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Journal articles on the topic 'Discussion in english'

Author: Grafiati
Published: 28 May 2022
Last updated: 31 July 2025

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1

Senefonte, Fábio Henrique Rosa. "INFORMAL ENGLISH: A THEORETICAL-METHODOLOGICAL DISCUSSION." EntreLetras 12, no. 2 (2021): 382–95. http://dx.doi.org/10.20873/uft2179-3948.2021v12n2p382-395.

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Drawing upon sociolinguistic issues inherent to language variation and registers (BIBER at al., 1999), this paper, fundamentally theoretical, sought to discuss theoretical and methodological issues related to informal (colloquial) English. Besides the fact that this type of register is fundamental to one’s linguistic proficiency, the literature on the topic is substantially scarce both in theoretical and didactic-pedagogical terms (SENEFONTE, 2018). Thus, this article can contribute to the literature by possibly promoting critical thinking about the conscious use and approach to such type of l
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Reynolds, Todd. "Like a conductor: whole-class discussion in English classrooms." English Teaching: Practice & Critique 18, no. 4 (2019): 478–91. http://dx.doi.org/10.1108/etpc-04-2019-0053.

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Purpose After interviewing teachers about their beliefs on discussion, the author observed four English teachers as they led class discussions. The purpose of this study is to see what kinds of discussion were happening, and what teachers were doing to facilitate those discussions. Design/methodology/approach The author observed six English class sessions with discussion as a technique and transcribed each. To analyze the discussion events (DEs), the author focused on the addressivity of the teachers’ comments, and plotted the DEs on a four-quadrant system of analysis. The quadrants helped to
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Wormald, Patrick, John Gillingham, and Colin Richmond. "Elton onThe English: A Discussion." Transactions of the Royal Historical Society 7 (December 1997): 317–36. http://dx.doi.org/10.2307/3679283.

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SIR Geoffrey Elton begins his 'essay' onThe Englishin 927, ‘the year in which Æthelstan, king of Wessex and Mercia, took over the Danish and English parts of Northumbria and thereby in effect also accepted the existence of a separate kingdom of Scodand’. It was a characteristic moment to choose. This is the date given by theHandbook of British Chronology, evidendy the consideration foremost in Sir Geoffrey's mind. Ædielstan was the first to declare (in effect) that ‘this realm of England is an empire’, which one might have suspected to be a factor too, had Elton not soon explicitly denied any
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Sapitri, Elia, Prihantoro, Sarwo Edy, and Jumatul Hidayah. "Politeness Utterances in English Discussion." ELT Echo : The Journal of English Language Teaching in Foreign Language Context 5, no. 2 (2020): 170. http://dx.doi.org/10.24235/eltecho.v5i2.6723.

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Tyas, Novita. "Code Switching in Discussion Activities in English Class." VELES Voices of English Language Education Society 4, no. 1 (2020): 11–19. http://dx.doi.org/10.29408/veles.v4i1.1797.

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Opincane, Marite. "DEVELOPMENT OF DISCUSSION SKILLS FOR PRIMARY TEACHERS IN TRAINING STUDENTS AT ENGLISH CLASSES." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 200. http://dx.doi.org/10.17770/sie2014vol1.758.

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<p>The development of discussion skills is one of the most essential aims in the acquisition of foreign languages. Discussion skills are essential both for students in study process and for teachers in their professional work. The objective of the research is to investigate the improvement and perfection of discussion skills as well as motivate students to participate in discussions using the structured discussions, perfecting the discussions skills and acquiring the ESP vocabulary. Every discussion has to be purposeful and well-structured. The university lecturers have to perfect the sk
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7

McArthur, Tom. "World English, Euro-English, Nordic English?" English Today 19, no. 1 (2003): 54–58. http://dx.doi.org/10.1017/s026607840300107x.

