Effective Language Learning Research Articles

Personalising EFL Courses for Online Learning

Over the recent decades, we have witnessed a considerable shift in an EFL (English as a foreign language) lesson from a teacher-centered to a student-centered one. This change can be attributed to the concept of personalised learning and teaching, which led to the relevancy of the study. The paper aims to describe the main principles of the course development and analyse how a personalised approach is realised in the new General English course from Skyeng online school. The author describes some general principles applied to the course modelling: the type of the syllabus, main andragogical principles, and principles of effective language learning. The paper analyses what personalised learning is from the point of view of both: a teacher and a learner. In the results and discussion section, a description is provided of how the personalised approach works on the level of the whole course (the system of obligatory and optional lessons, 3 different studying tracks, the choice of the homework volume, the choice of the tests and exams for the student) and on the level of the lesson modelling (various lesson patterns, extra slides for additional practice). The author also analyses her research, which shows that teachers do not tend to be flexible when choosing the lesson materials and prefer the linear lesson track without changing the combination of lesson slides. This proved the need for such lesson models in Skyeng online school which would be designed to be quite flexible in their structure. The represented approach to modelling a language course can be viewed as quite innovative and up-to-date and has proved to be effective.

The Other Third Culture Kids: EAL Learners' Views OnSelf‐Identity, Home Culture, And Community In International Schools

This article aims to develop a better understanding of the dynamic identity of third culture kids (TCKs) who study English as an additional language (EAL) in an international secondary school in Ukraine. The research focuses on the internal forces of home culture and self‐perceived identities as well as the external forces of the school community and the classroom that influence EAL learners in their language acquisition. The article draws on qualitative data from interviews with individual EAL learners. The interviews investigated how EAL learners see themselves in terms of an EAL identity, how social status and community influence EAL learners, and how the home language and culture are influential in the language classroom. As a result of these data, the discussion focuses on the disconnect between the internal and the external forces that TCK EAL learners experience. The article concludes that more integrated collaboration between EAL and mainstream teachers would foster greater understanding of the internal forces and cultural capital TCK EAL learners bring with them to ensure more effective language learning in the external force of the language classroom. The authors conclude with recommendations for further steps.

Indonesian Textbook Based on Character Education Through Active Learning for the Elementary School Students

The lack of success in learning Indonesian in fifth-grade elementary schools is dominant in the low productive language skills. The limitations of learning resources such as textbooks are one of the causes of the emergence of these problems. This study aims to develop Indonesian language textbooks containing character education through the Active Learning model by utilizing literature as a learning resource. The type of research used is development research with the following stages: exploration, model development, and model testing. The subjects of this research were the fifth-grade elementary school students at the exploration stage, as many as 30 students. At the development stage, as many as 56 students and as many as 165 students at the testing stage. Data was collected through documentation studies, observations, interviews, and questionnaires. The data analysis technique was conducted qualitatively using an interactive model at the exploration and product development stages. The statistical analysis used an independent sample t-test at the model test stage. The test begins with prerequisite analysis and hypothesis testing. The research results at the exploration stage showed that the textbooks used were not by the needs of elementary school students and teachers, then a needs analysis and development of a textbook prototype were carried out. At the stage of testing the effectiveness with the main field trial, it showed a difference between the experimental and control groups. The study concludes that Indonesian language textbooks are stated to improve student's language skills in elementary school. The use of textbooks is recommended to support effective language learning.

English Language Teaching Textbook in Makassar University

The aims of this study is to investigate the experiences of 12 Makassar University lecturers lecturers in planning and writing their English language teaching (ELT) textbooks. The results of interpretative phenomenological analysis (IPA) revealed that, despite a number of pedagogical issues and challenges, these lecturers had a positive attitude toward writing their ELT textbooks, as revealed by an in-depth semi-structured individual interview (IDI) and a focus group discussion (FGD). They believed that creating teaching resources for their classes would not only help them meet their students' linguistic demands, but would also improve their lecturing experience. This article argues that writing a textbook for classroom use is a form of pedagogical reflective practice for lecturers that allows them to provide their students with appropriate activities and lessons for effective language teaching and learning, drawing on Tomlinson's notion of the importance of personalizing and localizing ELT textbooks to maximize students' learning. The findings' ramifications are addressed, and recommendations are made.

