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Journal articles on the topic 'English practice classes'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

Khodiyeva, Shakhnoza. "Integrating pragmatic competence to english language classes." Современные тенденции инновационного развития науки и образования в глобальном мире 1, no. 3 (2023): 276–79. http://dx.doi.org/10.47689/stars.university-pp276-279.

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In the pedagogy of language education, the importance of teaching English pragmatic competence has received considerable attention lately. As an attempt to contribute to the literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Uzbek EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classroom procedures and practices. In order to achieve the study objectives, a mixed pragmatic

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Nguyen, Ha Thi. "Peer Feedback Practice in EFL Tertiary Writing Classes." English Language Teaching 9, no. 6 (2016): 76. http://dx.doi.org/10.5539/elt.v9n6p76.

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<p>Peer feedback plays a pivotal role in stimulating students’ participation in L2 writing, which has the potential to develop students’ writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners’ metacognition. Data were collected from semi-structured interview

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Rohmah, Galuh Nur, Ulil Fitriyah, and Lina Hanifiyah. "Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values." JEELS (Journal of English Education and Linguistics Studies) 6, no. 2 (2022): 269–83. http://dx.doi.org/10.30762/jeels.v6i2.198.

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The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High Schoolâ€”knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachersâ€™ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study

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Rohmah, Galuh Nur, Ulil Fitriyah, and Lina Hanifiyah. "BEST PRACTICES ON ISLAMIC VALUES INTEGRATION AT MADRASAH ENGLISH CLASSES: TEACHERS’ PRACTICES IN CONTEXTUALIZING THE VALUES." JEELS (Journal of English Education and Linguistics Studies) 6, no. 2 (2019): 269–83. http://dx.doi.org/10.30762/jeels.v6i2.1457.

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The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study port

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He, Wanyun. "The Reflection of the Observation of English Classes." Region - Educational Research and Reviews 3, no. 3 (2021): 11. http://dx.doi.org/10.32629/rerr.v3i3.411.

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Classroom observation is of essential significance for teaching practice and language education. Based on the observation experiences of English classes, this article explores classroom observation from six aspects, such as lesson structures, classroom management strategies, types of teaching activities, teaching strategies, teachers' use of materials and teachers' use of language.

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Zhu, Zonghua. "On Intertextuality Theory and English Translation Practice." Learning & Education 9, no. 2 (2020): 1. http://dx.doi.org/10.18282/l-e.v9i2.1383.

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Under the background of economic globalization, the cultures between my country and other countries are showing a trend of mutual integration. In our country, the intertextuality theory is used to guide English translation in the English education model of all classes. The application of intertextuality theory can help students understand the meaning of English more clearly. The organic combination of intertextuality theory and English translation practice can effectively help students gain a deeper grasp of English translation skills and guide students to ingeniously integrate different langu

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Paneru, Dev Raj. "Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers' TPACK in Czech Elementary Schools." CEPS-Journal 8, no. 3 (2020): 141–63. https://doi.org/10.5281/zenodo.3997122.

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This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Language teachers developed teaching competence and practiced information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK -in-Action Model. It advocates a ‘learning by doing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning competency for

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Kim, Byungsun. "The Impact of English Speed Reading Practice on English Adult Learners’ Self-efficacy in English College Classes." Journal of Mirae English Language and Literature 24, no. 3 (2019): 245–71. http://dx.doi.org/10.46449/mjell.2019.08.24.3.245.

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Anvarova, Madinabonu. "INTERACTIVE METHODS IN TEACHING ENGLISH FOR RUSSIAN CLASSES." DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN MODERN SCIENCES 1, no. 6 (2022): 43–46. https://doi.org/10.5281/zenodo.7440634.

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At the present stage of the development of modern methodical thought, the basic structural unit of the educational process in a foreign language is that the lesson is seen as a complex act of communication, the main purpose and content of which is practice in solving problems of interaction between subjects of the pedagogical process, and the main way to achieve the goal and master the content serve motivated communicative tasks of varying degrees of complexity.

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Bunghanoy, Kimbie, and Gino Gasang Sumalinog. "Journal of Research, Policy & Practice of Teachers & Teacher Education." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 1 (2023): 1–15. http://dx.doi.org/10.37134/jrpptte.vol13.1.1.2023.

