English Teaching Classes Research Articles

Smartphone Potential Energy in the Digital Era and the Construction of Learning Organizations in Universities

As human society enters the digital era in the 21st century, the widespread application of smartphones is reshaping the educational ecosystem. Smartphones not only possess communication, entertainment, and payment functions but also educational and relationship adjustment capabilities. These positive, promotive functions endowed by smartphones are referred to as smartphone potential energy. A survey conducted among students in three English teaching classes at a Beijing university revealed that smartphone potential energy typically plays four roles: resource sharer, direction guide, relationship facilitator, and learning motivator, thereby promoting the construction of university learning organization relationships. Under the influence of smartphone potential energy, organizational relationships shift from a focus on subjective interpersonal relationships to objective neutrality, and organizational structures evolve from linear hierarchical to flat structures, achieving a transition from management to governance, which provides insights for university grassroots student organization managers to scientifically implement organizational management and optimize relationships in the digital era.

COGNITIVE AND AFFECTIVE LEVELS OF THE QUESTIONS ASKED IN READING PART OF ENGLISH TEXTBOOK IN TURKEY

The aim of this study is to determine which types of questions are most frequently included in the book titled Silver Lining, which is taught in English classes in 11th grades in Turkey, and at what level of understanding questions are asked. For this purpose, the analysis of the reading questions in the "Reading and Listening" section of the English textbook was carried out. Barrett's Taxonomy was used as a basis to determine the mental processes required by the questions. Since the questions in the book were examined in the study, the qualitative research method, one of the research methods, was adopted and document analysis was conducted. Within the scope of the research, ten units in the book titled Silver Lining were examined. There are two sections in each unit, section A and section B. There are six or seven question guidelines under the title "Reading and Writing" in each section. Within the scope of this study, a total of 263 reading comprehension questions, including 149 question instructions and 114 question items in the entire book, were examined. The eleventh grade English textbook mostly includes matching questions and multiple-choice questions. Open-ended questions, which have a very small share among the question types, were asked in a way that the answers could be easily found in the text. Additionally, it was observed that the questions were asked mostly at the level of simple understanding. In this sense, the text questions in the eleventh grade English textbook should be diversified by teachers, and in addition to simple questions, students should be asked more questions that will activate metacognition, thus enabling them to think critically.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0068/a.php" alt="Hit counter" /></p>

The application of ARCS motivation model in college oral English teaching

Abstract In order to make spoken English more widely used in college communication, the author proposes the application of ARCS motivation model in college spoken English teaching. The author tries to apply ARCS motivation model in the strategy design of college oral English teaching, the four core factors of attention, relevance, confidence and satisfaction are explained, analyzed and explained in detail respectively, twelve practical teaching methods and strategies are summarized. A total of 109 students in 3 classes were taught for a semester, the teaching strategies and methods mentioned above were used in the weekly oral English teaching classes. After applying several teaching strategies designed by ARCS model to stimulate motivation, a post-test was conducted for all the students in the experimental class, by comparing the data before and after, the anterior and posterior sides of S1 natural consequences completely disagree: 14.67%, 13.75%, less agree: 29.35%, 24.76%, unsure: 11.04%, 1.82%, more agree: 19.26%, 33.07%, strongly agree: 25.68%, 26.6%. We can see that in terms of attention, relevance, confidence and satisfaction, the results show that ARCS motivation model is effective in college oral English teaching.

자기주도적 학습역량 신장을 위한 초등영어교육에서의 온라인 콘텐츠 앱 활용 효과

The purpose of this study was to foster students’ self-directed learning capabilities by using online content applications in primary English teaching classes. For the study, Padlet, Kahoot!, and ThinkerBell applications were used for online content in the English classes for twelve weeks. To compare the pre- and post-test results, this study employed two evaluation tests, one developed by Kim, H. Y. & Kim, M. J. (2022) and the other by Lee (2009), both of which were designed to examine students’ self-directed learning capabilities in English education. The two different tests were administered to a total of 52 Korean elementary students from two classrooms, comprised of 26 students in the experimental group and 26 students in the control group. The results indicated that the implementation of online content applications for elementary English classes in the study was statistically and significantly effective.
 Students remarked that online content classes not only allowed them to participate more in speaking English, but also to be more involved in revising English composition.
 Some suggestions and considerations were also presented in the study.