VOCABULARY ACQUISITION USING DUOLINGO IN FRENCH LANGUAGE LEARNING: A MALAYSIAN CONTEXT

Vocabulary can be considered as the foundation to develop overall target language proficiency. Having a rich vocabulary would mean better performance in the four language skills. However, general in-class activities are insufficient for effective vocabulary acquisition to occur. Limited vocabulary learned through in-class activities might halt the occurrence of effective language learning. With that in mind, this study aims to explore the use of Duolingo in acquiring vocabulary of French language. For this purpose, 21 students from Basic French 1 class in Universiti Kebangsaan Malaysia volunteered to use this app for 8 weeks. 3 instruments were used in collecting data: online interviews, tests and observations. The online interview was used to elicit the students’ perception towards the app, whereas the tests were administered thrice to measure their performances in vocabulary acquisition. Observations were also carried out thrice to monitor their learning process. The findings reported that the students had positive perceptions towards Duolingo. They claimed it to be user-friendly, convenient, and entertaining. The tests results showed an improvement in terms of French vocabulary acquisition and it was found that Duolingo used multiple ways in presenting and teaching French vocabulary. This study showed that Duolingo can be used in building and developing French vocabulary outside the classroom walls. It is also beneficial in complementing French language classes to help students build their confidence in using the language. Further studies are also needed to investigate the usage of Duolingo in learning different aspects of language such as grammar or communication amongst learners of French in Malaysia.

Motivations of Second Language Learning: Application of L2 Motivational Self System in the EFL Classroom

Second language (L2) motivation as a factor that facilitates effective language learning has been the focus of research in the field of second language teaching and learning. Particularly for EFL learners, L2 motivation may draw a crucial impact on their learning outcomes. Employing Dörnyei’s second language motivational self system (L2MSS) as the theoretical framework, this paper explored the influence of learners' L2MSS on their second language learning achievements by reviewing and discussing three current empirical studies and evaluating the application of L2MSS in the EFL classroom. This paper finds that ought-to L2-self drew a more intensive impact on learners’ L2 learning outcomes than the ideal L2-self. However, the ideal L2-self made a direct contribution to learners’ learning intentions. The application of the second language self system in EFL classrooms is worth being encouraged to assist second language teachers be more effective in enhancing learners’ L2 motivation to learn second language, leading to better learning outcomes and higher achievements.

EFFECTIVE TEACHING METHODS AND APPROACHES FOR SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE LEARNING

EFFECTIVE TEACHING METHODS AND APPROACHES FOR SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE LEARNING

Information and Communication Technology Literacy in Language Teaching and Learning

This paper highlights the importance of Information and Communication Technology (ICT) in language teaching and learning. In the rapidly developing world, information sharing and communication have become quite easy via web applications. However, learners still face some difficulties as they do not know how they can benefit from technology for learning a language, or they are not given the opportunity and guidance they need for effective use of ICT. In this paper, first some background information is given about the development of ICT and its place and role in language teaching, and then, effective language learning through ICT is discussed considering the advantages and disadvantages of integrating this technology into language classes. It is also pointed out that various technological devices should be used in classroom language teaching to familiarise learners with ICT and motivate them to learn on their own with the technological tools and sources available for their use. It should be kept in mind that learners need guidance, particularly in the initial part of their formal education, about the sources they can use as the number of tools such as softwares, applications and websites is increasing day by day. They cannot cope with the devices and sources without help of the teachers.

A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation by Daria Mizza and Fernando Rubio

Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation Daria Mizza and Fernando Rubio Cambridge: Cambridge University Press US $ 110 ISBN 9781108420785 (Hardback) 300 pages 2020

Gamified Content and Language Integrated Learning Approach (CLIL): An Innovative Approach for Effective Language Teaching and Learning

Gamified Content and Language Integrated Learning Approach (CLIL): An Innovative Approach for Effective Language Teaching and Learning

Интерактивност в обучението по английски език от разстояние в електронна среда

The article presents preliminary results of an experiment that investigates the effectiveness of interactive activities in teaching vocabulary and grammar to students at the Academy of the Ministry of Interior. The analysis shows impact of exclusively online distance learning environment and the different application of the technologies for enhancing interactivity have on the effective language learning experience.

