Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.21
Nurlan Baltabayev, N. Toxanbayeva, Ilyas Yessengabylov, Aiymgul Akhmetova, S. Karatayeva
The reform of education and the introduction of new pedagogical technologies into the practice of teaching should be considered as the most important conditions for the student's intellectual, creative and moral development. The development becomes the key word of the pedagogical process, the essential, deep concept of learning. The article highlights one of the modern methods of teaching a foreign language, the project method. The methodology presents a typology of projects that distinguishes projects by type of activity, by the principle of the subject-content area of the project, by the nature of coordination, by the nature of contacts, by the number of participants, and by the duration of the event. The project method allows you to create a research-creative atmosphere in a foreign language lesson, where each student is involved in an active cognitive process based on the methodology of cooperation. By the project method, we mean a comprehensive teaching method that enables students to exercise independence in planning, organizing and controlling their activities. This method provides personality-oriented education, making it possible to study the practice of life through a foreign language in a real information space. This article presents the main requirements and recommendations for the organization of project work and the advantages and disadvantages of the method that must be considered in the educational process. This article considers the project method as one of the most effective methods of teaching a foreign language since it contributes to developing various abilities, skills, and general educational and professional competencies that are significant for a modern specialist.
{"title":"Research in teaching communication based on project technology in different stages of professionalization","authors":"Nurlan Baltabayev, N. Toxanbayeva, Ilyas Yessengabylov, Aiymgul Akhmetova, S. Karatayeva","doi":"10.18355/xl.2023.16.02.21","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.21","url":null,"abstract":"The reform of education and the introduction of new pedagogical technologies into the practice of teaching should be considered as the most important conditions for the student's intellectual, creative and moral development. The development becomes the key word of the pedagogical process, the essential, deep concept of learning. The article highlights one of the modern methods of teaching a foreign language, the project method. The methodology presents a typology of projects that distinguishes projects by type of activity, by the principle of the subject-content area of the project, by the nature of coordination, by the nature of contacts, by the number of participants, and by the duration of the event. The project method allows you to create a research-creative atmosphere in a foreign language lesson, where each student is involved in an active cognitive process based on the methodology of cooperation. By the project method, we mean a comprehensive teaching method that enables students to exercise independence in planning, organizing and controlling their activities. This method provides personality-oriented education, making it possible to study the practice of life through a foreign language in a real information space. This article presents the main requirements and recommendations for the organization of project work and the advantages and disadvantages of the method that must be considered in the educational process. This article considers the project method as one of the most effective methods of teaching a foreign language since it contributes to developing various abilities, skills, and general educational and professional competencies that are significant for a modern specialist.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47551969","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.08
Yuliia Baklazhenko, Z. Kornieva
The article is dedicated to the problem of teaching English as a foreign language (TEFL) in higher education during the crisis period by an example of a Ukrainian experience of teaching during the pandemic and the war. In the beginning, the research focused only on the impact of the COVID-19 pandemic on the TEFL at tertiary schools in Ukraine. However, after the outbreak of the war on the territory of Ukraine on 24th February 2022, it became clear that the experience could be extrapolated to the conditions of other crises, in particular, to the conditions of armed aggression. This article uses mixed quantitative and qualitative comparative methods to analyze the survey results of educators' attitudes toward online and blended learning. The blind questionnaire was held in May 2021 and then repeated in February 2023. The participants (n=70, n = 69) were representatives of about 50 higher education institutions (HEI) from all over Ukraine. The research is a case study with context-dependent knowledge; however, it may be with some reservations relevant to other countries under similar conditions. The instrument included 10 questions related to the participant's previous experience of online teaching, reflections on the most difficult elements of online teaching, advantages and disadvantages of online teaching, and types of learning activities that can easily be adapted and transferred into online mode of learning. The questionnaire also covers the role of a teacher in online learning, the overall assessment of the experience of online learning and preferences of the mode of teaching which the teachers would like to preserve. The structure of the questionnaire included 4 multiple-choice single-answer questions and 6 multiple-choice multiple-answer questions. Answers from the two polls of respondents were then compared using Fisher's correlation coefficient to prove the statistical significance of the received data. The results of the questionnaire have shown that the majority of participants (61 %; 42%) think that implementation of blended learning is the best option to use in the universities, thus presenting a need to the higher education system of Ukraine to develop and introduce blended learning curricula.
