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Journal articles on the topic 'English outside of the classroom'
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Gomes, Catherine. "Outside the Classroom." Journal of International Students 10, no. 4 (November 15, 2020): 934–53. http://dx.doi.org/10.32674/jis.v10i4.1277.
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International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.
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Malcolm, Ian G. "Aboriginal English inside and outside the classroom." Australian Review of Applied Linguistics 17, no. 2 (January 1, 1994): 147–80. http://dx.doi.org/10.1075/aral.17.2.08mal.
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Abstract It is argued that Aboriginal children’s English is different inside and outside the classroom largely because characteristically, inside the classroom the Aboriginal children do not have the freedom to determine the discourse pattern which they have outside the classroom. This is illustrated on the basis of an analysis of five first person oral narratives of Aboriginal children of the Eastern Goldfields of Western Australia recorded outside the classroom, which are compared both with a first person oral narrative of a non-Aboriginal child and with teacher led interactions in the classes of which these children were members. The Aboriginal children’s discourse exhibits ‘tracking,’ a culture-specific way of organising narrative, which is widely exhibited in Aboriginal communities. It is implied that education of speakers of Aboriginal English needs to be sensitive to such discoursal features which are not shared by other English speakers.
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Tian, Lirong. "A Study on What English Teachers Should Do in the English Classroom." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 858–63. http://dx.doi.org/10.17507/tpls.1107.13.
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It has long been taken for granted that what should be done in the English classroom largely consists of the presentation of knowledge and language practice. However, this is a questionable assumption. The learning of language knowledge and skills can take place both in and outside the classroom. Language learning taking place in the classroom should not be confined to presentation and practice. The paper argues that whatever can be achieved by students themselves outside the classroom should not be done in the class and that classroom learning should make full use of the presence of the teacher and peer students. Interactive activities are preferable whenever possible.
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Sargsyan, Mane, and Anna Kurghinyan. "The use of English language outside the classroom." Journal of Language and Cultural Education 4, no. 1 (January 1, 2016): 29–47. http://dx.doi.org/10.1515/jolace-2016-0003.
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Abstract This article presents a study which aimed to explore in what ways Armenian EFL students use their English language knowledge outside the classroom. The study involved 38 EFL learners of different English proficiency levels, ages, and genders. Data were collected using surveys and in-depth interviews. Findings indicate that most of the Armenian EFL learners use English out of the class very often, especially with social media, listening to songs, watching movies and clips, as well as travelling and searching on the Internet. Based on the findings, specific recommendations are offered to bring the students’ interests into the classroom.
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Carlet, Angélica, and Hanna Kivistö-de Souza. "Improving L2 pronunciation inside and outside the classroom." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 3 (September 3, 2018): 99–124. http://dx.doi.org/10.5007/2175-8026.2018v71n3p99.
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Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.
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Sayer, P., and R. Ban. "Young EFL students' engagements with English outside the classroom." ELT Journal 68, no. 3 (June 12, 2014): 321–29. http://dx.doi.org/10.1093/elt/ccu013.
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Ahmed, Zhakaw H., and Wrya I. Ali. "Out-of-class English Practicing." Cihan University-Erbil Journal of Humanities and Social Sciences 5, no. 1 (January 20, 2021): 7–15. http://dx.doi.org/10.24086/cuejhss.v5n1y2021.pp7-15.
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Research in Second/Foreign language learning indicates that using English outside of the classroom is an essential part of the language learning process. However, certain studies have been cared out on university-level EFL students indicate that students use English minimally when outside of the classroom. This study furthers the research on English use outside of the classroom to more fully understand out-of-d all types of language learners and the link between language proficiency and out-of-class English language use. For methodology, three private universities in Erbil are concerned. The tools that are used in this study is a questionnaire and also interview. Validity and reliabilities are regarded here. The aims are to investigate the use of of-out-of class activity type that promotes using English and even their attitudes toward the benefits of using English outside of class. Research explores some recommendations to English language departments in the three universities which are helpful for the students’ language proficiency, the research also provides some suggestions for further studies.
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Ceriyantina, Dian Tri. "The Politeness of English Teacher's Utterances Inside and Outside Classroom." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 143–51. http://dx.doi.org/10.15294/elt.v8i2.31809.
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ABSTRACT
Ceriyantina,D.T. The Politeness of Teacher’s Utterance Inside and Outside The Learning Process. Final Project. English Department, Faculty of Language and Arts, Semarang State University. Advisor: Dr. Hendi Pratama,M.A
Keyword: Politeness, Utterance, Pragmatic, Teacher.
This study is about politeness of the teacher’s utterance entitled: The Politeness of Teacher’s Utterances Inside and Outside The Learning Process. The aim of this study is to find out the strategy and the dominant maxim of politeness that used by teacher inside and outside the learning process. This study was a descriptive qualitative study to describe the result of the analyzing of teacher’s utterance. I used teacher’s utterance inside and outside the learnig process as the object of the study. In collecting data, i record the teacher’s utterance inside the learning process then transcript the result of the record. After that, the data will be analyzed with the type of pooliteness and clasified into the maxim of politeness. The result of the analyze teacher’s utterance inside the learning process contain pf 73 utterances with ten maxims of politeness by Leech (2014). After going through data analysis process, it can be concluded that seven maxims of politeness used by English teacher inside the learning process. The maxims that used are Tact with percentage 47,95%, Obligation S to O with percentage 27,29%, Generosity with percentage 17,80%, Approbation with percentage 2,74%, Modesty with percentage 1,37%, Obligation O to S with percentage 1,37%, Sympathy with percentage 1,37%. Meanwhile, the result of the analyze teacher’s utterance outside the learning process contain of 20 utterance with five maxims, the maxim that used are Tact with percentage 50%, Generosity with percentage 15%, Modesty with percentage 15%, Approbation with percentage 10%, Obligation os S to O with percentage 10%. Based on the result of the procedure, the writer cab conclude that the dominant type of the maxim that used by English teacher inside and outside the learning process. The writer also use analysis method to analyze the data so that can be found the reason of the classification result.
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Yabukoshi, Tomoko, and Kazue Kato. "Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom." Language Teacher 41, no. 5 (September 1, 2017): 3. http://dx.doi.org/10.37546/jalttlt41.5-1.
