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1
Chapelle, Carol A. "Call–English as a Second Language." Annual Review of Applied Linguistics 16 (March 1996): 138–57. http://dx.doi.org/10.1017/s0267190500001483.
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CALL for English as a second language1 is an interdisciplinary area of inquiry which has been influenced primarily by educational technology (Reiser, 1987) but also by fields such as computational linguistics2 and recently by applied linguistics as well. These related fields contribute diverse epistemologies which shape CALL research questions and methods. The diversity in CALL research can also be explained in party be the current variety of approaches to CALL development and use. Through the 1970s and early 1980s, pedagogical objectives in CALL were focused primarily, although not exclusively, on improving specified areas of learner's grammatical knowledge through approaches borrowed from educational technology (Hart 1981, Hope, Taylor and Pusack 1984, Wyatt 1984). Today, in contrast, CALL is used for a variety of pedagogical objectives through many different types of software such as microworlds (Coleman 1985, Papert 1980), grammar checkers (Hull, Ball, Fox, Levin and McCutchen 1987), pronunciation feedback systems (Anderson-Hseih 1994, Pennington 1991), intelligent tutoring systems (Chanier, Pengelly, Twidale and Self 1992), concordancer programs (Johns 1986, Tribble and Jones 1990), word processing (Pennington 1993), and software for computer-mediated communication (Kaye 1992). These diverse approaches to CALL are predicated on different beliefs about teaching and learning (Higgins 1995, Kenning and Kenning 1990, Sanders and Kenner 1983, Stevens 1992). Rather than reviewing these “CALL philosophies,” this article will focus on the evolution of research traditions dedicated to the empirical study of CALL use for ESL. Accordingly, the term CALL research is employed to refer to empirical research on the use of CALL.
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Abbasova, Milana, and Narmin Mammadova. "The Role of Digital Technology in English Language Teaching in Azerbaijan." International Journal of English Linguistics 9, no. 2 (2019): 364. http://dx.doi.org/10.5539/ijel.v9n2p364.
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The current study uses qualitative methodology to explore the role that digital technology plays in both second language acquisition and teaching. In-depth interviews were conducted with 6 teachers aged between 23 and 55 who are currently employed by Khazar University, Azerbaijan. Teachers indicate that the use of technology has an important impact on student’s second language learning. Although some of the teachers displayed negative effects of modern technologies on getting students’ attention, positive feedback is more available. Teachers demonstrated how the use of technology in teaching and learning supports students’ engagement in education. Overall, this study provides a reader with a general understanding of both students and teachers’ involvement in digital media as well as the effectiveness of second language teaching with technologies at higher educational institutions of Azerbaijan. Future research in the same area of study is needed to compare both teachers’ and students’ perceptions separately in broader sample and identify the key factors that affect teacher’s decision to choose rather traditional methods.
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Manan, Nanan Abdul. "WHATSAPP MOBILE TOOL IN SECOND LANGUAGE LEARNING." Indonesian EFL Journal 3, no. 1 (2017): 87. http://dx.doi.org/10.25134/ieflj.v3i1.657.
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This research focuses on the improvements of communicative learning skill. It uses a common technology tool of commonucation, whats application. English, as in nonnative education athmosphere, is dangerous lecture. The students of university, eventhough, have learnt English from primary school up to Senior High School, they still find difficulty in practicing and understanding English as their custom and community. The difficult one can occur as the threarthening problem in every opportunity in English practicing. Some problems are from teachers, methods, instrumets or motivation in providing English at class. WhatsApp is an application in currently technology used by many people, not exception for students at STKIP Muhammadiyah Kuningan. It gives some interesting communication among students. The tool provides many advantages in communication. In this case, WhatsApp mobile tool can support communicative learning in second language learning among students of university whether in writing and reading skills or in improving motivation to learn. English interractively is needed as the result of this lecture. The students use the application as fun and relax activities without barrier and ashamed communication. In this point, they can increase and improve their vocabularies by means of WhatsApp tool communication. This study purposes to be fully utilized WhatsApp mobile tool to improve communicative skill in English language learning.Key words: WhatsApp, second language, improving communication skill, motivation.
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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.
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English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.
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Liu, Min, and W. Michael Reed. "The Effect of Hypermedia Assisted Instruction on Second Language Learning." Journal of Educational Computing Research 12, no. 2 (1995): 159–75. http://dx.doi.org/10.2190/3161-m47f-gvam-b38k.
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Literature on hypermedia has been growing. Although its potentials and educational implications are being explored, not much empirical research has been done to substantiate its rich theoretical assumptions and verify its promises. The purpose of this study was to provide some results on the practical application of the technology. It intended to investigate the effect of hypermedia technology on enhancing vocabulary learning among non-native English speakers.
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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.
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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.
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Moradi, Mohammad, and Kheirollah Rahsepar Fard. "A Method to Diagnose, Improve, and Evaluate Children’s Learning Using Wearable Devices Such as Mobile Devices in the IoT Environment." Mobile Information Systems 2020 (October 30, 2020): 1–25. http://dx.doi.org/10.1155/2020/8850244.
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Every day we see an increasing tendency to use technology in education. In recent years, the impact of technology on the education process has received much attention. One of the important effects of technology is that it increases children’s motivation and self-confidence and increases group collaboration. The purpose of this paper is to transform the traditional classroom into a modern classroom in order to increase the ease and efficiency of the teaching process. The method includes phases of diagnosis and improvement. In the diagnose phase, the classroom is equipped with modern items such as Internet of Things (IoT) and game-based learning. In the improvement phase, the field method is used to extract and weight the effective criteria in improving the educational status. The proposed method has been tested on two English language kindergartens. The children tested were in the age group of 8 to 10 years. In the implementation of the proposed educational method in the first English language kindergarten, the average improvement of education and learning of children has almost doubled, which has been maintained by doubling the number of children tested in the implementation of the proposed educational method in the second English language kindergarten. As a result, the proposed educational method can increase the learning performance of children.
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Lai Wah, Lim, and Harwati Hashim. "Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)." Sustainability 13, no. 14 (2021): 7568. http://dx.doi.org/10.3390/su13147568.
