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The Cambridge Guide to Teaching English to Speakers of Other Languages
Abstract
We live in an age of encyclopedias. Our bookcases are packed with tomes of knowledge and information, both general and specialized, and many of them even come in cd-roms these days. Books with titles such as 'All you need to know about [whatever]', and 'How to [whatever]', sell like hot cakes. I presume that the main reason for their popularity is that in our rushed lifestyle we need quick fixes. Vast repositories of knowledge have also become available in TESOL; the few titles in the references section below give you but a taste of the encyclopedias and introductory textbooks available in academic bookshops and libraries. While suppressing a yawn, the reviewer begins to wonder what makes any of these titles unique and competitive. Aren't they mere clones of one another? More specifically, aren't I supposed now to review a book which shares too many features with other titles to make it distinctly di¤erent? The answer is no: The Cambridge Guide is di¤erent! First, let me examine its structure in some detail. The book consists of 30 chapters, flanked by an introduction and a postscript. The main text is followed by a 200-item glossary, and a reference section covering some 1,500 titles. The Cambridge Guide is the product of 33 authors, including the two editors who, in addition to the Introduction, wrote one chapter each. All the contributors are eminent researchers in their field—a necessary, albeit not a suªcient, condition for producing a useful textbook.
... Type B on the other hand focuses on how the language is to be learned, is internal to the learner, and emphasizes the process of learning rather than the subject matter, which in this case is the target language. Similar to Nunan's (1988) classification, syllabuses can be product-oriented, which is focused on the knowledge and skills that students are expected to gain as a result of instruction, or process-oriented which is focused on the learning experience. TBLT therefore falls under White's Type B syllabus and Nunan's process-oriented classification because it involves processes in second language learning and place no constraints on the tasks chosen. ...
... With Krashen's acquisition theory (Krashen, 1982), which argues that the ability to use a language is through exposure and participation in using the language, tasks therefore facilitate in using such ability. As Nunan (2001) asserted that task-based syllabuses start with needs analysis that results in a list of the target tasks that the learners need to carry out in real-life situations, tasks involving learners to be engaged in specific activities related to their chosen course or program are essential. ...
... The teacher's decision to choose which type of syllabus is preferable for his or her course can be highly dependent on the topic and the amount of information and knowledge students have to obtain, in which task-based syllabus may not be effective. On the other hand, teachers who choose to assess students not through conventional exams can design courses that can be classified as White's (1988) Type B syllabus and Nunan's (1988) process-oriented classification as an approach to evaluate students through more productive and less restricted means. If such syllabus is proven to have good results for students, the teacher can then make improvements or modifications such as adding more activities, time for students to discuss, prepare, practice and present, and supplementary exercises on pronunciation, grammar and speaking. ...
... The common question that arises from anybody who wants to know one's ability in foreign language is whether he/she can speak English or not (Heriansyah, 2012). Similarly, Nunan (2015) states that for most people, mastering speaking skill is the single most important aspect of learning a second or foreign language, and the ability to make a conversation in English is deemed to be successful. ...
... Unfortunately, the greater part of the eleventh graders at Tay Ninh high school frequently violated speaking qualities of accuracy, fluency and appropriateness. These problems were also sought by some foregoing authors such as Heriansyah (2012) First, accuracy refers to the degree of which learners' oral production is grammatically acceptable, with clear pronunciation and appropriate choice of vocabulary (Nunan, 2015). In fact, yet, the big proportion of the response community frequently confronted with some grammatical errors in their English oral production such as wrong word forms, word order and sentence structures, and word tenses. ...
... Fourthly, fluency is learners' ability to speak in understandable way not to break down communication (Hughes, 2002;Nunan, 2015). However, in this study, almost all the participants spoke English too slowly with undue pause and hesitation. ...
This study was predominantly conducted to examine 280 eleventh-grade students’ appraisal of their speaking problems and potential influential factors at Tay Ninh high school, Vietnam. The data were garnered by 40-item questionnaire copies and analyzed by SPSS 22.0 for descriptive statistics (e.g. mean, standard deviation, and percentages) and inferential statistics (e.g. Beta and significance values). The findings of the study revealed that a greater part of the eleventh graders at this site frequently experienced linguistic problems of accuracy, fluency and appropriateness; alongside, many students also encountered with some non-linguistic problems such as inhibition, nothing to say, low participation, and mother tongue use. These speaking problems derived from two main influential factor domains, including internal (e.g. limited language input and topical knowledge, negative psychological states), and external factors (e.g. pressured performance conditions, rigid ELT curriculum, counter-productive ELT materials, inconvenient classroom environment, teachers’ inflexible roles, fixed teaching methods).
... Para tanto, pautamo-nos em nossa trajetória como docentes, atuando em um Programa de Pós-Graduação em Letras e em um curso de Letras, orientando professores em formação continuada e licenciandos. As reflexões empreendidas estão alicerçadas em estudos que discutem os saberes docentes e o papel dos professores de línguas (TOMLINSON, 2001;BARROS;COSTA, 2010;GERALDI, 2015;CONTRERAS, 2012). Os resultados apontam a intrínseca relação entre a elaboração de materiais didáticos e os agenciamentos docentes. ...
... Therefore, we are guided by our trajectory as professors, working in a Post-Graduate Program in Letters and in a Letters course, advising teachers in continuing education and undergraduates. The reflections undertaken are based on studies that discuss teaching knowledge and the role of language teachers (TOMLINSON, 2001;BARROS;COSTA, 2010;GERALDI, 2015;CONTRERAS, 2012). The results point to the intrinsic relationship between the development of teaching materials and teaching agencies. ...
... As considerações empreendidas reafirmam a intrínseca relação entre a elaboração de materiais didáticos e os agenciamentos docentes. Recorreremos a alguns outros autores, tais como, Tomlinson (2001), Van Dijk (2010), Baptista (2010), Cury (2000), que, embora pertençam a campos teóricos distintos, trazem discussões pertinentes que podem contribuir para a compreensão da complexidade que permeia as questões relacionadas à formação docente. Nesse sentido, partimos da noção de paradigma científico, proposta por Kuhn (1998, p. 219-220), como um conhecimento partilhado por membros de uma comunidade científica, composta por especialistas em algum objeto de estudo, a partir de uma mesma perspectiva teórica e metodológica. ...
O presente trabalho tem como objetivo propor algumas reflexões a respeito do processo de elaboração de materiais didáticos para aulas de línguas e seus atravessamentos na construção de identidades docentes, considerando as perspectivas do saber, do fazer, do poder e do ser docente. Para tanto, pautamo-nos em nossa trajetória como docentes, atuando em um Programa de Pós-Graduação em Letras e em um curso de Letras, orientando professores em formação continuada e licenciandos. As reflexões empreendidas estão alicerçadas em estudos que discutem os saberes docentes e o papel dos professores de línguas (TOMLINSON, 2001; BARROS; COSTA, 2010; GERALDI, 2015; CONTRERAS, 2012). Os resultados apontam a intrínseca relação entre a elaboração de materiais didáticos e os agenciamentos docentes. Palavras-chave: formação de professores de línguas; materiais didáticos; identidade.
