Educational tools applied to e-learning in order to improve the knowledge acquisition in language learning

The use of technology has become an important part of the learning process in and out of the class. Every language class usually uses some form of technology. Technology has been used to both help and improve language learning, and it enables teachers to adapt classroom activities, thus enhancing the language learning process. It continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This report focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. The specialization course: Administration of Virtual Environments for the Teaching and Learning of Foreign Languages was created due to the need of students to continue with the graduation process that was delayed as a consequence of the pandemic and the difficulties in carrying out the thesis project. This course was addressed on the fundamentals of online education and its application on the English Language Teaching conveyed to the virtual or online teaching approach, The main objective of this course was to analyze and identify the importance of Learning Theories for the development of English language teaching methodology, creating materials for virtual learning environments, and apply them in the use of resources related to web 2.0 worth the purpose of involving students in their assignments with a change of environment as learners and as facilitators in their virtual classrooms. Keywords: Foreign language ; Virtual environments ; Educational tolos ; E-learning ; Assessment ; Classroom activities

Enhancing Children's Vocabulary Mastery Through Storytelling

Significant language development differences occur in preschoolers, resolving these differences is a key objective of preschool education because young children's language abilities at the start of school, particularly their vocabulary abilities, are a strong predictor of later academic ability. Storytelling is one of the methods used to teach English, it makes the learning environment more interesting, energetic, and conversational. This study aims to examine storytelling in increasing children's vocabulary. The research method is a case study that uses observation, interviews, and documentation as data collection tools. The participants are an English teacher and seven children aged 4-5 years. Although, many early childhoods English teachers state that one of the weaknesses of children in learning English is a lack of vocabulary mastery because it can hamper the learning process. The findings show that storytelling is effective in increasing children's vocabulary. Vocabulary is the foundation for improving children's ability to speak English, both orally and in writing. Second language vocabulary is important to learn and develop for the quality of early childhood learners in language education. Keywords: early childhood, vocabulary, storytelling References: Agosto, D. E. (2016). Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling. Children and Libraries, 14(2), 21. https://doi.org/10.5860/cal.14n2.21 Chubb, J., Missaoui, S., Concannon, S., Maloney, L., & Walker, J. A. (2022). Interactive Storytelling for Children: A Case-Study of Design and Development Considerations for Ethical Conversational AI. Int. J. Child-Comp. Interact., 32(C). https://doi.org/10.1016/j.ijcci.2021.100403 Dewi, E. N. F., Hasanah, N., & Nurul, M. F. (2022). Enhancing Students’ Vocabulary Through Story Telling. EDULEC JOURNAL: Education, Language, and Culture. Egan, K. (1989). Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School. University of Chicago Press. https://books.google.com.mt/books?id=zNdLGAPzQT8C Ekawati, A. D. (2022). The Implementation of Total Physical Response (TPR) to Improve Student’s English Vocabulary During Pandemic. English Journal, 16(1). Fadli, M. R. (2021). Understand the design of qualitative research methods. humanics, [Memahami desain metode penelitian kualitatif]. Humanika, 21(1). Isik, M. A. (2016). The Impact of Storytelling on Young Ages. European Journal of Language and Literature Studies Articles, 2, 3. Kaur, A., Young, D., & Kirkpatrick, R. (2016). English Education Policy in Thailand: Why the Poor Results? In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (Vol. 11, pp. 345–361). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_16 Khudhair, N. K., & Alnoori, B. S. M. (2017). Investigating EFL Preparatory School Teachers’ Perceptions Toward Using Storytelling Technique. Route Educational and Social Science Journal, 4(6). Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2), Pages 845-860. https://doi.org/10.6007/IJARPED/v11-i2/13266 Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485 McKay, P., & Guse, J. (2007). Five-Minute Activities for Young Learners. Cambridge University Press. https://books.google.co.id/books?id=BWKXLgrSv6gC Mufida, A., & Abidin, M. R. (2021). Designing a Board Game as a Media for Learning English for Children Aged 6-10 Years [Perancangan Board Game Sebagai Media Pembelajaran Bahasa Inggris Anak Usia 6-10 Tahun]. Jurnal Barik, 2(3). https://ejournal.unesa.ac.id/index.php/JDKV/ Noom-ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6(11), p139. https://doi.org/10.5539/elt.v6n11p139 Pertiwi, A. B., Rahmawati, A., & Hafidah, R. (2021). English Vocabulary Learning Methods in Early Childhood [Metode Pembelajaran Kosakata Bahasa Inggris Pada Anak Usia Dini]. Kumara Cendekia, 9(2), 95. https://doi.org/10.20961/kc.v9i2.49037 Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x Stargatt, J., Bhar, S., Bhowmik, J., & Al Mahmud, A. (2022). Digital Storytelling for Health-Related Outcomes in Older Adults: Systematic Review. J Med Internet Res, 24(1), e28113. https://doi.org/10.2196/28113 Sunyakul, N., & Teo, A. (2020). Primary School English Teachers’ Application of Knowledge/Skills from Boot Camp to Their Classroom Teaching Practices and Factors Hindering Their Application. 13(1). Tarigan, H. G. (1986). Menulis sebagai suatu keterampilan berbahasa. Angkasa. https://books.google.co.id/books?id=XXoBtwAACAAJ Thornbury, S. (2002). How to teach vocabulary. Pearson educational. https://books.google.co.id/books?id=5qLkoAEACAAJ Udaya, M. (2022). Using Semantic Maps as A Teaching Strategy for Vocabulary Development. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.4095 Zu, Y., Cheng, Z., Sun, Q., & Zhao, H. (2021). On the Problems and Countermeasures in English Vocabulary Teaching in Junior Middle Schools. 568. &nbsp

The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801. Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language. Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison. Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82. Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute. Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn & Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102. Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo. Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94. Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. 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Podcasting as a tool to develop speaking skills in the foreign language classroom

[EN] It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the improvement of speaking skills or the correction of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.Tomé Díez, M.; Richters, MA. (2020). Podcasting as a tool to develop speaking skills in the foreign language classroom. The EuroCALL Review. 28(1):40-56. https://doi.org/10.4995/eurocall.2020.13191OJS4056281Abdous, M., Camarena, M.M. & Facer, B.R. (2009). MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom. ReCALL, 21(1), 76-95. Retrieved from http://journals.cambridge.org/abstract_S0958344009000020. https://doi.org/10.1017/S0958344009000020Al Fadda, H. & Al Qasim, H. (2013). From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students' Listening Comprehension, English Language Teaching, 6(9), 30-41. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/29635/17574. https://doi.org/10.5539/elt.v6n9p30Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.Borgia, L. (2010). Enhanced Vocabulary Podcasts Implementation In Fifth Grade Classrooms. Reading Improvement, 46(4), 263-72.Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning & Technology, 17(3), 157-225. Retrieved from http://llt.msu.edu/issues/october2013/burston.pdf.Callamand, M. (1981). Méthodologie de l'enseignement de la prononciation. Paris: Clé International.Capelle, G. & Menand, R. (2009). Le Nouveau Taxi ! 