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The advancement of technology has led to a paradigm shift in the educational system, especially in classrooms. Technological tools have been used for language teaching in recent years, and it is proven that the use of technology enhances teaching and learning experiences. However, the researchers lamented the lack of use of technology by pre-service to teach English as a second language (ESL). This study aims to investigate factors that influence pre-service teachers’ intention of using technology for teaching ESL. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) with some modifications to the constructs. Using simple random sampling, this study distributed questionnaires to 257 ESL pre-service teachers in Malaysia. Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to analyse the data. The findings showed that technological, pedagogical, and content knowledge (TPACK) had a significant positive effect on the intention to incorporate technology in teaching. This study provides knowledge on the factors that influence ESL pre-service teachers’ intention to use technology in the classroom. It is hoped that this study can provide information for teacher training institutions to develop strategies and a new framework to address pre-service teachers’ concerns in technology utilisation for teaching ESL. As a conclusion, further study could be conducted qualitatively to better understand the subject matter.
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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.
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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.
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Macaro, Ernesto, Zöe Handley, and Catherine Walter. "A systematic review of CALL in English as a second language: Focus on primary and secondary education." Language Teaching 45, no. 1 (2011): 1–43. http://dx.doi.org/10.1017/s0261444811000395.
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After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in the adoption of applications. There then follows an in-depth review of 47 post-2000 studies investigating the efficacy of technology in the teaching of L2 English. It asks what technology has been used and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively on learner attitudes and behaviours and may promote collaboration. On the whole, the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.
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Menaka, G., and G. Sankar. "The language learning assessment using technology for the second language learners." International journal of linguistics, literature and culture 5, no. 4 (2019): 1–6. http://dx.doi.org/10.21744/ijllc.v5n4.674.
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Teacher education refers to the policies and procedures designed to equip prospective teachers with knowledge, attitudes, behaviors’ and skills they require to perform their tasks effectively in the classroom, school, and wider community. The term ‘teacher training’ seems to be losing ground to ‘teacher education’. In the era of globalization, when the world is changing so fast, the teaching field is also not unaffected. The approach of second language teaching that is ELT (English language teaching) has undergone a sea change. The “drill and practice” method is now considered to be rudimentary. Now, there are electronically sophisticated machines which have entered teaching-learning setting. Machine–assisted learning or e-learning is indeed an innovation in ELT. Even students find this new way of learning a second language to be amazing. Using language games is an efficient way of learning a second language.
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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 rural people and made everything easier. By using smart phones effectively in Language classrooms, English language teachers can provoke interest among the non –native learners in learning English Language. Smart phone is a tool which presents visually attractive materials to the students that would be very much appealing to the second language learners. Through this, the four basic communication skills (LSRW Skills) of the second language learners can be enriched and refined .Thus, this paper predominantly focuses on the pros and cons of using smart phones in learning English based on the feedback accrued from the undergraduate students .
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Barreno Avila, Enrique Mauricio, and Mayra Cristina Egüez Mayorga. "Virtual environments and meaningful english language learning as second language L2 in high school students: a case study." INNOVA Research Journal 5, no. 3.2 (2020): 64–78. http://dx.doi.org/10.33890/innova.v5.n3.2.2020.1552.
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The research focused on analyzing the virtual environments’ elements and their influence on the English language’ significant learning in students aged 15 to 16 years of high school fifth year of an Educational Institution in the Ambato city, Ecuador. Current educational practices impose changes and challenges necessary for the improvement of the teaching-learning process, which networked applications become learning places such as: "Edmodo". The virtual environment’ main components analyzed are: content management, planning and mapping of the curriculum, participation and administration of students, communication and collaboration, communication in real time. On the other hand, the activities to generate meaningful learning must involve and support combinations of: active, constructive, intentional, authentic and cooperative learning. This information was collected through the survey technique, raised both towards the authorities, teachers and students. Subsequently, the statistical analysis of Chi square was used to detect significant results. Thus, these results showed that most of the students exhibit a lack of knowledge on virtual environments and consider that the use of this alternative educational pedagogical technology would help to improve the Meaningful Learning process in students.
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Fluminhan, Carmem Silvia Lima, Antonio Fluminhan Júnior, Elisa Tomoe Moriya Schlünzen, and Klaus Schlünzen Junior. "Mlearning in a mobile world: an analysis of the scientific production of mlearning in the context of language education." Acta Scientiarum. Education 43 (April 7, 2021): e50112. http://dx.doi.org/10.4025/actascieduc.v43i1.50112.
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Mobile learning (mlearning) has been emerging as an innovation with incredible potential to transform the educational practice. However, limited research has focused on how mlearning has been investigated in the context of language teaching and learning around the world. This paper presents a survey on the educational scenario that pervades the teaching and learning English as a second or foreign language mediated by technology. This study conducted an analysis of publications (N=18) involving mlearning in the context of teaching or learning English as a foreign or second language and published from 2010 to March 2019. The aims were to verify in what perspective mlearning has been investigated in the context of teaching and/or learning a foreign or second language, what critical success factors (CSFs) have influenced the implementation of mlearning and identify possible gaps of study that need to be fulfilled in future researches. The results indicate that: i) mlearning has been most investigated in the tertiary educational level, ii) the learners` perspective has been the focus of most publications, iii) English is the target language in all studies, and iv) the dominant topic concerning this theme is mlearning technologies, apps and uses. In addition, the findings also report that 19 CSFs were pointed out in 14 publications and assimilation of curriculum (50%) was the most cited CSF. Moreover, the results indicate that there has been a recent increase of interest in mlearning related to foreign language teaching and learning. Further topics of investigation concerning mlearning in language education are suggested.
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Mazhit, Z., L. Abdankyzy, and A. Sarsembayeva. "Using the methodology of subject-language integrated learning in the process of teaching English in an innovative school." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (2021): 171–77. http://dx.doi.org/10.31489/2021ped2/171-177.