... evidenced when adult second language learners spontaneously express meaning using a language they are in the process of learning. 59 Focus on forms is a group of grammar rules, it treats teaching grammar as teaching other subjects like Math or Physics (Carter and Nunan, 2001). 60 Regarding the examples for learners' regularities and variations from the perspective of an instructor, grammar acquisition can be learned in an identical way, whereas; ...
... The author of "Problematizing Cultural Stereotypes in TESOL" article, Kumaravadivelu, gives clear information about cultural stereotypes in Asia. 187 The article is about cultural stereotypes of Asian students while teaching English. The author gives clear information about common cultural stereotypes of Asian people, including obedience to authority, lack of critical thinking, and passivity in class. ...
... Priest, and Parodies (2013), instructors who are aware of their students' cultures187 Kumaravadivelu, B. (2003). Problematizing cultural stereotypes in TESOL. ...
This monograph describes the problems that arise when teaching English as a foreign
language and their solutions. The monograph also provides information about useful
methods, technologies and their role in language teaching that English teachers can
use in language teaching. In addition, it was about the views on the English language
in our country and its prospects.
... Then, Hyland (2003) mentioned that feedback is beneficial since it can encourage the development of students' writing and is critical to improve the learning process. The importance of providing feedback has been explored by many researchers (Brown, 2000;Harmer, 2007;Nunan, 2015). (Brown, 2000) & Harmer (2007 mentioned that the teacher should guide and facilitate students when they write. ...
... (Brown, 2000) & Harmer (2007 mentioned that the teacher should guide and facilitate students when they write. Nunan (2015) added feedback must be in positive ways or engage the students to write. In conclusion, feedback must be provided by the teacher. ...
... The lecturer just provided the feedback in Google Documents, comment on Google Classroom during asynchronous meetings and directly stated what the errors such as grammar, mechanism, and spelling needed to be improved during synchronous meetings. It is in line with (Brown, 2000;Harmer, 2007;Nation, 2008;Nunan, 2015) who stated that providing feedback is pivotal when teaching writing. Then, it was found that the lecturer preferred to give direct corrective feedback because it is focused, comprehensive and the most suitable feedback based on her experience. ...
p class="AbstractText"> This study explored the use of direct corrective feedback in the Thesis Proposal writing course where the students are expected to develop their undergraduate thesis proposal at Universitas Brawijaya and how direct corrective feedback can help the students to deal with their academic writing. The data were obtained from six students who have taken the Thesis Proposal Writing course and one lecturer who taught the course using two instruments: an interview guide and observation checklists to triangulate and ensure the validity. The result showed that: (1) direct corrective feedback was employed by the teachers to help the students to deal with their writing because direct corrective feedback was the most suitable and comprehensive feedback (2) the lecturer provided direct corrective feedback through Google Classroom and Google Documents for asynchronous meeting and Google Meet for synchronous meeting (3) Direct corrective feedback helped the students to deal with their writing since the students had high positive attitude and is preferred by the students to revise their drafts. In teaching writing, the result implied that it will be very beneficial for the teacher to provide direct corrective feedback to the students as teaching strategies and the students to correct their drafts easily. </p
... It is a difficult task for language learners to speak in a second or foreign language since speaking calls for the integration of numerous components. It is regarded as one of the focal skills by many (Nunan, 2001). Speaking is necessary for dealing with others, responding to others, and expressing emotions, according to Lindsay and Knight (2006, p. 58). ...
... According to Nunan (2001), the majority of English teachers have indicated that speaking abilities are best learned through conversation. Collaborative learning and communicative language instruction can help achieve this goal. ...
... According to Nunan (2001), many English instructors regard interaction as the most effective method for developing speaking skills. This can be achieved through communicative language training and collaborative learning. ...
This research was prompted by the discovery of communication hurdles in EFL programs at Saudi universities. Professors and students have observed a lack of effective communication; therefore, innovative pedagogies that can increase teacher-learner communication are urgently needed. Using a questionnaire to collect data from EFL professors, this study applies the analytical research approach to achieve its conclusions. The vast majority of respondents agreed that the Dogme approach in EFL classes is highly significant in a variety of ways, including enhancing rapport between instructors and students as well as between students themselves, promoting interaction, enhancing communication skills, and encouraging students to ask open-ended questions. The study concludes by proposing methods to create a more communicative learning environment, such as using warm-up oral questions, assessing learners' comprehension through oral questioning after each learning outcome, and employing the Dogme approach as a motivating tool to ensure that learners participated in achieving the intended learning outcomes.
... An autonomous learner is an individual who can make responsible decisions about what they want to learn and what they want to know (Nunan, 2015;Hendar, 2014) based on their self-assessment of linguistic competence (Kim, 2014). Nunan (2015) assumed that autonomous learners could; Self-assess the overall direction of learning; Effectively participate in the development of the learning process; Exercise equality of choice in the area of learning experiences and activities. ...
... An autonomous learner is an individual who can make responsible decisions about what they want to learn and what they want to know (Nunan, 2015;Hendar, 2014) based on their self-assessment of linguistic competence (Kim, 2014). Nunan (2015) assumed that autonomous learners could; Self-assess the overall direction of learning; Effectively participate in the development of the learning process; Exercise equality of choice in the area of learning experiences and activities. ...
p> During the Covid-19 pandemic, most schools have been closed by the government to prevent Coronavirus spread. It mandates students to learn and teachers to teach from home. This condition is also illustrated in the English classes for the first, second, and third grades of SDN Sedatigede 1. With more than 80 students in one class, it can be assumed that each English session is overcrowded. A pupil may have a slim chance to learn with a teacher’s guidance in an overcrowded class. Therefore, this analysis attempts to discover a way for students to learn a language independently using language learning program accessible on the internet. This research then reveals three language learning services believed to be suitable for elementary school students. From these results, this study provides solutions for the teachers to motivate their students to apply these resources for learning English autonomously and with minimal teacher guidance. Further research is required to find autonomous learning ways in offline media for students with no access to the internet and proper ways for teachers to fulfil their role as a motivator in this pandemic era. </p
... Procuramos, então, analisar por quais motivos os professores, que atuam em uma escola privada bilíngue brasileira de prestígio na cidade de Campo Grande, Mato Grosso do Sul, se basearam para se autointitularem como bilíngues. Para tanto, utilizamos os conceitos de sujeito bilíngue e heteroglossia de García (2009), repertório linguístico de Busch (2012) e Gumperz (1964) e, por fim, a de cultura por Kramsch (2001). Este estudo, ancorando-se nos autores supracitados, questiona a noção de bilinguismo como o simples fato de falar duas línguas e, por isso,compreende-o como um fenômeno multidimensional, o qual interfere no campo sociocultural, psicológico e linguístico do indivíduo. ...
