scholarly journals INTERNET-BASEDLEARNING APPROACH FOR ENGLISH LANGUAGEACQUISITION

2015 ◽  
Vol 3 ◽  
pp. 495
Author(s):  
Kumar M Agarwal ◽  
L Novickis
Keyword(s):  
Language Learning ◽  
Special Interest ◽  
English Language ◽  
Language Teachers ◽  
Educational Institutions ◽  
The Internet ◽  
Advantages And Disadvantages ◽  
Internet Resources ◽  
Teachers And Students ◽  
English Language Teachers

This article explores teachers’ and students’ benefits of using Internet-based Language Learning(IBLL) which includes teaching the English Language. This paper reports on the advantages and disadvantages of using internet resources and computers to learn and teach the English language. Until quite recently, Internet-based Language Learning (IBLL) was a topic of relevance mostly to those with a special interest in that area. Recently, though, the internet has become so widespread in educational institutions and homes and its uses have expanded so dramatically that the majority of the English language teachers have started the implications of the Internet for language learning. This article provides brief overview of how internet resources can be used for language teaching. It focuses not on a technical description of software, but rather on the pedagogical questions that teachers should consider in using internet resources.

scholarly journals An Analysis of Classrom Interaction in Speaking Class by Using FIAC System: Teachers Questioning and Feedback (Grade Seven Students in Focus)

2019 ◽  
Vol 4 (7) ◽  
pp. 41-61
Author(s):  
Sisay Ayalew Tsegaw
Keyword(s):  
Language Learning ◽  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Sampling Technique ◽  
Language Teachers ◽  
Classroom Language ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
English Language Teachers

The aim of this study was to describe the interaction of teachers and students at primary school levels in speaking class of English foreign classroom. It also aimed at describing how the participants experienced interaction and its level of interactional activities and influences. To carry out the real classroom interaction analysis in speaking class using FIACS technique, qualitative research / qualitative descriptive research was employed for this study, which is qualitative. The results were analyzed using qualitative/Latent content analysis mainly. The targeted schools selected using convenience-sampling technique, but English Language teachers were selected using purposive sampling. Qualitative methods of data collection, such as interviewing, observation, and document analysis were also developed and employed as major tools. The result from these instruments showed that the interaction was still dominated by the teachers as shown from the observation and recording, and the speaking skills input and process haven’t been found to have a positive change on their students speaking performance or improvement. Thus, all findings revealed that the teachers were not able to use the appropriate type of classroom language and provide formative feedback that really help in improvement of student’s language learning.

scholarly journals LEARNING VOCABULARY THROUGH SONGS: A STUDY ON THE ROLE OF MUSIC IN TEACHING VERBS

2020 ◽  
Vol 8 (1) ◽  
pp. 550-557
Author(s):  
Ainul Azmin Md Zamin ◽  
Nor Azrul Hardi Adzmi ◽  
Maslawati Mohamad
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
New Words ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Post Test ◽  
English Language Teachers

Purpose of the study: This study aims to investigate how the use of songs in English language classrooms could aid tertiary students to increase their verb vocabulary repertoire. Methodology: This quantitative study was carried out among diploma students from a local university in Malaysia. The students were exposed to various English songs during their English lessons. Pre-test and post-test were conducted in this study. Main Findings: The use of songs can increase vocabulary acquisition among English language learners at tertiary level. The use of songs is able to provide a fun way of picking up new words. Applications of this study: The findings of this research indicate that English language teachers of tertiary students should use English songs as classroom activities to facilitate their students’ language learning and motivate them in acquiring new English vocabulary. The findings of this research are useful for university policymakers, teachers, and students. Novelty/Originality of this study: In this research, the use of English songs from contemporary genres, such as Western or Islamic songs can be an effective way to promote language learning.

scholarly journals Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques

2021 ◽  
Vol 11 (1) ◽  
pp. 85-103
Author(s):  
Mohammed Farrah ◽  
Balsam Halahla ◽  
Shahd Sider
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Language Teachers ◽  
Teaching Techniques ◽  
Quantitative Research Methods ◽  
Motivation For Learning ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Attitudes

The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

scholarly journals Should teachers use L1 in EFL classroom?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 25-39
Author(s):  
Shahnaz Mahmud
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
Teaching English ◽  
University Teachers ◽  
Teachers And Students ◽  
English Language Teachers ◽  
English Classroom ◽  
Method Approach ◽  
Rule Out

English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).

scholarly journals Students’ Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia

2016 ◽  
Vol 9 (11) ◽  
pp. 59
Author(s):  
Bushra Alamri ◽  
Hala Hassan Fawzi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Error Correction ◽  
Quantitative Research ◽  
English Language ◽  
Classroom Observation ◽  
Language Teachers ◽  
English Language Teaching ◽  
University College ◽  
Teachers And Students

<p>Error correction has been one of the core areas in the field of English language teaching. It is “seen as a form of feedback given to learners on their language use” (Amara, 2015). Many studies investigated the use of different techniques to correct students’ oral errors. However, only a few focused on students’ preferences and attitude toward oral error correction techniques, which determine students’ success in language learning. This quantitative research explored teachers’ and students’ preferences as well as students’ attitude toward the use of oral error correction techniques in the language classroom. The participants of the study were English language students and English language teachers at Yanbu University College (YUC) in Yanbu Industrial City, Saudi Arabia. A classroom observation checklist and questionnaires were used to collect the data. The study findings revealed that recast and explicit correction are the preferred techniques by the majority of the students and teachers. The findings also indicated that students have positive attitude toward oral error correction. As the classroom observation revealed that recast was highly used by teachers, it is recommended that teachers should also use other techniques to correct students’ oral errors. In addition, it is recommended that before correcting students’ oral errors teachers should always take into account the purpose of the activity and the proficiency level of students.</p>

scholarly journals Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

2021 ◽  
Vol 8 (1) ◽  
pp. 143-156
Author(s):  
Titus Terver Udu
Keyword(s):  
English Language ◽  
Attitude Scale ◽  
Language Teachers ◽  
Reading And Writing ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

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