English lessons for E. coli

One of the interesting tools of learning at English lessons is music and songs. Their purpose as a didactic tool is to develop English language competence, to impact on the emotional and sensory sphere of young learners, it is like a game for quick studying of learning material, raising interest, curiosity, enthusiasm at English lessons. The purpose of the research is to characterize the use of music and song tools at English lessons with the possibility of using digital technologies. The tasks of the research are to analyze different authors’ approaches to defining the basics of music and song tools; outline their influence on various aspects of the language; give examples of digital technologies practice using music and song material at English lessons. The results of the research show that music and song tools are teaching tools based on the introduction of rhythmic song material in teaching English for young learners. The use of chants contributes to the contextual introduction of lexical units and speech patterns, easier and faster memorization of English language material. At an English language lesson, it is necessary to use digital technologies to create an artificial English-speaking environment using authentic songs from websites, YouTube, Tik Tok, etc. When using digital technologies, an English language teacher in primary grades should follow three simple stages while implementing a song: pre-listening tasks, while-listening tasks, after-listening tasks as singing a song, creative tasks. Some songs provide the opportunity to perform various physical movements while singing, that relieves physical tension during English lessons (songs like "Head, Shoulders, Knees and Toes", "Can You Clap" and others). Therefore, the use of digital technologies does not involve only learning young learners in front of computer screens, it should be combined with the physical movements for young learners. It is recommended using a variety of digital resources at primary English lessons, such as the British Council's LearnEnglish Kids resource with lots of songs and tasks. So, the conclusion is digital technologies contribute to the use of music and song as a learning tool that expands the motivation of young learners and contributes to the development of English language competence.

This research is aimed to find out the influence of Student Team Achievement Division (STAD) learning model on students’ critical thinking ability in English Language lesson. This research is conducted in the 4th year (Grade IV) students in the elementary school of SDN Kaduagung Timur 1, Kecamatan (sub district of) Cibadak, Kabupaten (District of) Lebak, Province of Banten. The research uses the Experiment Pacto Experiment design. The study sample consists of 60 students. The results of the research show that: (1) as a whole, students’ critical thinking ability in English language lesson with STAD learning model is highly influenced. (2) There is an influence of interaction between STAD learning model on students’ critical thinking ability in english lesson. From the findings of the study, it is concluded that the STAD model has an influence on students’ critical thinking ability in English language lesson in the 4th year students in SDN Kaduagung Timur 1, Kecamatan Cibadak, Kabupaten Lebak, Province of Banten.

The article considers the features of using the situational-game approach as a means of forming lexical skills in English language lessons at the secondary school level. The aim of the work is to study the use of a situational-game approach in teaching English to develop the lexical skills of a student studying at a secondary school, to propose and test methodically during the experiment techniques that should increase the effectiveness of teaching. In accordance with the goal, the following tasks were formed: to develop a set of exercises for teaching grade 6 students foreign language vocabulary using a situational-game approach; to apply a situational-game approach in English lessons. The theoretical significance of the work consists in a systematic approach to teaching lexical means, formulation of requirements for working with these means at the stages of training and output to speech, development of new ways of generalization and activation of lexical material. The practical significance of the work is connected with the fact that the results of the study can be used directly in the educational process when teaching foreign language vocabulary in the conditions of secondary school, contributes to improving the efficiency of the process of teaching the Russian language. The article presents examples of the use of situational-game approach in English lessons in the 6th grade of secondary school. During the experiment, all the goals and objectives were achieved, and the expediency of the proposed set of pedagogical conditions for the effective implementation of the system of formation of lexical skills in schoolchildren by using a situational-game approach in the process of learning English was confirmed. Based on the above, it can be concluded that the use of a situational-game approach when studying vocabulary in English lessons gives a positive dynamic, and also solves all the tasks.

The purpose of this study is to investigate the mobile tools (based on Web 2.0 platform) for language activities in English lessons for non-linguistics students as well for linguistics specialized group of the two universities. While the first group is only introduced of English basic lessons with many language barriers, the second group of English linguistics students is attending to study linguistic phenomena. The study involved 21 newly enrolled Master degree students in Teaching Learning Methodology program (VNU-UED) participating in an introduction program of the English for educational purposes, and 25 linguistics specialized 4-th year students from VNU-ULIS.
 The participants were allowed to use their own devices (smartphone, Ipad, Tablet, Laptop) during English lessons, as well as introduced mobile applications based on Web 2.0 platform for all their activities in and after the class (speaking, writing, reading, listening, translating and homework doing). The participants were interviewed about their effectiveness of using mobile phones as well as recorded in a number of activities inside and outside the classroom to compare their language evolvement, perception and development. In addition, surveys, recording, logging of weekly mobile activities and observations were performed.
 