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A discussion of the kinds of English emerging in the world at large and in the European Union. In recent years, the world's Anglophone media, in the company of a range of other observers, have routinely been calling English ‘the world's lingua franca’. As a result, the phrase is now something of a cliché. We're all ‘global’ now, and need to use the first truly universal language, whether we are business people, politicians, teachers, tourists, or terrorists.
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Hustiana, Hustiana, and Akbar Akbar. "TEACHER TALK AND THE PATTERN OF ENGLISH CLASSROOM INTERACTION IN TEACHING ENGLISH." English Language, Linguistics, and Culture International Journal 1, no. 3 (2021): 139. http://dx.doi.org/10.24252/elstic-ij.v1i3.25379.

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The aim of this research was to explore the teacher talk and the pattern of interaction that occur during in the teaching - learning process. The researcher applied qualitative study in English Zone, a Course Institute in Makassar. The data sources were a teacher who has got her BA degree in State University of Makassar two years ago. There are four teenager students who participated in the class. The technique of data collecting consists of doing observation by recording audio-lingual data of the process of teaching English. While, technique of data analysis consist of transcribing data from
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Basmadjian, Kevin G. "Watching What We Say: Using Video to Learn about Discussions." English Education 41, no. 1 (2008): 13–38. http://dx.doi.org/10.58680/ee20086762.

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This article considers the benefits and challenges of using English teacher candidates’ videotaped discussions of literature as tools to facilitate authentic and engaging discussions of literature. More specifically, this article examines the use of teacher candidates’ videotaped discussions in a secondary English methods course to expand candidates’ conceptions of both the purposes of discussion in the secondary English classroom and the teacher’s role in them.
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Kesuma, Putri Anjeli, Andre Kasmara, and Margaret Stevani. "The Effectiveness of Edmodo as E-learning in English Learning Practice Discussion at Indonesia Senior High School." Journal on Education 5, no. 3 (2023): 7440–47. http://dx.doi.org/10.31004/joe.v5i3.1534.

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This research aimed to find out the effectiveness of the use of social networking media Edmodo on class discussions on practical learning of English; and the relationship between the use of social networking media Edmodo and students’ participation in class discussions on practical learning of English. The sample of this research was 32 students of class XI in the 2022/2023 academic year of Kebangsaan senior high school Medan, North Sumatra, Indonesia. This research was an experimental research type using a factorial design, where the test variable (x1) was the use of Edmodo social media, the
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Zhao, Haiyan. "Discussion on English-Language Films and College English Listening Teaching." Journal of Contemporary Educational Research 4, no. 2 (2020): 54–58. http://dx.doi.org/10.26689/jcer.v4i2.1047.

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The development of economic globalization has granted people more opportunities for cross-cultural exchanges, and therefore, the demand for English language talents in the society has gradually increased and more requirements for English language talents have also been continuously set out. Therefore, high-quality English language talents who are capable of cultural exchanges and communication are very important. English language films are a very important carrier in English learning. It is a beloved tool for learning English language due to its nature. In addition, the vivid situations, inter
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Agustin Manuel and Qonaah Nuryan Arif. "Penerapan Metode Diskusi Pada Materi Banner, Pamflet, Leaflet Dalam Pembelajaran Bahasa Inggris Di SMA N 12 Pekanbaru." Transformasi Masyarakat : Jurnal Inovasi Sosial dan Pengabdian 1, no. 1 (2024): 47–61. http://dx.doi.org/10.62383/transformasi.v1i1.85.

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The purpose of this research is to find out; the level of ability to learn English with the discussion method at SMAN 12 Pekanbaru, especially in class XI. The use of the discussion method in learning English affects the seriousness and activeness of students. This study uses a quantitative approach with the method of discussion. The subjects in this study were students of class XI.1 at SMAN 12 Pekanbaru in the academic year 2023/2024 consisting of 35 students consisting of 14 male students and 22 female students. The data collection technique was carried out by direct observation during the i
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13

Zhang, Jie, Chunling Niu, Shahbaz Munawar, and Richard C. Anderson. "What Makes a More Proficient Discussion Group in English Language Learners’ Classrooms? Influence of Teacher Talk and Student Backgrounds." Research in the Teaching of English 51, no. 2 (2016): 183–208. http://dx.doi.org/10.58680/rte201628873.

