Language Learning Activities Research Articles

Teaching English Grammar in an Indonesian Junior High School

English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.

STEM Integrated English Lessons

As is known, STEM consists of Science, Technology, Engineering and Mathematics. Its method aims to improve these skills. The 21st century needs creative, collaborative, communicative critical thinkers. STEM which was born for this purpose meets these needs. It gives the learners what they need for being fulfilled with the skills as individuals. However, the learners should learn English to have one of these skills, to be a self-esteemed communicator. Because English is the lingua franca of Science and Technology. Our students need to improve their English language skills, as well. This study aims to integrate STEM activities with English language learning. Both STEM activities and English language learning activities were used in the practice. It has a limitation that it was conducted with only one class and one level, the 11th grades. A pre-test and a post-test were applied to students as a questionnaire where they measured their perception of learning English difficulties and knowledge of the STEM field. In the pre-test they were seen that they are very far from being interested in learning English at high school and having no information about STEM. In the post-test it was seen that they need to learn English and STEM is a very enjoyable way of learning new things. It has been seen that the study was successful to bring two disciplines together and despite the students’ prejudice, they were glad to participate in it at the end. It has been seen that STEM is an interdisciplinary area and can be combined with English to improve its impact.

The Effect of Critical Thinking Embedded English Course Design to The Improvement of Critical Thinking Skills of Secondary School Learners✰

Evolving trends of 21st century require the continuous development of individuals to become competent in using the skills of era effectively. Critical thinking (CT) is one of the basic skills of the century for the intellectual development of individuals to sustain global welfare. Infusion of CT into the subject matter content is one of many efforts for the training of individuals to think critically. Thus the derive for this study was the possibility of CT training in a secondary school context with elementary level of EFL learners. Having concurrent embedded mixed method research design; this study used various data collection methods. Quantitative data was gathered through a CT skills scale conducted as pretest and posttest. The structured interview was the qualitative tool to gather the opinions of the participants about the CT embedded English learning process. The results showed that the treatment group statistically outperformed the control group in the development of CT skills. Qualitative data indicated that the treatment was effective for the improvement of both language and CT skills. Moreover, the instruction process was motivating for the learners due to its meaningful, fun, authentic and supportive nature. The results have implications for EFL teachers that the full integration of CT to the English course objectives, language learning activities, assignments, assessment and teacher attitude is possible and supportive for the improvement of low-proficiency secondary school EFL learners as qualified thinkers in the target language.

Examining Individual Differences in Language Learning: A Neurocognitive Model of Language Aptitude.

A common practice in the cognitive neurosciences is to investigate population-typical phenomena, treating individuals as equal except for a few outliers that are usually discarded from analyses or that disappear on group-level patterns. Only a few studies to date have captured the heterogeneity of language processing across individuals as so-called "individual differences"; fewer have explicitly researched language aptitude, which designates an individual's ability for acquiring foreign languages. Existing studies show that, relative to average learners, very gifted language learners display different task-related patterns of functional activation and connectivity during linguistic tasks, and structural differences in white and grey matter morphology, and in white matter connectivity. Despite growing interest in language aptitude, there is no recent comprehensive review, nor a theoretical model to date that includes the neural level. To fill this gap, we review neuroscientific research on individual differences in language learning and language aptitude and present a first, preliminary neurocognitive model of language aptitude. We suggest that language aptitude could arise from an advantageous neurocognitive profile, which leads to high intrinsic motivation and proactive engagement in language learning activities. On the neural level, interindividual differences in the morphology of the bilateral auditory cortex constrain individual neural plasticity, as is evident in the speed and efficiency of language learning. We suggest that language learning success is further dependent upon highly efficient auditory-motor connections (speech-motor networks) and the structural characteristics of dorsal and ventral fibre tracts during language learning.

Dil Öğreniminde Güdülenmeye Etki Eden Unsurlar

English knowledge has become the language of communication and and many other areas in the world. It is now seen as an important requirement in today’s world. It is widely used especially in international trade today and it has also used in the science and education areas as a common language. In this regard the focus on English teaching has been given importance in Turkey as well as in many other countries for a long time. As can be understood from the ongoing regulations, great importance is attached to English teaching from the primary  to university level in the Turkish education system, solutions are sought for effective teaching and various innovations have been made. There are many factors which have influences on language learning, motivation is one of them. Students’ motivation level is very important in foreign language learning. Motivation of the learners can be considered as the most important factor that directly affects their success in a foreign language. The success in foreign language learning activities mainly depends on motivation, teacher quality, interaction between teacher and students, parental factors, socio-economic status and cultural background of students some other possible reasons. In the study   the concept of motivation and the factors have effects on motivation, and current language education situation of Turkey are expounded in detail and it is tried to shed light on the issue in every aspect.

