Bibliografías temáticas / Pictures and English language learning

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Literatura académica sobre el tema "Pictures and English language learning"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Pictures and English language learning"

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Indah, Dewi Rosari. "Culture in Cover and Units’ Covers of Senior High School First Grade Course Book of Curriculum". JET ADI BUANA 2, n.º 2 (30 de octubre de 2017): 125–36. http://dx.doi.org/10.36456/jet.v2.n2.2017.1054.

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Language in any forms, including pictures, conveys massage. Pictures and images carry culture within that reflect attitudes and social life in the world any specific language spoken. Learning English should also be learning its culture to get a better picture of it. One of the sources in learning English is a course book. This article was aimed at finding out what elements that were presented in a senior high school course book of a second grade because of the focus is assumed to be on the lessons in Indonesia. This article report used content analysis as a framework to analyze the culture presented in pictures. It was found that the pictures were well representatives of an English speaking country’s culture. The pictures shared the activities, the seasons, the habit, and the way they dress, behave, and speak that in some ways were different that of Indonesia. The pictures also gave information on different values between Indonesia and English speaking countries
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He, Jian y Hui Huang. "Learning Chinese Characters with Animated Etymology". International Journal of Computer-Assisted Language Learning and Teaching 4, n.º 2 (abril de 2014): 64–82. http://dx.doi.org/10.4018/ijcallt.2014040105.

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The study was an attempt to investigate the effect of animated etymology on English speakers' learning of Chinese characters. Twenty-one Chinese language beginners at an Australian university were randomly assigned into three groups using three different types of instructional materials to learn Chinese characters: a) paper-based plain text material with only English meanings; b) paper-based material with English meanings, pictures and static etymological information; and c) CALL material with English meanings, pictures and animated etymological information. The effects of three materials were tested under two task conditions: a) picture-enhanced tasks and b) non-picture-enhanced tasks. Through both within-group and cross-group comparisons, the statistical results indicate that the group using computer-based materials involving animated etymology significantly outperformed those using the paper-based materials with and without illustrated etymological information in both tasks and the advantages of paper-based illustrated etymological information over the paper-based group without such information are limited to the tasks involving pictures.
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Carpenter, Shana K. y Jason Geller. "Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning". Quarterly Journal of Experimental Psychology 73, n.º 2 (10 de octubre de 2019): 211–24. http://dx.doi.org/10.1177/1747021819879416.

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Previous research shows that participants are overconfident in their ability to learn foreign language vocabulary from pictures compared with English translations. The current study explored whether this tendency is due to processing fluency or beliefs about learning. Using self-paced study of Swahili words paired with either picture cues or English translation cues, picture cues garnered higher confidence judgements but not faster study times, and this was true whether judgements of learning were made after a delay (Experiment 1) or immediately (Experiment 2). In Experiment 3, when participants learned Swahili words with only one type of cue (pictures or English translations) and then estimated which one would be more effective for learning, the majority of participants believed pictures would be more effective regardless of whether they had experienced those cues during learning. Experiment 4 showed the same results when participants had experienced neither type of cue during a learning phase. These results suggest that metacognitive judgements in foreign language vocabulary learning are driven more by students’ beliefs about learning than by processing fluency as reflected in self-paced study times.
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Susanti, Susanti. "The Pictures in Enhancing Students English Learning". JUDIMAS 1, n.º 1 (16 de enero de 2021): 74. http://dx.doi.org/10.30700/jm.v1i1.1050.

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Writing is one of the four language learning skills which must be well-educated by the language learners. And it is as the most difficult skill to be executed which comes across by the students of the Vocational School of SMKN 4 Pontianak. The writing obstacles such as they do not know what should be written, what topics to be described, limited vocabularies, incorrectly grammar, and the coherency. Educators are desired to lend a hand the students with their learning complication, especially their writing skill. The Picture-Cued Technique is the practice to be carried out to the workshop of Community Engagement at the Vocational School of SMKN 4, which located on Komodor Yos Soedarso Street, Pontianak, Kalimantan Barat. The aim of this community engagement workshop to familiarize and to assist the learners of the Vocational School of SMKN 4 Pontianak with the procedure of the Picture-Cued Technique to facilitate their writing hindrances. The students of the Vocational School of SMKN 4, eleventh grade, consisted of 32 students who become the participants in this community engagement study. The outcome of this community engagement is students are familiarized to the Picture-Cued Practice then assist them in overcoming writing hindrances in learning writing competence.
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Gibson, Todd A., Elizabeth D. Peña y Lisa M. Bedore. "The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment". Journal of Speech, Language, and Hearing Research 61, n.º 6 (19 de junio de 2018): 1381–92. http://dx.doi.org/10.1044/2018_jslhr-l-16-0432.