... Mas, é válido ressaltar que só a tentativa em querer enxergar o sujeito bilíngue com outros olhos já demonstra uma diferença substancial no resultado de trabalhos anteriores, nos quais o quesito proficiência era deliberadamente sinônimo de bilinguismo.Quanto ao aspecto cultural, o qual apareceu em segundo lugar, ainda foi possível verificar a distinção entre a cultura da L1 e a da L2 como distintas, o que diverge da ideiade Maher (2007) de que são permeáveis. Assim, foi possível perceber que mesmo os professores que se definem como bilíngues, consideram a cultura um conjunto de modos de agir e pensar referentes ao grupo A ou B. Esta crença popular evidencia uma visão reducionista no século XXI, como afirmaKramsch (2001).No que tange a outros elementos que compõem o sujeito bilíngue, os três participantes citaram muito pouco os fatores psicológicos, cognitivos e sociais, enfatizando, a todo momento, questões mais externas de língua e cultura, deixando de lado o que é mais subjetivo, o que por sua vez acaba reduzindo um olhar mais multidimensional do termo.Nesse sentido, apesar de os professores se considerarem bilíngues, eles apresentam ideias divergentes sobre cultura, língua e bilinguismo. A partir das análises realizadas, evidenciamos que os participantes tentam enxergar estes fatores, que influenciam substancialmente o sujeito bilíngue, com um olhar mais dinâmico, heterogêneo e heteroglóssico. ...
A educação bilíngue de prestígio ganha evidência significativa no cenário educacional brasileiro a partir do século XX. Porém, as identidades dos professores bilíngues, que é parte integrante desta evolução, ainda busca por uma definição. Procuramos, então, analisar por quais motivos os professores, que atuam em uma escola privada bilíngue brasileira de prestígio na cidade de Campo Grande, Mato Grosso do Sul, se basearam para se autointitularem como bilíngues. Para tanto, utilizamos os conceitos de sujeito bilíngue e heteroglossia de García (2009), repertório linguístico de Busch (2012) e Gumperz (1964) e, por fim, a de cultura por Kramsch (2001). Este estudo, ancorando-se nos autores supracitados, questiona a noção de bilinguismo como o simples fato de falar duas línguas e, por isso,compreende-o como um fenômeno multidimensional, o qual interfere no campo sociocultural, psicológico e linguístico do indivíduo. Os dados apresentados foram gerados por meio de uma entrevista semiestruturada e aplicação de um questionário em uma pesquisa realizada com cunho descritivo-exploratório. Os dados sugerem que todos os participantes se consideram bilíngues apesar de apresentarem visões divergentes do que vem a ser um sujeito bilíngue.
... In other words, whether Iraqi EFL learners whose first language is Arabic are going to produce English voiceless aspirated plosives correctly or not. Another problem is related to the pedagogical aspect of aspiration; since there are differences between the sound systems of the two languages (Carter and Nunan, 2001), it is expected that some Arab learners will face certain problems in learning English language. By comparing Iraqi EFL learners' VOT values with other VOT values related to the two languages, we can see whether students are making aspirated plosives similar to the Arabic ones or to the English ones; i.e. whether their pronunciation is correct or incorrect. ...
Many researches have dealt with Voice Onset Time (VOT) in English and Arabic. However, none of these researches have investigated the utilization of the phenomenon of aspiration in English language related to Iraqi EFL learners. This study aims to make a connection between the theoretical aspects of aspiration (acoustic analysis of VOT of English aspirated plosives in relation to certain variables affecting VOT values) and learning English aspiration. Eighteen Iraqi EFL learners who are randomly selected from fourth year students, English Department, College of Education for Humanities, University of Mosul have participated in this study. VOT values of the English voiceless plosives are measured as far as aspiration is concerned followed by the three long vowels /i:, u:, a:/, in initial, intervocalic and final positions in the carrier phrase " say----again”. Results show the following: VOT averages of [p ͪ, t ͪ, k ͪ ] in carrier phrase increase gradually and their VOT values seem to be equal in all positions. In addition, they display less aspiration than English native speakers do. This is due to VOT values that are lower than the the English VOT values. Moreover, they produce English voiceless aspirated plosives in the same manner of producing Arabic voiceless plosives. Iraqi EFL learners’ mispronunciation is similar to the mispronunciation of other Arab EFL learners of different mother tongue accents. Thus, Iraqi EFL learners need further training of the voiceless plosives to enhance intelligibility and hence successful utilization of plosives as far as English aspiration is concerned.
... Grammar is one of the language elements that can be learned autodidact at home, by reading many grammar books, doing lots of exercises, etc. while the only way to improve the speaking skills of students is by listening and practicing much. According to (Nunan, 2015b) language ability in terms of linguistic competence, that is, the mastery of sounds, the vocabulary, and the grammar of the language. It was assumed that once these elements have been mastered. ...
... Harmer (1991) defines authentic materials as the materials designed for NSs, not for language learners. In a similar vein, according to Carter and Nunan (2001), authentic materials contain the real language used by NSs. TV shows, podcasts, films, songs, books or newspapers produced for NSs are some examples of authentic materials. ...
To communicate appropriately with native speakers to maintain communicative tasks like ordering food or refusing to do a favor without any misunderstandings, learners need to acquire the sociocultural features of the target language (TL) pragmatic units like speech acts. One source of input providing the learners with these TL sociocultural features is the coursebooks they use in classrooms. This study’s goal was to explore the strategy types and authenticity of speech acts in second language (L2) Turkish coursebooks. To achieve this, request and refusal strategies in dialogues in three B2 level L2 Turkish coursebooks were identified and classified based on the type of strategies through content analysis. Following that, a coursebook authenticity questionnaire including these dialogues was conducted with 50 native speakers of Turkish asking them to rate how natural these dialogues sound natural. Results showed that the types of strategies in the investigated coursebooks reflect the natural use of direct and indirect strategies in Turkish depending on the politeness variables of power and social distance relationship between the interlocutors. It was indicated by the results of the questionnaire that while requests and refusals in the dialogues sound natural, they do not sound totally natural, meaning that there is still something unnatural in these utterances. Limitations and suggestions are discussed in the article.
... It is considered as an integrated and integral part of second/foreign language learning as it directly influences learner's communicative competence as well as performance (Maniruzzaman, 2008). Pronunciation is defined by Carter and Nunan (2001) as, the production and perception of the significant sounds of a particular language in order to | www.ijee.org achieve meaning in contexts of language use (p. ...
Pronunciation is one of the most significant and unavoidable aspects of teaching English language. Teaching English pronunciation, however, is the most challenging part in the EFL context in Bangladesh. Therefore, the current study investigates the practises and problems of teaching English pronunciation to the students at the secondary level of Bangladesh. Consequently, it aims to find out the reasons behind the mispronunciation of EFL learners and suggests some solutions to develop pronunciation skills for them. The participants consist of 15 non-native English teachers from three different schools in Dhaka City. The researcher employed the mixed methods research to carry out the study where a set of questionnaires, a semi-structured interview for the teachers and classroom observations were used to collect data, and then, obtained data are analysed in different processes. The major findings of the study are time limitation of class, lack of materials, teachers' and students' low willingness and sometimes, misconception about correct pronunciation. In addition, grammar, reading and writing parts are given more importance than pronunciation practise in the class. The researcher, therefore, suggests some authentic techniques and solutions to overcome those problems and improve pronunciation skill.
... Nunan considers the acquisition of an adequate word stock to be principal for non-native speakers. He insisted that comprehensible communication is impossible without an extensive vocabulary, which serves as a basis for learning and mastering grammar and phonetics [2]. We also strongly believe that learning new words is pivotal for broadening vocabulary and developing language skills. ...
