Issues of English Language Learners in Communication at Intermediate Level in Pakistan

The students have to face lot of problems in speaking English as a second language (ESL). This study investigates the problems, fears and hindrances in using English language as a speaking tool in and outside class room. The population consists of the students of Intermediate/HSSC level from age group of 16 to 19 years. The study determines the causes of poor communication in English language among higher secondary school students. The descriptive survey design was used and questionnaire was used as a tool in collection of data. Responses were obtained from students and teachers in two higher secondary schools. The study sample was 60, in which 30 were students and 30 were teachers. Frequency and simple percentage were used in the analysis of data. The findings of the study led to the conclusion that the dominance of mother tongue, less qualified teachers of English language, negative attitudes of students toward speaking English language, improper use of method in enhancing English language speaking and no access to  instructional media, A.V aids and other  facilities, are the reasons behind the poor English language communication of the students. The study also found out that provision of qualified teachers of English language, using the right approach to the spoken ability of English language, engaging of students in debating and listening to English programs are some of the ways that can improve secondary school students’ performance in spoken English communication. KEYWORDS: Issues, ELT, ESL, communication, English language learners, Higher Secondary School (HSSC)

EFL curriculum implementation in primary schools in South Sulawesi Province in Indonesia

This mixed-methods study investigated South Sulawesi primary EFL teachers’ understanding of and attitudes towards the National Curriculum Framework (NCF), the basis of school curriculum development. It explored its influence on teachers’ teaching methods and the impact of EFL status as Local Content (LC) subject on their teaching. It revealed that teachers have an understanding of the NCF, most adhered to it, their methods complied with the recommended approach, and were aware of LC requirements

Integrating Ict in English Language Teaching and Learning in Indonesia

Indonesian ELT is complex for numerousreasons, and the level of students‟ outcome has beenregarded unsatisfactory by a number of researchers andacademics. This paper considers ICT as one of possiblealternatives to deal with the complexity of IndonesianELT and to improve its outcomes. It widely exploresICT integration in English LTL, especially on how ICThas been used in this field. It further investigates thebenefits and challenges of integrating ICT in LTL. Thepaper argues that the integration of ICT is promising forchanging and improving the effectiveness of the currentIndonesian ELT condition when it is carried out in linewith the effective LTL principles. The integration of ICTwill enable teachers to vary teaching and learningactivities, to gradually change the teaching style to bemore student-centred, to train students to have moreactive role in learning, and to access a huge range ofauthentic learning materials. The paper alsoacknowledges the contraints that will emerge in aneffort of integrating ICT in Indonesian English LTL.Hence, some recommedations for action are proposed atthe end

Multimedia technologies and online task-based foreign language teaching-learning

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student- centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.info:eu-repo/semantics/publishedVersio

Profile of Interactive Learning Media Based Digital Literacy Needs on Elemental Chemistry Concepts

Interactive learning media integrated with technology are needed to facilitate the explanation of abstract material, including elemental chemistry. The study aims to analyze the profile of interactive learning media-based digital literacy needs on elemental chemistry concepts in high school students. The research uses a descriptive qualitative research method. The subjects of this study consisted of chemistry teachers and high school students from four sub-districts in Trenggalek Regency. Based on perspective of teachers and students, they need learning media that can help explain abstract material to be more communicative and interactive to increase learning effectiveness. The results of questionnaire answers show the application of interactive digital learning media based digital literacy from the teachers and students are 39% and 37%, respectively. The percentage shows that digital literacy-based learning media is still lacking. Furthermore, interactive learning media based on digital literacy could be developed to fulfill a need using specific criteria.

Profile of Interactive Learning Media Based Digital Literacy Needs on Elemental Chemistry Concepts

Interactive learning media integrated with technology are needed to facilitate the explanation of abstract material, including elemental chemistry. The study aims to analyze the profile of interactive learning media-based digital literacy needs on elemental chemistry concepts in high school students. The research uses a descriptive qualitative research method. The subjects of this study consisted of chemistry teachers and high school students from four sub-districts in Trenggalek Regency. Based on perspective of teachers and students, they need learning media that can help explain abstract material to be more communicative and interactive to increase learning effectiveness. The results of questionnaire answers show the application of interactive digital learning media based digital literacy from the teachers and students are 39% and 37%, respectively. The percentage shows that digital literacy-based learning media is still lacking. Furthermore, interactive learning media based on digital literacy could be developed to fulfill a need using specific criteria.

