Journal articles on the topic 'Classroom language learning'
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Barwell, Richard. "Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms." Journal for Research in Mathematics Education 51, no. 2 (March 2020): 150–78. http://dx.doi.org/10.5951/jresematheduc-2020-0018.
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Research focused on learning mathematics in a 2nd language is generally located in individual 2nd-language contexts. In this ethnographic study, I investigated mathematics learning in 4 different second-language contexts: a mainstream classroom, a sheltered classroom for Indigenous students, a welcome class for new immigrants, and a French-immersion classroom. The study was framed by a view of learning as socialization and the Bakhtinian notion of centripetal and centrifugal language forces. I present 7 socialization events that were particularly salient in 1 or more of the classrooms. For each socialization event, I identify various socialization practices. Based on a comparison of socialization practices in the 4 classrooms, I propose a distinction between language positive and language neutral mathematics classrooms. In language positive mathematics classrooms, students’ socialization into mathematics and language includes explicit attention to different aspects of language use in mathematics. In language neutral mathematics classrooms, the role of language in mathematics tends to be implicit.
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Reinders, Hayo, and Phil Benson. "Research agenda: Language learning beyond the classroom." Language Teaching 50, no. 4 (September 14, 2017): 561–78. http://dx.doi.org/10.1017/s0261444817000192.
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Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teachingbeyondthe classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.
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Hall, Joan Kelly, and Meghan Walsh. "10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING." Annual Review of Applied Linguistics 22 (March 2002): 186–203. http://dx.doi.org/10.1017/s0267190502000107.
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This chapter reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, the studies are drawn from three types of classrooms: first language classrooms; second language classrooms, which include contexts in which the language being learned in the classroom is also the language of the community; and foreign language classrooms. Foreign language learning contexts are those in which exposure to and opportunities for target language interaction are restricted for the most part to the language classroom. Across these three areas, attention is given to studies that investigate the specific means used in teacher-student interaction to promote language learning.
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Silitonga, Fitri Devi Enjelina, Sri Menty Pinem, Lovita Simbolon, Laura Maloni Lingga, and Erikson Saragih. "Learning Style in Language Learning Classroom." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 53. http://dx.doi.org/10.25078/yb.v1i1.1377.
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<p>This article describes the concept of language learning styles in the classroom and the characteristics of students for each of their learning styles in language learning. Where the purpose of this study is to describe their learning styles related to learning styles for language acquisition. There are 3 types of language learning styles described by Tekavcic and Dimovski namely the visual, auditory and touch functions of a person in processing information. The three main types of learning styles are not absolute, of course. Many students learn through various senses. Certain students may be as strong in three perceptual modalities, or in two perceptual modalities from any combination. The method of data collection in this study is observation, the results of this discussion are that we observed grade 9 students of Percut Sei Tuan Middle School very less on how to apply language learning styles they are in front of the class so that it impacts learning difficulties well.</p>
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Ciel Hu, Hengzhi. "Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations." Language Value 15, no. 2 (December 22, 2022): 112–17. http://dx.doi.org/10.6035/languagev.6618.
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It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can offer clear and workable solutions for both teachers and students” (De Angelis, 2021, p. 32). To this end, the book entitled Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a timely response, both in scope and usefulness. It is a successful compilation of papers, which link various theoretical perspectives with different research paradigms and feature the discussion of classroom assessment aimed at improving the quality standard of education. The value of this volume is undeniable, and both researchers and educators can benefit from it, with a dialectical relationship established between research and classroom practices.
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Zhang, Xiyue, and Guiping Chen. "Machine Learning Model-Based English Project Learning and Functional Research." Wireless Communications and Mobile Computing 2022 (April 4, 2022): 1–11. http://dx.doi.org/10.1155/2022/1940375.
