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    Wyświetlanie 1-7 z 7
    Tytuł:
    THE AFFORDANCES AND TROUBLESHOOTING OF AN IT ENABLED EFL CLASSROOM: FOUR PRACTICAL EXAMPLES
    Autorzy:
    Byrne, Jason
    Furuyabu, Mariko
    Powiązania:
    https://bibliotekanauki.pl/articles/955904.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    BYOD
    Google Classroom
    paperless
    EFL listening
    EFL speaking
    Opis:
    This paper aims to provide teachers with a practical guide to working in an IT enabled classroom. The paper outlines four central practical examples, with teacher reflections, of what was required in starting an actual IT enabled English listening & speaking program. The classroom environment described is board-less, meaning the teacher’s presented with PowerPoint. The environment is largely paperless, meaning a Bring Your Own Device (BYOD) approach was implemented for both students and teachers. The paperless philosophy also meant material creation was digital, and delivery/submission was via Google Classroom. The teachers’ largely thrived in the environment, and many unexpected affordances were discovered, however, technical and pedagogical issues were also identified and the paper troubleshoots ways in which IT enabled EFL classrooms could be enhanced.
    Źródło:
    Teaching English with Technology; 2019, 19, 2; 70-87
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring the Effects of Metacognitive Strategy on EFL Students’ Listening Performance in Indonesia
    Autorzy:
    Episiasi
    Mujiyanto, Januarius
    Suwandi
    Hartono, Rudi
    Powiązania:
    https://bibliotekanauki.pl/articles/2233936.pdf
    Data publikacji:
    2023-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    metacognitive strategy
    listening achievement
    EFL students
    Opis:
    This study aims to describe the effects of metacognitive strategy on students’ listening performance. The quasi-experimental design was employed. The participants were Indonesian undergraduate learners majoring in English education programs. Listening tests and close-response questionnaires were used for collecting the data. The results revealed a significant effect on listening performance after being tutored by using a metacognitive strategy. It also revealed that seven factors affecting students’ difficulties in the listening comprehension process covered comprehension process, linguistic features, psychology, lack of concentration, listeners’ problem, speakers’ problem, and environmental factors. Findings underlined that metacognitive strategy effectively increased EFL students’ listening performance.
    Źródło:
    The New Educational Review; 2023, 72; 176-187
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tertiary language lecturers’ preferences and views on the use of internet resources for EFL listening
    Autorzy:
    Kılıçkaya, Ferit
    Kic-Drgas, Joanna
    Krawiec, Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/2087296.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    L2 learning
    EFL
    listening
    Internet resources
    learner autonomy
    Opis:
    This exploratory study reports on the results of a survey on the tertiary language lecturers’ preferences regarding the access of EFL listening materials by Internet resources. A total of 80 EFL lecturers participated in the study. The data were gathered using an online survey that included short-answer questions. Moreover, semi-structured individual interviews were conducted with 10 participants. The study demonstrated that the participants used the Internet mainly for preparing extra materials for their learners so that they could also practice listening outside the classroom. The materials selected were mainly educational videos on a variety of topics, which were spoken by EFL speakers representing different native languages. The participants used these materials outside the class to support their autonomous L2 learning.
    Źródło:
    Teaching English with Technology; 2022, 22, 2; 27-50
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Influence of Authentic English Video Clips on Students’ Listening Comprehension
    Autorzy:
    Muslem, Asnawi
    Yunus, Melor Md
    Rismawati, -
    Usman, Bustami
    Gani, Sofyan A.
    Powiązania:
    https://bibliotekanauki.pl/articles/1969341.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    authentic video clips
    audio compact disc
    EFL student
    listening comprehension
    Opis:
    Various methods of teaching English to EFL students in Indonesia have been used to increase their language skills. However, students’ English proficiency is still not satisfactory. Therefore, this paper aimed at investigating the effects of using authentic English video clips to improve listening comprehension among EFL students in Aceh, Indonesia. A quasi-experimental group design with non-randomized pretest-posttest control was employed in this study. The sample of the study were 68 second-year students of State Senior High School 4 Banda Aceh. The experimental group was treated by using authentic English video clips and the control group was taught by using audio compact disc (CD). A listening test was used as an instrument to collect data. Analysis of variance (ANOVA) was used to analyze the data collected. Results showed that the use of authentic English video clips significantly improved students’ achievement in listening comprehension in comparison to those taught by using audio compact disc (CD), i.e., there was a significant difference between students who were taught by using authentic English video clips and students who were taught by using audio compact disc (CD) in terms of listening comprehension.
    Źródło:
    The New Educational Review; 2018, 53; 105-114
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EXTENSIVE LISTENING PRACTICE OF EFL LEARNERS WITH AUTHENTIC ENGLISH VIDEOS
    Autorzy:
    Metruk, Rastislav
    Powiązania:
    https://bibliotekanauki.pl/articles/569393.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    authenticity
    listening skills
    video sharing sites
    EFL learner
    English videos
    Opis:
    The present study investigates the self-reported frequency of watching authentic English videos by university EFL students with the intent of practicing listening comprehension skills. The subjects, 37 Slovak university students, were divided into two groups: 17 first-year B.A. students and 20 first-year M.A. students with the same major Teaching Training: English Language and Literature. Both groups filled in a questionnaire regarding their watching of authentic English videos. The findings suggest that both groups of subjects reported viewing English videos either every day or every other day, which could be considered extensive listening practice. The subjects seem to watch videos on video sharing websites and social networking websites fairly frequently as the majority of B.A. and M.A. students chose every day or every other day options in the questionnaire. Moreover, the participants considered practicing listening outside classroom through viewing English videos as beneficial to the development of their listening skills. This indicates that watching authentic English videos should have a place in EFL learning.
    Źródło:
    Teaching English with Technology; 2018, 18, 4; 3-19
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Effects of Instructions in L1 and L2 in EFL Listening Classes on A2 Level Learners
    Autorzy:
    Gündüz, Tarkan
    Kılıçkaya, Ferit
    Powiązania:
    https://bibliotekanauki.pl/articles/2056782.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    Erstsprachengebrauch
    L1
    Anweisungen geben
    Hören
    A2-Niveau
    EFL
    first language use
    giving instructions
    listening
    A2 level
    Opis:
    The current study aimed to investigate the effects of proving instructions in L2 listening activities on the participants’ performance in the classroom and the participants’ views regarding the use of L1. The study included 48 students in the preparatory classes in the School of Foreign languages, at a state university in Turkey. Through the post-test, only quasi-experimental research design, the participants’ performance was compared in classes with L1 and L2 instructions in the listening activities. The results indicated that the participants in the experimental group scored higher than those in the control group who were exposed to L2 instructions.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2021, 45, 3; 97-107
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students
    Autorzy:
    Kozińska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1921595.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    TED
    online resources
    listening
    speaking
    interaction
    EFL
    language skills
    communication skills
    university teaching during the COVID-19 pandemic
    OER
    online language learning
    zasoby internetowe
    słuchanie
    mówienie
    interakcja
    sprawności językowe
    umiejętności komunikacji
    nauczanie uniwersyteckie w czasie pandemii COVID-19
    nauka języków online
    Opis:
    The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  
    Źródło:
    Neofilolog; 2021, 56/2; 201-221
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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