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Despite the growing evidence of the language and literacy benefits of collaborative discussions for English language learners, the factors contributing to productive discussions that promote ELLs’ positive language outcomes are less understood. This study examined the influence of teacher talk, students’ initial language and literacy skills, and home language backgrounds on the discussion proficiency of four groups participating in eight peer-led literature discussions, called collaborative reasoning (CR), in two 5th-grade classrooms serving mainly Spanish-speaking ELLs. Levels of discussion p
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S, Joko Prayudha. "Students' Opinion on English Group Discussion to Improve Collaboration Skill." Issues in Applied Linguistics and Language Teaching 5, no. 1 (2023): 70–75. https://doi.org/10.37253/iallteach.v5i1.7650.

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Collaboration skills are one of the skills that are emphasized in 21st century learning where students are asked to be able to cooperate well in facing and overcoming problems that arise in learning, including when learning English. Collaboration skills in learning English enable students to be able to work together in helping and overcoming problems encountered when learning English. Therefore, this study aims to find out students' opinions on English group discussions to improve collaboration skills in learning English. The method used in this research is to use qualitative through a descrip
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Dorner, Jane. "Virtual English." English Today 8, no. 4 (1992): 29–35. http://dx.doi.org/10.1017/s0266078400006714.

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Barungi, Celestin, Viateur Ndayisaba, Sosthene Ntibanyurwa, Aime Irankunda, and Pascasie Nyirahabineza. "Empowering Learners to Improve English Language Performance through Group Discussion Strategy in Selected Secondary Schools in Rwanda." African Journal of Empirical Research 5, no. 3 (2024): 84–93. http://dx.doi.org/10.51867/ajernet.5.3.8.

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This study investigates the impact of the group discussion strategy on English language performance among secondary school students in Rwanda. Recognizing the critical role of English proficiency in academic achievement and future career opportunities, the research addresses the persistent challenges faced by students in mastering the language through traditional teaching methods. The study adopts a descriptive research design using a mixed-methods approach, combining quantitative and qualitative data to assess the effectiveness of group discussions in enhancing students' comprehension, speaki
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Eka Desy Asgawanti, Ilona Vicenovie Oisina Situmeang, and Angga Priyatna. "Improving Students' English Speaking Skills through Group Discussions: A Qualitative Approach." Edelweiss : Journal Of Innovation In Educational Research 3, no. 1 (2025): 7–11. https://doi.org/10.62462/edelweiss.v3i1.51.

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This study aims to explore the influence of group discussions on the improvement of students' speaking skills in English. Using a qualitative approach with a case study method, this research involves 15 students who participated in group discussions in the English class. Data were collected through in-depth interviews and direct observations during the discussion sessions. The research results show that group discussions significantly enhance students' confidence, comfort, and engagement in communication. As many as 80% of respondents reported an increase in confidence, while 75% felt more com
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Szczyrbak, Magdalena. "MITIGATED DISAGREEMENT IN LEARNER DISCUSSION FORA: A FACILITATOR’S PERSPECTIVE." Discourse and Interaction 6, no. 1 (2013): 55. http://dx.doi.org/10.5817/di2013-1-55.

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The aim of this paper is to focus on one aspect of English learners’ pragmatic competence which can be effi ciently developed through threaded discussions, i.e. on the dispreferred speech act of disagreement. The author shares her experience of using online discussion fora in Practical English classes designed for third-year students. She comments on the linguistic resources used by the students to express mitigated disagreement and, further, she discusses the role of the instructor in facilitating interactional coherence. The author reaches the conclusion that asynchronous discussion fora can
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Fajarina, Maskhurin, and Sayid Ma’rifatullah. "MINI GROUP DISCUSSION: COOPERATIVE LEARNING IN TEACHING READING." Prosodi 15, no. 1 (2021): 91–100. http://dx.doi.org/10.21107/prosodi.v15i1.10491.