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Under the background of the rapid development of machine learning and information technology, traditional classroom mode is gradually replaced by media classroom. To tackle abstract and incomprehensible problems and restricted practical teaching in practical teaching, online classroom design principle is utilized to embody the classroom optimization and design principle of English language teaching from the perspective of machine learning based on English project learning. Based on the advantages of digitization, deep learning algorithm is used to establish classroom application model by information input. Besides, English language and relevant language application scenarios are presented from the perspective of machinery. The simulated textbook contents and relevant extended knowledge points are displayed in classrooms by online teaching. The current advantages of Internet communication are combined with machine learning algorithms for field simulations and calculations on the relevant course content of English subjects. The actual operation process in the English learning process is realized through the online form of the network. It ensures the stability and transmission accuracy of online classrooms, reduces information omission and loss during data transmission, and obtains the optimal solution for data simulation in real-time scenarios. Relevant researches demonstrate that machine learning combined with online classroom design breaks through the face-to-face book teaching in traditional classrooms by the dynamic demonstration of life and actual work scenes and entity innovations as well as design. Besides, it stimulates students’ interest in English courses, enhances the overall learning rate, promotes more significant effects of English project learning, and is conducive to the cultivation of comprehensive language talents in the new age.
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joshi, om. "GOOGLE CLASSROOM FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY." Towards Excellence 11, no. 03 (December 1, 2019): 1–7. http://dx.doi.org/10.37867/te110301om.
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Benson, Phil. "Language Learning Beyond the Classroom." ELT Journal 70, no. 1 (October 12, 2015): 110–13. http://dx.doi.org/10.1093/elt/ccv061.
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Coulson, David. "Language Learning Beyond the Classroom." System 56 (February 2016): 151–52. http://dx.doi.org/10.1016/j.system.2015.12.010.
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Xu, Chang, Kexin Zhu, and Suyi Liu. "Classroom Management Strategies in Secondary Language Education." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1649–54. http://dx.doi.org/10.54097/ehss.v8i.4539.
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Classroom management could be considered as one of the most demanding jobs to teachers. Effective classroom management is not only beneficial to teaching efficiency, but also conducive to the comprehensive development of the students. This paper aims to explore effective strategies of managing English classrooms for secondary school learners. Using a foreign language in the classroom may impede classroom management, as code-switching in English as a Foreign Language (EFL) classrooms may induce stress and discomfort among students. Long-term issues with the English subject compound over time, impacting learning outcomes and eroding students' confidence. But autonomous students are more likely to take the initiative to learn and explore outside the classroom. Generally, creating a classroom environment suitable for secondary school students is one of the main responsibilities of teachers. When they are guided to access a new language at this stage, it is particularly important to build their initial interest in further learning.
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Naqvi, Samia, and Rahma Al Mahrooqi. "ICT and Language Learning." Journal of Cases on Information Technology 18, no. 1 (January 2016): 49–64. http://dx.doi.org/10.4018/jcit.2016010104.
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Technology-enriched classrooms have been claimed to produce enhanced learning opportunities for foreign language students. These technologies can be integrated into language teaching and learning inside the classroom or used for independent learning by students outside it. This study involves the use of digital-videos in Middle Eastern English as a Foreign Language (EFL) classrooms. It attempts to explore if using technology creatively in language teaching has the potential to enhance communication skills and other sub-skills in EFL classes. Omani EFL students, working in small groups, created commercials for products they chose to design and promote using digital videos. These were then presented to the class while each group was responsible for collaboratively writing a report the presentation of a commercial product and wrote about their experiences. Using data collected mainly from student questionnaires, this article reports on this experience from the points of view of students.
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Xu, Xianzong. "Theoretical Overview and Application Communicative Language Teaching, And Intercultural Language Learning/Teaching." International Journal of Education and Humanities 3, no. 2 (June 29, 2022): 32–35. http://dx.doi.org/10.54097/ijeh.v3i2.612.
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This article discusses the application of communicative language teaching and intercultural language teaching in today's English classroom. Based on the author's own teaching experience, this paper studies the articles of some former scholars and summarizes some practical teaching skills and ways to improve language classrooms.
