Relevant bibliographies by topics / Dictation (Educational method) English language Learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dictation (Educational method) English language Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Dictation (Educational method) English language Learning"

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Barahmeh, Mosaddaq, and Tahani Bsharat. "The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study)." Advances in Social Sciences Research Journal 8, no. 4 (2021): 662–84. http://dx.doi.org/10.14738/assrj.84.10026.

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This paper sheds light on the importance of applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language. It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD).
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Hovorun, Alla, Olena Petukhova, Olena Nazymko, Svitlana Kyrychenko, Iryna Bodnar, and Oleksandra Kanyuk. "Learning Grammar of a Foreign Language (English) using Multimedia Technologies." International Journal of Education and Information Technologies 15 (September 14, 2021): 289–94. http://dx.doi.org/10.46300/9109.2021.15.30.

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Exploring ways of learning foreign language grammar using video content in secondary education is relevant because most research focuses on other educational levels and rarely takes into account student and teacher assessments. In addition, the vast majority of studies deal with the theoretical aspects of foreign language grammar learning at school. Accordingly, there is a need for empirical studies that focus more on secondary education and the nature of teachers and students' perceptions of such issues. This determined the relevance of the article. The aim of the study is to establish the ef
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Hovorun, Alla, Olena Petukhova, Olena Nazymko, Svitlana Kyrychenko, Iryna Bodnar, and Oleksandra Kanyuk. "Learning Grammar of a Foreign Language (English) Using Multimedia Technologies." International Journal of Education and Information Technologies 15 (September 22, 2021): 303–8. http://dx.doi.org/10.46300/9109.2021.15.32.

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Exploring ways of learning foreign language grammar using video content in secondary education is relevant because most research focuses on other educational levels and rarely takes into account student and teacher assessments. In addition, the vast majority of studies deal with the theoretical aspects of foreign language grammar learning at school. Accordingly, there is a need for empirical studies that focus more on secondary education and the nature of teachers and students' perceptions of such issues. This determined the relevance of the article. The aim of the study is to establish the ef
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Wandi Syahfutra, Ardiya,. "Using Hypnoteaching Method To Enhance Students’ Motivation In Learning English." Psychology and Education Journal 58, no. 2 (2021): 912–17. http://dx.doi.org/10.17762/pae.v58i2.2026.

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In the Education sector, teaching and learning process still being a concern faced by the teacher and students in learning English Foreign Language. Some methods in teaching have been developed but in fact several obstacles still faced by EFL students in learning English. Teachers as educators still getting difficulties in exploring the methods or strategies in teaching which these problems infected to the students understanding and motivation in learning English. This writing aims to find out the suitable method used by the teacher and various problems faced by students in learning English. T
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Ousseini, Hamissou. "English Language Teaching in Contexts of LMD Implementation: A Glance at Teaching and Assessment Practices." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 1 (2021): 160–71. http://dx.doi.org/10.47631/mejress.v2i1.201.

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Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing t
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Yelahina, N. I., and N. O. Fedchyshyn. "GAMES AS A MEANS OF LEARNING A FOREIGN LANGUAGE BY MEDICAL STUDENTS." Медична освіта, no. 1 (April 2, 2020): 87–92. http://dx.doi.org/10.11603/me.2414-5998.2020.1.11000.

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The article analyzes the role of the educational game as a means of organizing the speech activity of medical students in English. The authors of the article emphasize the need to use active teaching methods in the educational process while learning English. It has been established that games in English classes can be divided into the following categories: games aimed at mastering new vocabulary; games aimed at grammatical material consolidation; communication games aimed at developing students’ monologs and dialogs. Methods, goals and tasks for forming a communicative model are highlighted. E
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Shestopalova, I. "THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 56–59. http://dx.doi.org/10.17721/1728-2217.2019.41.56-59.

