Temat: TEFL - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Accents of English at Czech Schools: Students’ Attitudes and Recognition Skills
Autorzy:: Jakšič, Jan
Šturm, Pavel
Tematy:: Czech education
English
English accents
pronunciation
TEFL; Pokaż więcej
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Powiązania:: https://bibliotekanauki.pl/articles/620976.pdf Link otwiera się w nowym oknie
Opis:: The study investigates the attitudes of 254 Czech students towards English as the main language taught at secondary schools. The questionnaire enquired about their perspectives on learning English in general, British and American cultures and accents of English. Such preferences may have implications for pronunciation model selection in TEFL. In addition, the participants evaluated 12 words pronounced in British or American English for pleasantness, and also assigned them to one of the varieties. Despite the predominance of American culture and despite equal distribution of cultural preferences and equal aesthetic evaluation of the accents, the British variety was marked as more prestigious and was also identified more successfully. Interestingly, the findings differed between students from the capital city and those from regional schools.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Apple Tree Model of Emotion-Involved Processing: Videos for Emotions and Foreign Language Learning
Autorzy:: Kamenická, Jana
Tematy:: emotions
emotion-involved processing
language pedagogy
neuroscience
psychology
TEFL
videos; Pokaż więcej
Wydawca:: Fundacja Pro Scientia Publica
Powiązania:: https://bibliotekanauki.pl/articles/1366426.pdf Link otwiera się w nowym oknie
Opis:: Aim. The primary aim of this paper is to present and discuss the Apple-Tree Model of Emotion-Involved Processing in the context of foreign language learning with regard to didactic, neuroscientific, and psychological viewpoints. The proposed model mirrors theories which emphasize the role of emotional experiencing in the process of learning and relate it to the enhancement of cognitive processes. The secondary aim of this paper is to propose examples of application of these theories and recent research findings – with the use of videos in foreign language learning both inside and outside of the classes. Methods. Along with several others, two studies (an action research and experiment), dealing with the role of emotional engagement and positive emotional stimuli, are discussed in more detail. Concerning the action research (Kamenická & Kováčiková, 2019), the subjects of this study were 31 non-native teenage secondary grammar school EFL learners (i.e., 17-18 years old). In this study, the role of emotional engagement in foreign language learning was observed – with regard to learners of various learning styles. Concerning the experiment (Kráľová, Kamenická, & Tirpáková, submitted for publication), it provided both quantitative and qualitative data. Its subjects were 82 non-native first-year university EFL students (i.e., 18-19 years old). The effect of application of positive emotional stimuli during the foreign language classes was observed – with regard to research participants’ vocabulary retention, emotional experiencing, and their autonomic stress response. The qualitative data gathered dealt with research participants’ subjective perception of emotionally competent stimuli applied, vocabulary recall, and experimental classes as such. Results. The analysis of the qualitative data suggests that emotional engagement leads to better motivation to learn among learners, including the reluctant ones. Moreover, the research outcomes suggest that emotionally competent stimuli might be considered as a universal key, when it comes to engagement of learners of various learning styles. Furthermore, the qualitative data analysis also indicates that learners especially appreciate learning the foreign language through topics which are not usually part of school curriculum. The statistical data analysis indicates that positive emotional experiences lead to the increase of both foreign language enjoyment and learners’ foreign language vocabulary retention. Conclusions. The research findings suggest that positive emotional stimulation of FL learners might lead to their increased motivation for learning as well as to better retention of new language items. Furthermore, they also confirm the significant role of the teacher in terms of regulation and responsibility for the learning atmosphere. As nowadays, the FL learning does not take place in classes only, the teachers’ managerial guidance and direction of learners becomes essential more than ever. With regard to these findings, several ideas how to guide learners’ FL learning both inside and outside of class, are proposed – with the use of videos, which are staggeringly omnipresent in everyday lives of nowadays’ society.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Using tracking software for writing instruction
Autorzy:: Yagi, Sane M.
