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Journal articles on the topic 'English as language of learning and teaching (LoLT)'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.

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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language

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Ruth Emsley, Maletšema. "Teachers' views on a double transit in Grade 4: From Foundation Phase to Intermediate Phase and from Indigenous Language to English." Journal of African Education 1, no. 3 (2020): 109–29. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a6.

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South African Grade Four learners cannot read and comprehend written language in their own mother-tongue. In the midst of this challenge, the Language in Education policy prescribes that these learners should use English as Language of Learning and Teaching (LoLT). The primary objective of this study is to investigate the effects of double exit experienced in the transition from Grade 3 to Grade 4; and from indigenous language learning to learning in English. The study used semi-structured interviews in collecting data from 6 purposively sampled participants who teach Grade Four classes. Quali

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Makina, Blandina. "MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM." Commonwealth Youth and Development 13, no. 1 (2016): 50–66. http://dx.doi.org/10.25159/1727-7140/1158.

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The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) â€“ becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely develope

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De Wet, C. "Die invloed van taalhoudings op onderrigmediumkeuse in Suid-Afrika." Literator 21, no. 3 (2000): 37–58. http://dx.doi.org/10.4102/lit.v21i3.495.

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The influence of language attitudes on the choice of the medium of instruction in South Africa The South African Constitution (Act 108 of 1996) recognises language as a basic human right and emphasises the right of choice of every individual with regard to the language of learning and teaching (LOLT). In exercising their democratic language choice, the majority of South African learners and their parents reject their right to mother-tongue education and disregard research findings that emphasise the benefits of mother-tongue instruction. From a study of subject-related literature it has become

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Gashi, Leonora. "Intercultural Awareness Through English Language Teaching: The Case of Kosovo." Interchange 52, no. 3 (2021): 357–75. http://dx.doi.org/10.1007/s10780-021-09441-5.

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AbstractThis study seeks to understand opportunities for teaching and learning the target culture for intercultural awareness. Utilizing Moran’s Knowing Framework (2001) and its five cultural dimensions, and reviewing curriculum documents and the English textbook in use for Grade Six in Kosovo, the study finds a misalignment among curriculum documents and the textbook regarding teaching culture for cultural understanding. It is noted that while curriculum documents share the goals and objectives for preparing students to become global citizens through language and culture learning in the Engli

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Kamarudin, Hanis, Nur Ain Abdul Malek, Siti Ainul Ayzan Ayub, Izlin Mohamad Ghazali, and Wan Nazihah Wan Mohamed. "PowerToon Clues." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (2018): 30. http://dx.doi.org/10.24191/ijmal.v2i3.7624.

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Reading is an important learning area which ESL learners should master for interaction and academic purposes. However, ESL students are facing many difficulties in English reading skills particularly contextual clues. Hence, this product aims to ease the teaching and learning of inferring word meaning – contextual clues, to enrich the students’ vocabulary bank and to motivate the students to engage in reading. The challenge in teaching contextual clues is that the current technology-integrated teaching method has lost its way to cater students’ interest in reading. This product is believed to

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Mostafa, Massrura, and Marium Jamila. "From English to Banglish: Loanwords as opportunities and barriers?" English Today 28, no. 2 (2012): 26–31. http://dx.doi.org/10.1017/s0266078412000120.

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As a mother tongue English is the second most spoken language in the world. Chinese is the first, but English is far more widely spoken around the world. ‘Today English is spoken or written, with varying levels of fluency, by a third of the world's population’ (Crystal, 2010: 8). It has been accepted as the most common means for international communication worldwide. Hence, it occupies a special position as the international language of communication in almost all the countries of the world. Before 1971 in Bangladesh, English was used as a second language. It was first introduced when the coun

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Garton, Sue. "“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 371–87. http://dx.doi.org/10.26803/ijlter.19.10.21.

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The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a

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Aziz, Anis Idayu, Raja Nur Hidayah Raja Yacob, Mohd Faiez Suhaimin, Wan Saiful 'Azzam Wan Ismail, and Amanina Abd Razak. "Role Play: Let’s Act It Out!" International Journal of Modern Languages And Applied Linguistics 2, no. 1 (2020): 32. http://dx.doi.org/10.24191/ijmal.v2i1.7621.