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The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the g
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Ibragim, A. M. "PROJECT-BASED LEARNING IN TEACHING ENGLISH IN HIGHER EDUCATIONAL INSTITUTIONS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 115–20. http://dx.doi.org/10.51889/2020-1.1728-5496.20.

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Teaching students English as a second or foreign language (ESL) in community programs has traditionally taught students the basic communication skills that they need to negotiate on everyday life. These elementary communication skills are insufficient for the preparation of English learners. Many jobs now require advanced communication skills and critical thinking skills. This article discusses some of the problems of teaching English in universities and identifies the difference between the project method and project-oriented learning. The studies conducted by well-known scientists studying t
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Nagauleng, Andi Mukarramah, Andi Asrifan, and Ahmad Mustamir Waris. "Perceptions with Non-English Educational Background Competence in English Teaching." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1259–68. http://dx.doi.org/10.35445/alishlah.v13i2.839.

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This research's purposes were: (1) exploring the perceptions of non-English teachers in teaching English at IAIN Manado; (2) assessing the ability of non-English teachers to attain IAIN Manado student qualifications. This study uses a mixed research method based on an exploratory sequence. The research was conducted using IAIN Manado Purposive sampling technique, and the researcher determined the research object by specific criteria. The study results show: (1) They loved how a non-English professor teaches English. They say that if a non-English teacher is amiable in teaching, he often motiva
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Subha, S., and Dr S. Diravidamani. "Utilizing Smartphones to Enhance Students ‘Learning of English Language." SMART MOVES JOURNAL IJELLH 9, no. 7 (2021): 67–76. http://dx.doi.org/10.24113/ijellh.v9i7.11121.

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Technology plays a momentous role in almost all the fields mainly far –reaching in educational field. It provides creative freedom, endless resources and learning materials. In the current scenario, students engage themselves in the recent technological advancements which not only kill their time but also entertain them all the time. So, the Teachers can take up these technological tools in their hands to inculcate English language to the younger generation instead of following the traditional method of teaching. Now-a-days, Smart phones have reached all the hands in the world including the ru
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Dissertations / Theses on the topic "Dictation (Educational method) English language Learning"

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Lynd, Jennifer. "Right - rote - written : an initial investigation into the use of dictations in Hong Kong secondary school English language teaching /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424485.

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Lynd, Jennifer. "Right - rote - written: an initial investigation into the use of dictations in Hong Kong secondary schoolEnglish language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944826.

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Chiang, Oi-kit Kezia. "Dictation in a local primary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752431.

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Chiang, Oi-kit Kezia, and 蔣愛潔. "Dictation in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962865.

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Wong, Wan-ki Wendy. "An exploration of the perceptions of English dictations in a Chinese-medium secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36749011.

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Wong, Wan-ki Wendy, and 王韻琪. "An exploration of the perceptions of English dictations in a Chinese-medium secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36749011.

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Othman, Noor A. "Prior educational experiences and cultural factors in the learner's attitudes and behaviours : a case study of distance learning English course at UiTM, Malaysia." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/10376.

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This thesis is a case study that investigates the attitudes and behaviours of learners of a Preparatory English distance learning course (BEL 100 e-PJJ) offered at the Universiti Teknologi MARA (UiTM), Malaysia, and whether those attitudes and behaviours are influenced by their prior educational experiences and whether cultural factors may also have influence in the attitudes and behaviours of these learners. The research adopts a mixed-method case study design combining quantitative and qualitative approaches to the data collection and analysis. Thematic analysis has been adopted as a tool to
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Al, Muhaimeed Sultan A. "Task-Based Language Teaching Vs. Traditional Way of English Language Teaching in Saudi Intermediate Schools: A Comparative Study." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383257660.

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Liljansalo, Marja. "Ett sätt att utveckla elevers muntliga kommunikationsförmåga i engelska i årskurs 1 : en Toisto-inspirerad metod." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79744.