The core problem of teaching English as a second language at transport university is students’ poor knowledge of vocabulary. Current solutions to the given problem such as providing word explanations and repetitive practices are ineffective. We strongly believe that the mindmapping technique proposed by Tony Buzan as a note-taking method is a novel, yet an extremely potent tool that aids students in enlarging their professional word stock by associating new vocabulary to their existing knowledge using colors, images, symbols, etc. As might have been expected, the findings of our study point towards the idea that the strong visual appeal of mind maps created by easy-to-use software boosted the educational process and helped students of the experimental group memorize more new words in contrast to students of the control group.
... In particular, in the situation in which schools have been shut down due to the global COVID-19 pandemic and the sustainability of education has been threatened, the role of m-learning becomes even more important to provide quality education to students outside of school and help them to continue their self-directed learning. Self-directed learning is the concept of autonomous learning outside the classroom dimension [19]. When schooling is threatened and too limited to allow meaningful learning to happen, as it is today, it is crucial to utilize the alternative educational resources available outside the classroom. ...
This study explored the impact of utilizing mobile-assisted language learning to help EFL university students promote their learning performance and support a sustainable self-directed learning experience while developing digital literacy and technology competence. The global pandemic and spread of COVID-19 have accelerated the convergence of technology in the classroom in response to an emergency where the sustainability of education is at stake. With the progress of digital technology, a variety of smart mobile applications have been applied in English language learning and teaching. The use of those technologies can encourage language learners to practice self-directed learning beyond the classroom settings, which is essential for motivated and autonomous learning. Mobile phone applications have great potential as effective pedagogical tools with features such as accessibility, manageable interface, and multifunctional components. However, the use of mobile-assisted language learning for sustainable, self-directed learning outside the classroom has been relatively under-researched. In this study, EFL university students engaged in mobile-assisted language learning that could make their learning more sustainable and independent outside of the classroom. The data of this study show that students’ attitudes toward participating in mobile-assisted English language learning were affirmative. The results show that incorporation of mobile applications into language learning could foster learner motivation and make their learning more sustainable and entertaining than simply using the conventional instructional methods. Participants of this study stated that major benefits of experiencing mobile-assisted learning for their English study were ease of access to learning contents, portability of the learning tools, flexible and self-directed learning environment, better interaction, and improved self-efficacy in English learning performance. The pedagogical implications of the study are discussed, and instructional strategies are suggested to share ideas about a more pertinent learning environment in the era of digital transformation.
... In the other hand, Nunan [9] states that reading comprehension means to reading for meaning, understanding, and entertaining. McGuinnes [10] states that comprehension means more than a good vocabulary. ...
The aims of this research are to describe the students‘ reading achievement and to find out the effectiveness of using story face in teaching reading narrative text. This research is quantitative using quasi-experimental design with purposive sampling technique. The population was tenth grade students and the sample was the students of X TKR 2 consist of 37 students as experimental group and X TKR 13 consist of 33 students as control group. The technique of collecting data are making instrument, expert judgment and conducting pre-test, treatment and post-test. The pre-test mean score in experimental class was 70.92 and control class was 70.55. Meanwhile, the post-test mean score in experimental class was 68.54 and control class was 67.76. It was obtained that z-value was 0.133 and the z-table was 1.96 for alpha (α) 5%. The z-value was lower than z-table (0.133<1.96) It means that Ha was rejected and Ho was accepted. Therefore, the researcher concludes that story face was ineffective in teaching reading narrative text at the tenth grade students of SMK TKMT Kebume in the academic year of 2019/2020.
... Accuracy is something that leads to the extent to which one's speech can be accepted grammatically, with clear and precise pronunciation . Furthermore, (Nunan, 2015) Thornbury , accuracy is very important for students to pay attention to in learning because the (2005) correct use of grammatical structures requires length, complexity of speech and wellstructured clauses. ...
This article presents English teacher's challenges in teaching speaking online at one Madrasah Tsanawiyah (MTs) in Palembang, South Sumatera, Indonesia. A qualitative case study was employed in conducting this research. Data were collected by using semi-structured interview with the English teacher through a set of open-ended questions. Thematic analysis was used to identify, analyze, and describe the obtained data in the process of selecting codes and constructing themes. The results revealed that the teacher faced some main challenges in teaching speaking online, as follows: (a) lack of students’ confidence in speaking English, (b) internet connection issues, (c) lack of students’ learning interactions and participations, (d) difficulty in designing/developing speaking materials for online class, (e) difficulty in managing the time, and (f) unreliable online teaching and learning devices. These challenges should be considered and anticipated by the teachers and other pertinent parties to get the alternatives for solutions.
... Since the 1908s, however, most scholars have considered it a normal, natural product of bilingual and multilingual language use. Nunan and Carter (2001) briefly define the term as the phenomenon of switching from one language to another in the same discourse. ...
Language is one essential factor that affects the effectiveness of communication. When it becomes a barrier to communication, it causes misunderstandings and misinterpretations, especially for students. This study assessed code-switching in grade six English in a public elementary school to help the group of students as a foundation to propose an instructional plan. The study made use of descriptive and quasi-experimental methods. Random sampling was employed, observing the specific guidelines in the data gathering procedure. Results revealed that after utilizing the code-switching method, elementary students improved their performance, determined through the gained scores in English and the essential communication skills of listening, speaking, reading, and writing. Wherein students had improved from satisfactory to outstanding performance in listening, from did not meet the expectation to fairly satisfactory performance in speaking, from satisfactory to very satisfactory performance in reading, and while their performance remained as did not meet expectation in writing. This showed that code-switching was indeed very effective. However, there are still identified weaknesses, specifically in writing skills, by which students’ performance did not meet expectations even after the code-switching method had been utilized.
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... In practice, however, both theories complement each other in the language learning process (Choi & Nunan, 2018). In line with the behavioural theory, Nunan (2015) views L2 learning as the process by which at least one second or foreign language is learnt informally through interaction with environment and formally through classroom situation. In this study, the experimental intervention was used within the broad background theory of behaviourism, which asserts that language must be taught before it is learnt. ...
Test of Orals is an aspect of English Language, a requisite subject for Nigerian secondary school students to pass at a credit level before gaining admission for university education. However, increasing failure in the performance of the Nigerian secondary students in the English Language has been attributed to the consistent poor performance in the aspect of Test of Orals. Consequently, this mixed-methods research examined the effect of the discussion method of teaching on the Nigerian secondary students’ performances in the Test of Orals. An intact class of 24 students were pretested, and then posttested after an intervention. Students’ performances in the pretest and posttest were quantitatively analysed via paired sample t-test. This was followed by collecting qualitative data from the tested students by interview on how they perceive the effect of the discussion method of teaching. While the quantitative result generally revealed that the discussion method of teaching was effective in improving the students’ performances in the ‘Test of Orals’, the qualitative result revealed that the intervention programme was effective as it made the English Language course interesting. Thus, it is recommended that discussion method of teaching can be used to help students improve their performances in ‘Test of Orals.
... Writing and speaking are useful skills. Listening is the most important of the four (Nunan, 2015). ...
Since the physical setting in the listening comprehension process has been proven to be one of the troublesome issues for EFL learners, The current study looks into the possibility that the physical environment impacts students' listening comprehension process. The study aims to find out problems with hearing due to the physical environment. To do this, a questionnaire survey was prepared to serve the aim of the study. The sample of this study consists of 87 participants. Eighteen males and sixty-nine females from 2nd year English department students of the College of Basic Education, University of Duhok, took part in the study. The results of this study show that due to a noisy physical setting (or learning environment) and listening aids, materials, or equipment with volume or sound quality issues, students frequently or often have difficulty listening to aurally presented texts. Finally, according to the literature review, the current study's findings are consistent with those of other studies.