{"title":"Higher education in the crisis period: A comparative analysis of the Ukrainian experience of online or blended TEFL during the pandemic and the war","authors":"Yuliia Baklazhenko, Z. Kornieva","doi":"10.18355/xl.2023.16.02.08","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.08","url":null,"abstract":"The article is dedicated to the problem of teaching English as a foreign language (TEFL) in higher education during the crisis period by an example of a Ukrainian experience of teaching during the pandemic and the war. In the beginning, the research focused only on the impact of the COVID-19 pandemic on the TEFL at tertiary schools in Ukraine. However, after the outbreak of the war on the territory of Ukraine on 24th February 2022, it became clear that the experience could be extrapolated to the conditions of other crises, in particular, to the conditions of armed aggression. This article uses mixed quantitative and qualitative comparative methods to analyze the survey results of educators' attitudes toward online and blended learning. The blind questionnaire was held in May 2021 and then repeated in February 2023. The participants (n=70, n = 69) were representatives of about 50 higher education institutions (HEI) from all over Ukraine. The research is a case study with context-dependent knowledge; however, it may be with some reservations relevant to other countries under similar conditions. The instrument included 10 questions related to the participant's previous experience of online teaching, reflections on the most difficult elements of online teaching, advantages and disadvantages of online teaching, and types of learning activities that can easily be adapted and transferred into online mode of learning. The questionnaire also covers the role of a teacher in online learning, the overall assessment of the experience of online learning and preferences of the mode of teaching which the teachers would like to preserve. The structure of the questionnaire included 4 multiple-choice single-answer questions and 6 multiple-choice multiple-answer questions. Answers from the two polls of respondents were then compared using Fisher's correlation coefficient to prove the statistical significance of the received data. The results of the questionnaire have shown that the majority of participants (61 %; 42%) think that implementation of blended learning is the best option to use in the universities, thus presenting a need to the higher education system of Ukraine to develop and introduce blended learning curricula.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42469846","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.22
Zaure Umirzakova, L. Akhmetova, N. Saenko, N. Barakhanova
The study purpose is to explore how the application of a meta-discursive didactic sequence organizes and schematizes the development and writing of an argumentative essay. In the course of the study, a corpus of argumentative essays (90 works) written in English by 4th-year students of technical specialties of the Technical Institute (branch) of the North-Eastern Federal University named after M.K. Amosov (n = 45), Moscow Polytechnic University (n = 45) and the University of International Business (Almaty, the Republic of Kazakhstan) (n = 45) was considered. The observation lasted 13 weeks and consisted of three stages. According to the research results, 71.1% of students from the Technical Institute (branch) of NEFU correctly used the essay superstructure, 57.7% – macrostructure, and 42.2% – microstructure. It was found that the learning strategies focused on the meta-discursive approach are better developed among bilingual students. At the same time, monolingual students from Moscow Polytechnic University showed the following results: 28.8% – mastered the superstructure of writing an argumentative essay, 35.5% – macrostructure, and 46.6% – microstructure. Further research will be aimed at separating these categories and a step-by-step analysis of the process of argumentative essay writing following a meta-discursive sequence. The study limitations were manifested in the bilingualism of one category of students and the monolingualism of the other, which significantly affects the outcome of the data obtained.