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This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。
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Raluy Alonso, Ángel. "Building Partnerships and Fostering Activities to Promote English Outside the Classroom." Revista Alicantina de Estudios Ingleses, no. 25 (November 15, 2012): 375. http://dx.doi.org/10.14198/raei.2012.25.25.
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Becoming proficient in at least one foreign language is a target for educational authorities throughout Europe. The question is how we can improve our students’ command of English without increasing the workload on teachers and without much funding. In El Prat de Llobregat, a city located in the vicinity of Barcelona, we have addressed that issue by creating a group of teachers, educational advisors and city council administrators, who have been acting in a coordinated way to enhance English language exposure beyond the classroom. Our interest in promoting English stems from our location: our municipality is situated next to an international airport where finding a job is bound to be dependent on English fluency. We aim to show that, through a network of members at school and administrative levels, an array of meaningful and empowering initiatives can be implemented in a city where resources are scarce and cultural backgrounds diverse.
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Tan, Kok-Eng, Melissa Ng Lee Yen Abdullah, Amelia Abdullah, Norlida Ahmad, Ekkapon Phairot, Umiati Jawas, and Ayu Liskinasih. "INDONESIAN, MALAYSIAN AND THAI SECONDARY SCHOOL STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 1–24. http://dx.doi.org/10.32890/mjli2020.17.1.1.
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Purpose – This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants’ WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified. Method – Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes from Years 7 to 10. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom. Findings – The major findings were: 1) Situations in which students were almost never willing to communicate in English were mainly found outside the classroom; 2) Students were almost always willing to communicate in English in brief, predictable situations requiring the use of set phrases; 3) ESL students had a higher level of WTC than EFL students; and 4) WTC inside the classroom was significantly higher than WTC outside the classroom. Significance – The findings have implications for ESL/EFL classroom instruction. English teachers remain the main interlocutors in increasing WTC in the classroom. They also need to bridge the gap between the classroom and the outside world by preparing students for real social situations. This is consistent with the situation-specific aspect of WTC in the heuristic model proposed by MacIntyre, Clément, Dörnyei, & Noels (1998).
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Terrell, Shelly Sanchez. "Integrating Online Tools to Motivate Young English Language Learners to Practice English Outside the Classroom." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 2 (April 2011): 16–24. http://dx.doi.org/10.4018/ijcallt.2011040102.
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Recent research shows that online tools such as: games, wikis, speaking avatars, and interactive stories can be a positive force for English Language Learners (ELLs). It also shows that when ELLs have access to online tools, they are motivated to practice English outside the classroom (Aydin, 2007; Colombo & Colombo, 2007; Son, 2007). Most of this research is undertaken with older learners. This case study attempts to determine if young learners are motivated to practice English outside the classroom if provided with access to various online tools managed via a wiki. A wiki is a free educational web space, which allows a number of people to work together collaboratively on documents with embedded elements and linking. The teacher interviewed parents and kept observational notes. The study results suggest that the online tools improve the listening and speaking skills of young learners.
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Bala, Emine. "The Impact of Out-of-Class Language Activities on English as a Foreign Language Proficiency of Private University Students - (A Case of Erbil)." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 27–40. http://dx.doi.org/10.31578/jebs.v6i1.217.
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The present study aims at revealing the impact of engagement in out-of-class learning on foreign language students’ language proficiency. Accordingly, the relationship of private university EFL students’ involvement in English language activities outside the classroom with their language proficiency is investigated. The researcher designed a study based on descriptive quantitative research method utilizing a questionnaire comprising 25 items and administered it to the freshmen from English language teaching, biology education, physics education, and mathematics education departments at the education faculty of a private university in Erbil. 87 participants responded to the questionnaire. The statistical analysis of data was performed through SPSS 25 data editor. The results show that the most frequent activities in which English is practiced are entertaining activities like watching movies, videos, and surfing on the Internet, and that the level of the students’ involvement in English language activities outside the classroom is positively associated with their language proficiency. This research could be beneficial for language teachers to show how to encourage their students to start practice outside the classroom, for students to offer some ways to augment their language proficiency with the application of English in authentic environments, and for educational administrators to give some ideas for curriculum design including out-of-class learning.
Keywords: English as a foreign language (EFL), English language activities outside the classroom, language proficiency, out-of-class learning, second language acquisition (SLA)
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Daukšaitė-Kolpakovienė, Aurelija. "Out-of-Class English Language Learning Among Upper-Intermediate Level Students." Sustainable Multilingualism 17, no. 1 (November 18, 2020): 124–46. http://dx.doi.org/10.2478/sm-2020-0016.
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SummaryThis article discusses a small scale research project that investigated how students learn and use English outside the classroom. It was conducted during the 2019–2020 academic year and completed by administering a questionnaire to 47 students enrolled in the B2-level English language course offered at Vytautas Magnus University in the fall semester of 2019. The data were collected through an online survey. The participants were asked to choose the ways which helped them to learn English outside of the classroom and to comment on them based on how useful they were in terms of learning English. The students were also asked to indicate the frequency of such out-of-classroom (OOC) activities, in other words, how often they engage in the chosen OOCs. The results showed that most of the activities that the research participants engaged in outside the classroom were related to popular culture and their free time activities that were fun and entertaining rather than consciously chosen activities with the purpose of learning English. These activities helped to expand vocabulary and listening, but they did not help to practice speaking and writing (productive skills).
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Lansri, Suwannee, and Josephine Esther Katenga. "THAI STUDENTS’ MOTIVATION TO SPEAK ENGLISH OUTSIDE THE CLASSROOM AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1518–38. http://dx.doi.org/10.35974/isc.v7i1.992.
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Introduction: The purposes of this study were to explore the factors that motivated and those that discouraged students from speaking English outside of the classroom at Asia-Pacific International University, Mauk Lek Campus. The university offers undergraduate programs in both English and Thai medium. The majority of Thai students who were enrolled in both programs notably lived in the University dormitories, which exposed them to students from 32 different countries, yet were still hesitant to speak English.
Methods: Using the convenience sampling method, 197 students were selected to participate in this study. A descriptive quantitative method and a self-administered questionnaire were used to collect the data.