... Listening becomes one of the least popular, least developed skill in the teaching and learning process of English as a second language. Because of this, listening was considered the Cinderella skill in L2 learning for many years (Nunan, 2015). In recent years, however, research has provided sufficient empirical evidence that demonstrates the important role of auditory input in language acquisition. ...
El presente trabajo de investigación demuestra la incidencia de la aplicación de las estrategias de la inteligencia kinestésica basadas, en 6 componentes de estas metodologías en el mejoramiento del nivel de conocimiento del idioma inglés. El estudio presenta un diseño cuasi-experimental de corte longitudinal, realizado durante las clases planificadas por el Centro de Idiomas de la Universidad Nacional de Chimborazo. La muestra estudiada responde a un total de 65 estudiantes con una media de edad de 23,2 ± 3,4 años, repartidos en un 61% de género femenino y un 39% de género masculino, con un nivel de conocimiento A2 del idioma inglés. El instrumento utilizado fue una adaptación de la Tabla 1 de «Range of Learning Tasks, Least to Most Abstracted from body» que permitió evaluar sus seis componentes y valorizar en un puntaje de hasta 20 puntos en una escala cualitativa de aprendizaje. El programa utilizado tuvo una duración de 8 semanas y permitió evidenciar mejoras en el aprendizaje del idioma, desde el desarrollo de formación de hábitos, descubrimiento interno y formación de conceptos, elevando así el rango cualitativo de conocimiento y estadísticamente comprobado con una significación en un nivel de P < 0,001; comprobando de esta manera que la aplicación de las estrategias metodológicas de la inteligencia kinestésica ayudan a mejorar el nivel de conocimiento por el cambio de rutina, de escenarios y la posibilidad de relacionar el movimiento con el área lingüística.
... When it comes to proficiency, there is still no clear consensus on what it actually refers to. For Carter & Nunan (2001) proficiency is the ability to use the second language for communicative purposes. For Richards, Platt & Platt (1992) proficiency refers to the range of abilities with which a language learner can use a language, this is to say, how well a language learner can read, write, speak, or understand language. ...
The present cross-sectional study centres on interlanguage pragmatics and seeks to determine the manner in which a group of thirteen Chilean Spanish speaking teachers of English express remorse in English, in comparison with a group of thirteen native speakers of the English language. This comparison pursues to ascertain differences and/ or similarities in terms of linguistic expressions used, grammatical structures, and cultural authenticity. The data was gathered by means of a Discourse Completion Task (DCT) containing fifteen situational prompts that elicit expressions of remorse by both groups of speakers. To establish whether cultural authenticity varies, i.e., if participants would utilise similar responses in similar everyday situations, a three-question questionnaire was attached to some of the situations. The findings show that both groups express remorse quite similarly in terms of linguistic utterances and grammatical structures but vary greatly when it comes to cultural authenticity; many of the speakers of the first group did not use swearing words or expressions in English, but said they would have in a similar and real situation. This study may contribute to a better understanding of how remorse is uttered and one of its results is a coding scheme for the most utilised realisations of remorse.
... 543). However, in more recent years, this narrow view of proficiency has been recognised; Carter & Nunan (2001) defined proficiency as the ability to communicate in SL/FL purposefully. For Richards, Platt, & Platt (1992), proficiency refers to learners' ability to comprehend or use language efficiently. ...
This study is based on a predictive correlational research design; it investigates the language strategy used by third-year students at Larbi Tebessi -Tebessa university and its contribution to developing vocabulary knowledge and writing ability. The study predominantly involved descriptive research using a quantitative approach to analyse data collected from 49 students. The study implements a number of research tools such as a questionnaire, vocabulary tests, and student-written assignments that were guided by four main research questions. Finally, the answers were calculated and put in SPSS for analysis. The non-experimental study has provided several findings; initially, the data collected from the questionnaire revealed that the participants employed various strategies in learning vocabulary with medium use, while they used various strategies at the high-frequency level when they perform in writing tasks. Regarding the results from phase two, we found that the student's productive vocabulary size is very limited compared to receptive vocabulary size. Linear and multiple regression results revealed no statistically significant effect of language learning strategies on vocabulary size. The results obtained from phase three revealed that the writing quality of the majority of the participants is fair. Subsequently, a significant correlation between vocabulary and writing quality was found. In contrast, the findings also revealed a weaker, albeit a significant, relationship between language learning strategies and student essays scores. The overall scores obtained from VocabProfile showed that students used vocabulary at about one-half of their vocabulary size in writing essays. The results suggest that strategy training and self-directed instructions should be applied to integrate vocabulary in Algerian curricula and teaching writing skills.
... 543). However, in more recent years, this narrow view of proficiency has been recognised; Carter & Nunan (2001) defined proficiency as the ability to communicate in SL/FL purposefully. For Richards, Platt, & Platt (1992), proficiency refers to learners' ability to comprehend or use language efficiently. ...
This study is based on a predictive correlational research design; it investigates the language strategy used by third-year students at Larbi Tebessi -Tebessa university and its contribution to developing vocabulary knowledge and writing ability. The study predominantly involved descriptive research using a quantitative approach to analyse data collected from 49 students. The study implements a number of research tools such as a questionnaire, vocabulary tests, and student-written assignments that were guided by four main research questions. Finally, the answers were calculated and put in SPSS for analysis. The non-experimental study has provided several findings; initially, the data collected from the questionnaire revealed that the participants employed various strategies in learning vocabulary with medium use, while they used various strategies at the high-frequency level when they perform in writing tasks. Regarding the results from phase two, we found that the student's productive vocabulary size is very limited compared to receptive vocabulary size. Linear and multiple regression results revealed no statistically significant effect of language learning strategies on vocabulary size. The results obtained from phase three revealed that the writing quality of the majority of the participants is fair. Subsequently, a significant correlation between vocabulary and writing quality was found. In contrast, the findings also revealed a weaker, albeit a significant, relationship between language learning strategies and student essays scores. The overall scores obtained from VocabProfile showed that students used vocabulary at about one-half of their vocabulary size in writing essays. The results suggest that strategy training and self-directed instructions should be applied to integrate vocabulary in Algerian curricula and teaching writing skills.
... Subsequently, studies utilizing effective integrated methods and approaches for teaching and learning a foreign language have become common practice. These studies, which merged various skills, such as reading, listening, writing, and speaking, reported importance and effects of integrated approaches (Harmer, 2007;Hinkel, 2010;Klimova, 2012;Nunan, 2015;Oxford, 2001, Sadiku, 2015. Thus, much greater synergy can be expected, such as increased motivation and learning outcomes, development of possessed knowledge, and the ability to use the language in real communication, when guided with the integration methods (Hinkel, 2010;Klimova, 2012;Oxford, 2001). ...
