Media In Language Teaching Research Articles

Https://awej.org/a-metapragmatic-analysis-of-iraqi-and-american-political-legal-discourse/

This review article explores the potential of social media platforms in teaching English as a second language and expanding language learning horizons. The article discusses various strategies and activities that utilize social media to enhance language learning, such as using multimedia resources, leveraging interactive features and tools, and promoting authentic language input and exposure to native speakers. Language teachers present success stories and case studies highlighting the implementation of social media in teaching. The review also examines research findings and measurable impacts of social media on language learning, including increased language proficiency, enhanced intercultural competence, and improved motivation and engagement. Additionally, the article addresses challenges and considerations associated with social media use, such as privacy concerns, managing information overload, and promoting inclusivity in access to technology. The article concludes by emphasizing the transformative potential of social media in expanding language learning horizons. It highlights the importance of social media in creating dynamic and interactive learning environments beyond traditional classroom boundaries. Furthermore, the article discusses the future implications of social media in English as a second language education, emphasizing the need for educators to stay informed, adapt to emerging trends, and explore innovative approaches. Overall, this review article underscores the significance of social media in language teaching and the opportunities it offers to enhance language learning experiences. It provides insights and recommendations for educators and researchers interested in harnessing the potential of social media platforms for teaching English as a second language.

Innovative Strategies for Language Education in the Context of Media Convergence - From Traditional to Digital Media

Abstract Based on the special nature of language subjects, if the teaching methods adopted by teachers in the language classroom are not appropriate, it is easy to make the classroom atmosphere boring and depressing, which is not conducive to mobilizing students’ learning initiative. The use of digital media technology is more likely to increase students’ enthusiasm for learning and enhance the teaching impact. To address language education’s shortcomings, this paper utilizes digital media technology to enhance language education through media integration. In order to evaluate the teaching effect of integrating digital media in language teaching, this paper combines the Apriori algorithm and C4.5 algorithm to analyze the knowledge and information about the teaching law and teaching situation from a large number of teaching evaluation results, which is used to judge the effect of the application of digital media in language teaching, after comparing the combination algorithm with the traditional rule-mining algorithm. The Apriori algorithm is applied to secondary school language teaching, incorporating digital media for correlation analysis, and the pre-processed dataset is mined and the quality of language teaching in digital media has a great relationship with the quality of teaching and the content of teaching. In this paper, based on the Apriori-C4.5 mining algorithm, we can analyze the factors associated with teaching effectiveness and propose strategies for digital media application in language education innovation.

A review of research on the use of social media in language teaching and learning

The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in Computer Assisted Language Learning, a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.

Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

‘Social media is their space’: student and teacher use and perception of features of social media in language education

ABSTRACT Social media is seen as a powerful driver of change for language teaching and learning. Many studies have looked at the use and adoption rates of social media in language education, but studies that take a more fine-grained understanding of the differences between individual features of social media and how they are perceived by learners and teachers are rare. We present an analysis of the results of two workshops in a UK university that illustrate disparities between how individual features of social media are used generally, and how they are used for educational purposes between learners and teachers of languages. To understand the underlying perceptions of and attitudes towards features of social media we performed an inductive thematic analysis of discussion data generated at the workshops. From this we surface three themes: social media as distinct language type; navigating appropriateness; and prioritizing authentic communication flow. From these themes, we offer four design recommendations for practitioners and researchers who wish to incorporate social media in language teaching. These recommendations are: pay attention to specific features of social media and model authentic use; create learner-led and learner-owned spaces; create structured pathways to authentic social media use; and incorporate social media in assessment.

The innovative use of social media for teaching English as a second language

The need to improve English proficiency and inclusion of social media in language teaching have resulted in teachers having to develop new teaching strategies incorporating digital tools. In South Africa, English teachers in township settings have to develop teaching strategies suitable for teaching English using social media platforms, especially in resource-constrained secondary schools. From literature and education policies, teaching of digital literacy is strongly recommended, but teachers in some township environments are not pedagogically capacitated to teach and use social media in teaching English. To explore the experiences of such teachers, this study explored the use of social media for the teaching of English as a second language in township schools. The study used an interpretivist qualitative approach in an exploratory case-study design to understand teachers’ initiatives and strategies in teaching English as a second language using social media. Data collection was done using semi-structured interviews with open-ended questions and document analysis. Teachers’ voices, actions and documents on the use of social media were analysed inductively and thematically. The research findings indicate that the sampled English teachers used social media for collaboration, networking, communication and out-of-school digital literacy practices as their initiatives. These digital initiatives lead to the utilisation of digital connection platforms for socialisation and teaching and learning English. In addition to dividends of connectivism, visual communication and cyber linguistics were found to have become critically important practices for learners learning English as a second language. The implication is that the education policy-makers and planners in South Africa need to revisit the policy on e-learning and Information Communication Technology (ICT) usage in schools to incorporate the methodological requirements and competences for teachers to use in the teaching of English using social media. In addition to improvements in policy measures, English teachers in resource-constrained township secondary schools need to improve their digital literacy skills to line up themselves for online and out-of-school literacy learning requirements.