Al-Salman, Saleh
Tematy:: tracking software
metacognition
writing
pedagogy
TEFL
CALL; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780611.pdf Link otwiera się w nowym oknie
Opis:: Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product; it is there that they could find sources of writing problems. Despite all controversy evoked by post-process approaches with respect to process writing, information technology has lately offered tools that can shed new light on how writing takes place. Software that can record keyboard, mouse, and screen activities is capable of unraveling mysteries of the writing process. Technology has given teachers and learners the option of examining the writing process as it unfolds, enabling them to diagnose strategy as well as wording problems, thus empowering teachers to guide learners individually in how to think about each of their trouble spots in the context of a specific product of writing. With these advances in information technology, metacognitive awareness and strategy training begin to acquire new dimensions of meaning. Technology lays open aspects of the writing process, offering unprecedented insight into creative text production as well. This paper attempts to explain how tracking software can influence writing instruction. It briefly examines the process and post-process approaches to assess their viability, explains the concept of tracking software, proposes methodology needed for the adoption of this technology, and then discusses the pedagogical implications of these issues.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Analyzing social media use in TEFL via the technology acceptance model in Indonesian higher education during the Covid-19 pandemic
Autorzy:: Mukminin, Amirul
Muhaimin, Muhaimin
Diat Prasojo, Lantip
Khaeruddin, Khaeruddin
Habibi, Akhmad
Marzulina, Lenny
Harto, Kasinyo
Tematy:: social media
use
Covid-19
TEFL
factor analysis; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/2087213.pdf Link otwiera się w nowym oknie
Opis:: This survey study utilized an extended Technology Acceptance Model (TAM) to understand factors affecting Social Media Use in Teaching English as a Foreign Language (SMU-TEFL) during the COVID-19 pandemic to help improve the integration of effective and efficient technology with traditional education methods. The initial survey instrument that was used was adapted from prior studies and was validated through content validity, piloted, and distributed to 287 EFL faculty members from ten Indonesian universities. Factor analyses (exploratory and confirmatory) were conducted to purify the instrument. Path analysis through Covariance-Based Structural Equation Modelling (CB-SEM) was used to assess correlations of the hypotheses which were supported by the Pearson correlation coefficient. The findings of the study informed a valid and reliable model that sufficiently explains variance to measure factors affecting SMU-TEFL during the Covid-19 pandemic. Six significant relationships out of eight hypothetical statements were confirmed and elaborated. It is recommended that future research be conducted in order to improve the integration of technology into TEFL courses, especially in pandemic situations.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?
Autorzy:: Byrne, Jason
Tematy:: CALL
English Language Teaching
MALL
Mobile Learning
TEFL; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/955499.pdf Link otwiera się w nowym oknie
Opis:: This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Exploring Teachers’ Real Lives and Voices – A Vital Research Focus in Pedeutological Inquiry
Autorzy:: Templer, Bill
Tematy:: lives of teachers
pedeutology
narrative inquiry
TEFL
life history; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/62052590.pdf Link otwiera się w nowym oknie
Opis:: Researching the lives of teachers and their life stories can provide a concrete, empirically grounded fund of knowledge for looking at a great variety of questions in the field of teaching English as a foreign language (TEFL), and should be a prime focus of inquiry in comparative pedeutology. This pragmatic article discusses aspects of a narrative-based multifaceted initiative of empirical inquiry on teachers’ work and lives. It centres on TEFL, but can be extrapolated to a spectrum of pedeutological perspectives on teachers in any subject matter area. There is a clear need to explore the vital links between what educators do and who they are—that is, between their work worlds and their personal subjectivities and identities.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Drama as a FL enhancing creative activity in FL preschool learners’ environment
Technika dramy jako środek dydaktyczny zwiększający aktywność twórczą w środowisku uczniów przedszkolnych podczas lekcji języka obcego
Autorzy:: Brachaczek, Arletta
Polok, Krzysztof
Tematy:: technika dramy
nauka przedszkolna
TEFL
przyswajanie słownictwa
English drama
preschool learners
vocabulary assimilation; Pokaż więcej
Wydawca:: Akademia Humanistyczno-Ekonomiczna w Łodzi
Powiązania:: https://bibliotekanauki.pl/articles/34656001.pdf Link otwiera się w nowym oknie
Opis:: The study was aimed at checking whether the drama technique positively affects the acquisition of English vocabulary among 5-year-old preschool students. The study involved 16 students from one of the kindergartens in southern Poland (8 in the experimental group and 8 in the control group). The aim of the study in the experimental group was to learn a selected set of English vocabulary so that at the very end they would put on a Christmas presentation. At the same time, the control group practiced the same material with the method generally recommended for teaching preschool children, i.e. with flashcards or games. In both cases, the experiment lasted more than 2 months, with 30-minute English classes for participants once a week. The results of the study were subject to statistical analysis: both dependent and independent samples of the t-test were used here. After collecting all the information, the hypothesis that the drama technique positively affects the acquisition of English vocabulary among 5-year-old students was confirmed. In addition, it has been shown that this type of foreign language learning methods turned out to be more effective and more durable than other language learning techniques used in preschool education.