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Purpose First, we sought to extend our knowledge of second language (L2) receptive compared to expressive narrative skills in bilingual children with and without primary language impairment (PLI). Second, we sought to explore whether narrative receptive and expressive performance in bilingual children's L2 differed based on the type of contextual support. Method In a longitudinal group study, 20 Spanish–English bilingual children with PLI were matched by sex, age, nonverbal IQ score, and language exposure to 20 bilingual peers with typical development and administered the Test of Narrative Language (Gillam & Pearson, 2004) in English (their L2) at kindergarten and first grade. Results Standard scores were significantly lower for bilingual children with PLI than those without PLI. An L2 receptive–expressive gap existed for bilingual children with PLI at kindergarten but dissipated by first grade. Using single pictures during narrative generation compared to multiple pictures during narrative generation or no pictures during narrative retell appeared to minimize the presence of a receptive–expressive gap. Conclusions In early stages of L2 learning, bilingual children with PLI have an L2 receptive–expressive gap, but their typical development peers do not. Using a single picture during narrative generation might be advantageous for this population because it minimizes a receptive–expressive gap.
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Tahiri, Shejla. "The Impact of Pictures on Second Language Acquisition". SEEU Review 15, n.º 2 (1 de diciembre de 2020): 126–35. http://dx.doi.org/10.2478/seeur-2020-0021.

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Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels.
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Kan, Pui Fong y Kathryn Kohnert. "Preschoolers Learning Hmong and English". Journal of Speech, Language, and Hearing Research 48, n.º 2 (abril de 2005): 372–83. http://dx.doi.org/10.1044/1092-4388(2005/026).

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Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and younger participants), language (Hmong and English), modality (receptive and expressive skills), and the nature of total or "composite" vocabulary scores (translation equivalents or singles, reflecting comparable forms in both languages as compared to concepts lexicalized into only 1 language). Older participants outperformed younger participants in English, but not Hmong, indicating a relative stabilization of L1 skills, alongside more robust growth in L2. The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age.
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Nuraeni, Cicih y Lia Nurmalia. "Utilizing WhatsApp Application in English Language Learning Classroom". Metathesis: Journal of English Language, Literature, and Teaching 4, n.º 1 (22 de abril de 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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Deepaen, Wanida. "Research and Development of the ASEAN Cartoon Lesson using the Communicative Language Teaching Approach and the Common European Framework of Reference for Languages." Global Journal of Foreign Language Teaching 6, n.º 2 (1 de diciembre de 2016): 104. http://dx.doi.org/10.18844/gjflt.v6i2.715.

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Cartoon pictures help to encourage students’ attention and bring joy to learning English. Cartoon lessons efficiently support students’ English language achievements. This research aimed to develop the ASEAN cartoon lesson using the communicative language teaching approach (CLT) and the Common European Framework of Reference for Languages (CEFR) for secondary school students. The ASEAN cartoon lesson was used to teach M.2 students for 22 hours. Then, interviews, a multiple-choice test, questionnaires and focus group discussions were used to collect data that were analysed by content analysis, descriptive statistics, a relative gain score and a dependent sample t-test. The research findings indicated that the cartoon lesson displayed very good efficiency and effectiveness. In addition, the students displayed developments in their language learning. This result will hopefully become a reference for English teachers to use to enrich students’ learning.
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Idawati, Kurnia, Nurul Fitriani y Eka Yuniar Ernawati. "PEMAHAMAN STRUKTUR KALIMAT DIHUBUNGKAN DENGAN KOMPETENSI PEMRODUKSIAN BAHASA INGGRIS". Inteligensi : Jurnal Ilmu Pendidikan 3, n.º 1 (26 de junio de 2020): 1–10. http://dx.doi.org/10.33366/ilg.v3i1.1572.