1. Méthode de français. Paris: Hachette.Companys, M. (1981). Méthodologie de l'enseignement de la prononciation. Paris: Clé International.Dervin F. (2006). Podcasting demystified. Language Magazine, 30-31.Ducate, L. & Lomicka, L. (2009). Podcasting: An Effective Tool for Honing Language Students'Pronunciation? Language Learning & Technology, 13(3), 66-86. Retrieved from http://llt.msu.edu/vol13num3/ducatelomicka.pdf.Duflot, C. & Tomé, M. (2005). Cahier de prononciation française. Exercices pour les étudiants espagnols. León: Universidad de León. Retrieved from http://flenet.unileon.es/phon/cahier/.Engwall, O. & Balter, O. (2007). Pronunciation Feedback from Real and Virtual Language Teachers. Computer Assisted Language Learning, 20 (3), 235-262. https://doi.org/10.1080/09588220701489507Facer, B., Abdous, M. & Camarena, M. (2009). The Impact of Academic Podcasting on Students: Learning Outcomes and Study Habits. In de Cassia Veiga Marriott, R. and Lupion Torres, P. (Eds.), Handbook of Research on E-Learning Methodologies for Language Acquisition. IRM Press: Cypertech Publishing. Retrieved from http://biblio.uabcs.mx/html/libros/pdf/12/21.pdf.Fareed, W. (2010). Affordances Analysis of an Audioblog and Suggestions for its Recruitment and Use in Oral Lessons. International Journal of Instructional Technology and Distance Learning. Retrieved from http://itdl.org/Journal/Aug_10/article04.htm.Fitria, U., Vianty, M. & Petrus, I. (2015). Using podcast to improve students' listening and speaking achievements. Journal of english literacy education, 2 (1). Retrieved from http://ejournal.unsri.ac.id/index.php/jenglish/article/viewFile/2218/1036.Godwin-Jones, R. (2005). Skype and Podcasting: Disruptive Technologies for Language Learning. Language Learning & Technology, 9(3), 9-12. Retrieved from http://llt.msu.edu/vol9num3/pdf/emerging.pdf.Gromik, N. (2008). EFL learner use of podcasting resources: A pilot study. The JALT CALL Journal, 4(2), 47-60. https://doi.org/10.29140/jaltcall.v4n2.62Guía docente de la asignatura Lengua Francesa I de la Universidad de León; Código 00413010. Retrieved from https://guiadocente.unileon.es/docencia/guia_docent/doc/asignatura.php?assignatura=041 3010&any_academic=2013_14&idioma=cast&doc=N#Hasan, M., & Hoon, T. (2012). ESL Learners" perception and attitudes towards the use of podcast in developing listening skills. The English Teacher, 41(2), 160-173. Retrieved from http://www.melta.org.my/ET/2012/vol2/MELTA-11.pdf.Hasan, M. & Hoon, T. (2013). Podcast Applications in Language Learning: A Review of Recent Studies. English Language Teaching, 6 (2). Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/23820/15118 https://doi.org/10.5539/elt.v6n2p128Hawke, P. (2010). Using internet- sourced podcasts in independent listening courses: Legal and pedagogical implications. Jalt CALL Journal, 6(3), 219-234. Retrieved from http://journal.jaltcall.org/articles/6_3_Hawke.pdf https://doi.org/10.29140/jaltcall.v6n3.102Huver, E. & Springer, C. (2011). L'évaluation en langues. Paris: Didier.Istanto, J. W. (2011). Pelangi Bahasa Indonesia podcast: what, why and how? Electronic Journal of Foreign Language Teaching, 8(1), 371-384.Jain, S., & Hashmi, F. (2013). Advantages of podcasts in English language classroom. Journal of Indian Research, 1(2), 158-163. Retrieved from http://mujournal.mewaruniversity.in/JIR2/23.pdf.Knight, R. (2010). Sounds for Study: Speech and Language Therapy Students: Use and Perception of Exercise Podcasts for Phonetics. International Society for Exploring Teaching and Learning, 22 (3), 269-276.Kohar, E., Salam, U. & Sumarni (2014). Students' perception towards the use of podcast for learning English, Jurnal Pendidikan dan Pembelajaran, 3(12). Retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/article/view/8501.Lauret, B. (2007). Enseigner la prononciation: questions et outils. Paris: Hachette.Leon, P. & M. (1964). Introduction à la phonétique corrective. Paris: Hachette / Larousse.Li, H. (2010). Using podcasts for learning English: perceptions of Hong Kong Secondary 6 ESL students. Journal - Début: The undergraduate journal of languages, linguistics and area studies, 1(2). Retrieved from https://www.llas.ac.uk/resourcedownloads/3088/podcasting.pdf.Lomicka, L., & Lord, G. (2011). Podcasting-past, present and future: Applications of academic podcasting in and out of the language classroom. In R. Fischer, B. Facer, M. Abdous, & P. Lafford (Eds.), Academic podcasting and mobile assisted language learning: Applications and outcomes (pp. 1-20). Hershey, PA: Information Science Reference. https://doi.org/10.4018/978-1-60960-141-6.ch001Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364-379. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.19449720.2008.tb03297.x/pdf https://doi.org/10.1111/j.1944-9720.2008.tb03297.xLyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66. Retrieved from http://people.mcgill.ca/files/roy.lyster/Lyster_Ranta1997_SSLA.pdf https://doi.org/10.1017/S0272263197001034McBride, K. (2009). Podcasts and second language learning: Promoting listening comprehension and intercultural competence. In L. B. Abraham & L.Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 153-167). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.25.12mcbMcCarty, S. (2005). Cultural, disciplinary and temporal contexts of e-Learning and English as a Foreign Language. eLearn Magazine: Research Papers. Retrieved from http://www.elearnmag.org/subpage.cfm?section=research&article=4-1. https://doi.org/10.1145/1070948.1070950McQuillan, J. (2006). Language on the go: Tuning in to podcasting. The International Journal of Foreign Language Teaching, 2, 16-18.Meng, P. (2005). Podcasting & Vodcasting: a white paper, Definitions, discussions & implications. University of Missouri IAT services.Morris, F. (2005). Child to child interaction and corrective in a computer mediated L2 class. Language Learning and Technology, 9 (1), 29-45. Retrieved from http://llt.msu.edu/vol9num1/morris/default.html.Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 25 (1): 51-75. https://doi.org/10.2307/3587028North B. (1993). Scales of language proficiency, A survey of some existing systems. Conseil de l'Europe, monographie, Strasbourg.O'Bryan, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), 162-180. https://doi.org/10.1017/S0958344007000523Pals, T., Randell, T. & Shawback, M. (2005). Podcasts: A Language Lab in Your Pocket. Proceedings of the 13th Annual KOTESOL International Conference, pp. 23-34. Retrieved from http://ns2.kotesol.org/sites/default/files/pdf_publications/KOTESOLProceeds2005web.pdf#page=23.Pekarek Doeler, S. (2009). Démythifier les competences: vers une pratique écologique d'évaluation. In O. Galatanu, M. M. Pierrard, Michel & D. Van Raemdonck (eds), Construction du sens et acquisition de la signification linguistique dans l'interaction. (pp. 19-38) Bern : Peter Lang. Retrieved from http://grammr.ulb.ac.be/fichiers/colloques/Nantes2007/PEKAREKDOEHLER.pdf.Petersen, S.A. & Divitini, M. (2005) Language learning: from individual learners to communities. Wireless and Mobile Technologies in Education. Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=1579258 https://doi.org/10.1109/WMTE.2005.41Pettes Guikema, J. (2009). Discourse analysis of podcasts in French: Implications for foreign language listening development. In L. B. Abraham & L. Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 169-189). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.25.13guiPuren, C. (2001). La problématique de l'évaluation en didactique scolaire des langues. Les langues modernes, nº 2, pp. 12-29.Putman, S. M., & Kingsley, T. (2012). The Atoms Family: Using Podcasts to Enhance the Development of Science Vocabulary. The Reading Teacher, 63(2), 100-108. https://doi.org/10.1598/RT.63.2.1Rosell-Aguilar, F. (2007). Top of the Pods - In Search of a Podcasting «Podagogy» for Language Learning. Computer Assisted Language Learning, 20 (5), 471-492. Retrieved from http://students.kennesaw.edu/~ppeoples/Podcasting%20For%20Language%20Learning.pdfhttps://doi.org/10.1080/09588220701746047Rosell-Aguilar, F. (2013). Podcasting for language learning through iTunes U: The learner's view. Language Learning & Technology, 17(3), 74-93. 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Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App called Engage

[EN] Engage is a new form of mobile application that connects students studying English with teachers in real-time via their smartphones. Students receive target language through preparation dialogues, and then apply it to a role-play with a teacher. The conceptualization and development of Engage follows the user-centred design approach; and the product was built through multiple iterations: in the first iteration, students were invited to try out a paper mock-up; in the second iteration, students tried out a mobile prototype; in the external test, a fully functional application was released to App Store between October 25 and November 20, 2012, and 326 users downloaded it. The application was well-received by these test users, reflected in the post-study survey, student ratings, and students’ usage records. The external tests proved that the technical environment of the application was feasible for production; and the operationalization of the teacher service and cost model were also proven to be feasible and scalable.Yang, B.; Zhou, S.; Ju, W. (2013). Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App called Engage. The EuroCALL Review. 21(2):27-38. https://doi.org/10.4995/eurocall.2013.9788OJS2738212Burke, T. & Guest, A. (2010). Using role playing as a teaching strategy: an interdisciplinary approach to learning. Proceedings of the 2nd Annual Conference on Higher Education Pedagogy, 34-35.Buzan, T. (1989). Use both sides of your brain. New York: Penguin.Demouy, V. & Kukulska-Hulme, A. (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 217-232. https://doi.org/10.1080/02680513.2010.511955Edge, D., Searle, E., Chiu, K., Zhao, J. & Landay, J.A. (2011, May). Micromandarin: mobile language learning in context. 2011 Annual Conference on Human Factors in Computing Systems. Symposium conducted in Vancouver, BC, Canada.Hyerle, D. (2004). Student successes with thinking maps: school-based research, results, and models for achievement using visual tools. CA: Corwin Press. ISO 13407 (1999). Human-centred design processes for interactive systems. London: British Standards Institution.Karat, C. (1997). Cost-justifying usability engineering in the software life cycle. In M. Helander, T.K.Landauer and P.Prabhu (Eds.), Handbook of Human-Computer Interaction (pp. 653-688). Amsterdam: Elsevier. https://doi.org/10.1016/B978-044481862-1.50098-4Kondo, M., Ishikawa, Y., Smith,C., Sakamoto, K., Shimomura, H., and Wada,N. (2012). Mobile assisted language learning in university EFL courses in Japan: developing attitudes and skills for selfregulated learning. ReCALL, 24, 169187. https://doi.org/10.1017/S0958344012000055Kukulska-Hulme, A. and Shield, L.(2008). An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. https://doi.org/10.1017/S0958344008000335Kujala,S. (2003). User involvement: a review of the benefits and challenges. Behavior & Information Technology, 22(1),1-16. https://doi.org/10.1080/01449290301782Liu, T.-Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527. https://doi.org/10.1111/j.1365-2729.2009.00329.xMiangah, T. M., and Nezarat, A. (2012). Mobile-assisted language learning. Journal of Distributed and Parallel Systems, 3(1), 309-319. https://doi.org/10.5121/ijdps.2012.3126Parrish, B. (2004). Teaching adult ESL: a practical introduction. New York: McGraw-Hill Companies.Rubin, J. (1994). Handbook of usability testing: how to plan, design, and conduct effective tests. New York: Wiley.Schafer, R. W. (1994). Scientific Bases of Human-Machine Communication by Voice. In D.B. Roe (Eds.), Voice communication between humans and machines(pp.34-75). Washington, D.C.: National Academy Press.Senf, M. (2012, Dec). Role-play, simulations and drama activities. DocumBase. Retrieved from http://en.convdocs.org/docs/index-44311.htmlSnyder, C. (2003). Paper prototyping: the fast and easy way to design and refine user interfaces. San Diego, CA: Morgan Kaufmann Pub.Sousa, D. A. (2006). How the brain learns. CA: Corwin Press.Traxler, J. (2007). Current state of mobile learning. International Review on Research in Open and Distance Learning, 8(2), 9-24

Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English

This 21st century is known as a period in which access to information and communi- cation technology (ICT) are widely open. This brings good in various fields, one of which is educa- tion. In relation to the use of technology in education sector, Kurniawan developed a learning model based on ICT that is a combination of the components of animation technology with aspects of Eng- lish learning specifically reading comprehension. The model is called Creative Reading Learning Model aiming to increase vocabulary understanding, concept and the use of previously owned knowledge. The model emphasizes the role of educators in preparing learning and students in under- standing learning through the help of animation technology that can arise prior knowledge to under- stand learning materials. This study aims to complete the Research and Development phase until the product is complete and analyze