Language Learning Approach Research Articles

Student Awareness of Social Practices by Using Reading Strategies Through Blogs

This paper reports a qualitative action study carried out with learners from English Level 2 from the International Languages Institute at a public university in the city of Duitama, Colombia. This research arose from a problem reported in a diagnostic survey, which showed the development of reading activities to be monotonous, having scarce knowledge, and using limited reading strategies. Video recording extracts, student blogs and an open-ended questionnaire reported that the use of blogs promotes reading as a meaningful activity. Likewise, the use of strategies (making connections, asking questions, predictions, and imagery) empowered the students to interpret their knowledge and their world. In the same way, reading from blogs revealed reflections, experiences, and personal points of view to challenge and make sense of attitudes, situations, and progress in the social practices of individual students. Five workshops were designed and implemented by adopting the Cognitive Academic Language Learning Approach (CALLA) as a model to guide students in constructing their process as conscious readers.

The Learning Approach To Writing Indonesian In The Middle School: Ethnographic Study of Indonesian Language Learning at SMAN

The purpose of this study in general is to gain a deep understanding of the learning approach to writing at SMAN 1 Cipanas. This study uses a qualitative approach with ethnographic methods based on the consideration that this study intends to examine and examine in more depth the Indonesian language learning approach. The results of the study illustrate that the approaches used at SMAN 1 Cipanas are communicative, scientific, collaborative, text genre, and student-centered approaches. With the approach used by the teacher, students become more active in the learning process, learning is more meaningful and efficient and fosters student interest.

Difficulties in Applying a Student-Centered Approach in Modern Russian Higher Education

The article attempts to define the application of student-centered approach in foreign language teaching at the Department of Foreign Languages in Engineering (Nosov Magnitogorsk State Technical University). The relevance of the research lies in the fact that it deals with a key issue of interest for teachers and educators as well as for teaching and learning process in general – the education of an active, creative, successful person, capable of self-development and self-improvement. Nowadays the theory of student-centered learning is rather rule than the exception in many educational institutions around the world. Nosov Magnitogorsk State Technical University follows modern educational trends. However, there are some difficulties in full realization of student-centered approach basic principles. The purpose of the research which included the survey of teachers and students on the conception of student-centered learning, was to identify and unleash the potential of a student-centered approach in foreign language learning at a university. The authors concluded that respondents are not fully aware of this approach. The results of self-reflection observations are manifested in the form of various limitations. These limitations are associated with students and teachers. The most important limitations are connected with the lack of motivation for students to study. The practical significance of the research is that its findings can be taken into account when eliminating difficulties in introducing student-centered approach in teaching foreign languages and other disciplines at a university.

How an online tutor motivates E-learning English

The motivation to learn a foreign language is a complex process. It is the analysis of related aspects such as the role of the tutor in E-learning. However, the study of the motivation based on Self-Determination Theory -SDT- and E-learning English with the Computer Assisted Language Learning approach -CALL can provide tools to understand and improve the teaching-learning processes. This qualitative study aims to identify and analyze the aspects around motivation to learn English related to online tutor's role. The main instruments used to collect data were a focus group and a discursive analysis of the messages sent by the selected tutors. The participants in the research were a group of tutors composed of 5 women and 1 man. The analysis was carried out through semantic categorizations and with the support of NVivo 12 software. The results let assume that the role of the tutor can influence in the motivation to learn a foreign language, while optimizing communication processes.

DISTINGUISHING TRADITIONAL LANGUAGE LEARNING AND IMMERSIVE LANGUAGE LEARNING IN MODERN SCENARIO

As the scope for language teaching is ever-growing, new teaching methods and environments are being adopted every day, to cater to the needs of learners. Such methods are constantly being developed to ease the practice of language teaching-learning, to overcome the disadvantages of “traditional” methods introduced during the late nineteenth and the most part of the twentieth century. Then, came the immersive language learning approach which utilizes modified environment for language learners, to make them proficient in a language to the level of native speakers. And, there has been a debate that this approach has its own drawback. So, which is the best way to learn a language: traditional or the “new” immersive approach? This paper attempts to distinguish how new immersive approaches can fare against the older methods, whether this new approach can completely replace the older ones.

