Search results

1

THE EFFECT OF CALL-BASED TASKS ON EFL LEARNERS’ GRAMMAR LEARNING

100%

Alian J. e.-d., Khodabandeh F., Soleimani H.

Teaching English with Technology

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2018

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vol. 18

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issue 3

54-68

EN

In modern language teaching institutions and schools, the proficient language teachers apply different kinds of tasks to teach some skills and sub-skills. In the current study, the researcher investigated the effect of two different tasks, namely Computer Assisted Language Learning (CALL)-based tasks and written questions tasks on students’ English grammar learning. The researcher in the control group asked the participants to answer the written questions in their workbooks and the participants in the experimental group do their assignments using the computers. Based on the post-test results, both CALL-based and written question tasks had positive effects on the participants. The study supports the idea that motivating tasks can have positive results toward language learning.

2

Students’ perceptions of themselves as readers and the concept of reading

100%

Renuga M., Kanchana Mala B.

The New Educational Review

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2015

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vol. 41

86-97

EN

The study was conducted on 122 first-year engineering students at the tertiary level to explore the students’ perceptions of themselves as readers and the concept of reading. Data collected by open-ended brainstorming interviews with the students were classified according to the themes and presented in tables. The result of the study demonstrates that most of the students at this level wish to be good readers since they feel that reading improves their personality, word power and employability skills. The presented study aimed at finding the opinions of young adults because in the present age, more emphasis is put on the role of the learner in the language learning process. As language learning is primarily a learner-oriented activity, learners’ preferences influence their learning. Interest on the part of the reader plays a vital role in developing the habit of reading. Hence, learners’ needs and interests should be taken into consideration for effective learning and teaching to take place. Thus, the study shows that it is appropriate to understand students’ conception of reading for promoting their interest in reading and enhancing their reading skills.

3

Coping at School - Academic Success or/and Sustainable Coping in Future?

88%

Sakk M.

Journal of Teacher Education for Sustainability

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2013

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vol. 15

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issue 1

84-106

EN

The purpose of the research was to monitor opinions of learners, parents and teachers on the aspects of coping at the second level of primary school in both Estonian-medium and Russian-medium schools. The research was carried out from 2006 to 2011. The research used a questionnaire which was administered to 652 learners and their parents in Forms 4 through 6 at both Estonian-medium and Russian-medium general education schools. In the second part of the research, 30 teachers from the same selection were interviewed. The results of the research show that the learners, parents and teachers who took part in the research in both Estonian-medium and Russian-medium schools link the aspects of coping with academic success. Additionally, teachers in schools with Estonian as the language of instruction consider the learnersí skills of social coping also important. Both the Estonian-medium and Russian-medium school teachers consider home and parents the main factors that influence coping skills. According to the teachers, changes in society have changed common beliefs, attitudes and the way of thinking among the parents and the learners, causing difficulties in learnersí academic as well as social coping. Based on the rapid changes in society, it is important to reorient teacher education. Social skills, forming the basic skills of learning, and accessing different websites for studying will become crucial in teaching the new generation.

4

Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa

88%

Zindoga L., JO Aloka P.

Academicus. International Scientific Journal

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2024

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vol. 15

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issue 29

157-173

EN

This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.

5

The Socio-Cultural Context of Reading Interest of Younger Learners

88%

Simanová L., Babiaková S.

The New Educational Review

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2022

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vol. 70

45-56

EN

This study examines the correlation between 9–10-year-old learners’ reading interest and four types of socio-cultural environments that stimulate their interest (enthusiasm) in reading as a fundamental pillar of reading literacy development. The study aimed to map and analyse the socio-cultural context of four levels of intensity of reading interest of 1195 Slovak, Czech and Polish learners. A 46-item questionnaire was used to achieve the aim of the study. Statistical testing using Spearman’s coefficient was used for analysis. The significant results of the research showed that the correlation between monitored younger learners’ reading interest and family environment is very weak, and reading as a leisure activity in the virtual environment is not attractive.

6

Raising student bilingualism through foreign language (English) teacher professional involvement

75%

Kawałek A., Polok K., Przybysz- Zaremba M.

Kultura-Społeczeństwo-Edukacja

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2022

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vol. 22

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issue 2

73-91

EN

The bilingual process is widely observed among many people and many cultures. Out of the many different forms of bilingualism, the form of bilingualism that most often appears is the subsequent one, being the result of learning a second language in school settings. When developing this type of bilingualism, both the language competences of language teachers and the quality of their teaching talent are very important. In order to assess this type of interdependence, a study that focuses on the teachers’ skills and competences, on the one hand, and the impact L2 teachers have on students, on the other hand, was designed. The study involved 50 teachers and 100 students taught by them, all of them attending vocational secondary schools in southern Poland. All participants of the study (i.e. both the teachers and the students) were to answer six verification questions included in the Matura exam 2018. The results obtained during the research indicate the existence of an interdependence between the actual level of proficiency of foreign language (FL) teachers and the final evel of L2 proficiency presented by their students. Generally, the students led by language teachers with a higher overall level of communicative competence showed an overall better command of English in the survey.

7

The use of English language outside the classroom

63%

Sargsyan M., Kurghinyan A.

Journal of Language and Cultural Education

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2016

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vol. 4

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issue 1

29-47

EN

This article presents a study which aimed to explore in what ways Armenian EFL students use their English language knowledge outside the classroom. The study involved 38 EFL learners of different English proficiency levels, ages, and genders. Data were collected using surveys and in-depth interviews. Findings indicate that most of the Armenian EFL learners use English out of the class very often, especially with social media, listening to songs, watching movies and clips, as well as travelling and searching on the Internet. Based on the findings, specific recommendations are offered to bring the students’ interests into the classroom.

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2 The New Educational Review

1 Academicus. International Scientific Journal

1 Journal of Language and Cultural Education

1 Journal of Teacher Education for Sustainability

1 Kultura-Społeczeństwo-Edukacja

1 Teaching English with Technology

1 Alian J. e.-d.

1 Babiaková S.

1 JO Aloka P.

1 Kanchana Mala B.

1 Kawałek A.

1 Khodabandeh F.

1 Kurghinyan A.

1 Polok K.

1 Przybysz- Zaremba M.

1 Renuga M.

1 Sakk M.

1 Sargsyan M.

1 Simanová L.

1 Soleimani H.

1 Zindoga L.

1 2024

2 2022

1 2018

1 2016

1 2015