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The aim of the research is to determine mini-group discussion as a cooperative learning in teaching reading. In the article, the method used is quantitative and descriptive qualitative which focus on teaching reading English text of Unhasy Students non-English department. It focus on some problems, those are How the implementation of mini group discussion (mindis) in teaching reading English and How the influence of (Mindis) into students’ enhancement in reading English comprehension. The researcher used test as an instrument and interview of the students. The result of the research are Mindis
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Apriana, Apriana. "ANALYZING THE STUDENTS’ ENGLISH ACHIEVEMNET THROUGH COOPERATIVE GROUP DISCUSSION." Esteem Journal of English Education Study Programme 5, no. 2 (2022): 309–14. http://dx.doi.org/10.31851/esteem.v5i2.9382.

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The goal of this study was to make students able to communicate fluently using English in everyday life, using cooperative group discussion strategies to make students more active in interacting with others. To collect the data for this research, the writer used interview and questionnaire with the eighth grade students at junior high school 2 of Palembang. Each student will be given a paper like a questionnaire. The author discussed the results of the research that has been done, namely using the cooperative group discussion technique in learning speaking skills of students in the eighth grad
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Sutanti, Nita, and Salma Salma. "TOEFL untuk Meningkatkan Kualitas Bahasa Inggris Peserta Didik: Pelatihan dan Praktik." Prima Abdika : Jurnal Pengabdian Masyarakat 2, no. 4 (2022): 352–58. http://dx.doi.org/10.37478/abdika.v2i4.2162.

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TOEFL or known as the Test of English as a Foreign Language is an English test that is used to measure the level of mastery of a student's English through listening, reading, and writing and structural expressions. This test is very useful for high school students. One of the benefits that can be felt by students is as preparation for college level. With good English skills, it will produce a maximum TOEFL score. Community service activities that have been carried out for JAYABAYA Tutoring students using the lecture, discussion, and practice methods of working on TOEFL questions. The lecture m
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Ngovo, Bernard L. "English in Liberia." English Today 14, no. 2 (1998): 46–50. http://dx.doi.org/10.1017/s0266078400010191.

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Li, Ruobing. "A Discussion About How to Improve Students' English Writing Ability." International Journal of Education and Humanities 3, no. 1 (2022): 93–94. http://dx.doi.org/10.54097/ijeh.v3i1.592.

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In English learning, "listening, speaking, reading and writing" is an organic unity. English writing is an important part of English learning, and it is a comprehensive reflection of students' basic language knowledge reserve, language organization ability and language application ability. This paper elaborates from three aspects: learning English vocabulary and grammar, enhancing English language sense and cultivating interest in English learning by strengthening English reading and recitation, and strengthening writing practice, so as to comprehensively improve English writing ability.
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Fairman, Tony. "Mainstream English." English Today 18, no. 1 (2002): 57–62. http://dx.doi.org/10.1017/s0266078402001062.

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A response to the prescriptivist/descriptivist skirmishes between Bryan Garner on the one side and Tom McArthur and Richard Bailey on the other.Whenever describers and prescribers of the English language meet, they don't exchange views in balanced and civil discussion. They fight.
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Uribe Enciso, Olga Lucia. "Helping business english learners improve discussion skills." Colombian Applied Linguistics Journal 14, no. 2 (2012): 127. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a08.

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Developing discussion skills is a central task in Business English (BE), as doing business involves negotiating meaning and persuasivepower in order to realize one’s transactional intentions. A group of BE learners in Colombia did not recognize L2 verbal and non-verbal turnyieldingconventions, nor did they know how to interrupt or to deal with interruptions successfully. Additionally, they did not know how to dealwith backchannels. Consequently, some classroom activities were aimed at helping learners notice how spoken communication devices workin different cultures, using mechanisms to signpo
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Parham, Chris. "Living Newspaper in the English Discussion Classroom." JALT PIE SIG: Mask and Gavel 7, no. 1 (2018): 27–37. http://dx.doi.org/10.37546/jaltsig.pie7.1-2.