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The shift from face-to-face to distance learning has challenged English Language teaching and learning. The present study aims to determine the ESL students’ affective filter level and the varied language learning strategies they employed to aid their learning in English online classes. The descriptive-quantitative research design was employed in this study since it used the mean percentage and the mode of the data gathered. The researchers employed a total remuneration sampling technique to select 48 respondents of the study and utilized two research instruments: Modified Attitude Motivation

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Shakhobiddinovna, Zaripova Aziza. "INTERESTING ORGANIZATION OF ENGLISH LESSONS IN NON-PHILOLOGICAL CLASSES." Current Research Journal of Pedagogics 5, no. 5 (2024): 13–16. http://dx.doi.org/10.37547/pedagogics-crjp-05-05-03.

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This article aims to shed light on various methods for effective acquisition of the English language and its easy application in practice, to provide information on foreign language teaching methods and several innovative approaches in the educational process. Nowadays, English learning the language and teaching it effectively remains the most urgent problem and. The results of this research concluded that the ability to use innovative innovations and methods in the process of reading gives an opportunity to understand the new material much faster and easier.

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Maula, Qurrotu Inayatil, and Luthfi Awwalia. "Scrutinizing Teachers' Practice of Multimodality Use in Elementary English Classroom." KnE Social Sciences 10, no. 12 (2025): 69–79. https://doi.org/10.18502/kss.v10i12.18863.

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The Council of Educational Standard, Curriculum, and Assessment 2024 emphasizes the importance of multimodality in English learning to help students develop communicative English skills as an essential life skill for their future. In elementary school context, English teachers are expected to support students’ learning by incorporating various modes such as linguistic, visual, auditory, gestural, spatial, and tactile approaches. This qualitative study explored the multimodality use in elementary English classes by involving two English teachers from two different schools in Bangkalan, Madura,

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Purnama, Arry. "LANGUAGE MARGINALIZATION IN THE INDONESIAN HIGHER-EDUCATION ENGLISH PEDAGOGY." CALL 7, no. 1 (2025): 78–92. https://doi.org/10.15575/call.v7i1.44976.

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This study describes the subtle practice of language marginalization in the Indonesian higher-education English pedagogy. Employing an autoethnographic method to scrutinize my personal narratives concerning assumptions, biases, and internalized ideologies, I formulated two research questions to guide the inquiry: 1. How does language marginalization take form in the teacher-student interactions and teachers’ perception toward students in the context of Indonesian higher-education English pedagogy? 2. How do these practices of language marginalization lead to racism in the context of Indonesian

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Bilová, Stĕpánka. "Case Briefs in Legal English Classes." Studies in Logic, Grammar and Rhetoric 45, no. 1 (2016): 7–20. http://dx.doi.org/10.1515/slgr-2016-0012.

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Abstract A case brief can be described as a succinct summary of a case which specifies the facts, procedural history, legal issue(s), court decision and legal reasoning supporting the judgment, even though exact formats may vary. Case briefing is a demanding activity which is required from students during their law studies. The goal is to teach students to focus on the essential parts of the case and to obtain a thorough understanding of the case and the reasoning, which means the students need to employ their analytical and critical thinking skills. The course of English for academic legal pu

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Joko Buntolo, P., and S. Priyanto. "The Use of ICT in English Practice at Mechanical Engineering Classes." KnE Social Sciences 3, no. 12 (2019): 731. http://dx.doi.org/10.18502/kss.v3i12.4145.

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Guan, Lingling. "Teachers’ Beliefs and Practices Relating to the Use of Tasks in Tertiary English as a Foreign Language Classrooms in China." Journal of Language Teaching and Research 14, no. 5 (2023): 1354–62. http://dx.doi.org/10.17507/jltr.1405.24.

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Task-based language teaching (TBLT) has been recommended in the new College English Curriculum Requirement in China (Ministry of Education, 2017) for students learning English as a foreign language. Teachers might not, however, implement these concepts in their classes. This study aims to investigate whether the concept of TBLT has made its way into EFL teachers’ theoretical beliefs and the degree to which TBLT is being put into practice. By using semi-structured interviews and classroom observations, this study investigated the beliefs and practices of three tertiary English teachers in China

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Fallah, Raziyeh, Azizeh Chalak, and Hossein Heidari Tabrizi. "RECONSTRUCTION OF IRANIAN ENGLISH FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL IDENTITY IN ONLINE CLASSES." Problems of Education in the 21st Century 79, no. 6 (2021): 858–79. http://dx.doi.org/10.33225/pec/21.79.858.