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The article is focused on the consideration of the advantages of the technology of subject-language integrated learning (CLIL) and the problems of its use in English lessons in an innovative school. Currently in Kazakhstan the most popular secondary educational institutions are schools with in-depth study of subjects in English, the essential difference of which is the attitude to educational innovations, the search for new models of education, the creation of fundamentally new educational information. An important role in this is played by the choice of the optimal teaching method. In this capacity the generally recognized technology of integrated teaching of a language and a subject, known as the CLIL technology, is used. This teaching method is the study of a certain science using a second or third language, mastering the language in a subject, achieving subject and language goals. In the course of applying CLIL, learning English becomes more focused, as it is used to develop specific communicative and sociocultural competencies. In addition, by working on various topics, students learn specific terms, replenishing their vocabulary with subject terminology, which prepares them for further study of subjects in English and successful dialogue in various fields of activity. An important place is occupied by the selection of educational material, which depends on the structure and specifics of the subject, which, in turn, requires professionalism from the teacher and a constant search for new methodological solutions. When compiling assignments, the teacher should take into account the specifics of language forms, include exercises for the development of four types of speech activity (reading, listening, writing, speaking), use various types of assessment to stimulate independent and creative activity of students, as well as increase their motivation
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Floris, Flora Debora. "ADAPTING TO AND DELIVERING REMOTE INSTRUCTION: INTERVIEW WITH PROF. SUSAN GAER." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (2020): 360. http://dx.doi.org/10.15639/teflinjournal.v31i2/360-365.
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Susan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the President-Elect CATESOL 2018-2020. She is also a Google Certified Innovator, Kahoot Ambassador, Thinglink Educator and Quizlet Teacher Educator. Prof. Gaer has developed a web page https://www.susangaer.com/ that helps teachers to engage students with technology. In this interview, Prof. Gaer shared her viewpoints and some examples on remote instruction.
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Kamil, Dr Sundus Aj. "EXPLORING THE ROLE OF UPDATED TECHNOLOGY IN UNIVERSITY ENGLISH LANGUAGE CLASSROOM." Psychology and Education Journal 58, no. 1 (2021): 5647–55. http://dx.doi.org/10.17762/pae.v58i1.1969.
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Technology nowadays has become the trend of every aspect of life and teaching is not away from the that fad. What Elbert Einstein indicates “It has become appallingly obvious that our technology has exceeded our humanity” ,has been sharply outlined. The adoption of updated technology represents an important advance in modern English language teaching methods. The use of technology in an English classroom is involved with a variety of technical gadgets like a variety of mobile phones, wireless phone, laptop, tablets, notebooks, pen drives, online dictionary in addition to social media such as Facebook, Orkut, and Google search. English classes have become a part of the novel trends. They encourage the English teachers to investigate the best appropriate one which optimizes the class for better learning English. The present term-paper is intended to shed the light on the role undertaken by up-to-date technology in optimizing English classrooms nowadays. The aim of this study is to identify the role updated technology in language classrooms undertake to nurture and support language learning. This research is a descriptive one where a sample of (90) second year students at the Department of English/ College of Education /IbnRushd /University of Baghdad are randomly chosen to respond to the questionnaire items which are adopted from a previous study to identify the role undertaken by updated technology in language classroom. The students’ responses have been statistically analyzed and rejected positively the null hypothesis to capture the importance of updated technology in boosting language learning on the students’ part.
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Abdi, Abdo Sulaiman, and Nadire Cavus. "Developing an Electronic Device to Teach English as a Foreign Language: Educational Toy for Pre-Kindergarten Children." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (2019): 29. http://dx.doi.org/10.3991/ijet.v14i22.11747.
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This Educational toys are important in early child development and motivate children to learn language. Numerous digital toys are now available in the children’s educational toys market to help children learn foreign languages. However, a number of such technologies are expensive and the quality of usability is not at an acceptable level. The aim of the study is to develop a cost-effective, sustainable and danger-free educational toy for pre-kindergarten children aged between 4-5 years old to teach English as a second language in developing countries. This toy has been developed with Raspberry Pi and makes use of the RFID technology. The experiment in this research was conducted with 20 pre-kindergarten children for four weeks under the supervision of 14 teachers, using five games of the developed toy testing the pre-kindergarten children’s learning of alphabet, words, colors, shapes, and numbers. A design-based research model with an innovation design method utilized during the development stage of the toy. Quantitative and qualitative methods were used to evaluate the developed toy. The results of the experiment showed that the developed toy is user-friendly, and the pre-kindergarten children were enthusiastic about playing with it and learning was enjoyable. Also, the results showed that the developed toy can be suitable for use as an educational toy for pre-kindergarten children to teach English as a second language. The educational toy developed by the researchers will be beneficial for those who wish to teach English to pre-kindergarten children such as administrators, teachers and parents in developing countries.
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Farahsani, Yashinta, Ika Puspita Rini, and Patria Handung Jaya. "YOUTUBE AS A MEDIUM FOR INDONESIAN TODDLERS’ SECOND LANGUAGE ACQUISITION (AN ANALYSIS THROUGH CHILDREN SONGS)." HUMANIKA 27, no. 2 (2020): 147–54. http://dx.doi.org/10.14710/humanika.v27i2.33793.
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Language acquisition for children is started when they produce words on their own. Children’s language normally develop in line with their age. Usually they can produce sentence and speak their mother tongue language fluently at the age of three. In the same time, children are able to acquire other language which is called second language acquisition (SLA). In Indonesia, English has become second language that has become the main subject at school, from the elementary level to the university level. Toddlers are children at the range of age between 2-3 years. This is the peak time to acquire language, and at this age, children are able to create phrase or simple sentence. Since the technology has developed very rapidly, children also can get more facilities to learn language. One of the media to learn language is YouTube. Using interview method, the writers did interview to 21 respondents as the parents of pre-school students. There were four questions to answer and the answers were described based on the respondents’ opinion. The research results that children can start to learn English through YouTube by watching English songs. Their attraction in watching is followed by imitating the word, the way the characters sing, and also the manner. Parents become guide to improve the children’s process of English learning after they watched YouTube.
