DEVELOPMENT OF COMPUTER ENGLISH MODULES BASED ON CONSTRUCTIVISME FOR INFORMATICS ENGINEERING STUDENTS AT UNIVERSITAS DHARMAS INDONESIA

This research is written to develop English Computer Module based on Constructivism for Informatics Engineering Students. In Informatics Engineering department, graduates are expected to have an ability to speak English in order to compete in their job profession. Therefore, it is considered necessary to compile an English Computer module that is specific to the context and purpose with the students of the Informatics Engineering course. The main purpose of this research is to produce English Computer Module for Informatics Engineering students with valid, practice, and effective. The long term goal of this research is to make Engineering students are able to master English language that can be their provision in order to compete in their job profession. This teaching module developed by Constructivism. This research used Research and Development method of ADDIE (Analyze, Design, Develop, Implement, and Evaluate). This research was conducted in the second semester of Informatics Engineering students. In the analysis stage, it was conducted needs analysis and situation analysis. Design stage was conducted by designing Computer English modules based on tasks, lesson plan, and assessment instrument of Computer English modules. Develop stage was conducted by developing teaching material. Implement stage was conducted by implementing teaching material in Engineering class. Finally, the Evaluate stage was an evaluation of the implementation each stages of ADDIE model. The data in this research were collected by using the validation sheet of teaching material, lesson plan, questionnaires respond of Informatics Engineering English lecturer and Engineering students, and students test result. The result of this English Computer Module based on Constructivism for Informatics Engineering Students is valid, practice, effective criteria and accordance to the Engineering students’ needs

Colorado Literacy Tutor as a support in learning and improving reading in L2 (English) for Polish children

The article below is a short presentation of Colorado Literacy Tutor (CLT ) to Polish readers. CLT is a computer program built to help children in developing literacy skills in English. The main advantage of CLT is the deployment of animated highly interactive interface that enhances both human-computer interaction and the student’s learning performance. Designed to help American children, CLT is capable to serve as a learning tool for all children who need to practice reading in English. Since teaching English to Polish children is common in almost all elementary schools and some kindergartens, CLT provides an ideal test bed for research on how Polish children acquire reading abilities in English. The main components of CLT are presented and their impact on reading acquisition is explained. A short preliminary report on author’s pilot study is also given.The article below is a short presentation of Colorado Literacy Tutor (CLT) to Polish readers. CLT is a computer program built to help children in developing literacy skills in English. The main advantage of CLT is the deployment of animated highly interactive interface that enhances both human-computer interaction and the student’s learning performance. Designed to help American children, CLT is capable to serve as a learning tool for all children who need to practice reading in English. Since teaching English to Polish children is common in almost all elementary schools and some kindergartens, CLT provides an ideal test bed for research on how Polish children acquire reading abilities in English. The main components of CLT are presented and their impact on reading acquisition is explained. A short preliminary report on author’s pilot study is also given

Computer assisted language learning for learning English in Saudi Arabia

University of Technology, Sydney. Faculty of Arts and Social Sciences.The goal of this research was to study the attitudes of English language teachers of intermediate level schools in the Al Madina region with respect to the effectiveness of Computer Assisted Language Learning (CALL) in teaching and learning English, and to seek their views on various issues pertaining to readiness for implementation of teaching using CALL. The views of intermediate level teachers had not been studied prior to this research. A mixture of qualitative and quantitative approaches were used in the data collection process. The researcher designed a questionnaire and an interview to ascertain the teachers’ attitudes, and also the status of computer usage in teaching English in the classrooms, and the teachers’ readiness to use computers to teach English and move away from ‘traditional’ face-to-face methods. This study aimed to inform stakeholders of what might be needed to empower teachers with the skills and equipment necessary for the introduction of this innovation and provide information that could facilitate implementation of computers in teaching English in intermediate level schools, in Al Madina, Saudi Arabia, with the hope that such practice could be generalised throughout the Kingdom at large. The results of the research disclosed that teachers felt that Saudi Arabia was not technologically advanced in teaching English but most teachers had knowledge about using computers and the Internet in teaching English and would welcome the implementation of computers in intermediate schools, but overall they felt that more training and information was needed. It was found that students also have knowledge of using computers and the Internet but some did not have adequate access to either. Also, there were already ICT systems in some (mainly private) schools and that teaching and learning English via computers was believed to be entertaining, enjoyable and more effective than traditional methods and could provide access to remote students, enabling distance education. Teachers were also concerned that there were some problems that needed to be addressed regarding the currently available CALL programs and syllabuses. The implications of the research were, that for general implementation of computers and the Internet for the teaching and learning of English to be successful, improvements needed to be made in providing new, computer oriented syllabuses, sufficient hardware and suitable software and that ongoing training of teachers be implemented to keep them abreast of advances in English language teaching via computer

Computer-Assisted Language Learning: A Study of EFL Teachers’ Perceptions of University of Sindh, Jamshoro

This study aims to investigate EFL teachers’ perceptions on Computer Assisted Language Learning in English language classrooms. For the last 15 years, there has been great interest in researching teachers’ perceptions, thinking and beliefs towards implementation of ICT in English language teaching classrooms. As teachers’ perceptions shape and determine language teaching and learning practice. To investigate the problem, 47 in service teachers of Higher Secondary Schools were taken as participants, out of which there were 14 females and 33 males. A questionnaire was administered among the EFL teachers based on investigation of beliefs and perspectives of EFL teachers. Findings of the study suggest that use of online web chats and other connecting forums are practiced by EFL teachers to interact with the students. Furthermore, preparing lectures to use computers and getting help for material development is highly frequent. Keywords: EFL Teachers’ Perceptions, Computer Assisted Language Learning, implementation of ICT, English language classrooms DOI: 10.7176/JEP/11-30-04 Publication date:October 31st 202

