Temat: EFL learners - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: TEACHING ENGLISH TO ADULTS WITH DISABILITIES: A DIGITAL SOLUTION THROUGH EN-ABILITIES
Autorzy:: Blázquez Arribas, Leticia
Barros del Río, María Amor
Alcalde Peñalver, Elena
Sigona, Concetta Maria
Powiązania:: https://bibliotekanauki.pl/articles/955788.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: TESOL
ICT
disability
Universal design
EFL learners
Opis:: This article analyzes the current situation of English language teaching (more particularly TESOL) to adults with Special Educational Needs (hereinafter SEN) in Spain from a double perspective. On the one hand, a qualitative study on teaching experiences with adult students with some type of disability is presented. The conclusions of this study shed light on the difficulties detected and the strategies implemented for teaching English. On the other hand, the resources most commonly used in the field of virtual teaching to increase and improve the skills of these students are reviewed. Finally, the authors describe an on-going European project that implements a Virtual Learning Environment (hereinafter VLE) where the principles of Universal Design are incorporated to facilitate the formative access to learning English as a second language to adult students with SEN.
Źródło:: Teaching English with Technology; 2020, 20, 1; 80-103
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: THE APPLICATION OF TECHNOLOGY IN TEACHING GRAMMAR TO EFL LEARNERS: THE ROLE OF ANIMATED SITCOMS
Autorzy:: Saeedi, Zari
Biri, Aso
Powiązania:: https://bibliotekanauki.pl/articles/955486.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: multimedia
animated sitcom
grammar
grammar teaching
EFL learners
Opis:: Building upon previous research into the effectiveness of using videos for language teaching purposes, this study utilized an English animated situation comedy (sitcom) as an authentic type of multimedia to teach a particular grammatical structure, namely conditional sentences. This study also aimed at investigating the learners’ attitudes toward this approach to grammar instruction. To achieve these purposes, 34 participants were selected and divided into two groups. In the control group (N=17) conditional sentences were taught through the explicit way of teaching grammar whereas the participants of the experimental group (N=17) learned about the conditional sentences through exposure to the animated sitcom. The results pointed to the effectiveness of using the aforementioned animated sitcom in teaching conditional sentences. Moreover, students showed a positive attitude to the animated sitcom as well as its use in teaching conditional sentences. The findings of this study have implications for L2 learners, encouraging them to change their view of grammar and looking at it from a more communicative perspective.
Źródło:: Teaching English with Technology; 2016, 16, 2; 18-39
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: VIRTUAL REALITY ASSISTED PRONUNCIATION TRAINING (VRAPT) FOR YOUNG EFL LEARNERS
Autorzy:: Alemi, Minoo
Khatoony, Shiva
Powiązania:: https://bibliotekanauki.pl/articles/955950.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: Virtual Reality Assisted pronunciation Training (VRAPT)
pronunciation practice
young EFL learners
Opis:: Technology integration has become increasingly prevalent in language education and technology teaching tools are currently used for English instruction. In line with this trend, it is also believed to be influential in teaching and learning pronunciation. To cast an empirical light on this issue, this study aimed to analyse the influence of Virtual Reality Assisted Pronunciation Training (VRAPT) on pronunciation of young Iranian EFL learners. With respect to this, 18 low-intermediate English language learners (6-12 years old) were invited to take part in the study held in the lab at Sharif University of Technology in Iran. First, their English language pronunciation was measured by a pronunciation pre-test through Speech ace Browser. Next, in a virtual environment, during 10 sessions (each session 90 minutes), the participants received instructions on all of the pronunciation items measured in the test (consists of English vowels like /ɪ/ and /i/ and also vowels of /ʊ/ and /u/) through the Virtual Reality (VR) game administered by a humanoid robot. The results of a paired samples t-test revealed that there was a significant difference between learners’ performance before and after the training sessions. This paper recommends that simulated games within virtual reality could be applied in enhancing pronunciation skills of EFL learners and utilized in helping them to develop native-like pronunciation. It also generates new ways of thinking about VRAPT as an innovative teaching approach and creating an efficient and pleasurable English learning environment.
Źródło:: Teaching English with Technology; 2020, 20, 4; 59-81
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: BUILDING UP THAI EFL STUDENTS’ POSITIVE ATTITUDES TOWARD THEIR NON-NATIVE ENGLISH ACCENTED SPEECH WITH THE USE OF PHONETICS WEBSITE
Autorzy:: Tananuraksakul, Noparat
Powiązania:: https://bibliotekanauki.pl/articles/940855.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: Thai EFL learners
phonetics website
language attitude
non-native English accented speech
Opis:: This paper examined the hypothesis that Thai EFL students’ positive attitudes toward their non-native English accented speech could be promoted by the use of University of Iowa’s Sounds of American English website, known as the “number 1 phonetics website”. Fifty-two undergraduate students in the field of sciences participated in the investigation, which took place at two different stages. The findings of both stages mirrored non-native-like identity they perceptually obtained and native-like identity they socially aspired to possess. The findings of the second stage confirmed the hypothesis to some extent because of their synchronous feelings of slightly decreased embarrassment and increased pride and offer two insightful directions for EFL teachers. Firstly, irrespective of students’ actual English accented speech, there is a need to promote their positive attitudes toward their own accent at an early age. Secondly, helping them understand that speaking intelligibly is more important than sounding like a native speaker.
Źródło:: Teaching English with Technology; 2017, 17, 4; 52-63
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: DIGITAL LITERACY AMONG YOUNG LEARNERS: HOW DO EFL TEACHERS AND LEARNERS VIEW ITS BENEFITS AND BARRIERS?
Autorzy:: Mudra, Heri
Powiązania:: https://bibliotekanauki.pl/articles/955382.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: digital literacy
young learners
benefits
barriers
EFL teachers
Opis:: The present study aims to explore perceptions of young learners and EFL teachers towards benefits and barriers of digital literacy. Eight young learners and five EFL teachers took part in this qualitative study. In-depth semi-structured interviews were employed to collect qualitative data. The results depict that there are benefits and barriers of digital literacy for young learners in learning English. The benefits of digital literacy include improving young learners’ writing, reading, listening, and speaking skills, getting used to authentic materials, increasing frequency of digital technology use, enhancing online collaboration between teacher-learners and learners-learners. However, this study reports that digital literacy also has some negative impact for young learners. Problems with weak signals which affect difficult internet access still remain a problem. Contents of online digital materials are not easy for young learners to interpret and convert into simple, self-regulated information. Moreover, digital literacy tools are considered to be expensive. These barriers might be influenced by other problems such as complexity of digital literacy tools, different comprehension levels among young learners, young learners and EFL teachers’ lack of digital literacy experiences. In conclusion, the results give valuable insights in how to go about integration of digital literacy tools for young learners.
Źródło:: Teaching English with Technology; 2020, 20, 3; 3-24
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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