Repositioning Ghana Schools As English Language Learner Schools: Using Native And English Languages To Improve Academic Performance

This article argues that Ghanaian students’ academic performance might improve if instructors make use of their native languages and the English language (bilingual method) to provide instruction in school setting as it promotes classroom participation, engagement in learning, and the development of listening skills that improve comprehension. While there is some evidence to support this attitude, in fact, most young children do not speak English at home, and therefore, experience hardship in their learning. As a result, they are jeered and labeled as incompetent and incapable of being students. However, this article argues that students’ academic performance might improve if instructed in a bilingual setting as they will feel comfortable and confident about their learning in school. There is evidence that children underperform in school because educators abandon the traditional native languages at the onset of formal schooling in Ghana, and sometimes, the only language that students know best is their native language. Ghana’s official language is English; it applies to curriculum and instruction in public and private educational setting. The English language is vastly spoken in homes with middle income socio-economic status. With the rise of the middle class in the country, some citizens are abandoning the daily use of spoken vernacular and are speaking English at home as a rite of passage of giving their children a head start in their academic journey. English language learning approach can be useful to improve students’ English skills; however, if combined with their native language, it could effect change in education in Ghana. The English language teaching strategies must employ on content and language integrated learning, integrated content-based instruction, a focus on academic language proficiency, sheltered instruction, comprehensible input, learner-centered instruction, integrated skills approach, cooperative learning, and teacher collaboration (Calderón et al., 2015). This article employs meta-analysis of literature knowledge to advance professional practice in repositioning Ghana schools as English Language Learner Schools. Hence, English language proficiency for all students should be tasked with effective English language learning services in order to improve English language acquisition in Ghana. Keywords: Ghana, English language learner, Content and language integrated learning, Integrated content-based instruction, Sheltered instruction, Integrated skills approach, https://orcid.org/0000-0003-2703-5767

The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?

This paper explores the impact of exposure on the development of receptive vocabulary knowledge of L2 learners in two different types of instructional context -mainstream English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL). In order to measure vocabulary size, the 2K and academic version of the Vocabulary Levels Test (VLT; Schmitt, Schmitt & Clapham, 2001) were administered to 138 secondary-school learners with different learning backgrounds in terms of language learning approach (CLIL vs. EFL) and amount of exposure to the L2. The data obtained indicate that the amount of input does not play a significant role in the differences between CLIL and EFL learners’ receptive vocabulary knowledge, but rather it is the educational context which seems to benefit the CLIL group in terms of vocabulary growth.

Preserving the Nation’s Legacy Through Emerging Technology

The proverb is the legacy of the Malay people with special privileges in a speech that must be introduced to every generation so that this proverb will not be forgotten and never consumed by the ages. The role of the proverb in speech and writing is seen to less widely used in today’s younger generation. In the school curriculum, the language taught in the syllabus. However, conventional teaching and learning techniques cause students to become bored and less attentive when teaching. A new approach has been developed to enhance students’ interest in language learning. Ceritera Peribahasa Maya is a series of 3D digital proverbs storybook developed through the technology of the century. Ceritera Peribahasa Maya is a digital language learning approach that includes e-learning, teaching aids, learning and facilitating strategies and assessment tools. It applies Augmented Reality (AR) technology, QR Code, Google Cloud, and Gamification applications. Usability Testing of Virtual Speech measured in terms of user satisfaction. A mean of 4.87 for user satisfaction shows that Ceritera Peribahasa Maya is a great way to teach and learn digitally. This language innovation is a new turning point for teachers and students to realize the Malaysian Education Development Plan (PPPM 2013-2015) that emphasizes the aspect of ICT in learning. These applications are in line with modernity while preserving the integrity of the nation’s heritage.

