Language Learning Curriculum Research Articles

Deskripsi Pengembangan Kurikulum Pembelajaran Bahasa Arab Di Malaysia

The purpose of this study is to describe the education system and find out the Arabic learning curriculum in Malaysia in terms of objectives, methods, and evaluation. This research is a research in the form of library research that is qualitative in nature and takes the object of curriculum research documents in Arabic learning in Malaysia. The data used as a source of writing are archives from the Ministry of Education of Malaysia which are accessed by internet, and several articles relating to the study. The results of the study indicate that the Arabic language learning curriculum in Malaysia aims to have four language skills, but has not yet reached the stage of interacting and communicating, both verbally and in writing. The method used in Malaysia is the inquiry method, cooperative, etc. Evaluation in Malaysia’s curriculum system was carried out through summative and formative assessments.

NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS

Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. In the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. Need analysis as part of system approach to curriculum developments in the scope of educational programs. This procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. The usage of such procedure is underlain upon the learners’ needs toward competitive world. In addition, the development and implementation of English Language Learning programs must be approached to the three aspects of English learning programs. These have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. Thus, the general part of English language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. In turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum.

Character Education Values in Revised Edition of the Indonesian Language Learning Curriculum for Year 10

Character building is an important component of 2013 Curriculum learning using textbooks as a learning source. This study aims to describe character values within the 2014 and 2017 revised editions of the 2013 Curriculum-based Indonesian Language Textbook for Year 10. The source of data for this research is the 2013 Curriculum Indonesian Language Textbook (BTBI) published by the Ministry of Education and Culture (Kemendikbud). Data in this study assume the forms of words, phrases, or sentences that indicate character values, collected by observation and note-taking and analyzed with a referential identity method. The 2014 and 2017 editions of BTBI carry the same character values, namely religiousness, nationalism, independence, gotong royong, and integrity. Differences in the character value content of both textbooks lie in the sub-values of each identified character value. According to the uncovered character sub-values, the dominant character in the 2014 edition of BTBI is independence. The 2017 edition contains three equivalent character values: religiousness, nationalism, and independence. Principles of Wasatiyyat Islam reflected in BTBI for Year 10 are values of tawassut (taking the middle way), tawazun (balance between the world and the hereafter), i’tidal (straightness and uprightness), tasamuh (tolerance), musawah (egalitarianism), shura (consultation), islah (reform), aulawiyah (prioritizing), tatawwur wa ibtikar (dynamism and innovation), and tahaddur (being civilized). These values represent the courteous, peaceful and gentle nature of the Indonesian nation.

Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices

Teachers’ backgrounds, knowledge, experiences and beliefs play a decisive role in what and how they teach, and research on teacher cognition indicates that teachers’ knowledge plays an important part in guiding their classroom teaching (Basturkmen, 2012). At the same time, the inclusion of pragmatics in teacher development and training courses and the integration of language and culture in the foreign language learning curriculum have been seen as a necessity by a number of authors (e.g., Basturkmen & Nguyen, 2017; Byram, 2014; Ishihara, 2011, 2014). Yet, the knowledge and skills necessary to teach the L2 pragmatics and cultural awareness may not come automatically to all L2 teachers, and without adequate teacher education and/or sufficient exposure to the target L2 culture, it is not surprising that some language teachers feel uncomfortable about being a source for target language pragmatics (Cohen, 2016). Through the use of semi-structured interviews, this qualitative study aims to explore how Greek-speaking, non-native speaker teachers handle the teaching of target language pragmatics and culture, and, more specifically, to investigate their professional knowledge, beliefs, and reported practices in relation to the teaching of pragmatics and culture in their EFL classroom.

Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students’ results outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students’ listening skills. Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.

Problems of Students in The Translation of Arabic into Indonesian in the Translation Lesson for Students of The Twelfth semester at The Islamic Boarding School Koto, Petai, Kerinci, Jambi

Al-muhsinin Al-islami boarding school is one of the educational institutions under the supervision of the Ministry of religion. The material contained in the Arabic language learning curriculum in sets them down. As nahwu science, neuroscience, science of tasawwuf and more. As for the lesson of the translations is one of the lessons of the curriculum the cottage it self in order to enhance the students in understanding the Arabic especially the books of turast. Almuhsinin boarding schools implement learning method in translation in Arabic. Students learn books of the turast defined by the method (Qowaid-Wa tarjamah) or methods and rules translations. The type of research used researchers to find the problem is with the way research studies field with a discussion of qualitative analysis deskriktif. To get the necessary data, the authors use a method of observation, Interview and documentation, and for managing the data so as to achieve a perfect conclusion, the author uses descriptive analysis methods, Miles & Huberman through the 3 stages of the analysis process, namely the reduction of the Data, the presentation of the Data and Conclusions of withdrawal or verfikasi.