Effects of Blended, Explicit and Implicit Instruction on EFL Learners in English Pronunciation Class under Emerging Technology

As the most important foreign language in China, English poses great challenge for teachers to improve the performance of ESL (English as a second language) learners through in-class instruction. Blended, explicit, and implicit instruction are three widely used approaches in English class teaching, and it may be difficult to choose which one should be used in class to help the English language learners. With audio synthesis technology applied as an enhancement for teaching, this study aims to research the three effects on English pronunciation teaching in aspects of the performance and satisfaction of English language learners. 120 English learners in China were equally divided into three groups which were instructed by blended, explicit, and implicit instruction respectively. Based on the data collected by test and questionnaire in pre-test, in-test, and post-test, the results show that the blended instruction performs best in aspects of the improvement of performance and the class satisfaction. These findings indicate the great potential of blended instruction in English language teaching and more investment should be taken to promote its application to help the Chinese to better acquire this important language.

On the Integration of Ideological and Political Elements into College English Class Teaching

On the Integration of Ideological and Political Elements into College English Class Teaching

THE USE OF MODIFIED ENGLISH SONG TO IMPROVE VOCABULARY

Songs have an important role in the development of children learning a second language. The proof is the frequency of songs used in English teaching classes around the world. The author begins why song can be considered a valuable pedagogical tool. In particular, it will discuss how songs can help learners improve vocabulary mastery. This study aimed to see a significant difference in vocabulary acquisition between students who were taught using Modified English Song and those who were not. This study involved 40 students of Al-Falah Pacul-Bojonegoro Superior Junior High School as the object of research. The result revealed a substantial difference in vocabulary mastery between students in the experimental class who were taught using Modified English Song as a medium and those who were not. The experimental class' average post-test score was 86.80, while the control class' average score was 82.80. Because the t-observation value is higher than t-table (2.6539>1.685), the alternative hypothesis is accepted, and the null hypothesis is rejected, according to the t-test result. Finally, the utilization of Modified English Song can help students increase their vocabulary mastery.

USING MEDIA IN ENGLISH TEACHING CLASSES

USING MEDIA IN ENGLISH TEACHING CLASSES

English Language Teachers’ Perspective of Using L1 in TEFL Class

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

Teacher’s Directive Expressions Analysis in English Teaching Classes

This paper aimed at finding out the types of teacher‟s directive expressions at two schools and describing the realizations of directive expressions in English teaching. This research was designed as a qualitative and comparative study. The subjects of the research were English teachers at one Senior High School (first School) at Semarang city and one (second school) at Jepara city. The data of this research were gained through recording, observation and interview. The result showed that there were 11 illocutionary kinds found in the teacher‟s directive expressions at the first school, and 8 illocutionary types in teacher‟s directive expressions at the second school. The most illocutionary kind found in the conversation of teaching activity in both schools was question. The directive‟s expression in both schools used direct and indirect utterances. The teachers of first school more often used language instruction in the classroom because they applied varieties of directive expression. Meanwhile, the teachers at the first school used little directive expressions in English teaching because they did not apply varieties of directive‟s expressions. The implication in teaching learning English process is that teacher-centered and student-centered type of learning depends on the frequency of production of directive expressions. More directives the teacher expresses, more center the learning by the teacher. On the other hand, less directives the teacher expresses, less center the learning by the teacher.