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Learning a foreign language, in this case English, usually means learning to speak in that language while understanding it. Therefore, language learning always involves two elements, namely comprehension and production. Both elements are closely related to the study of language learning performance, especially in foreign language learning. Related to that, a quantitative research was conducted over 33 learners of English in order to find out the extent to which the learners understood the structure of simple English sentences related to their ability to produce English sentences. Research data was obtained through 2 kinds of tests. The data about comprehension was in the form of true or false cloze-test of totaling 50 simple sentences with the argument structures. While the data of production was in the form of written tests of simple sentence constructions based on pictures and instructions about the pictures. Both of the tests used a number of verbs most commonly remembered by the students of English Department, Darma Persada University. The result of the research showed that their comprehension level was 65.64% with a variation in the distribution score between them was 8.79, and their production was 28.36% with a standard deviation of production of 17.37. The gap between the level of comprehension and the level of production was relatively large which means that the average production competency of the subjects was below their comprehension competency.
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Tesis sobre el tema "Pictures and English language learning"

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Yu, Ka-yan Florence. "Learning English through films a case study of a Hong Kong class /". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241244.

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余嘉欣 y Ka-yan Florence Yu. "Learning English through films: a case study of a Hong Kong class". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241244.

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Elmén, Isak. "Pictures as an aesthetical tool in English language teaching : An experimental study". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31538.

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This explorative qualitative case study aims at finding out about the impact of pictures as an aesthetical tool in English language teaching, through an experiment in the English classroom. Aesthetical tools are here defined as tools through which one can reach a stronger experience and improve learning. The independent variable in the experiment was a picture assignment and the dependent variable was a Chinese high school class and their teacher in English. After having done the experiment, the research questions were answered through a student questionnaire and an interview with the teacher. The study is based on Dewey’s theory of an experience (Dewey 1934) which is about the benefits of aesthetical experiences, and six themes of aesthetical experience provided by Uhrmacher (2009) meant to make education into such an experience. A majority of the subjects responded positively to the experiment, and the assignment seemed to be able to implement Uhrmacher’s six themes, at least to a certain extent. The claims of earlier findings are also echoed in this study.
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Ramonda, Kris. "The role of semantic transparency and metaphorical elaboration through pictures for learning idioms in a second language". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6689/.

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Idioms, as multi-word units that contain literal and figurative meanings, are inherently complex and thus unsurprisingly difficult to acquire for second language learners. Though experimental studies on idioms have been carried out with pedagogically minded foci, none have examined the differential effects picture type has on correct interpretation of meaning or meaning recall. Because idioms have both literal and figurative senses, they can be pictorially expressed via either or both of their dual meanings. However, no one has yet tested whether figurative elements in pictures will aid or confuse second language learners when presented alongside idioms. Thus, the primary aim of this thesis is to experimentally test how different kinds of pictures affect the way in which second language learners interpret and recall the figurative meaning of metaphorical idioms. Furthermore, the role of semantic transparency and how it impacts the effectiveness of the picture type is examined. The overarching finding suggests that metaphorically imbued pictures overall facilitate the learning of idioms. However, highly contextualized pictures have the potential to mislead learners in specific and often unpredictable ways. In addition to the pedagogical implications uncovered, this thesis also addresses the nature of semantic transparency and teacher attitudes on idioms.
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Shintani, Emi. "Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2403.

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These learning strategies have presented a theoretical framework for applying brain-based learning to EFL teaching. The model is based on the holistic principles of brain based learning rather than memorization of skills and knowledge as has been previously employed in EFL instruction.
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Pearson, Fiona Elisabeth. "Learning English through film: a case study of the effect on S4 students' attitudes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517653x.

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Afram, Eliane. "Idioms in English as a Second Language : Contextualization of L2 idioms (written context versus still pictures) and its effect on students' retention". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30338.

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The main aim of the present study is to investigate whether there is a difference in retentionbetween two groups of Swedish second language learners of English when they are faced withidioms in a written context or in the form of still pictures. The subjects of the investigation aretwo different groups at a high school in Sweden. Both Group 1 and 2 consist of 24 subjectseach. For this study, 15 idioms were randomly selected. To Group 1, the idioms werepresented in a written context and to Group 2 the idioms were presented in the form of stillpictures. The subjects were given a pre-test and two post-tests to measure their retention.Moreover, the subjects were given a questionnaire in order to learn more about theirperception of idioms. I believe that, on the immediate post-test, Group 1 (the “written contextgroup”) did better than Group 2 (the “still pictures group”). Nevertheless, on the delayed posttest(testing long-term retention), Group 2 remembered more idioms than Group 1. But, it isimportant to note that contextualization of L2 idioms using written context and/or using stillpictures resulted, in general, to be effective strategies for the retention of idioms.
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Rocha, Eleomarques Ferreira. "Exploring Storybook Illustrations in Learning Word Meanings". ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/351.