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Syftet med denna studie var att utprova en Toisto-inspirerad metod i engelska undervisning i årskurs 1. För att uppnå syftet formulerades två frågeställningarna: Hur effektiv är den Toisto-inspirerade metoden i utvecklingen av elevers muntliga kommunikationsförmåga i engelska i årskurs 1? Hur påverkar användningen av en Toisto-inspirerad metod elevers upplevelse av att lyssna, förstå och tala engelska i årskurs 1? Studien genomfördes som en kvantitativ undersökning av en kvasiexperimentell forskningsdesign inklusive för- och eftertest och upplevelseenkät. Undervisningen bestod av åtta undervis
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Books on the topic "Dictation (Educational method) English language Learning"

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Mario, Rinvolucri, ed. Dictation--new methods, new possibilities. Cambridge University Press, 1988.

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Madsen, Connie. Phonics games: Integrated learning activities that build reading skills. Instructional Fair, 2002.

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Teaching literature in virtual worlds: Immersive learning in English studies. Routledge, 2011.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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Book chapters on the topic "Dictation (Educational method) English language Learning"

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Kozhakhmetova, Araigul, and Lyazzat Beisenbayeva. "Using Lean Method in English Language Classes." In Paradigm Shifts in 21st Century Teaching and Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch009.

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New approaches, methods, and tools are necessary for the implementation of the modern management system in educational organizations. The main purpose of this chapter is to determine using the lean method in foreign language teaching. The lean method is new in educational systems, but it is used in different spheres of industries all over the world. This chapter shows the history, its implementation, experiments, and how it can be used and developed further. Lean in education will create a clear understanding of its importance on lean process and increase the motivations of administrations, teachers, and students.
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Harvey, Natalie McKeba, and Nyree McLean McDonald. "Teacher Constructed Theories for a Post-Method Paradigm." In English Language Teaching in a Post-Method Paradigm. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch001.

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Although there are many educational contexts that allow the freedom of an out-of-the-box approach in the transactions of teaching and learning, there are still many systems that are quite prescriptive. The very nature of teacher preparation, particularly in the Western world, lays out a prescriptive methodology that educators are told should be implemented in order to achieve results. Educators find it difficult to construct their own pedagogy given an unfamiliar context for fear of deviating from the way it should be done or has always been done. This chapter explores how educators can modify prescribed methodologies, as well as conceptualize and construct “intuitive pedagogies” based on Kumaravadivelu's three Ps: particularity, practicality, and possibility.
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Al Jahdhami, Abdel Rahman Mohammed, Serge Gabarre, and Cécile Gabarre. "Gamifying the English Language Classroom to Motivate Omani Teenagers." In Practical Perspectives on Educational Theory and Game Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch003.

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Students in Oman have negative attitudes towards learning English. An action research where a gamification implementation including various elements such as a leaderboard, badges, and a progress bar was conducted. Three instruments were used to investigate how gamification could increase the learners' motivation: motivation tests, interview protocols, and complete participant observations. The motivation tests were analyzed using Wilcoxon signed-rank test. The interview and observation data were analyzed using a thematic coding qualitative method. Results revealed that over the two cycles of implementation of the gamified approach to learning English, 92% of students demonstrated an increase in their motivation to learn English. The interviews revealed the specific aspects of the gamified approach that contributed to this increase. Extrinsic motivation was replaced by intrinsic motivation. This leads to implications for a future study where the gamified approach to teaching could be trialed across different classes and subjects in the same school.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Language Learning and Literacy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch046.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch081.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil: From Confronting Native Language Loss to Implementing EFL Classes." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch004.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Kaçar, Işıl Günseli. "Turkish EFL Pre-Service Teachers' Attitudes towards Multi-Media Enhanced Wiki-Mediated Blended Learning Environments." In Advances in Educational Technologies and Instructional Design. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch014.