Discussion on the Application Strategy of "Live Class MOOC" in English Teaching

With the rapid development of information technology and the popularization of Internet, traditional English teaching class has gradually exposed some shortcomings that cannot stimulate the enthusiasm and autonomy of contemporary students. Actively explore the application strategies of live class MOOC in English teaching can help to resolve this dilemma. This article analyzes the basic concepts, important significance and application strategy of live class MOOC in English teaching, which can help to improve the effectiveness of English teaching.

Using Debate Method In Teaching English Language To Tourism Students At Higher Education Institutions

The aim of the article is twofold: first, to discuss essential teaching method of «Debate» and to point out the importance of utilizing the following pedagogical methodology during English teaching classes. Article also attempts to reveal the efficiency of using this method while teaching tourism students to English vocabulary.

Intentional vocabulary learning via WhatsApp: Does the type of input matter?

Nowadays, vocabulary as an influential domain in mastering second/foreign languages has encouraged researchers to put forth conceptualizations that can substantiate the successful learning of words. This study used WhatsApp to investigate the different impacts of two input modalities (voice messages vs. written texts) on EFL learners' intentional learning and retention of words. To this end, 50 female EFL learners in two intact classes (n1=n2=25) were selected from a language institute in Khorramabad, Iran. The groups were randomly assigned to two treatment conditions. The results of a general English proficiency test verified their homogeneity at the outset. A standardized teacher-made vocabulary test assured the researchers that the words were unfamiliar to the learners. After the twelve-session treatment, which was integrated with conventional English teaching classes, another standardized vocabulary test was administered once immediately after the intervention and the second time after a two-week interval. The Friedman repeated measures analysis showed a significant difference between the pretest and posttests. However, the results of the statistical analyses showed no statistically significant differences between the participants' performances on the immediate and delayed posttests. Thus, the researchers concluded that the participants had not forgotten the words from the first to the second posttest indicating the efficacy of intentional vocabulary learning. Additionally, no significant differences were found between the two groups showing the similar impacts of the input modality. The study has implications for EFL teachers and educators whose focus is on TEFL.

ENGLISH LEARNING MOTIVATING AND DEMOTIVATING FACTORS AMONG POST-SOCIALIST MONGOLIA'S FUTURE ENGLISH TEACHERS

A declining number of credit hours of English courses for English-majoring students at the National University of Mongolia lead teachers and students to focus on effective English education and what factors would affect it within credit hours allowed at the university. Meanwhile, English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the national interest in learning English, resulting in a greater demand for English teachers. This study investigated the motivation of Mongolian English-majoring students towards learning English and the factors affecting them to be demotivated. A total of 20 students majoring in English teaching at the National University of Mongolia, Erdenet School of the 2019-2020 academic year completed the questionnaire on English learning motivation and attended focus group interviews. The findings showed that the students had instrumental orientation and demonstrated a strong desire to learn English. However, they felt demotivated by their teachers' and classmates' attitudes and living situations. The researcher recommends that the students and the teachers create a conducive environment in the classroom, where the students can feel comfortable despite making mistakes, and also suggests other practical takeaways given this post-socialist English learning environment.

STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings.

MANAGING DISRUPTIVE BEHAVIOUR OF PRIMARY STUDENTS IN THE EFL CONTEXT (Mengatasi Perilaku Mengganggu yang Dilakukan oleh Siswa Sekolah Dasar dalam Konteks Pembelajaran Bahasa Inggris)

Not all students are well motivated in the classroom activities. Some students often show disruptive behaviors that influence the teacher in conducting learning process. In particular case, there is special issue regarding behavioral problems in elementary school such as talking without permission and disturbing other friends while studying in class. Accordingly, this study aims at discerning behavior interruptions found in English teaching class. Moreover, it also describes the classification of students’ disruptive behaviors and explores teachers’ actions in order to overcome those behaviors. In this research, depth-interview with the English teacher, classroom observation and documentation were used to collect the data for two perceived classes and interactive model was used to analyze the data. Each class has been chosen based on specific characteristics for being observed. Though the study reported that there were several disruptive behaviors exhibited by primary school students, it could be classified as non-violence behavior since no one was injured by physical force. It seems possibly categorized as normal behavior by considering the students’ age and level in school. In the EFL context, students will be more focus and motivated if they are studying in comfortable class because students are required to master several skills of English. Comfortable class will lead them to comfortable learning. Henceforth, it was suggested that teacher should have adequate knowledge of the students’ psychology based on their age in order to give the proper strategies to control disruptive behaviors in the classroom.

Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

On the Advantages of Computer Multimedia-aided English Teaching

With the development of science and technology, computer multimedia has been used widely in every aspect, especially in English teaching. With the combination of computer multimedia and English teaching, English class teaching is no longer boring but full of fun. On one hand, the computer multimedia-assisted English teaching can inspire students’ enthusiasm of learning English, optimize the environment of English class. On the other hand, the computer multimedia-assisted English teaching can improve students’ ability of listening and speaking, develop students’ ideas in English, and improve students’ enthusiasm for communication. Students can learn knowledge and skills in a good environment. The computer multimedia-assisted English teaching has become one of the highlights in English teaching. To make the students improve their ability in the process of learning English, its distinctive teaching characteristics and teaching environment has been welcomed by the majority of teachers and students. It is also a noticeable focus in the teaching reform, which plays an important role in students’ learning English.

Interactivity and multimodality in language learning: the untapped potential of audiobooks

In this work, we present three case studies, involving classes in primary and secondary schools, in Denmark. The studies, conducted in the past 2 years, show how audio content can be generated and shared among teachers and learners, how audio material can be made more interactive to offer fruition similar to that of digital games, and how language learning can benefit from adding a social dimension to audiobooks. All case studies were conducted in a user-centered fashion and build on social semiotics, in which interactive audiobooks are seen as providing new ways to receive, interpret, and share literary texts. Local primary and secondary schools were involved in ethnographic user studies and qualitative evaluations with semi-functioning prototypes. In the main case study presented, social interaction was chosen as key feature to allow high-school students and teachers to annotate audiobooks, then share and comment on the annotations; the social context in this case is a digitally augmented English teaching class. To better investigate the potential of sharable audiobook annotations, we also created a mockup supporting the workflow of the main case study, using standard YouTube annotations and freely available audiobooks. The findings and technical solutions explored in the three studies are the basis for design guidelines aiming at making audiobooks interactive and better integrated in learning contexts.

Application of BOPPPS teaching model in nursing professional English course

Objective To explore the effect of BOPPPS teaching model in the application of nursing professional English teaching. Methods Using convenience sampling method, a total of 49 undergraduate nursing students of Grade 2013 were chosen from February to July in 2016. There were 24 students in Class One, and 25 students in Class Two. By throwing coin, Class One was chosen as the experimental group, BOPPPS teaching model was applied in their nursing professional English class teaching. Class Two as the control group, received the traditional PowerPoint (PPT) teaching method. A questionnaire survey was conducted at the end of the semester from the students' reap according to teaching and their participatory learning. Results Cronbach’s alpha of the questionnaire was 0.846. A number of 41 students completed the survey with the effective rate 83.7%. All students in experimental group recognized BOPPPS teaching model and thought through BOPPPS teaching model of teaching, they had achieved the teaching goal. The number of participants for classroom demonstration in experimental group were more than the control group (P<0.05), and more time to prepare for the classroom demonstration in experimental group (P<0.05). More students in experimental group took part in the class performance with more showing methods (P<0.05) and had gained more in the aspect of autonomous learning, oral presentations, multimedia application, communication skills and critical thinking (P<0.05) . Conclusions In nursing professional English teaching, BOPPPS or adjusted BOPPPS (B/P-O-P-P/S) teaching mode can make teaching content modular and systematic which is helpful for students to understand knowledge and establish knowledge module. Students’ autonomous learning ability, problem solving ability, critical thinking could be improved. Key words: Teaching; Nursing; BOPPPS; English