Result: The findings reveal that motivation for speaking English outside the classroom was mainly for instrumental motivational reasons (M=4.17, SD=0.59), followed by integrative motivational reasons (M=3.74, SD=0.67). Less clear reasons were intrinsic motivation (M=3.41, SD=0.75) and extrinsic motivation (M=3.32, SD=0.82) motivations. The study also reported that factors such as inadequate vocabulary to speak effectively, insufficient knowledge of English grammar, and inability to speak English fluently and continuously, were perceived as hindering them from speaking English outside the classroom. Lastly, the study found statistically significant differences at the 0.05 level in instrumental motivation, intrinsic motivation, and extrinsic motivation when compared with gender, faculty, class status, program of study, and period of learning.
Discussion: The recommendations for future research threefold: to study learning approaches to a variety of vocabularies which would enhance students’ communication outside of the classroom; to study participants from other nationalities; and to use a larger sample using other types of sampling and data collection methods.
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Pongsapan, Nehru Pasoloran, and Andi Anto Patak. "English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area." International Journal of Humanities and Innovation (IJHI) 3, no. 4 (December 30, 2020): 145–49. http://dx.doi.org/10.33750/ijhi.v3i4.98.
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This research aims to actualize the Tana Toraja district government program as an "English Speaking Area". This research also is subject to improve English communication skills for the young learners in Tana Toraja and produce English Language Learning-Based Open Space (ELLBOS) as a prototype of an English language teaching approach for young learners in the tourism area. The research applied the ADDIE research design consists of three cycles: preparation, implementation, and evaluation. This research found five issues: (1) participant reported that they are enthusiasm in English lessons; (2) the participants need to learn English; (3) the English-speaking skill is essential for students; (4) students revealed that are unhappy in learning English in the classroom; (5) students experienced peaceful learning atmosphere if learning English outside the classroom. This research recommends the significance of applying the English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area. It is good if the teacher does English learning outside the classroom with open space to feel free to explore their potency in learning English.
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Marriott Toledo, Heidi Marlen, and Lucila Margarita Sànchez Pèrez. "Flipping the Classroom: Developing Teaching Skills for Future In-Service English Teachers." INNOVA Research Journal 2, no. 8 (August 30, 2017): 119–29. http://dx.doi.org/10.33890/innova.v2.n8.2017.345.
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Abstract: In teaching English as a foreign language (EFL) to future in-service teachers, instructors need to develop not just the students’ language proficiency, but also the necessary skills for 21st century teaching in the ever changing classroom where pupils are considered as digital natives. The required skills future teachers need to accomplish, a higher level in both the students’ performance and class interest, can be developed through the Flipped classroom model, which is why this research work aims to explore diverse strategies that can be applied to blend theories such as multiple intelligences and higher order thinking in order to develop students’ critical thinking skills through the incorporation of technology outside and inside the classroom. Considerations to differentiated instruction (DI), students’ different levels of Second Language Acquisition (SLA), and the fostering of the Zone of proximal development (ZPD) of learners are also given as a feature that needs to be incorporated in flipped classrooms. In real-to-life teaching practice, this offers students the possibility to incorporate effective practices that can be directly applied in their future classrooms.
Keywords: flipped classroom, undergraduate students, EFL teaching, English learning.
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Svensson, Annette. "The Challenge of Teaching English in a Heterogeneous Classroom." Educare - vetenskapliga skrifter, no. 2 (January 1, 2017): 56–80. http://dx.doi.org/10.24834/educare.2017.2.3.
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The present study aims to explore in what ways teachers at upper secondary level work in a diverse classroom with particular focus on the students’ heterogeneous knowledge of the English language. This heterogeneity, the participants experience, is primarily caused by the discrepancy between those students who use English to a great extent outside the classroom through, for example, frequently playing computer games, and those students who do not use the English language at all outside a school context. In order to explore this aim, a pilot study was conducted where five teachers at upper secondary level were interviewed. The results show that this heterogeneity is their most challenging part of working as English teachers today. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for teachers to support every student’s individualised learning. The results further show that despite the teachers’ attempts to differentiate the English education, there is a lack of, and need for, strategies that are useful to support an individualised learning in a heterogeneous classroom.
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Youssef, Mr Ahmed Fahim. "Willingness to Communicate in English: Academic Motivation and using English outside the Classroom as Predictors." American Journal of Applied Sciences 13, no. 12 (December 1, 2016): 1365–76. http://dx.doi.org/10.3844/ajassp.2016.1365.1376.
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Manegre, Marni. "The influence of outside foreign language and culture exposure in EFL classroom collaborative writing tasks." EuroCALL Review 29, no. 1 (April 20, 2021): 27. http://dx.doi.org/10.4995/eurocall.2021.13194.
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<p>This study examines whether foreign language acquisition can be acquired through sharing information when students participate in knowledge building forums using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge and cultural awareness relating to the foreign language share this information with their peers throughout the writing process. The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish. A pre-questionnaire was used to determine the level of exposure to the English language and English culture outside of the classroom. The students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to the English language and culture. A one-way ANOVA was used to determine whether exposure to the English language and culture outside of the classroom would influence pre-test scores, and there is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17). Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups. In collaborative writing and knowledge building tasks, students learn about the content from their peers, and the information disperses throughout the group where there is a shared understanding of the content upon completion. However, the linguistic and cultural knowledge the students have prior to participating in these tasks do not get dispersed in the same manner, rather, all groups show an improvement in their foreign language skills, but the knowledge of the foreign language does not equalize across the groups.</p>
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Handayani, Dini. "IMPROVING EFL NON-ENGLISH TEACHERS IN TEACHER TALK ABILITY THROUGH TEACHERS’ TRAINING AT SD TUNAS GLOBAL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (June 30, 2021): 69–74. http://dx.doi.org/10.21009/ijlecr.071.06.