This study attempts to develop an EFL learning output activity by integrating reading aloud, writing, and assessment through voice recording. 62 college students participated in the activities for 15 weeks. Surveys, self-evaluations, and teacher evaluations were conducted and analyzed using the SPSS t-test to examine the students’ reactions to the activities. The survey results for the psychological questionnaires on confidence, anxiety, and attitude toward English were not statistically significant except with regard to willingness to practice English. The students became familiar with the activities and this might have led them to feel that they could improve their English skills through this repetitive integrated activity. Additionally, while students’ self-evaluation results in the competence for listening, reading, speaking, grammar, and vocabulary were statistically significant ( p < .05), the competences for writing and pronunciation were not. Writing fatigue and pronunciation mistakes encountered during the activities might have contributed to students’ negative reactions in the confidence, anxiety, and attitude questionnaires. Nevertheless, it can be surmised that the integrated activities could help activate the English knowledge possessed by students. The methodology can also be recommended for use in EFL classes to make students become active participants and be aware of their English competence.
... Many definitions of speaking that have been proposed by some expert in language learning. According to Nunan (2015) speaking is a productive oral skill which consist of producing systematic verbal utterances to convey meaning. Speaking is an oral activity producing verbal utterance which is systematically arranged. ...
Speaking anxiety becomes a substantial matter in foreign language learning. Many studies have been discussed foreign language anxiety. Nevertheless, slight research has been undertaken on senior high school level. This research investigated Foreign Language Speaking Anxiety (FLSA) associated with male and female difference in senior high school level. This study aims to investigate whether male and female have the significant difference on students’ speaking anxiety level or not. Differential research method was used. From 77 grade IX students of SMA Terpadu Darussalam Tasikmalaya, 43 students were participated in this study. Probability sampling was used as the technique for selecting sample. A close-ended questionnaire adopted from Horwitz et.al (1986) was administrated to the participants to examine their Foreign Language Speaking Anxiety. The questionnaire has been passed validity test to determine whether it has positive consequences when they are used in practice. The result indicated that there is no statistically difference between male and female students. Although there was no statistically difference, the finding represents that females demonstrated a higher anxiety than males. Regarding to the result, it might be a light to help teacher choosing a great treatment for students’ anxiety during English language learning.
... Grammar is one of the language elements that can be learned autodidact at home, by reading many grammar books, doing lots of exercises, etc. while the only way to improve the speaking skills of students is by listening and practicing much. According to (Nunan, 2015b) language ability in terms of linguistic competence, that is, the mastery of sounds, the vocabulary, and the grammar of the language. It was assumed that once these elements have been mastered. ...
One of the lecturers‘ responsibilities is to stay current by reading widely and producing published work in the field while connecting and collaborating with other academics to improve teaching strategies and expand their knowledge base. The research can refresh and enrich the lecturers‘ quality in handling the class to motivate the students and improve significantly. Besides, this is also well in harmony to meet the university's vision to explore lecturers‘ potential in finding their specialized competence, better academic careers, and professional development.
This book honorably presents such enthralling and thought-provoking insights on various perspectives on English education. The contributions highlight the teaching, and the situation of how the pandemic has shaped lecturers‘ innovation and creativity in pedagogy. Moreover, it is also nice to find a strong collaboration by welcoming other lecturers from various affiliations to get involved in sharing their struggles, challenges, and opportunities in the ELT field.
... EFL learners often struggle in the writing process [12] and lack some of the formulating strategies [13] needed to become better writers. EFL learners may find comfort in writing in their L1 language then translate their writing to English and improve their English writing skills by comparing their translations with machine translations [14]. ...
This Research to Practice Full Paper investigates second language learners' writing output using an online next-word prediction writing tool after exposure to training and metacognitive prompts to improve their critical thinking. Engineering graduates' writing skills are often deemed lacking by industry standards; this can be even more challenging for English as a foreign language (EFL) learners. This study employs a randomized control trial with university-level participants using an internally developed writing aid with next-word prediction, reverse translation support, and metacognitive prompts. EFL participants were given question prompts in the TOEFL iBT independent writing task style, and the outputs were assessed (machine and human) using several measures for writing quality. All participants were shown short explanatory videos for TOEFL writing advice and metacognition training. The treatment group, exposed to the next-word prediction writing aid and metacog-nitive prompts, performed better than the control group even though both received the same training and writing opportunities. This study indicates there is value in providing writing support and metacognitive thinking practice to improve writing skills and, ultimately, writing output quality. This study's implications can be applied not only to EFL learners but also to engineering-related fields using English as a lingua franca.
... In addition, rather than comparing gamification effects on learning collocations in its two different types, students' performance in digital and non-digital groups is also compared with that of non-gamified group to identify the effect of gamification on learning collocations as a whole. Nunan (2015) defines collocations as the words often used before or after a word that we need to know about. Nesselhauf (2005) states that collocations or arbitrarily fixed word combinations, such as make a decision and strong tea, are a group of expressions whose significance in language has been discerned in recent years. ...
This study investigated the effects of digital and non-digital gamification on EFL learners’ learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were divided into two teams and received the treatment. The data collection instruments included a pretest and a posttest of collocation knowledge, the flow questionnaire, three open-ended questions, and a semi-structured interview. The results of ANCOVA revealed significant improvement in the collocation knowledge of the three groups. The results of an ANOVA revealed significant differences in the collocation posttest scores of digital and non-digital groups compared to that of non-gamified group. Additionally, both gamified groups were satisfied with using gamification for learning collocations, because they believed the class was highly competitive, encouraging them to collaborate and learn in teams. Both groups also had positive perceptions of implementing gamification for learning collocations, which included competition, teamwork, and challenging and fun learning environment. The results indicated that students of both gamified groups considerably experienced the sense of flow because their skills matched the challenges of the games, and they were absorbed in the games. This study recommends that EFL teachers implement gamification as an effective tool to tap into learners’ emotions and to engage them in learning English collocations.
In this study, we evaluated the effect of online flipped teaching on learner engagement in an English for specific purposes (ESP) listening and speaking course at a Chinese university. We also aimed to understand the factors influencing learner engagement in an online environment. For this study, an e-learning platform called Yunbanke was used for asynchronous teaching in a flipped class, and Tencent Meeting was employed for synchronous teaching in the non-flipped and flipped class, respectively. We used a mixed-methods approach. First, we conducted a quasi-experiment to compare engagement levels between the experimental group and control group before and after 16 weeks of online instruction. Then, we used lesson logs and conducted interviews with the students and the instructor. The results showed that online flipped teaching could significantly improve the learners' behavioural and cognitive engagement compared to the non-flipped class. However, no significant difference was found in emotional engagement between the two classes. Qualitative data supported our quantitative findings, and five key factors leading to different dimensions of learner engagement were identified: learners' prior English attainment, learners' perceived affordance of online learning and teaching, interpersonal factors, instructor presence and learning tasks. Our findings can shed light on online ESP learners' engagement and improve online ESP teaching practices.
