Teaching English

Speaking is an essential part of English exams, in which it is difficult for testees to recognize their weaknesses in the oral evaluation. It is not easy to understand what is wrong while they are reading. To solve the problem, the student’s speeches were recorded and then were played. Therefore, they could evaluate theirs performance better by observing their own behaviors. The other evaluation tools were rubrics and band descriptors. The research was done at Guilan University, Iran (EFL context), on students at the intermediate level of proficiency and also at Metropoint College, Malaysia (ESL context), on the students at the upper-intermediate level of proficiency. The advantage of video recording is that students and teachers will be entertained by watching the films and can criticize them later. Video technology helps in student centered situations in the class. The students will be the examiner themselves and the teacher just helps them in the evaluation.

It has been generally acknowledged that many an individual faces intrapersonal difficulties in learning a second/foreign language. Anxiety is one of them. The purpose of the present study was to investigate about the factors that cause language anxiety among English Department students at Abdul Wali Khan University Mardan (AWKUM) Pakistan and to devise strategies for reducing the effect of language

Every language has its own culture and identity. With the growing importance of science and technology, commerce and management, economics and administration, research and development the world is forced to voice in one language. Keeping this in view my paper focuses on English language and how it affects the individual identity and aims at elevating the challenges encountered by the English teachers in the creation of neutral culture and understanding. Also there is special focus on important observations regarding how cultural differences could create textual differences in interpretation.

This study proposes that the pedagogical procedures within the genre of Teaching English as a Second Language should not only gain from the rich theoretical resources and the vast repertoire of methodological approaches available it should also tap the creative powers of the teaching practitioners. Merging tenets of Behaviorism with Innatism in the Interaction Theory and adapting theories on Second Language Acquisition the second language teaching/learning environment discussed aims to maximize acquisition and lower the affective filters of the learners. Principled Eclecticism provides the methodological foundation for cooperative learning and formative peer assessment with focused corrective feedback provide remedial support and an opportunity for the learners to reevaluate their work and engage in timely adjustments. The session aims at interpsychological cognitive development with peers/teacher and individual intrapsychological cognitive enhancement in language skills.

Since English has become an international language, more and more people learn English. The importance of English as a world language has made people to learn English as early as possible. Teaching English as a foreign language to young learner needs special approach since young learners have special characteristics, they have their own way of learning. The forms of fun activities for children are songs, chants and rhymes. The main objective of this article is to emphasize the importance of using rhymes and songs in the teaching of English as a foreign language to young learners. Their functions, criteria for election and the ways of presenting them to the class will also be analysed. Songs, chants and rhymes are amazing tool for teaching language, especially to children. Young learners pick up pronunciation, vocabulary, grammatical structures, and rhythm of the language.

In the global Covid-19 pandemic, the Ministry of Education in Indonesia also issued a policy of closing schools and replacing the teaching and learning process by using an online learning system. This study aimed at investigating the online learning system in teaching English, which included the institution's support related to the online learning system and the lecturers' opinion in using the online learning system. This research method used descriptive qualitative. The subjects of this research were 81 English lecturers of some colleges or universities in Indonesia. The result showed that the institution's support in the online learning system could be described in three categories: (1) there were 66 respondents or 83.5 % said yes, (2) thee were 8 respondents or 10.1 % said no, and (3) there were 5 respondents or 6.5 % answer with other responses. Meanwhile, the English lecturers' opinion toward implementing an online learning system showed two responses between positive and negative responses. The 77 respondents or 97.5 %, said yes, then 2 respondents or 2.5 % said no to using the online learning system. In the teaching-learning process, the English lectures mostly used one online learning system, and some lectures used two or more online learning system. The 31 respondents or 40.3 % used Google Classroom, 6 respondents or 7.8 % used Zoom, 5 respondents or 6.5 % used Schoology, 5 respondents or 6.5 % used Edmodo, 4 respondents or 5.3 % used Moodle, as 2 respondents or 2.6 % used Google Meet, 2 respondents or 2.6 % used WhatsApp group. The other responses showed that they used self-platform, SPADA System, Elena Platform, UCY Learning, English Discoveries, Email, Skype, and BlogSpot. These results suggest that the online learning system has the potential to help the lecturers and students in the teaching and learning process.

An article for the Ted Hughes Society Journal marking the fiftieth anniversary of Ted Hughes's BBC Radio broadcasts in the series 'Listening and Writing' and examining the historical background to these broadcasts and the subsequent creative writing handbook and anthology "Poetry in The Making', and tracing their influence on the development of creative writing as a widely-accepted practice within English teaching in primary and secondary schools.