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Foreign curriculum in Indonesia schools become more in demand. The schools facilitate the teachers with the students’ book written in English. The teachers must be able to deliver the lesson into the correct English that is specifically made and used in the classroom. Not all the teachers know that English for teaching is different from daily English. Since SD Tunas Global combined the new curriculum from the Cambridge in the education year 2020-2021 with the goverment curriculum, the needs of using English inside and outside the classroom is a must. Phenomena which were often appeared from the observation were teachers often used mother-tongue language; Bahasa Indonesia and they tend to directly translate Bahasa Indonesia into English without knowing whether the language was proper English to use in teaching. Techer talk is the sentences and expressions that can be used both inside and outside classroom. The data were taken from the interview, observation and the result from the test. This research employed qualitative and quantative method.
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Basoz, Tutku, and Ismail Hakki Erten. "Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English." English Language Teaching 11, no. 3 (February 16, 2018): 78. http://dx.doi.org/10.5539/elt.v11n3p78.
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The present study aimed to investigate Turkish EFL learners’ perceived levels of willingness to communicate (WTC) in English inside and outside the classroom. The study also aimed to explore whether there is a statistically significant difference between their in-class WTC in English and out-of-class WTC in English. The study, which employed a quantitative research design, was conducted with the participation of 701 EFL learners enrolled in the departments of Tourism Guidance and Tourism Management at Balıkesir University Faculty of Tourism located in Balıkesir, Turkey. The data collection instrument included a scale which measures the participants’ perceived levels of WTC in English. The data were analyzed descriptively through IBM SPSS 21. The findings of the study indicated that EFL learners have a moderate level of WTC in English. The findings also showed that there was a statistically significant difference between the participants’ perceived levels of their in-class WTC in English and their out-of-class WTC in English. It was found that they are more willing to communicate in English outside the classroom than they are inside the classroom. In the light of the findings, some practical recommendations were also noted.
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Zhang, Fan. "Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom." English Language Teaching 10, no. 5 (April 27, 2017): 243. http://dx.doi.org/10.5539/elt.v10n5p243.
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Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.
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Muñoz, Carmen. "Boys like games and girls like movies." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 33, no. 1 (August 21, 2020): 171–201. http://dx.doi.org/10.1075/resla.18042.mun.
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Abstract In many contexts learners are enriching their limited contact with the foreign language in the classroom with unlimited contact outside the classroom thanks to the easy and immediate availability of the Internet and digital media. This study aimed to document the characteristics of the contact with English that a large sample of Catalan-Spanish learners have outside the classroom, to explore possible age- and gender-related differences, and to examine the association between out-of-school contact and classroom grades. The responses to a survey showed the type of activities in which young and old adolescents and young adults engage. The analyses showed differences between the three age groups, as well as large differences in the choices of males and females. The analysis of the association between respondents’ English-classroom grades and the different activities showed that reading had the highest positive correlation, followed by watching audiovisual material with L2 subtitles.
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Alzalouk, Hanaa. "Cross-Cultural Classroom Interaction between Native and Non-native Speakers of English." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 12 (December 1, 2018): 85–101. http://dx.doi.org/10.36602/faj.2018.n12.12.
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The purpose of this study was to investigate the interactional conversations between the native speakers (NSs) of English and the non-native speakers (NNSs) of English in a culturally mixed classroom. ESL learners need to be exposed to the second language through authentic and face to face interaction when they have opportunities to interact with NSs outside of the classroom (in real-life situations) and inside the classroom (through group work and pair work activities). Data were collected through conducting an ethnographic research in which classroom observation and semi-structured interviews were the primary data collection tools. Participants were eight MA students in the field of English Language Teaching (ELT) in Nottingham Trent University.
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Nguyen, Thuy Thi Thanh, and Yukawa Takashi. "Mobile Devices Applied in Self-Studying English as a Foreign Language Among Non-Native Students in Vietnam and Japan." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 09 (May 4, 2021): 70. http://dx.doi.org/10.3991/ijim.v15i09.19993.
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<p class="Affiliation"><strong>Abstract – </strong>In the era of technology, learning can be supported with mobile devices inside and outside of the classroom. In the hope of taking advantage of technology advances, teachers worldwide have integrated technologies into teaching to effectively deliver lesson content and address students’ needs. However, few non-native learners are exposed to mobile devices to optimize self-studying English outside the classroom. Thus, the present paper conducts a case study to look into mobile devices’ applications to enhance self-studying English as a foreign language. The study participants included 26 Japanese and Vietnamese learners divided into two groups over 15 weeks. Quantitative and qualitative methods were used to analyze and compare the results with R-Studio statistics software. The present study sought to encourage collaboration and foster the autonomy of learners with mobile devices’ assistance as supporting language self-learning tools. The findings of the present research will be discussed in terms of the efficiency and potentials of mobile devices as supportive tools outside of classroom activities among Vietnamese and Japanese students as non-native learners of English.</p>
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Nursyarah, Vera, Nur Arifah Drajati, and Ngadiso Ngadiso. "Digital Native Experience: Learning English beyond Classroom." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (December 19, 2019): 582–94. http://dx.doi.org/10.34050/els-jish.v2i4.8139.
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Extensive listening is an enjoying and meaningful listening activity which is be able to apply both in class and out of classroom. This study was to delve deeper understanding into how English student-teachers use their self-motivating strategy while using Extensive Listening in order to keep themselves motivated when facing various kinds of situation which affect their learning process. It is necessary to keep them motivated to learn independently by using various resources available on the internet such as YouTube, BBC learning English, or TED Ed to shape their habit in English listening development. Multiple participants were chosen in the study. There were 4 students of English education from one of the state University in Indonesia who are used to do Extensive Listening activity. The data were obtained from participants' autobiographies, interviews, and learners’ diary. The experience of EFL students in practicing Extensive Listening was told by the participants through their learning journals and interview. This study showed that most participants use environmental control strategies to avoid disturbances from the environment, satiation control to eliminate boredom, and metacognitive control to manage their focus and concentration. Meanwhile, emotional control was not used by participants. Some of participants will try to use commitment control strategy in the future. Therefore, this study indicated that English teachers or lecturers must be aware that self-regulation skills which is used by students outside the classroom is able to support students’ listening development in the foreign language English classroom.
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Wallace, Thomas Morgan. "English spoken here? To what extent are transnational EFL students motivated to speak English outside the classroom?" Journal of Further and Higher Education 40, no. 2 (August 11, 2014): 227–46. http://dx.doi.org/10.1080/0309877x.2014.938268.