Self-Assessment on Integrated Listening-Writing Skills for Human Puppets Preservation

This study examines the application of self-assessment concerning students writing skills using integrated CLLA (Cultural Language Learning Approach), BLM (Blended Learning Method) and HOTS (High Order Thinking Skills) with human puppets serial stories what so-called Wayang Orang (WO) as the learning discourses. This was intended to implement Self-Assessment to the students' listening-writing skills development using integrated CLLA, BLM and HOTS as WO preservation efforts for the sake of finding the concept of implementing Self-Assessment on Listening-Writing Skills (SALWS) using such three methods. The Mixed Methods Study was conducted by involving 30 students of the English Education Program Faculty of Teachers Training and Education. The main data was a portfolio of documentation of SALWS assignments analyzed using the Eberly Center for Teaching Excellence Carnegie Mellon Model (ECTECM). The results were interpreted as findings regarding the SALWS implementation integrated with CLLA, BLM and HOTS containing with various WO serial stories. The study reveals that SALWS can be used as a self-assessment guide by students for the average score spreads between 0% for A(sophisticated) scores, 6% B scores (very competent), 71% C scores (competent), and the remaining 11% get scores D (Not yet competent). WO preservation efforts conducted in the Paragraph-Writing class could attract a majority of 89% of students. The rest neither were interested in WO nor increased such language skills since they came from foreign countries which were still in the process of adaptation in using both their English and Indonesian.

Evidence From the Phylogenetic Domain and the Use of L1 in English Language Teaching

The theoretical foundations supporting adherence to naturalistic language learning approaches appear to have entirely collapsed, just as non-naturalistic approaches to language teaching such as translation and translanguaging have become increasingly respectable in English language teaching. In line with this, language and language learning are increasingly being understood as sociocultural phenomena, inevitably situated in local contexts, rather than in terms of manipulation of an abstract, universally-shared set of syntactic rules. This prompts a reevaluation of both traditional methods and innovation in specific sociocultural settings. We offer a review of some important developments in our understanding of language acquisition, with particular focus on evidence from the phylogenetic domain, often overlooked by language professionals, and suggest directions for fruitful investigation. In this regard, we recommend attention first to methods that have stood the test of time in the sociocultural milieu, that are acknowledged as having value by both local teachers and students. As a notable example of these, we focus on the pedagogical use of L2 vocabulary items embedded in L1 text. We find that the claim made by Japanese native local teachers, that such L1 use is helpful in vocabulary learning, receives significant support from our experimental results.

MOBILE-ASSISTED LANGUAGE LEARNING IN A UNIVERSITY CONTEXT IN VIETNAM: STUDENTS’ ATTITUDES

The study concerns the attitudes towards Mobile-assisted language learning (MALL) of the participants in a university. Using the mixed-method research design with survey questionnaire as the main data collection tool, the research gained some significant findings and successfully met the aims of the study. The findings from both qualitative and quantitative data reveal that the participants basically held positive attitudes towards the use of MALL inside classroom and towards MALL in general. It is suggested that MALL be adopted as a new approach in English language teaching and learning. Moreover, some measures should be taken to develop the digital literacy of both instructors and learners.

Enhancing EFL learners’ English Proficiency and Intelligence by implementing The Eclectic Method of Language Teaching