This paper focuses on analyzing the importance of using new digital media in teaching English and finding the best ways how to take advantages from the technologies covering a variety of positive and negative impacts of cases from Indonesian perspectives. New digital media technologies in education with their reorganization of social networks and web 2.0 software tools offer opportunities for people to challenge previous centralized models of learning by connecting, sharing and discussing ideas outside of the class room and at great distance from each other. Through digital technologies, young people get more new information from the technology they use outside of school than they do from their teacher in the classroom. It is clear that learning in an online environment helps to improve the target language, encourages learner independence, and has great potential for the development of intercultural and communicative skills. Our failure to provide language learning material resources must partly be due to teachers and parents who either do not appreciate or do not understand the power of social media. The new digital media are a frontier that is rich with opportunities and risks, particularly for young people. The use of new media and social networks (e.g. Second Life, Facebook, Twitter) has implications for language education, society, culture, distance learning, socio-psychological effects of the web, and access to information. In this paper, I try to explore the importance of using new digital media in teaching English that frequently avoided by teachers of English in Indonesia and that teaching methods often repress essential aspects of social learning in relation to media and privileging teacher knowledge over young people's own experience. Finally, this paper also suggest a new focus for research that will encompass these neglected learning areas, teaching material and methods using the approach of new digital media technologies.

Tujuan penulisan artikel ini adalah untuk menjelaskan bagaimana cara menggunakan program Scratch dalam mengembangkan materi pembelajaran descriptive text kepada siswa SMP. Materi proses pembelajaran. Materi dapat dikembangkan secara tradisional dan berkenaan dengan teknologi baru. Kurangnya pengetahuan guru tentang penggunaan teknologi baru dan tidak ada nya pembaharuan guru tentang teknologi serta proses perancangan yang agak se kurangnya pengembangan materi pembelajaran yang berkenaan dengan teknologi ini. Padahal pengembangan materi dengan menggunakan teknologi punya banyak keuntungan. Salah satu nya dapat meningkatkan ketertarikan siswa melakukan aktivit punya kesempatan untuk mengembangan materi yang bisa digunakan di dalam kelas dan juga di luar kelas. Biaya yang digunakan untuk memperbanyak cetakan materi yang dibuat secara tradisional juga dapat di Multimedia merupakan salah satu cara untuk mengembangkan teknologi dalam pembelajaran yang digabungkan dengan video, suara, grafik, animasi dan text. Salah satu software yang dapat menciptakan multimedia adalah Scratch. Makalah ini membahas tenta menggunakan Scratch dalam kemampuan mendengar, berbicara, membaca dan menulis sebuah teks deskriptive untuk siswa SMP. Penggunaan Scratch dalam mengembangkan materi diharapkan dapat meningkatkan ketertarikan siswa dalam mengiku

The study was conducted to understand the language learning anxieties and how these affect students' speaking performance. It also attempted to give clarifications on the conflicting researches on the relationship between language anxiety and oral performance. Data was collected among 150 college freshmen enrolled in a semestral six-unit English course at the University of Mindanao, Panabo Campus. Using the Foreign Language Classroom Anxiety Scales (FLCAS) by Howritz, Howritz, and Cope (1986) and standardized telephone conversation activity test to determine the language anxiety and oral performance of respondents respectively, the researchers found that language anxiety specifically apprehension had an effect on oral performance in pronunciation, grammar, comprehension, fluency, and vocabulary while tension impinged grammar. However, results generally revealed no significant relationship between language learning anxiety and oral performance. It is noteworthy to point out that tension, nervousness, and worry do not affect respondents' oral performance.

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The paper presents pedagogical implications of theoretical research into phrasal verbs, a common problem for learners of English. As they do not constitute a homogenous semantic group, their learning can be facilitated by focusing on semantic patterns and associated syntactic behaviour. The attention of Slovak students should be drawn to the parallels between English verbal particles and Slavic verbal prefixes.