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Hall, Graham, and Guy Cook. "Own-language use in language teaching and learning." Language Teaching 45, no. 3 (June 15, 2012): 271–308. http://dx.doi.org/10.1017/s0261444812000067.
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Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.
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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-23-31.
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The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety.
This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment.
Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.
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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/2706-7904-2021-16-23-31.
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The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety.
This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment.
Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.
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Ralabate, Patti Kelly, Rachel Currie-Rubin, Alyssa Boucher, and Jennifer Bartecchi. "Collaborative Planning Using Universal Design for Learning." Perspectives on School-Based Issues 15, no. 1 (March 2014): 26–31. http://dx.doi.org/10.1044/sbi15.1.26.
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Speech language pathologists (SLPs) working in inclusive classrooms bring a different orientation toward developing student goals and delivering language instruction than do general education classroom teachers. It is critical for SLPs and classroom teachers to find cohesive ways of addressing students’ needs while also teaching to high-level state standards. This article discusses Universal Design for Learning, a framework derived from research on neurodiversity and the learning sciences, which accepts learner variability as a strength to be leveraged, not a challenge to be overcome. Further, this article explores the ways in which SLPs can use the Universal Design for Learning framework to leverage their knowledge of student learning needs and language development to work in complementary ways with classroom teachers, set appropriate goals for their students in conjunction with the classroom teacher, and allow both SLPs and classroom teachers to attend to the variability of all their students.
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Rahman, Ali Wira, Amir Patintingan, and Rizka Indahyanti. "LEARNING BEYOND THE CLASSROOM: WHATSAPP IN LANGUAGE LEARNING." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 7, no. 2 (November 24, 2018): 71–89. http://dx.doi.org/10.26618/exposure.v7i2.1577.
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This research is intended to increase space and time in learning English, where space and time for English is very difficult to find in Indonesia. Through Mobile applications, learning will be more exclusive so as to reduce psychological barriers and cut the gap between teachers and students. They will feel more confident in expressing their opinions. This lesson will also be more constructive, give each other feedback between students and students and lecturers with students. This research will begin with the observation process to determine the object and location of the research. The use of WhatsaApp in learning will be conducted outside the classroom by determining the regular schedule and consistently. Begin by creating a group of 5 students with low levels of English language skills. The feature to be used is voice comment/messaging. Speaking skills will be the focus of this research. The method to be used is a combination of quantitative and qualitative (Mixed Method). Observations and interviews as qualitative representations and measurements of audio / speaking duration represent quantitative. The results of the study indicate that the use of WhatsApp in supporting learning outside the classroom provides varied progress. The review is measured from several aspects, namely Gender, Duration, Personal Margin Duration, Total Duration and Overall Personal Average.
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G. B., Najimova, and Kartbaeva N. "Cognitive Linguistics In Language Learning Process." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.
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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.
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Ehrlich, Susan, Claus Færch, Gabriele Kasper, and Claus Faerch. "Foreign Language Learning under Classroom Conditions." Language 63, no. 4 (December 1987): 920. http://dx.doi.org/10.2307/415734.
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Dutta, Robene. "Language learning in the primary classroom." Primary Teacher Update 2013, no. 17 (February 2013): 42–43. http://dx.doi.org/10.12968/prtu.2013.1.17.42.
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Zybert, Jerzy. "Learning Anxiety in the Language Classroom." Glottodidactica. An International Journal of Applied Linguistics 32 (November 1, 2018): 123–37. http://dx.doi.org/10.14746/gl.2006.32.09.
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Baquedano-López, Patricia, Jorge L. Solís, and Shlomy Kattan. "Adaptation: The language of classroom learning." Linguistics and Education 16, no. 1 (March 2005): 1–26. http://dx.doi.org/10.1016/j.linged.2005.11.001.
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Beittel, M. "Genre and the Language Learning Classroom." ELT Journal 56, no. 4 (October 1, 2002): 426–29. http://dx.doi.org/10.1093/elt/56.4.426.