Utilization of Whatsapp Application as Communication Media in Language Teaching and Learning at FBS UWKS

Utilization of ICT as a learning medium is suspected to have been able to create an active learning atmosphere because it provides better and faster learning opportunities for students because it contains the material being taught, displaying assignments to discussions and guidance between students and lecturers, all of which can do outside of formal teaching hours. Currently many applications have been developed that are based on mobile phones and the web. One app that has designed and is in high demand is no exception by college academics today, WhatsApp. This study aims to determine the characteristics of WhatsApp usage and find out the use of WhatsApp Group Language Education social media as a communication medium for the Academic Community of Faculty Language and Science Universitas Wijaya Kusuma Surabaya. The method used in this study is descriptive qualitative by describing, recording, analysing and interpreting the conditions that currently occur or exist in the Language Education Group. The results showed that the use of WhatsApp Group social media in Faculty Language and Science Universitas Wijaya Kusuma Surabaya was extensive. In addition to functioning to convey information, WhatsApp Group also performs as a medium for educating discussion, as an entertainment medium, as well as a medium for influencing policymaking in Faculty Language and Science Universitas Wijaya Kusuma Surabaya.

FOSTERING LEARNING AUTONOMY THROUGH THE IMPLEMENTATION OF FLIPPED LEARNING IN LANGUAGE TEACHING MEDIA COURSE

Dealing with millennial generations, it is essential that educators adjust the educational paradigm in order to adapt to the needs of students in the digital age as it is today. This research studied about the implementation of flipped classroom learning model in Language Teaching Media (LTM) to foster fifth semester students’ learning autonomy in English Teacher Education Study Program, Sanata Dharma University. Through the implementation of flipped classroom using Learning Management System (LMS), it is expected to model innovative teaching strategies, such as flipped classrooms, in an effort to prepare preservice teachers for 21st century education. Findings from this research indicated positive perception towards flipped classroom in fostering learning autonomy in terms of planning, classroom engagement and self-evaluation. DOI: https://doi.org/10.24071/ijiet.2017.010209

THE CORRELATION BETWEEN STUDENTS’ HABIT IN WATCHING MOVIE AND LISTENING SKILL

This study aimed to find and describe the relationship between students’ habit in watching English movie (variable x ) and their listening skill (variable y ). This study was conducted at the English Education Department of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar. The population in this study was all of the first-semester students in the academic year 2016/2017 which consisted 102 students, and the sample taken was 30 students by using random sampling. The method used in this study was the quantitative method with the correlational design. The instruments used to gather the data were questionnaire and test. The scores from both instruments were calculated and analyzed by using statistical procedure of Product Moment Correlation to see whether there was a correlation between the two variables or not. The result showed that there was a correlation, with the index value of correlation coefficient (r xy ) of 0.444 which meant there was a moderate correlation. Furthermore, the hypothesis testing showed that the index value of correlation coefficient (r xy ) of 0,444 was higher than the index value of correlation coefficient of the Product Moment table (r t ) of 0,306 which meant that the null hypothesis (H 0 ) was rejected and alternative hypothesis (H 1 ) was accepted. In conclusion, there was a moderate significance correlation between the two variables. Based on the findings mentioned above, the researcher assumes that the more students watching English movie the more their listening skill will be better which means movie can be used as media to improve students’ listening skill. Therefore, the researcher suggests that the English teacher could use movie as a media in language teaching in improving students’ listening skill.

Audio Book: Teaching Listening Comprehension

This study was aimed at finding out whether the implementation of audio book with narrative story can enhance students’ listening comprehension of SMA Negeri 1 Ingin Jaya Aceh Besar. The population of this study was the second grade students from the second semester and the sample was the students in 2 IPA1. The framework used in this research was suggested by (Antonaccy, O’callaghant, & Berkowitz, 2015 & Burkey, 2013), while the design of this study was a pre-experimental study. To obtain the data, the researcher used 10 items of multiple choice question in pre-test and post-test. The result of data collection in this study shows that average post-test score is higher (74.44) than the pre-test score (36.66). The result of the difference scores both of the test is 37.78. The result of hypothesis test is higher than critical value of t-table (t- >t t - 2.06). It means Ha is accepted and Ho is rejected or in other words, audio book with narrative story can enhance students’ listening comprehension. In conclusion, audio book is recommended as good media in language teaching and learning listening skill.

Exploiting Mass Media in Language Teaching

Exploiting Mass Media in Language Teaching

Kształtowanie świadomości nauczycieli w dyskursie internetowym – media społecznościowe w nauczaniu języków obcych

The purpose of the present paper is to investigate the phenomenon of social media in language teaching. After a brief definition of social media, a general picture of conditions for Internet-based teaching and learning in Poland will be presented, based on the data collected by statistical offices and the present authors. The major part of the paper will be occupied by a summary of the most important findings from a qualitative study into the perceptions of social media by language learners in Poland, Latvia and Romania. The study, operated within the European research network Language Learning and Social Media – Six Key Dialogues (LS6 Network) and funded with the support of the European Commission, consisted of 60 interviews carried out with individuals of varying degrees of computer use and familiarity with Web 2.0 technologies.