Teaching conversational language skills to foreign students: Blended learning and interactive approaches

The timeliness of the present study is a consequence of the changing status of the Russian language in the global communication landscape. The growing international significance of Russian requires the development of new language teaching methods. This article aims to demonstrate the effectiveness of employing a blended learning approach to teaching “Russian as a foreign language” with the use of authentic speaking situations, and to show the relevance of interactive education to the teaching of conversational language skills. The primary research method for this problem is a practical method of interactive learning that allows students to hold a constructive dialogue. The author proposes a new pedagogical genre, “convergent lecture,” which takes a different approach to the instruction of foreign students. The article explains how students’ experience of acting out potential social roles in the Russian as a foreign language classroom develops their ability to speak pragmatically in everyday, professional, and educational contexts. The findings of this article may be helpful for scholars who develop educational programs for foreign students, as well as instructors interested in helping their students develop more practical communication skills in a foreign environment. © 2016 Evtyugina, Simonova and Fedorenko

ESP For Ecotourism: Discourse Skills,Technology,And Collaboration For Job Contexts

This capstone’s primary aim was to design a companion instructional guide for teachers of English for Specific Purposes for ecotourism professionals in Mexico. It identified gaps left by traditional EFL courses that tend to lack strong connections between language instruction and real-world job requirements for English usage. It looked at curricular reform efforts in other world regions with the intention to innovate ESP instruction in Mexico. Findings include recommendations for student-centered curricula that incorporate multimodal learning activities and authentic contexts for tourism jobs. Multiliteracies pedagogy drove the creation of the instructional guide’s components, which provide support in conducting small-group projects to develop interactive discourse, online research, and digital design skills within communities of practice. The guide includes resources, materials, and instructions to conduct needs analysis, foster mutual support, build collaboration among stakeholders, facilitate situated practice with applied technology, and increase knowledge for cross-cultural communication

THE IMPLEMENTATION OF TEACHING ENGLISH WITH COOPERATIVE LANGUAGE LEARNING (CLL) (A Descriptive Qualitative Study In SMKN 1 Sawit Boyolali In The 2014/2015 Academic Year)

Listiyani. 2017. The Implementation Of Teaching English With Cooperative Language Learning (A Descriptive Qualitative Study In SMKN 1 Sawit Boyolali In The 2014/2015 Academic Year). Thesis. English Education Study Program, Islamic Education and Teacher Training Faculty IAIN Surakarta. First Advisor : Rochmat Budi Santoso, M. Pd Second Advisor : Dr. Imroatus Solikhah, M. Pd Keyword : Teaching, English, Cooperative, Learning. The objectives of this research are (1.) To describe the teaching-learning activities in SMKN 1 Sawit Boyolali especially in English subject, (2.) To describe the problems faced by the teacher and student in the process of teaching and learning English, and (3.) To know the problems in teaching-learning activities in the twelve grade of SMKN 1 Sawit Boyolali. The researcher uses the descriptive qualitative research design. The data is collected by using observation, interview, questionnaire (use percentage), and document study. The researcher takes observation to know the real process of teaching-learning activities. The interview and questionnaires were given to collect data about the learning strategies, the problem and solution during teaching-learning activities, the factors supporting the success of teaching-learning activities, the media used, the teaching strategy, and the students’ respond of learning English. The documentation is used to collect the school profile, lesson plan, sylabus and students’ assessment. After collecting the data, the researcher analyzes the data use cooperative language learning theory qualitatively. From the result of the research, the researcher finds the answer of the statement in research problem. The teaching-learning activities in SMKN 1 Sawit Boyolali on English subject is using cooperative language learning. Most of the students’ problem in learning is on the vocabulary mastery, self-confident, time allocation and the problem of communication in English. The teacher always motivates and gives them some tips to solve the students’ problem. The use of innovative strategy and multimedia in teaching can be the factors that make the success of teaching-learning activities in SMKN 1 Sawit Boyolali