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    Wyświetlanie 1-11 z 11
    Tytuł:
    The Good Behavior Game: Evaluation of a Classroom Behavior Intervention with English Language Learners
    Autorzy:
    Mathieu, Stacey
    Schrauben, Kristen
    Campbell, Amy
    Powiązania:
    https://bibliotekanauki.pl/articles/896701.pdf
    Data publikacji:
    2019-12-11
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    good behavior game
    English language learners
    classroom management
    Opis:
    Various reinforcement strategies have been used to manage classroom behavior, including group contingencies such as the Good Behavior Game (GBG). This study examined whether the Good Behavior Game could be effective in increasing academic engagement and decreasing verbal disruptions in a classroom of kindergarten students who are English Language Learners (ELLs). An ABAB reversal design was used to compare baseline conditions to intervention conditions where the GBG was implemented. Academic engagement was measured using momentary time sampling, and verbal disruptions were measured using partial interval recording. Visual analysis of the data demonstrated a clear functional relation, providing evidence that the GBG intervention successfully increased academic engagement and decreased verbal disruptions. Immediate changes in behavior were observed and remained consistent across conditions. A measure of social validity indicated that the intervention was easy to implement, effective, and beneficial for the students.
    Źródło:
    Psychologia Wychowawcza; 2019, 58(16); 186-195
    0033-2860
    Pojawia się w:
    Psychologia Wychowawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gamified mobile-assisted formative assessment for reviving undergraduate learners’ overall language proficiency: a quasi-experimental study
    Autorzy:
    Yassin, Baderaddin
    Abdulgalil Abugohar, Mohammed
    Powiązania:
    https://bibliotekanauki.pl/articles/2087263.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English Language Learners (ELLs)
    Mobile-Assisted Language Learning (MALL)
    Formative Assessment
    Oxford Placement Test (OPT)
    Adult Learning
    Opis:
    The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students’ mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students’ overall language proficiency.
    Źródło:
    Teaching English with Technology; 2022, 22, 2; 69-89
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching English to adolescents
    Autorzy:
    Lesiak, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/1193989.pdf
    Data publikacji:
    2015
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    English language
    adolescence
    adolescents
    teachers
    teenage learners
    Opis:
    This thesis deals with a challenging matter which is teaching English language to adolescents. Teaching as a process of transmitting knowledge is very important but habitually, it may be very problematical on the particular age level. Teenage learners differ from other learners as they are thought to be the most disobedient in behaviour and most discouraged to learn. Adolescence is a difficult time in a child's life when a lot of psychological and physical transformations take place. Therefore, it is significant for teachers to become familiar with these changes in order to work effectively. There are plenty of useful and efficient methods that teachers can integrate into their lessons to increase students’ understanding and improve overall comprehension.
    Źródło:
    World Scientific News; 2015, 7; 223-237
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Incorporating Multiple Intelligences Theory into English classes
    Autorzy:
    Peters, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1193964.pdf
    Data publikacji:
    2015
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    English language
    Howard Gardner
    Multiple Intelligences Theory
    learners
    Opis:
    The purpose of this thesis is to analyze the influence of Multiple Intelligences Theory on the process of acquiring a foreign language. MI theory developed by Howard Gardner (1983), says that every single individual possesses eight different types of intelligences: Linguistic, Logical-Mathematical, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist. It stands in opposition to the belief that intelligence is an innate entity which we inherit or we are born with. Nevertheless, not everybody has eight very well-developed intelligences, some may be dominant or underdeveloped. Moreover, Gardner claims that all these types of intelligence may be improved. As a result, learners of English language are able to know themselves better and find appropriate milieu in which they would feel comfortable and safe. Different intelligence capacities provide various ways of knowing, acquiring, understanding, and learning about the surrounding world. Hence, teaching with the knowledge concerning students’ dominant intelligences is perceived as fruitful and lucrative because then educators may nurture their intelligences.
    Źródło:
    World Scientific News; 2015, 17; 1-63
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Improving english speaking abilities of ESL learners through communicative task-based instruction
    Autorzy:
    Bone, Janice C
    San Jose, Ariel Epan
    Robles Concepcion, Maria Gregoria
    Powiązania:
    https://bibliotekanauki.pl/articles/1375506.pdf
    Data publikacji:
    2019
    Wydawca:
    Międzynarodowy Instytut Innowacji Nauka – Edukacja – Rozwój w Warszawie
    Tematy:
    qualitative-phenomenology
    English speaking skills
    second language learners
    communicative task-based
    instruction
    Opis:
    Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that generally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversation tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.
