Interactive teaching in an international preparatory language program; promoting some of the 21st century skills

Academic presentation at The 5th World Conference on Research in Teaching and Education (WORLDTE), 28. - 30.10.22, Milano, Italy. https://www.worldte.org/.As the globalization has intensified, the future of engineering education may require its students to enhance the 21st century skills such as critical thinking, collaboration and communication skills (Riemer 2007, Gradin and Hirleman, 2009). In harmony with this, preparatory language programs for engineering studies must adopt educational methods that help students to cultivate such key skills. Norwegian Language and Society for Foreign Students (NLSFS) at University of Tromsø (UiT) is a one-year international Norwegian language program qualifying for admission to engineering studies at UiT. The program’s curriculum is designed to enhance the above-mentioned skills of the students as well as to promote their satisfactory language ability. The curriculum consists of interdisciplinary components, Norwegian language, society and politics and culture and literature, and it adopts interactive learning activities including collaboration learning, formative peer assessment and project-based learning. The literature shows that these learning activities promote learners’ autonomy, critical thinking and collaboration skills (Pettersen, 2005, Lynch et al, 2012, Carnell, 2016). Based on student questionnaires, this study evaluates the impact of the teaching methods adopted in NLSFS on the students’ enhancement of the above-mentioned skills. The results of the surveys indicate that students have gained experience in collaboration, and they have developed critical thinking and communication skills. The results also show that the students’ perception of the program’s educational methods is very positive and suggest that the methods may promote the students’ engagement in their learning, which in turn contributes to the enhancement of the skills in question and their Norwegian proficiency

The effect of different scripting methods on the process and outcomes of game-based collaborative language learning

Abstract. There has been growing interest in game-based language learning but instead of communicative skills, it mainly targeted vocabulary and grammar which are superficial linguistic skills. On the other hand, collaboration has also been seen as pedagogically beneficial though there is still a question as to what extent teacher’s support in the form of scripting is optimal. Addressing the gaps, this mainly quasi-experimental study was implemented in an English as a second language lesson to examine whether or not role assigning (microscripting) in a game-based collaboration would yield superior results than the condition without such method (macroscripting). To be specific, a narratively rich role-playing game (RPG) was utilized in the game-based learning phase due to its compatibility for language learning, proceeded by literature circle collaboration which had been renowned for its capability to foster not only reading skill but also the affective dimension of learning. Inferential statistics showed that groups treated with microscripting achieved superior reading comprehension, collaborative learning interest and empathy scores. Meanwhile, content analysis revealed that groups assisted by macroscripting could reach higher levels of knowledge construction in their collaboration. Findings, discussion and conclusion in this study have extended the field of game-based collaborative language learning and brought implications for similar future research

E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings

This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively

IMPLEMENTING COMPUTER ASSISTED LANGUAGE LEARNING FOR SPEAKING CLASS

Computer Assisted Language Learning (CALL) is a program derived from CAL (Computer-Assisted Learning) which is implemented to language and the prime focus of CALL is on the usage of computers in language learning. Much of the research has been aimed at improving written communication skills and little has been done to address the issue of increasing oral proficiency. In second/foreign language classrooms, the CALL environment creates situations that stimulate interest, allows dialogue and communication, enhances creativity, fosters a sense of personal worth, facilitates collaboration among students working together, permits rich learning experiences for all students, and strengthens communication skills. By using CALL, many resources of material can be easily developed in teaching learning process

Augmented Reality-Based English Language Learning: Importance And State Of The Art

Augmented reality is increasingly used in the educational domain. However, little is known concerning the actual importance of AR for learning English skills. The weakness of the English language among English as a foreign Language (EFL) students is widespread in different educational institutions. Accordingly, this paper aims at exploring the importance of AR for learning English skills from the perspectives of English language teachers and educators. Mixed qualitative methods were used. To achieve the objective of this study, 12 interviews were conducted with English teachers concerning the topic under investigation. Second, a systematic literature review (SLR) that demonstrates the advantages, the limitation, and the approach of AR for learning English was performed. This study is different from other studies in using two methods and conducting comprehensive research on the importance of AR in improving English language skills in general. Thus, the study concluded that AR improves language skills and academic achievements. It also reduces students\u27 anxiety levels, improves students\u27 creativity, and increases students\u27 collaboration and engagement. Moreover, the students have positive attitudes towards using AR for learning the English language. The findings present important implications for the integration and development of AR for learning

A Study of the Teaching-Learning Challenges of the 21st Century at University ELT Classroom