Deiksis dalam Cerpen “Senyum Karyamin” Karya Ahmad Tohari Sebagai Materi Pembelajaran dalam Bahasa Indonesia

The problem of deixis is an obstacle in understanding reading texts, especially literary works. This study aims to identify and describe deixis in short story literary works. In addition, the findings of this study aim to be a medium in Indonesian language learning activities, especially in text description material. This research is a qualitative research with descriptive method. The data collection method is observational note-taking. The technique of analyzing the data used in this study is to use the data analysis technique of the Miles and Huberman model. Based on the research findings, there are five types of deixis in the Senyum Karyamin short story, namely person, place, time, discourse, and social. Through the identification of this deixis, learning to understand descriptive text will be easier to implement.

MODELLING DOMINANT LANGUAGE PEDAGOGICAL PRACTICES TO IMMERSE ARABIC LEARNERS

The achievements of language pedagogical models have been studied through the use of input-output models. While teaching and learning programmes are the input, learners’ achievements are the output. However, some specific models have been found to be more effective and evaluated more than others. It is noted that of all the components of language pedagogical models, the specific language learning strategies employed have received less attention. This study evaluates four dominant language pedagogical models namely the Alliance Francaise Model (for French), the Goethe Institut Model (for German), Instituto Cervantes Model (for Spanish), and the model the European-funded Pan-European Task-based Activities in Language Learning (PETALL) project which is co-funded by the Lifelong Learning Programme of the European Union. Consequently, the strengths identified are reformulated as principles guiding best language pedagogical practices and translated into curriculum conceptual and design framework for a proposed and tentatively tagged, “The Arabic World”. The ultimate purpose wass to replicate some of such successful outcome-based dominant language pedagogical practices in the context of Modern Standard Arabic.

WIELDING SOFT POWER THROUGH THE KONG ZI INSTITUTE

This article examines the effectiveness of Kong Zi Institute University of Malaya (KZIUM) roles as an instrument of China’s soft power from Malaysia’s point of view. Language and culture are undoubtedly one of the most effective soft power’s tools. Over the past decade, the institute expanded its activities and cooperation not only within the main campus but to all parts of Malaysia. Data were retrieved from participant observation, interviews and KZIUM annual reports from 2018 to 2019. This article aims to provide a profound understanding of how China has been using KZIUM to boost its image and soft power through language learning and cultural activities. This article shows that the increasing number of students proves KZIUM had gained recognition as a platform for learning Chinese and as a bridge in linking Malaysia-China cultural exchange. With thorough analysis, it can be concluded that KZIUM has been playing crucial roles in exerting soft power in Malaysia through language and culture. However, the effectiveness of this foreign policy will be regarded in the future. Keyword: Kong Zi Institute, soft power, Hanban , Chinese Bridge Competition

Developing Critical Thinking Skills in Elementary School Students Through Foreign Language Education: An Action Research

People constantly practice the act of thinking. They may not think about everything, yet they certainly think of something and make decisions. Critical thinking is a sort of reflective thinking. It is controlled and aimed at perfect thinking. It enables the self-realization of individuals in social life. Therefore, it is important to develop critical thinking at school stages and early ages. The purpose of this research was to investigate “the effect of foreign language learning activities on critical thinking skills of 4th-grade students”. To achieve this purpose, researchers tried to answer these questions: (1) What is the effect of critical thinking activities on students’ critical thinking? (2) What is the effect of critical thinking activities on students’ personal definitions of critical thinking and critical thinker? (3) What is the effect of critical thinking activities on students’ social skills? The method of this research is action research which is considered highly important for educational sciences. In the course of this research, activities for developing critical thinking skills were implemented to 4th grade students. 25 4th grade private elementary school students participated in the research. Researchers used 13-question “Critical Thinking Skill Open-ended Questionnaire” to collect data. The answers given to the open-ended questionnaire before and after the activities were analyzed using content analysis, and themes and codes were determined accordingly, thereby answers of the students are compared. It is noted that before implementation, most of the students did not have any idea about critical thinking or they thought critical thinking has a negative connotation; however, after implementation, they gained more positive and open-minded opinions about this term.

