English Classroom Activities Research Articles

A Study on College English Teaching Reform of Ideological and Political Education in the Curriculum to Improve Undergraduates’ Intercultural Communicative Competence

Traditional college English classes pay more attention to students’ language knowledge and skills, but not enough attention to their intercultural communicative competence, which makes many students unable to effectively carry out intercultural communicative and exchange. From the perspective of ideological and political education in the curriculum, this paper discusses how to integrate this concept into college English teaching design organically, and how to adopt educational drama mode to make innovative attempts on existing college English classroom activities, so as to help students better understand Chinese and Western cultures, guide them to correctly view cultural differences, and cultivate their intercultural awareness and ability.

The Application of Communicative Language Teaching in English Classroom Activities

As a teaching approach aimed at improving learners' communicative competence, Communicative Language Teaching (CLT) has been favored by many teachers. The application of CLT has eradicated the defects of traditional classroom teaching which only pay attention to the explanation of grammar structure and ignore the cultivation of practical language use ability, and changed the phenomenon of traditional teaching dumb English. However, in the specific teaching practice, there are still many problems in the application of Communicative Language Teaching. How to maximize the advantages of CLT in classroom activities, realize its purpose and then find the teaching method that truly conforms to the actual teaching situation in China is a problem worthy of teachers' deep consideration.

The Application of Discourse Knowledge in Oral English Classroom Activities

This paper aims to explore the application of discourse knowledge in oral English classroom activities. Through the detailed analysis of relevant theories and practical teaching cases, this paper holds that the effective application of discourse knowledge can significantly improve students' oral and communicative abilities, and help them communicate more naturally with language. Specifically, discourse theory not only helps students understand the coherence and cohesion of language, but also enhances their ability to use language in real situations. On this basis, this paper puts forward some concrete teaching strategies and methods, such as role playing, group discussion and oral presentation and other diversified classroom activities, to stimulate students' learning interest and provide more practical opportunities. In addition, two practical teaching cases are used to demonstrate the application and effect of discourse knowledge in oral English teaching. This paper hopes that these suggestions can provide useful reference for oral English teaching, so as to promote the all-round development of students' language ability.

Need Analysis on English Teaching at Mts Nurul Qolbi: Activities and Assessment

The research aims to find out English Classroom activities and assessment based on students’ need analysis and teacher’s perception. The quantitative and qualitative method were conducted in this research to describe the students’ needs. In collecting the data, the researchers applied interview for teacher and questionnaire for the students as the instrument of the research. There were one teacher and 30 students as participants in this research by conducting purposive sampling. The findings showed that researchers can use the topic that they provide to develop materials in needs analysis for the student in language teaching. In addition, assessment activity on the topic of invitation, give instructions and ask permissian was suggested to use feedback from friends. While, making a greeting card topic was suggested to use feedback from the teacher. Hence, showing the existence of a person or thing topic was suggested to use role play.

The Authentic Materials for Teaching English to Young Learners: Teachers’ Perception

This qualitative research aimed to find out the teachers' perception toward the use of authentic materials in teaching English to young learners at the Islamic elementary schools in Palembang, South Sumatra, Indonesia. The participants of this research were English teachers from several Islamic elementary schools in Palembang. They were selected through the implementation of a purposeful sampling technique. The research data were obtained through one-on-one interviews with open-ended questions. This research utilized thematic analysis procedures to analyze the interview data and member checking to validate the accuracy of the findings. The results indicated that the teachers had a positive perception toward the use of authentic materials in their English classroom activities and tasks. Using authentic materials helped improve the students’ language ability and their enthusiasm for learning English. However, the teachers still faced several difficulties in selecting the appropriate existing authentic materials for their students. It implied that teachers need to make some adaptations to using existing authentic materials to attain greater appropriateness from the materials to suit their students’ specific needs and characteristics to facilitate effective English learning.

