English Learning Activities Research Articles

Development of Interactive Learning Media Based on Learning Management System in Class X English Learning at SMAN 1 Gunungputri

This research aims to develop, test the feasibility, and measure the effectiveness of developing interactive learning media based on the Learning Management System in class X English subjects at SMAN 1 Gunungputri. This research uses the ADDIE development model. To test feasibility, researchers used validation from media experts, learning design experts and material experts and considered the results of user responses, namely teachers and students. The feasibility test results obtained from media experts were 74%, instructional design experts were 85%, material expert tests were 98%, teacher users were 92%, small group tests were 95% and large group tests were 97%. These results indicate that the use of interactive learning media is suitable to support the process of English learning activities in class X at SMAN 1 Gunungputri. Data analysis of pre-test and post-test scores showed that the average pre-test score of students was 55 and the average post-test score was 89. The results of effectiveness testing using the N-Gain test showed a result of 0.8, which is at “Effective” category. So, it is concluded that the use of interactive media based on the Learning Management System is effective in improving the learning outcomes of class X students at SMAN 1 Gunungputri.

The influence of English language teachers’ social class stereotypes on language teaching

This article analyses Mexican English teachers’ social class-based stereotypes attributed to secondary and preparatory school students. These students are deemed lazy, have no aspirations and come from “hostile” or “backward” environments that allegedly explain their lack of academic engagement and inability to undertake an English learning activity. Such characterisations become relevant since they exhibit that teachers’ beliefs, which are in constant relation to their context and experience (Fives & Buehl, 2012, p. 476) cast light on teachers’ pedagogic decisions. Teachers ascribe students’ roles that limit speaking opportunities and assignments that involve dumbing content down since students are expected to have either a low academic performance or none at all. Through an indexical analysis of teachers’ utterances, this study contributes to recent research on language teachers’ beliefs within applied linguistics where issues of social class, stereotypes and their influence on teachers’ pedagogic decisions have been underexamined.

The Practice of Discourse-based English Reading Teaching in High School from the Perspective of English Learning Activities — Taking the Unit Theme "Launching Your Career" as an Example

The paper outlines the meaning and significance of the English Learning Activity View and analyses the concept of writing teaching based on the English learning activity view. Take Summer Camp Helpers Wanted, a writing board in the selective compulsory for Launching Your Career of the Public Version of High School English (2019 Edition) as an example, explore how to implement the English learning activity view in high school English writing teaching, that is, to introduce the topic before writing to stimulate the students' interest in writing; to cultivate the students' higher-order thinking during writing;and to cultivate the students’ ability to evaluate each other in high school from the perspective of English learning activities. It is argued that teachers should actively establish correct teaching concepts and optimize the teaching design by applying the English Learning Activity View to effectively improve students’ language proficiency, thinking ability, cultural awareness and learning ability, thus improving students’ core literacy of English.

Understanding EFL teacher identity and identity tensions in a Chinese university context

AbstractIn the past few decades, teacher identity has been a popular topic in the field of English as a Foreign Language (EFL) teaching. As a construct that is socially constructed, teacher identity is influenced by situational contexts and is not fixed but multifaceted. While many studies have examined pre‐service and novice teachers’ identities, relatively fewer paid attention to experienced language teachers’ identities and the conflicts they may encounter. This study investigates one seasoned EFL teacher's multiple identities and the tensions that existed in her identity in a Chinese university setting. Data included a semi‐structured interview, class recordings, a stimulated recall, and artifacts such as the teacher's materials for classroom teaching. Findings demonstrated that the teacher practiced three sub‐identities in her teaching, namely, an English language teacher, a guide, and an academic advisor. Additionally, tensions within her identity as an English educator were identified, consisting of the popularity of technology‐driven tools in students’ English learning activities and the need to conduct research while not possessing sufficient research skills. The pedagogical insights generated underscored the importance of teachers’ agency and institutional support in resolving the tensions to facilitate experienced language teachers’ ongoing professional development and identity construction.

