scholarly journals COMIC STRIPS IN ELT: REVISITING “THE WHEN AND HOW”

2020 ◽  
Vol 7 (2) ◽  
pp. 269-282
Author(s):  
Nine Febrie Novitasari
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Comic Strips ◽  
Classroom Activities ◽  
Comprehension Skill ◽  
Learning Domains ◽  
Efl Teachers ◽  
Language Classrooms ◽  
English Language Classrooms

Few know that comic strips can be used in educational contexts, particularly in English language classrooms. If associated with the purpose of language teaching, the use of comic strips is to facilitate students to develop their three learning domains: cognitive, affective, and psychomotor domains. Integrating comic strips in classroom activities will make the process of learning more meaningful. In Indonesian context, the teaching and learning process utilising comics is still rare to find. Most Indonesian EFL teachers usually only focus on enhancing students’ reading comprehension skill when using comic strips in their teaching. They ignore other objectives such as providing the students’ other language skills, introducing the culture embedded, or sharping students’ learning domains. Such a problem occurs because the teachers do not know and are not sure of how to find good and suitable comics for their students. In addition to that, many teachers admit that it is quite difficult to prove and to convince the parents that comics can be used as stimulating, pedagogically-suitable learning media. Concerning the issue, this paper presents a comprehensive explanation on the nature of comic that suits the purpose of EFL/ESL teaching and and offers some best practices for English teachers to utilize comic strips in their teaching. It is expected that after reading this paper, EFL teachers in Indonesia can explore their belief and practice in implementing comics and bring up a new trend in EFL classroom.

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.

Using Machinima as Teaching and Learning Materials

2019 ◽  
Vol 9 (2) ◽  
pp. 37-52 ◽  
Author(s):  
Sagun Shrestha ◽  
Tilly Harrison
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Virtual World ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Material ◽  
Learning Materials ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Made In

Machinima, screencast animated videos made in a virtual world, are still not a very well-known phenomenon, and there has been little reseach in relation to their use as a teaching material in English language classrooms. This study aimed to investigate the potential for and challenges in using machinima in the pre-intermediate English as a foreign language (EFL) classroom. Bespoke machinima were created for three classes in Nepal, and the lessons using them were observed. Two teachers and four students were given semi-structued interviews, and 20 students were asked to write a reflective note on their impression of the use of machinima. The findings of the study indicate that machinima are distinct from other materials in that they can be contextualized to address the needs, interests, and values of the learners. Student engagement is thus found to have been significantly higher.

scholarly journals THE IRF EXCHANGE AS A PEDAGOGICAL TOOL: A STUDY OF ESL CLASSROOMS IN POKUASE TOWNSHIP, GHANA

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Charlotte Fofo Lomotey ◽  
Gifty Emma Gyima-Aboagye
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Talk ◽  
Pedagogical Tool ◽  
Effective Learning ◽  
Language Classrooms ◽  
Exchange Structure ◽  
Response Feedback ◽  
English Language Classrooms

<p>The classroom is a place where teachers and their pupils or students engage in interaction in order to promote effective learning. Such interactions can follow different patterns, and one such pattern is the IRF (initiation-response-feedback) exchange structure, developed by Sinclair and Coulthard (1975, 1992). This study examines the use of the IRF exchange pattern as a pedagogical tool in the English language classrooms of some Basic Schools in Pokuase, a town in the Greater Accra Region of Ghana. It investigates the way teachers and pupils initiate, respond to, and provide feedback for effective language acquisition. In order to achieve this objective, a qualitative case study was adopted to analyze 11 hours and 40 minutes of classroom recordings and 100 minutes of interview data. Results regarding the IRF structure show that the various acts within the initiation move included nomination, directing, and prompting; the acts in the response move were replying and reacting, while the acts within the feedback move were acceptance, praise, criticism, and expansion. This result is an indication that there were more initiation and feedback acts than response acts, suggesting the teachers dominated the use of the exchange pattern, leaving the pupils to only provide responses. Results of the teachers’ role indicate that they are engaging in teacher talk as a way of providing explanation, organizing the lesson, and redirecting learners in the interaction. The teachers also provided prompt guidelines by creating conducive environment for the learners to be able to write, read, also provided specific and individual feedback to either correct learners’ language input or to encourage them to learn more. Based on the results, it is argued that teachers, especially at the basic level, should endeavour to employ the use of the IRF pattern because it has the potential to contribute a great deal to ESL teaching and learning.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" /></p>