Investigation of Improving Pre-service Teachers’ Competence for Formative Assessment Aligned with Primary English Classroom Activities

The purpose of this study is to suggest ways of improving learners’ communicative competence through formative assessment aligned with classroom activities for pre-service teachers. To achieve this, four pre-service teachers’ lesson plans designed for the fifth and sixth graders in the lecture of Primary English Methodology were analyzed in terms of the criteria of analyzing focusing on formative assessment. It was found in the results of analyzing lesson plans that 1) pre-service teachers did not appropriately design learning objectives to promote student motivation, 2) all of the pre-service teachers did not design self-assessment, although only one pre-service teacher designed peer-assessment such as “Let’s check partner’s listening skill!”, and 3) all of them did not give feedback systematically to improve learners’ communicative competence, and carry out formative assessment within 5 minutes in the closing stage of primary English classes. From the findings, it was suggested that 1) pre-service teachers need to design strategies for sharing learning targets and criteria for success based on formative assessment, 2) they need to set up lesson objectives based on formative assessment aligned with primary English classroom activities, 3) they need to prepare assessment checklists or sheets for assessment for learning (AFL), considering key competences and skills, 4) they need to consider the core strategies in designing and implementing formative assessment, and 5) they need to give immediate feedback to the learners considering the results of ongoing assessment and key competences as well as accomplishment standards of the 2015 Revised English National Curriculum.

Eighth Graders’ Communication Strategies in English Classroom Activities at SMP Negeri 3 Kalibening

This study aimed to investigate the eighth graders’ communication strategies in English classroom activities at SMP Negeri 3 Kalibening. This research conducted a qualitative approach with a descriptive method. The observational data were collected by using a video and audio recorder, observational sheet, and triangulated by structured interview. The data analysis procedures consisted of data reduction, data display, and conclusion drawing and verification by Miles & Huberman’s (1994) framework. The Communication Strategies (CSs) taxonomy proposed by Celce-Murcia et al. (1995) was used as references to identify and classify types of CSs. The analysis revealed that the learners employed 5 types of CSs: avoidance or reduction strategy, achievement or compensatory strategy, stalling or time gaining strategy, self-monitoring strategy, and interactional strategy, with 11 sub-types of those categories in classroom discussion, group discussion, and group presentation activities. The findings also showed that the learners employed CSs to compensate for their linguistics problems and keep the communication going while participating in English classroom activities. This research made a valuable contribution in introducing communication strategies and increasing students' awareness to use English in real-life situations.

On Dialogflow Chatbot API-based Dynamic Assessment Aligned with Primary English Classroom Activities

The purpose of this study is to improve learners’ communicative competence through dialogflow chatbot Application Program Interface (API)-based dynamic assessment aligned with primary English classroom activities. To achieve the purpose, two lesson plans presented to demonstrate a class for Teaching English in English (TEE)-Ace were analyzed in terms of ongoing assessment. It was found that 1) teachers did not establish Zone of Proximal Development (ZPD) and levels of learners, and they did not develop assessment methods and strategies, 2) they did not present methods of assistance such as pre-class (motivation, language input), while-class (suggestion, modelling, feedback, instruction), and post-class (confirming, feedback, developing) during interacting between teachers and learners, 3) they did not design methods of scaffolding strategies such as explaining simply, giving hints, asking questions, and giving ample opportunities of expressing to learners in detail, and 4) they did not develop a self-assessment sheet for learners to reflect their works and then to demonstrate creative outcomes. From the findings, it was suggested that teachers need to understand a framework of artificial intelligence (AI) to effectively use dialogflow chatbot API-based DA aligned with primary English classroom activities, regarding the key competences and accomplishment standards of the 2015 Revised English National Curriculum.

Discussion on the Emotional Factors in the Organization of English Classroom Activities

Discussion on the Emotional Factors in the Organization of English Classroom Activities

On Improving Primary Teachers' Assessment Literacy Based on Artificial Intelligence – Focused on Ongoing Assessment Aligned with English Classroom Activities

The purpose of this study is to suggest the direction of improving teachers’ assessment literacy based on Artificial Intelligence that focuses on ongoing assessment aligned with classroom activities. To achieve the purpose, two lesson plans presented to demonstrate a class for Teaching English in English (TEE)-Ace were analyzed in the aspect of ongoing assessment. It was found that 1) the objective, one of the important factors in assessments, was not set up based on the key competencies established in the 2015 national curriculum, 2) the assessment plan was not set up in advance before teaching-learning activities were implemented, 3) teachers did not implement assessments aligned with classroom activities, and 4) there were no assessment methods and tools based on technology in classroom activities. From the findings, it was suggested that teachers need to be trained in the program of designing and developing assessment methods and tools aligned with classroom activities for learners to improve key competencies emphasized in the curriculum.