The Photovoice Project: Fostering Students' Autonomous, Collaborative, and Authentic Business/Engineering English Learning Experiences

This perspective article elaborates an instructional approach to business English learning utilizing a photovoice project as a strategy to promote a real-world learning encounter. In professional and vocational colleges, project-based learning (PBL) is an instructional strategy for promoting autonomous, collaborative, and authentic learning nuances. This article sheds light on how photovoice project fosters the students’ technical and business English learning experiences. The project empowers students to take charge of their learning, work collaboratively, and engage in real-world business context. This paper presents the concept of photovoice, learners’ autonomy and collaboration towards photovoice, authentic business English learning encounters, technology-integrated photovoice, project evaluation, and case studies on photovoice project. On top of that, language teachers can utilize project-based photovoice as a valuable tool for promoting innovative and engaging business English learning activities, thus providing students with contextual-based learning environment and preparing them for the real business world. It also brings several implications: 1) for vocational English teachers, implementing photovoice projects offers a powerful tool to create innovative and engaging learning activities, 2) for students, these projects provide a contextualized learning environment that prepares them for the real business world by developing practical language skills and industry-specific knowledge, and institutions will benefit by fostering an educational approach that bridges classroom learning with real-world applications, thereby enhancing the overall quality and relevance of their programs.

The Design of Reading Discourse Teaching Based on the View of English Learning Activities: The Case of External Research Edition Compulsory Study 2 Unit 2 Time for a Change?

The Design of Reading Discourse Teaching Based on the View of English Learning Activities: The Case of External Research Edition Compulsory Study 2 Unit 2 Time for a Change?

체화된 인지 기반 초등 영어 학습 활동 개발 및 적용

체화된 인지 기반 초등 영어 학습 활동 개발 및 적용

Research on English Reading Teaching of Senior High School Based on The Outlook of English Learning Activity

Research on English Reading Teaching of Senior High School Based on The Outlook of English Learning Activity

PENERAPAN PERMAINAN INTERAKTIF UNTUK MENINGKATKAN MINAT BERBAHASA INGGRIS ANAK-ANAK DI YAYASAN RANGKUL PEDULI SESAMA

The implementation of this interactive game evaluates the impact of English learning activities at the Rangkul Peduli Sesama Foundation on children's understanding. This community service activity aims to create awareness and knowledge in children about how important English is for them in the future and increase children's motivation. This activity was attended by 30 children. Analysis of pre-test and post-test data showed a significant increase in their English knowledge after the learning activities. There was a substantial increase in minimum and maximum scores, with the mean score increasing from 59.40 to 88.26. A lower standard deviation in the post-test indicates uniform understanding of English among children. Creative and innovative learning methods, including the use of interactive games, have proven effective in increasing children's interest and understanding of English from 4 to 14 years old. Post-activity evaluations and attention to health and safety, especially in a global pandemic, are also taken into account. This activity confirms that learning is successful in significantly improving children's understanding of English, providing a strong foundation for the development of English language skills in the future.

The Teacher’s Role in Motivating Students to Learn English in High School Level

Creating a positive learning environment in the classroom by integrating students is crucial since learning is fundamentally about the interaction between teachers, students, and their surroundings with the goal of positive behavior changes. As a result, teachers must play a part in inspiring students to study more actively in the classroom. This research aims to determine the role of teachers in motivating student learning in English subjects. This qualitative study employed data collection techniques, including observation, interviews, and documentation. This research lasted for two months. The population in this study consisted of teachers and students of MA Bustanul Ulum Toddolimae, with the research sample consisting of one English teacher and six class X students. Thesis used qualitative data analysis techniques developed by Miles and Huberman, namely data reduction, data presentation, and concluding. The findings indicate that English teachers act as motivators, mediators, and innovators in teaching and learning activities to motivate students to participate in learning activities. This research proves that the teacher's role is very important in motivating teaching and learning activities, and the impact of providing motivation is that students feel interested and enjoy participating in English learning activities. Therefore, teachers can be said to be motivators, mediators, and innovators, while students have intrinsic and extrinsic motivation. Therefore, it is important for all educational actors, especially teachers directly involved in interacting with teachers, to help students learn in class by involving several roles that are proven to help students learn.