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Because of the Covid-19 outbreak, all academic institutions all over the world swiftly shifted to reconstitute the presentation of their courses that customarily took place on campus. This study explored the kind of online professional identities that English teachers in private language institutes constructed during the Covid-19 Pandemic. Additionally, it examined possible impacts of adopting online solutions on teachers’ performance and teaching skills and their perceptions of communities of practice and their effect on their PI in online classes during this period. The study was conducted o

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Stognieva, O. N. "Using ChatGPT in planning English language classes." Informatics and education 39, no. 4 (2024): 77–89. http://dx.doi.org/10.32517/0234-0453-2024-39-4-77-89.

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The digital transformation is a global trend in modernizing educational systems. Implementing digital technologies in Russian educational institutions has been legally established and has become an everyday practice for teachers and students. The transition to new forms of learning, including interaction with artificial intelligence (AI) in combination with other technological solutions, contributes to solving applied problems, such as optimizing teacher’s working time. This article explores the possibilities of using AI (in particular, ChatGPT) as a tool for English lesson planning and instru

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Sarmento, Simone, and William Kirsch. ""She didn't know much about English teaching": planning classes together in the teachers' room as a practice of professional development." Olhares & Trilhas 21, no. 2 (2019): 59–78. http://dx.doi.org/10.14393/ot2019v21.n.2.45359.

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This paper is a part of a larger research project, which focused on investigating the teacher development practices in a Languages without Borders community of a large university in the south of Brazil. The research is affiliated with the paradigm of Practice Theory (Young, 2009; Young, 2010) and relied on qualitative methods of data generation and analysis (Erickson, 1990; Gumperz, 2005; Mason, 2002; Tannen, 2014), as well as on semistructured interviews with focal participants. The data revealed that the practices that culminate in teacher development could be divided into two: (1) formal pr

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Widayanti, Ni Komang Ayu, and I. Wayan Suarnajaya. "Students Challenges in Learning English Online Classes." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (2021): 77. http://dx.doi.org/10.23887/jpbi.v9i1.34465.

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Not all teachers can operate computers or gadgets in online learning activities. Another problem is that the teacher finds it difficult to control every activity and student response to the material. This is due to the absence of learning discussions and the absence of students in the middle of the class. The purpose of this study is to analyze the challenges encountered during online English learning. This type of research is qualitative. This study uses library research methods with library research procedures guidelines. The technique used to collect data is the reduction technique—sources

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Liu, Yang. "Critical Literacy Practices in EFL Reading Classroom -An Experimental Study towards Chinese University Students." English Language Teaching 10, no. 5 (2017): 133. http://dx.doi.org/10.5539/elt.v10n5p133.

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English as a world language is more than a way to exchange information but a means to solidify certain social hierarchy and represent certain social interests. English as a Foreign Language (EFL) teachers should instruct critical awareness to empower students to transform social injustice and fulfill responsibilities as global citizens. This experimental study aims to investigate how Chinese EFL reading classes integrate with critical practice, whether critical literacy practice (CLP) contributes to achievements of language proficiency, how critical literacy practice shapes and is reshaped by

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Darong, Hieronimus Canggung, and Erna Mena Niman. "The bumpy road of assessment for learning during pandemic of COVID-19." Journal of Education and Learning (EduLearn) 17, no. 4 (2023): 661–68. http://dx.doi.org/10.11591/edulearn.v17i4.20720.

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A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured inter

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Jalmav, Harvesto Glory Febriano, and Adaninggar Septi Subekti. "Preparing Indonesian pre-service English teachers’ readiness to teach through teacher-themed movies." ELT Forum: Journal of English Language Teaching 11, no. 3 (2022): 179–90. http://dx.doi.org/10.15294/elt.v11i3.59928.