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Nuraeni, Cicih, and Lia Nurmalia. "Utilizing WhatsApp Application in English Language Learning Classroom." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 1 (April 22, 2020): 89. http://dx.doi.org/10.31002/metathesis.v4i1.2289.
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<p>WhatsApp (WA) is one of the most popular messaging applications which can be accessed by using mobile phone and Personal Computer (PC). Nowadays, most people prefer to use this application for communicating with other. In education field, WhatsApp also give beneficial features such as text, call, send video, audio, links, location, document, and pictures. This research is aimed at observing WA which is tailored to support English Language Learning (ELL) activities. For gathering data, this study applied case study using observation and questionnaire as main instrument. A case study is drawn from participants of 5<sup>th</sup> semester students at English Department Universitas Bina Sarana Informatika. It is found that WA was significant in helping ELL activities since it was used by both teachers and students for ELL related activities. The results are: 1) In the field of technical advantages, WA provides simple operation; 2) WA can enhance learning opportunities outside classroom for students. In brief, WA facilitated ELL activities as an effort toward MALL (Mobile-Assisted Language Learning) implementation.</p>
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Le, Thinh. "Voice Recording in second language outside the classroom: Process and product." Journal of NELTA 23, no. 1-2 (December 31, 2018): 129–41. http://dx.doi.org/10.3126/nelta.v23i1-2.23357.
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In Vietnam, English is a foreign language. Therefore, students do not have many opportunities to practise speaking outside the classroom. Inside the classroom, teachers focus on teaching grammar explicitly. To enable students to practise their speaking skills, Facebook closed groups were employed as a learning platform. Seventeen students were asked to record their speech on suggested topics, post them on Facebook closed groups and comment on their friends’ works within six weeks. The first and final recordings were employed to analyse in terms of fluency and complexity. These students were also interviewed after the course. They supposed that voice recording enabled them to have opportunities to practise their speaking skills. The first and final recordings showed that students improved their fluency and lexical complexity but not for syntactic complexity.
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Alawiyyah, Anisa, and Siti Apsoh. "Penanaman Nilai-Nilai Karakter Terintegrasi Self – Confidence pada Mata Pelajaran Bahasa Inggris Siswa Sekolah Dasar." Edukasi: Jurnal Penelitian dan Artikel Pendidikan 11, no. 2 (March 12, 2020): 117–32. http://dx.doi.org/10.31603/edukasi.v11i2.2988.
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The purpose of this study was to determine the implementation of the inculcation of the values of the integrated character of self-confidence inside and outside the classroom and their impact on grade IV SDIT Mutiara students. The research method used is descriptive qualitative. The stages of this research method are collecting data by observation, interview, questionnaire, document analysis and data processing. The instruments used in this study were assessment rubrics, teacher interview guidelines, teachers and student questionnaires. The results of research on the inculcation of the integrated character values of self confidence in English subjects in the classroom have been successfully applied. While outside the classroom the most prominent religious character values. The barriers there are not available in English books and character values assessment format, the family environment of students who are less concerned about the character values that have been applied in the School and students get different average grades but tend to be quite good.
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Husniah, Rohmy, Nicholas Lischynsky, Abdul Ghani Abu, and Farah Natchiar. "Content-based instruction in the flipped classroom to enhance EFL learners’ intercultural communicative competence." Journal of English Teaching, Literature, and Applied Linguistics 4, no. 2 (April 5, 2021): 117. http://dx.doi.org/10.30587/jetlal.v4i2.2509.
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The use of educational technology has given rise to the flipped classroom in providing learners with opportunities for active learning and engaging with material inside and outside class. Many previous studies have reported students’ satisfaction in using the flipped classroom for medical, math, and English courses; however, research on using flipped classroom to enhance learners’ intercultural communicative competence (ICC) in the EFL classroom remains insufficient. Therefore, this paper studies a one-semester project in which learners developed their ICC skills through content-based instruction (CBI) in a flipped classroom setting. Twenty-six students in the English department of a private university in Indonesia participated in this study. Using qualitative data analysis, the results show that CBI and flipped classroom improved the participants’ ICC significantly. These results could be valuable for those who wish to conduct similar research.
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Ilma, Ridha, and Jenny Elvinna Manurung. "Empowering Speaking Achievement by Using Inside-Outside Fishbowl." Channing: Journal of English Language Education and Literature 4, no. 1 (January 4, 2019): 1–9. http://dx.doi.org/10.30599/channing.v4i1.729.
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This study aimed to describe the implication of speaking achievement by applying inside-outside fishbowl (IOF) to the students of Tridinanti University Palembang. The total number of samples was seventeen of sixth-semester students of the English study program of Tridinanti University Palembang, they were selected by using purposive sampling. This study used classroom action research. It consisted of two cycles; cycle I and cycle II. Speaking tests and observations were used to collect the data. It was found that there was a significant improvement in students' speaking achievement, the mean score of speaking achievement in cycle I was 64.47, and there was only 29.41% of the students who achieved predetermined minimum standard mastery. Based on the finding on cycle I, the writers needed to improve the students’ speaking achievement by conducting cycle II. After did cycle II, the mean score of speaking achievement was 79.76, and there was 94.11% of the students who achieved predetermined minimum standard mastery. This strategy builds the students’ participation in doing discussion and helps them reflect on what a good discussion looks like. Using Inside-Outside Fishbowl (IOF) in EFL classrooms has helped both lecturers and learners in many different ways. It has a positive impact on both of them. Regarding students, IOF application in the classroom has helped them to think and organize their thoughts. As a result, they have started to manage their learning and to gain a sense of responsibility. Moreover, they have shown readiness to speak in the target language with more confidence and fluency. Students have begun to have opportunities so they can show how good they are in speaking and sharing ideas.
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KURNIAWATI, NIA. "INITIATING FLIPPED CLASSROOM IN FORMING THE 4C SKILLS AMONG ENGLISH EDUCATION STUDENTS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, no. 1 (June 30, 2020): 76–86. http://dx.doi.org/10.21009/ijlecr.061.11.
