base of increasing level of competitiveness not only in our country and abroad as well.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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