scholarly journals Pre-Service EFL Teachers’ Perception of Using Facebook Group for Learning

2019 ◽  
Vol 5 (2) ◽  
pp. 104
Author(s):  
Asri Purnamasari
Keyword(s):  
Language Learning ◽  
Interpersonal Communication ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
English Education ◽  
First Year ◽  
Education Department ◽  
Learning Platform ◽  
Efl Teachers ◽  
Second Year

The current development of ICT has been revolutionizing education. The revolution has now overflown learning beyond the four walls boundary of the classroom. By using ICT, students today can learn anytime and anywhere. This study aimed to explore pre-service EFL teachers' perception of the use of Facebook Group (FBG) in learning. Employed a mixed methods research designed, quantitative and qualitative data were collected from 56 (29 first-year and 27 second-year) students of the English Education Department of Universitas Kristen Indonesia Jakarta using a questionnaire and interview. The finding revealed that the majority of the participants had positive perception towards using FBG as a learning platform. However, since their experience in the informal language learning environment through FBG was new, their view towards the use of FBG for interpretative communication activates was lower than for interpersonal communication.

scholarly journals Non-English Majored Students’ Use of English Vocabulary Learning Strategies with Technology-Enhanced Language Learning Tools

2021 ◽  
Vol 17 (4) ◽  
pp. 455
Author(s):  
Tham My Duong ◽  
Thao Quoc Tran ◽  
Thao Thanh Pham Nguyen
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Qualitative Data ◽  
Vocabulary Learning ◽  
Knowledge Retention ◽  
Structured Interview ◽  
First Year ◽  
Vocabulary Learning Strategies ◽  
Second Year

Abstract: Technology has become an integral part in language education in general and English language teaching and learning in specific. Accordingly, the use of technology enhanced language learning (TELL) tools in English language learning has become common as they can improve the knowledge retention and increase engagement. The study aims at unravelling the employment of TELL tool based English vocabulary learning strategies (VLS) among non-English majored students at Ho Chi Minh City University of Technology (HUTECH). The participants were a cohort of 240 first-year and second-year students answering the questionnaires and 20 students in responding the semi-structured interview questions. The SPSS was utilized to process the qualitative data in terms of descriptive statistics and T-Test, while the content analysis approach was employed for qualitative data analysis. The results showed that the participants employed the TELL tool based English VLS at a high level. Additionally, it is noticeable that second-year students utilized the TELL tool based English VLS more often than their first-year students.   Keywords: English vocabulary, strategies, TELL tools.

scholarly journals PENGEMBANGAN PAKET PERKULIAHAN READING BERKELANJUTAN JURUSAN PENDIDIKAN BAHASA INGGRIS UNDIKSHA

PRASI ◽  
2017 ◽  
Vol 12 (02) ◽  
Author(s):  
Luh Putu Artini
Keyword(s):  
English Education ◽  
Language Skills ◽  
Instructional Materials ◽  
First Year ◽  
Education Department ◽  
Material Development ◽  
Focus Depth ◽  
The Media ◽  
Second Year

This research aims at developing the syllabus and instructional materials for Reading course series in English Education Department, Ganesha University of Education. This Reading course comprises four series: Reading I (Literal Reading), Reading II (Intepretive Reading), Reading III (Critical Reading) and, Advanced Reading (Reading from the Media). The research was inspired by preliminary findings about unclear transition and focus of each serial of reading course. These include the degree of complexity and coverage of the texts, instructional strategies and teaching strategies. As a matter of fact, reading is a stepping stone for developing other language skills such as writing, speaking and listening (Guthrie& Kirsch, 2007). The first year of the research has resulted in the adapted syllabus and blueprint for the material development. In the second year the instructional materials for levelled reading courses were developed and validated and was checked its relevance and readability. Data analysis found that the product was highly relevant to the syllabus and provide with Engliah language teaching. This indicates that the quality of the product can be categorized as very good and as systematic gradation, focus, depth and scope.

A Constructivist Approach to Game-Based Language Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 19-40 ◽  
Author(s):  
James York ◽  
Jonathan William deHaan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Qualitative Data ◽  
Experimental Methodology ◽  
Constructivist Approach ◽  
Action Research Project ◽  
Communicative Skills ◽  
Japanese University ◽  
Board Games ◽  
Second Year

This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first and second year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Promoting mobile collaborative language learning in Islamic higher education

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Rully Agung Yudhiantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Language Learning ◽  
English Education ◽  
Group Discussion ◽  
Case Study Research ◽  
Word Meaning ◽  
Analysis Data ◽  
Education Department ◽  
Writing Feedback ◽  
Collaborative Language