This study aimed at investigating whether using some instructional scaffolding strategies would be effective in developing oral productive skills among female English majors in the college of education in Azulfi, Majmaah University. It also aimed to know the size of that effectiveness. The participants of the study were 62 and they were divided equally into two groups; the experimental one studied the course with the intervention of the instructional scaffolding strategies and the control group studied the same course without any intended focus on the instructional scaffolding. The study adopted the pre-post design; average scores of the participants were calculated using T-test. The ratio of effectiveness was calculated using the Modified Black's Gain Ratio. Results were very promising as they revealed significant improvement in the mean scores of the experimental group in the oral test as T-test value was (5.41). The evidence indicated that using instructional scaffolding strategies was effective as the ratio of effectiveness was (1.06). Results highlighted the real value of instructional scaffolding while teaching oral skills in English class. It is highly recommended to integrate instructional scaffolding strategies as an inspirable element of English courses and to further investigate the processes that the teachers focus on while scaffolding.

The use of translation in language learning has been controversially discussed. Studies in this respect are rooted in divergent opinions, where some support the use of translation and others encourage its absence. This study explores the use of translation as a strategy in learning English by undergraduate students at the English Language Department at the University of Tripoli in Libya. The study adopts the Inventory for Translation as a Learning Strategy to gain understanding of the use of translation in learning English by Libyan students majoring English. A number of 60 students were surveyed using a questionnaire to see if translation is a strategy they recourse to in learning English language skills. Although students are sometimes discouraged to use translation in classrooms, the results show that students tend to use translation in acquiring and developing their language skills. The data indicate that there is a correlation between learners’ proficiency level and their use of translation as a strategy.

Word Count (excluding citations and bibliography): 2,946 EDUC40520: Subject Pedagogy: SM Engl (GDEd) English SM Assignment Part 2 "Design, implement with your class group and evaluate, an intervention on any aspect of the teaching of English". 2,500 words approx.

The omission of tense and aspect markers belongs to the common body of errors pointing to universal learning mechanisms. The English tense and aspect system has been particularly notorious among foreign language learners for its alleged complexity and complication. A pedagogical model is proposed, drawing on a comparative/contrastive explication and generative insights, in which the apparent difficulty is considerably reduced without compromising on the learners' final repertoire of linguistic expression.

It has been generally acknowledged that many an individual faces intrapersonal difficulties in learning a second/foreign language. Anxiety is one of them. The purpose of the present study was to investigate about the factors that cause language anxiety among English Department students at Abdul Wali Khan University Mardan (AWKUM) Pakistan and to devise strategies for reducing the effect of language anxiety. The researchers carried out the study by administering FLCAS (Horwitz et al. 1986) to 62 AWKUM students, and by conducting semi-structured interviews with 10 volunteer students. The findings from FLCAS and semi-structured interviews showed that the students felt anxious of making mistakes and about teachers' correcting their mistakes in the classes; they felt nervousness about failing the exams; and, moreover, it was also found that the students' poor socioeconomic backgrounds developed a sense of marginalization among them visa -vis foreign language use. Again, the poor return rate of the FLCAS also shows the students' feeling anxiety regarding foreign language. The study recommended that language teachers should adopt purely learners-centred teaching methods. A lowanxiety and supportive learning environment should be created inside the classrooms.

The connection between language and culture has always been a concern of L2 teachers and educators. Whether culture of the target language is to be incorporated into L2 teaching has been a hotly debated issue. Mostly it has been emphasized that without the study of culture, teaching L2 is inaccurate and incomplete. This study was conducted to find out what students think about the effects of the culture class they attended. As a result of the study, a significant similarity between the students' views and the theoretical benefits of a culture class as argued by some experts in the field was observed.

This paper reports the outcome of a study carried out in Qassim University with 169 Saudi male novice university students to obtain a deeper insight into their perceptions of their native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students ’ questionnaires and interviews. The results reveal statistical significant difference in the respondents ' perceptions in favor of NESTs. Students showed more preference for NESTs as they go to higher levels. Students previous learning experiences may affect their general preference for NESTs since they were taught by both types of teachers. Subjects also exhibited an explicit preference for NESTs in relation to the teaching strategies adopted. However, the respondents showed moderately favorable attitudes towards NNESTs who provide a serious learning environment and a favorable response to lear...

Among many teachers, students, and users, there exist two fundamentally confused issues that are as follows:
1. What is the standard version of English? and
2. How do I determine whether a language item is standard (correct)?
The instant article answers those two questions.

The standard version of English is its “koiné language” version that includes all versions that are:
1. naturally intelligible; and
2. acceptable under “simultaneously existing” or “current” descriptive or prescriptive grammars.

The procedure to determine the correctness of a language item is a two-step process, as follows:
1. First, we must determine whether it is correct under either DG or PG and, in doing so, the DG overrides. Where the item passes this test, we move on to the next step.
2. In case of a situation in which a specific context is given, we have to see whether it suits in the given context. On the other hand, if no context is given, we must evaluate whether it is suitable in any imaginable context.