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Aitsiselmi, Farid. "Second language acquisition through email interaction." ReCALL 11, no. 2 (1999): 4–11. http://dx.doi.org/10.1017/s0958344000004900.
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This paper deals with the analysis of a communicative activity involving English learners of French, its advantages and drawbacks as well as the outcome that teachers can expect of such an activity. The first part examines some reasons, both theoretical and practical for using communication technology, particularly electronic mail, for promoting language acquisition and developing learner autonomy. The second pan of the paper deals with the theoretical framework within which the activity was carried out, that Is, Stephen Krashen's language acquisition theory which establishes a distinction between language acquisition and language learning. Email interaction offers the possibility of addressing both processes.
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Lawrence, Barry A. M. "IPad Acceptance by English Learners in Saudi Arabia." English Language Teaching 9, no. 12 (2016): 34. http://dx.doi.org/10.5539/elt.v9n12p34.
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<p>This study used the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis, &amp; Davis, 2003) model to investigate factors predicting the acceptance of iPad tablets by learners of English as a foreign language (EFL) at a technical vocational college in Saudi Arabia. An online survey was conducted on 199 male learners, and a simultaneous multiple regression analysis was conducted on the data. The results indicated that a belief in the device’s educational potential, a sense that it was straightforward to use, and the perception that the infrastructure would support usage were all significant predictors of the behavioral intention to use iPads. Social factors did not indicate an acceptance of the device. The findings highlighted areas of importance for educators intending to adopt mobile devices in second language instruction and partially supported the application of the UTAUT.</p>
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Jeya Gowri, K., and M. Ilankumaran. "Application of Theories, Techniques, Methods and Approaches to Develop Second Language Skills-a Study Based on Transition From Schooling to College." International Journal of Engineering & Technology 7, no. 3.6 (2018): 210. http://dx.doi.org/10.14419/ijet.v7i3.6.14972.
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English is not just an official language in India, but also the language of mediation, higher education, science and technology. It is stated that India follows an improper curriculum pattern which is clear in the case of English language teaching, because the concept is failure in attaining the supreme result over the proficiency in language. Therefore, English Language Teaching and Learning in India is considered to be low in quality, according to the Indian Educational System. This hindrance can be ignored through proper curriculum pattern. The objective of this paper is to identify the connection between behaviour, anxiety and enthusiasm of high school and tertiary level students in learning English and obtaining the proficiency in second language skills. Second Language Learners fail to acquire the basic verbal skills from the school level. For the positive transition from the tertiary to the college, there should be a strong motivation from the side of education system as well as the people around the students. According to Vincent Tinto there are three stages that the students encounter in their academic life, they are separation, transition and incorporation. The paper also explores the transition period of the students psychologically, and offers remedial measures to come out of the confusion. It explores the theories, techniques, methods and approaches for imparting the second language skills during the transitional period of the students. The education system, adult learning and transition theories, problems and challenges have also been discussed in the paper.
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Pinto, Rafael Darque, Bruno Peixoto, Miguel Melo, Luciana Cabral, and Maximino Bessa. "Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research." Education Sciences 11, no. 5 (2021): 222. http://dx.doi.org/10.3390/educsci11050222.
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Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.
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Ilyas, Shehla, Abdul Ghani, and Abdul Khaliq. "The Use of Modern Technology in Learning English as Second Language A study at undergraduate level in South Punjab Pakistan." I V, no. I (2020): 95–103. http://dx.doi.org/10.31703/glr.2020(v-i).11.
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The purpose of current research is to highlight the influence of using modern technology in teaching English as a second language It explains that productivity of pedagogical process can be increased if technology is infused in it tactfully There are several ways in which modern technology can be employed in class like English language learning web sites Mobile assisted language learning computer assisted language learning programs presentation software digital dictionaries chatting and email messaging programs listening CDaudios and watching of English language learning videos and stories Questionnaire was employed to collect the data from 300 students learning English language in various undergraduate programs of two universities of Bahawalpur The findings revealed that most of the students choose the use of technology especially mobile and computers in developing their second language skills The study advises proper training to use various software related to language learning
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Wang, Airong. "Using Second Life in an English Course." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 1 (2017): 66–85. http://dx.doi.org/10.4018/ijcallt.2017010105.
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This paper examines how technology affects participation in an English course in Second Life. Second Life-specific affordances, i.e. voice-morphing and sound isolated parcels, were used in this course. The data set consists of approximately 33 hours of audio recordings and chat logs of 8315 words. In audio, 10.8% of the course time deals with technological challenges, while in chat, 69.2% of the words concern technology. The types of technological challenges interfering with participation involve software complexity, unreliable functionality of SL, as well as hardware and connectivity issues. To deal with these problems, participants were assisted by pedagogical facilitators, technological facilitators, and SL-experienced peers. Based on the analysis of the challenges outlined above, this paper provides recommendations for language practitioners, focusing primarily on the course, participant, and program levels.
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Alivi, Justsinta Silvi, and Wiwik Mardiana. "TECHNOLOGY AND INFORMAL L2 LEARNING EXPERIENCE: A TRANSDISCIPLINARY FRAMEWORK." PARADIGM 3, no. 1 (2020): 11. http://dx.doi.org/10.18860/prdg.v3i1.9030.
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<p align="justify">Technology in informal language learning is inevitably in this digital era since it offers opportunities and brings positive impacts on English language learners. Some related studies are concerned with a particular approach. Therefore, this study looks at a broader lens to investigate individuals' differences in developing a second language, and to what extent technology contributes to their second language acquisition by employing the transdisciplinary framework of Douglas Fir Group (2016). This case study involved two participants, and the data was collected through semi-structured interviews. The findings indicate that individual differences in learning English are influenced by social interaction (micro), environment (meso), and belief (macro). Technology is utilized not only as a medium of learning English but also as an identity construction. How ideology and technology are interrelated is further discussed.</p>
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Tayan, Bilal M. "Students and Teachers’ Perceptions into the Viability of Mobile Technology Implementation to Support Language Learning for First Year Business Students in a Middle Eastern University." International Journal of Education and Literacy Studies 5, no. 2 (2017): 74. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.74.