The main goal of learning a foreign language is the ability to communicate, understand information and transfer it. At the time of globalization processes, when the English language has acquired the status of the language of international communication, more and more attention is paid to its learning, regardless of the study profile. Undoubtedly, the development of all the types of speech activity requires a lot of attention, but the ability to communicate in a foreign language has become especially relevant today. Identifying strategies that help develop students' communication skills has become the main task of the teachers at higher educational institutions. The implementation of the communication-based approach in the process of foreign language teaching is based on the following principles: personal orientation of the teaching process; the authenticity of the educational materials; focus on the formation of communicative skills which are relevant for understanding foreign culture and others. Тoday, the priority tasks for the teacher are the study of the main strategies of teaching a foreign language for the development of students' speaking competences. Special attention is also paid to the interactive learning methods, including involving students in multimedia projects, creating problem situations, and working in groups to create a communicative situation. The requirements of the modern society, where globalization processes are becoming more and more active, make the teachers give a new approach to the study of the English language. Higher education should be communicatively oriented and provide the opportunity for the students to communicate in a foreign language fluently in everyday life and in the professional activities. Thus, the development of communicative foreign language skill of the students is a priority task of the modern education, which is caused by the demand of the time. Speech activity teaching is a prerequisite for mastering a foreign language that meets the requirements of the modern world. Among the further issues that need the careful research is the teaching of dialogic speaking skills, since communication often takes place in the form of a dialogue.
Conversation course at colleges is considered to be a challenge in language teaching. It may help students improve their oral skills, i.e. to listen attentively, speak and communicate more confidently and clearly. This research explores teachers and students attitudes towards conversation courses. To achieve the aim of this research, the researchers adopted two questionnaires for teachers and students; each one of them consists of 25 items. Alpha Cronbach's formula is used for both tools in order to ensure reliability. For teachers' questionnaire, it is found out that the reliability value is 0.705. For students' questionnaire, it was found out that the reliability value is 0.662. In order to find out the teacher and students' positive or negative attitudes towards conversation courses, teachers from six universities have been chosen as well as third year female college students. One sample t-test formula is used; it is found that the calculated t-value of teachers' attitudes is 23.27 whereas of students' attitudes is 13.13 which are both higher than the tabulated value 2.000. Accordingly, conclusions, recommendations and suggestions for further studies are put forward.
English is the world's language, and knowing it makes a person a global
citizen. English has a specific significance in nations where it is
recognized as an official language and utilized for communication.
According to statistics, about 670 million individuals are proficient and
competent in English (Crystal, 2004). Everyone is aware of the
language, but only a few are fluent in it. We learn our mother tongue
via hearing, speaking, reading, and writing, but English is discovered in
the opposite sequence.
This is why most people believe there is no need to learn the language.
The goal of learning a language is to be able to use it in everyday
situations. As a result, inadequate English language abilities delay
efficient communication flow, leading to misinterpretation,
frustration, and blockages (Sanden, 2020). Because English is the
dominant language, competency in it is essential. We cannot expect to
survive in the global world if we do not know the language. Below is the
how the position or how important English is in everyday lif
This study aims to find out: whether the use of video is more effective than using audio inimproving students' pharmacists 'speaking skills. Find out whether the use of video is moreeffective than general media use in improving students' speaking skills. Whether audio usage moreeffective rather than using conventional media in improving students 'speaking skills. Find outwhich media is the most effective among the use of Video, Audio, and conventional media onimproving students' speaking skills. This research is an experimental study using Quasi PretestPost-test Control Group design. The research sample was students pharmacist class 1A, 1B, and1C taken by a simple cluster random sampling technique. This research shows that video usage isthe most effective medium among all of them, and the use of video is more effective than usingaudio in improving students ' speaking skills.
In the past 1,500 years, English has evolved and changed a lot from its humble origins as a dialect spoken by Germanic settlers. Out of the 6,000 to 7,000 remaining languages in the world, English is the most dominant one. Not only it has a substantial number of native speakers, but also, in the words of Broghton et al. in their book Teaching English as a Foreign Language; they explore this idea to provide a broader perspective; "equally widely distributed body of second language speakers, who use English for their day-today needs, (which) totals over 250 million. Finally, if we add those areas where decisions affecting life and welfare are made and announced in English, we cover one-sixth of the world's population" (1). The number of English learners is ever increasing and so is the demand for trained English instructors. The present paper will explore all these issues, their reasons, and possible solutions with a special focus on English Language teaching/learning to the non-native speakers.
There are four English skills that determine the learner’s performance in English. One of the very important skills is listening. The successful learning not only depends on the learner but also to the teacher. Teaching listening is one of the important thing that English teacher must know how to teach it. Teaching listening is not easier because not all of learners like listening. The teacher must create the enjoyable atmosphere, fun and interesting situation as possible as teacher can. The enjoyable atmosphere will have good effects on the education, because if they dislike the subject it will drop their spirit as soon as possible. In other word, the teacher should make learning enjoyable because many students like listening song and learn well when they are enjoying themselves. Using song can be boastful to motivate the students in learning English as well to enhance their ability in listening skill.
English is the one of the international languages which taught and learned in Indonesia as a foreign language. English skills are dividedinto 4 skills that the students need to be mastered. There are speaking, reading, writing, and listening. Listening is an important skill becauseit can make someone knowsomething in English properly. Students have problems when they listen to the native speakers. A bad listening skill of Senior High School students made the researcher took listening skill and then tried the English songs to teach the students to solve the problems they got when they learned listening skill in the class. The research design of this research is experimental research. The population is the tenth grade students of SMAN 2 Samarinda and the sampling technique in this research used simple random sampling. To collect the data the researcher conducted the pre-test and post-test to know about the score of listening test. To analyse the data the researcher used t-test formula. The research objective was to find out whether there waseffective or not for the students who have been taught by using English songs. The researcher used two classes for control class and experiment class. The sample of this research was X Language and Culture and X Social 3 at SMA Negeri 2 Samarinda.The instrument of the research is the listening test, there is fill in the blank test. In analyzing the data, it used repeated measure t-test in which significance level 5% with d.f. = Pairs – 1. The result of the research showed that mean score in pretest of the students’ in experiment class was 52,78 and the mean score of the students’ in control class was 59,89. While the mean score in posttest of the students’ in experiment class 76,17 and the students’ in control class was 54,50. The result also showed that there was a significant difference of the mean score. It had increased about 23,39 in experiment class after treatments. The result of tcount was 24,767 with significant level 5% with d.f. = Pairs – 1.It was found t- table = 2,030.Because of thet-calculated>t-table, so it could be concluded that there was significant. So, the Alternative Hypothesis (Ha) in this research is accepted. In conclusion, it can be said that English songs is effective to teach listening skill.