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Generally, most university students are reluctant to speak English in public due to lack of Englishproficiency. This situation has led to lost interest in role-play activity among UiTM Cawangan Kelantanstudents; particularly Integrated Language Skills 1 (ELC121) students. Hence, this project intends toincrease students’ interest in role-play activity as well as enhance students’ proficiency in Englishlanguage especially in role-play assessment. This project focuses on using Interactive DVD as a tool tohelp in motivating the student’s interest and enhancing student’s proficiency level. This int

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Gulnaz, Fahmeeda, Amani Dakheel Allah Althomali, and Daliyah Hesham Alzeer. "An Investigation of the Perceptions and Experiences of the EFL Teachers and Learners About the Effectiveness of Blended Learning at Taif University." International Journal of English Linguistics 10, no. 1 (2019): 329. http://dx.doi.org/10.5539/ijel.v10n1p329.

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The traditional face-to-face teaching, despite being constantly criticized by the methodologists and ever-emerging modern approaches, has never lost its scope in the (EFL) English as a Foreign Language context. Researchers and pedagogues, in order to get the both ends meet, have converged traditional face-to-face instructions and online activities into the concept of blended learning. By establishing on previous works and contexts, the present study aims at investigating Taif University&rsquo;s EFL teachers and learners&rsquo; positive and negative perceptions and experiences towards t

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Jalal, Fuad Ali, and Shawkat Taha Mahmood. "The Effect of Phonological and Phonological Disorders in Learning Arabic Language Second." Journal of University of Human Development 3, no. 3 (2017): 396. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp396-423.

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This study is derived from two main branches: the first is the books that deal with the problems of voice and pronunciation, and the second is the verbal problems observed by the researchers from the mouths of the speakers and a close look at the institutes and colleges where the Arabic language is taught. And has not received sufficient care in terms of application, and if found in the sound is often referred to non-people, has been dominated the theoretical curriculum dry classrooms in the students with the emergence of a deficit in the face of speech problems that are not addressed by those

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Nihalani, Paroo. "Communication." ITL - International Journal of Applied Linguistics 79-80 (January 1, 1988): 61–75. http://dx.doi.org/10.1075/itl.79-80.03nih.

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Abstract The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success wit

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Jovanovska, Sashka. "Teaching and learning English language - motivation." International Journal on Integrated Education 2, no. 5 (2019): 180–82. http://dx.doi.org/10.31149/ijie.v2i5.167.

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Learning a new language can be difficult, so teaching a new language inherently comes with great obstacles. To effectively teach English to someone new to the language, you have a lot to understand, including the basics of the English language, how speakers acquire a new language, and how to motivate students to succeed when they are struggling. The focus on this paper is on the basics of how to get started, including taking a hard look at how to access the motivations of new students, how to use their previous language and cultural background to your advantage, and how to get them started on

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Williams, T. A. "Teaching English: Task-Supported Language Learning." ELT Journal 67, no. 1 (2012): 158–60. http://dx.doi.org/10.1093/elt/ccs077.

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Khansir, Ali Akbar, Fatemeh Ghani Dehkordi, and Mostafa Mirzaei. "Learning Strategies and English Language Teaching." Theory and Practice in Language Studies 11, no. 6 (2021): 734–41. http://dx.doi.org/10.17507/tpls.1106.19.

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Learning strategy has been an important topic of English language among teachers, researchers and syllabus designers in the history of English language teaching. Learning strategy and English language occupy the central role in teaching and learning in EFL setting. This paper discusses learning strategies and English language teaching in English foreign language in Iran. The aim of this research paper was to report the results of learning strategies of a group of twenty Iranian students of English, doing their post-graduation. The subjects for this research paper were Persian –speaking student

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Tandika, Pambas Basil, and Laurent Gabriel Ndijuye. "Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania." Information and Learning Sciences 121, no. 1/2 (2019): 79–94. http://dx.doi.org/10.1108/ils-01-2019-0009.

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Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodol

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Aghbar, Ali A., James Britton, Robert E. Shafer, and Ken Watson. "Teaching and Learning English Worldwide." Modern Language Journal 75, no. 4 (1991): 519. http://dx.doi.org/10.2307/329522.

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Ergashev, K. "Newwave in English Language Teaching." Bulletin of Science and Practice 5, no. 4 (2019): 426–30. http://dx.doi.org/10.33619/2414-2948/41/61.

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In recent years, Information and Communication Technologies (ICT) have been gaining ground in the educational field. Their use in the class of English as a foreign language presents great advantages, not only in terms of linguistic learning — as numerous studies have clearly demonstrated — but also as regards personal skills — since students experience the learning of English from new and novel perspectives. This article offers an analysis of some of the most innovative methodologies nowadays making use of ICTs for the teaching of English.

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Sultanova, D., and D. Maksudova. "Technology-enhanced English language learning and teaching." Bulletin of Science and Practice 5, no. 3 (2019): 465–71. http://dx.doi.org/10.33619/2414-2948/40/62.

