Community Language Learning Research Articles

English Language Materials Development: Text-Driven Framework as an Approach

This paper sets out to explore English language materials development since the emergence of communicative language learning (CLT). Many pedagogical approaches have been innovated to reach the goal of CLT. It will discuss the most common approach of English language materials development used nowadays. This paper specifically introduces a new approach of English language materials development that aims to match second language acquisition principles which will optimize the language learning process. This new approach is called the Text-driven approach which aims to develop activities around an engaging text, in appose to many approaches that aims to find a text meeting their activities purpose. A full 60 minutes lesson based on this framework is presented and discussed in depth to clarify how it can facilitate language acquisition. Further research ideas are then proposed to enrich this field of study.

The use of Communicative Language Learning (CLL) to Teach Speaking at a Taiwanese Elementary School: Implementation and Students’ Responses

Speaking is one of the important skills to master. The importance of learning speaking skills helps people to share their ideas, agreement or disagreement, compliment, and so on to others. Some students feel a lack of practice in learning English because they don't have enough support, including those in Taiwan. Therefore, the purpose of the study is to investigate how Taiwanese teachers apply CLL in speaking activities and the students' responses towards speaking activities which implement CLL at an elementary school in Taiwan. Data for this qualitative study were gathered from semi-structured interviews and reflective journals. The participants were one Taiwanese English teacher and 32 elementary school students. Data from the semi-structured interview were recorded, then transcribed. After that, themes were drawn based on the transcribed interviews. Based on the data, it was found that the Taiwanese English teacher applied CLL to teach the English language. Some activities such as group discussion and Think-Pair-Share were done. These activities were found useful because students could gain more vocabulary, a fun atmosphere created inside the classroom, and better fluency and pronunciation.

Motivation Towards Learning English Influencing Willingness to Communicate in English

Willingness to communicate (WTC) and motivation are important factors and plays a major role in learning English as second language (ESL). This paper aimed to investigate the relationship between Willingness to Communicate (WTC) and second language. One hundred eighty learners form different Arab countries were surveyed in International Islamic University Malaysia (IIUM) in Kuala Lumpur campus to conduct this research. Correlation and predictive relationship were tested. Findings revealed there were significant correlation and predictive relationship between WTC and motivation (r=.211, p<.01) and (F(1, 179 )= 8.274,R2=.044, B = .242, P=005<.01) respectively. Willingness and motivation are significant factors that facilitate communication in language learning and teaching.

Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners

Abstract Online language learning communities play an important role in providing learners of Chinese as a second language (CSL) with access to authentic language opportunities to communicate with native speakers of Chinese. However, few studies have examined CSL learners’ self-initiated naturalistic interactions with native speakers of Chinese on such platforms. This current study aims at filling this research gap by examining five East Asia CSL adult learners’ interactions with native speakers of Chinese in an informal learning context on an instruction-oriented social-networking based learning community. Adopting Henri’s (1992) analytic framework to understand the interactions between online learners from both cognitive and social dimensions, it finds that different types of interactions with native speakers of Chinese influenced learners’ differently. The study provides suggestions to CSL teachers as well as educational technology designers on how to maximize the benefits of online learning communities for CSL learners in their informal language learning beyond the classroom.

The Increasing of Students’ English Speaking by Using Community Language Learning (CLL) through Students English Association of LP3I (SEAL) at Politeknik LP3I Medan

This study dealt students’ English speaking by using Community Language Learning (CLL) through Students English Association of LP3I (SEAL). It used qualitative research design. It was conducted descriptively. This study aimed to know the increasing of students’ English speaking by using Community Language Learning (CLL) through Students English Association of LP3I (SEAL) at Politeknik LP3I Medan. The subjects were 55 students of Politeknik LP3I Medan. The use of instruments in this study was observation, interview and documentation. The theory of Koba, Ogawa & Wilkinson was used in this study. The data were analyzed by Miles, Huberman and Saldana analysis. The result of this study was Community Language Learning (CLL) had good result for students’ learning and can increase students’ English speaking at Politeknik LP3I Medan. This learning method was appropriate implemented to students of Politeknik LP3I Medan. Based on the data, all of response and result of this learning method got positive result and effect through the students of Politeknik LP3I Medan. This learning method can also upgrade students’ knowledge in speaking and got more vocabulary after implementing this activity. CLL can make the students happy and enjoy in studying English without forcing them to speak English. CLL can also make students brave and self-confidence to speak up in front of public.