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This study aimed at examining the extent of the use of teacher-themed movies in preparing Indonesian pre-service English teachers’ readiness to teach and to see the perceived effects of movies in preparing the pre-service English teachers’ readiness to teach. This study employed a qualitative design with observations and interviews as the methods of collecting data. Two classes were observed, Introduction to Education and Teaching Profession classes. Interviews were conducted with, as the participants, six pre-service English teachers and two lecturers of the observed classes. The observation

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Hieronimus, Canggung Darong, and Mena Niman Erna. "The bumpy road of assessment for learning during pandemic of COVID-19." Journal of Education and Learning (EduLearn) 17, no. 4 (2023): 661~668. https://doi.org/10.11591/edulearn.v17i4.20720.

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in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers' AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure t

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Sapkota, Tara. "Content and Language Integrated Learning for Nepalese EFL classes." Journal of NELTA 20, no. 1-2 (2018): 71–79. http://dx.doi.org/10.3126/nelta.v20i1-2.19779.

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A common understanding of teaching English in Nepalese context implies teaching the prescribed textbook lessons and learning means following the teachers’ instructions. The school on the one hand, grades the students’ achievement according to the score they have scored. The parents, on the other, evaluate their children’s learning according to how beautifully they have written on their notebooks and how fluently they speak in English. This traditional practice of teaching and evaluating learners has paralyzed our system of teaching and learning. Therefore, it is high time we shift our practice

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Rafaely, Daniella. "TRANSFORMING PSYCHOLOGY: ENGLISH LANGUAGE IN PRACTICE." New Voices in Psychology 10, no. 2 (2016): 28–42. http://dx.doi.org/10.25159/1812-6371/1826.

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This article explores transformation challenges in postgraduate psychology in the Clinical Masters programme at the University of the Witwatersrand. Although black students form the majority of students in the undergraduate psychology degree programme, this trend is reversed in postgraduate progammes throughout the psychology department, where white students form the bulk of the class and black students make up only a small percentage of the numbers. The research aims to offer a clear and coherent analysis of the underlying inequalities that underpin the racial unevenness between undergraduate

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Bokhodirovna, Turabova Ozoda. "Incorporating Role Play In English Classes Of An Intermediate Level." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 62–65. http://dx.doi.org/10.37547/tajssei/volume02issue12-12.

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One of the foremost responsibilities of language teachers should be not just to let students to acquire set phrases, but also to teach how to interact in a variety of situations, to develop and practice new language and behavioural skills in a relatively safe setting. In recent years, there has been a growing interest to integrate meaningful use of language and rich authentic communication in English classes. Yet, one of the universally effective methods in the classroom, which meets the demand of all above requirements, is a role play. In the present article the attempt is made to investigate

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Sukarno, Sukarno, Ihtiara Fitrianingsih, Dwiyani Pratiwi, and Nur Hidayanto Pancoro Setyo Putro. "Pre-service English teachers’ perception of authentic assessment practice in speaking classes." LITERA 22, no. 1 (2023): 107–15. http://dx.doi.org/10.21831/ltr.v22i1.58864.

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There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an int

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Yang, Yiting. "Research on Grammar Teaching in Senior High School Classes from the Perspective of Constructivism." International Journal of Education and Humanities 6, no. 1 (2022): 115–20. http://dx.doi.org/10.54097/ijeh.v6i1.3062.

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Grammar is an essential part of English teaching in senior high schools. Based on constructivist theory, the author observes eight English grammar classes which are selected from the high-quality classes competition of Nanning No.15 Middle School, aiming at answering the following questions through classroom observation: (1) What are the major models teachers use in English grammar teaching in senior high school ? (2) What activities do teachers adopt in senior high school’s English grammar teaching? After collecting and analyzing the data, it shows that teachers prefer to use the Guided-disco

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Каchmarchyk, S. H. "Ways of memory processes improvement during the english language classes in institutions of higher education." Humanitarian studios: pedagogics, psychology, philosophy 1, no. 100 (2020): 35–41. http://dx.doi.org/10.31548/hspedagog2020.01.035.

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Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; nontraditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new w

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Dégi, Zsuzsanna, and Ágnes T. Balla. "Teacher Trainees’ Vision of Their Future English Classes." Acta Universitatis Sapientiae, Philologica 14, no. 3 (2022): 77–91. http://dx.doi.org/10.2478/ausp-2022-0026.

