Critical thinking education is, generally, the act of recognizing the student as a full human being in all aspects of teaching and learning, with the ultimate purpose of creating creative, authentic, and critical individuals who can solve problems and make decisions for themselves. It holds that students should be engaged in the development and practice of varied creative and critical thinking skills and that they should be encouraged to personalize connections and transfer these skills from the classroom and school contexts to other life situations. This article addresses the issue of critical thinking practice in language education classrooms. It presents some relevant definitions of critical thinking education and discusses some critical thinking skills that students should be encouraged to develop and practice and some barriers to their effective and successful implementation in language education classrooms. To this end, this article suggests some classroom activities and patterns of communication which could help teachers cope with these impediments, and engage their students in the development and practice of these skills. Article visualizations:
{"title":"CRITICAL THINKING PRACTICE IN FOREIGN LANGUAGE EDUCATION CLASSROOMS","authors":"Abdelmajid Jamiai, Abderrahim El karfa","doi":"10.46827/ejel.v7i3.4322","DOIUrl":"https://doi.org/10.46827/ejel.v7i3.4322","url":null,"abstract":"Critical thinking education is, generally, the act of recognizing the student as a full human being in all aspects of teaching and learning, with the ultimate purpose of creating creative, authentic, and critical individuals who can solve problems and make decisions for themselves. It holds that students should be engaged in the development and practice of varied creative and critical thinking skills and that they should be encouraged to personalize connections and transfer these skills from the classroom and school contexts to other life situations. This article addresses the issue of critical thinking practice in language education classrooms. It presents some relevant definitions of critical thinking education and discusses some critical thinking skills that students should be encouraged to develop and practice and some barriers to their effective and successful implementation in language education classrooms. To this end, this article suggests some classroom activities and patterns of communication which could help teachers cope with these impediments, and engage their students in the development and practice of these skills. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128883063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Speaking is regarded as the most important aspect of communication skills, and it contributes to the success of language learners in their studies and careers, as well as the success of teachers in their teaching process. However, English-majored students, especially English-majored freshmen, usually face some errors in speaking English. Consequently, this research, entitled "A Survey on Common Errors in Studying Speaking Skills of English-majored Freshmen at Tay Do University" was conducted to figure out some common problems in speaking English that these English-majored students have encountered. The participants of this research were 80 students from two classes, English 15A and English 15B, at Tay Do University. The main research instrument for collecting the data was a questionnaire. The findings of this research pointed out the participants’ errors in speaking skills problems (pronunciation, grammar tense, pronunciation, mother tongue, vocabulary) and psychological problems (anxiety of error, lack of motivation, shyness, lack of confidence). The results showed that the students had errors in their speaking skills. Thanks to the results, some useful solutions were proposed for English-majored students. Article visualizations:
{"title":"A SURVEY ON COMMON ERRORS IN STUDYING SPEAKING SKILL OF ENGLISH-MAJORED FRESHMEN AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Hanh Dang, T. Châu, Cameron Diep","doi":"10.46827/ejel.v7i3.4301","DOIUrl":"https://doi.org/10.46827/ejel.v7i3.4301","url":null,"abstract":"Speaking is regarded as the most important aspect of communication skills, and it contributes to the success of language learners in their studies and careers, as well as the success of teachers in their teaching process. However, English-majored students, especially English-majored freshmen, usually face some errors in speaking English. Consequently, this research, entitled \"A Survey on Common Errors in Studying Speaking Skills of English-majored Freshmen at Tay Do University\" was conducted to figure out some common problems in speaking English that these English-majored students have encountered. The participants of this research were 80 students from two classes, English 15A and English 15B, at Tay Do University. The main research instrument for collecting the data was a questionnaire. The findings of this research pointed out the participants’ errors in speaking skills problems (pronunciation, grammar tense, pronunciation, mother tongue, vocabulary) and psychological problems (anxiety of error, lack of motivation, shyness, lack of confidence). The results showed that the students had errors in their speaking skills. Thanks to the results, some useful solutions were proposed for English-majored students. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"631 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132834092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Business news articles are crucial for Business English students since they provide a rich source for learning vocabulary in their field of study and professional communication. This study investigates lexico-grammatical items specific to a specialised corpus of online business news reports. Its overall aim is twofold: 1) to generate a keywords list extracted from the self-built corpus; and 2) to identify lexical collocations of the first ten keywords. Seven hundred online business news articles from BBC news.com were compiled to build a corpus of business news. The data were analysed by the application of Antconc 3.5.9 developed by Anthony (2020). The results derived from the present study through a corpus-based analysis uncovered a list of keywords which were frequently used in online business news where the majority of the keywords were nouns (63.51%), verbs/nouns (8%), adjectives (7%), adjectives/nouns (4%), adverbs (2%), and verb (1%). From the selected top one hundred keywords, the lexical collocations of each keyword were identified with 3 combination types based on the set framework adapted from Benson et al.’s (2010). The obtained combination types include Adjective+Noun (40%), Noun+Noun (35%), and Noun+Verb (20%), respectively. The pedagogical implications and recommendations for future research were also discussed. Article visualizations:
商务新闻文章对商务英语专业的学生来说是至关重要的，因为它们提供了丰富的学习词汇和专业交流的来源。这项研究调查了一个专门的在线商业新闻报道语料库的词汇语法项目。它的总体目标有两个:1)从自建语料库中提取关键字列表;2)识别前十个关键词的词汇搭配。来自BBC news.com的700篇在线商业新闻文章被编译成一个商业新闻语料库。采用Anthony(2020)开发的Antconc 3.5.9软件对数据进行分析。本研究通过基于语料库的分析得出了在线商业新闻中经常使用的关键词列表，其中大多数关键词是名词(63.51%)、动词/名词(8%)、形容词(7%)、形容词/名词(4%)、副词(2%)和动词(1%)。从选取的前100个关键词中，基于Benson et al.(2010)的集合框架，将每个关键词的词汇搭配识别为3种组合类型。所得到的组合类型分别为形容词+名词(40%)、名词+名词(35%)和名词+动词(20%)。本文亦讨论了教学意义及对未来研究的建议。可视化条
{"title":"A CORPUS-BASED STUDY OF LEXICAL COLLOCATIONS OF KEYWORDS FOUND IN ONLINE BUSINESS NEWS ARTICLES","authors":"Krittat Sukman, Wanpiya Triwatwaranon, Tiwphai Munkongdee, Narawan Chumnumnawin","doi":"10.46827/ejel.v7i3.4275","DOIUrl":"https://doi.org/10.46827/ejel.v7i3.4275","url":null,"abstract":"Business news articles are crucial for Business English students since they provide a rich source for learning vocabulary in their field of study and professional communication. This study investigates lexico-grammatical items specific to a specialised corpus of online business news reports. Its overall aim is twofold: 1) to generate a keywords list extracted from the self-built corpus; and 2) to identify lexical collocations of the first ten keywords. Seven hundred online business news articles from BBC news.com were compiled to build a corpus of business news. The data were analysed by the application of Antconc 3.5.9 developed by Anthony (2020). The results derived from the present study through a corpus-based analysis uncovered a list of keywords which were frequently used in online business news where the majority of the keywords were nouns (63.51%), verbs/nouns (8%), adjectives (7%), adjectives/nouns (4%), adverbs (2%), and verb (1%). From the selected top one hundred keywords, the lexical collocations of each keyword were identified with 3 combination types based on the set framework adapted from Benson et al.’s (2010). The obtained combination types include Adjective+Noun (40%), Noun+Noun (35%), and Noun+Verb (20%), respectively. The pedagogical implications and recommendations for future research were also discussed. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128068205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nguyễn Thi Minh Hiếu, Nguyen Truong Giang, T. Tuyen, N. Loc, N. Hà
With the occurrence of the COVID-19 crisis, there has been dramatically growth and adoption of online education. As a consequence of the epidemic, institutes have been compulsory to close, and teaching and learning have changed fully to home studying. As a result, numerous educational institutions have adopted online teaching and learning on a massive scale. To combine the Communicative Language Teaching (CLT) approach with a framework of computer-assisted language learning seems to be the best strategy during a coronavirus outbreak. This study offers a survey of the literature on Communicative Language Teaching in the situation of online teaching and studying. This paper begins with an overview, definition, and characteristics of CLT. It then examines how CLT can be beneficial in a virtual classroom: advantages and disadvantages. Besides, it discusses the approaches to using CLT in online teaching and learning. This paper's goal is to provide an effective overview that can be used for online language instruction. The study will add to our understanding of Communicative Language Teaching and its use in an online setting. Article visualizations:
{"title":"THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING IN THE CONTEXT OF ONLINE LEARNING: A LITERATURE REVIEW","authors":"Nguyễn Thi Minh Hiếu, Nguyen Truong Giang, T. Tuyen, N. Loc, N. Hà","doi":"10.46827/ejel.v7i3.4251","DOIUrl":"https://doi.org/10.46827/ejel.v7i3.4251","url":null,"abstract":"With the occurrence of the COVID-19 crisis, there has been dramatically growth and adoption of online education. As a consequence of the epidemic, institutes have been compulsory to close, and teaching and learning have changed fully to home studying. As a result, numerous educational institutions have adopted online teaching and learning on a massive scale. To combine the Communicative Language Teaching (CLT) approach with a framework of computer-assisted language learning seems to be the best strategy during a coronavirus outbreak. This study offers a survey of the literature on Communicative Language Teaching in the situation of online teaching and studying. This paper begins with an overview, definition, and characteristics of CLT. It then examines how CLT can be beneficial in a virtual classroom: advantages and disadvantages. Besides, it discusses the approaches to using CLT in online teaching and learning. This paper's goal is to provide an effective overview that can be used for online language instruction. The study will add to our understanding of Communicative Language Teaching and its use in an online setting. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129013692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at investigating the effect of the storytelling strategies on improving the language speaking skills of grade-six elementary school boys in Sudan. It was designated to find out the effects of using storytelling on developing language speaking skills. It was assumed that there are statistically significant differences between the mean scores of the experimental group students and their peers in the control group on the language speaking skills test due to the storytelling technique. The total sample was 63 where there were 31 students in the experimental group and 32 in the controlled group. Pre-test and post-test were used to collect the data. The results of the study showed that there was a substantial effect of the storytelling technique on language speaking skills in favor of the experimental group. The results proved that English language traditional techniques don’t meet the need of the students or attract their interest to improve their English language. Storytelling techniques were found very helpful to promote language speaking skills. The study recommended that teachers should be subjected to intensive training to cope with the learners' needs and to be aware of the communicative approach necessities. Article visualizations:
{"title":"THE EFFECT OF STORYTELLING AS A TEACHING METHOD ON SPEAKING SKILLS IN EFL PROGRAMS: AN ACTION RESEARCH","authors":"A. Ibrahim","doi":"10.46827/ejel.v7i3.4247","DOIUrl":"https://doi.org/10.46827/ejel.v7i3.4247","url":null,"abstract":"This study aimed at investigating the effect of the storytelling strategies on improving the language speaking skills of grade-six elementary school boys in Sudan. It was designated to find out the effects of using storytelling on developing language speaking skills. It was assumed that there are statistically significant differences between the mean scores of the experimental group students and their peers in the control group on the language speaking skills test due to the storytelling technique. The total sample was 63 where there were 31 students in the experimental group and 32 in the controlled group. Pre-test and post-test were used to collect the data. The results of the study showed that there was a substantial effect of the storytelling technique on language speaking skills in favor of the experimental group. The results proved that English language traditional techniques don’t meet the need of the students or attract their interest to improve their English language. Storytelling techniques were found very helpful to promote language speaking skills. The study recommended that teachers should be subjected to intensive training to cope with the learners' needs and to be aware of the communicative approach necessities. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130227781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study was conducted with the aim of finding out some main determinants related to the students’ speaking performance, not to eliminate them fast because that is impossible, at the present time, how to learn and encourage them gradually to solve the problems. The researcher believes that, when the students are clearly aware of the problems that they are encountering, they will be more positive in coping with them and improve them unconsciously. The descriptive method of research was utilized in this study to gather the necessary data and information. The independent variables are students’ motivation including their: achievement, competence motivation, power motivation, attitude motivation and incentive motivation. And the dependent variables of the students’ speaking proficiency include their: grammatical competence, strategic competence, discourse competence and sociolinguistic competence. The dependent variable focuses on English proficiency: accuracy and fluency. The respondents of the study were 30 English major students from Faculty of Foreign Languages and 6 teachers who were teaching English there, Dong Nai Technology University (DNTU). Article visualizations:
{"title":"STUDENTS' MOTIVATION IN ENHANCING ENGLISH COMMUNICATION PROFICIENCY IN DONG NAI TECHNOLOGY UNIVERSITY, VIETNAM","authors":"N. Duc, L. Hạnh","doi":"10.46827/ejel.v7i3.4248","DOIUrl":"https://doi.org/10.46827/ejel.v7i3.4248","url":null,"abstract":"The study was conducted with the aim of finding out some main determinants related to the students’ speaking performance, not to eliminate them fast because that is impossible, at the present time, how to learn and encourage them gradually to solve the problems. The researcher believes that, when the students are clearly aware of the problems that they are encountering, they will be more positive in coping with them and improve them unconsciously. The descriptive method of research was utilized in this study to gather the necessary data and information. The independent variables are students’ motivation including their: achievement, competence motivation, power motivation, attitude motivation and incentive motivation. And the dependent variables of the students’ speaking proficiency include their: grammatical competence, strategic competence, discourse competence and sociolinguistic competence. The dependent variable focuses on English proficiency: accuracy and fluency. The respondents of the study were 30 English major students from Faculty of Foreign Languages and 6 teachers who were teaching English there, Dong Nai Technology University (DNTU). Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131581637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper talks about the approach and the variety of English to be used in our Ghanaian classrooms. English language teaching has witnessed a major boom around the globe in recent times. The continuous spread of English has given rise to different varieties of English language, making it almost impossible to trace the norms for Standard English (SE) (Brutt-Griffler, 2002; Kachru, 1982; Lowenberg, 2000). Research shows that the global spread of English has a significant bearing on English Language Teaching (ELT). Much of this bearing has manifested itself in the lack of a uniform target variety of English for instruction and the prevailing problems in setting suitable teaching goals and objectives commensurate to teaching and learning outcomes. ELT in Ghanaian classrooms has numerous challenges. A closer look at them suggests that the root of many of these problems lies in the unprecedented global spread of English in the last few decades that has given rise to different varieties of English language and the use of social media. A brief explanation in this regard is in order. Different varieties of English mean that ELT can no longer afford to only choose between British or American English as the primary target variety for instruction but can also choose other non-native varieties such as Ghanaian, Nigerian, Indian Englishes and the like. Lastly, ELT in our Ghanaian classrooms should base on a pragmatic and humanistic approach. Article visualizations:
{"title":"ENGLISH LANGUAGE TEACHING: WHICH APPROACH SHOULD WE USE IN OUR GHANAIAN CLASSROOMS?","authors":"Timothy Nyangonla Awuah","doi":"10.46827/ejel.v7i2.4244","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4244","url":null,"abstract":"This paper talks about the approach and the variety of English to be used in our Ghanaian classrooms. English language teaching has witnessed a major boom around the globe in recent times. The continuous spread of English has given rise to different varieties of English language, making it almost impossible to trace the norms for Standard English (SE) (Brutt-Griffler, 2002; Kachru, 1982; Lowenberg, 2000). Research shows that the global spread of English has a significant bearing on English Language Teaching (ELT). Much of this bearing has manifested itself in the lack of a uniform target variety of English for instruction and the prevailing problems in setting suitable teaching goals and objectives commensurate to teaching and learning outcomes. ELT in Ghanaian classrooms has numerous challenges. A closer look at them suggests that the root of many of these problems lies in the unprecedented global spread of English in the last few decades that has given rise to different varieties of English language and the use of social media. A brief explanation in this regard is in order. Different varieties of English mean that ELT can no longer afford to only choose between British or American English as the primary target variety for instruction but can also choose other non-native varieties such as Ghanaian, Nigerian, Indian Englishes and the like. Lastly, ELT in our Ghanaian classrooms should base on a pragmatic and humanistic approach. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130147253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Truong Trong Nhan, H. Nhi, Nguyen Vu Thu Thao, Nguyen Van Tu