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Flipped classroom enables students to learn new content online by watching video lectures outside the classroom independently with teachers offering more personalized guidance and interaction with students. This study tried to depict an effort of initiating flipped classroom to form the 4Cs among the English Student-Teachers. The aims of this study were to portray the process of initiating flipped classroom, the obstacles, and the students’ 4Cs reflection in the flipped classroom. The study involved four lecturers as collaborators in lesson study of an English Teaching Media subject. The instruments used were observation, interview, and document analysis. In conducting the flipped class, Schoology was utilized. The results showed that, in initiating a flipped class, the lecturers should be really creative in creating the video lectures and other classroom activities as a preclusion to boredom. Besides, the results also denoted emerging capacity of the students’ 4Cs during on line and offline class. Moreover, the lecturers considered flipped classroom as a breakthrough that enables them to have a closer look on the students individually. Nonetheless, the newness of flipped classroom brings about intricacy, since the lecturers should be able to manage online and offline class simultaneously.
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Supiani, Munjaroh Dwi, Yudhi Arifani, and Candra Hadi Asmana. "The Effect of Flipped Classroom Through LINE in Teaching English Articles." Journal of English Teaching, Literature, and Applied Linguistics 4, no. 1 (February 17, 2021): 21. http://dx.doi.org/10.30587/jetlal.v4i1.2301.
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Teaching in English is a worldwide priority, but teaching methodology is not necessarily in line with the changing needs of students. Therefore, this study explores the effects of flipped classes on material English articles, and compares this instructional design with the traditional instruction. Design of experimental research consisting of group experiments and controls. The experimental group (N = 23) is subject to flipped instruction, where learning content is provided outside of class time through electronic means of LINE and class time is used for activities. In the control group, students (N = 23) are taught in traditional methods, where learning is delivered during classes and additional exercises are given outside class time.The subect of the study was eight grade student of Madrasah Tsanawiyah Asy'ariyah.Pre test and post test are given to students in advance and at the end of material to know the impact of two teaching methods in English articles. Findings show that students in flipped classroom do English articles better in the post-test than in the pre- test.The pre and post test values of the experimental group showed that the significance value (2-tailed) was 0,000 (p <0.05). So the results of the initial test and final test underwent significant changes.The result from the flipped and traditional approaches is very significant. Most students who flipped generally have a good perception of the flipped class. With This research, it is hoped that the teacher can apply this strategy in different material. For student must be more understand about English articles.
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Thoyyibah, Luthfiyatun. "STUDENTS’ BACKGROUND TOWARDS LEARNING ENGLISH OUT OF CLASSROOM SETTING." JALL (Journal of Applied Linguistics and Literacy) 3, no. 1 (February 26, 2019): 54. http://dx.doi.org/10.25157/jall.v3i1.2644.
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There have been many facts showed that senior high school students in Indonesia faced some problems in learning English at school. Because of that, students try to seek a solution which offered outside the class, commonly known as independent language learning. Because there are limited studies elaborated activity of learning English out of school context, thus this paper aims to explore what kind of activity that the senior high school students choose for learning English out of the school context. This study employed qualitative descriptive study. Data were drawn from questionnaires that were disseminated to 40 students of state and private senior high schools, in order to respond with their own views. Based on the findings of this study, activity of learning English that mostly conducted by students from state school is attending extra course while most of students from private school prefer individual learning. According to the findings, this study recommends the further study of the similar field involving a bigger number of respondents and enrichment of the theory. Keywords: state school, private school, independent learning, extra course
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Vibulphol, Jutarat. "Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand." English Language Teaching 9, no. 4 (February 29, 2016): 64. http://dx.doi.org/10.5539/elt.v9n4p64.
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<p>This research aimed to investigate second language learners’ motivation and learning of English and the ways in which the teachers supported the students’ motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve English language classrooms around Thailand. In addition, each lesson was observed by two observers. The data were triangulated and used to describe the students’ motivation and learning and the teacher’s motivational strategies in each class. The findings showed that most students had a relatively high level of motivation and many reported having internal interests in learning English; however, the level of learning was not assessed to be as high. Furthermore, a few students in almost every class showed a lack of motivation. The teachers were found to employ a variety of motivational strategies, including autonomy-support and controlling styles. While autonomy controlling strategies were commonly used in these classes, autonomy-support strategies were found only in highly motivated and high performing classrooms. The findings from this study suggest the use of strategies that do not only initialize but also nurture students’ internal motivation in order to enhance sustainable learning of English in and outside the classroom; therefore, research on how motivation theories are deployed in teacher education programs should be further undertaken.</p>
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DeAlwis, Caesar. "Code-switching in Malaysian Classroom as the Microcosm of Society in Socio-cultural Context." International Journal of Service Management and Sustainability 4, no. 2 (March 2, 2020): 135. http://dx.doi.org/10.24191/ijsms.v4i2.8069.
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Teaching English as a second language is distinctive because of its specific needs. Facing a competitive market, students from young need to acquire communicative skills in English for future studies and employment. However, outside the classroom, it is no longer just a norm for multilingual societies to code- switch but rather code–switching has become a part of their unique speech style. As such in the teaching service, ESL teachers may not be able to isolate themselves from such a social norm. The question of whether English language teachers should code-switch in the classrooms has been much debated with mostresearchers maintained that teachers who code-switch, may end up invalidating the second language of students. Cases of students having low level of English proficiency to understand a teacher’s input or students too reluctant to participate in learning because they feel incompetent in the English language classrooms are common concerns to all ESL teachers. Therefore, should the ESL teachers code-switch to make them understood? Or should the English only policy be used and different from the wider multi-cultural linguistic environment? The data collection technique used in this study was audio recording and unstructured interview with 10 TESL teachers, teaching in Sarawak, Malaysia. The perceptions of ESL teachers who generally suggest that code-switching is a common phenomenon and not interference in ELT are pertinent issues to be discussed.
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David, Virginia. "A conversation analytic study of error correction outside of the second language classroom." Semiotica 2018, no. 222 (April 25, 2018): 87–99. http://dx.doi.org/10.1515/sem-2016-0167.