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Cray, Ellen. "Teacher's Perception of a Language Policy: "Teaching LINC"." TESL Canada Journal 15, no. 1 (October 26, 1997): 22. http://dx.doi.org/10.18806/tesl.v15i1.690.
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The boundaries of English language teaching are being expanded with recognition that the language classroom has cultural and political aspects. Policies that legislate the learning and teaching of additional languages are one relevant aspect of this context. However, little empirical work has been done on how language policies are realized in the classroom. In this article data from interviews with teachers in LINC classrooms are analyzed. Results suggest that teachers perceive the policy in ways that are determined by the local situations in which they teach. Results also suggest that there are important differences between what policies dictate and what teachers do in their classrooms.
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Nelson, Peggy B., and Sig Soli. "Acoustical Barriers to Learning." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 356–61. http://dx.doi.org/10.1044/0161-1461.3104.356.
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There are surprisingly large numbers of children with various auditory disorders in the schools. Their classrooms are often noisy, reverberant, and active places of learning. For these children, their auditory problems plus the poor classroom acoustics cause significant learning problems. Poor listening conditions can affect all children, but they affect those with auditory disorders more. Improving classroom acoustics can significantly reduce the negative educational impact of auditory disorders. This article reviews relevant literature on acoustical barriers to successful learning and provides guidance for school personnel making decisions regarding classroom facilities.
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Bourgoin, Renée, and Josée Le Bouthillier. "Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 70–98. http://dx.doi.org/10.37213/cjal.2021.31378.
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Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.
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Et.al, Maria Shu Hong Bee Abdullah. "The Use of Media Literacy – Foreign Movies to Promote Students’ Participation in a Malaysian Context." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 912–14. http://dx.doi.org/10.17762/turcomat.v12i3.822.
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It is crucial for teachers to try various approaches and methods to create active learning. Bringing media literacy into second language classroom can attract students’ interests in the landscape of Malaysian classrooms. To acquire English Language in the 21st century, it is a common practice for teachers to provide extensive exposure of media literacy and presenting opportunities forstudentsto experience active learning. Introducing foreign movie in an English Language classroom motivates students’ participation. The language classroom can be fun whenthe use offoreignmovieis integrated in the lesson and active learning will promote students’ participation.
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Banitz, Brita, and Patricia Lanners Kaminski. "Engaging foreign language students via hybrid learning." Revista Lengua y Cultura 1, no. 2 (May 5, 2020): 28–37. http://dx.doi.org/10.29057/lc.v1i2.5435.
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Our article aims to encourage foreign language teachers at higher education institutions in Mexico to implement hybrid learning in their classrooms in order to increase learner engagement with the foreign language and to provide more opportunities to practice the target language outside the classroom. We begin by defining hybrid or blended learning and some of its advantages, distinguishing this mixed method from the flipped classroom. We then discuss and exemplify in greater detail which tools we have chosen to support the online component of our classes and how we have implemented them. We conclude our article with a brief discussion of three concrete challenges we faced during the implementation process and how we resolved them reaching our conclusion that the implementation of hybrid learning needs to be well planned if it is to support the language learning process of our students.
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de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.
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The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.
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Beljaev, Oleg. "Didactic Games in the French Language Classroom." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 425–37. http://dx.doi.org/10.37384/va.2022.17.18.425.
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The growing interest in studying foreign languages in Latvia, including the study of French as a foreign language, is a feature of our time. This indisputable position determines the relevance of the article. All students choosing French for study have very different motivation. At the same time, everyone is aware that a good knowledge of foreign languages is an indispensable precondition for career growth and the key that opens the door for us to enter another culture. French language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. The author of the article shares the opinion that games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games also encourage and increase cooperation. They can be used to give practice in all language skills and be used to practice many types of communication. The curriculum for foreign languages emphasizes the importance of learning languages and especially the importance of communication. Because of this fact it is vitally important for teachers to create a positive learning environment, and to try to spark interest among their students both in the foreign language and culture because that is important to a successful language learning process. Games help achieve these goals. The article considers the types of games (research games, certification games and didactic games) and their influence on psycho-physiological state of students. Brief methodical recommendations on the organization of didactic playing activities are also provided. The author describes game-based learning and its impact on intrinsic motivation and performance of students, in particular their speaking skills. The theoretical part includes definitions of main concepts such as intrinsic and extrinsic motivation, and creativity. The practical part is dedicated to certain games and tasks to enhance motivation and speaking skills. In conclusion, the role of games in teaching and learning cannot be denied. However, in order to achieve the most from didactic games in the French classroom, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account.