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Abstract In recent years, there has been a growing body of literature focusing on teacher identity and teacher beliefs, which are key aspects in understanding classroom processes. While there is an increasing number of studies regarding the identity and beliefs of practising teachers, studies on trainees are rare, and studies aiming to compare and contrast different learning environments are even less frequent. The aim of the present study is to investigate the ways in which different socio-cultural contexts influence student teachers’ vision of their future professional identity and that of t

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Dundon, John Terry. "Teaching Legal English with “Modified Clil”." Studies in Logic, Grammar and Rhetoric 66, no. 1 (2021): 25–44. http://dx.doi.org/10.2478/slgr-2021-0003.

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Abstract This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute (LEI), a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with four substantive classes on topics in U.S. law that run in parallel with a core class on legal English. All four s

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Andrade, Eristoteles Pegado, Amilcar Ximenes de Albuquerque Junior, and Márcio Aurélio Carvalho de Morais. "Lights, camera, action!: Using cinematographic genre in English language classes." Research, Society and Development 10, no. 13 (2021): e414101321352. http://dx.doi.org/10.33448/rsd-v10i13.21352.

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This study consists of an academic activity carried out in a master's degree in Professional and Technological Education (PROFEPT) of Instituto Federal do Piauí (IFPI) in progress. The use of the short film genre in English language teaching becomes relevant as it allows the student the opportunity to practice and understand the language orally and critically. In this context, this article sought in the epistemological way to discuss the dyad education and work and their conceptions and interrelationships in professional and technological education, as well as to present a prior state of the a

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Bekteshi, Edita. "THE EFFECTS OF YOUTUBE IN ESP CLASSES." Knowledge International Journal 34, no. 2 (2019): 511–16. http://dx.doi.org/10.35120/kij3402511b.

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Teaching English as a global language is widely popular now. As such, English for Specific Purposes (ESP) is also needed in every field of study. In ESP teaching, different teaching aids are definitely needed: students´ books, teachers´ books, power point presentations, internet videos, or even specific magazines, journals, or newspapers that present interesting topics that fit to the specific field. This variety of teaching aids definitely easeslearning difficulties,such as anxiety to learn, uninteresting class, boredom, or demotivation to learn.Cahyani (2013),Peterová, N (2017), point out th

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Marzulina, Lenny, Dian Erlina, Muhammad Holandyah, Kasinyo Harto, Deta Desvitasari, and Dessi Angreini. "English Teachers’ Strategies in Managing Large Classes: A Case Study." Indonesian Research Journal in Education |IRJE| 5, no. 2 (2021): 417–32. http://dx.doi.org/10.22437/irje.v5i2.15705.

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This study aimed at finding (1) English teachers’ strategies in managing large classes, and (2) students’ perceptions towards their English teachers’ strategies. The design of this research is qualitative with a case study approach. This study involved four English teachers and ten students at one state Madrasah Tsanawiyah in Palembang, Indonesia. The data were collected through observations, interviews, and document review. Thematic analysis was conducted across a data set. The findings demonstrated that planning the lesson, organizing and controlling the students, managing classroom communic

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Nurizzati, Yeti. "PERBANDINGAN HASIL BELAJAR STATISTIK DASAR DENGAN METODE PRAKTIKUM KELAS C DAN D JURUSAN TADRIS BAHASA INGGRIS IAIN SYEKH NURJATI CIREBON." KALAMATIKA Jurnal Pendidikan Matematika 2, no. 2 (2017): 105. http://dx.doi.org/10.22236/kalamatika.vol2no2.2017pp105-116.

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The Tadris English Department 2015/2016 consists of 4 classes, but only 2 classes (C and D) using the practicum method in Basic Statistics learning. Class C and D Department of Tadris English has different characteristics. Class C is more preferable to class D in learning. This is evident from the level of attendance and liveliness in the classroom. So the alleged that the results of learning will cause a difference. Therefore, this study was conducted to compare differences in learning outcomes Basic Statistics before and after using the practice method in the Department of Tadris English cla

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Tran, Thi Thuy Lien. "THE AFFECTIVE FACTORS THAT INFLUENCE ORAL ENGLISH COMMUNICATION IN NON-MAJOR EFL CLASSROOMS." International Journal of Language and Literary Studies 5, no. 1 (2023): 127–55. http://dx.doi.org/10.36892/ijlls.v5i1.1161.