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AbstractThis study investigates repair sequences between two nonnative speakers of English while they engaged in naturally occurring talk outside of the second language classroom. Eight hours of naturally occurring talk between native and nonnative speakers were collected and analyzed. The present study reports on one hour of the data which shows two types of repair: Self-initiated and other-corrected and other-initiated. The analysis of the repair sequences shows that the self-initiated and other-corrected repair sequences follow a distinct pattern of asking for confirmation on the production of a language item and receiving a correction, while the other-initiated repair is done differently from the ones found in the literature on repair and do not follow the rules of preference for self-correction described by some researchers in the Conversation Analysis literature. In addition, the other-initiated repair analyzed in this study does not appear to be modulated, that is, the person initiating the correction does not offer a candidate solution by asking a question and displaying uncertainty, as researchers found. The repair sequences show a particularly interesting expert-novice relationship in which one nonnative speaker relies on a more expert nonnative speaker to communicate with a native English speaker.
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Kim, Kioh, and Derrick T. Helphenstine. "The Perils of Multi-lingual Students: “I’m Not LD, I’m L2 or L3.”." Journal of International Students 7, no. 2 (April 1, 2017): 421–28. http://dx.doi.org/10.32674/jis.v7i2.388.
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As more companies and families expand to the global market an increasing number of students are entering international schools outside of their home countries. Each international school is governed and run according to their own policies, but one overarching element remains: the language of instruction is usually English. When English Language Learners enter English dominant environments they often have difficulties acclimating to the language and the classroom. In this paper the authors intend to address some myths about ELL students in the classroom, and shed light on why some students are wrongly identified as having possible SLDs and how we can better help students by looking further at their characteristics.
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Gumartifa, Asti, Finza Larasati, and Syafira Aurelia. "A BLENDED LEARNING IN ICT USED FOR IMPROVING ENGLISH LANGUAGE TEACHING." PROJECT (Professional Journal of English Education) 3, no. 6 (November 13, 2020): 796. http://dx.doi.org/10.22460/project.v3i6.p796-804.
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The technology of information and communication (ICT) has evolved in the sector of education. Many elements have dramatically changed exponentially over the past three decades. It can modify and simplify the development of learning activities. Thus, Google Classroom will provide a blended learning platform in the education aspect. Google Classroom provides various things simpler for teachers to conduct learning practices effectively and efficiently, not the expected learning just in class, but even outside the classroom. It is revolutionizing schooling, thus the combination of mixed-method learning is also needed by each school. The advent of blended is among the most significant outcomes of the revolution. Learning which incorporates the essence of face-to-face and ICT use is needed in the era of 4.0. This article discusses existing theories, and empirical evidence relating to the essence of blended learning and Google Classroom in ELT. This research is used to create teachers’ broad mind widely to the use of Google Classroom as the blended course in English Language Teaching.
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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 (June 22, 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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Barella, Yusawinur, and Andini Linarsih. "Extensive Listening Practice in EFL Classroom with Variety of News Websites." Pedagogy : Journal of English Language Teaching 8, no. 1 (June 3, 2020): 43. http://dx.doi.org/10.32332/pedagogy.v8i1.1961.
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One potential of extensive online listening materials is that, unlike intensive listening, EFL students can listen independently by using audio listening features. It encourages students to practice listening and to promote listening fluency and autonomous learning outside the classroom. However, little research has investigated how lower English proficiency students from non- English department in EFL setting, undertaking the process of extensive listening. This study requires some Indonesian students at the tertiary level to select the appropriate materials with their proper level of listening speed to the individual learner. It was a weekly assignment to practice listening outside their classroom. This study seeks to investigate the websites that the EFL students with low proficiency levels choose to do their extensive listening activities, the types of news that may interest the students to listen, and the perception of the extensive listening activities. The results showed that students use captioned- provided websites as their media instruction in listening for pleasure with a variety of news.
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Lastochkina, Tatiana, and Natalia Smirnova. "Fostering Economics Students’ Listening Skills through Self-regulated Learning." Journal of Language and Education 3, no. 3 (September 30, 2017): 60–67. http://dx.doi.org/10.17323/2411-7390-2017-3-3-60-67.
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This study aims at fostering students’ listening skills by scaffolding their self-study learning practices in the English for Special Purposes (ESP) course. While there is a significant body of research exploring classroom-based teaching approaches, there is little empirical research into how students develop their ESP listening skills outside the classroom. Our study suggests that developing a self-regulated model for acquiring ESP listening skills in a self-study mode is an efficient way to improve students’ performance as it provides them with relevant scaffolding and makes the listening process more transparent. The article provides theoretical grounding for the self-study model. The entry-level and post-study tests in listening scores (IELTS test) are compared across the control and the experimental groups (60 students in total). The results of the study indicate that students who were developing their listening skills in a self-study mode via the designed scaffolding performed significantly better than their peers in the control group. Scaffolding self-study listening practices of students outside the classroom prove to be a significant factor in facilitating English learning in an ESP classroom.
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Івашкевич, Ернест, and Наталія Антюхова. "INNOVATIVE PRINCIPLES OF FACILITATIVE TEACHING IN USING CONTEMPORARY APPROACHES FOR TEACHING ENGLISH YOUNG LEARNERS." Інноватика у вихованні 1, no. 13 (June 15, 2021): 81–94. http://dx.doi.org/10.35619/iiu.v1i13.353.
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We emphasized that there were many factors (both internal and external) that should be taken into consideration while we were engaged in the teaching process. Under “the internal factors” we mean factors which are inside the classroom. They are: Effective instructions. In this way we mean teaching practice due to the attention to individuals of pupils leading well-planned instructions, which tend to enhance a great order and effective process of studying. Setting and implementing rules. In this case the goal is to achieve maximum result of learning within minimum of time. Feedback according to appropriate behavior. It is a good point to remember that praise of behavior would be more effective if it was linked with well-planned and well-done performance. Emphasizing on classroom environment. Well-managed classrooms will increase pupils’ desire to study in such supportive learning environment. The best teacher’s Approach. The best way to teach pupils is to develop their activity that lets them to create the rules, instead of telling the schoolchildren what the rules are. Disabilities. If one pupil has a disability to study this subject, the teacher may need to spend more one-on-one time with this pupil or allow the development of technician to provide the activities with him/her.
It was shown that external factors were these ones that were outside the classroom. In this way they affect classroom management, such as: planning, developing teacher’s personality, organizing parent-teacher meetings and emphasizing on psychological factors.