Students' Perceptions of the Effectiveness of Formative Assessment and Feedback for Improvement of the English Writing Composition Skills: A Case Study of Secondary Level ESL Students of Private Schools in Lahore, Pakistan

The purpose of the study is to analyze students’ perceptions of the formative assessment and feedback as effective contributors in the development of English writing composition skills of the Secondary Level ESL Students in Lahore, Pakistan. Data was collected through open-ended questionnaire and individual semi-structured interviews. The major findings of the study indicate that English language formative assessments helped students to improve their writing skill by providing them with the effective learning opportunities. The formative assessments encourage learners autonomy through self-monitoring as it is believed that the frequency and accuracy of target behaviors or performance increase through reflection on one's performance (Vanderveen, 2006). The study propose that the formative assessment system needs to be further strengthened and promoted in both the private and public sectors of education pertaining to all levels of education within Pakistan. Keywords: Formative assessment, formative feedback, English writing skill, English classroom activities. DOI : 10.7176/JEP/10-6-02

Exploration on Cultivation of Critical Thinking in College Intensive Reading Course

<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>

The Effectiveness of Multiple Intelligences (MI)-Based English Classroom Activities at The Eleventh Grade Students of SMAN 2 Mamuju of West Sulawesi

The objectives of this research were to find out: (1) the students’ MI profiles, (2) whether the implementation of MI-Based English Classroom Activities could increase the students’ English achievement or not, and (3) whether the students are interested toward the implementation of MI-Based English Classroom Activities or not. This research was conducted through Quasi-Experimental Method. The population of the research was the eleventh grade students of the second semester in SMAN 2 Mamuju of West Sulawesi Province in 2014/2015. This sample was selected through purposive random sampling technique. The data of the research were analyzed inferential and descriptive statistic. The results of the research were: (1) the students’ MI profiles showed 80.6 % students in existential and interpersonal intelligences, 74.2 % students in verbal-linguistic and naturalist intelligences, 67.7 % students in logical-mathematical and musical intelligences, 58.1 % students in visual-spatial intelligence, 51.6 % students in bodily-kinesthetic and intrapersonal intelligences, (2) the implementation of MI-Based English Classroom Activities could increase students’ English achievement (3) The students were interested toward the implementation of MI-Based English Classroom Activities. So it can be concluded that the implementation of MI-Based English Classroom Activities was very effective to be applied in increasing the students’ English Achievement. Key words: Multiple Intelligence (MI) and English Classroom Activities.

Understanding Students’ Learning Strategies as an Input Context to Design English Classroom Activities

Learners’ individual differences in learning English as a foreign language with large-mixed ability classes needsa great attention in increasing their communicative language skills. One of Learners’ differences is learningstrategies. Learning strategy has a great role to promote students’ autonomy. It is one of front liners indeveloping communicative skills of English. Understanding students’ learning strategies becomes a strategic andimportant issue to gain brilliant ideas to design classroom activities and then, to promote students’ autonomy.The study conducted with students in two senior high schools, SMA Negeri 15 and SMA Negeri 16 MakassarSouth Sulawesi Province, Indonesia found that students only used meta-cognitive strategies at a high frequencyand memory, cognitive, compensation, affective, and social strategies at a medium frequency. In meta-cognitivestrategies, students have several degrees of autonomy promotion by independently organizing and evaluatingtheir learning progress, although other five learning strategies need intensively great efforts to support theirautonomy. Further implications of the study in English foreign language teaching and learning in the context ofimplementing school based curriculum in Indonesia are also discussed.

The Study of Multimedia-assisted Primary English Classroom Activities by language level : focusing on the 5th and 6th graders

The Study of Multimedia-assisted Primary English Classroom Activities by language level : focusing on the 5th and 6th graders