the pedagogical implications of the application of Creative Reading as a form of triggering metalinguistic awareness in the test group. Data obtained through observation. The results of this study indicate that children understand most of the vocabulary presented. Related to metalinguistic awareness, there are children who have used English intentionally with an under- standing of form and meaning as the basis. Keywords: Creative Reading, English, Learning Models, Reading Comprehension, Vocabulary Reference Abdon, M. M., Maghanoy, J. M., Alieto, E. O., Buslon, J. B., Rillo, R. M., & Bacang, B. G. (2019). Phonological Awareness Skills of English As Second Language (Esl) Learners: the Case of First-Grade Filipino Bilinguals. Sci.Int.(Lahore), 31(5), 647–652. Altman, C., Goldstein, T., & Armon-Lotem, S. (2018). Vocabulary, metalinguistic awareness and language dominance among bilingual preschool children. Frontiers in Psychology, 9(OCT), 1–16. https://doi.org/10.3389/fpsyg.2018.01953 Cadena, C. M. Z. (2006). Effectiveness of Reading and Improving Reading Comprehension in Young ESL Readers (Universidad Del Norte Maestria). Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/718/45686016.pdf;jsessionid=E69 B0580514D369C34D96E4B48A8C9AC?sequence=1 Ceballos, M. R. S., Grenna, M., Joy, M., & Chall, J. S. (2012). Stages of Reading Development. Reading Difficulties and Dyslexia: An Interpretation for Teachers, 20–28. https://doi.org/10.4135/9788132108375.n3 Copland, F., Garton, S., & Burns, A. (2014). Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148 de Souza, G. N., Brito, Y. P. dos S., Tsutsumi, M. M. A., Marques, L. B., Goulart, P. R. K., Monteiro, D. C., & de Santana, Á. L. (2018). The Adventures of Amaru: Integrating learning tasks into a digital game for teaching children in early phases of literacy. Frontiers in Psychology, 9(DEC), 1–8. https://doi.org/10.3389/fpsyg.2018.02531 Flemban, F. Y. (2018). Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition. University of South Florida. Georgescu, C.-A. (2010). Using Blogs in Foreign Language Teaching. Educational Sciences Series, 62(1A), 186–191. Guilford, J. P. (1977). Way Beyond the IQ. New York: Bearly Limited. Karavas, E. (2014). Applied Linguistics to Foreign Language Teaching and Learning. An introduction to Applied Linguistics. In National and Kapodistrian University of Athens. Retrieved from http://opencourses.uoa.gr/courses/ENL6/ Kurniawan, M. (2012). Students’ Perspectives Toward the Use of Teacher’S Edublog in Efl Learning (Satya Wacana Christian University Salatiga). Retrieved from http://repository.uksw.edu/bitstream/123456789/3412/2/T1_112008013_Full text.pdf Kurniawan, M. (2016). From Common Reading to Creative Reading: An ICT-Based ELL Model Development. Widya Sari, (March 2016). Retrieved from http://widyasari- press.com/index.php?option=com_content&view=article&id=756:from-common-reading- to-creative-reading&catid=92:vol-18-no-1-jurnal-maret-2016&Itemid=2 Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal, 8(May), 155–159. Li, L., & Wu, X. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4. PLoS ONE, 10(3), 1–16. https://doi.org/10.1371/journal.pone.0114417 Masnan, A. H., & Ngajib, S. H. M. (2016). The Dilemmas of Teaching English in Cambodia Kindergarten. 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Konsep Dasar Perkembangan Anak Usia Dini. Salatiga: Satya Wacana University Press. Timothy, A. E. (2019). English Language Components Preference of Students in Calabar, Cross River State, Nigeria: Implications for Teaching English as a Second Language. SSRN Electronic Journal, (November). https://doi.org/10.2139/ssrn.3483857 Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer- assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56. https://doi.org/10.1007/s11881-009-0032-y U.S. Department of Education. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. In Office of Educational Technology. https://doi.org/10.1080/0963749810843097

Metacognition as a superordinate concept of metalinguistics: The role in developing reading skills in a foreign language

