scholarly journals Student Engagement and Factors Affecting Active Learning in English Language Teaching

2021 ◽  
Vol 5 (2) ◽  
pp. 215-228
Author(s):  
Daniel Ginting ◽  
Keyword(s):  
Student Engagement ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning Goals ◽  
Theoretical Frameworks ◽  
Online Programs ◽  
Continuous Growth ◽  
Factors Affecting ◽  
Growth And Change

Learning is the process of how students take information and relate it to their prior knowledge into something meaningful. Learning promotes continuous growth and change in students. Student engagement is considered one of the significant predictors of successful learning. In general, student engagement refers to the active participation in a series of academic and co-curricular or school-related activities and commitment to pursuing learning goals. Does student engagement associated with successful learning occur in any settings, offline or online programs? This paper presents some theoretical frameworks about student engagement. This paper concludes with some pedagogical implications for English language teaching techniques.

scholarly journals Moodle in English Language Teaching and Learning in Jordan: Instructors and Students’ Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 1280-1288
Author(s):  
Abdel Hameed Al Awabdeh
Keyword(s):  
User Satisfaction ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Factors Affecting ◽  
Qualitative And Quantitative Methods

To support the significance of instructor readiness for the adoption of E-learning, it is necessary to examine the factors affecting instructors’ integration of Moodle into their English classrooms, as well as the students' perceptions of those who are learning English by using Moodle. This study had chosen to implement both qualitative and quantitative methods of analysis. The study's subjects comprised 25 lecturers and 150 students. The findings revealed that the lecturers from the University of Amman's School of English used Moodle as part of the English language teaching method. The majority of them used the option of document uploading and sharing function to give assignments to students and encouraged them to access and download the course materials outside of learning sessions to better enhance their competencies in English learning skills. Additionally, it was later discovered that the positive impacts of adopting Moodle during English lessons are as follows: Moodle promotes student-centered learning engagement, anytime-anywhere learning, simplifies course management, and mitigates the expense and time constraint of delivering lessons. The drawbacks of using Moodle in English classes are linked to technological problems, mainly regarding access to the Internet, inadequate professional development given to instructors, and Moodle's efficacy. Students exhibited favorable views regarding English learning by using Moodle as a platform. This is shown through their great computer self-efficacy, system engagement, and user satisfaction.

scholarly journals Factors Affecting the Quality of English Language Teaching in Preparatory Year, University of Jeddah

2017 ◽  
Vol 10 (7) ◽  
pp. 43
Author(s):  
Maysoon A. Dakhiel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Tertiary Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Rapid Expansion ◽  
Factors Affecting ◽  
Efl Teaching ◽  
Preparatory Year

Several Universities in Saudi Arabia have recently made it their priority to pursuit excellence in effective EFL teaching-learning starting from the Preparatory Year Program (PYP). That is due to the rapid expansion of English as a lingua franca in tertiary education especially in science and technology, scientific and educational publication, technology, internet communication, etc. The present study will examine the current situation in EFL teaching and learning to identify the factors affecting the quality of English language teaching in the PYP at Jeddah University. When studying quality in EFL teaching, the concentration is usually put on the teacher where in fact the success of the operation is collaboration between three major constituents of the program triangle, the learners, the teachers and the institution. Therefore, these three constituents were asked to first identify what they think is important in regards to the quality of the EFL program, and what impedes achieving its goals. In order to identify and analyze the factors, this study applied the following survey: Quality in Language Teaching for Adults developed by Grundtvig Learning Partnership (2009-2011), on teachers, learners, and administrators. Slight variations in wording of the survey statements was implemented in order to suit each group. For data analysis, SPSS software was used. Recommendations and further fields of study presented were based on the findings.

scholarly journals JAVANESE LANGUAGE INTERFERENCE IN THE PRONUNCIATION OF ENGLISH PHONEMES

2019 ◽  
Vol 6 (2) ◽  
pp. 14-25
Author(s):  
Niasisca Agustia Wardani ◽  
Tono Suwartono
Keyword(s):  
Research Method ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
Audio Recording ◽  
Factors Affecting ◽  
Factors Influencing ◽  
Language Exposure ◽  
Consonant Sounds

The objective of this research was to investigate the difficulties encountered by Javanese learners inpronouncing the English phonemes and identify factors affecting their pronunciation of the phonemesin the Department of English Language Teaching of Universitas Muhammadiyah Purwokerto (UMP). The researcher used survey as the research method. The population in this research was 6th and 8th semester students who had already passed pronunciation and phonetics subject. While the samples are those who had Javanese background. The data was collected through pronunciation test in a form of audio recording and interview. The major findings of this research are 1) the researcher found that the Javanese learners of English encountered difficulties in pronouncing 13 consonant sounds /ʒ, v, θ, ð, z, ʃ, f, g, k, d, ʧ, ɳ, j/ and 17 vowel sounds /æ, ɛə, i:, eɪ, aʊ, ə:, ɔ:, u:, ɒ, ɪə, əʊ, ʊ,  ɑ:, ɪ, ʊə, ɔɪ, aɪ/. While the rest, 14 English sounds /p, b, t, s, h, ʤ, m, n, l, r, w, ʌ, ə, ɛ/ were clearly pronounced by the Javanese learners of English. 2) There are four factors influencing Javanese in learning English pronunciation, among others are; age, first language, exposure, and motivation.  

scholarly journals Inquiry-based teaching to develop EFL students’ Critical thinking in reading comprehension

2021 ◽  
Vol 4 (1) ◽  
pp. 49-56
Author(s):  
Rahmaniah Oktaviah ◽  
Nissa Mawarda Rokhman ◽  
Andi Reza Maulana
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
English Language Teaching ◽  
Theoretical Frameworks ◽  
Efl Students ◽  
Language Teaching And Learning

The technology advancement in this era of globalization promotes the innovation and transformation in English language teaching and learning especially for EFL students. The innovations in English Language teaching and learning have fostered the variations of teaching strategy and method. One of the recent strategies proposed in pedagogical context is inquiry-based teaching strategy. Since the recent issues of active learning have been discussed in some school of thoughts, it is closely related to the importance of critical thinking students should have. In order to achieve English language learning goals, which is to enhance the students’ skill, competence, and also critical thinking, the teaching and learning process has to be designed more innovatively and effectively. Nevertheless, the implementation of this strategy should be adjusted in accordance to the students’ capability in learning English in class. Therefore, teachers have to understand well the characteristics of inquiry-based teaching before implementing it in class. This paper attempts to explore the use of inquiry-based teaching in promoting students’ critical thinking, especially in reading comprehension. This paper discusses the issues of this strategy based on theoretical frameworks and provides the example of an activity using 5E that can be applied in class. The reading activity through inquiry-based teaching can be constructed by the teacher by considering the students’ condition and environment.

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