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Advancements in technology have enabled us to learn, adapt and exploit our skills and knowledge in new ways. Appreciating the potential of technology may yet give growth and enrich the process of language education, particularly through a student-centred mobile learning environment. Consequently, a constructivist approach to learning can create tremendous possibilities for both language learners and teachers. By exploiting the affordances of mobile technologies and the Internet, a new platform of learning or Mobile Assisted Language Learning (MALL) can be realised, through which learners truly learn to learn. Yet, while many of today’s language institutions and places of learning have begun to understand the potential presented by mobile technology as a tool and resource to content and language development, apprehension may still exist among educational practitioners, learners and senior management. Such apprehension may stem from a lack of understanding in fully appreciating the opportunities and affordances posed by MALL in creating a support structure to learning and teaching excellence. This may be particularly true within developing countries such as those found in the Middle East. Consequently, set in a Saudi university context, the purpose of this study is to investigate learners’ and teachers’ perceptions towards the proposed implementation of a MALL programme, while exploring whether the promotion of mobile technologies could assist learning and become a viable support structure in teaching English as a second language. Interviews were conducted with three English instructors who teach on the first year Business English programme at the university. The study also analysed 191 student participants who completed a Likert scale questionnaire designed to explore their mobile learning experiences, attitudes and perceptions towards the proposed MALL programme in their educational context. The findings from the student questionnaire and teacher interviews generally highlight positive attitudes and a receptiveness towards mobile learning implementation. This is perhaps due to the possibility of new pedagogical scaffoldings being created through MALL in their learning/teaching environment. The results further highlighted opportunities MALL presented in facilitating communication and affording learners greater motivation to engage in independent learning, thus facilitating learner autonomy and allowing for greater collaboration within a richer learner environment. However, while analysis highlighted a proposed MALL implementation could be a useful tool to support language acquisition for ESP/ESL learners (English for Specific Purposes/English as a Second Language), technical issues, network sustainability and comprehensive training were still significant factors of concern.
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Hwang, Wu-Yuin, Kinnosuke Manabe, Dong-Jhe Cai, and Zhao-Heng Ma. "Collaborative Kinesthetic English Learning With Recognition Technology." Journal of Educational Computing Research 58, no. 5 (2019): 946–77. http://dx.doi.org/10.1177/0735633119893117.
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The aim of this study is to present three contributing factors to kinesthetic learning. This study employed advanced recognition technologies, pedagogical mechanisms, and interesting activity design. First, kinesthetic learning with a speaking accuracy measuring function to facilitate English as foreign language (EFL) learning is proposed. Namely, this function is about measuring the learners’ speaking accuracy and recognizing whether their body movements and facial expressions match their English speaking content via recognition technology. This function is expected to improve the learners’ pronunciation and motivation during the experiment. Second, we propose Collaborative Kinesthetic English Learning System based on the second-language acquisition method Total Physical Response. By integrating our system with Total Physical Response, it helps the learners improve EFL learning with physical movements and stimulates their memorization and motivation from collaborative perspectives. Finally, the last significant contribution of this study is to design and implement interesting interactive activities: Experience-based Sentence-Making and Interactive Dialogue. These two activities are to help learners produce their English output. In this study, our experimental results show Experience-based Sentence-Making and Interactive Dialogue can significantly improve EFL learning.
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Cueto, Maria del Carmen Hernandez, Marcela Garcia Ramos, Maria Georgina Ochoa Garcia, and Yun Sang Cheol. "The Use of Technologies in Second Language Learning: The Case of a Mexican University." European Scientific Journal, ESJ 13, no. 25 (2017): 264. http://dx.doi.org/10.19044/esj.2017.v13n25p264.
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Introduction: This research is about the use of technology in learning English as a Foreign Language at higher education in a public University in Mexico. This study is focused on how students use the technology for academic and non-academic issues to learn English. The object of the study a sample of twenty five percent of English language students (375 students) were considered. Students’ average age was 18-25. Methodology: For this research two instruments were used to gather data the first one a questionnaire designed for this purpose, the second one an interview to know what kind of gadgets students use to learn English in higher education and how this technology could be introduced in second language learning classrooms. The results: allowed concluding that most technological gadgets used by students were Cells and Laptops to surf the net and chat through social networks for non-academic issues and laptops and desktop computers to work on school duties with specific software.
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Gates, Bailey K., and Millicent M. Musyoka. "Technology Integration: Teaching Elementary Deaf Student English Language Arts." Journal of Education and Training 7, no. 2 (2020): 63. http://dx.doi.org/10.5296/jet.v7i2.17566.
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This study examined an elementary deaf education teacher’s experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory’s model on technological integration (McCrory, 2006). McCrory’s (2016) technology integration model is used to identify the teacher knowledge and use of technology. The model includes four components: representation, information, transformation, and collaboration. Using a qualitative case study design, data was collected using interviews, surveys, and observations. The data collected focused on the teacher only and did not include the students. The analysis showed how the ELAR teacher used technology to teach deaf students in relation to the four components of McCrory’s model. Implications for K-12 teacher preparation and professional development are discussed.
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Piyanuch Sawatyothin, Montchatry Ketmuni,. "Entrepreneurs’ Attitude toward English Proficiency of Interns of Rajamangala University of Technology Thanyaburi." Psychology and Education Journal 58, no. 1 (2021): 1478–83. http://dx.doi.org/10.17762/pae.v58i1.932.
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This research was funded by Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi (RMUTT). The purposes of this research were to 1) determine entrepreneurs’ attitude toward English proficiency of RMUTT interns in the second semester in academic year 2016, and 2) to study the entrepreneurs’ opinions for improving the content of English language courses. The 400 entrepreneurs participating RMUTT internship were selected by multi-stage sampling. The research instrument was a questionnaire (α = 0.94). The statistics used for data analysis were frequency, percentage, mean, standard deviation, and f-test. Findings of the research revealed that the organizations moderately used English language in workplace and using English in a workplace had no significant difference among types of the organizations. Most organizations did not require English language on recruitment process. According to the entrepreneurs’ opinions, all English skills of RMUTT interns were at a moderate level. The highest of each skill was listening to the supervisors’ instructions with technical terms, speaking English for everyday use, reading emails or business letters, and filling in forms. The entrepreneurs recommended writing email correspondence, filling in forms, and note-taking in English. Speaking with confidence was also suggested as well as more listening and reading practice.