This study attempts to know the students’ perception on a Facebook group in improving writing skill on the tenth grade of SMA 5 Kendari that focus on enhancing students writing performance level and the brainstorm ideas at the pre-writing stage. Also, to find out how Facebook influence the students’ affective domain. The researcher employed mix method design with questionnaire as instrument to collect data from 36 students. The data was analyzed by calculating the frequency distribution of Likert  scale.  The  result  reveals  there  was  positive  perception  among  students  about  applying Facebook Group in improving writing. Particularly, Respondent (89.7%) spell – check feature helps students to avoid the error spelling and (91.6) student feel motivated when they got “like” from their friends.  It  is  suggested  that  future  research  to  investigate  the  teacher  and  students’  problem  in applying Facebook. In addition, the future study researcher may investigate the use ...

This study proposes that the pedagogical 
procedures within the genre of  Teaching English as a
Second Language should not only gain from the rich
theoretical resources and the vast repertoire of
methodological approaches available it should also tap the
creative powers of the teaching practitioners. Merging tenets
of Behaviorism with Innatism in the Interaction Theory and
adapting theories on Second Language Acquisition the
second language teaching/learning environment discussed
aims to maximize acquisition and lower the affective filters
of the learners. Principled Eclecticism provides the
methodological foundation for cooperative learning and
formative peer assessment with focused corrective feedback
provide remedial support and an opportunity for the learners
to reevaluate their work and engage in timely adjustments.
The session aims at interpsychological cognitive
development with peers/teacher and individual
intrapsychological cognitive enhancement in language skills

Every language has its own culture and identity. With the growing importance of science and technology, commerce and management, economics and administration, research and development the world is forced to voice in one language. Keeping this in view my paper focuses on English language and how it affects the individual identity and aims at elevating the challenges encountered by the English teachers in the creation of neutral culture and understanding. Also there is special focus on important observations regarding how cultural differences could create textual differences in interpretation.

This paper tries to propose some ways to incorporate Islamic values in English teaching in Indonesian pesantrens. Among others things these values include: optimizing the use of instructional materials containing Islamic messages and preparing teachers with multiple qualifications. By so doing, the santris can maintain their Islamic identity and are not easily contaminated by Western values and, at the same time, they will have English competence as a means to face their future.

Listening has been the greatest worry for most students. This issue mainly concentrates on three barriers to effective listening: inappropriate text selection (materials out of date; improper level of difficulty), stressful listening environment, fast speed in native speech and their solutions. The issue provides three strategies to guide an effective listening course. They are developing listening comprehension via oral practice, proper use of prediction and guessing, and visual support. These strategies can be carried out through different activities. The essential purpose of using strategies is to promote a more conscious, more dynamic and interactive relation between listeners and texts. Thus, listening is not a passive and intangible process. It can be an enjoyable and exciting experience.

Reading, one of the four domains, is considered as a receptive skill. Furthermore, in defining reading one can argue that it is a relationship between a text and the reader’s processing strategies and background knowledge. Birch, (2007) and Rumelhart, (1980) explain that reading is an “interactive process”. It is important to mention that teaching reading requires much attention of the teacher and different approaches in teaching reading may be subjected to the success in creating an active reader. Top-down approach, bottom-up approach, interactive approach, extensive reading approach, intensive reading approach, phonic approach, multi-sensory approach, linguistic method, are some approaches which can be used in teaching reading and this paper focuses on top-down approach, bottom up approach and extensive reading approach.

This study was intended to investigate the effect of Cornell note taking method on the 11th grade students’ grammar learning at MAN 1 Kendari. The research question of thisstudy was “Is there any significant effect of Cornell note taking method instruction on students’ grammar learning at class XI of MAN 1 Kendari?”. The scope of the study revolved around the students in 11th grade of MAN 1 Kendari and Grammar courses.The samples of this study were from class XI IPS 2 as control class and XI IPS 3 as experimental class; there are 20 students from each class. This study was a quantitative study that employed two-group) posttest-only design with Cornell note taking method as independent variable and students’ grammar learning as dependent variable.The datawas collected through a grammar test with 35 items of questions. The data of this study was analyzed by usingSPSS 16.0. The result showed that there was 2.80200 score difference between both classes with control class obtained 3.92 a...

Pronunciation is one of the most significant and inevitable parts of teaching in particular and any other languages in general. Teaching pronunciation to  EFL learners in IRAN is a hard task owing to the fact that some outstanding phonological differences exist between Persian and English.