This paper enlightens the significance of learner-centered approaches to language teaching. In an English as a Foreign Language (EFL) class, a teacher should adopt a specific teaching style to accomplish teaching goals. This study is an attempt to analyze and ascertaining the general principles and techniques of teaching EFL. The principal aim of the study is to highlight the needs of the learners and help the teachers to achieve their teaching goals with the planned learning outcome. The Eclectic Method of language teaching was introduced in the class to improve the communication skills and the academic performance of the learners. The Eclectic Method was pioneered in 1970 and gradually became very popular in English as a Second Language (ESL) and EFL classrooms. The Eclectic Method is a fusion of distinctive techniques of teaching and language learning approaches. This Method enables the language teachers to make it to all the learners despite the heterogeneity in their learning styles and intelligence. The author has used a Mixed Method Approach. The target group is female undergraduate students in the College of Science for Girls, King Khalid University, Abha, Kingdom of Saudi Arabia (KSA). After implementing an Eclectic Method in the language classroom, the author finds that it helps in blending multiple activities of language learning. It allows students to receive individual attention amid a populated class. It further makes the students feel more motivated and confident. The result of the study prompted that the learners have improved significantly in all the four skills: Listening, Speaking, Reading and Writing (LSRW) of language learning. The study signifies that the Eclectic Method works productively for every level of learners and makes learning easy and ingenious. The best part of this method is the teacher can design his/ her own teaching techniques based on the Proficiency and the competency of the learners to make learning more effective.

A Collaboration Between Communicative Language Teaching (CLT), Audiolingual, and Community Language Learning (CLL) Approach in Teaching and Learning English at SMA 1 Singorojo Kendal

This research aimed to investigate and analyze the collaboration of communicative language teaching approach, audiolingual method, and cooperative language learning method which were applied during teaching - learning process in twelve grade of science 2 students in SMA 1 Singorojo Kendal. This research employed descriptive qualitative research design. The instruments of this study were interview and observation which took approximately fifty minutes. In order to motivate and improve students’ speaking ability, so the teacher taught them in simple way first, then followed by synthesizing both of essentials methods and techniques. The result showed that teacher designed the classroom activity by implementing curriculum 2013 in which emphasized on communicative language teaching (CLT) approach. The researchers found that the teacher organized some methods in delivering material. He also provided fun and interesting games to encourage students’ motivation in learning English.The researchers infer that there are collaboration between CLT approach, audiolingual method, and CLL method as an alternative strategy in learning English.

Improving Student Learning Ability Through Communicative Language Learning Approach

This study aims to find out how students' speaking skills are developed through the Communicative Language Teaching approach. The significance of this research is to provide information for readers, especially for Pamona people as native speakers of the language, about the tenses in the Pamona language. Researchers used the Communicative Language Teaching (CLT) theory by Richard and Rodgers to develop students' speaking skills. The results of this study indicate that the objectives of this study have been achieved. The ability to speak English students successfully developed through the application of communicative language teaching approaches, through learning that triggers students to speak actively in the classroom through conversations as an exercise. In the first cycle all students attend the test. The results of the test in the first cycle were 12 students failed (33.3%) and 24 students (66.7%) passed. Achievement of the average grade of the class is also still low with a score of 65.8 grades C. Researchers then reflect on the learning process in this first cycle to be applied in the second cycle. In the second cycle, all students attend the test. The results of this test were 33 students (91.6%) successfully passed the test and 3 students (8.4%) failed. From the explanation of the results of the second cycle above, it appears that in this cycle the completeness criteria for class has been reached, in which 80% of the total number of students must achieve grades A, B or C or a value of more than 65. Students succeed in developing their English speaking skills because supported by teaching approaches that trigger students to speak and practice the functions of the language being learned.

‘Invitation to a party’. A Task-Based Second Language Learning and Teaching with Technology scenario for Greek language adult learners

In this Essay a 5 hour educational scenario entitled ‘ Invitation to a party ’ is presented. It is designed for adult migrants and refugees, A2 -by CEFRL standards- Greek language learners at a non-formal learning setting in Athens, Greece. T his blended educational scenario is based on sociocultural, constructivist, and Computer Assisted Language Learning (CALL) approach. It aims to enhance the learners’ communication skills (communicative, sociocultural, metacognitive, language and cultural awareness) through Task-based language learning (TBLL) activities integrating digital tools, such as Padlet, Office Forms, WordCloud and Canva. The added value of this scenario is that on the occasion of organizing a celebration, a situation that unites people all around the world, learners are supposed to develop simultaneously their L2 competencies, their digital skills and their citizenship, investing actively their identity. Through communication, creativity and collaboration supports learners to be creators of knowledge.