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Stepanenko, Katerina, and Liya Torosyan. "The Modern Educational Domain: Prerequisites and Prospects for Individual Learning Path Development." Journal of Language and Education 2, no. 1 (2016): 39–47. http://dx.doi.org/10.17323/2411-7390-2016-2-1-39-47.
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This article considers the prerequisites and perspectives of individual learning path (ILP) development in the framework of a student-centered educational paradigm; it defines the rationale of ILP and examines the introduction of project learning technology (PLT) into ILP modeling in higher educational institutions. We claim that identification of students’ individual features and compliance with their requirements becomes feasible via the integration of project learning technology into the educational process with relevant pedagogical and computer support. The special emphasis is put on the idea that ILP framing is aimed at enhancing students’ autonomy and responsibility for their education, fostering cooperation skills in a close dialogue with other participants in out-of-class projects and teachers. In this scenario an individualized approach is to be implemented in a harmonious solidarity with principles of cooperation and collaboration. To verify the above-mentioned ideas we conducted an experiment based on cognitive, diagnostic and empirical methods. Two groups of students participated in our research project at the Plekhanov Russian University of Economics in September – November 2015. They are second-year undergraduate students majoring in Economics and studying English as a second language. We designed individual study routes (ISR) for each student and handed them out. The ISR contained progress steps of the project, a set of assignments and deadlines for project submission. The students were provided with opportunity to play an active role devising and altering an ISR. Research findings show that ILP modeling boosts student’s motivation to learn English as a second language, enables students’ reflexive skills, identifies their individual features while simultaneously developing cooperation and collaboration skills.
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Ameri, Maryam. "The Use of Mobile Apps in Learning English Language." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (2020): 1363–70. http://dx.doi.org/10.33258/birle.v3i3.1186.
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Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.
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Hasram, Syafiqah, M. Khalid M. Nasir, Maslawati Mohamad, Md Yusoff Daud, Mohd Jasmy Abd Rahman, and Wan Muna Ruzanna Wan Mohammad. "The Effects of WordWall Online Games (WOW) on English Language Vocabulary Learning Among Year 5 Pupils." Theory and Practice in Language Studies 11, no. 9 (2021): 1059–66. http://dx.doi.org/10.17507/tpls.1109.11.
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In the effort to upgrade pupils' vocabulary learning experience, the potential of interactive educational games is increasingly explored as supplementary teaching and learning materials. While the eagerness to integrate mobile technology into English language education is noticeable, there is a lack of evidence on Malaysian English as Second Language (ESL) learners' views of the feasibility of online games in vocabulary learning. This study aims to determine the degree of improvement in pupils' vocabulary performance. The quantitative data was analysed using descriptive and dependent t-test analysis. The cross-sectional survey was adapted from the ACRS-V model. The questionnaire was distributed to Year 5 pupils from a national primary school in Negeri Sembilan who are using the syllabus of The English Language Curriculum for Primary Schools (KSSR). The findings show a moderate level of Satisfaction, Attention, Relevance, Confidence and Volition. In addition, a paired sample t-test indicates a significant improvement in the pupils’ vocabulary scores after using WordWall (WOW) as a vocabulary learning supplementary material. The effect size demonstrated is also larger regarding its effects in behavioural sciences. This study provides important insights as a guide for primary school English teachers in integrating online games as a learning tool for English language learning, especially in developing pupils’ English vocabulary repertoire.
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González, Raúl César Romero, and Marcela Georgina Gómez Zermeño. "Technological preferences for teaching-learning a second language in Huichol communities and private high-schools in Mexico." Journal of Language and Cultural Education 5, no. 2 (2017): 70–79. http://dx.doi.org/10.1515/jolace-2017-0019.
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Abstract This research enquires about the Information and Communication Technologies preferences of students, teachers, and school principals in the teaching-learning process of a second language in 9th grade in two settings: Spanish for the Huichol people in a remote rural area and English for a private school in the city. The first case is situated in a rural Huichol community in the high mountain area of Jalisco, Mexico. The second one is located in a wealthy neighborhood in the Western Metropolitan area of Mexico City. A qualitative methodology with a heuristic and ethnographic design to investigate the reality of the daily use of technologies in both contexts for learning a second language. The instruments were the participant observation and in-depth interviews. Among the key findings are: (a) the participants tend to favor the use of technology for second language learning, (b) the bandwidth and the speed of the Internet is crucial to strengthen the immersion into the culture of a second language, (c) Educational communities support electronic enquiring, (d) there are similarities in the preferred search engines between the two populations, (e) the equity of education is hindered by school desertions, and (f) educational innovation requires that similar investigations take place to foster a full performance in the society of knowledge.
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Yurieva, Oksana, Tetiana Musiichuk, and Dina Baisan. "INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS." Advanced Education 8, no. 18 (2021): 90–102. http://dx.doi.org/10.20535/2410-8286.223896.
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The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a VLE (Virtual Learning Environment) or LMS (Learning Management System), to more informal unstructured approaches, including Virtual Worlds like Second Life and MMORPGs (Massively Multiplayer Online Role-Playing Games) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at a Ukrainian public university. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquires about students’ experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students’ engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners’ engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.
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Aslam, Muhammad Zammad, Talha Zammad Aslam, and Sami Barzani. "The Role of Technology in ELL Classes in Turkish Republic of Northern Cyprus." International Journal of Language Education 5, no. 2 (2021): 30. http://dx.doi.org/10.26858/ijole.v5i2.14109.