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Febriani, R. Bunga. "The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (April 1, 2017): 41. http://dx.doi.org/10.21580/vjv6i11583.
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<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>
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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.
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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
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Zhou, Xiaozhou (Emily), XiaoLing Huang, and Jili He. "Translanguaging in L3 Spanish Classrooms: Practices and Attitudes." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 65–75. http://dx.doi.org/10.5209/clac.71996.
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Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of data collected through audio-assisted classroom observation, interviews, and questionnaires reveals that teachers proactively and flexibly mobilize their multilingual resources in classroom talk. Students in general express positive attitudes towards teachers’ translanguaging practices, and express a wish to experience a greater amount of bilingual translanguaging between English (L2) and Spanish (L3). Meanwhile, having access to the views of L3 learners on teachers’ classroom talk proves to be a crucial component in the understanding of how L3 teaching and learning can take place in the most effective way. This study calls for further research into translanguaging practice in multilingual classrooms and its impact on students’ learning.
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Deswila, Nurhamsi, Martin Kustati, Besral Besral, and Syayid Sandi Sukandi. "Content and Language Integrated Learning (CLIL) Approach across Curriculum in Science Classrooms: Are the English Language Use and Learning Reveal?" Journal of Innovation in Educational and Cultural Research 1, no. 1 (June 27, 2020): 15–21. http://dx.doi.org/10.46843/jiecr.v1i1.4.
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The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom. A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on the implementation of the CLIL Strategy.
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Aljameel, Iman H. "Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future." International Education Studies 15, no. 4 (July 28, 2022): 95. http://dx.doi.org/10.5539/ies.v15n4p95.
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This study reviewed some of the research efforts exploring the use of technology in English as a foreign language (EFL) classroom in Saudi Arabia at different educational levels. The review aimed to examine the state of technology use in EFL classrooms and its potential. The findings showed that most studies were conducted by academic researchers and not classroom teachers. Additionally, the recommendations of the research conducted over the years concentrated on teacher training and building a reliable infrastructure. Moreover, the review showed that using technology in English classrooms could enhance language learning, and researchers encouraged teachers to explore technology use in their classrooms. The study concluded that using technology in EFL classrooms in Saudi Arabia is promising once the educational settings, including the technology infrastructure, are ready and reliable.
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Woodward-Kron, Robyn, and Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 9.1–9.18. http://dx.doi.org/10.2104/aral0709.
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Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.
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Woodward-Kron, Robyn, and Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences." Australian Review of Applied Linguistics 30, no. 1 (2007): 9.1–9.18. http://dx.doi.org/10.1075/aral.30.1.07woo.
Full textAbstract:
Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.
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Krogstad, Allison. "Community as Classroom: Service Learning in the Foreign Language Classroom." International Journal of Learning: Annual Review 15, no. 1 (2008): 37–42. http://dx.doi.org/10.18848/1447-9494/cgp/v15i01/45569.
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Berry, Clare, and Margaret Kitchen. "Classroom interaction and language learning: English-language-learner vignettes." Set: Research Information for Teachers, no. 3 (November 1, 2014): 8–13. http://dx.doi.org/10.18296/set.0320.
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This article uses three excerpts of paired and group talk to explore English-language development in a Year 1 classroom. It suggests that structuring effective language-learning opportunities requires more than organising group work. It affirms the teacher’s essential roles as reflective organiser and close monitor of language output and participative opportunities. In such settings students can learn so much from one another. Interpreting and reflecting on these interactive episodes enriches teachers’ understanding of their practice.