Facilitating Synchronous Online Language Learning through Zoom

Events caused by the COVID-19 pandemic have required second language (L2) educators to move away from face-to-face (F2F) lessons and adopt online teaching. Educators have utilized a range of online synchronous meeting tools (SMTs) to facilitate student learning. One of the popular, immersive and easy-to-use SMTs these days is Zoom. It includes several features, such as annotation tools, polls, breakout rooms and video and screen sharing. These functions facilitate communicative language learning through the use of authentic language instruction in interactive synchronous classes.

Using a Program Based on Community Language Learning (CLL) for Remedying Some Speaking Difficulties of EFL First- grade Secondary Stage Students

Abstract The study aimed at investigating the effectiveness of using a proposed program based on Community Language Learning (CLL) for remedying some speaking difficulties of EFL First-grade secondary stage students. The participants of the study were Sixty (60) first year secondary stage students from Om Al-Momneen secondary school, Damietta, Egypt. The studyadopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). Instruments designed and used in the study were EFL speaking difficulties test and observation checklist. The experimental treatment was conducted during the second semester in the academic year 2018/2019.Results showed that there were statistically significant differences between the control and experimental groups on both instruments (EFL speaking difficulties test and observation checklist) in favor of the experimental group. In addition, there were statistically significant differences between pre- and post-levels of the experimental group on both instruments in favor of the post level. These results indicated that the program based on Community Language Learning (CLL) contributed in remedying the essential EFL speaking difficulties Keywords : EFL Speaking, Speaking difficulties, language Learning, Community

Teaching Reading and Writing through a Web-Based Communicative Medium: Weblog

With the advent of push-button publishing in the field of ICT, in the shape of weblog, language teachers now have a new way to entice students to communicate through their reading and writing. Web blogging started fairly in 1990, and refers to websites that are continuously updated (Blood,2000). According to Richardson (2004) language teachers can subscribe to their students linguistic abilities especially in writing and readingThis paper discusses how weblogs develop writing, reading and communication skills. The positive and negative potential of weblog for language teacher is discussed, the use of weblogs in a writing class for non-native English speakers in the second year of university study is demonstrated and the feedback from these students is considered. This quasi-experimental study was conducted on 40 non-native English speakers of upper-intermediate level. They were university students in two classes at the Kashan University of Medical Sciences. At the end of the course, but before they had received their final grades, the students were given two questionnaires (multiple-choice and explanatory) to assess the effectiveness of this assignment.The vast majority of students preferred English writing the weblog to the more traditional ways. Most of them believed that weblog can improve English and a few of them said that they would definitely continue using wblog. The findings seem to confirm that despite generally having no prior experience of web design, most of the students enjoyed the assignment, believed that it was helping the improvement of their English and that it assisted them in producing good work.Blog assisted language learning (BALL) not only provides teachers with an exciting new way to approach communicative language learning, it also, despite facing challenges, gives the students a new reason to enjoy reading and writing.

تطبيق تعليم اللغة الجماعة في تعليم اللغة العربية

The method is the theoretical basis for something important in language teaching, such as teaching Arabic. In teaching Arabic, the method has many roles, such as the steps in giving a better understanding to teachers and students about the grammar of language, its use, and other functions related to language. In this article, the author discuss about one way to teach a language, which is Community language learning. The researcher searches for the importance of Community language learning, its definition, when it originated, its goals, how the functions of the teaching elements work, as well as how they are applied to education and what have its advantages and disadvantages. Community language learning is a method developed by Charles A. Charles A. Curran and his colleagues are also called counseling learning method. Community language learning has some major characteristics. The basic principle of this method is for the teacher to act as a counselor or mentor who plays a negative or inactive role. The aim of this education is to upgrade students' competence in proficiency in the foreign language as native speakers, as well as to increase the confidence and spirit of students in using this language. Community language learning is a valid and appropriate method for Arabic Learning.

IMPLEMENTASI PENDEKATAN FUNGSIONAL DALAM PEMBELAJARAN BAHASA ARAB MELALUI METODE COMMUNITY LANGUAGE LEARNING

This study aims to explain and describe the implementation of functional approaches in learning Arabic through the method of community language learning. Community language learning method is a method that aims for students to learn to use language that is learned communicatively. Community language learning (CLL) is the name of a method developed by Charles A Curran and his colleagues. Community language learning (CLL) is often used in communicative learning or speaking skills. research in this study is the Research field. Collecting data in this study is qualitative (not in the form of numbers) through a review of some literature and using qualitative analysis in the presentation of data, data analysis and conclusion. The results of his research are detailed descriptions and explanations of the details of Arabic learning instruments that use the community language learning method in terms of a functional approach to realize the goals of modern Arabic learning, namely factual communication, in the sense that students are able to function foreign languages learned as communication tools, in this case Arabic.