The purpose of this research was to find out the significant difference on speaking performance between extrovert and introvert students at the sixth semester English Department of Universitas Muhammadiyah Bulukumba. The population of this study is one class in sixth semester consisting 26 students at English Department of Universitas Muhammadiyah Bulukumba. And the sample of this research were consist 5 students extrovert and 5 students introvert in 19.A class This research used quantitative approach and the type of this research was a causalcomparative. In collecting the data, the researcher distributed the questionnaire to the respondents in order to determine extrovert and introvert students, which consisted of 30 questions developed from indicators of extrovert and introvert and the questions adopted from Eysenck Personality Inventory. Then, the researcher used oral test to know students speaking performance. The researcher used analysis statistically to analyze the mean score. Then, the result of analysis statistically found that, the mean score of extrovert student is 8,2. And the mean score of introvert students is 4,8. it means that there is a significant difference on students speaking performance between extrovert and introvert students. The result showed that extrovert students outperformed than introvert students in speaking performance. Based on the finding above, it is concluded that speaking performance of extrovert students better than speaking performance of introvert students, in the sixth semseter of English Department of Universitas Muhammadiyah Bulukumba
Turkey’s most recent primary English language curriculum, which highlights oral skills, mandates communicative English language teaching to young English language learners. Recent primary English curriculum comprises two hours per week of English-as-a-foreign language (EFL) instruction to include listening and speaking only for Grade 2 and very limited reading and writing for Grade 3 onward. While communicative skills are highly emphasized, literacy skills are kept on the back burner as reading and writing are incorporated gradually with minimal reading and writing at earlier grade levels and some literacy practices at upper grade levels. Successful emergent literacy development in English highly depends on young language learners’ phonological (e.g. alliteration, rhyme), phonemic (i.e. sound manipulation), and orthographic awareness (i.e. spelling conventions) in English. The present study investigates to what extent Turkey’s locally-designed primary EFL coursebooks—used in 2018-2021 academic period—cater to the early literacy needs of young learners at grades two, three, and four. The study explores early literacy content in coursebooks in a mixed-methods design: qualitatively with the descriptive content analysis and quantitatively with the frequency of early literacy constructs. The results of those analyses reveal primary English coursebooks do not promote a linguistically sound and pedagogically appropriate integration of literacy skills according to principles of second language (L2) literacy acquisition at primary levels. Turkey’s misaligned early English literacy curriculum, in its current state, sends alarming messages to foreign language policy-makers, material designers, and EFL educators.
The present study was conducted to investigate the impact of multimodal discourse on Iraqi EFL learners' reading comprehension skill. To achieve the goal, a group including 40 Iraqi EFL learners participated in the free Reading Comprehension course based on their scores in a Placement Test. Selected participants were randomly assigned to control (N=20) and experimental (N=20) groups. Prior to the start of the course, both groups were given the pretest (reading comprehension test). The two groups received the same language instruction, but the experimental group was exposed to multimodal treatment (multimodal use of discourse, e.g. video and picture based on Halliday’s social semiotics approach) while the control one did not receive any multimodal treatment. Having accomplished the experiment, participants of the two groups completed two reading comprehension tasks as the posttest. Results of t-test indicate significant outperformance of the experimental group over the control one.
Methods and techniques used by both ESL and EFL students in listening may be the same but the manner of teaching should be different. For instance, ESL students can learn to listen outside the class by using authentic material as listening to the conversation of a librarian in the library (real situation) while EFL students can also do that by listening to the video provided by the teacher which performs a conversation between native speakers in a library. The students should exercise their listening skills more in order to improve their level of mastery of listening. Students better not only do exercise in listening class but also in other places. Students must be confident in their own answers to be better in listening class and can know their own mistakes.
The purpose of this study was to create supplementary material to assist teachers in teaching recount text to tenth-grade students. This study used development research with the ADDIE instructional model. Due to time constraints, only three stages were carried out: analysis, design, and development. According to the findings of the needs analysis phase, teachers had difficulty finding appropriate supplementary material about recount text. The design phase focused on how the researcher designed the product's draft by focusing on six factors: learning objectives, topic, language skill, text genre, grammar, and task. During the development phase, the researcher used Microsoft Word and Adobe Photoshop software to develop materials. Microsoft Word was used to create the content, and Adobe Photoshop was used to create the illustration. Internal validation was also performed in this study to determine whether or not the supplementary materials met the standard. The researcher received a percentage score of 95.8 percent for the content of supplementary material (very good criteria), while the illustration received a score of 100 percent (very good criteria). This implied that the materials were appropriate and capable of supporting recount text teaching and learning.
“ The assessment is a process that aims at finding out the advantages and disadvantages of the English Language Course (student, teacher and material ) and other factor that is related to teaching process . ” “ This study aims at investigating the current course of English language teaching in College of economic through: Assessing of material and teaching techniques of course that is taught at College of Economic and administration . Beside checking the students' achievement in order to prove whether this material of course meets their needs or not ” . This study hypothesizes that “ The presently course meets the objectives of the English language teaching that mean the developing of English language skills .It also hypothesizes that the material of the course fulfills the high level of the students' achievement ”. “To verify the hypotheses of this study, it has included: The researcher selected randomly (90) Students from first year at the department of Economic and Administration . University of Tikrit as a sample of the students of the current study . It has been selected (10) Instructors from the Colleges of Administration and Economic at two Universities( Baghdad and Tikri) as a sample of the instructors. The researcher selected (3) Specialists from College of Political science and College of Education , University of Tikrit as a sample of specialists . A test and a checklist have been constructed as tools of measurement” This study has found out the following results: The material of English language course does not meet the students' needs . Inefficiency of the teacher particularly in writing and speaking skills. The period of English language teaching and the number of hours are insufficient and the method and technique of teaching need to adapt .
This study investigated the effect of the metacognitive intervention on the listening performance and metacognitive awareness of upper-intermediate EFL learners with high working memory capacity (WMC). 152 Iranian male learners aged between 15 and 25 years were given Oxford Placement Tests (OPT), and 86 were identified as upper-intermediate learners. They were further given the Visual Digit Span Test (DST), and 60 high WMC learners were selected and randomly assigned to experimental (N=30), and control (N=30) groups. The experimental group received the metacognitive intervention through a pedagogical cycle for 10 sessions while the control group followed their traditional approach. The participants were asked to complete the Metacognitive Awareness Listening Questionnaire (MALQ) and to take the International English Language Testing System (IELTS) listening tests before and after the intervention. The results suggested that the experimental group had a higher gain with a large effect size in terms of listening performance than the control group. In addition, the experimental group reported the significantly higher use of directed attention, mental translation and person knowledge.
This article examines whether teaching English in Bangladeshi secondary schools is a blessing or a curse. The paper seeks to ask soul-searching questions; reiterates the voices and findings of previous scholars and evokes the need to look at the rot within our system in order to engender genuine and practical transformations. It adopts the desk research methodology and mostly draws data from the review of 50 secondary-based sources. The paper argues that the students learning English in Bangladeshi secondary schools are deprived of many essentials that should make them proficient users of the English language, yet they are expected to be effective users of the language in different real life situations; which is challenging. Furthermore, the paper proposes that if there other acknowledged World Englishes, Bangladesh can have a variety of English that accepts and reflects Bengali pronunciations, grammar and meaning. The paper concludes with the question- if other Asian countries, whose native speakers do not use the English language fluently; still develop in geometric progression, can we still tie the teaching of English in our secondary schools and the ability of students (and the rest of the population) communicating fluently in English to Bangladesh’s development?
Abstract. This paper collects the outcomes of a research study regarding the possibilities to
develop cadets’ writing skills for Stanag 6001, level 2 exam at the Naval Academy of Constanta
(NAC) that was conducted within the Sectoral Plan of Research and Development (PSCD - 147)
during 2015-2016. It was a two-fold study based on the identification of the types of errors that
had been most frequently made in the writing paper for Stanag level 2, and on the remedial
actions that should be taken to improve students’ writing skills.
As such, this study is significant as it includes the error analysis in a Stanag learning context, and
its objectives are to: explore the weak areas of students language use in written form; highlight
the importance of giving error analysis-based feedback to the students; provide various
strategies for both language teachers and learners to use in language classes; facilitate the
teachers in their teaching by adopting different methodologies and materials for making their
teaching more effective.
Key words: online resources, writing skill, Stanag 6001, English Language, research study
ResearchGate has not been able to resolve any references for this publication.