Changes in the pattern of language teaching

AbstractAim of this paper is to present an effective way of exploring an authentic text while teaching legal English through integrating multimedia into reading, writing, listening speaking and vocabulary tasks. It focuses on the theme of ‘Criminal Procedure’, and it includes investigating and solving a crime case on the computer which enables students to activate their legal vocabulary; and also doing different types of vocabulary tasks, which enable them to explore various ways of examining legal English. The aim is to have students practice reading skills through different tasks, which lead them to argumentative essay writing

Tapping into the intellectual capital at the University

Abstract Content and Language Integrated Learning (CLIL) is as full of challenges as it is of possibilities. We will explore the challenges while seeking realistic solutions as eight Computer Science professors teach their subjects through English for the first time. We hope to gain insights into the bilingual classroom at the university level where teacher training can aid in professional development. Kevin Haines (2017) has posed the question about policies, principles and practice in bilingual settings, suggesting that we still need to address the challenging question: “who will support the teachers?”. In this paper we will observe problems and solutions to bilingual teaching from the ethnographic point of view of action research. This is a collaborative project that brings CLIL methodology into the content classroom and assesses teacher performance in order for university professors to see CLIL in practice. This article is an overview of CLIL practicum where teachers move from theory to practice in a purposeful intent to improve instruction in a second language. In this project the interaction is based on the multiple perspectives of computer science professors, a CLIL specialist as well as opinions from students. It is with these multiple perspectives that we have put our in-service training into action. Many university professors outside foreign language areas need more in-service training to face the challenges underlying teaching through a second language. Our motivation leads us to these three proposals action research, teacher training and qualitative assessment of the CLIL experience. We hold that research in education must make the move toward a more qualitative assessment. As researchers, perhaps we need to describe less and do more by putting our research into action.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Using an LMS for Foreign Language Teaching/Learning: An Attempt Based on the "Cyclic Model of Learning"

The purposes of the study are (a) to put the “cyclic model of learning” into practice by means of an LMS (Learning Management System) for foreign language teaching /learning, and (b) to examine how the “cyclic model of learning” influences improvement of students\u27 English ability in both proficiency and achievement. Current major concerns of CALL (Computer Assisted Language learning) research have shifted from piecemeal and experimental tests of the use of technology in a single computer lab to seamless and integrated practices in a natural educational setting. In response to this transition, Takeuchi developed the “cyclic model of learning”. The model tries to integrate in-class practice and students\u27 outside-class self-learning with the aid of technology. In this article, the “cyclic model of learning” was put into practice and tested on 19 1st-year undergraduate students for one year at a university in the Kansai region. An LMS, named CEAS (Coordinated Education Activation System), is employed to support the practice. Data were collected in a variety of ways including test, weblog, video recording, questionnaires, and classroom observation. Findings indicated that the practice based on the “cyclic model of learning” contributed to the improvement of students’ English ability in both proficiency and achievement

ASSESSMENT OF COMPUTER LITERACY AMONG PUBLIC SECONDARY SCHOOL ENGLISH LANGUAGE TEACHERS IN BENIN METROPOLIS, NIGERIA

Information and Communication Technology (ICT) has increasingly become part of human existence in today’s contemporary society. There is no doubt that ICT has come to stay. In fact, it is obvious that man cannot do without it in this 21st century. Effectiveness in the educational system to a large extent depends on ICT. It is on the basis of this knowledge that this researcher decided to carry out an assessment of computer literacy competency of English language teachers in Benin metropolis. Three research questions guided this study. The descriptive survey was used for the study. The population for the study consisted of 302 English language teachers in Benin metropolis. A total of 151 teachers were randomly selected from the population. An instrument titled English Language Teachers’ Computer Literacy Questionnaire (ELTCLQ) was used to collect data for the study. The simple percentage was used to analyse the data. Based on the analysis, findings were made, amongst which is that the level of computer literacy among secondary school English language teachers is very low. As a result of the findings, it was recommended among others, that teachers should practice the use of ICT in their day to day teaching/ learning activities.  Article visualizations

The Impact Of Technology In TT (Translation Teaching)

Technology plays an important role in supporting the teaching and learning process. However, with the advance development of computer and internet, traditional teaching method has enhanced to match the millennial generation, and so does happen to translation class. To cope with the new trend and changes happen to the students who are really engaged with the social networking services (SNS) and gadgets, translation lecturers should be able to integrate technology to Translation Teaching (TT) to get students more engaged with translation field and to improve the classical lecturer-centered class. The method of this research is descriptive qualitative method for translation studies by Toury in 1995. The data are the students‟ translation product in translation class and interviews. The objective of this study is to explore the strategies in applying technology for teaching and learning translation theory/practice in the English Education Department of The State Islamic University of North Sumatra which covers on three aspects; technology, economics, and mini research. It is beneficial to match the 21st century skills by strengthening students‟ translating competence in using computer as assisted tool for translating text, promoting their own translation business (translation agency project) in SNS, and having an experience in conducting translation research. Finally, it combines the enhancement of technology with traditional teaching (blended learning) to engage and motivate students in learning the translation practice/theory autonomously