ATTITUDES TOWARDS THE LEARNING OF NON-ENGLISH MAJOR AMONG STUDENTS AT THU DAU MOT UNIVERSITY

International integration not only brings opportunities but also challenges for teaching and learning English. Like other universities, Thu Dau Mot University focuses on teaching English for non-majored students of different faculties to meet the curriculum as well as provide knowledge for them to be confident when communicating. However, teaching English to non-majors still faces a lot of difficulties due to a number of factors. This study aims to understand the attitudes of non-English major students toward learning English at TDMU. Quantitative methods are used through survey questionnaires related to students' attitudes toward learning English and factors affecting students' attitudes toward learning English, and also finding out their wishes when participating in English learning activities in class. The questionnaire was sent to 190 students of different levels (levels 4-5). The results of the study show that most students are aware of the importance of learning English but they are not highly motivated to learn. According to the analysis results, students do not have a positive attitude towards learning English for the following reasons: They haven't spent time studying because they have to work part-time job for paying tuition fee; The purpose of using this language after graduation has not been determined, and they haven’t found a suitable learning method. From these findings, some solutions have been discussed to improve students' English learning attitudes, help lecturers make appropriate adjustments to improve students' learning outcomes and meet the standards school output as well as meet the needs of society.

A Practical Study of English Reading Teaching in Senior High School based on Transfer and Innovation Activities

The English Curriculum Standards for Senior High Schools (2017 edition, revised in 2020) emphasizes the concept of English learning activities oriented by key competences, and makes it clear that the design of English teaching in senior high schools should include transfer and innovation activities. However, in the actual reading teaching, teachers tend to lay particular stress on learning and understanding activities, application and practice activities, and pay little attention to transfer and innovation activities. This paper aims to elaborate the meaning of transfer and innovation activities, and through practical exploration, summarizes the principles of designing transfer and innovation activities in reading teaching, and applies them to practical teaching, so as to improve the teaching quality of teachers and the learning effect of students.

Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation

This mixed-methods study examined the association between informal digital learning of English (IDLE) and English as a Foreign Language (EFL) learners’ vocabulary knowledge (VK). A total of 365 EFL learners, including 172 males and 193 females, participated in the quantitative part, while 24 EFL learners (12 males and 12 females) participated in the qualitative part. The participants completed the Informal Digital Learning of English Scale (IDLES), an English vocabulary test, and wrote a reflective statement. Pearson correlation analysis, multiple regression analysis, and thematic coding analysis were employed to analyze the collected data. The findings revealed a significant positive correlation between IDLE and the EFL learners’ VK. Additionally, the results indicated that the EFL learners’ VK was influenced by all dimensions of IDLES, including IDLE-enhanced benefits, IDLE practices, others and support, authentic L2 experience, resource and cognition, and frequency and device. Moreover, four overarching themes emerged from the qualitative findings: having authentic learning experiences, receiving support from others, benefiting from quantity and diversity, and being motivated and confident. The findings evidenced that IDLE is an effective way of enhancing EFL learners’ VK as it can provide them with exposure to authentic and diverse English learning resources and activities beyond traditional classrooms.

Cooperative Learning Using Canva to Boost Speaking Activities in a Primary School

English is the world's international language and is recognised as one of the languages taught in many schools in certain countries even though English is not their first language. This also happened in Thailand, where English learning and teaching activities have been carried out for more than a century. This research aims to know how cooperative learning using Canva boost speaking activities in primary school. The researcher applies a qualitative case study design by collecting data using field notes, informal interviews, and open-ended questionnaires. The subjects of this research were English teacher and grade- -sixth students at Bannonkokkha School, Thailand. The research results show that most students gave positive feedback towards cooperative learning using Canva which was considered effective to boost speaking activities and increase social skills for students. Students feel happy, enjoy, and comfortable when the teacher applies cooperative learning since students can create positive collaboration. They also helped with the visual representations of images from Canva provided by the teacher in the form of digital and flashcards. In addition, students feel that the activities they have done with the group help them to reach goals and engage motivation to learn together. Hence, cooperative learning is considered suitable for primary levels with supporting media, namely Canva. This research is expected to provide new knowledge for readers so that the implementation of this cooperative learning with the use of Canva in the future can contribute to the development of more innovative and effective learning at the basic education level.

Selected models of speech perception by students 5 semester English Education Study Program Universitas Nias of english during lecturing

Understanding speech (speech perception) is an important ability that English language students must master. There are several theoretical models of speech comprehension that attempt to explain the cognitive and linguistic processes underlying this ability. As for speech perception models, 1) Motor Theory of Speech Perception, 2) Analysis-by-Synthesis, 3) Group Model, 4) Fuzzy Logic Model, 5) TRACE Model. This study aims to find out what kind of speech perception model used by students in lectures, especially in the process of teaching and learning English. Specifically, this research is classified as qualitative research. To collect data, the participants studied were the 5th semester population of the English education study program, especially at Nias University. Random samples were used and the samples were 7 people from class A. From the results that have been obtained, there are 4 (four) students classified as using the Cohort model, 2 (two) students classified as using the Motor Theory model, and 1 (one) student classified as using the Fuzzy Logical Model, so we can conclude that most students use the Cohort model they often use this model in English learning activities every day.