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The article deals with information and communication technologies as methods of increasing of study activity of students in the process of learning English language. Implementation of information and communication technologies in study process leads to improvement of academic effectiveness, increase of student’s interest in self-knowledge, their motivation and comfort in the study process. It also helps to build-up students self-work.

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Ocriciano, Michelle. "ADVOCACY IN ENGLISH LANGUAGE TEACHING AND LEARNING." TESOL in Context 28, no. 1 (2019): 73–75. http://dx.doi.org/10.21153/tesol2019vol28no1art905.

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Ghasemi, Babak, and Masoud Hashemi. "ICT: Newwave in English language learning/teaching." Procedia - Social and Behavioral Sciences 15 (2011): 3098–102. http://dx.doi.org/10.1016/j.sbspro.2011.04.252.

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Marasini, Nabin Chandra. "Teaching English Language through Literature." NUTA Journal 6, no. 1-2 (2019): 28–31. http://dx.doi.org/10.3126/nutaj.v6i1-2.23225.

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This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, with

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Angelianawati, L. "STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING." Jurnal Dinamika Pendidikan 8, no. 3 (2015): 131. http://dx.doi.org/10.33541/jdp.v8i3.124.

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English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well

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Wells, Gordon. "Learning and teaching in Signed English." First Language 12, no. 35 (1992): 147–56. http://dx.doi.org/10.1177/014272379201203502.

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Hasanova, Dilbarhon. "Teaching and learning English in Uzbekistan." English Today 23, no. 1 (2007): 3–9. http://dx.doi.org/10.1017/s0266078407001022.

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Only A couple of decades ago, few could imagine that one of the most powerful countries in the world – the Union of Soviet Socialist Republics (USSR) – would collapse, and Russian – the most prestigious and predominant language of the Soviet people – would be overtaken by English, the language once considered ‘the language of Western imperialism’ (Dushku, 1998:372). Today, because of both its unique international role and the fall of the Iron Curtain, English has become the most popular foreign language taught in schools and other educational institutions in former Soviet republics. The presen

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Mahmud, Murni. "LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (2015): 172. http://dx.doi.org/10.15639/teflinjournal.v21i2/172-185.

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his paper highlights the impact ofgender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak

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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teachin

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Ghareb, Mazen Ismaeel, and Saman Ali Mohammed. "Blended Learning Mobility Approach and English Language Learning." UHD Journal of Science and Technology 3, no. 2 (2019): 1. http://dx.doi.org/10.21928/uhdjst.v3n2y2019.pp1-9.

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Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility p

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Blaisdell, Bob. "Shto eta? – learning Russian, teaching English." English Today 23, no. 1 (2007): 10–13. http://dx.doi.org/10.1017/s0266078407001034.

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Irawan, Yoki. "Situating Islamic Values in English Language Teaching." Islamika : Jurnal Ilmu-Ilmu Keislaman 20, no. 01 (2020): 95–103. http://dx.doi.org/10.32939/islamika.v20i01.617.

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Studies on the integration of moral, cultural, and religious values in language learning have recently increased. This is characterized by the number of these research topics. Indonesia as the world's largest Muslim-majority country must play a role in integrating Islamic values into learning, especially in learning English as a foreign language. However, in practice, there are many problems especially not all experts agree if topics related to religion are discussed in language learning. This article aims to discuss comprehensively the urgency and strategies in integrating Islamic values in E

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Li, Xueping. "Review on “Blended Learning” in Language Teaching." English Language and Literature Studies 5, no. 4 (2015): 130. http://dx.doi.org/10.5539/ells.v5n4p130.

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<p>As blended learning enters the college English reform in China, more and more researchers have made attempts to explore the effects of blended learning context. This paper intends to make an overview of application of it in English teaching in China by reviewing 20 papers published in core journals, with an aim to get a picture of the current situation of blended learning research and application in Chinese context. Thus reasonable suggestions are offered for appropriate approaches to more fully fulfill the role of blended learning in English teaching modernization in China.</p>

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Tripathi, Dr Richa. "Empowering English Language Teaching-Learning Process in India." International Journal of English Literature and Social Sciences 2, no. 6 (2017): 47–51. http://dx.doi.org/10.24001/ijels.2.6.8.

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Kydyrmoldina, M., and Zh Nurzhanova. "The Importance of Learning and Teaching English Language." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 123, no. 2 (2018): 105–8. http://dx.doi.org/10.32523/2616-678x-2018-123-2-105-108.