{"title":"Writing an argumentative essay: the use of meta-discursive didactic sequences to improve students' skills","authors":"Zaure Umirzakova, L. Akhmetova, N. Saenko, N. Barakhanova","doi":"10.18355/xl.2023.16.02.22","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.22","url":null,"abstract":"The study purpose is to explore how the application of a meta-discursive didactic sequence organizes and schematizes the development and writing of an argumentative essay. In the course of the study, a corpus of argumentative essays (90 works) written in English by 4th-year students of technical specialties of the Technical Institute (branch) of the North-Eastern Federal University named after M.K. Amosov (n = 45), Moscow Polytechnic University (n = 45) and the University of International Business (Almaty, the Republic of Kazakhstan) (n = 45) was considered. The observation lasted 13 weeks and consisted of three stages. According to the research results, 71.1% of students from the Technical Institute (branch) of NEFU correctly used the essay superstructure, 57.7% – macrostructure, and 42.2% – microstructure. It was found that the learning strategies focused on the meta-discursive approach are better developed among bilingual students. At the same time, monolingual students from Moscow Polytechnic University showed the following results: 28.8% – mastered the superstructure of writing an argumentative essay, 35.5% – macrostructure, and 46.6% – microstructure. Further research will be aimed at separating these categories and a step-by-step analysis of the process of argumentative essay writing following a meta-discursive sequence. The study limitations were manifested in the bilingualism of one category of students and the monolingualism of the other, which significantly affects the outcome of the data obtained.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43446768","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.01
D. Akhmetova, U. Kopzhassarova, Сonstance De Сonstance
This study looks at the critical problem of how to use Massive Open Online Courses (MOOCs) at the Republic of Kazakhstan’s technical universities. Its objective is to study how professional-oriented foreign languages can be taught as MOOCs. As a methodological basis, it uses system-activity and competence approaches. The theoretical side includes the analysis and generalization of foreign and local scientific works to determine the advantages and disadvantages of MOOCs in the development of professional foreign language skills for students with technical specialties. Data on the use of MOOCs was analyzed and summarized at Karaganda Technical University. The quantitative results of the experiment were obtained using mathematical statistics. The authors ran a comparative analysis of the results between groups with traditional and mixed teaching methods in the English for Special Purposes course. A mixed method with MOOC technology integrated delivers better results than traditional education. Empirical results demonstrate that this method improves communication skills in the main areas of speech activity, professional vocabulary expansion, and theoretical knowledge enrichment of students within their specialty. The results indicate that using MOOCs as part of the ESP course leads to better educational results in comparison to traditional education. The use of system-activity and communicative approaches unlocked new opportunities for students, like increasing English proficiency levels, developing critical thinking and time-management skills, solving problems, and advancing their knowledge of their discipline. The authors studied MOOCs in a small data environment using an alternative qualitative research analysis method and came to the conclusion that MOOCs are effective in ESP courses for engineering students.
{"title":"The effectiveness of MOOCs in ESP for technical students: A Kazakhstan case study","authors":"D. Akhmetova, U. Kopzhassarova, Сonstance De Сonstance","doi":"10.18355/xl.2023.16.02.01","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.01","url":null,"abstract":"This study looks at the critical problem of how to use Massive Open Online Courses (MOOCs) at the Republic of Kazakhstan’s technical universities. Its objective is to study how professional-oriented foreign languages can be taught as MOOCs. As a methodological basis, it uses system-activity and competence approaches. The theoretical side includes the analysis and generalization of foreign and local scientific works to determine the advantages and disadvantages of MOOCs in the development of professional foreign language skills for students with technical specialties. Data on the use of MOOCs was analyzed and summarized at Karaganda Technical University. The quantitative results of the experiment were obtained using mathematical statistics. The authors ran a comparative analysis of the results between groups with traditional and mixed teaching methods in the English for Special Purposes course. A mixed method with MOOC technology integrated delivers better results than traditional education. Empirical results demonstrate that this method improves communication skills in the main areas of speech activity, professional vocabulary expansion, and theoretical knowledge enrichment of students within their specialty. The results indicate that using MOOCs as part of the ESP course leads to better educational results in comparison to traditional education. The use of system-activity and communicative approaches unlocked new opportunities for students, like increasing English proficiency levels, developing critical thinking and time-management skills, solving problems, and advancing their knowledge of their discipline. The authors studied MOOCs in a small data environment using an alternative qualitative research analysis method and came to the conclusion that MOOCs are effective in ESP courses for engineering students.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45327982","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.02
Burhanuddin Arafah, Ummu Rofikah, A. Kaharuddin, Fahmi Room, Takwa, P. Purwarno
This study aims to evaluate the suitability of printed EFL materials of an intensive foreign language training program of a university in Indonesia in the context of online learning and bring some considerations regarding developing materials suitable for the virtual dimension of online language learning. Twelve lecturers were involved in this study. Their perceptions toward the English materials were collected quantitatively using questionnaires and qualitatively through interviews. By using a mixed method with an explanatory sequential design, this study revealed that the printed materials were unsuitable in some ways during online learning. It also proposed principled suggestions for harnessing education technology to facilitate effective and innovative teaching appropriate in broader technology-assisted language learning contexts.