Speaking is considered the most important skill when learning English since it directly shows how students can utilize English in communication to meet the goal of English learning. There are a number of techniques that can assist students to enhance their speaking ability and the debate technique is one of the suitable methods of improving students' speaking ability. As a result, the researchers wanted to determine whether the debate technique can enhance the students' speaking skills and to examine the classroom circumstance when the debate technique is used in a speaking class. The participants of this study are 30 English-majored sophomores at Dong Nai Technology University. In conducting the study, the researchers used classroom action research (CAR) with the pre-test, post-test, observation and questionnaire in order to evaluate the effectiveness of this technique in teaching and learning speaking skills. The researchers used a t-test to analyze the score of the students' results in pre-test and post-test. There was a significant difference between the pre-test results and the post-test ones, the mean scores obtained by the students in the post-test (7.0250) were better than the mean scores of the students in the pre-test (5.5267). The data of the score of students' attitudes towards the debate technique through the questionnaire was a high category. It could be concluded that debate was an effective method to enhance students' speaking ability in teaching and learning English. Article visualizations:
{"title":"THE IMPLEMENTATION OF DEBATE TECHNIQUE IN ENHANCING SECOND-YEAR ENGLISH-MAJORED STUDENTS' SPEAKING ABILITY AT DONG NAI TECHNOLOGY UNIVERSITY, VIETNAM","authors":"Truong Trong Nhan, H. Nhi, Nguyen Vu Thu Thao, Nguyen Van Tu","doi":"10.46827/ejel.v7i3.4237","DOIUrl":"https://doi.org/10.46827/ejel.v7i3.4237","url":null,"abstract":"Speaking is considered the most important skill when learning English since it directly shows how students can utilize English in communication to meet the goal of English learning. There are a number of techniques that can assist students to enhance their speaking ability and the debate technique is one of the suitable methods of improving students' speaking ability. As a result, the researchers wanted to determine whether the debate technique can enhance the students' speaking skills and to examine the classroom circumstance when the debate technique is used in a speaking class. The participants of this study are 30 English-majored sophomores at Dong Nai Technology University. In conducting the study, the researchers used classroom action research (CAR) with the pre-test, post-test, observation and questionnaire in order to evaluate the effectiveness of this technique in teaching and learning speaking skills. The researchers used a t-test to analyze the score of the students' results in pre-test and post-test. There was a significant difference between the pre-test results and the post-test ones, the mean scores obtained by the students in the post-test (7.0250) were better than the mean scores of the students in the pre-test (5.5267). The data of the score of students' attitudes towards the debate technique through the questionnaire was a high category. It could be concluded that debate was an effective method to enhance students' speaking ability in teaching and learning English. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123674004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thi Truc Ly Bui, Thi My Duyen Huynh, Thai My Phuong Nguyen, Thi Ngoc Chan Nguyen, Thi Linh Yen Nguyen
It could be broadly accepted that oral presentations are becoming important for students. It is required in almost every field and in the university environment. To succeed in the university environment and in their future jobs, these students need to improve their oral presentation skills. However, one of the drawbacks of using oral presentations in the language classroom is that students often find oral presentations extremely challenging. Therefore, the researcher conducted this research with the main goal of finding out common problems when giving an oral presentation to English-majored juniors at Tay Do University. Ninety juniors majoring in English at Tay Do University were selected to take part in the study. Data are gathered through questionnaires and interviews. The researcher used quantitative and qualitative methods to do the research. From the collected data, when they give a presentation, students usually make some mistakes such as problems in vocabulary, grammar, pronunciation, psychological and background knowledge. Through this study, they would recognize their own problems when giving a presentation. Besides, understanding students' learning difficulties may also enable teachers to help students develop effective learning strategies and ultimately improve their presentation skills. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English. Article visualizations:
{"title":"THE DIFFICULTIES IN ORAL PRESENTATION OF ENGLISH-MAJORED JUNIORS AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Truc Ly Bui, Thi My Duyen Huynh, Thai My Phuong Nguyen, Thi Ngoc Chan Nguyen, Thi Linh Yen Nguyen","doi":"10.46827/ejel.v7i2.4238","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4238","url":null,"abstract":"It could be broadly accepted that oral presentations are becoming important for students. It is required in almost every field and in the university environment. To succeed in the university environment and in their future jobs, these students need to improve their oral presentation skills. However, one of the drawbacks of using oral presentations in the language classroom is that students often find oral presentations extremely challenging. Therefore, the researcher conducted this research with the main goal of finding out common problems when giving an oral presentation to English-majored juniors at Tay Do University. Ninety juniors majoring in English at Tay Do University were selected to take part in the study. Data are gathered through questionnaires and interviews. The researcher used quantitative and qualitative methods to do the research. From the collected data, when they give a presentation, students usually make some mistakes such as problems in vocabulary, grammar, pronunciation, psychological and background knowledge. Through this study, they would recognize their own problems when giving a presentation. Besides, understanding students' learning difficulties may also enable teachers to help students develop effective learning strategies and ultimately improve their presentation skills. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121571517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mahmoud Alastal, Alaa Aladini, M. Jalambo, Hosni Alattal
In today's digital era and the revolution of online education, students move from face-to-face interaction to digital one. They have fewer opportunities to cooperate and do real interactions with each other. There comes the need to integrate technology tools to assist students to build their own digital community. Speaking is the basis for communication, and different reasons make speaking a difficult task to master, such as; limited time and other internal elements. Padlet can be an alternate solution for these issues. Accordingly, this study aims at investigating the impact of using the Padlet application among the 7th graders to improve their English speaking and deductive thinking skills. The study sample was 30 students who were randomly chosen from Deer Al Balah Prep Boys C school in the middle area of the Gaza Strip, Palestine. The quantitative approach was used, as the students had to set for a pre and post-application of the speaking test as well as the deductive skills test to collect the needed data, and the SPSS was implemented to provide detailed findings. Based on the data analysis and comparing the results of the experimental and controlled group, it is shown that the Padlet is effective in teaching English speaking skills besides improving the deductive skills and abilities of school students in the English classes. The researchers recommend emerging technologies in teaching speaking and consider deductive thinking skills while using such technologies to upgrade the students' 21st-century skills. Article visualizations:
在当今的数字时代和在线教育革命中，学生们从面对面的互动转向了数字互动。他们很少有机会相互合作，进行真正的互动。这就需要整合技术工具来帮助学生建立自己的数字社区。口语是交流的基础，不同的原因使口语成为一项难以掌握的任务，例如;有限的时间和其他内部因素。Padlet可以作为这些问题的替代解决方案。因此，本研究的目的是调查在七年级学生中使用Padlet应用程序对提高他们的英语口语和推理思维能力的影响。研究样本是30名学生，他们是从巴勒斯坦加沙地带中部地区的Deer Al Balah Prep Boys C学校随机抽取的。我们采用了定量的方法，因为学生们需要在申请前和申请后设置口语测试以及演绎技能测试来收集所需的数据，并使用SPSS来提供详细的调查结果。通过对数据的分析，对比实验组和对照组的结果，结果表明，在英语课堂上，除了提高学生的推理能力和推理能力外，小板还能有效地教授学生的英语口语技能。研究人员建议在口语教学中使用新兴技术，并考虑使用这些技术来提升学生的21世纪技能时的演绎思维技能。可视化条
{"title":"THE IMPACT OF USING THE PADLET APPLICATION ON IMPROVING 7TH GRADERS' ENGLISH SPEAKING AND DEDUCTIVE THINKING SKILLS","authors":"Mahmoud Alastal, Alaa Aladini, M. Jalambo, Hosni Alattal","doi":"10.46827/ejel.v7i2.4233","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4233","url":null,"abstract":"In today's digital era and the revolution of online education, students move from face-to-face interaction to digital one. They have fewer opportunities to cooperate and do real interactions with each other. There comes the need to integrate technology tools to assist students to build their own digital community. Speaking is the basis for communication, and different reasons make speaking a difficult task to master, such as; limited time and other internal elements. Padlet can be an alternate solution for these issues. Accordingly, this study aims at investigating the impact of using the Padlet application among the 7th graders to improve their English speaking and deductive thinking skills. The study sample was 30 students who were randomly chosen from Deer Al Balah Prep Boys C school in the middle area of the Gaza Strip, Palestine. The quantitative approach was used, as the students had to set for a pre and post-application of the speaking test as well as the deductive skills test to collect the needed data, and the SPSS was implemented to provide detailed findings. Based on the data analysis and comparing the results of the experimental and controlled group, it is shown that the Padlet is effective in teaching English speaking skills besides improving the deductive skills and abilities of school students in the English classes. The researchers recommend emerging technologies in teaching speaking and consider deductive thinking skills while using such technologies to upgrade the students' 21st-century skills. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116247229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：