Indonesian Teachers’ Directives In English Language Classrooms

2017 ◽  
Vol 1 (3) ◽  
pp. 164
Author(s):  
Maria Hidayati ◽  
Evynurul Laily Zen ◽  
Yazid Basthomi
Keyword(s):  
Learning Process ◽  
Speech Acts ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Talk ◽  
Classroom Observations ◽  
Linguistic Data ◽  
Language Classrooms ◽  
Real Language ◽  
English Language Classrooms

<p>English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers’ speech acts of ordering to be successful in their study.     <strong></strong></p><p> </p><p><strong>Keywords: </strong><em>English language classrooms, speech acts theory, directives, sentence forms, speech acts strategies. </em></p>

Language Learning Strategies (LLS) Implementation of Students and Teachers at a Malaysian Pre-Tertiary Educational Institution

2021 ◽  
Vol 8 (2) ◽  
pp. 27-40
Author(s):  
Haddi @ Junaidi Kussin ◽  
Aireen Aina Bahari ◽  
Puteri Zarina Megat Khalid ◽  
Raja Nor Safinas Raja Harun ◽  
Nor Liza Haji Ali ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Language Learning Strategies ◽  
Mixed Method Design ◽  
Language Classrooms ◽  
Observation Protocol ◽  
English Language Classrooms

The study which took place at a Malaysian pre-tertiary educational institution aimed at investigating the implementation of language learning strategies (LLS) of its two major stakeholders, namely the students and the teachers. As the study employed mixed-method design, both quantitative and qualitative data were collected as to report the findings. The Strategy Inventory for Language Learning Strategies (SILL) and classroom observation protocol were the two important instruments for this study. A total of 300 students were involved in the study in which the number was determined using Krejcie and Morgan table. The students were divided into two groups consisting of 150 students who passed the institution’s English Proficiency Test, being referred to as ‘EPT-pass’ and 150 students who failed the test, hence known as ‘EPT-fail’ in the study. Four teachers voluntarily involved in the study after invitation to be part of the study was extended to all teachers at the educational institution. Analysis of data was done using descriptive statistics (mean and standard deviation scores) and thematic analysis. The findings showed that students employed indirect language learning strategies more than direct strategies with EPT-pass group recording (M=4.084, SD=0.625) and EPT-fail group with (M=2.722, SD=0.466). It was apparent that metacognitive strategies (M=4.361, SD=0.954) were EPT-pass group’s most employed strategies while EPT-fail students implemented affective strategies (M=3.077, SD=0.399) the most. Additionally, LLS were undoubtedly embedded into the lesson implementations of the four teachers whose lesson implementations were observed. The study implies that LLS play fundamental part in the teaching and learning of English and should be directly nurtured and embedded into English language classrooms to ensure more effective implementations.

scholarly journals In-service Teachers’ Intelligibility and Pronunciation Adjustment Strategies in English Language Classrooms

2016 ◽  
Vol 9 (4) ◽  
pp. 30 ◽  
Author(s):  
Hsueh Chu Chen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching Strategies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
English Classrooms ◽  
Language Classrooms ◽  
English Classroom ◽  
English Language Classrooms