With the increased anticipation of a university degree as a requirement for workforce entry, the criticism of business leaders, and the general public, it becomes critical for institutions of higher education to know what they are offering students, especially the English language and how well this subject is being presented. Therefore engaging and preparing students for life after school is a great challenge to teachers and institutions. Through the implementation of new tools and practice, this study was designed to explore the teaching-learning challenges of the 21st century at the university ELT classroom. The researcher administered a questionnaire to 171 students and 40 faculty members from three universities in Erbil, Kurdistan Region of Iraq. Statistical Package analyzed the data for Social Science, including Descriptive statistical analyses such as the mean and standard deviation, also Pearson Correlation and ANOVA test to compare the groups' responses. The results showed that learning a second/foreign language collaboration skills while in the classroom inside universities is one of the suitable ways for learning in current time. Also, students in universities have been able to assess their collaboration skills when working via group effectively and positively effect their learning of the English language. Finally, the students have tried to develop their skills by using technology as a tool for learning; this is showing as finding in this study that the availability of tools or technology devices positively and effective factor for students to learn second/foreign language and skills in their universities

Best Practices Using Pair Work for English Language Learners

This project examined English Language (EL) learners and pair work in order to improve English skills and proficiency, answering the question: What are the best ways to use pair work to assist EL students in making English proficiency gains? There are many sources that show that collaboration and in particular, pair collaboration, supports language learning for all ages. One reason for this may be because language learning is most successful when there is plenty of feedback and interaction, creating plenty of opportunities to practice language skills. The project led to creation of a professional development course for educators that teaches many of the strategies and techniques for pair work with ELs for general educators and EL teachers alike. It is divided into topics that include pair work strategies with English speaking, reading, and writing, as well as overall techniques to improve language acquisition. The ultimate goal for this teacher course is to provide simple pair work strategies for educators so they can improve EL instruction in any content area

The Role Of Gamification In English Language Teaching: A Literature Review

This literature review examines the impact of gamification in English language teaching (ELT) on motivation, engagement, and learning outcomes. Gamification, the integration of game elements into education, has gained attention as a promising approach to enhance language learning. The findings reveal that gamification positively influences student motivation in ELT. Elements like points, leaderboards, and rewards create a sense of achievement and intrinsic motivation. Engaged students are more likely to persist and participate actively in language learning. Gamification promotes active learning and engagement, with interactive activities involving vocabulary acquisition, grammar practice, and language production. It provides a safe space for students to experiment, apply knowledge, and develop linguistic skills. Collaboration and social interaction are fostered through gamification, encouraging teamwork and peer feedback. This enhances language and interpersonal skills. Immediate feedback and progress tracking in gamification offer valuable learning opportunities. Students receive real-time feedback and monitor their progress, enabling adjustments in learning strategies. However, implementing gamification in ELT faces challenges such as technology constraints and pedagogical considerations. Striking a balance between engagement and curriculum objectives is crucial. Teacher training and professional development are necessary. In conclusion, gamification plays a significant role in ELT by enhancing motivation, engagement, collaboration, and active learning. Despite challenges, embracing gamification and its best practice

A PROJECT-BASED EFL LEARNING: INTEGRATING FOUR LANGUAGE SKILLS

This present study on project-based learning was aimed at exploring how project-based learning integrated the four language skills and investigating the benefits and challenges encountered by the students of eleventh graders of an EFL classroom in one of SMK in Cimahi, West Java. With the qualitative descriptive design that employed observation, document analysis, and questionnaire as the methods of data collection, it can be reported that the project-based learning integrated the four language skills by providing activities in which the four language skills could occur in almost every stage of the implementation of the project-based learning: agreeing on theme for the project, determining the final outcome, structuring the project, preparing for information gathering, information gathering, preparing for information compilation and analysis, information compilation and analysis, preparing for information reporting, information reporting and evaluating the project. Also, the study showed that despite the challenges, the project-based learning benefited most of the students in terms of language skills, motivation, group work and social skill, knowledge, confidence, problem-solving skill and critical thinking, communication, presentation skill, independence, technology skill, and creativity. While, in terms of time, most of the students encountered a challenge that was to manage time in accomplishing the project. It was due to limited time. Nevertheless, some of the students gained benefit that was they learnt to have good time management or to be discipline. Thus, the project-based learning can train the students to the 21st century skills of critical thinking/problem solving, collaboration, creativity and communication. Keywords: project-based learning, four language skills, cooperative learnin