Learning Strategies and Technologies Applied by High Proficiency University Students for English as a General Subject

Learning strategy is an important factor in the success of achieving communicative language skills. Besides the awareness of using various strategies, applying technology in the language learning activity also becomes crucial for learners to succeed. However, learning strategies and the use of technologies by students of English Subjects at colleges and universities have not been widely found in the literature. For this reason, the research is aimed at finding out the application of strategies and technologies used by high proficiency students. The research is designed by combining both qualitative and quantitative research as the so-called Mixed Method. The participants involved were 33 high proficiency students in English subjects. They were taken based on the tests from 169 students spreading across four faculties at Universitas Bengkulu – Sumatera, Indonesia. After providing the test to determine the high proficiency student, the questionnaires were administered to collect the data related to the strategies and technologies applied by the students. Eventually, an interview was also undertaken to gain the qualitative data. Based on the questionnaire data, it was found that the students applied all learning strategies, namely: memory, cognitive, metacognitive, compensation, affective, and social strategies. Of the six strategies, metacognitive was the strategy mostly used with a mean score of 3.771 and followed by cognitive strategy with 3.643 points. Meanwhile, the least used ones were compensation and social, which have a value of 3.419 and 3.460, respectively. In addition, based on the interview, the use of technology as a learning strategy was also concluded. The high proficiency students applied various technologies such as mobile phones, various Internet Websites, and language applications to practice English. Of these various technologies, mobile phones were the most dominant.

DEVELOPING STUDENTS’ FACILITY IN COMMUNICATIVE INTERACTION TECHNIQUES OUTSIDE THE LANGUAGE LEARNING CLASSROOM AT NON-LINGUISTIC FACULTIES

The article focuses on some new insights into the effects of students’ communicative interaction in the language learning process. The study offers some modes of utilizing the extra-curricular activities potential for generating an interaction environment where students venture into true communication. The syllabus of students’ interaction within their extra-curricular activities has been defined in the study in relation to the video conferencing technology. We have expanded the range of educational offerings while introducing some components of video conferencing into students’ communicative learning: virtual meeting rooms, discussion forums, screen sharing. The topicality of the study consists in insufficient number of scientific works on aspects of students’ communicative interaction within extra-curricular activities in language learning. Hence the aim of the study is to propose theoretical justification and methodological development of utilizing the interaction potential within extra-curricular activities for students’ communication training. Following the aim we have examined characteristics of students’ communicative interactions within extra-curricular cases in language learning. We have elaborated some techniques and devices, identified some ways of generating communicative interaction dynamics for furthering students’ communication training. We have verified the findings in our experimental practical work and have revealed the significance of students’ interactions within extra-curricular activities for facilitating their communication potential in language learning.

A Systematic Review of Augmented Reality Applications in Language Learning

Augmented reality (AR) is one of the emerging technologies gradually venturing into the education field. Although AR is strongly linked to subjects related to Science, Mathematics, and Technology in schools and tertiary education, there is no mention of AR in non-technical subjects, such as language. Thus, this study aims to discover the AR application trends in language learning and the language skills prevalent in AR usage. In this systematic literature review, AR-related research in language learning began in 2016 and has continued to be on the rise. Furthermore, the preferred language skills used with AR technology required lower cognitive levels, such as identifying words, understanding meanings, and spelling, and pronouncing words. Based on the gap indicating the rare usage of AR for more complex and critical language skills, such as reading and writing, this study hopes to enlighten the researchers, educators, and application developers to focus on developing AR applications for languages other than English, incorporate higher-order learning outcomes in the language learning activities, and pursue qualitative investigations.

Culture-Creation Component of Architectonics of Humanities Information and Education Spaces: Value Context of Postmodern Era

There is no shortage of research materials intended to meet the teachers’ need for continuing/life-learning professional development as a creator of the social and educational activities in the national public school spaces in terms of Pedagogy and Knowledge Content Efficacy. The purpose of this manuscript is to stand back from the surface detail of formal education of the teacher and to provide an overall perspective on the teacher’s creative mission as a communicator, a person of high language and communication culture, for harmony and psychological balance within intercultural communication created via different devices. Concept and methodology of this research, based in the main on the principles of humanism which reflect on the ideas of axiological and process approaches that concern the concepts of engaging teachers in a process of recurrent professional development. Results of this research include the comprehensive model that consists of three value concepts for a) creating the humanities educational spaces via acculturation; b) teaching the four skills and spoken communication skills via current devices of language teaching and ideological trend of acculturation; c) involving participants into ‘genuine’ communication via bringing social oriented and language learning activities reflected on the creative mission of national public school education that works its way up through culture experience in the classroom. In conclusion this article presents a handful of arguments of the significance of the growth and level of multilingual culture to affect the diversity of the personality’s vital forces, its development providing opportunities for professional and social self-realization, adaptation, and increasing creative potential in the process of critical thinking and creative communication via Technology, Pedagogy, and Knowledge Content Efficacy of current methodology of teaching and learning in the classroom. By the same token we have grounds for clarifying and verifying our vision on the Concept of “Humanities environment/spaces” in the frameworks of the comprehensive model of its architectonics, i.e. a harmony of the culture-creation elements via languages of education, the polyphony of knowledge, technology, spheres of recurrent professional development of a current educator.