Tuning the Chords of Youth Identity: A Community-Based Project Focused on Music in English

This is an exploratory case study implemented in a public school of Ibagué Colombia, that reports findings of a qualitative research. In this study tenth graders EFL students, explored into their local contexts, salient aspects of youth identity, that emerged from interaction with music in English. The study is framed on some basic principles of Critical Pedagogy (CP) and foundations of Community- Based Pedagogies (CBP). Content data analysis was used to examine the information obtained from the different tools of data collection: community mapping, questionnaires, recorded semi-structured interviews and notes in the teacher’s journal. Finally, member checking was implemented to validate data and to increase the credibility and validity of this qualitative study. Conclusions and pedagogical implications reveal how local inquiries focused on music in English become a source for language learning and enlighten curriculum designers and teachers towards the construction of a flexible curriculum with relevant content, oriented to youth identity exploration and understanding

영어 다독 활동의 효과: 메타분석

The Journal of Studies in Language 35.1, 069-083. The effects of extensive reading have been extensively examined by many researchers in approximately the two last decades. The current study aims to investigate the overall effectiveness of extensive English reading. A meta-analysis is conducted to answer research questions and to identify future research directions. Two types of empirical studies are included: those including group contrasts based on a comparison of a control group and experimental groups, and pre-post contrasts that only include experimental groups in the analysis. This study includes 31 papers from research databases on extensive reading researches in a classroom setting and synthesizes 48 cognitive effects and 20 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Findings show a medium effect size (ｇ=.579) for pre-post contrasts and a larger one (ｇ=.713)for group contrasts. In sum, the available research to date suggests that extensive reading improves students'' reading proficiency and should be a part of language learning curricula. (Chungnam National University)

تعليم اللغة العربية في المعهد السلفي و المعهد الحديث نماذجا

Islamic boarding schools are Islamic educational institutions that focus on moral education. Islamic boarding schools at this time were divided into ancestor and modern boarding schools. There are differences in the curriculum and learning models of Arabic in the two pesantren. Salaf Islamic boarding schools have a special curriculum in understanding the understanding of Islam. Learning Arabic in the Salaf Islamic boarding school is oriented towards grammatical learning by memorizing the terms nahwu and shorof and memorizing nadhom. While the Arabic language learning curriculum in modern pesantren aims not only for religious scholarship, but aims to use all language skills in communication. This Islamic boarding schools believes that language learning activities must provide students the ability to communicate correctly, both in oral and written form.

A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory

Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdisciplinary possibilities generated between peace education and TESOL by reading these possibilities through the lens of the multiple literacies theory (MLT). We set out to argue that MLT offer a means to explore the connections between peace education and literacies as entangled with affective, material and discursive practices.

Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.

Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process

ABSTRACTOver the years, educational institutions have increasingly integrated Web 2.0 platforms as support tools in the foreign language learning curriculum to facilitate learners’ engagement with the foreign language, increase motivation, and enable them to socially and collaboratively interact with fellow learners online. While descriptive studies on the topic have long dominated the field, they often lack close examinations of the nature of peer interaction, its mediating factors, and the effect it has on participants’ learning curve. Presenting a research project in which two groups of more than 200 first-year foreign language majors were introduced to collaborative writing through Facebook, this study demonstrates how and why online peer interaction occurs and unfolds. It is shown that learners engage in cognitive and metacognitive processes while being social and responsible participants in the learning process. These findings are compiled in a taxonomy, modelling the communicative functions of peer interaction for academic purposes in the Facebook environment. This study illustrates how first-year English majors use language to establish themselves as learners in a new learning environment while discussing academic writing challenges online. In the peer interaction process, learners initiate cardinal learning activities in which they strive for proper cognitive, metacognitive, organisational and social functioning..

The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

Motivation and Attitude of Iranian Student Pilots towards Computer Assisted Language Learning (CALL)

<p><em>Today technology, especially computers, has revolutionized many aspects of our lives and computers play crucial roles in the process of language learning and teaching. Moreover, English is a vital and survival mean in aviation to teach related materials to pilots and those who are engaged in aviation. This study explored the attitude and motivation of Iranian student pilots toward computer-assisted language learning. To this end, 30 Iranian intermediate student pilots who were studying at Islamic Republic of Iran Army Aviation College in Isfahan participated in this study. The data were collected through the Oxford Placement Test, a questionnaire on attitude towards computer-assisted language learning and another questionnaire on motivation for language learning through computer. Then, data analysis was carried out via calculating the frequency and percentage of the responses to the questions as well as the statements of the questionnaires. The results obtained revealed that Iranian student pilots showed positive attitude towards computer-assisted language learning and they were motivated for learning English through the use of computers since through such learning, anxiety is reduced and they can learn English in an independent learning atmosphere. The results suggested that computer-assisted language learning curriculum can significantly motivate students and thus it should be improved in aviation educational settings.</em></p>

