scholarly journals GOOGLE CLASSROOM FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY

2019 ◽  
pp. 01-07
Author(s):  
Om Joshi
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Information Communication ◽  
Web 2.0 Tools ◽  
Communication And Technology ◽  
Learning English

In the present era of rapid civilization, integration of Information Communication and Technology ICT make teaching and learning more innovative, creative, and learner centric through the use of websites and Web 2.0 tools i.e. TED, Moodle, Google Classroom and so on. Department of English, Bhakta Kavi Narsinh Mehta University, Junagadh has implemented Google Classroom for English language learning. However, it's important to know students' attitude towards the use of Google Classroom for English language learning. Here, researchers will share the questionnaire among students and will analyse the data to know students' approach towards learning English language through Google Classroom. Here, it has been attempted to demonstrate the advantages of utilizing Google Classroom in English language learning.

scholarly journals Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals A STUDY OF FATAWAS (RELIGIOUS DECREES) REGARDING TEACHING AND LEARNING ENGLISH LANGUAGE

2021 ◽  
Vol 58 (3) ◽  
pp. 2996-3002
Author(s):  
Muhammad Imran Saeed, Et. al.
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Planning ◽  
English Language Learning ◽  
Teaching English ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Learning English

The present study discusses Muslim religious scholars' attitudes in the sub-continent when it was under British rulers' influence.The study focuses on the causes of religious scholars' indifference and their hostile attitudes towards the English language in the pre-partition era. The data has been collected from various fatawa books written by Muslim religious scholars during the pre-partition period. Researchersanalyse the fatawas (religious decrees) under the paradigm of Islam and English language and attitudes of religious scholars in the pre-partition era.The fatawashas been examined through a content analysis of the text. The study's findings reveal that Muslim religious scholars wereagainst English language learning and teaching to such an extent that they issued Fatawas declaring that learning and teaching English was illegitimate (Najaiz) because they believed that Christian missionaries were against Muslims and Islam. Thefindingsfurther suggest that future English language curriculum planning should considersociety's cultural and religious requirements so that everyone in the community can learn English according to their needs. The study also highlightsculturalharmonyfrom the perspectiveofEnglish languagelearning.

scholarly journals Difficulties of Learning English Language at the Secondary Level: A Case Study of Thakurgaon District

2018 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Md. Amir Hossain
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Secondary Level ◽  
Learning System ◽  
Basic Knowledge ◽  
English Language Learning ◽  
English Grammar ◽  
Standard Education ◽  
Learning English

The aim of this paper is to examine the complexities of learning English Language among the SSC level learners of Lahiri High School under Thakurgaon District, a northern part of Bangladesh. Many students don’t receive Standard Education of English due to knowledgeable teachers, financial constraints, lack of multimedia project teaching and learning system, and lack of English Language Club.  It aims to look at motivating the young learners so that they can be able to develop the basic knowledge of four skills despite depriving of ultra-modern facilities. For this purpose, the current researcher collected date through questionnaire and interview process. 15 sets of questions were provided among 15 students to find out their fundamental knowledge of English language. In the field survey, 31 participants were selected for interview, including 15 male & female students, 6 teachers, and 10 guardians. Teachers and parents expressed their different views about English language learning complexities. Participants responded that students were weak in English Grammar, Vocabulary, and Speaking Skill. After realizing their English learning complexities, the researcher came to conclusion and recommendations. Thus this study would like to show a new dimension of English Language Learning for the Secondary Level students at Thakurgaon District in Bangladesh.

scholarly journals Teachergrams: A New Trend of Teaching and Learning English

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Herman Resyadi
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
English Language Learning ◽  
Learning Tool ◽  
Digital Platform ◽  
The People ◽  
Learning English

This paper focused on exploring the teachergrams phenomenon and English language learning. Thus, this paper outlined two main points including the the teachergrams existence in Instagram and their roles in English language learning. The result discussed showed that teachergrams have ability to turn instagram into interactive learning tool in English language learning. The discussion concludes that the existence of teachergrams have become a useful tool to spread English materials and contents for the followers/English learners in Instagram. Additionally, the content written in this paper is expected to be valuable resources for the people who teach and learn English in digital platform especially Instagram.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

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 Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2020 ◽  
pp. 145-165
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Theoretical Framework ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

scholarly journals Computer Dictionaries and Encyclopedias in Teaching English as a Second Language

1970 ◽  
pp. 55-62
Author(s):  
Damira Jantassova ◽  
Safura Zhilkishenova ◽  
Elena Klukina
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Free Access ◽  
Information Communication ◽  
School Students ◽  
Experimental Teaching ◽  
Computer Based

The objective of this paper is to explore one of the aspects of the problem of the use of information communication technologies in English as a Second Language teaching and learning. There has been studies on the effectiveness of computer dictionaries and encyclopedias in teaching and learning English language as well as the attitude of school English teachers to the application of computerbased inquiry software that are considered to be new in Kazakhstani comprehensive education. This article argues that computer dictionaries and encyclopedias contribute to development of English language learning by providing a teacher and a learner with a didactic tool for free access to a variety of materials, comfortable information search opportunities, and communication as well. The study that was conducted in Karaganda city high school, Kazakhstan, shows that the computer dictionaries and encyclopedias motivate school students to learn English language more enthusiastically. Key words: computer-based inquiry software, hypermedia, language skills, experimental teaching DOI: 10.3126/nelta.v14i1.3091 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 55-62

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2018 ◽  
Vol 8 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Language Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Interactive Learning ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

Sign in / Sign up

Export Citation Format

Share Document