The Griefer and the Stalker: Disruptive Actors in a Second Life Educational Community

Linden Lab’s Second Life (SL) is well-known for its hands-off approach to user conflict-resolution. Although users are given tools to mute and block individual accounts as well as ban undesirable avatars from user-owned land, that does not prevent determined, malicious users from disrupting communities and harassing individuals. This case study focuses on two such malicious users exemplary of two specific types of malevolent virtual world actors: in-world griefers and online stalkers. As part of a decade-long ethnographic research project within the Cypris Chat English language learning community in SL, this paper utilizes data gleaned from notes on participant observation, semi-structured interviews, and first-hand encounters. It categorizes the disparate strategies these individuals have used over the years in their attempts to disrupt group cohesion, sow distrust between students and teachers, humiliate individuals, and foment an atmosphere of fear and anxiety. It then reviews the methods community members used to defend themselves from such attacks and analyzes the efficacy of these strategies. This study builds on our understanding of harassment in virtual worlds and acts as a cautionary tale for future virtual world educators and community leaders considering the development of their own online classes and groups.

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.

The Implementation of Suggestopedia Method in Arabic Teaching for Qirā’ah

This research is meant to find that qirā’ah is one of important factors to see Arabic achievement as well as istimā’, kalām and kitābah. Other factors are from the methods of teaching like: TPR (Total Physical Response), Silent way, and Community Language Learning and suggestopedia method. In this paper the writer limits the problem by focusing on teaching qirā’ah descriptive paragraph through suggestopedia method. The writer formulates the problem of this paper. The formulation is "How does the teacher teach descriptive paragraph through suggestopedia to senior high school students at State Islamic Senior High school (MAN) Model jambi”. This paper is significant because it will be very useful for senior high school students, Its hoped that when the teachers apply the suggestopedia method, the students can learn qirā’ah in more enjoyable and fun environment. This paper is also important for teachers. It is hoped that they will have wider and deeper understanding of teaching methods in general, particularly suggestopedia method in teaching qirā’ah.

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.

Challenges of Applying the Teaching Methodology of (CELTA) Productive Skills in a Poor Learning Environment and a Fragile Infrastructure Region of Darfur, Sudan

The present study aims at investigating challenges of applying the teaching methodology of (CELTA) productive skills in a poor learning environment and a fragile infrastructure region of Darfur, Sudan. (CELTA) is a teacher training course that consists of 200 guided learning hours including 6 hours of teaching practice and stands for “Certificate in Teaching English to Speakers of Other Languages”. Candidates who apply for the course aim at acquiring the knowledge and the familiarity of the effective teaching principles. However, applying the methodology of such an internationally recognized qualification that addresses the communicative language learning requires intensive usage of some modern teaching materials. Accordingly, its applicability seems extremely challenging in a poor learning environment with a fragile infrastructure similar to the situation of Darfur region. Furthermore, the difficulties of its implementation definitely prevent hundreds of students from learning facilitates and opportunities that are only attainable via courses in which the learners’ needs are highly considered. We can also be certain that through the application of such a course student develops learning speaking and writing skills respectively simply because the course methodology provides a great opportunity of practicing the language compared to the traditional teaching methodologies. In this study the researcher is reflecting on his experience in teaching EFL via utilizing (CLT) techniques in such a way CELTA course is taught. Furthermore, the researcher aims at illustrating the importance of reducing teacher’s (TTT) and increasing the (STT) in EFL classes in Darfur, Sudan. The study also attempts to highlight the role of the private sector and voluntary organizations in promoting the educational process in the region. We can therefore say that the difficulties mentioned above have begun to diminish with the presence of some voluntary organizations such as Malam Darfur Peace and Development.A qualitative method for data collection and analysis is adapted in which the researcher interviews some EFL instructors who are currently based in KSA and actually happened to CELTA qualification. The interview questions are conducted to examine their experiences on how the methodology of this course is applicable in different contexts. Finally, the study resulted into the following findings:1. Teaching and learning the (CELTA) productive skills in a poor learning environment is difficult.2. Still traditional teaching methods is dominating the EFL classes in Darfur, Sudan.3. Some voluntary organizations regularly contribute to the development of the learning environment in the region of Darfur.

Community Language Learning to Improve Students’ Speaking Skill

The aim of this research is to find out the improvement of students’ speaking skill by using community language learning. Classroom action research was used to conduct this research with 20 participants of students XII IPS-2 at SMA N 2 Siabu in Academic Year 2019/2020. The data were collected from speaking test, observation and interview in cycle one and cycle two. The indicators of students’ speaking skill are measured from accent, grammar, vocabulary, fluency and comprehension. The result of this research showed that the improvement of mean score of the students’ speaking skill from cycle 1 into cycle 2 was categorized into very good category.