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This study explores storybook illustrations in learning word meanings among English learners in a university intensive language program. The impact of children’s literature on the comprehension and vocabulary development of second language children is well-documented. However, the use of the literature with adults still needs to be researched. Therefore, a mixed-method study was designed (1) to investigate whether readers who read an authentic illustrated story differed from those who read the same story without illustrations; and (2) to learn more about the readers’ process of learning words from storybook illustrations. Results suggest that illustrations play an important role in both comprehending the text and learning individual words, however issues related to the accessibility of the text and readers’ ability to use context should also be taken into consideration. The findings support prior research that the benefits of learning from context take time to become robust. The study suggests that illustrated storybooks provide a rich context for adults to infer word meanings and recommends children’s literature as an alternative source of reading in programs serving adult English learners.
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Öhlander, Andersson Lina. "English Language Learning : Student's Perception on Their Own Language Learning". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14371.

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This is a qualitative study, which aims at looking closer into how eight students look upon their own English perceiving skills. A qualitative interview method was used to interview eight students in upper secondary school. The participants were four girls and four boys. The result from the interviews have been presented under three different headings, which are as follows: Motivation, Classroom and Acquisition. A lot of studies have been done on the subject of language learning and it has resulted in many theories, and the ones that seemed relevant for this study have been brought up and connected to the answers the students gave. Most of the students felt motivated to learn English and the main reason was their future job plans. In the classroom, the participants thought that the teacher's behaviour and attitude towards the English subject was the most important factor to motivate them. The interview results showed that the student's thought that the best way to learn English was through media, foremost by speaking and writing with their friends on the computer. Those answers can be connected to something that the Russian psychologist Lev S. Vygotskij presents with the socio-cultural theory, were he promotes the idea that the best way to learn a new language is to interact with other people.
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Fagerlund, Lina y Helena Persson. "Communicative Language Learning in English". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28454.

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I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.
This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.
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Libros sobre el tema "Pictures and English language learning"

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Visual impact: Creative language learning through pictures. Harlow: Longman, 1990.

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Chao qiang tu jie KK yin biao: Excellent K.K. : learning with pictures. Tainan Shi: Wo de wen hua chu ban you xian gong si, 2011.

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Jancewicz, Zofia. Film and television in optimising teaching and learning English. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 1987.

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Thomas, Susan. Picture prompts: Prepositions and directions. Surrey: Delta publishing, 1997.

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Andrew, Wright. Pictures for language learning. Cambridge [England]: Cambridge University Press, 1989.

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J, Leeser Michael y Keating Gregory D, eds. Lights, camera, Spanish!: Pop n the movie, learn the languge. New York: McGraw Hill, 2007.

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Cristina, Pausini, ed. Italian through film: The classics. New Haven [CT]: Yale University Press, 2007.

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Cristina, Pausini, ed. Italian through film: A text for Italian courses. New Haven: Yale University Press, 2004.

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Voss, Erik y Ilka Kostka. Flipping Academic English Language Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2.

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Academic Language in Second Language Learning. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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Capítulos de libros sobre el tema "Pictures and English language learning"

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge y Georgina Heydon. "From Pictures to Writing". En The English Language and Linguistic Companion, 170–76. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_18.

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Volkmann, Laurenz. "Language Learning". En English and American Studies, 480–87. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_36.

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Lotherington, Heather, Deanna Neville-Verardi y Natalia Sinitskaya Ronda. "English in cyberspace". En Language Learning & Language Teaching, 11–42. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.04lot.

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Hall, Graham. "Language, language learning and Method". En Exploring English Language Teaching, 65–84. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-4.

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Thomas, Michael, Hayo Reinders y Anouk Gelan. "Learning Analytics in Online Language Learning". En Faces of English Education, 197–212. Names: Wong, Lillian L. C., 1970– author. | Hyland, Ken, author. Title: Faces of English education : students, teachers and pedagogy / edited by Lillian L.C. Wong and Ken Hyland. Description: Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315205618-13.