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Cook, Mike P., Matthew Gremo, and Ryan Morgan. "We’re Just Playing." Simulation & Gaming 48, no. 2 (December 26, 2016): 199–218. http://dx.doi.org/10.1177/1046878116684570.
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Purpose. The purpose of this study was to explored the use of a tabletop role-playing game in middle school ELA classrooms to examine students’ (n=36) abilities to interact with and make meaning from a traditional classroom text (Richard Connell’s “The Most Dangerous Game”). Background.Gaming continues to soar in popularity, both inside and outside of schools. As such, it is important to continue looking for pedagogically beneficial ways to incorporate gaming into classroom spaces, specifically English Language Arts and Literacy classrooms. Aim. In this article, we describe the game used for this study was modified from the Pathfinder system and designed to pair with Connell’s short story. We also discuss our qualitative approach to data analysis, and the three themes that emerged. First, students made gaming decisions based on their knowledge of the story. Second, students experienced the narrative through the lens of their characters. And third, students engaged in meaningful collaboration throughout gameplay. Conclusion. The findings support ongoing calls to look for pedagogically beneficial ways to incorporate gaming into ELA and Literacy classroom spaces.
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Chen, Xiao Hua. "The Research on English Autonomous Learning Monitoring Theory and Application in the Network Environment." Applied Mechanics and Materials 644-650 (September 2014): 6079–82. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.6079.
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Starting from the late 20th century, with the development of computer technology and the widespread application of the Internet, human has stepped into the age marked by digital and global network of the information. Network has been used widely, becoming increasingly prevalent in network communication, network language and network culture emerged, while the network English learning arises at the historic moment.The use of English as an international language, it has become an unprecedented prosperity. However, restricted to school classroom English learning or training institutions has been unable to meet people's needs, English autonomous learning outside the classroom eagerly on the agenda. Network creates the English autonomous learning is the most important virtual places, it focus on a large number of rich resources, which can stimulate the learning interest, and suitable for collaborative learning, and to larger extent realize the personalized learning, effectively promote English autonomous learning.
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Luo, Wen-Hsing. "Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan." English Today 33, no. 1 (April 28, 2016): 2–11. http://dx.doi.org/10.1017/s0266078416000146.
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This study examines Taiwanese English teachers’ perceptions of English as a lingua franca (ELF) in relation to English teaching in classrooms. The definition of ELF is: English used as a lingual medium of communication among people of different linguacultural backgrounds (Jenkins, 2009: 200). Concerning the use of English, Taiwan is regarded as a country of ‘the expanding circle’ (Kachru, 1985, 1992), where English is not an official language, but is learned as a foreign language (EFL) at school and is considered essential for international communication. In Taiwan, English has been traditionally taught as a school subject and learners rarely have opportunities to use English outside the classroom, whereas the design of English pedagogy and curricula in Taiwan, following an EFL approach, is based on native-speaker (NS) norms with the aim of helping learners achieve native-like competence (cf. Suzuki, 2011). Due to the global spread of English, the majority of users of English for international communication are non-native speakers (non-NSs) (Crystal, 1997; Graddol, 1997, 2006); non-NSs of English now outnumber their native-speaker counterparts. In the global context, second language (L2) learners of English will mostly encounter non-NSs, whose ‘Englishes’ might deviate from NS English usage. Traditional EFL approaches to English teaching, which favor NS norms, may not ‘adequately prepare’ L2 learners of English to effectively interact and communicate with speakers ‘from other English-speaking contexts’ (Matsuda & Friedrich, 2011: 332). It has become important that English curricula and instruction are designed to prepare English learners to cope with international communication in which English variations are evident.
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Chen, Yangguang. "Becoming Global Citizens through Bilingualism: English Learning in the Lives of University Students in China." Education Research International 2011 (2011): 1–9. http://dx.doi.org/10.1155/2011/805160.
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The ongoing globalisation has led to a tremendous expansion of the English language. With China striving to become part of the world economy since the late 1970's, there has been a great emphasis placed on the education of young people to become a world citizen with fluent English. “Being a global citizen” is having strong interests in global issues, cultivating the understanding and appreciation of diverse values, and enhancing country's competitiveness. All this however needs to be realized through communication in English, the world language. Improving communicative competence among Chinese learners of English depends on how English is learnt in the FL classroom and how it gets practiced outside the classroom. Data drawn from English corners, English clubs and English church all show that those informal learning settings have a complentary role to play especially when the formal English classroom is found having various deficits. Data also confirm that informal settings offer the opportunity to close the gap between L1 and L2 learning processes, and nurtutre learners' communicative competence through social intercourse and intercultural exchanges. Moreover, EFL learning is inherently intercultural, which facilitate cross cultural perspectives through bilingualism and bridges over the indigenous cultural traditions and the western democratic values.
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Devi, Puspita, Bianca Virgiana, and Merita Auli. "INSTAGRAM: HOW DO STUDENTS VIEW ON IT IN SPEAKING CLASSROOM." JURNAL BASIS 7, no. 2 (October 23, 2020): 351. http://dx.doi.org/10.33884/basisupb.v7i2.2435.
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The emergence of the 4.0 era requires the world of education to adapt to technology. Practicing and learning English can take the advantage of the sophisticated technology, especially applications that can be downloaded from students' smart phone. Students acknowledge that English learning done in the classroom is easy for them to forget because it is rarely used in everyday life. Practices done in the classroom do not have enough time for all students to speak English, and students are less motivation to speak English outside the classroom. Integrating Instagram into the process of teaching English speaking is believed could motivate students to speak and increase their speaking ability. Various features on Instagram can help students in doing assignments. Tasks may be packaged attractively within the variety of videos based on a certain theme and uploaded to Instagram. This study aimed to determine students' perceptions related to the use of social media Instagram in learning English speaking. This descriptive study used forty-four students Communication Science in academic year 2019/2020 who took Bahasa Inggris Keahlian. To determine students' perceptions, researchers used questionnaire adopted from Dornyei, 2011. The results of the study showed a positive or good response on students' perceptions towards the use of Instagram in learning English Speaking. Furthermore, Instagram can be used as another medium in teaching speaking. This is strengthened by the increase in self-confidence, learning motivation, and student interest in speaking in English.