PENGUATAN MINAT BELAJAR BAHASA INGGRIS MELALUI KEGIATAN ENGLISH CAMP

As an effort to promote students' interest in improving speaking and communicating skills in English, it is necessary to implement a community service program that can help them get started. This time the service held an English Camp activity at SMA Negeri 13 with the workshop method of providing material, Discussion Group Assistance and English Games for two consecutive days. This service activity begins by dividing the participants into small groups accompanied by student instructors. The results of this service received a positive response from the participants, this response showed students' interest in improving their skills in English, especially intensive English learning activities involving games which increased the participants' vocabulary mastery.

Development of Soft Skills in Teaching English to Agriculture Students

This study investigates the integration of soft skills within English learning experiences for English for Business Class participants, focusing on their relevance to future careers in agriculture. A narrative research design was employed in the study to delve into participants' English learning journeys and identify the most pertinent soft skills cultivated through learning activities. Semi-structured interviews are the primary data collection technique, allowing in-depth exploration of participants' experiences. Language appraisal and emotional geography analyses dissect the narratives and discern the most relevant soft skills for agricultural graduates. The analysis reveals many soft skills, including communication, problem-solving, decision-making, digital literacy, leadership, teamwork, critical and creative thinking, presentation skills, and reflection, all essential for navigating the complexities of agricultural work environments. These findings underscore the importance of integrating soft skills into English language learning curricula, particularly for students pursuing careers in agriculture. The study has implications for updating learning methodologies, refining teaching materials, and designing English learning activities tailored to the specific needs of agricultural professionals

An Investigation of the Effectiveness of Augmented Reality Technology Supported English Language Learning Activities on Preschool Children

Early learners experience various difficulties when learning foreign languages. Augmented reality technology can support learning environments and foreign language vocabulary teaching by attracting the attention of early learners. The purpose of this study is to compare the effects of Augmented Reality (AR) technology supported English language learning activities on preschool children with the effects of traditional activities (presentation, lecture, question-answer). In this study, embedded mixed method was used. The sample of the study consisted of 44 five-year-old preschool children (19 boys, 25 girls). Color knowledge test, mood scale, observation, and interview forms were used as data collection tools. As a result of the study, it was concluded that AR-supported English learning activities were more effective than traditional activities on students’ English color vocabulary levels. The children were very happy and they had fun during the experimental process. According to the results of classroom observations, children made weekly progress in cognitive, affective and social/language categories. Implications are discussed in terms of pedagogical insights, practices for AR supported English language learning in preschool, and further research directions.

Supporting English learning activities using hybrid communication and interaction

Covid-19 pandemic extended serious impact toward educational field in all countries. Most schools conducted teaching and learning activities fully online even hybrid to reach the best interaction and communication. This study aimed to explore and describe the implementation of hybrid communication, the benefits, the evaluation and assessment, and the perceptions of both students and parents in English language teaching for the primary education at Afkaaruna Islamic School (AIS) Sleman Yogyakarta, Indonesia. It was qualitative research with a case study research design. In collecting data, the researchers interviewed the principal, the head of curriculum, three English teachers, three students, and parents. The oservation of class activities, the documentation of teaching, and questionnaires of perceptions were also administered as supporting data. In analyzing the data, the researcher used interactive model by Miles Huberman including data collection, data reduction, data display and conclusions. The results showed that teachers used lab-rotation model (50:50) in teaching and learning. Hybrid communication offered contributions toward English language teaching and learning at primary education including students’ enhancement and engagement on English skills, technical skills, class management, and digital literacy as well. Also, it facilitated students to access and obtain many online resources and references such as PDF texts, websites, e-books, YouTube videos, and animations. Moreover, it helped the teachers explained materials easily due to various digital tools used in the classroom. This study is expected to serve as a hybrid learning model for educators as an alternative approach when full online is deemed challenging to implement.

Question Chain Design of English Reading Teaching in Junior High School Based on the View of English Learning Activities

Question Chain Design of English Reading Teaching in Junior High School Based on the View of English Learning Activities