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Gvelesiani, Ana, and Ketevan Khuskivadze. "Modern Approaches to Spanish Language Teaching, Blended Learning." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 57–65. http://dx.doi.org/10.22333/ijme.2019.13007.
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Every language is a living organismand cannot be taught through the application of only theoretical or practical tools. Therefore, the integration of modern approaches in foreign language instruction takes on a particular importance. Along with the development of online technologies, modern foreign language classes are gradually undergoing changes and modifications. Introduction of online learning is one of such significant changes. There are various forms of online learning, including blended (online) learning, which represents a synthesis of classroom and online education. The present work sets forth the priorities of blended learning, which distinguish the blended approach from other methods of foreign language instruction. The work also includes the results of the student survey conducted to find out whether the Spanish language students actively use online means, in addition to classroom learning and how they view the idea of putting the blended learning model in place.
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Phillips, Kerri, Pleasance Owen, Dana Reese, and Allison Freyaldenhoven. "Service Learning Project: Multimodality Language Learning." Perspectives on School-Based Issues 10, no. 4 (December 2009): 127–30. http://dx.doi.org/10.1044/sbi10.4.127.
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Abstract The goal of the project was to embed a service learning component into a graduate level child language course in speech-language pathology. A pilot program was developed to utilize multi-modality learning coupled with low-cost technology materials to provide educational enhancement and training in the traditional classroom setting.
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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (July 5, 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.
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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (September 1, 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.
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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Tareen, Hashmat. "Code-switching in English classrooms and its Impact on undergraduate learning in a public university in Afghanistan." Global Journal of Foreign Language Teaching 12, no. 2 (May 31, 2022): 95–111. http://dx.doi.org/10.18844/gjflt.v12i2.7744.
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The alternate use of two different languages as code-switching is situated in the field of bilingualism and it is considered a common feature of those who speak two or more languages. The occurrence of code-switching in English classrooms is considered a conducive linguistic resource to be exploited and practiced sensibly. This study aims to highlight the current situation of code-switching in EFL classrooms, the motives for EFL lecturers’ code-switching during their instruction to facilitate the teaching and learning process, and the measures for avoiding the use of code-switching. A qualitative study based on interviews followed by classroom observation was conducted. Eight EFL learners in a public university participated in this study. Four instructional periods of classroom observations were carried out. The results indicated that code-switching is predominantly employed and learners perceive it positively and lecturers use it for content clarification and building rapport with learners. Moreover, it can be also considered as impeding language skills. Keywords: Code-switching; EFL; EFL classroom; language.
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Palinkašević, Radmila, and Jovana Brkić. "Exploring the relationship between language learning beliefs and foreign language classroom anxiety." Research in Pedagogy 10, no. 2 (2020): 367–84. http://dx.doi.org/10.5937/istrped2002367p.
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Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.
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Falout, Joseph. "Circular seating arrangements: Approaching the social crux in language classrooms." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 275–300. http://dx.doi.org/10.14746/ssllt.2014.4.2.6.
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Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and wellbeing. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by rank-and-file seating. Attributions for teacher demotivation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrangements in their own classrooms.
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Naem Ahmed Al-Amri, Aishah. "Saudi EFL University Students’ perceived Linguistic Gains and Learning Experiences in Flipped Classrooms." Arab World English Journal, no. 8 (July 25, 2022): 192–204. http://dx.doi.org/10.24093/awej/call8.13.
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Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students’ perceived linguistic gains?, b) to what extent does the use of the flipped classroom in an English reading course contribute to fostering these students’ language learning experiences?, and c) how do the students evaluate the flipped learning experiences they had?. An entire class of female students who were attending an English reading course at a Saudi university had flipped learning classrooms for four weeks. After having these classrooms, the author interviewed 12 of the students in this class about their flipped learning experiences. The analysis of the interview data showed that the flipped learning experiences the students had improved their performance in English language communication and vocabulary. These experiences also contributed to meeting the students’ different language learning styles, helping them understand how to learn independently, and motivating them in their language learning. The study also revealed that collaborative activities, the teachers’ support, and the availability of a reliable technological application were the three main factors that played an essential role in improving the students’ linguistic gains and enriching their language learning experiences. The study provided some practice recommendations and research suggestions.