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In the contemporary English language classroom, technology keeps an important role to support language learning. The present research focuses only on the tools, i.e., Smart Boards, tablets/laptops, and LMS (online learning management system), which English language teachers utilize in their class at the level of English Preparatory School, BS and Master in the Turkish Republic of Northern Cyprus (TRNC). Moreover, the present qualitative and observational research examines the role of technology, which is utilized at the English Preparatory School in Cyprus International University to teach English to the learners who learn English as a Second Language. For the present research, the researchers collect the data through 2 interviews of the teachers who teach at Cyprus International University (CIU) and from an in-depth literature review. Through the findings of the present research, the researchers observe that: a) all the teachers in TRNC utilize technology, i.e., Smart Boards, tablets and LMS during the teaching of English language and English subjects, i.e., Multimedia (only for PowerPoint presentations); b) in TRNC, the technology helps the English Language Learners (ELLs) to enhance their language skills and make them independent language learners; c) in TRNC, teachers, and students who utilize technology in language learning process face technical challenges due to lack of knowledge or less familiarity with the technology. Hence, the present research would explore the pros and cons of technology and intends the knowledge of a teacher who would take an interest in teaching language through technology.
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Atabek, Oguzhan. "Adaptation of creative self-efficacy scale into Turkish language." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 84–97. http://dx.doi.org/10.18844/wjet.v12i2.4639.
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The purpose of this study was to develop a Turkish version of the Creative Self-Efficacy Scale (CSES) and to explore its psychometric properties. Participants were 489 preservice teachers enrolled in a public university in Turkey (n = 489). Two-hundred-thirty-five of 489 preservice teachers (48.06%) participated in the first study for the exploratory factor analysis (EFA), and 254 (51.94%) participated in the second study for the confirmatory factor analysis. Two-hundred-sixty (53.2%) of the participants were studying in preschool teaching and 132 (46.8%) were studying in classroom teaching programs. CSES, which is a 3-item Likert-type English questionnaire, was translated into Turkish by the researcher. Eight researchers who were expert in Turkish education, English language teaching, educational measurement and evaluation, elementary education and educational technology fields participated in the back-translation and expert review processes. Scale scores did not differ according to sex, age, grade or department of the respondent. However, creative self-efficacy was observed to be related to design self-efficacy.
 Keywords: Creativity, creative performance, creative self-efficacy, creative teaching, scale adaptation.
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Zuo, Xin, Regina Weaver, Julia MacRae, and Limin Wang. "How Much Do Emotional, Behavioral, and Cognitive Factors Actually Impact College Student Attitudes towards English Language Learning? A Quantitative and Qualitative Study." Information 10, no. 5 (2019): 166. http://dx.doi.org/10.3390/info10050166.
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Researchers have proposed many multidimensional frameworks to identify significant and potential factors, e.g., educational background, positive feelings and career aspirations, that impact English learning attitude in second language acquisition. Yet, there is still very little research to graphically describe the interactions between these factors and how these factors directly or indirectly impact learning attitude. To this end, a questionnaire survey was conducted in Changchun University of Technology. Statistical measures and Bayesian network analysis were introduced to quantitatively and qualitatively analyze the collected data. Furthermore, the significant attitudinal differences between students majoring in the Liberal Arts or Sciences were investigated for the case study. Studying the interaction between these factors can help explain how they positively affect students’ attitudes toward English language learning. To stimulate interest, teachers may take targeted pedagogical approaches or strategies.
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Mohd Nor, Khalijah, Masliza Mohd Razali, Nashrah Talib, et al. "STUDENTS’ PROBLEMS IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG MDAB STUDENTS AT UITM MALACCA." International Journal of Humanities, Philosophy and Language 2, no. 7 (2019): 01–12. http://dx.doi.org/10.35631/ijhpl.27001.
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This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.
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Sántha-Malomsoki, Ágnes, and Kálmán Sántha. "Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21st Century." Acta Universitatis Sapientiae, Philologica 11, no. 2 (2019): 85–101. http://dx.doi.org/10.2478/ausp-2019-0014.
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Abstract This paper is about the views and beliefs of students, participating in technology-enhanced CLIL (content and language integrated learning) teaching in the senior section of a Hungarian primary school, about the English language, language learning, English classes, and the activities of their teachers. The study is based on mixed methods and a verbal fluency test as well as structured interviews. This paper presents the findings of the structured interview in the case of N = 7 students. The processing of the structured interviews was done using qualitative content analysis, combining deductive and inductive logic. During deductive content analysis, a code list was set up, followed by an inductive exploration of text segments. The reliability of coding was ensured by intercoding. According to the results, students taking part in technology-enhanced CLIL teaching saw language learning as a speech-based process. As for teaching activities, it was found that there were differences between problem-centred and activity-based technology-enhanced teaching and traditional methods based on a classical methodology. 1
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Rafiqa, S., E. Boeriswati, and H. Usman. "E-learning in elementary schools: educational system change during COVID-19 pandemic." Education and science journal 23, no. 7 (2021): 170–86. http://dx.doi.org/10.17853/1994-5639-2021-7-170-186.
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Introduction. New digital technology in education and its constantly evolving paradigm have completely transformed the model of learning and the learning methods. E-learning has become an important tool for teaching and learning environments. Moreover, virtual learning has become a required alternative teaching method in educational system change during the COVID-19 pandemic, especially for learners in elementary schools.Aim. This research aimed to explore the necessities, lack, and want of learning English, which is done virtually at home.Methodology and research methods. This research employs descriptive methods using questionnaires and interviews as instruments to get responses from teachers and students about their learning needs. In the course of the needs analysis process, the importance and priority of teachers’ and students’ needs are discussed. The participants of this study were second-grade elementary school students, and the sample was 40 students and 2 English teachers for 10 months.Results. The research results demonstrate a gap between the needs of learners and current conditions; therefore, the whole language approach, the multimedia, and technology-based English teaching materials will become an inevitable need and even become a solution in the world of education.Scientific novelty. Further research is needed to study educational system change during the COVID-19 pandemic or after, especially in designing teaching materials in various disciplines and at different educational stages. Future studies could be generalised by these research findings to other populations in different learning contexts, and the findings presented in thisarticle should be further explored. In particular, technology-based and multimedia-based teaching materials must be explored more deeply. Furthermore, further research should focus on utilising a different model for needs analysis in language education to verify the need for effective English learning in changing the education system during the pandemic and after.Practical significance. It is thought that this study will contribute to the stakeholders in terms to provide empirical evidence of what necessities, lack, and want should be considered when a teacher will design and develop teaching materials during the COVID-19 period or afte.
