How Mr. Bean Film Influence Student’s Engagement in Learning Tenses

The acquisition of the copula be in present simple tense in English by native speakers of Russian

Students in non-native English-speaking countries like China showed low engagement in English learning. To foster student engagement, educators have adopted different teaching strategies like Blended learning to improve the effectiveness of English classrooms. The station rotation model in the blended classroom has the potential to enhance students’ engagement. However, there is still a need to make learning more exciting to retain engagement, especially when the classes are conducted entirely online in a pandemic. The study aims to identify the effectiveness of the Station Rotation and a Gamification approach to improve students’ engagement in online learning English. Two research questions are involved in the study. 1) What features of the Station Rotation and a Gamification approach can be integrated into LMS to improve students’ engagement in English vocabulary learning? 2) What effect do the station rotation and gamification approach have on students’ engagement in English learning, including cognitive, emotional, and behavioural engagement? The methodology chosen is qualitative research with data triangulation using observation, self-report and interview. The findings revealed significant effects on improving students’ learning engagement in three dimensions, enhancing students’ interests, boosting motivation, and fostering engagement. The findings offered several implications and recommendations for further research and contributed to the literature by sharing practical ways to incorporate the Station Rotation and a Gamification approach.

ABSTRACT
 This paper aim to review some theories and previous studies on the application of game-based learning platform to improve students’ engagement in learning English. Learning English is crucial and is not negotiable in an Industry 4.0 era to communicate and to collaborate globally. In fact, not a few students find it difficult and lack of enthusiasm in learning English. One of the major problems is the teaching method which is less interesting and tends to be boring. Therefore, one of the solutions to resolve this problem is through the implementation of gamification. One of the most well-known employed gamification tools is Kahoot. Kahoot is one of the most used application to impove students’ engagement in learning English. Kahoot is a free game-based learning platform that can be used by teachers and students. Hence, this paper will describe at first the challenges in teaching English language in digital era. Further, it discusses the theory of gamification in education, advantages of gamification, the description of Kahoot, advantages of using Kahoot and how to apply Kahoot in English classroom. Some previous research highlighting the effect of using Kahoot on the students’ engagement in learning English is the main point covered next. The last part of this paper will present conclusion and pedagogical implication as a closing note.
 Keywords : gamification, Kahoot, students’ engagement

The purposes of this study were to analyze and describe English tenses used in an online news website and to examine which types of English tenses are frequently used in an online news website. The material in this study was 20 news in Mini-Lessons from B r e a k I n g N e w s E n g l i s h .c o m. The research instrument was a checklist which determines and categorizes English tenses as past tense, present tense, and future tense. The data collections were analyzed with the frequency and percentage. The research findings of the study showed that all using of English tenses in the 20 news from the Mini-Lessons were 279 sentences; past tense were 155 sentences (56%), present tense were 120 sentences (43%), and future tense were 4 sentences (1%). The most English tenses aspect of the news were past simple tense and present tense; past simple tense, present simple tense, present perfect tense, and present progressive tense, respectively. In contrast, breaking news used the least English tenses aspect of the news was past perfect tense, future simple tense, past progressive tense, present perfect progressive tense, and future perfect tense, while there were no used past perfect progressive tense, future progressive tense, future perfect tense, and future perfect progressive tense in the 20 selected breaking news.

This paper studies the relationship between minority college students’ English learning autonomy, English learning self-efficacy and English learning engagement, based on attribution theory and social cognitive theory. A questionnaire was first conducted on 570 ethnic minority non-English major college students in Yunnan province, Guizhou province, and Sichuan province, China. Then, statistical software is used to make regression analysis on the relationship between variables. Research results show that English learning autonomy has a significant positive impact on English learning engagement; English learning autonomy has a significant positive impact on English learning self-efficacy; English learning self-efficacy has a significant positive impact on English learning engagement; English learning self-efficacy has a partial mediating role in English learning autonomy and English learning engagement. Finally, some strategies are proposed to improve English learning engagement from motivation-driven perspective, involving learning evaluation, learning resources and learning guidance.

Native speakers of Croatian often have problems with appropriate usage of English tenses that do not exist in Croatian, frequently associating past forms in English with perfective meanings in Croatian and non-past forms with imperfective meanings (because Croatian has verb aspect). They also encounter difficulties with non-temporal uses of English tenses. Apart from the central meaning of tense as temporal reference, there are four non-temporal meanings of English tenses (Tyler, 2000): (1) emotional distance or intimacy; (2) the relative salience or status of the information being conveyed; (3) negative epistemic stance towards a particular scenario; (4) to express requests, commands and invitations. Although some non-temporal meanings are very similar to those in English, there are also significant differences that cause difficulties to native speakers of Croatian in learning English as L2. Some of the differences are caused by metaphorical and metonymical shifts in meaning between the source domain (time distance) and the target domain (distance between wish and reality, simulating of distance in order to avoid direct appeal, distance of the deictic centre, counterfactual possible situation, etc.). In order to examine those assumptions, 102 students – English learners – were tested. Differences mainly occurred in cases when the past tense is used in English to signal (1) a negative epistemic stance towards a particular scenario and (2) tense as an expression of attenuation: invitations, requests and suggestions, because Croatian speakers tended to use the present tense in some cases. We argue that a consistent description of non-temporal uses of tenses in Croatian and English, with analysis of differences, can facilitate the learning of these frequently occurring non-temporal uses of English tenses. Keywords: Croatian, English, meaning, second language acquisition, tenses