{"title":"10.18355/XL.2023.16.02.02","authors":"Burhanuddin Arafah, Ummu Rofikah, A. Kaharuddin, Fahmi Room, Takwa, P. Purwarno","doi":"10.18355/xl.2023.16.02.02","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.02","url":null,"abstract":"This study aims to evaluate the suitability of printed EFL materials of an intensive foreign language training program of a university in Indonesia in the context of online learning and bring some considerations regarding developing materials suitable for the virtual dimension of online language learning. Twelve lecturers were involved in this study. Their perceptions toward the English materials were collected quantitatively using questionnaires and qualitatively through interviews. By using a mixed method with an explanatory sequential design, this study revealed that the printed materials were unsuitable in some ways during online learning. It also proposed principled suggestions for harnessing education technology to facilitate effective and innovative teaching appropriate in broader technology-assisted language learning contexts.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46584808","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.04
Sholpan Sayimkulova, Assel Chaklikova, J. Dosmagambetova, Batyrkhan Auyezov, K. Smagulova
The article is devoted to the formation of listening skills among students learning a foreign language. In addition, the article deals with the problem of formation of listening skills stages and ways of formation of these skills using short popular science texts selected taking into account engineering specialties. Special attention is paid to the methods of working with students with multi-level formation of listening skills in general, and in the professional field in particular. Recommendations are presented for the use of educational audio materials in the independent work of students, including using an electronic educational environment, as well as the principles of selection of audio texts and the principles of the organization of educational material in general. The article also defines a new method for teaching listening, identifies goals and objectives, mechanisms of listening. The role of listening in the process of mastering a foreign language as a means of communication is emphasized, arguments are given in favor of the constant expansion of vocabulary and the study of conversational grammar, some recommendations are given on the organization of practical listening classes in the student audience.
{"title":"Formation of the ability to listen in English","authors":"Sholpan Sayimkulova, Assel Chaklikova, J. Dosmagambetova, Batyrkhan Auyezov, K. Smagulova","doi":"10.18355/xl.2023.16.02.04","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.04","url":null,"abstract":"The article is devoted to the formation of listening skills among students learning a foreign language. In addition, the article deals with the problem of formation of listening skills stages and ways of formation of these skills using short popular science texts selected taking into account engineering specialties. Special attention is paid to the methods of working with students with multi-level formation of listening skills in general, and in the professional field in particular. Recommendations are presented for the use of educational audio materials in the independent work of students, including using an electronic educational environment, as well as the principles of selection of audio texts and the principles of the organization of educational material in general. The article also defines a new method for teaching listening, identifies goals and objectives, mechanisms of listening. The role of listening in the process of mastering a foreign language as a means of communication is emphasized, arguments are given in favor of the constant expansion of vocabulary and the study of conversational grammar, some recommendations are given on the organization of practical listening classes in the student audience.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44835083","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.19
Karlygash Moldabayeva, Sagina Odanova, Karlygash Nurmuhametova, Assiya Bekbossynova, N. Shakhmetova
The study was undertaken with the help of the following methods of research: analysis of the theoretical and methodical literature, questionnaires, conversations with teachers, analysis of written works of students. Students' written works contain the following shortcomings: incomplete disclosure of the topic; inability to formulate the main idea, to argue their thoughts, to ensure intra-textual coherence, to formalize the text structurally and logically correctly, to divide it into paragraphs, to self-edit the text; failure to comply with the required level of formality. The results of questionnaires, conversations with teachers, analysis of written works of students shows a low level of proficiency in written speech of the respondents.
{"title":"Innovative methods in teaching writing in English","authors":"Karlygash Moldabayeva, Sagina Odanova, Karlygash Nurmuhametova, Assiya Bekbossynova, N. Shakhmetova","doi":"10.18355/xl.2023.16.02.19","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.19","url":null,"abstract":"The study was undertaken with the help of the following methods of research: analysis of the theoretical and methodical literature, questionnaires, conversations with teachers, analysis of written works of students. Students' written works contain the following shortcomings: incomplete disclosure of the topic; inability to formulate the main idea, to argue their thoughts, to ensure intra-textual coherence, to formalize the text structurally and logically correctly, to divide it into paragraphs, to self-edit the text; failure to comply with the required level of formality. The results of questionnaires, conversations with teachers, analysis of written works of students shows a low level of proficiency in written speech of the respondents.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46907094","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 article considers the issue of the development of the professional cognitive and communicative competency (PCCC) of future primary school foreign language (FL) teachers in primary school based on information-communicative technologies (ICT). The content of the article is aimed at revealing the main principles, approaches, technologies and sub-competencies to develop the PCCC of the future primary school FL teachers. The importance of the development of PCCC of teachers through ICT is determined by the fact that the teacher should respond to any changes in the social sphere and be able to adapt to these changes. So, that is why future primary FL teachers must be able to use the new ICT in the classroom. We will consider the numerous advantages of ICT teaching FLs in preschool and primary school. To stimulate FL learning, we will also provide a series of digital interactive activities that can be used in early childhood FL education. The article is intended for FL teachers, students, and graduates, working on research in the FL teaching sphere.