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Since 2003, the Japanese government has been urging universities to improve and reform the way they teach English to develop young people who can actively and immediately work in global contexts after graduation (MEXT, 2003). Some universities are using drama in the English language classroom to nurture students’ creativity, cooperation, and confidence. As has been shown, drama brings a multitude of psychological and communicative benefits – it helps students think about pronunciation, meaning, emotion, motivation, cooperation, confidence, and active participation, all of which can help to pro
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Mapgun, Jumli Alam, and Muhammad Aulia. "Improving English Speaking Performance Through Discussion Games." English Education Journal 13, no. 2 (2022): 317–26. http://dx.doi.org/10.24815/eej.v13i2.22517.

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This experimental research aims to justify whether Discussion Games improve students’ performance in speaking and to examine the students’ performance in learning speaking through the application. A total of 60 students involved in the study and they were divided equally for both the experimental and control groups. The data were collected from the pre-test, the treatment, the post-test, and questionnaire. The speaking test was given to both groups and the test scores were assessed by two examiners. The data were analyzed and interpreted using the SPSS 17.0 software program. The results reveal
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Rahayu, Tri Andayani. "Implementation of Small Group Discussion Method as an Effort to Improve Student Learning Outcomes in English Subjects for Junior High School." Journal Intellectual Sufism Research (JISR) 6, no. 1 (2023): 35–48. http://dx.doi.org/10.52032/jisr.v6i1.158.

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This research is classroom action research with two ( II) cycles which aims to determine the improvement in learning outcomes and responses of class IX-B students at SMP Negeri 21 Surabaya in learning the material. Agreement and Disagreement through models Small Group Discussio n . Data collection methods include observation, questionnaires and tests . Subject study is participant educate class IX-B SMPN 21 Surabaya Academic Year 2023/2024. Object study is enhancement results learn and respond students on the material Agreement and Disagreement through models Small Group Discussion. Research r
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Dewi, Fatqu Rofiqoh, and Lukman H. Sholikhan. "An ANALYSIS OF SMALL GROUP DISCUSSION IN TEACHING ENGLISH SPEAKING CLASS IN BASIC LEVEL AT BRILLIANT ENGLISH COURSE KAMPUNG INGGRIS PARE." English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics 4, no. 1 (2024): 1–22. http://dx.doi.org/10.55148/etjar.v4i1.1060.

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The subject of this research consists of one class. Engaged an English teacher, and 11 students in the Brilliant Pare English Course. The steps of this research are conducting observations, interviews, and documentation. The research data is qualitative. Qualitative data were obtained by observing the teaching and learning process during the implementation of the action. Data was collected in the form of field notes, interviews and documentation. The research findings show that the learning system at Brilliant English Course is almost the same as a formal school and uses small group discussion
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Barella, Yusawinur, Isnaini Nur Safitri, and Anindhiasti Ayu Kusuma Asri. "STUDENTS’ ENGAGEMENT IN ENGLISH FOR SPECIFIC PURPOSES (ESP) GROUP DISCUSSIONS: A CASE STUDY AT A UNIVERISTY." Journal of English Educational Study (JEES) 7, no. 2 (2024): 139–48. https://doi.org/10.31932/jees.v7i2.4028.

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English for Specific Purposes (ESP) constitutes a pedagogical approach to English language acquisition. It provides students by learning language in a certain context. Studies on implementing group discussion have been done, but not focusing on their engagement. Thus, this study investigates student engagement in English for Specific Purposes (ESP) group discussions at a university level. ESP courses are designed to meet the specific language needs of students in professional or academic contexts, enhancing their communication skills relevant to their fields. The research employs a qualitative
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Smith, Emily R., and Dorothea Anagnostopoulos. "Developing Pedagogical Content Knowledge for Literature-Based Discussions in a Cross-Institutional Network." English Education 41, no. 1 (2008): 39–65. http://dx.doi.org/10.58680/ee20086763.