<span lang="EN-US">This study sought to explore students’ experience in using Instagram to participate in mobile collaborative language learning (MCLL)</span><span lang="EN-US">. T</span><span lang="EN-US">he</span><span lang="EN-US"> contents they </span><span lang="EN-US">produced and shared, a</span><span lang="EN-US">s well as</span><span lang="EN-US"> their interaction and collaboratio</span><span lang="EN-US">n, were analyzed</span><span lang="EN-US">. The participants of this study were </span><span lang="EN-US">110 students in an </span><span lang="EN-US">English education department</span><span lang="EN-US">, in three different classes,</span><span lang="EN-US">who all had taken a </span><span lang="EN-US">translation course</span><span lang="EN-US">their third semester. Online tasks were assigned to students and they were required to produce, share, interact and collaborate to accomplish tasks. This study applied </span><span lang="EN-US">a </span><span lang="EN-US">qualitative method </span><span>with case study research design </span><span lang="EN-US">using observation, focus group discussion and content analysis. Data were analyzed through stages namely categorization, reduction and interpretation. </span><span>Results showed </span><span lang="EN-US">that </span><span>the </span><span lang="EN-US">students were able to participate in MCLL using Instagram. They produced and shared contents that met the requirement of MCLL. The contents include</span><span lang="EN-US">d</span><span lang="EN-US"> English sentences for structural collaboration in terms of subject-verb agreement and English sentences for word meaning collaborations. They interacted with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by writing feedback and comment</span><span lang="EN-US">s on the uploaded content</span><span lang="EN-US">. They collaborated with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by providing multiple interactions to accomplish tasks in MCLL like writing structural analysis, word meaning, paraphrasing sentences, and sentence translation.</span>

scholarly journals Interrelation of Ideas About Self-Efficacy with Motivation to Succeed in Young People Taking University Psychological and Legal Courses

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Evgeniya Vorontsova
Keyword(s):  
Young People ◽  
Interpersonal Communication ◽  
Self Efficacy ◽  
Female Students ◽  
First Year ◽  
Male And Female ◽  
Psychological Phenomena ◽  
Psychological Science ◽  
Second Year ◽  
University Training

Due to the growing interest in the phenomenon of self-efficacy, the psychological science examines the directions of studying self-efficacy in domestic and foreign exploratory development. The attention is focused on studies that reveal the interrelation of the self-efficacy phenomenon with other psychological phenomena, such as motivation to succeed and avoidance of failure, as well as studies devoted to the features of self-efficacy ideas in male and female students. There are publications on the data of the empiric investigation of interrelation of self-efficacy and success motivation in young people at various university training stages with presentations of analysis of differences in correlation features in male and female students. A conclusion is made that there are differences existing between the investigated indicators of self-efficacy in substantive work, self-efficacy in interpersonal communication and success motivation in the first-year and the second-year students, as well as the differences existing in the outlined indicators in the young people taking university psychological and legal courses.

scholarly journals Developing learning methods of Indonesian as a foreign language

2017 ◽  
Vol 1 (2) ◽  
pp. 51-57
Author(s):  
I Nyoman Suparsa ◽  
Ida Bagus Nyoman Mantra ◽  
Ida Ayu Made Sri Widiastuti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
First Year ◽  
Crucial Issue ◽  
Learning Methods ◽  
Effective Learning ◽  
Second Year ◽  
Learning Institutions

The present study was conducted which aims at developing teaching methods of Indonesian as a foreign language. This study was carried out for two years in the form of Research and Development design to develop accuracy of teaching methods to be employed to teach the Indonesian language. The study was conducted as an important and crucial issue encountered by prospective teachers of Indonesian as a foreign language to face global challenges in which teachers of Indonesian are urgently required to teach effectively. In addition, this study was conducted to prepare the Indonesian teachers to be professional teachers and ready to face the competitive world of work. In the first year, the research was focused on creating a draft of effective learning methods to teach Indonesian as a foreign language. Consequently, this study was started by analyzing the teaching methods that have been used by various language learning institutions. The second year, the study is mainly focused on trying out and validated the learning methods to ensure their effectiveness to teach Indonesian as a foreign language.

scholarly journals Autonomous Learners: How Competency-Based Curriculum could Accelerate EFL at English Education Department

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 72
Author(s):  
Jati Suryanto
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Processes ◽  
Autonomous Learning ◽  
Education Department ◽  
Competency Based ◽  
Long Life ◽  
Ultimate Objective ◽  
Student Centred Learning ◽  
Teaching Learning

This paper will explore the implementation of the Competency-Based Curriculum at the Department of English Education, Universitas Muhammadiyah Yogyakarta,  in reaching the goal of creating autonomous learners. Autonomous Learner is the ultimate objective in teaching learning processes. It is the beginning of the long-life learning processes. By creating autonomous learners, the process of achieving better graduate quality will be more effective and efficient. To reach the goal of producing autonomous learners, the Department of English Education, Universitas Muhammadiyah Yogyakarta,  focuses its curriculum on the graduate abilities in “thinking how to think” and “learning how to learn” through the Competency Based Curriculum.Competency-Based Curriculum (CBC) is the teaching learning planning which bases its objectives on the students’ competences. To achieve the ultimate goal of language learning the Department of English Education, Universitas Muhammadiyah Yogyakarta needs to choose the relatively most effective curriculum and method of teaching for the students. Therefore, the department chooses CBC that applies student centred learning (SCL) to achieve the autonomous learning model. The department also applies constructivism approach which enhance the students curiosity to accelerate the autonomous learning in the student centred learning.   

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

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