{"title":"Formation of professional cognitive and communicative competency of future primary school foreign language teachers through information-communicative technologies","authors":"Dinara Toleubekovna Tulekenova, Tulebike Alimzhanovna Kulgildinova, Galiya Baiskanovna Zhumabekova, Assel Yerbolatovna Yerzhanova, Roza Flurovna Zhussupova","doi":"10.18355/xl.2023.16.02.20","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.20","url":null,"abstract":"This article considers the issue of the development of the professional cognitive and communicative competency (PCCC) of future primary school foreign language (FL) teachers in primary school based on information-communicative technologies (ICT). The content of the article is aimed at revealing the main principles, approaches, technologies and sub-competencies to develop the PCCC of the future primary school FL teachers. The importance of the development of PCCC of teachers through ICT is determined by the fact that the teacher should respond to any changes in the social sphere and be able to adapt to these changes. So, that is why future primary FL teachers must be able to use the new ICT in the classroom. We will consider the numerous advantages of ICT teaching FLs in preschool and primary school. To stimulate FL learning, we will also provide a series of digital interactive activities that can be used in early childhood FL education. The article is intended for FL teachers, students, and graduates, working on research in the FL teaching sphere.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47320609","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.05
Sohaib Alam, Ansa Hameed, Aleksander Kobylarek, Martyna Madej, Farhan Ahmad
Drama may be a useful technique for improving pupils' language acquisition in any subject. Implementing such a strategy in an actual classroom setting could be a problem for any instructor or person. The idea behind this study was to establish whether using drama-based activities in pedagogy has any positive educational outcomes. The study used a quantitative technique, and included a specific section about students’ perspective on data collection from over a thousand students. They are studying in different faculties in undergraduate courses where English is a compulsory subject. The researcher independently designed the research instrument which was used to elicit responses from learners. The data collection method uses purposive sampling in the present study. Activities that encourage language-learning skills include role-plays and extended role-plays, which are described in the research as drama elements that can be useful in teaching languages. The study's findings support the use of drama as a strategic approach and have a bigger influence on student learning results.
{"title":"Drama approaches across higher education in the English curriculum: students perspectives on holistic activity-based teaching","authors":"Sohaib Alam, Ansa Hameed, Aleksander Kobylarek, Martyna Madej, Farhan Ahmad","doi":"10.18355/xl.2023.16.02.05","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.05","url":null,"abstract":"Drama may be a useful technique for improving pupils' language acquisition in any subject. Implementing such a strategy in an actual classroom setting could be a problem for any instructor or person. The idea behind this study was to establish whether using drama-based activities in pedagogy has any positive educational outcomes. The study used a quantitative technique, and included a specific section about students’ perspective on data collection from over a thousand students. They are studying in different faculties in undergraduate courses where English is a compulsory subject. The researcher independently designed the research instrument which was used to elicit responses from learners. The data collection method uses purposive sampling in the present study. Activities that encourage language-learning skills include role-plays and extended role-plays, which are described in the research as drama elements that can be useful in teaching languages. The study's findings support the use of drama as a strategic approach and have a bigger influence on student learning results.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48699028","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 finding out the effectiveness of the semiotic strategy in English language in developing reading comprehension skills among the basic stage students. The quasi-experimental design was used in this study by choosing randomly two groups control group which studied by using the traditional way and experimental group which studied by using the semiotic strategy, the study sample was chosen intentionally from the tenth-grade students from Bent Addi Secondary School belonging to Al Jamea’a Directorate in Amman. The number of students in the total sample was 59 students who were distributed to 29 students for the experimental group, and 30 students for the control group. To achieve the study objectives was developed is reading comprehension skills test. Also, the researcher verified the validity and the reliability of the test.
本研究旨在探讨英语符号学策略在培养初级阶段学生阅读理解能力中的有效性。本研究采用准实验设计，随机选择两组，对照组采用传统方法进行学习，实验组采用符号学策略进行学习，研究样本有意选择安曼市Al Jamea 'a Directorate所属Bent Addi中学十年级学生。总样本学生人数为59人，其中实验组29人，对照组30人。为达到研究目的而开发的是阅读理解能力测试。并对测试的效度和信度进行了验证。
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