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Collier, Shartriya, Betty Burston, and Aarika Rhodes. "Teaching STEM as a second language." Journal for Multicultural Education 10, no. 3 (2016): 257–73. http://dx.doi.org/10.1108/jme-01-2016-0013.
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Purpose A review of current initiatives to increase science, technology, engineering and mathematics (STEM) achievement among American youth and young adults reveals the presence of “IQism”. That is, whether such interventions are directed toward low-income minorities and/or the disproportionate number of higher-income youth who have selected liberal arts majors over an STEM major, the country has reserved STEM as a field for “the best and the brightest”. Utilizing the Theory of Multiple Intelligences, this article argues that STEM content is accessible to all students including those whose first language is informal rather than formal English. Based upon these premises, this conceptual paper aims to introduce the framework of Teaching STEM as a Second Language as a strategy for elevating STEM achievement among students who would otherwise be excluded from the STEM movement. Design/methodology/approach This paper utilizes a review of both classic and current literature on second language acquisition to identify strategies that can be adopted by STEM instructors to increase STEM achievement among youth and young adults who are viewed as “average” and/or “below-average” academic performers. Findings Using quotes that confirm the thesis that STEM subject matter has been historically viewed as the domain of those whose cognitive skills place them among the “best and the brightest”, the second language acquisition (SLA) strategy of “scaffolding” is introduced as a pedagogy for producing “comprehensible output” when STEM content is taught to students whose first language is informal English. Constructivism, a concept currently used to guide the teaching of STEM contents is introduced as a framework that merges best practices in STEM and SLA. Using Cummins’ (1991) Common Underlying Proficiency Model, other strategies are also proposed for exporting SLA pedagogies and approaches to elevate equity in the quest to improve STEM achievement levels among youth and adults in the USA. Originality/value SLA theories and concepts have not been applied as a potential tool for teaching STEM. This is a unique and powerful lens that can be used to more effectively support the needs of underrepresented populations.
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Kara, Samia. "Learning autonomy, digital learners and Google Education: a rhizomatic English syllabus framework." EuroCALL Review 27, no. 1 (2019): 30. http://dx.doi.org/10.4995/eurocall.2019.10709.
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<p>Exploiting the free technology empowering services with which Google supplies the educational field, the present paper contributes a Google Education mediated syllabus framework to the field of teaching English as a second/ foreign language. Through a systems approach methodology, the framework addressed the concepts of ‘learner autonomy’ and ‘digital learners’ within the scope of its consecutive blocks: conceptualisation, planning and development. The relevance of this effort is to be seen in terms of bridging the ever-growing gap between the classroom and the digital world of web 2.0 learners; as well as enabling the teachers to contextualise the proposed tool with regard to their syllabi development, renewal and adaptation. </p>
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Syathroh, Isry Laila, Evie Kareviati, Ayu Lestari, and Nurlaila Fitria. "EXPLORING THE POTENTIALS OF TECHNOLOGY INTEGRATION FOR TEACHING LANGUAGE SKILLS: A LITERATURE REVIEW." PROJECT (Professional Journal of English Education) 4, no. 3 (2021): 488. http://dx.doi.org/10.22460/project.v4i3.p488-496.
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The use of technology has become an essential element in teaching and learning process. Usually, each language class uses some type of technology tools that are used to support and enhance language learning. They are tools to help teachers facilitate their students' language learning. This research focuses on the role of technology in learning English as a foreign and second language. It addresses the significance of technology that allows English language learners to develop their learning abilities. In this paper, the researchers describe the term technology integration, of technology, explain the use of technology in the language classroom, discuss the advantages and challenges of technology integration, and provide some suggestions for better use of these technologies to help learners develop their learning abilities.
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M. Rafiq, Karmila Rafiqah, and Harwati Hashim. "Augmented Reality Game (ARG), 21st century skills and ESL classroom." Journal of Educational and Learning Studies 1, no. 1 (2018): 29. http://dx.doi.org/10.32698/0232.
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The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.
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Fabre-Merchan, Paolo, Gabriela Torres-Jara, Francisco Andrade-Dominguez, Ma Jose Ortiz-Zurita, and Patricio Alvarez-Munoz. "A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences." English Language Teaching 10, no. 12 (2017): 83. http://dx.doi.org/10.5539/elt.v10n12p83.
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Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.
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Et.al, Nurul Atiqah Shararuddin. "The Use of Technology to Enhance English as a Second Language (ESL) Learners’ Descriptive Writing." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 961–72. http://dx.doi.org/10.17762/turcomat.v12i3.829.
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This research investigates on the use of technology to enhance ESL learners’ descriptive writing. The purpose of this study being carried out is to find out the underlying reasons behind ESL learners’ inability to write good descriptive writing. Apart from that, this research was also carried out to find out why technology was the approach chosen to solve the raised issues in descriptive writing as well as finding out students’ perception on the use of technology to act as an aid to their descriptive writing skill. This is an action research study in which thirty-four students of Form 4 participated. The instruments used to obtain data from students were open ended questions, semi structured interview and teacher’s reflective entry. Only three students were chosen for the semi structured interview session using purposive sampling method, the justification for this is that they vary in terms of their proficiency and the researcher had a time restriction to interview all thirty-four students. Data was analysed using thematic analysis method. The result of this study shows that the incorporation of technology has enhanced students’ performance in descriptive writing.
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Kostolanyova, Katerina, and Ivana Simonova. "Adaptive e-learning model for learning English as a second/foreign language." International Journal of Innovation and Learning 27, no. 3 (2020): 274. http://dx.doi.org/10.1504/ijil.2020.10028282.
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Kostolanyova, Katerina, and Ivana Simonova. "Adaptive e-learning model for learning English as a second/foreign language." International Journal of Innovation and Learning 27, no. 3 (2020): 274. http://dx.doi.org/10.1504/ijil.2020.106811.
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