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This article examines how secondary English teachers serving as preservice mentors developed pedagogical content knowledge (PCK) of literature discussions by participating in a cross-institutional teacher educator network. The joint creation of dialogic space in the English Educators’ Network provided a context where mentor teachers expanded their understandings of discussions to a dialogic view of literature-based discussion involving the interaction of reader, text, and multiple worldviews.
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Pysanko, Mariia L., Iryna V. Zaytseva, Olena A. Lysenko, Iryna A. Liahina, and Maryna A. Zvereva. "Psycholinguistic Background of Training English Discussion Skills in Students of Philology Departments." International Journal of Higher Education 9, no. 7 (2020): 289. http://dx.doi.org/10.5430/ijhe.v9n7p289.

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The efficiency of training of students of Philology Departments depends on the level of their communicative skills, that is, their abilities to participate in spontaneous discussion. This arises the issue of training these skills in the English majors. The research intends to determine and analyse the psychological background of Training English discussion skills in students of Philology Departments, to substantiate the difficulties that may arise at the initial stage. The authors analysed theoretical findings and practitioners’ experience on discussion skills training. The survey determined m
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Sithlaothavorn, Jirawat, and Wannapa Trakulkasemsuk. "A Move Analysis of Research Discussion Section in English Articles Published in Thai and International Journals." rEFLections 21 (June 30, 2016): 24–46. http://dx.doi.org/10.61508/refl.v21i0.113965.

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Based on the influential study of Swales in 1990, academic research articles are said to consist of four main sections, namely introduction, methodology, results and discussion. Move analysis studies of academic articles in various disciplines usually concentrate on the introduction, methodology or results section, yet seem to neglect the discussion section. This study, therefore, attempts to fill in the missing piece by analysing moves used in the discussion section of research articles (henceforth RA discussion). Twenty RA discussions from Thai and international journals were collected as da
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Gleeson, Jules Joanne, Jose Rosales, and Andrew Culp. "Love, Sex, Communism: A Discussion." Identities: Journal for Politics, Gender and Culture 15, no. 1-2 (2018): 56–92. http://dx.doi.org/10.51151/identities.v15i1-2.333.

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Author(s): Jules Joanne Gleeson, Jose Rosales and Andrew Culp
 Title (English): Love, Sex, Communism: A Discussion
 Journal Reference: Identities: Journal for Politics, Gender and Culture, Vol. 15, No. 1-2 (Summer 2018)
 Publisher: Institute of Social Sciences and Humanities – Skopje 
 Page Range: 56-92
 Page Count: 37
 Citation (English): Jules Joanne Gleeson, Jose Rosales and Andrew Culp, “Love, Sex, Communism: A Discussion,” Identities: Journal for Politics, Gender and Culture, Vol. 15, No. 1-2 (Summer 2018): 56-92.
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Hiratsuka, Takaaki. "A Study into the Pyramid Discussion Approach with Pre-Service English Teachers in Japan." Indonesian TESOL Journal 3, no. 2 (2021): 88–102. http://dx.doi.org/10.24256/itj.v3i2.1967.

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The main concern of this article is the nature and the role of an EFL classroom speaking activity, known as pyramid discussion, whereby learners progressively form larger groups as they carry out a series of discussions on certain topics. This research interest stemmed from my personal experiences as an English language teacher in the context of Japan in which the majority of the teachers still regard the act of teaching English as the presentation of compartmentalized knowledge, as opposed to the promotion of communicative abilities. In this article, I introduce an action research study into
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Yin, Binglan. "Discussion on the Effective English Teaching Methods in Universities and Colleges." Review of Educational Theory 2, no. 1 (2019): 26. http://dx.doi.org/10.30564/ret.v2i1.354.

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As an international language, English is getting more and more attention. Middle school English is relatively simple, however, university and college English involves the English communication level in the later period of students, therefore, the requirements for English learning are higher, but the effect of university and college English teaching is not obvious. This paper puts forward some suggestions for several teaching methods in university and college English classroom.
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Williamson, Peter. "Enacting High Leverage Practices in English Methods: The Case of Discussion." English Education 46, no. 1 (2013): 34–67. http://dx.doi.org/10.58680/ee201324265.