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Affective factors have been shown to play a crucial role in second language acquisition. However, they seem to be overlooked by most English as a foreign language teachers during classroom practices. Teachers’ oral English is an essential input for EFL students because they are rarely able to use and practice English outside classrooms. Compared with majors, non-English major students can have lower levels of motivation, which may lead to their lack of interest during lessons. Hence, the enhancement of English teaching efficiency in non-major EFL classes seems to be harder. This qualitative st

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Guan, Wenyu. "The Impact of Dictation Exercises on English Majors’ Language Skills." Scientific Journal Of Humanities and Social Sciences 6, no. 11 (2024): 7–11. http://dx.doi.org/10.54691/525rm471.

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This study explores the impact of dictation exercises in Chinese English classrooms on the language skills of English majors. 120participants from three parallel classes participated in a continuous experiment for 16 weeks within a semester. The experimental results show that dictation scores are significantly correlated with the overall scores of TEM4(Test for English Majors,Band4), indicating that systematic dictation exercises contribute to improving the listening level and dictation ability of English majors. The results also show that short-term dictation exercises are more effective for

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Paneru, Dev Raj. "Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’ TPACK in Czech Elementary Schools." Center for Educational Policy Studies Journal 8, no. 3 (2018): 141. http://dx.doi.org/10.26529/cepsj.499.

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This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Language teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK -in-Action Model. It advocates a ‘learning by doing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning competency for teaching and practice i

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Tillaguango-Pintado, Dalia Mariela, and Juanita Argudo-Serrano. "Enseñanza de inglés en clases de niveles mixtos en escuelas rurales." Revista Metropolitana de Ciencias Aplicadas 7, no. 2 (2024): 285–94. http://dx.doi.org/10.62452/tdkw0s24.

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English education in mixed-level classes in rural schools is a complex and challenging task because it requires educators to address the students' multiple academic abilities, backgrounds, interests, and particular needs in a single class. This research synthesis, on the one hand, presents a systematic review and aims to explore the background of this educational setting, focusing on the diverse challenges that teachers come across when teaching English. On the other hand, it analyzes effective teaching strategies that help the instructor address these problems. By synthesizing existing resear

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Iswati, Luluk, and Anita Triastuti. "Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments." Studies in English Language and Education 8, no. 1 (2021): 276–93. http://dx.doi.org/10.24815/siele.v8i1.17301.

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Along with the growing practice of teaching English for Specific Purposes (ESP) in non-English departments of tertiary education, it is essential to investigate the challenges faced by ESP teachers. It can be a basis for proposing policies for the improvement of ESP practice. This study was driven by the fact that ESP classes in non-English departments are allocated limited credit hours, and the teachers are generally General English teachers with no experience and training in teaching ESP. Thus, this study attempted to investigate the fundamental challenges faced by ESP teachers in one state

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Rahman, S. M. Sanzana, and Lubaba Sanjana. "Investigating the Role of Google Classroom as an LMS in Tertiary Level EAP Classes." BELTA Journal 5, no. 1 (2021): 1–12. http://dx.doi.org/10.36832/beltaj.2021.0501.01.

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Using an online platform, such as Google Classroom to engage learners, is a recent practice in the field of Computer Assisted Language Learning (CALL). It can be used to engage learners to learn academic English skills at the tertiary level in Bangladesh. This paper examines adoption of Google Classroom through the lens of Rogers’ (2003) diffusion of innovations to investigate learners’ experiences, attitudes, and perceptions towards Google Classroom as a Learning Management System (LMS) to engage students to learn the four skills of English. The researchers have undertaken a mixed methods app

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Lestariningsih, Fransisca Endang. "THE EFFECT OF CODE SWITCHING ON ENGAGING NON-ENGLISH MAJOR STUDENTS." IJIET (International Journal of Indonesian Education and Teaching) 3, no. 2 (2019): 188–93. http://dx.doi.org/10.24071/ijiet.v3i2.1716.