Badanie miało na celu sprawdzenie, czy technika dramy pozytywnie wpływa na przyswajanie słownictwa angielskiego wśród 5-letnich uczniów przedszkolnych. W badaniu wzięło udział 16 uczniów z jednego z przedszkoli w południowej Polsce (8 w grupie eksperymentalnej i 8 w kontrolnej). Celem nauki w grupie eksperymentalnej było wyuczenie wybranego zestawu angielskiego słownictwa tak, aby na koniec wystawiła ona świąteczną prezentację. Jednocześnie grupa kontrolna ćwiczyła ten sam materiał metodą ogólnie zalecaną do nauczania dzieci w wieku przedszkolnym, tj. przy pomocy fiszek lub gier. W obu przypadkach eksperyment trwał ponad dwa miesiące, a 30-minutowe zajęcia z języka angielskiego dla uczestników odbywały się raz w tygodniu. Wyniki badania podlegały analizie statystycznej: zastosowano zarówno zależne, jak i niezależne próby testu t. Po zebraniu wszystkich informacji potwierdzono prawdziwość hipotezy zakładającej, że technika dramy pozytywnie wpływa na przyswajanie słownictwa angielskiego wśród 5-letnich uczniów. Dodatkowo wykazano, iż tego typu formy nauki języka obcego okazały się skuteczniejsze i dawały trwalsze efekty od innych technik nauki języka stosowanych w edukacji przedszkolnej.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: DYSLEKSJA ROZWOJOWA A NAUCZANIE JĘZYKA ANGIELSKIEGO JAKO OBCEGO
DEVELOPMENTAL DYSLEXIA AND TEACHING
Autorzy:: Kuczara, Anna
Opis:: Summary The main purpose of this thesis is to examine the influence of developmental dyslexia on the foreign language learning process as well as the usefulness and effectiveness of a multisensory method to teaching English as a foreign language to elementary school students experiencing dyslexic problems. The results of the longitudinal study carried out on five fifth grade elementary school students experiencing specific learning difficulties of a dyslexic nature proved that reading and writing disability definitely has a negative impact on students’ foreign language - in this case English - acquisition, mainly in terms of abilities and skills such as: decoding and remembering, processing and retrieving of linguistic information, short- and long-term memory, correct spelling of words or phrases and letter-sound correspondence, required and necessary in the reading and writing process. Apart from proving a strong correlation between reading and writing disability and students’ foreign language proficiency and a significant role of dyslexic problems in the foreign language process, the author’s observation of the participants and learning difficulties exhibited by them along with the scores obtained by them in tests and other assignments, revealed that the severity of dyslexia does not influence the kind of difficulties experienced by a given student. Furthermore, research findings provided positive answer to another hypothesis posed by the author at the beginning of her study, mainly that a multisensory teaching approach is significantly useful, effective and beneficial for dyslexic students, as it allows them to employ many senses and make use of their strong sides or abilities in order to overcome their difficulties and problems in learning a foreign language and in other school subjects.
Streszczenie Nadrzędnym celem niniejszej pracy jest ocena wpływu dysleksji rozwojowej na proces nauki języka obcego oraz użyteczności i skuteczności polisensorycznego nauczania języka angielskiego uczniów szkoły podstawowej z trudnościami natury dyslektycznej. Uzyskane wyniki długoterminowego (dwa semestry) projektu badawczego przeprowadzonego na pięciu uczniach piątej klasy szkoły podstawowej wykazujących specyficzne trudności w uczeniu się udowodniły, iż problemy w opanowaniu techniki czytania i pisania wywierają negatywny wpływ na proces przyswajania przez dziecko języka obcego – w tym przypadku języka angielskiego - przede wszystkim jeśli chodzi umiejętności i kompetencje językowe takie jak: zdolność kodowania i zapamiętywania oraz przetwarzania i odtwarzania poszczególnych informacji, pamięć krótko- i długotrwała, prawidłowa pisownia wyrazów czy wyrażeń, różnicowanie pojęć głoska-litera i odpowiednie stosowanie obu nazw, które to umiejętności są niezbędne w skutecznym opanowaniu procesu czytania i pisania. Wyniki przeprowadzonego badania jakościowego wykazały silny związek pomiędzy trudnościami w czytaniu i pisaniu u uczniów a wynikami osiąganymi przez nich w nauce języka obcego, potwierdziły one również znaczącą rolę trudności edukacyjnych tego typu w procesie uczenia się języka obcego przez dzieci dyslektyczne. Zarówno obserwacja uczniów biorących udział w badaniu i całorocznym kursie zajęć wyrównawczych, jak i analiza uzyskanych przez nich osiągnięć i wyników testów ujawniły, iż stopień trudności dyslektycznych nie warunkuje rodzaju trudności w uczeniu się, z jakimi boryka się dany uczeń. Co więcej, rezultaty uzyskane w badaniu potwierdziły słuszność jednej z hipotez założonych przez autorkę pracy, że wielozmysłowe uczenie języków obcych jak i innych szkolnych przedmiotów jest niezwykle skuteczna w nauczaniu dzieci dyslektycznych.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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