<p>A realistic goal of pronunciation teaching in the second language context is to acquire comfortably intelligible rather than native-like pronunciation. To establish a set of teaching and learning priorities necessary for English teachers and students whose first language is Chinese, the purposes of this study are three fold: (1) Identify the pronunciation aspects that are crucial for intelligible pronunciation in actual second language (L2) Hong Kong (HK) and foreign language mainland (ML) China classrooms from in-service teachers’ points of view; (2) Investigate how teachers help their students successfully understand English classroom input through teachers’ self-reflection on which aspects of their own pronunciation they modify and adapt to make classroom discourse intelligible to students; and (3) explore the most frequently taught pronunciation aspects and the most frequently used pronunciation teaching strategies used by teachers to teach pronunciation in English classrooms. Forty-seven questionnaires were collected and analysed from in-service teachers in primary schools. Four teachers were invited to attend follow-up interviews. In order to further investigate the application of adaptation strategies and pronunciation teaching strategies in real classroom settings, eight classroom videos were collected. The data were triangulated allowing for cross checking.<strong> </strong>The findings will not only help frontline teachers become self-aware of their own pronunciation, rectify students’ recurrent difficulties in using phonological features, and improve mutual intelligibility in English language classrooms but also help explore the ways to integrate phonology courses and pronunciation teaching in second/foreign language teaching and teacher education.</p>

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 Explorando las Aulas de Clase de Inglés en Cañar: Currículo, instrucción y aprendizaje.//Exploring the English language classrooms in Cañar: Curriculum, instruction and learning.

Ciencia Unemi ◽  
2019 ◽  
Vol 12 (30) ◽  
pp. 57-73
Author(s):  
Diego P. Ortega-Auquilla ◽  
Olga E. Minchala-Buri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Methodological Approach ◽  
English Curriculum ◽  
Direct Observations ◽  
Language Classrooms ◽  
Curriculum Instruction ◽  
Instruction And Learning ◽  
Key Aspects ◽  
English Language Classrooms

La presente investigación tiene como propósito conocer cómo se lleva a cabo la enseñanza y aprendizaje del inglés en el marco del currículo actual en el último año de Bachillerato General Unificado (BGU) de ocho unidades educativas públicas y rurales en un cantón de la provincia de Cañar. En primer lugar, se determinó el nivel de suficiencia de inglés de los estudiantes de BGU, lo cual también permitió conocer en qué competencias lingüísticas existen mayores y menores dificultades. Luego se realizaron observaciones directas para identificar cómo la enseñanza del inglés se lleva cabo en las aulas de clase. Del mismo modo, grupos focales y entrevistas fueron realizados para conocer los puntos de vista de los estudiantes y de ocho profesores acerca de aspectos claves de la asignatura de inglés. Los resultados indicaron que los estudiantes tienen un bajo nivel de suficiencia y que en gran medida la enseñanza no está alineada al currículo de inglés. Para finalizar, se obtuvo que los estudiantes tienen puntos de vista positivos sobre el aprendizaje del inglés, resaltando la utilidad e importancia de este idioma, del mismo modo, para los docentes representa un reto la implementación del enfoque metodológico de enseñanza incorporado en el currículo, por ello, necesario medidas efectivas para mejorar la educación pública en inglés. AbstractThe purpose of this research is to find out how the teaching and learning of English is carried out within the framework of the current curriculum in the last year of the Unified General Baccalaureate (BGU) of eight public and rural educational units in a canton in the province of Cañar. In the first place, the level of English proficiency of the BGU students was determined, which also made it possible to know in which language skills there are greater and lesser difficulties. Direct observations were then made to identify how English is taught in classrooms. Similarly, focus groups and interviews were conducted to hear the views of students and eight teachers on key aspects of the English subject. The results indicated that the students have a low level of proficiency and that to a large extent the teaching is not aligned with the English curriculum. To conclude, it was obtained that the students have positive points of view on learning English, highlighting the usefulness and importance of this language, in the same way, for the teachers it represents a challenge to implement the methodological approach of teaching incorporated in the curriculum, for that reason, effective measures are necessary to improve public education in English.

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