The role of play in creating a language-conducive context in a bilingual preschool

ABSTRACT The current study was part of a large project focusing on bilingual development 1 in the preschool classroom context. Its aim was to theorize free play as a social and language learning activity that provides opportunities for young learners to move towards second language production. The role of free play for language development in general, and its unique contribution to L2 learning inspired our work. We applied a qualitative approach to perform close observations of eight children, four L1 Arabic-speakers and four L1 Hebrew-speakers and provided numerical data about the frequency of L2 use. The analysis revealed that free play created a fruitful language-conducive context for daring to use L2 (even with mistakes), peer language mediation, creative repetition, self-talk, focus on language form, and corrective feedback for others’ incorrect usage. Theorization of the role of free play in L2 production is followed by some suggestions for field applications in preschool classrooms, engaging children coming from diverse linguistic backgrounds.

PSYCHOLOGICAL FEATURES OF WORKING WITH A PARABLE IN FOREIGN LANGUAGE CLASSES

Abstract. The development of intellectual and emotional resource of the personality has become crucial in modern society as it benefits to their effective self-fulfillment. The capability of proper emotions managing contributes to soft skills development. Hence, the problem of emotional intelligence is of great importance for scientists and teachers. Educational sphere is entitled to provide students with opportunities to train their emotional literacy, to overcome emotional barriers that interfere with their successful performance. The importance of integrating emotions into the educational process, in particular learning the second language, is proved by a number of researches. It is stated that positive emotions support motivation, memorization and influence psychological state of the student making them more open to the new knowledge. According to the cordos-mediation principle, the information that goes through the heart, i.e. trough experiencing some feelings and emotions, is effectively acquired by the person. Incorporating emotions into the second language learning activities benefits students᾿ cognitive and emotional sphere of development. As the process of learning foreign language comes with experiencing a range of positive and negative emotions, the work with them seems of great value. Intensification of positive emotions and elimination of foreign language anxiety, hopelessness, boredom, anger, that are typical for second language students, make sense. It leads to deactivation of students᾿ psychological defense mechanisms, increases their motivation and confidence. Selecting and using learning support materials to achieve this target should be based on their psychological sense to transform students᾿ views and contribute to their emotional literacy. The paper presents using the parable at the foreign language class as an effective instrument of meeting the requirements for work with students᾿ emotions. The parable is proved to be of great value due to its volume, lexical and grammar material, metaphoric meaning and deep psychological sense that facilitates the students to analyze their own emotions, bring insights and change their viewpoints.

Personality of a Good Language Learner: a Case Study in EFL Context

This case study aims to explore how the personality traits of a good language learner contributed to her success in language learning. Using a case study design, this study involved one student who met the criteria of a good language learner who became a champion of English competitions. This study used the Myers-Briggs Type Indicator personality test and semi-structured interviews to collect the data. The study showed that Meta's extrovert personality was described as talkative, confident, enthusiastic, and assertive. She understood a problem by talking about it and heard others' ideas in solving problems. As a sensing personality, she was objective and made decisions based on logic and facts to decide both sides. As a thinking person, she always worked with plans, and in making plans, she analyzed the pros and cons. She was objective and consistent in doing what she had planned. Her judging personality described how she dealt with their outer world. She had a decided lifestyle that had helped her achieve her goals in language learning by planning her language learning activities.

