Speaking of Technology

2009 ◽  
pp. 263-275
Author(s):  
Victor M. Hernández-Gantes ◽  
William Blank
Keyword(s):  
English Language Learners ◽  
Language Development ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Technical Education ◽  
Effective Instruction ◽  
Career And Technical ◽  
Widespread Agreement

Meeting the needs of English language learners (ELLs) in career and technical education (CTE) represents a growing challenge for all teachers in the field. The challenge is especially overwhelming given the widespread agreement that teachers are not well prepared to meet the needs of ELLs. The implications for schools and CTE teachers are discussed in connection to appropriate instruction for ELLs addressing language development considerations. The underlying premises of effective instruction aligned with contextual teaching and learning, relation to teaching practice in CTE programs, and the implications for using technology to facilitate ELLs’ learning are also examined.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

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.

From Preservice to Inservice

2015 ◽  
Vol 5 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Follow Up Study

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 Students’ Self-reflections of Own Participation in English Language Oral Class

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Lin Han ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Self Reflection ◽  
Self Confidence ◽  
Language Communication ◽  
Skills Learning ◽  
Higher Institutions

The English language learners’ needs changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Learners are expected to use the English language in daily communication and to learn the workplace English language communication skill. Due to this demand, language lecturers at higher institutions are expected to assist English language learners to use the language fluently rather than to concentrate heavily on form. Nevertheless, instigating speaking activities in Malaysian classrooms has never been easy and successful. This research was conducted with an aim to identify the underlying factors that motivate or demotivate students’ participation in an English oral classroom. The data were qualitatively collected via students’ self-reflection reports on their own participation in the English language oral class. It was found that teacher’s personality traits, students’ communication skills, learning environment, students’ motivation, self-confidence and topical knowledge, and fascinating discussion topics play significant roles in students’ participation in the English oral class. Thus, these findings could guide language teachers to consider relevant and creative oral activities to encourage students’ active classroom participation.  

scholarly journals Discovering Writing Difficulties of Malay ESL Primary School Level Students

2021 ◽  
Vol 2 (1) ◽  
pp. 27-39
Author(s):  
Nurul Jannah Ahmad Ghulamuddin ◽  
Siti Khadijah Mohd Mohari ◽  
Kamisah Ariffin
Keyword(s):  
English Language Learners ◽  
Primary School ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Study Data ◽  
School Level ◽  
Writing Difficulties ◽  
Interview Session ◽  
Primary School Level

Writing is perceived to be one of the most difficult skills for English language learners to master. Although studies on challenges faced by ESL students in writing are replete, most of them have focused on students at secondary and tertiary levels of education. Studies on learners at lower level have been scarce. Thus, this paper aims to fill the gap by examining the major problems faced by ESL primary school level students in writing in English. Survey and interview sessions were conducted to fit the purpose of the study. Data were collected from a class of 26 students from Year/Standard 6 of the primary school level in Malaysia and an interview session with the English teacher of that particular class. The findings indicate that the major difficulties charted are rooted in the students’ poor mastery in vocabulary, inability to spell words correctly and L1 interference. Thus, in order to enhance the students’ skills in writing in English, the teacher implemented some remedial measures during the teaching and learning sessions. The findings have essential pedagogical implications on understanding students’ struggle to write in English at the lower level of education.

scholarly journals CHALLENGES AND BARRIERS IN FORMATION OF COMMUNICATIVE COMPETENCE AMONG ENGLISH LANGUAGE LEARNERS

2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Individual Group ◽  
Common Problems

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

Sign in / Sign up

Export Citation Format

Share Document