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With a variety of changes taking place in the role of learners and teachers in the 21st century, learners are expected to be active participants in the learning process through interaction and collaboration, while teachers act as facilitators, creating learning opportunities for the former and monitoring the learning process. This chapter aims to highlight perceptions of Turkish pre-service teachers' of English as a Foreign Language (EFL) concerning a wiki project in a freshman contextual grammar course. Considering the limited research on wiki use in the Turkish teacher education context, this mixed method case study aimed to explore perceptions of pre-service English teachers' wiki learning experiences and investigate their critical appraisal of the project at a state university. The results indicated mainly favourable perceptions, pointing out the enhanced impact of wikis on group dynamics, pre-service EFL teachers' learning process, their creativity and autonomy, while revealing varying degrees of level of and satisfaction with collaborative work, and technical aspects.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Indigenous Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch030.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Halatsyn, Kateryna, and Alla Feshchuk. "SIMULATION OF PROFESSIONAL SITUATIONS AT ENGLISH CLASSES FOR STUDENTS OF TECHNICAL SPECIALTIES." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-17.

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The paper reveals the role and importance of modeling of professional situations at English classes in higher technical education institutions. The professional situation is defined as purposeful modeling of professionally similar circumstances in the process of learning English and conditions of solving engineering and business tasks, making professional decisions, achieving a successful result of business communication. The purpose of the paper is to analyze the content and requirements for modeling of professional situations in the process of studying English by the future specialists in engineering. Realization of the purpose demands performance of the following tasks: 1) define the essence of modeling of professional situations; 2) substantiate the conditions for effective modeling of professional situations at English classes in higher technical educational institutions; 3) offer examples of modeling professional situations at English classes in higher technical educational institutions. In the process of scientific research the methods of analysis, synthesis, generalization, systematization, inference, observation have been used. The components of the professional educational situation and the factors that need to be taken into account in the process of its use are identified. The examples of modeling professional situations during the study of the discipline “Practical Course of Foreign language for Business Communication” in higher technical education institutions are given. The forms of modeling of professional situations (individual, pair, group) which are directed on the formation of competences of professional English communication according to various roles of professional activity (head –subordinate, subordinate – subordinate, subordinate – collective) are defined. Special emphasis is focused on the examples of modeling of professional situations through the use of game modeling (role-playing games: controlled, improvised), method of case study and discussion. The requirements to be met in the process of modeling of professional situations: compliance with certain goals (formation of knowledge on the topic, development of ability to analyze complex problems; education of a sense of responsibility for their decisions, moral and personal qualities, etc.); compliance with the level of complexity of students’ learning opportunities; illustration of typical situations from the real facts of professional activity; use of discussion method; variability of decisions of a situation are pointed out.
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Waldmann, Christian, and Kirk P. H. Sullivan. "Syntax Rules and (Un)Grammaticality." In Advances in Linguistics and Communication Studies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8467-4.ch005.

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This chapter deals with syntax rules and grammaticality judgments in the teaching and learning of English as a second and foreign language for linguistically diverse learners. Grammaticality judgment tasks are used in linguistic research to probe speakers' implicit knowledge about the syntactic rules of language. This chapter discusses grammaticality judgment tasks in educational contexts and proposes a method for teaching syntactic rules of English based on the grammaticality judgments of second and foreign language learners of English. The chapter also attempts to raise grammatical consciousness for teaching of English as a second or foreign language as well as illustrating how various media can be used to design and present grammaticality judgment tasks to support language learning and learner engagement, participation, and motivation.
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Conference papers on the topic "Dictation (Educational method) English language Learning"

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Chirkova, Elena, Elena Chernovets, and Elena Zorina. "VISUALIZATION METHOD OF EDUCATIONAL INFORMATION OF THE ENGLISH LANGUAGE GRAMMAR COMMUNICATIVE TEACHING IN A NON-LINGUISTIC UNIVERSITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0214.

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Streke, Yanina V., and Svetlana V. Androsova. "ONLINE LEARNING AS A MODERN ENGLISH TEACHING METHOD IN SMALL GROUPS AT SECONDARY SCHOOLS." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.23.

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3

"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Abstract:
Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vie
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