Effectiveness of Teaching English for Specific Purposes in LMS Moodle: Lecturers' Perspective

<em>Learning management systems (LMS) Moodle presents a beneficial arrangement of features that support language learning in the electronic environment. The English lecturers' challenge is to obtain interaction and adaptability with their online classroom. The study is to find the effectiveness of teaching English in Moodle-based. The semi-structured interviews and open-ended questioner were employed to recognize the complete information to the English lecturer's teaching experiences based on Moodle. This study determines that the effective teaching of English Moodle-based depends on both lecturer competences in pedagogy English and lecturer experience in the Moodle system. It covers a complete curriculum with high expectations, composes applicable model content, and constructs it more obtainable, provides specific and culturally applicable instruction, maintains practical approaches to explicit learning strategies, allows learnings to use the first language, prepares vocabulary in various contexts, and develops reading comprehension, and integrates communicative competence abilities. The language learning activities of the Moodle classroom are capable of fulfilling learning practice for complete progression participants with peculiar configuration, management, adjustments, and teaching approach. The English teaching course designer should organize and manage an expected course model of course-related activity, and it applied to the utilization of the syllabus or course information page. The essential aspect of interchangeable communication significantly reshapes language teaching pedagogy in the electronic ecosystem. The effective teaching of English Moodle-based can be achieved with teaching pedagogy's full capabilities and technicality in the Moodle system</em>.

Learner autonomy among students of French as a foreign language in a tertiary context

Learner autonomy has attracted numerous researchers in language teaching for the last four decades. However, there exists still a need to investigate to what extent learners of foreign languages, in particular languages other than English, are autonomous. This study aims to investigate learner autonomy in learning French at a university in Turkey by exploring students’ perceptions relevant to learner autonomy (i.e., responsibilities, abilities, and metacognitive strategies), motivation, and autonomous language learning activities. The study adopted a mixed-methods approach and the data were collected through a questionnaire (N = 57) and learning diaries (n = 14). The results revealed that the students seemed to hold teachers more responsible than themselves for learning French and in general they reported a moderate level of decision-making abilities and use of metacognitive strategies. Moreover, a considerable number of the students slightly motivated or did not feel motivated. The qualitative data on motivation analyzed based on the L2 Motivational Self System showed that the participants’ ideal L2 selves were shaped by professional aspirations and/or integrative motives. However, most of them appeared to have difficulties in maintaining their motivation and only a few students seemed to have intrinsic motivation. Furthermore, the majority of the students engaged in limited autonomous language learning activities. Thus, most of the students did not appear to be autonomous learners in learning French. The implications of the study were provided in light of the findings.

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

The objective of this study was to determine whether the lectures given to English students as a foreign language in addition to regular classes, would enable them to grow their language skills and to review and find information on podcasting as a learning or teaching tool, in order to improve comprehension and learning methods. Since the arrivals of the digital era, audio media utilization in teaching language has become easier to use. It goes online through the use of websites, online learning environments, learning management systems and podcast. So, this study focuses on the examination of shape-oriented methods when taking video podcasting into account. The study focuses primarily on Pakistan analyzing English language learning activities in Pakistani universities, as university graduates have been taken as a model. As technical developments affect all other industries, they also affect the education market. However, these developments are not mainly followed in developed countries such as Pakistan and Pakistani universities still adopt the conventional methods of education. As discussed above, studying has become exciting for students around the world as teachers bring some fascinating and advantageous technology such as video podcast into the classroom. This study assesses, thus, the effects of English vocabulary learning by using video podcasts to use form-focused approaches. Keywords: Vocabulary Teaching Approaches, Focus on Form vs Focus on Forms, Usage of Technology, New ways of Learning Vocabulary vs Traditional DOI: 10.7176/JLLL/78-04 Publication date: April 30 th 2021

Students’ cognitive engagement during emergency remote teaching: Evidence from the Indonesian EFL milieu

The Covid-19 pandemic has influenced various dimensions of higher education systems globally, including English language learning. To illustrate, the pedagogical practices should be altered from face-to-face to online modes. This move affects students' learning engagement, notably cognitive engagement. Although myriad studies have focused on probing students' cognitive engagement, little is known about how students engage cognitively during emergency remote teaching (ERT). To fill this void, this study investigated students' cognitive engagement in English language learning activities in an ERT environment. Sixty students from three Indonesian higher educational institutions were involved as participants. The data were collected through a semi-structured interview and analyzed with thematic analysis (Braun & Clarke, 2006). The findings revealed that students, (1) deploying metacognitive language learning strategies, (2) possessing self-regulated learning, (3) designating English language learning motivation, (4) showcasing critical thinking as a manifestation of students’ cognitive engagement, and (5) connecting teaching materials to the students’ daily life. The implications of this study call for emphasizing students’ English language learning needs and teachers’ continuous professional development.