Visual Representations of Indigenous Cultures in Norwegian EFL Textbooks

This article presents a summary of research conducted on the visual representation of indigenous cultures in four English textbooks produced for lower secondary schools with the aim of investigating the extent to which images of indigenous people contribute to, or contradict, the general cultural aims of the English language learning curriculum in Norway. Over 800 textbook images were analyzed using the methods of visual content analysis and semiotic image analysis. A qualitative analysis of two photomontages also provides a more holistic approach to the study and helps to more clearly explain the quantitative results. The results from the research show a strong trend to focus on traditional aspects of indigenous people, a tendency to represent indigenous people in a lower position of power than the viewer, and to distance the viewer. Comparatively, the images of white people more frequently invite the viewer to interact and empathize with the participants. Consequently, the research concludes that the images in the four EFL textbooks analyzed are, to a large degree, potential carries of ideologies in direct contradiction to the general cultural aims of English language learning in Norway. The implications of these findings are that images and how they position readers should be a part of EFL teaching.

Developing an English Education Department Curriculum

Curriculum is the heart of teaching and learning program. Through a curriculum, teachers formulate the designated learning objectives and their outcomes and transform all those formulated goals to students. This paper has an attempt to elaborate significant information and models on curriculum that could be developed at the English Education Department (PBI – Pendidikan Bahasa Inggris) of Ar-Raniry State Islamic University (UIN Ar-Raniry) Darussalam, Banda Aceh as an Islamic higher education institution. The paper reviews various literatures on language learning curriculum, teaching English as a foreign language curriculum, and professional learning curriculum. The paper also analyses the 2016/2017 UIN Ar-Raniry manual/handbook, and the 2015 annual report of the PBI department curriculum monitoring and evaluation (Monev). The findings elucidate that the PBI department curriculum has met a standardized curriculum quality. Yet, some weaknesses that could decelerate the language acquisition process are still found in such the PBI department curriculum.

Implementation of Social Networking Application as a Tool for English Language Learning in Vocational and Boarding School

SMK Al - Aitaam and PERSIS Boarding School is a place in the field of education , which are based on Islamic education . Development of science, technology , language very rapidly at this time also encourages the two educational institutions to incorporate foreign language learning (English) curriculum or guidelines in the learning process that runs in the two institutions. But learning undertaken encountered several problems such as lack of media dynamic learning English , which is always updated, by the changing times, the lack of computer facilities and internet media that can be used by students to add to the English vocabulary . To overcome it offered a solution to support English language learning by designing learning materials covering a wide range of intergrated skills competency which can be accessed free of charge by the students and teachers in the form of a social networking application that allows students improve their English skills by using a variety of features provided , ranging mastery of reading, writing and listening.

Application of Drama to Teaching Reading to English Language Learners with Dyslexia

The intent of this article is to give teachers a better understanding of the effectiveness of drama in teaching literacy to English language learners with dyslexia. There is a need to use creative methodologies as necessary in a given teaching situation to have English language learners with dyslexia achieve optimal Received (January 07, 2015), Review request(January 08, 2015), Review Result(January 23, 2015) Accepted(February 06, 2015), Published(April 30, 2015) (Corresponding Author)Department of International Business Management, Korea Nazarene University, Cheonan, Chungnam, S. Korea email: cyp4x4@kornu.ac.kr Department of Special Education, Rehabilitation, School Psychology, and Deaf Studies Office, California State University Sacramento, Sacramento, CA 95819-6079, email: eunmicho@csus.edu * 본 연구는 2015년 나사렛대학교 교내연구비 지원으로 이루어졌음. Application of Drama to Teaching Reading to English Language Learners with Dyslexia Copyright c 2015 HSST 98 results in their learning literacy. This article aims to show that among the diverse methodologies used in the ESL classroom, drama provides unique benefits which justify its place as part of the language learning curriculum. Drama includes the diverse language learning approaches, making it an ideal and unique solution to teaching literacy skills to this specific population. Therefore, drama, by using the systematic multisensory teaching approach, is a very important cross-curricular activity and method for English language learners with dyslexia to improve their language skills. The drama approach benefits those students to develop literacy skills in a safe and supportive environment.

Learning activism, acting with phronesis

The article “Socio-political development of private school children mobilising for disadvantaged others” by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

The Technology of Forming the Students’ Research Competence in the Process of Learning a Foreign Language

The research issue appears important as today's system of professional education requires an optimal structure ofthe academic disciplines intended for the students’ research and creative abilities development. In this regard, thepurpose of the article is to develop a technique for forming the students’ research competence in the process oflearning a foreign language. The flagship approaches to the development of this technology have become theresearch and modular competence-based approaches. The article describes the technology of the students’research competence formation in the process of learning a foreign language, the proposed stages of which areuniversal and can be also used in the formation of the students’ communicative competence, while the submittedsteps are particularly aimed at the formation of the students’ research competence in the process of learning aforeign language. The materials of this article may be of value to the foreign language teachers while selectingand structuring the foreign language learning curriculum aimed at the formation of the research competenceamong the students of higher professional schools.