The purpose of this study is to investigate the effects of authentic childhood games in teaching English. The study group of the research consists of 43 5 year old kindergarten students. The study was carried out in the first semester of 2014-2015 academic year. An experimental method was used in this study to state the effects of teaching English vocabulary through authentic childhood games. There were 22 students in the experimental group and 21 students in the control group. To the experimental group the topics were taught through authentic childhood games. Same topics were taught to the control group through traditional methods. According to the results, it is seen that teaching English vocabulary through authentic childhood games have positive impact on academic success. Keywords: authentic childhood games, kindergarten, teaching English

Some studies which are concerned with finding the reason why females and males have different reading comprehension discover two possible factors. The factors are topic and genre familiarity. This study is focused in finding the relationship of topic familiarity, genre familiarity, and reading comprehension across gender. Besides to find the existence of relationship between variables, the researcher also worked to find the strongest factor in affecting reading comprehension across gender. 157 participants were involved in this study. They were 123 females and 34 males from English Department in State University of Malang. This study found that the more the students familiar with the topic, the better they are reading comprehension. However, there is no significant relationship between genre familiarity and reading comprehension. Topic familiarity also became the strongest factor affecting reading comprehension.

We guess there would be little debate among educators that a key goal in the schooling process is to help students to thrive academically as they grow into the life around them (to take a phrase from Vygotsky [1978]), and, as individuals with their own sets of experiences, to find in their classes supportive places to do so. Debate occurs when we ask what students need to learn, and how they need to be learning, in order to achieve these goals. The debate isn't new, and it drives such language and literacy concerns as what counts as "academic" as students develop as language users in school-what topics are worth discussing for students and what ways of discussing are worth spending time on (Sperling & DiPardo, 2008). While such debate may sometimes seem a relative luxury for students already conversant with the social and academic practices of the society in which they live and learn, it is hardly so for second-language (L2) students who are new to the society in which...

A foreign language (FL) translation class should be invested in teaching translation as well as pragmatic competence including culture. The current study has suggested a multilayered method of teaching idioms and culture in FL translation class to provide learners with the required background to communicate successfully. Idioms are one of the important aspects to achieve a successful communication in L2, because it is cultural-oriented, need different methods of translation, and enrich the pragmatic competence of L2 learners. This study has suggested a comparative method in FL translation class to achieve the previous aims. The comparison between the idiomatic expression of L1 (Arabic) and L2 (English) has revealed interesting subclasses of comparison based on cultures, which also indicate the different translation tactics in translating English idioms into Arabic. The subclasses are cultural-identical idioms, cultural-semi-identical idioms, cultural-equivalent idioms, and cultural-specific idioms.

The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and current teachers’ self-perceptions. To meet the end, the researchers applied the Teachers’ Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS
software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and the current teacher’s self-perceptions.

Professional English is a mandatory module in all Chinese universities, being taught alongside the students major. However, students often find learning English somewhat tedious as it can seem disconnected from their major and aspirations for the future. To try to overcome this shortcoming we have introduced the use of creative science as a means of linking language learning to exploring futuristic technologies with the aim of fuelling their engagement with language learning while at the same time helping them acquire valuable creative-thinking skills. In this paper we describe a two year trial be conducted at Shijiazhuang University where we operated this scheme with two batches of students, reporting our findings which show this approach produces significant learning gains over traditional methods. Finally, we describe our plans for developing an online EFL facility based around an i-Lab n the form of a virtual spacestation.

Despite the clear benefits provided by digital educational tools, Turkish teachers of English as a foreign language (EFL) are often seen as failing to take advantage of computing technologies in the classroom. Deficiencies in terms of teachers’ digital literacies are often faulted for this omission. The majority of studies concerning Turkish EFL teachers’ technology use have focused on measurable aspects of their skills and practice. However, the researchers believed that the perceptions of Turkish teachers of English concerning their own level of competence, as well as other issues involved in applying digital tools, could provide insight into whether educators have the capacity to take full advantage of available learning technologies. Accordingly, a series of interviews was applied with six elementary and high school teachers. The results revealed that, in contrast to much of the existing research, the participants felt generally confident about their level of skill in applying these resources. Furthermore, they found digital tools to be motivating and to improve students’ attitudes toward language learning, as well as increasing their proficiency. On the other hand, limited access to computers and the Internet often prevented teachers from taking advantage of digital media in their teaching.