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Though literature discussions are a commonplace feature of English classrooms, we know little about how teachers learn to facilitate classroom talk. Research on methods courses reveals little about how, or if, teachers are prepared to enact the “high leverage” practice of literature discussions. This qualitative study examines an English methods unit on discussion and the practices that the novices later enacted in the field. Sociocultural theory is used to analyze how the novices’enacted particular features of discussions and how these activities afforded them opportunities to practice the fa
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Susanti, Lina, Mutmainnah Mustofa, and Fatimatus Zahroh Fatimatus Zahroh. "IMPROVING ENGLISH SPEAKING SKILLS THROUGH SMALL GROUP DISCUSSION." Journal of English for Academic and Specific Purposes (JEASP) 4, no. 2 (2021): 243–53. http://dx.doi.org/10.18860/jeasp.v4i2.14430.

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This research is aimed at inquiring the use of small group discussions in the improvement of speaking skills studied in classroom action research (CAR). The population of the research was the eighth-grade students of SMPN 2 Curug consist of thirty students. The researchers used one class as a control group. Based the result of this study, the researchers implemented the action in two cycles; every cycle consists of planning, acting, observing and reflecting. The first is planning, the researchers identified a problem. The second is acting, the researchers collected and analysed the data. The t
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Kuhi, Davud, and Kimia Soltani. "The Recycling of Objective Move in English Research Articles’ Discussion Sections." Special Issue, no. 2 (December 2021): 90–106. http://dx.doi.org/10.5782/.kjhss.2021.90.106.

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While numerous studies have scrutinized the rhetorical structures of Research Articles (RAs) through move analysis, it appears that Move Recycling (MR) across RA sections has received little attention. The current study sought to fill this gap by investigating whether the recycling of Objective move (study purposes/questions/hypotheses) in RA Discussion sections, which was previously used in the Introduction, is vulnerable to disciplinary differences. To achieve the study’s objective, 600 English RAs published between 2006 and 2018 in six Soft Science disciplines, with an equal number in each
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Kuhi, Davud, and Kimia Soltani. "The Recycling of Objective Move in English Research Articles’ Discussion Sections." Khazar Journal of Humanities and Social Sciences 25, no. 2 (2022): 90–106. http://dx.doi.org/10.5782/2223-2621.2022.25.2.90.

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While numerous studies have scrutinized the rhetorical structures of Research Articles (RAs) through move analysis, it appears that Move Recycling (MR) across RA sections has received little attention. The current study sought to fill this gap by investigating whether the recycling of Objective move (study purposes/questions/hypotheses) in RA Discussion sections, which was previously used in the Introduction, is vulnerable to disciplinary differences. To achieve the study’s objective, 600 English RAs published between 2006 and 2018 in six Soft Science disciplines, with an equal number in each
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Grytsyk, Nadia, Olena Havrysh, and Tetiana Naumchuk. "Peculiarities in teaching English professionally oriented discussion to students in Higher Educational Establishment." 93, no. 93 (September 12, 2021): 67–75. http://dx.doi.org/10.26565/2227-8877-2021-93-09.

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The article is devoted to the scientific and theoretical substantiation of the peculiarities in teaching English professionally oriented discussion to students in Higher Educational Establishment. In modern realities, the requirements for training students with a high level of professionally oriented foreign language communicative competence are growing and the method of teaching English professionally oriented discussion in Higher Educational Establishment remains insufficiently developed determining the relevance of the study. The object of research is the process of teaching English profess
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Razumnykh, Elena V., and Gulnara R. Bikkulova. "OPEN FOR DISCUSSION: DEVELOPING CHEMISTRY STUDENTS’ ENGLISH SPEAKING SKILLS." Proceedings of Southern Federal University. Philology 28, no. 2 (2024): 160–68. http://dx.doi.org/10.18522/1995-0640-2024-2-160-168.