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When speakers share two or more languages in common, they often switch their languages in a conversation. It is true in the classes where both teachers and students must use a certain language as the language of instructions, as happening in the English classes of Computer Science students in Indonesia. Some teachers tend to always use English all the time with some considerations, whereas others often practice code-switching in the instructional process with other reasons, as well. This study is an observation of the effect of code switching to engage students in two English for computer scie

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Chowdhury, Nargis, and Sabrina M. Shaila. "Teaching speaking in large classes: Crossing the barriers." Stamford Journal of English 6 (February 22, 2013): 72–89. http://dx.doi.org/10.3329/sje.v6i0.13904.

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The modern theories, approaches and methodologies regarding classroom language learning perceive learning as an interactive process. In countries like Bangladesh, where English is a foreign language, one common phenomenon is that the teachers have to deal with large classes. This paper tries to focus on how the English language teachers deal with large classes at the tertiary level, especially when they are conducting classes to practice and evaluate speaking skills of students. A survey was conducted on 52 English language teachers working at different private universities to find out the pro

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Ives, Nicole, Anna Oda, Jonathan Bridekirk, et al. "Syrian Refugees’ Participation in Language Classes: Motivators and Barriers." Refuge: Canada's Journal on Refugees 38, no. 2 (2022): 1–19. http://dx.doi.org/10.25071/1920-7336.40799.

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Resettlement country language literacy facilitates integration and counteracts social and economic marginalization. Thus, access to language learning is a social justice issue. Resettled refugees in Canada are eligible for free English/French language training. Between 2015-2017, Canada resettled 47,735 Syrian refugees. We explored predictors of language class participation for Syrian refugees, examining data from 1915 adult Syrian refugees in government-funded language classes in British Columbia, Ontario, and Quebec. Findings suggest access to language programs are shaped by provincial polic

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ABY, JOHN. "The Prominent Barriers to Speaking in English: A Study Conducted Among Youngsters." International Journal of English Linguistics 10, no. 5 (2020): 190–202. https://doi.org/10.5539/ijel.v10n5p190.

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This discourse analyses the prominent barriers to speaking in English while conducting online English Language classes during the pandemic, COVID-19. The study is conducted among business communication students in university colleges in India and takes five paradigms into consideration. They are: the motivational factor, the personality of the learner, attitude of the learner, the pedagogical management of English classes in online mode and the level of exposure to the English language. Data were collected by analyzing the survey questionnaire distributed among 150 business communication stude

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Siti, Noor Aneeis Hashim, and Mohd Yusoff Nurahimah. "The use of reflective practice towards achieving effective English language teaching at primary schools." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (2021): 364–74. https://doi.org/10.11591/ijere.v10i1.20956.

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The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs

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Hidayah, Nurul, and Lilia Indriani. "Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (2021): 155. http://dx.doi.org/10.31002/metathesis.v5i2.4004.

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<p class="16">Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collect

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Zou, Weiyi, and Mingming Liu. "Investigating Translanguaging Practices in Senior High School English Classes: A Case Study." English Language Teaching 18, no. 6 (2025): 117. https://doi.org/10.5539/elt.v18n6p117.

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Through qualitative case study, this study discusses how a senior high school English teacher implemented translanguaging practice in the classroom and its influence on teaching. Through classroom observations, retrospective interviews and semi-structured interviews, it is found that the teacher used translanguaging in seven situations to realize three functions: cognition (promoting conceptual understanding and eliminating cognitive obstacles), emotion (enhancing learning confidence and cultivating positive attitude) and behavior (dealing with classroom emergencies and guiding attention). The

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Lestari, Putry Desi, Herlina, and Ana Theriana. "THE USE OF DICTATION METHOD IN ENGLISH WRITING ACHIEVEMENT AT SMP NEGERI 31 PALEMBANG." Esteem Journal of English Education Study Programme 7, no. 2 (2024): 760–70. http://dx.doi.org/10.31851/esteem.v7i2.16104.

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This study examined the implementation and effectiveness of the Dictation Method in enhancing English writing achievement among seventh-grade students at SMP Negeri 31 Palembang. The research addressed two main questions: first, how students respond to the Dictation Method in their English learning; and second, how teachers implemented this method in classroom practice. Data were collected through surveys administered to 132 students across four classes, employing Likert scale analysis to gauge student perceptions. Results indicated overwhelming student approval (96%) of the Dictation Method,

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