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Hubackova, Sarka. "E-learning in English and German Language Teaching." Procedia - Social and Behavioral Sciences 199 (August 2015): 525–29. http://dx.doi.org/10.1016/j.sbspro.2015.07.542.

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Shrestha, Prithvi N. "Innovations in Learning Technologies for English Language Teaching." System 42 (February 2014): 474–75. http://dx.doi.org/10.1016/j.system.2013.12.016.

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Ali Al-oglah, Thara Mahmoud. "Teaching and Learning English as a Foreign Language." International Journal of English Language Teaching 5, no. 2 (2018): 57. http://dx.doi.org/10.5430/ijelt.v5n2p57.

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The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of com

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Panggabean, Waladdin. "The Method of English Language Learning at Cambridge English Course Balikpapan." Jurnal Studi Guru dan Pembelajaran 1, no. 1 (2018): 27–36. http://dx.doi.org/10.30605/jsgp.1.1.2018.18.

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English teachers should be smart in choosing a right method to be used in their teaching and learning. In the case of choosing any technique, method, model, and strategy is such a main priority before coming to class. The fallacy of choosing method in teaching can be a contradiction to the instructional objectives. The theoretical analysis tries to re-unlock any new perspective by using direct method in conducting English teaching and learning process. The way of interpretation and manipulation of method appropriately not only can enhance the quality of teaching and learning process but also l

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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.

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An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongs

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Mohammed, Abdelaziz. "The Role of Language Laboratory in English Language Learning Settings." English Language Teaching 10, no. 2 (2017): 86. http://dx.doi.org/10.5539/elt.v10n2p86.

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This study aims at determining the relationship between language labs and the effective ways of mastering better performance of English language. The study raised two questions. They are “Is language laboratory useful in teaching English to Saudi students?” And “How do language labs help in improving students’ performance?” Descriptive and analytical approaches have been adopted in this study. Two subject groups representing different situations are selected for investigation. Each group contained 27 students from fourth level who are studying English as their major. The instruments used were

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Johari, Aiza, Affidah Morni, Siti Huzaimah Sahari, Thalany Kamri, and Awang Rozaimie Awang Shuib. "Interactive English Language Learning: DishZle Language Game." International Journal of Service Management and Sustainability 3, no. 2 (2020): 1. http://dx.doi.org/10.24191/ijsms.v3i2.8105.

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English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle - a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners tothe special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their profici

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Thulasivanthana, U. "Incorporating Visual Arts into English Language Teaching." Shanlax International Journal of English 8, no. 4 (2020): 52–56. http://dx.doi.org/10.34293/english.v8i4.3320.

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Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who w

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Karki, Manita. "Interactive Teaching and Learning Techniques." Journal of NELTA 23, no. 1-2 (2018): 182–84. http://dx.doi.org/10.3126/nelta.v23i1-2.23367.

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Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.

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Albiladi, Waheeb S., Fahad H. Abdeen, and Felicia Lincoln. "Learning English through Movies: Adult English Language Learners’ Perceptions." Theory and Practice in Language Studies 8, no. 12 (2018): 1567. http://dx.doi.org/10.17507/tpls.0812.01.

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The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners bel

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Nalla, Kalapoorna, and Prajna Pani. "Reflections on English Language Teaching and Learning in English Medium Schools." Asian Journal of Research in Social Sciences and Humanities 8, no. 10 (2018): 1. http://dx.doi.org/10.5958/2249-7315.2018.00117.x.

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Leimgruber, Jakob R. E. "Teaching and Learning Guide for: Singapore English." Language and Linguistics Compass 5, no. 7 (2011): 505–8. http://dx.doi.org/10.1111/j.1749-818x.2011.00285.x.

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Fitria, Tira Nur. "Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)." JET ADI BUANA 5, no. 01 (2020): 55–66. http://dx.doi.org/10.36456/jet.v5.n01.2020.2276.

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This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is

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Griffiths, C. "Narrative Identity in English Language Teaching * Narratives of Learning and Teaching." ELT Journal 65, no. 2 (2011): 209–13. http://dx.doi.org/10.1093/elt/ccr003.

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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.

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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and m

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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.

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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study d

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Starks, Donna. "Audience in Language Teaching and Learning." TESL Canada Journal 13, no. 2 (1996): 26. http://dx.doi.org/10.18806/tesl.v13i2.669.

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This article reports on a case study of a technique aimed to increase the pragmatic competence of adult learners of English as a foreign or second language. In this study students are exposed to real audiences in authentic settings. The results show that students learned the subtle effect cultural and social factors can have on a speech event in a way that is difficult to recreate in a classroom setting.

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