효율적인 일본어학습을 위한 수업설계 연구: CLIL의 개념을 바탕으로

The purpose of this study is to design an instructional model based on CLIL (Content Language Integrated Learning) theory for effective language learning. The study findings reveal the following three points. First, context-oriented foreign language education is possible, if we have well-edited authentic materials that match the level of the students, and implement the relevant materials as classroom activities that covered 4C (Content, Cognition, Communication, Culture) through sophisticated placement of content-language integration methods. Second, changes in evaluation methods can affect the studying style of learners. Since the process of output can only be actively utilized if the input is repeated, if we provide an desirable evaluation method so that the repetition process can focus on acquiring meaningful language information, this will help learners make more active use of the target language. Third, foreign language education could expand learners’ thinking skills. Content-language integrated learning is sufficient to help students to understand other cultures and compare/analyze the educational contents based on respect for cultural diversity. Through this all learning activities based on CLIL theory, language learners can also develop their critical thinking skills.

The Level of Digital Literacy and Its Impact for Self-Regulated and Effective Language Learning

This study aims to discuss the effect of digital literacy level on independent language learning skills and effective learning abilities. The research respondents (n = 147) were the students of Universitas Islam Indonesia from various years who took English courses as General Education (MKU). Respondents were chosen randomly from students who participated in researcher English courses. This research is quantitative. The data was obtained through a Likert scale questionnaire with a range number; 0-1 and 1-5. The quantitative data were analyzed by correlation (Pearson product-moment) and regression (ANOVA) techniques. The results displayed; first, there is no significant effect of digital literacy variables on Self-Regulated language learning skills. Second, there is a substantial impact of digital literacy on effective learning abilities. Third, there is a significant impact of Self-Regulated language learning on effective language learning. This study suggested that higher education institutions need to provide formal programs in training or workshops to increase digital literacy capacity and student academic skills to achieve effective learning goals.

Dealing with Emergency Remote Teaching: The Case of Pre-Service English Language Teachers in Turkey

Education has been offered in the form of Emergency Remote Teaching (ERT) worldwide since March 2020 due to the spread of Covid-19. This compulsory transition has often been marked by disregard of the technological infrastructure of educational institutions, digital literacy skills of teachers and students, and their access to technology. A growing body of research discusses challenges faced in ERT; however, further studies are needed to arrive at validated conclusions to inform formal language teaching and learning. Against this backdrop, this qualitative study aimed at adding context-dependent knowledge to the literature by reporting on the case of university students majoring in language teaching. For this reason, the perceptions of a group of 67 pre-service English language teachers on ERT practices at a Turkish state university were explored. Data were collected through an interview form developed by the researchers and a focus group interview. The data were analysed inductively using content analysis. Half of the participants reported that specific skills were conducive to doing tasks in an ERT environment. They not only reported a variety of challenges related to the perceived ineffectiveness of learning, technical insufficiency, and inappropriateness of the learning environment, but also acknowledged contributions to their personal and academic development. That is, they found ERT flexible, time-saving, and favourable for learners who felt more confident in virtual classrooms, and some considered ERT as an opportunity for self-actualisation. Nonetheless, the majority favoured face-to-face education over ERT appreciating the enhanced effectiveness of in-class education. In sum, the study emphasises the need to support learners and teachers by providing instructions and strategies on how to organise learning and teaching. Moreover, schools, policy makers, and governmental authorities may need to provide ERT-tailored programmes and an infrastructure in terms of technical equipment to meet the requirements of education delivered in ERT and to realise effective language learning in virtual environments. Broadening the knowledge base concerning ERT in language teacher education, this study advises to address drawbacks of ERT and to take advantage of its opportunities.

Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum

The Fundamentals of Language and Language Learning is an online mini course developed at the School of Languages and Literatures (University of Guelph). The four online modules are integrated in the core curriculum of all introductory language courses and are mandatorily completed by an incoming cohort of all first-year language students. This cross-subjects and cross-departmental project addresses the educational challenges students face as they transition from high school to university and offers a more general, rich, yet linguistically supported language learning training. The 10-15 hours of asynchronous autonomous work equip students with a toolbox for effective language learning in a second/foreign language classroom. Students explore how languages are structured, function, change, interconnected with each other and how they could use this knowledge for faster, easier, more effective, and more sustainable language learning. The mini course empowers the second/foreign language learner through activating earlier acquired languages and by applying fundamentals of linguistics into the process of language learning.

The Effect of Teacher Caring Behavior and Teacher Praise on Students' Engagement in EFL Classrooms.

The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the ultimate target of learning. In the language teaching field, the idea of student activities for learning is intensely rooted in the prevailing standards of effective language learning, which considers language communication and interaction as analytical for language improvement. Moreover, teachers as center of learning process is the most prominent research attention, and teachers play a key role in regulating the education process as well as students’ learning achievement. However, there is an absence of research which have considered teachers’ care and praise among all positive interpersonal behavior and its significant effect on students’ engagement. So, the present review attempts to focus on teacher care and praise, and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to clarify the practice of teachers, students, teacher educators, and materials developers.

Effective Language Teaching and Learning Process in EFL Classroom Situation: A Case Study

The goal of teaching and learning a foreign language, in general, has shifted from putting emphasis on the product of teaching to the process of teaching and learning and the accompanying classroom conditions. This development in foreign language teaching pedagogy stresses the importance of the classroom environment in enhancing the individual’s learning styles and motivation to acquire the language, skills and components. Therefore, it is essential that every language class is directed to equip the learners with the necessary language strategies to achieve language proficiency by considering their needs and interests. This is why, teachers are always looking for updated ways and techniques to develop the student competencies in listening, speaking reading, writing, vocabulary and grammar. In this context, the present research was conducted more specifically to examine to what extent can the role of the teacher and the quality of the teaching and learning process be effective in developing the learners’ skills and competencies and promoting the EFL classroom situation. In addition, the different pedagogical tools and phases that are implemented in English language teaching in the Algerian school will be presented and analyzed in this paper.

Examining Language Teacher Readiness for Blended Learning among Cycle-one Public Schools in the UAE

This qualitative study sought to explore cycle-one (primary-level) language teacher perceptions of blended learning in the UAE. Given the recent shift to online learning, in response to the global COVID-19 pandemic, this exploratory research sought to ascertain pertinent information to assist decision-makers and educational leaders. Specifically, the researchers addressed what teachers perceived to be facilitators of and barriers to implementing effective blended learning instruction in public, cycle one schools in the UAE. They also sought their perspectives concerning effective strategies for blended language instructions and how they perceived these strategies influenced students' performance. Toward this end, the researchers utilized face-to-face, open-ended interviews with purposefully selected participants in a phenomenological approach; all data were analyzed via a thematic analysis that employed multiple stages of coding: open, axial, and selective. Findings suggest that teachers perceive parental engagement to be a facilitator in implementing blended learning. Participants also suggest that purposeful planning, instruction, and assessment should be explicitly designed for blended learning environments for more effective language learning. Finally, the teachers in this purposeful sample report that blended learning have influenced students' performance in multiple areas, including academic attainment, character development, and technical skills.

Innovative Teaching: A Need to Encounter the Modern Classroom Challenges

Teaching a language and addressing the need of the learners is a complex and challenging exercise. Language plays a prominent role in teaching learning process; however, when it comes to teaching of English language, these challenges multiply especially, within the classroom context because of the learners and their diversity of choices. The Irony behind teaching and learning of English language lies in its context in the global level. English Language seems to have many challenges because of the need to proficiency, competency and fluency of users who are capable of utilising the language skills mainly, LSRW (Listening, Speaking, Reading and Writing) to gain employment in global markets. But today, teaching the learners the skills of the language has become more challenging because the learners exhibit a negative feeling to language classes. The present paper emphasises on making teachers more adaptable for the teaching process by avoiding various classroom discrepancies and preparing the learners to utilize new methods for better and effective skill-based language learning.