scholarly journals Review of Literature on Teaching English Vocabularies Through Games to Young Language Learners

2022 ◽  
Vol 13 (1) ◽  
pp. 12-19
Author(s):  
Amirhossein Naderiheshi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Private Language ◽  
Review Of Literature ◽  
Teaching English ◽  
Young Learners ◽  
The Status ◽  
Economic Developments ◽  
Language Schools

In the last two decades, learning English has become a popular activity in Iran (Sadeghi & Richards, 2015). There has been a remarkable increase in the number of private language schools in the country. In Iran, interest in English has risen due to the status of the language as a lingua franca and its necessity for technical, scientific, and economic developments. Meanwhile, vocabulary is deemed as one of the most crucial aspects of learning a language. Currently, vocabularies are taught through traditional methods; therefore, young learners lose their interest over time. This paper aims to substantiate that games are profoundly effective in teaching vocabularies and affect young learners’ motivation and engagement with the language. This paper presents a review of literature on teaching English vocabularies through games to young English language learners in Iran. It discusses the practical instructions of games and how games could be taught more effectively. It describes the suitability and implication of games and how they should be selected and implemented by teachers. Three games are introduced for teaching vocabularies and followed by a discussion on the inherent challenges of teaching vocabularies through games.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

Integrating Online Tools to Motivate Young English Language Learners to Practice English Outside the Classroom

2012 ◽  
pp. 184-192 ◽  
Author(s):  
Shelly Sanchez Terrell
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Older Learners ◽  
Young Learners ◽  
Online Tools ◽  
Study Results ◽  
Web Space ◽  
Listening And Speaking

Recent research shows that online tools such as: games, wikis, speaking avatars, and interactive stories can be a positive force for English Language Learners (ELLs). It also shows that when ELLs have access to online tools, they are motivated to practice English outside the classroom (Aydin, 2007; Colombo & Colombo, 2007; Son, 2007). Most of this research is undertaken with older learners. This case study attempts to determine if young learners are motivated to practice English outside the classroom if provided with access to various online tools managed via a wiki. A wiki is a free educational web space, which allows a number of people to work together collaboratively on documents with embedded elements and linking. The teacher interviewed parents and kept observational notes. The study results suggest that the online tools improve the listening and speaking skills of young learners.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

scholarly journals Potential of ICT in Teaching English as a Foreign Language Focused on Autistic Spectrum Learners

2020 ◽  
Vol 88 ◽  
pp. 02012
Author(s):  
Beáta Jelínková
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Special Educational Needs ◽  
Teaching English ◽  
Autistic Spectrum ◽  
Daily Experience ◽  
Main Research ◽  
Number Of Children ◽  
Compulsory Subject

The number of children with Autistic Spectrum Disorders (ASDs) educated under mainstream school system is still raising. Since English is a compulsory subject for every school child in Slovakia, students with ASDs also belong to the group of English language learners. Thereupon causing worries to teachers and calling for a necessity of a wider concept. The purpose of the study is to help the ASDs learners and their teachers to acquire the curriculum under the virtue of ICT. Data were collected via the Case Study as the main research, based on teacher´s daily experience in teaching English to ASDs children. Results are presented in the form tables and figures and prove the expectation to meet special educational needs of ASDs.

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