Student Engagement in the Language Classroom

2020 ◽  
Keyword(s):  
Student Engagement ◽  
Language Learning ◽  
Learning And Teaching ◽  
Language Classroom

Through a mix of conceptual and empirical chapters, this book defines engagement for the field of language learning. It serves as an authoritative guide for anyone wishing to understand the unique insights engagement can give into language learning and teaching, or anyone conducting their own research on engagement within and beyond the classroom.

scholarly journals M-Learning: An Integrative Approach to Increase Student Engagement

LETRAS ◽  
2020 ◽  
pp. 145-175
Author(s):  
Vivian Vargas Barquero ◽  
Natin Guzmán Arce
Keyword(s):  
Costa Rica ◽  
Student Engagement ◽  
Foreign Language ◽  
Real Time ◽  
Mobile Devices ◽  
Electronic Devices ◽  
Integrative Approach ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Handheld Electronic Devices

M-learning utilizes handheld electronic devices as didactic tools for facilitating learning and teaching within real-time access in the language classroom. Current studies on m-learning suggest that the incorporation of electronic devices can lead to greater student engagement and better performance. Using a questionnaire, 22 professors from the major Bachelor’s in the Teaching of English as a Foreign Language from the Universidad Nacional (Costa Rica) were surveyed about how mobile devices are being implemented in the language classroom.

scholarly journals Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

2021 ◽  
Vol 47 (2) ◽  
pp. 137-152
Author(s):  
Hadrian Aleksander Lankiewicz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
The Other ◽  
Social Changes ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Enhanced Mobility ◽  
The Moment ◽  
The Eu

One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).

Corpus Research Applications in Second Language Teaching

2011 ◽  
Vol 31 ◽  
pp. 205-225 ◽  
Author(s):  
Ute Römer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Language Teaching ◽  
Future Research ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Specialized Language

Over the past few decades, corpora have not only revolutionized linguistic research but have also had an impact on second language learning and teaching. In the field of applied linguistics, more and more researchers and practitioners treasure what corpus linguistics has to offer to language pedagogy. Still, corpora and corpus tools have yet to be widely implemented in pedagogical contexts. The aim of this article is to provide an overview of pedagogical corpus applications and to review recent publications in the area of corpus linguistics and language teaching. It covers indirect corpus applications, such as in syllabus or materials design, as well as direct applications of corpora in the second language classroom. The article aims to illustrate how both general and specialized language corpora can be used in these applications and discusses directions for future research in applied corpus linguistics.

scholarly journals Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning

SEEU Review ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Elena Spirovska Tevdovska
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Soft Skills ◽  
Foreign Language Learning ◽  
Soft Skill ◽  
East European ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Views And Perceptions

Abstract The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.

Literature in language learning: new approaches

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Best Practice ◽  
Pedagogical Approach ◽  
Writing Workshops ◽  
Learning And Teaching ◽  
New Approaches ◽  
Language Classroom ◽  
New Directions ◽  
Creative Writing Workshops

Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach.

scholarly journals Student perceptions of self-efficacy in the foreign language classroom: A design-based research study

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rhia Moreno ◽  
Jeffrey Kilpatrick
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Grammar Instruction ◽  
Design Based Research ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom

The foreign language (FL) classroom can be an anxious environment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role. The paper concludes with implications for language learning and teaching.

scholarly journals Review of "Disruptive Technologies and the Language Classroom: a complex systems theory approach"

2021 ◽  
Vol 29 (1) ◽  
pp. 93
Author(s):  
Behice Ceyda Cengiz
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Computer Mediated Communication ◽  
Theory Approach ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Disruptive Technologies ◽  
Computer Mediated ◽  
Language Classroom

<p>Which dynamics of language learning and teaching change when traditional face-to-face language classrooms are moved to the online medium? And more importantly, does the advent of online technologies change the ways language teachers teach and language learners learn? In “Disruptive Technologies and the Language Classroom”, Hampel (2019) provides new insights into these important questions. She points out that online language learning and teaching destabilizes the language classroom by affecting its overall dynamics and by opening up new venues for language learning and teaching. By referring to her years-long experience in online language teaching and research, she argues that understanding the effects of these online technologies will better help language learners to communicate successfully in the second language (L2). Viewing communication as an aim and instrument in language learning, she focuses on the idiosyncrasies of computer-mediated communication and presents a theoretical discussion of computer-mediated communication’s unique features and affordances in reference to related literature. </p>

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

A Sociocultural Approach to Learner Autonomy in the Language Classroom

Relay Journal ◽  
2019 ◽  
pp. 17-26
Author(s):  
Tetsushi Ohara
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Sociocultural Theory ◽  
Qualitative Data ◽  
Learner Autonomy ◽  
The Social ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Mediational Means ◽  
Social Views

Approaches to understanding learner autonomy in language learning often contain dichotomous views: those that emphasize individual attributes and those that emphasize social influence. In order to articulate our understanding of learner autonomy, it is necessary to find approaches, which view a dialectic unity between the individualistic views and the social views. Sociocultural theory based on the concept of mediation is an approach, which has potential to offer a unique way to analyze learner autonomy. While using sociocultural theory as the main theoretical framework, this article attempts to understand how students take charge of their learning in the language classroom. Qualitative data indicate that interpersonal relationships between students work as mediational means for students to engage in their learning in the classroom. From this finding, it is argued that by understanding mediational means that students employ and are appropriate in the classroom, we are better able to track the students’ ability to take charge of their own learning.

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