The paper provides a theoretical analysis of the relationship between metacognition and its subordinate concept metalinguistics. Understanding that language and cognition are inextricably linked, the aim of the paper is to highlight the holistic nature of learning. From this perspective, metalinguistic abilities, such as phonological awareness, word awareness, form awareness, and pragmatic awareness are introduced and suggestions for activities and everyday interactions to facilitate their development are outlined. Furthermore, the paper focuses on explaining the role of metacognition and metalinguistics in particular towards the development of reading skills. Based on the three kinds of metacognitive knowledge, i.e., declarative knowledge, procedural knowledge and conditional knowledge, the paper provides a five-step instruction of a reading comprehension strategy, applicable for both L1 and FL reading development.This work was supported by the Slovak Research and Development Agency under grant number [email protected] Kopčíková is a lecturer at the Department of Communicative and Literary Education at the Faculty of Education, University of Prešov. She works with pre-service teachers, her main teaching areas being methodology of teaching English to young and very young learners and the development of communicative competences in the English language. She has participated in several research projects focused on the development of metacognitive, cognitive and executive functions of underperforming students. 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ENSINAR INGLÊS PARA AVIAÇÃO: AUMENTANDO AS HABILIDADES DE TRADUÇÃO ATRAVÉS DA APLICAÇÃO DO MÉTODO DE APRENDIZAGEM INTEGRADA DE CONTEÚDO E LÍNGUA

Teaching aviation translators involves the simultaneous provision of broad branch competence and narrow specialization. This study is aimed to test whether the application of the Content and Language Integrated Learning Method (CLIM) is effective while teaching Aviation English and enhancing translation skills at the aviation university. The experimental study was conducted within the framework of an elective course designed as an English language program with a professional focus on "Translation in the Aviation Industry" for future graduates majoring in Translation. The experiment involved 95 students, with one academic group designated as the experimental group (n = 44) and the second as the control group (n = 51). The study followed a pretest-posttest experimental design. In the pretest stage, the homogeneity of CLIM and non-CLIM groups was statistically proved by the χ2 Pearson Correlation Coefficient. The experimental group received the CLIM methodology, while the control group was taught by a traditional approach. The post-test took into account both linguistic and content-related learning outcomes aimed at improving English proficiency in the aviation-oriented and translation direction within the CLIM and non-CLIM research groups. The research findings demonstrated that experimental group had significantly outperformed the control group during the final test. Teaching Aviation English and enhancing translation skills through the application of the CLIM method which encompassed aviation podcasts, subject matter videos, professional literature overview, stakeholders’ involvement, and engagement in the aviation environment, are effective.Ensinar tradutores de aviação envolve o fornecimento simultâneo de ampla competência no ramo e especialização restrita. Este estudo tem como objetivo testar se a aplicação do Método de Aprendizagem Integrada de Conteúdo e Idioma (CLIM) é eficaz no ensino de Inglês para Aviação e no aprimoramento das habilidades de tradução na universidade de aviação. O estudo experimental foi realizado no âmbito de uma disciplina eletiva concebida como um programa de língua inglesa com foco profissional em "Tradução na Indústria da Aviação" para futuros graduados com especialização em Tradução. O experimento envolveu 95 alunos, sendo um grupo acadêmico designado como grupo experimental (n = 44) e o segundo como grupo de controle (n = 51). O estudo seguiu um desenho experimental pré-teste-pós-teste. Na etapa de pré-teste, a homogeneidade dos grupos CLIM e não CLIM foi comprovada estatisticamente pelo Coeficiente de Correlação χ2 de Pearson. O grupo experimental recebeu a metodologia CLIM, enquanto o grupo de controle foi ensinado pela abordagem tradicional. O pós-teste levou em consideração os resultados de aprendizagem linguísticos e relacionados ao conteúdo, destinados a melhorar a proficiência em inglês na direção orientada para a aviação e na tradução dentro dos grupos de pesquisa CLIM e não-CLIM. Os resultados da pesquisa demonstraram que o grupo experimental superou significativamente o grupo de controle durante o teste final. Ensinar inglês para aviação e aprimorar habilidades de tradução por meio da aplicação do método CLIM, que abrange podcasts de aviação, vídeos sobre assuntos, visão geral da literatura profissional, envolvimento das partes interessadas e envolvimento no ambiente da aviação, são eficazes