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Wilkinson, Mark. "Language Learning with ICT". En English Language Teaching Today, 257–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_18.

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Bauer, Laurie y I. S. P. Nation. "Learning English Morphology". En English Morphology for the Language Teaching Profession, 1–18. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855222-1.

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Dekydtspotter, Laurent, Bruce Anderson y Rex A. Sprouse. "Syntax-semantics in English-French interlanguage". En Language Learning & Language Teaching, 75–102. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.08dek.

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Pennington, Martha C. y Pamela Rogerson-Revell. "Phonology in Language Learning". En English Pronunciation Teaching and Research, 57–118. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_2.

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Collins, Beverley, Inger M. Mees y Paul Carley. "Learning a Foreign Language". En Practical English Phonetics and Phonology, 182–207. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-16.

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Actas de conferencias sobre el tema "Pictures and English language learning"

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MARYANSYAH, Yupika y Epi WADISON. "Picture of Students' Self-Esteem in Learning Speaking". En Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.6.

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Bulaquit, Randymax M. "Utilization of Facebook as a Supplemental Tool in Developing English Communication Skills: Basis for a Proposed Syllabus in Purposive Communication". En GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.8-1.

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Most studies show that students use Facebook as a powerful tool for social interaction, and English language learning purposes. The study aimed to assess and present empirical data on the students’ perceptions on the acceptability and usage level of Facebook as a communication tool in developing English communication skills and to identify possible variables that could initiate programs on how students maximize study time in connection with Facebook’s usage. The majority of the respondents used Facebook daily in learning English reading, writing, listening and speaking. Respondents have moderately agreed that Facebook can be used as a supplemental tool in developing communication skills in reading, writing, and listening but slightly agreed on speaking. There was no significant difference in the extent of usage and the results of the communication skills test in reading, writing, listening and speaking. The correlation between perception and performance for listening skills was positively very weak while performance in writing and reading skills was positively weak. However, the correlation between perception and performance for speaking skills was negatively weak. Lastly, the majority of the respondents have encountered problems in using Facebook, such as in inappropriateness of comments, pictures, or videos posted on Facebook, slow Internet connection outside and within the university, and lack of security and validity of information.
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Forsyth, Helen. "PROCESSABILITY APPROACHES TO RECEPTIVE THIRD LANGUAGE ACQUISITION: IMPLICATIONS FOR MULTILINGUAL CLASSROOMS". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end115.

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Existing research indicates a qualitative difference between Second Language Learning and Third Language Acquisition, and certain psycholinguistic and developmental aspects to multilingual learners merit investigation. The present paper examines stages in receptive learner acquisition of English as a Third Language at Italian-medium primary schools in South Tyrol in Italy employing a picture selection task and implicational scaling analysis. It highlights the role that processing approaches to acquisition proposing constraints on developmental readiness and cross-linguistic influence may play for the emergence of receptive competence in morpho-syntactic structures.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture". En InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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Chrupała, Grzegorz, Àkos Kádár y Afra Alishahi. "Learning language through pictures". En Proceedings of the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-2019.

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Seneviratne, Chula. "Integrating e-learning with English language learning". En 2013 International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2013. http://dx.doi.org/10.1109/icter.2013.6761196.

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Blayney, Paul y Rosemary King. "READABLE ENGLISH – A LANGUAGE LEARNING INNOVATION". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2377.

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida y Afif Suaidi. "Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning". En English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Suhartini, Andewi, Rahayu Kariadinata y Oneng. "Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning". En 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214901410149.

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Mejzini, Magbule. "Teaching and Learning English Language with Technology". En The 4th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2016. http://dx.doi.org/10.18638/scieconf.2016.4.1.383.

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Informes sobre el tema "Pictures and English language learning"

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper y Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, enero de 1987. http://dx.doi.org/10.21236/ada192006.

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O’ Brien, Gisela, Magaly Lavadenz y Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Braslavskaya, Elena y Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, junio de 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Armas, Elvira y Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor y Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), enero de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Lavadenz, Magaly, Elvira Armas y Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Hernández, Ana, Magaly Lavadenz y JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Dell'Olio, Franca y Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Serneels, Pieter y Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), octubre de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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