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In the context of studying foreign languages, speaking skills are generally viewed as the key criteria of success yet the most challenging aspect of language learning. This requires special approach and efforts on the side of the teacher who should be able to create proper conditions and apply certain methods to encourage students to speak. Open for Discussion is a language course specifically developed to support chemistry students in practising real-world speaking skills within the framework of problem-solving teaching strategy and provocation in teaching. The present article gives an overvi
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Thaib, Desiana, and Jhems Richard Hasan. "Identifying students’ anxiety in English speaking skill through group discussion." Journal of English Teaching and Linguistic Issues (JETLI) 1, no. 1 (2022): 1–9. http://dx.doi.org/10.58194/jetli.v1i1.56.

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The objective of this research is to know the kinds of students' anxiety in speaking English and the factors that cause students' anxiety in speaking English. The method used in this research was a qualitative method. The results showed that all students felt anxious in speaking English in discussion, this affected the students' speaking performance in group discussion. In addition, factors that make students anxious, are pronunciation, grammar, vocabulary. This is implied by students' anxiety in speaking English skill through group discussion.
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Vebiyanti, Nasir Sariwati Muhamad. "Motivating Students In Speaking English Through Small Group Discussion." International Journal of Education, Information Technology and Others 7, no. 1 (2024): 151–59. https://doi.org/10.5281/zenodo.10499681.

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The purpose of this study is to find out whether small group discussion can motivate students in speaking English or not and to know the factors of students have not motivation in speaking English. The participants of the researcher are 25 students of tenth grade of MA Al-Khairaat Guraping. The method of the research is qualitative research and the result of the research is the students were motivated when small group discussion applied as a technique in teaching English. The students were so happy and active when speaking English in small group and they can speak without afraid they will make
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Kim, Jungyin. "Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts." Sustainability 14, no. 3 (2022): 1372. http://dx.doi.org/10.3390/su14031372.

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Using a qualitative approach, this study examines ways in which reading global literary texts and communicating with native English-speaking teachers informed a group of Korean university students’ English language learning and intercultural awareness. The students chose the pre-selected illustrative books, created short video clips, produced electronic books, prepared power point presentations, participated in creative writing sessions, and engaged in small group talk. The main data in this study include English group discussions from the Korean students, observation notes of the students’ gr
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Ross, Nigel J. "Signs of International English." English Today 13, no. 2 (1997): 29–33. http://dx.doi.org/10.1017/s0266078400009597.

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Wan, Yau Ni. "Investigating Writer's Stance in University Academic Group Discussions." Journal of English Language Teaching and Applied Linguistics 5, no. 3 (2023): 90–100. http://dx.doi.org/10.32996/jeltal.2023.5.3.11.

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Online group discussion is a typical learning activity in academic English lessons at universities. Students exchange research ideas and evaluate each other's work. However, many non-English major undergraduates experience challenges in expressing their opinions and developing arguments during this discussion process. Stance analysis is a crucial linguistic tool for obtaining an understanding of how participants express their ideas. Using the stance framework proposed by Biber (2006), the aim of this study was to examine the main grammatical markers and relevant semantic categories found in wr
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Rosewarne, David. "Estuary English: tomorrow's RP?" English Today 10, no. 1 (1994): 3–8. http://dx.doi.org/10.1017/s0266078400000808.

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Li, Enliang. "Discussion on Methods to Improve Students' Interest in English Learning." Journal of Social Science Humanities and Literature 7, no. 3 (2024): 168–71. http://dx.doi.org/10.53469/jsshl.2024.07(03).23.

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In today's globalized world, English has become a world-wide-used language. However, for many students, learning English can become a tedious task. Therefore, how to increase students' interest in learning English has become an important teaching challenge. This article will explore some effective methods and strategies to help teachers stimulate students' interest in learning English.
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Cobo, Cristobal. "Exploration of open educational resources in non-English speaking communities." International Review of Research in Open and Distributed Learning 14, no. 2 (2013): 106. http://dx.doi.org/10.19173/irrodl.v14i2.1493.

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<p>Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011). The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus), one video-sharing Web site (YouTube),
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