scholarly journals Peer Feedback versus Traditional Teaching

2019 ◽  
Vol 5 (2) ◽  
pp. 115
Author(s):  
Olga Ishchenko ◽  
Olga Verkhovtsova
Keyword(s):  
Performance Feedback ◽  
English Language ◽  
Peer Feedback ◽  
Educational Process ◽  
Special Focus ◽  
Traditional Teaching ◽  
Student Knowledge ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Language Classrooms

The choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching - as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks to the feedback method, there are links between the goal, content and the result of the educational process. The results are observed in the knowledge, skills, attitudes, and skills of students. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Feedback is part of the overall dialogue or interaction between teacher and learner, not a one-way communication. Feedback can be seen as informal or formal encounters between teachers and students or between peers. The purpose of the article is to summarize the arguments in favor of introducing peer feedback practice for English language classrooms. The discussion is based on the analysis of the most effective forms of feedback with a special focus on peer feedback.

scholarly journals University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Ruffia Jahanzaib ◽  
Muhammad Zeeshan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Future Research ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Grammar Translation Method ◽  
English Language Classrooms

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

scholarly journals Computer assisted language learning in English language classrooms in Bosnia and Herzegovina

ExELL ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 14-46
Author(s):  
Nihada Delibegović Džanić ◽  
Amila Hasanspahić
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Bosnia And Herzegovina ◽  
English Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Empirical Examination ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Language Classrooms

AbstractThe paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.

scholarly journals Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Majida "Mohammed Yousef" Dajani
Keyword(s):  
English Language ◽  
Action Research Project ◽  
Classroom Activities ◽  
Extra Effort ◽  
School Year ◽  
Data Collection Process ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Number Of Classes ◽  
English Language Classrooms

This study examined the results of promoting Palestinian students’ engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers’ and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to exert because it was their first experience in implementing such routines. Teachers sometimes found it difficult to decide which thinking routine is appropriate to the activities they wanted to implement. However, teachers asserted that positive changes occurred in English language classrooms and in students’ learning and interaction. Teachers expressed their admiration of how students were more engaged to explore, connect ideas, and delve deeper for better understanding of topics discussed. Classroom activities became more enjoyable, more learning directed and more learners centered. In the light of the research results, Palestinian teachers were recommended to use thinking routines to promote students’ engagement and foster their understanding.

scholarly journals The Effective use of Authentic Materials in the English Language Classrooms

2019 ◽  
Vol 7 (1) ◽  
pp. 1-8
Author(s):  
Parupalli Srinivas Rao
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Profession ◽  
Modern World ◽  
Authentic Materials ◽  
English Classrooms ◽  
Language Classrooms ◽  
Effective Use ◽  
English Language Classrooms

Due to the technological innovations, the twenty-first century has witnessed tremendous changes in all walks of life. The new technology abetted the extant educational system and it gifted the contemporary educational system with a newfangled drift. As a result, there have been several innovations in the field of education and English has no exception. The concept of teaching English has drastically changed and the present generation of teachers as well as the learners depend more on the latest technology that brings a greater change in teaching and learning. In the modern world, the teachers of English have been using a variety of teaching materials in order to satisfy the needs and interests of the learners. In this process, they also go for the authentic materials in addition to the prescribed textbooks with an aim to improve the standards of the learners and to develop their learners’ language skills enormously in the regular English classrooms. According to Peacock (1997), “Authentic materials are more motivating for students, even lower level students, than artificial materials”. Furthermore, Briton (1991 cited in Qura, 2001) states, “Authentic materials relate more closely to learners’ need, for they build a connection between the language classroom and the outside world. The teachers have to use all the available authentic materials such as newspapers, magazines, story books, movies, radio, TV ads, songs, label products, bus or train timetables, realia like phones and dolls so that the learners show more interest towards their leaning. As authentic materials play a vital role in promoting the learners’ learning and creates interests among learners to learn the English language in a natural way with proper motivation, the teachers of English should use these authentic materials in their day-to-day teaching profession. The present paper brings to light to the effective use of authentic materials by the teachers in the English language classrooms. For this purpose, this paper initially discusses the advantages of authentic materials in the field of education. Then this paper brings out the importance of the authentic materials that are used in the English language classrooms. Later, this paper emphasizes primarily on the effective use of the authentic materials and how they assist the teachers in their teaching and also how they help the learners to learn English in a better and easier way. Finally, this paper gives some expedient hints both to the teachers and the learners of English to how improve their teaching and learning skills colossally using the authentic materials in the English classrooms.

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

A Within-Asia Comparison of Anxiety in English Language Classrooms

2021 ◽  
Author(s):  
Hiromi Oda ◽  
Jatrifia Sinatrya ◽  
Uyun Nishar ◽  
Andrew Foong ◽  
Naoko Ichii
Keyword(s):  
English Language ◽  
Language Classrooms ◽  
English Language Classrooms

The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners

2018 ◽  
pp. 111-130
Author(s):  
Hyesun Cho
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Portfolio Assessment ◽  
Electronic Portfolio ◽  
Secondary English ◽  
Hybrid Identities ◽  
Teachers And Students ◽  
Language Classrooms

This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multifaceted and hybrid identities. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.

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