TEACHING SPEAKING: EXPLORING METHOD OF TEACHING AND ORAL CORRECTIVE FEEDBACK IN EFL LEARNERS’ CLASSROOM

This study investigates teaching speaking in EFL learners' classroom as teaching speaking is a vast area of research. This study, however, limits the focus to types of methods and oral corrective feedback. This study involves two groups of participants, namely a group of EFL learners and an English teacher. This qualitative study employs observation. Afterward, the unstructured interview with the English teacher is conducted to give further data. Through the observation, it is found that the teacher does some particular activities in teaching speaking. The lesson is opened by group work and the teacher conducts a dialogue and chain drill. The lesson eventually is closed by pair work and role play. The analysis shows that the teacher uses several methods in doing those five activities. Those are communicative language teaching, audio-lingual method, and cooperative language learning. From those three, the audio-lingual method dominates the class activities. Additionally, this study finds that the teacher employs several types of oral corrective feedback. Those are recast, explicit correction, clarification requests, and elicitation. These findings indicate that there is a relationship between methods and oral corrective feedbacks used by the teacher.

Multilingual perspectives: preparing for language learning in the new curriculum for Wales

This article will investigate the place of language learning in the new Curriculum for Wales and the value of a multilingual approach and ethos. The article will begin by setting out the historical context for modern foreign language teaching in the United Kingdom. It will then discuss the context for language learning in Wales, focusing on the Welsh Government's Global Futures five‐year strategy for modern foreign languages (2015–2020). It will evaluate the success of this languages' strategy in addressing the attrition rates for modern foreign languages in Welsh schools. The article will then proceed to analyse the assumptions underpinning language learning in the Draft Curriculum for Wales 2022, as demonstrated in the Languages, Literacy and Communication Area of Learning and Experience (AoLE) which brings together Welsh, English and international languages. This article will argue that this reconfiguration offers a unique position from which to create a sustained partnership, working between historically separate language teaching and learning communities. Finally, this article will focus on a modern foreign language mentoring project as an example of a multilingual approach to language learning. Ultimately, this article will advocate for an ambitious rethinking of how we conceive, teach and value language learning for twenty‐first century Wales.

Reflective use of video recording in class

Reflective video-recording in language-learning classes is engaging, effective and fun. Practices and techniques are highly transferable to other subject areas. In developing speaking competence and confidence, language teachers are constantly assessing and balancing the need to address either accuracy and/or fluency.
 
 Video-recording in a supportive, sensitive environment with learners and teachers who know each other well can capture spoken language and visual communication and allow it to be worked on, like words on paper, as a text for analysis, discussion and feedback in a variety of ways, both top-down and bottom-up. Accuracy can be addressed without affecting fluency as the sample of speech is recorded, not live.
 
 The use of video-recording and play-back lends itself particularly well to a wide range of language-learning approaches and methodologies, including Community Language Learning (CLL), Dogme ELT, task-based learning (TBL) and others, under the umbrella of a communicative approach.
 
 Classes using video-recording are spontaneous and adaptive, very learner-centred and allow for responsive and sensitive adjustment to students’ needs, strengths and areas for improvement as well as cultural and linguistic considerations.
 
 This case study will include edited video extracts of a video of a mock speaking test being analysed by a class of learners who are all engaged in practising for this this style of test. They share feedback in a supportive, affirming atmosphere. There is a high level of engagement and interaction.
 
 The video of this class, in turn, is shown to a group of teachers, who use it as a text to workshop ideas for delivering feedback and generating learner-led discussion for meaningful alternative authentic self-assessment. The teachers also discuss the use of technology-enhanced learning in regard to this use of video.
 
 Another layer of video shows a professional development session with a wider body of teachers leading into discussion on using video in professional development of teachers and teacher-trainers.
 
 This case-study session will involve explanation of the methodology and pragmatics of this simple way of using video, recorded with students’ and teachers’ phones in class to enhance reflective learning with a range of clips of the various layers.
 

A Case Study of Communicative Language Learning in Teaching Writing in a Rural School Environment

The case study was done at a rural school in Simpang Renggam, Johor. The study aims to identify the effects of using Communicative Language Learning (CLL) on students’ writing skills. CLL is one of the methods commonly used by teachers to teach English at school. This is due to its non-threatening way between the teacher as a counselor and the students as clients. The researchers interviewed the teacher and from the interview, CLL is commonly used. Thus, the researchers also analyzed five essays from each student and identify if they manage to write throughout the whole year of learning using CLL. The results are discussed in the latter section of the paper.