Desenvolvimento de um learning object para o ensino-aprendizagem da língua inglesa : regra de formação do present simple

Dissertação de Mestrado em Educação, área de Especialização em Tecnologia Educativa.A presente investigação visa a concepção e validação de um protótipo de uma pequena unidade didáctica concebida como um Objecto de Aprendizagem “Learning Object” no formato digital, destinado a alunos do 7º ano de escolaridade, com Inglês nível III. Pretende-se avaliar a possibilidade de integração, nas aulas de Inglês como língua estrangeira, de Objectos de Aprendizagem como veículos de conteúdos e promotores da aprendizagem e aplicação da língua inglesa. O estudo visa também aferir a motivação dos colegas/professores para a prática de construção e de aplicação de conhecimentos e conteúdos em formato de Objectos de Aprendizagem. Tendo em conta a utilização das TIC em muitos dos cenários de ensino/aprendizagem e a fluidez com que muitos alunos as utilizam, parece-nos urgente elaborar materiais em formato digital que possam não só corresponder às expectativas dos discentes mas, também, contribuir para uma diversificação das estratégias de ensino e promover a produção de materiais apelativos, de fácil navegação e fácil aplicação em diferentes contextos de ensino/aprendizagem. Num primeiro momento o presente trabalho procura ilustrar as várias definições existentes na literatura para Objectos de Aprendizagem, caracterizá-los e mostrar os vários tipos de repositórios onde podem ser encontrados, bem como explicar todo o sistema necessário para normalizar e fazer funcionar os Objectos de Aprendizagem, preservando as suas características. Num segundo momento desenvolve-se o Objecto de Aprendizagem utilizando a ferramenta de autor Hot Potatoes, descrevendo-se toda a metodologia a adoptar e passos a seguir. Num terceiro momento procura-se aferir o impacto do Objecto de Aprendizagem junto de colegas/professores e verificar a possibilidade de integração do protótipo e de Objectos de Aprendizagem digitais no ensino do inglês como língua estrangeira.This study aims the conception and validation of a prototype of a small study unit conceived as a Learning Object and as a digital resource, designed to the 7th grade students of the third level of English. It is our intention to evaluate the possibility of integration, in classes of English as a foreign language, of Learning Objects as vehicles of contents and also as learning promoters and application of the English language. The study also aims to check the motivation of our colleagues/teachers to the practice of construction and application of cognizance and contents through digital Learning Objects. Taking into consideration the growing usage of the ICT in many teaching/learning sceneries and also the fluidness that many students use them, we believe it is urgent to develop digital materials and resources capable not only to answer the students expectations but also, to contribute to a diversification of teaching strategies and to promote the production of appellative materials/resources with easy navigation and also easy to apply in different learning/teaching contexts. The present study, in a first moment, seeks to illustrate the great number of existing definitions for Learning Objects, characterize LO’s and show the several repositories and its kinds where LO’s can de found. In this first moment we also explain all the necessary system to create standards and certain rules in order to better create, show and work with LO’s, preserving all its features. In a second moment a Learning Object is developed using the tool Hot Potatoes and all the development process is described, including the adopted methodology and proceedings to follow. Finally the Learning Object prototype is evaluated by a test group, formed by English teachers, in order to check its impact and also the possibility of integration of the prototype and of LO’s in the teaching of English as a foreign language