The research aims to describe (1) how the hybrid learning environment influences students' engagement in learning English, (2) how students perceive the difference in their engagement between an online class and a hybrid class, and (3) the factors and challenges that students perceive in the hybrid learning environment that influence their engagement compared to an online-only class. This research was conducted at Metro Junior High School in Makassar. The method used in this study is autoethnography as a qualitative research design. A cluster random sampling technique was used to gain a sample, which included nineteen students and an English teacher who had attended both online-only and hybrid classes. The researcher's instruments included interview guidelines, observation, and documentation. The data analysis technique used was thematic analysis. The results show that (1) the hybrid learning environment positively influenced students' engagement in learning English, (2) students perceived noticeable differences in their engagement between an online class and a hybrid class, and (3) several factors and challenges in the hybrid learning environment influenced students' engagement compared to an online-only class.

The objective of the research was to find out the teacher strategies in TEFL based on Killen’s theory at SMP Negeri B. Srikaton and to describe the students' engagement in learning English at SMP Negeri B. Srikaton. There were two research questions in this research, what are the teacher strategies in TEFL based on Killen’s theory at SMP Negeri B. Srikaton? and how are the students' engagement in learning English at SMP Negeri B. Srikaton? The setting of this research were SMP Negeri B. Srikaton. The qualitative approach in descriptive qualitative research design was used in this research because the data was in the form of words rather than the number. The data were collected by means of the observation, interviews, and documentation. Then the data were analyzed by table observation cheklist and analyzing. The result of this research show, there were found 8 teachers strategies and students Engagement. First 3 strategies and students engagement, and second material 7 teachers strategies. Teacher used strategies and the students active in learning process. Therefore, teachers use different learning strategies in each material so that students are engage and active in the learning process.

This study was carried out to analyze and to classify the kinds and the source of students’ errors in writing negative sentences using simple present tense and simple present continuous tense. The purpose of this study were to describe kinds of the stundents’ errors in writing negative sentences and to find out the source of errors which the students made in writing negative sentences. The method used in this study was descriptive analysis research. Descriptive analysis in form qualitative research design applied in this study was case study. Furthermore, the subject of this study was the students of the seventh grade students of SMPN 13 Cirebon which consisted of 20 students. The data were collected through writing test and interview for students. The result of the analysis of students’ errors process showed that students committed errors into ten kinds of errors are made by students: 1. Omission, 2. Additional, 3. Misformation, 4. Misordering, 5. Omission and misformation, 6. Omission and misordering, 7. Additional and misordering, 8. Additional and misformation, 9. Omission and additional, 10. Misformation and misordering. Based on the finding of analysis, it showed the students made a total of 120 errors in catagory of verb which consist of 21 are omission, 22 are additional, 15 are misformation, 6 are misordering, 8 are omission and misformation, 20 are omission and misordering, 5 are additional and misordering, 10 are additional and mosformation, 10 are omission and additional, and 3 misformation and misordering. These errors were conducted because most of students were still influenced by their mother tongue and their Indonesian logical thinking (interlingual transfer). Besides, errors occurred because students generalized the rule and applied it incompletely (intralingual transfer). To sum up, it showed that the analysis of students’ errors in writing negative sentences using simple present tense and simple present continuous tense is difficult for students.

The study deals with the similarities and differences of Tenses in English and Arabic Tenses. The application to the language teaching and learning process. In this study the researcher focuses on the three main tenses of both languages namely simple Present Tense, simple Past Tense, and Future Tense, that is describing the verb systems of both languages based on to each tense. The data that support this study are obtained by applying a documentary technique that selected by reading some references related to the subject matters. The data are analyzed by using the theory of Contrastive Analysis to found out the similarities and differences of tenses in English and Arabic. The findings show some aspects of tenses in English are similar to those in Arabic. The differences are both English and Arabic has different number of pronoun. English consists of seven pronouns while Arabic pronouns are fourteen which influence the verb formation.