    Źródło:
    International Journal of New Economics and Social Sciences; 2019, 9(1); 311-323
    2450-2146
    2451-1064
    Pojawia się w:
    International Journal of New Economics and Social Sciences
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
    Artykuł
    Tytuł:
    LEARNERS’ PERCEPTIONS OF THE IMPACT OF USING DIGITAL STORYTELLING ON VOCABULARY LEARNING
    Autorzy:
    Leong, Amelia Chiew Har
    Abidin, Mohamad Jafre Zainol
    Saibon, Jamalsafri
    Powiązania:
    https://bibliotekanauki.pl/articles/569426.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    digital storytelling
    vocabulary learning
    Young ESL Learners
    English as Second
    Language Learning
    Opis:
    Learning vocabulary is one of the problems faced by English language learners. The inability to use vocabulary poses difficulties to learn the language effectively. One of the ways to attract to and interest learners in learning vocabulary is through the integration of technology, such as the use of digital storytelling as its interactivity can create interest in learning. This study examined the effects of digital storytelling in vocabulary learning among young Malaysian English as a Second Language (ESL) learners. Qualitative case study was employed as the research design of this study. Findings revealed that there were several impacts of digital storytelling on vocabulary learning and all of these effects are positive. Some implications of digital storytelling on education are also discussed in this paper.
    Źródło:
    Teaching English with Technology; 2019, 19, 4; 3-26
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interkulturelle Kompetenz im Fremdsprachenunterricht Deutsch nach Englisch Eine Pilotuntersuchung der Klassen 4–6 im Raum Poznań
    Intercultural Competence in Language Teaching: German after English A pilot study of the classes 4–6 in Poznan/Poland
    Autorzy:
    Zuzok, Nadja
    Powiązania:
    https://bibliotekanauki.pl/articles/917092.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Intercultural competence
    (teaching) German as a foreign language
    German after English
    young learners
    Opis:
    The following essay is about teaching German after English and the intercultural traces that can be found in German teaching and learning after having been learned English. The current polish situation makes this topic relevant, as German is taught as second foreign language. The present study wants to investigate which influence this learning German after English has when speaking of intercultural competence.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 235-243
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1026699.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language (EFL)
    in-service EFL teachers
    phonetically difficult words (PDWs)
    young EFL learners
    Opis:
    This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
    Źródło:
    Research in Language; 2019, 17, 3; 297-315
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables.
    Autorzy:
    Dewaele, Jean-Marc
    Al-Saraj, Taghreed M.
    Powiązania:
    https://bibliotekanauki.pl/articles/780805.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Foreign Language Classroom Anxiety
    English as a foreign language
    Arabic learners
    self-perceived proficiency
    frequencu of use
    Emotional Stability
    Social Initiative
    age
    Opis:
    The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 205-228
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Methodological aspects of online forms of teaching
    Autorzy:
    Haskova, Alena
    Gadusova, Zdenka
    Havettova, Romana
    Powiązania:
    https://bibliotekanauki.pl/articles/1878446.pdf
    Data publikacji:
    2021-09-25
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    coronavirus pandemic
    online teaching and learning
    home schooling
    strengths and weaknesses of home schooling
    foreign language teaching
    English learners
    Opis:
    The paper presents results of a questionnaire survey which aim was to find out English learners´ preferences of different platforms and applications to be used for home schooling.    Concept. Key attention of the authors is paid to the issue of the transition of face-to-face forms of education to online platforms, caused by school closures due to the coronavirus pandemic in 2020. At first, they deal with the use of digital technologies in teaching in general. They analyse how digital didactic means were used prior to the pandemic situation and they present research results related to differences among the ways of the use of these means within different subjects teaching (natural science subjects, technically oriented subjects, languages, social science subjects, artwork subjects). Consequently, the authors deal with the methodological aspects of the use of online forms in foreign language teaching.    Methodology. To find answer to such questions as which educational form, school education or home schooling, is more preferred by English learners, what are the strengths and weaknesses of home schooling, which foreign language skills are being practiced via online Zoom lessons,  which foreign language skills are being practiced via worksheets, or which mobile applications are used to enlarge students` vocabulary range, a questionnaire survey was carried out. Respondents of the survey were English learners, secondary vocational school students,,aged from 16 to 20 year-olds.    Results and conclusions. Based on the analysis of the data recorded from the learners` responses to the particular questionnaire items as the most significant three weaknesses of the home schooling were identified technical problems, more homework and lack of social contacts, while as the main strengths were found out home comfort, sufficient sleeping time and less dense timetable.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 2; 139-152
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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