 The study results indicate that focusing English linguistic training with a mobile technology is useful and fun for both groups in term of developing language skills, as well as technology competencies which can lead to improved integration. Using a BYOD/BYOTs both inside and outside the classroom the participants expressed their need, interest and self-confidence in having more mobile apps for English learning despite of having linguistics background or not.
 Keywords
 Mobile technology, devices and apps, English learning, Technology acceptance
 References
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The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya. In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.

This article reports a comparative study of first language (L1) Chinese and second language (L2) English lessons in Hong Kong secondary schools. Aiming to explore how to take advantage of L1 academic proficiency for the benefit of L2 development, the study asked how Chinese and English lessons compare in terms of the content knowledge covered and the levels and depth of such coverage. Through a corpus‐aided approach, 3 differences were identified, namely, the “aboutness” of the lessons through a keyword analysis, the “abstractness” reflected in the use of metalanguage, and the “richness in coverage” of meanings in classrooms. The findings indicated that the Chinese lessons were either text‐based, involving discussion of literary concepts in metalanguage, or task‐based, engaging students in debating about a current issue, while English lessons were based on linguistic knowledge and composed mainly of discrete grammatical drills through simple classroom routines. This article argues that the 3 differences identified were deficiencies in the L2 classrooms. However, they could also be areas where crosslingual transfer might be possible. Constant exposure to literary text‐related concepts and cognitively complex tasks in the L1 may lead to students’ development of academic language proficiency; such proficiency could be capitalized for the development of academic proficiency in the L2.

The relevance of the research is due to the objective need for further implementation of the achievements of the theory of problem-based learning in the educational process of secondary school through the development of new, more advanced, technological maps of the English lesson that meet modern conditions and regulatory framework. Based on the analysis of scientific publications, it was revealed that at present there is a lack of practice-oriented methodological recommendations based on the technology of problem-based learning for English lessons in general educational organizations. Studies aimed at introducing problem-based learning in English lessons do not always take into account the specifics of meeting the requirements for the development of the technological map of the lesson, including the provisions of the Federal Educational Program of Basic General Education and the updated requirements of the Federal State Educational Standard of Basic General Education, which entered into force on September 1, 2022. Therefore, the authors have developed a technological lesson map, which is based on the theory of problem-based learning and includes the most effective components of linguistic and pedagogical models of problem situations. Evaluation of the implementation of the research results according to the methods of E.V. Mukhacheva and L. Michelson proved that the technological map of the English language lesson developed on the basis of problem-based learning in secondary school contributes to the achievement by students of educational results in the academic subject "English" required by the Federal Educational Program of Basic General Education and the Federal State Educational Standard of Basic General Education.

With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini‐video camera mounted on eyeglass in their Mathematics and English lessons. Using Google images, we automatically and objectively examined 723,600 frames from the recordings where the classroom teacher appeared in the students' visual field. The results show that students' visual attention varies depending on four factors: (a) gender of the student, (b) age of the students, whether students are low/high attainers and (d) whether students are in English or Mathematics lessons. Surprisingly, students significantly paid more visual attention in their Mathematics than in English lessons. High attainers were more visually engaged than their low attainers counterparts. Students appeared to be visually engaged differently at different stages in their education. Furthermore, girls were more visually engaged than boys. The results of this study can have enormous practical implications for teachers and teacher education, in order to be better visually engaged with students during teaching.

This article explores the effectiveness of interactive technologies in enhancing English language lessons. It examines various digital tools such as interactive whiteboards, language learning applications, virtual classrooms, multimedia resources, and collaborative platforms. The study highlights how these technologies improve learner engagement, facilitate active participation, and support the development of essential language skills. Furthermore, the article provides practical recommendations for educators, including comprehensive teacher training, blended learning approaches, infrastructure investment, student digital literacy development, and feedback mechanisms. By integrating these strategies, English lessons can become more dynamic, personalized, and effective in meeting diverse learner needs.

The article is devoted to the study of the effectiveness of organizing independent work in a foreign language lesson in high school using the example of home reading in a remote format in a situation of forced isolation. The situation with the coronavirus pandemic and forced isolation requires a rethinking of the process of teaching foreign languages, the adaptation of traditional methods and the development of new methods for remote work. The article discusses the importance of students' independent activities in the process of teaching a foreign language. The peculiarities of formation of communicative competence in the process of learning a foreign language are revealed. It describes the process of organizing home reading in English lessons, and analyzes the practical formation of communicative competence in the process of independent work in English lessons on home reading in a remote format. The specifics of the organization of home reading in the English language lesson at the level of basic general education based on the English Language educational and methodological complexes (EMC) (6th grade) and the tutorial Home reading is established. The theoretical significance of the study results is to replenish the idea of the effectiveness of the process of organizing home reading and the formation of communicative competence among secondary school students on the materials of home reading lessons in conditions of forced isolation. The practical value of the work lies in the analysis of a universal teaching manual for the formation of communicative competence in a remote format as part of independent work in English lessons for secondary school students in the aspect of home reading on the material of short stories.