This study aims to determine the problems faced by second-grade students in using the simple present tense at (Madrasah Aliyah Negeri) MAN Dompu. The data collection used in this research is interviews and tests, in order to find and classify the problems faced by second-grade students who have difficulty using the simple present tense. The research method used in this research is descriptive qualitative and quantitative methods. The population used in this study consisted of 5 classes and the sample was taken randomly, eight students in each class were used as samples. The number of samples is 40 students. The results of data analysis obtained through object tests and essay tests show that students' scores are very poor. This is evidenced by the average value of students is 3.9. Based on the test results, it shows that students have low ability in using the simple present tense, the students are quite interested in English subjects; English is very difficult for them; English teachers never give advice and motivation to students; the teacher never informs the students about the importance of learning English, especially the simple present tense; students have low motivation in learning English; English teachers never pay attention to students who have difficulty learning English; lack of stimulation for students in learning English; and students have low abilities. The researcher hopes that this research can contribute to teachers and students in the teaching and learning process of English, especially in the use of the simple present tense.

Civil engineering, as a discipline, depends on accurate communication to deliver complex design specifications, construction methodologies, and structural analyses. English tenses in technical writing contributes to a crucial role in ensuring that information is not only conveyed accurately, but also comprehensively understood by students within the learning processes. Since most of the learning books in civil engineering field use English, thus students’ comprehension of English also becomes necessary. One of the approaches to improve the English learning process in the classroom is by utilizing technology, namely AntConc 4.2.0 Software. This study aims to observe the frequency of sentences in the AntConc related to the present tense used in the civil engineering book. The method used in this study was a mixed-method design. The quantitative method was used in the early stages of research to obtain data to be studied, involving the selection of a relevant civil engineering e-book. Moreover, qualitative method was used to analyze sentences that have been grouped into using simple present tense to obtain general linguistic patterns. The finding reveals that the most used tense in civil engineering book chosen is the simple present tense. Furthermore, it also demonstrates how AntConc 4.2.0 Software facilitates vocabulary acquisition and reveals patterns of language usage within the context of civil engineering literature. Keywords: AntConc, civil engineering, simple present tense

This study compared the effects of giving grade, corrective feedback (CF), and CF-plus-giving grade on Iranian pre-intermediate EFL students’ learning simple past and simple present tenses. To fulfil this objective, 84 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then randomly divided into three equal experimental groups; CF-only group (n=28), grade-only group (n=28), and CF-plus-grade group (n=28). Afterwards, the researchers measured the participants’ English grammar knowledge by administering a grammar pre-test including 20 items related to simple past and simple present tenses. After pre-testing, the researchers taught simple present tense to the participants of all groups explicitly. After teaching all points of simple present tense, the researchers gave some homework related to simple present tense to the participants to do at home. In the following session, the researchers checked the participants’ homework and gave grade to one group; gave both written and oral CFs to the other group, and gave grades in addition to the CFs to the third group. In the next session, the researchers taught simple past tense to the participants of all groups explicitly. When they taught all related points of simple past tense, they gave some assignments related to simple past tense to the participants to do at home. In the next session, the researchers corrected the participants’ homework through giving grade, written and oral CFs, giving grades in addition to the CFs. Finally, a post-test of grammar including 20 objective items related to simple present and simple past tenses was administered to the participants to measure the effects of the treatment on their grammar improvement. The results of One-Way ANOVA and paired-samples t-tests indicated that all experimental groups improved on their post-tests but the CF-plus-grade group had better performance than the other two groups on the post-test. The implications of this study may encourage teachers to use both grades and CFs in the EFL classrooms to correct the EFL learners’ grammatical mistakes.

This study aimed to investigate the interrelationship of psychological capital (PsyCap) and mindful learning for English learning engagement and the possible path from PsyCap to English learning engagement with mindful learning as the mediator for university students in Taiwan. Data from 245 Taiwanese university students were used to analyze their PsyCap, mindful learning, and English learning engagement. The results of structural equation modeling indicated that PsyCap predicted mindful learning, mindful learning predicted English learning engagement, and a complete mediation existsed with mindful learning as the mediator between PsyCap and English learning engagement. The findings suggested that training and practicing PsyCap and mindful learning may be effective in facilitating English learning outcomes.

This study is situated within the context of China's ongoing reforms in basic education, initiated in the 21st century. Within this framework, understanding students' learning behaviours and challenges becomes crucial for improving teaching quality and outcomes. The present simple tense is one of the most commonly used English tenses and aspects. It is also a major difficulty in teaching elementary English grammar. Several factors might contribute to errors made by primary school students in the acquisition of the present simple tense, including the influence of Chinese morphology, the fossilisation of interlanguage, and the development of cognitive ability. Currently, there is a relative lack of studies on errors in the acquisition of the English present simple tense by Chinese primary school students. The current paper aims to investigate the nature and patterns of errors related to the English present simple tense and discuss the principal linguistic and cognitive factors contributing to these specific errors. Through categorising and analysing various errors encountered in the real context of a fundamental English classroom setting in China, the present study probes to inform language learning and teaching practices, thereby enhancing the effectiveness of language instruction for primary students. This study sheds light on optimising elementary English grammar teaching, including enhancing the frequency effect, reducing negative transfer, and strengthening positive psychological hints.