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Lileikienė, Asta, and Lina Danilevičienė. "FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING." Baltic Journal of Sport and Health Sciences 3, no. 102 (2016): 18–23. http://dx.doi.org/10.33607/bjshs.v3i102.61.
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Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues to exist in the university foreign language classroom as well. A number of foreign language students report feeling anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the university foreign language classroom. Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and 33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample involved 200 first and second year students of Lithuanian Sports University . Results. The research analysis revealed that the respondents generally felt anxious speaking in the language class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign language class and speaking with native speakers. The correlation between the students’ level of knowledge and their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety. Moreover, female participants of this study exhibited higher levels of foreign language anxiety. Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low achievement made them more anxious about learning.
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Mohamed Maidin, Fathilah Begum, and Siti Shuhaida Shukor. "Students’ Perception on Flipped Classroom Approach in Learning Communicative English among Community College Students." English Teacher 50, no. 3 (December 31, 2021): 183–89. http://dx.doi.org/10.52696/zzod4338.
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Learning English as a second language has never been straightforward, especially when it requires the learners to speak in the target language during the lesson. Students have the tendency to keep quiet and refuse to communicate in English due to many factors. In encouraging students to speak in the target language during the class, many English language instructors have pursued new and interesting approaches. One of the approaches includes flipped classrooms. Flipped classroom allows students to learn the concepts of one particular topic at their own time and pace whilst spending the classroom session on hand-on activities. This study investigates students’ perceptions of using flipped classroom approaches in their Communicative English classroom. The aim of this study was to determine whether a learning approach such as flipped classroom had any influence over students’ attitudes and motivation. The participants of this study were 106 students at Taiping Community College. This study employed a quantitative research design via survey. Before gathering the students’ opinion, the participants had experienced the flipped classroom approach during the Communicative English lesson. After that, a set of questionnaires were distributed to the participants and data were analyzed descriptively. Results revealed that most students had positive perceptions towards the use of flipped classrooms and were highly motivated to learn and had positive attitudes towards the implementation of the flipped classroom approach. This study provides insights for Malaysian community college lecturers to adopt flipped classroom approach in their teaching, especially in the Communicative English lesson.
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Zakaria, Nur Yasmin Khairani, Melor Md Yunus, Harwati Hashim, Norazah Mohd Nordin, Helmi Norman, and Nor Hafizah Adnan. "Pre-Service Teachers’ Views on the Implementation of Game-Based Learning for Academic Writing Skills." Sains Insani 6, no. 1 (June 1, 2021): 11–16. http://dx.doi.org/10.33102/sainsinsani.vol6no1.226.
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Implementation of game-based learning has been perceived by educators as a means to enhance effective classroom learning. Aspects in games have been identified to motivate learners to actively engage throughout the learning as it provides a fun, engaging, and rewarding experience for the learners. Despite the widespread of games implementation in classroom learning, limited exposure has been noted in the context of language learning particularly in ESL classrooms. In regard to the aforementioned situation, the current study aims to discover the implementation of game-based learning in the context of language learning. Research related to writing skills found to be limited in nature; therefore, the current study has discovered a need to further investigate the implementation of game-based learning in writing classrooms. In this study, a total of 32 pre-service teachers have participated in a survey conducted to discover their views on the implementation of games in a writing classroom. Data were analyzed quantitatively using Statistical Package for Social Sciences (SPSS) by evaluating the mean value of the findings. The analysis from the data obtained showed that these students responded positively to the use of games in the writing classroom. The students also believed that engagement among peers in the classroom appeared to be less threatening; therefore, knowledge transfer became naturally favorable throughout the pedagogical process. These results implied a useful insight for writing instructors to further equip language learners with the use of games in classroom learning.