Appears in: EDULEARN19 Proceedings Publication year: 2019Pages: 817-825ISBN: 978-84-09-12031-4ISSN: 2340-1117doi: 10.21125/edulearn.2019.0272Conference name: 11th International Conference on Education and New Learning TechnologiesDates: 1-3 July, 2019Location: Palma, Spain

This study aims to study the use of code-switching by TESL trainees from a local higher learning institution who underwent teaching practice in Kuching schools. It investigated their perceptions towards the use of code-switching and the code-switching functions in their English lesson. The findings indicated the teachers’ perceptions towards code-switching influenced their frequency of code-switching in class. Teachers with positive perception towards code-switching code-switched more often in class and vice versa. Six functions of code-switching in the English lesson identified were revoking, calling attention, personalisation, resource, need analyst, and communication facilitator. The most common function of code-switching in the English lesson was acting as resource. Seven out of nine of the trainee teachers were found to have code-switched in their English lessons which suggests that code-switching in the English lesson is a common phenomenon. Therefore, code-switching should not be viewed as interference in the English lesson. Instead, it should be viewed as an alternative approach to or technique of the teaching of English. Teachers code-switched in the English lesson to fulfill six code-switching functions in the English lesson. Teachers could consider the different functions of code-switching in the English lesson and utilise it as an approach to teaching Englishor to add to the variety of teaching techniques available to them.

This study evaluated a bilingual intervention in the key learning area of mathematics. Nine typically developing Samoan–English students received math lessons in both Samoan and English. A control group of Samoan–English students received all lessons in English. The material covered and the amount of instruction was the same for each group. The only difference was in the language of instruction. Two assessments measured progress in early mathematical skills and concept development. Initial data from each test in isolation indicated no additional benefit for students who received bilingual intervention. Further analysis revealed two interesting patterns of learning between tests. First, all students more easily acquired rote mathematical skills and knowledge than conceptual knowledge and its associated vocabulary. Second, there were differences in patterns of learning between groups. The control group acquired mathematical skills but made limited progress acquiring conceptual knowledge. In contrast, the intervention group demonstrated more balanced learning: acquisition of core math skills was matched by gains in conceptual development. We propose that bilingual intervention facilitated English word learning, producing improved learning of core skills linked to underlying conceptual knowledge.

The article dwells on the problem of practical implementation of trauma-informed approach in English language lessons in primary schools. The research is relevant due to the insufficient development of practices of the implementation of this approach in the conditions of military aggression and the absence of comparative studies aimed at adapting foreign experience to Ukrainian realities. The article aims to provide a comprehensive analysis of international practices in implementing the traumainformed approach based on the meta-analysis of empirical research and suggest ways to adapt it to the specifics of English language teaching in Ukrainian primary schools. The article is grounded in a qualitative research methodology using the grounded theory method through the meta-analysis of empirical data. The empirical data were obtained from source databases such as ProQuest Dissertations, Scopus, and Web of Science (n=155). The research results are structured based on the principles of organizing a trauma-informed environment, including creating a safe environment, establishing trusting relationships, supportive practices, collaboration and mutual respect, empowerment, and social justice. The studied practices are based on changes in the physical classroom space, modifications to classroom management, and the use of various educational approaches in English language teaching. The ways of adapting these practices are structured into changes involving classroom management and modifications of teaching practices. Further comparative analysis of teacher training programs for the implementation of the traumainformed approach is needed.

The content of the paper is devoted to the problem of teaching foreign languages and students’ motivation at technical universities. Much attention is paid to the reasons of students’ unwillingness to learn and their resistance to learning process.Common factors that influence student’s perception of a subject and abilities for learning are distinguished. Some methods of motivation of engineering students for language learning are considered. Necessity of close connection between the topics which are studied at the English lessons and in professionallyoriented subjects is pointed out. The pedagogical and psychological aspects of the problem are singled out. The teacher’s role in organizing a foreign language learning process is defined. The importance of multimedia tools’ application at the English language lessons is highlighted. The authors provide recommendations on effective motivation of engineering students to learn and actively use English in the field of their professional activities. The influence of a foreign language on personal and professional development of the future specialist is stated.