Tertiary English students’ attitude towards intercultural language learning

The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.

LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA

In determining the implementation and execution of the classroom activities, the teacher’s beliefs plays an important role as one of the fundamental aspects of language teaching. In-depth, the beliefs also influence the learner’s competency and the achievement of learning outcomes. This research aims at observing the beliefs of a Spanish language teacher in a private language school in Australia. Data were gathered through interview and classroom observations. The interview was designed to explore the teacher’s beliefs regarding the language learning approach. Furthermore, the classroom observations were conducted through 1) complete observer observation and 2) complete participants observation. They were carried out to see to what extent the teacher implemented the beliefs into action. Pre-classroom questionnaires on the learner’s background were distributed to know the learners’ background. In the era where communicative approach becomes the axis of language teaching, this study suggests “scaffolding” as an alternative approach to language teaching. The finding indicates that some primary factors affecting the teacher to hold his beliefs are: limited classroom duration, small class size, and the condition of Spanish as a foreign language (FL) in Australia – where learning resources are limited. In the learning condition where the target language (TL) resources found to be scarce, this ‘scaffolding’ approach successfully and effectively equips learners with adequate knowledge of Spanish. Taking the ‘scaffolding’ as the major foundation to develop learners’ linguistic proficiency, this research provides insight regarding the use of ‘scaffolding’ toward language teaching and learning.

Enhancing EFL Learners’ English Proficiency and Intelligence by Implementing the Eclectic Method of Language Teaching

This paper enlightens the significance of learner-centered approaches to language teaching. In an English as a Foreign Language (EFL) class, a teacher should adopt a specific teaching style to accomplish teaching goals. This study is an attempt to analyze and ascertaining the general principles and techniques of teaching EFL. The principal aim of the study is to highlight the needs of the learners and help the teachers to achieve their teaching goals with the planned learning outcome. The Eclectic Method of language teaching was introduced in the class to improve the communication skills and the academic performance of the learners. The Eclectic Method was pioneered in 1970 and gradually became very popular in English as a Second Language (ESL) and EFL classrooms. The Eclectic Method is a fusion of distinctive techniques of teaching and language learning approaches. This Method enables the language teachers to make it to all the learners despite the heterogeneity in their learning styles and intelligence. The author has used a Mixed Method Approach. The target group is female undergraduate students in the College of Science for Girls, King Khalid University, Abha, Kingdom of Saudi Arabia (KSA). After implementing an Eclectic Method in the language classroom, the author finds that it helps in blending multiple activities of language learning. It allows students to receive individual attention amid a populated class. It further makes the students feel more motivated and confident. The result of the study prompted that the learners have improved significantly in all the four skills: Listening, Speaking, Reading and Writing (LSRW) of language learning. The study signifies that the Eclectic Method works productively for every level of learners and makes learning easy and ingenious. The best part of this method is the teacher can design his/ her own teaching techniques based on the Proficiency and the competency of the learners to make learning more effective.

A Psychoanalytic Health Survey on the Iranian EFL Learners’ Emotional Intelligence and Their Language Learning Approach

A Psychoanalytic Health Survey on the Iranian EFL Learners’ Emotional Intelligence and Their Language Learning Approach

Hoe tolerant is het vreemdetalenonderwijs jegens vertalen?

The purpose of this article is to examine to what extent foreign language teaching is still intolerant towards translating as a working method. First, the author consider the arguments of the opponents of translation. On the basis of a historical overview of the evolution of various language learning methods and approaches, she then try to explain the intolerance towards translating. Finally, she determine whether the attitude of foreign language didacticians teaching in the 21st century can be called ‘tolerant’, and whether the integration of translation and translation teaching can be used as an effective tool in acquiring specific skills in foreign language teaching.