Classroom Interaction in English Language Class for Students of Economics Education

This research is attempts to find out the types of teacher and students talk and also the patterns of teaching-learning interaction. This research was qualitative case study conducted in English Language 1 class Economics Education Study Program of Teacher Training and Education Institute Persatuan Guru Republik Indonesia Bojonegoro, East java. The participants were an English teacher and thirty four students. Observations were conducted twice in November 2016. The data were analysed by using the combination of interaction analysis system adapted from (Flanders, 1970; Moskowitz, 1971; Brown, 1975; Al-Otaibi, 2004; and Erling et al., 2012). The findings show that the teacher produced almost all types of teacher talk. They also produced almost all types of student talk in learning process. The teaching-learning activities used produced the patterns of group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Consider the result of this study. It is important for the teacher to build interactive and communicative teaching-learning activities involving more interaction and participation among the students. It is also advisable for the teacher to consider the factors that might affect the teaching-learning interaction in the classroom

Helping Students Master Interview Skills

This action research paper reports on successful class sessions designed to teach students communication skills required to navigate career level interviews. The work is divided into three sections: the first introduces the literature concerning the need for interview training to assist students seeking jobs; the second details the practical class sessions and gives clear instructions on how to conduct them with special emphasis given to practice of interview questions in a classroom setting; and the third suggests two class sessions on mock interviews, one done in pairs and the other in a group setting. The conclusion states that the sessions have been successful and well-received by the student as shown by their higher quiz grades. The authors offer this course in a private university in Lebanon where English, not the mother tongue for the majority of students, is the language of instruction. The students vary between near-native fluency for those who obtained their high school diploma in an English-system school to an intermediate level of fluency for those who did their schooling in a French-system school. The level of fluency in the language is crucial since it seems to indicate how familiar students are with the culture of the system in general. As professors, our aim is to train the students to master the necessary interview skills to prepare them for the positions they are applying for

The Relationship between Competency and Work Motivation of EFL Teachers at Public Secondary Schools in Yemen

The present study aimed to explore the levels of English as a Foreign Language (EFL) teachers’ competency and work motivation and to investigate the relationship between competency and work motivation of EFL teachers at public secondary schools in Yemen. To this end, two questionnaires were used to elicit data on the study variables which are: EFL Teachers’ Competency Questionnaire and Multidimensional Work Motivation Scale. The sample of the study consisted of 300 female and male EFL teachers at public secondary schools who were selected by using a simple random sampling technique to be the participants of this study. The findings revealed that the overall level of EFL teachers’ competency was high. In addition, the overall level of their work motivation was moderate. Additionally, it is found that there was a statistically significant, strong positive correlation between EFL teachers’ competency and their work motivation. The results also showed that female EFL teachers had a higher level of competency than male EFL teachers. In contrast, the effect of gender on EFL teachers' work motivation was not confirmed. Finally, results indicated that the greater the level of experience, the higher the levels of competency and work motivation among the EFL teachers. The researchers recommend performing professional training and improving conditions of EFL teachers at public secondary schools in order to gain a higher level of work motivation and improve outcomes of the EFL teaching-learning process

D. H. Lawrence, America, and Classic American Literature: A Relationship of Attraction, Disappointment, and Abhorrence

D.H. Lawrence's relationship with America and American literature is a relationship of attraction, disappointment, and abhorrence. This paper investigates Lawrence's increasing interest in American as a new and promising place, and records his attempts to emigrate there. It sheds light on his involvement in American public life and literary circles, and records his disappointment and frustration. It also records his critical views on the works of Benjamin Franklin, Fenimore Cooper, Edgar Allan Poe, Nathaniel Hawthorne, Herman Melville, Walt Whitman and other famous American literary figures. The final part offers a critical examination of his essays and shows how his highly personal feelings, disappointment, and experience of exile altered his tone and views on American culture and literature as seen in the third version of these Studies

Arab World English Journal's Quick Files

The Quick Files feature was discontinued and it’s files were migrated into this Project on March 11, 2022. The file URL’s will still resolve properly, and the Quick Files logs are available in the Project’s Recent Activity

The Effectiveness of STOP and DARE in Planning and Drafting Argumentative Writing: A case of Saudi College Level Students

Changing social dynamics have influenced writing a lot and learning and teaching process has also evolved greatly in terms of its theoretical as well as practical aspects. EFL learners in Saudi context behave very much differently to the writing tasks as English is introduced at a later stage in school education. Consequently, learners face a lot of challenges in responding positively to the methods and strategies implemented at the college level. The courses are intensive but failed to achieve the desired outcomes at the end of the program. A sample of work from 20 second year bachelor level students is taken to check the validity STOP and DARE strategy in improving students’ writing skills and also to see how the learners respond to this method. Teaching of argumentative writing is a part of their mother tongue teaching of which they are conceptually aware of but how do they respond in EFL learning is of interest to this present study

The Efficacy of Using Language Experience Approach in Teaching Reading Fluency to Indonesian EFL Students

This research was aimed at finding out the efficacy of language experience approach (LEA) in teaching reading fluency to Indonesian EFL students. This research was conducted at the fifth semester of English education study program of IAIN Palopo, an Indonesian University. The total number of samples was 20 students. This research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading fluency and the post-test given to find out the students’ improvement in reading fluency after giving the treatment through, Language Experience Approach (LEA). The findings showed that LEA approach is effective in teaching reading fluency of Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00. . Therefore, it is recommended to use Language Experience Approach (LEA) in developing reading fluency of Indonesian EFL students

Enhancing Academic Writing Skills through “Reading to Learn” Strategy

Writing in a second language is different from writing in one’s mother tongue. Writing in a second or foreign language is undeniably more difficult than writing in the first language. Therefore, it is imperative for teachers to understand that there are many differences between first language (L1) and second language (L2) writing. Second language writing is complexified by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). On that ground, teachers should select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their academic writing class is Reading to Learn strategy. This study presented information on a teaching strategy named Reading to Learn applied to one group of Academic Writing class. One group was taught using Reading to Learn teaching strategy, with the hope of helping students improve in both their reading and writing skills. This study was conducted in a writing course consisting of 20 students. Academic Writing is the highest writing class before students go to thesis proposal writing at the English Department of UKSW Indonesia. One central question to be answered is: How effective is Reading to Learn strategy when it is used to teach Academic Writing students? Instruments used were pre-test, post-test, direct as well as video-recorded observations, weekly journals, and interviews. In Indonesia, not many studies dealing with Reading to Learn have been done. One study was conducted by Samanhudi and Sugiarti (2013). This study reports the effectiveness of using Reading to Learn program in teaching critical writing to teacher candidates in English Language Teaching Department, Sampoerna School of Education, Jakarta. From the statistical analysis as well as from students’ perceptions, several conclusions can be drawn. First, Reading to Learn is effective to teach Academic Writing. Secondly, not all tertiary students like working cooperatively. Some prefer working individually. The next conclusion is students perceive peer review as an important part of their essay writing

The Efficacy of Using Short Video through Group Work in Teaching Speaking to Indonesian English as Foreign Language (EFL) Students

This research aims at finding out the efficacy of using short video in teaching speaking to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of short video through group work effective in teaching speaking to Indonesian EFL students? The significances of the research are (1) this study can be an addition in the persisting teaching speaking by using short video. (2) this study will also be helpful to curricular designers to integrate ICT for teaching and learning speaking to Indonesian EFL students. This research was conducted at the eleventh grade of Senior High School number 4 Luwu regency, South Sulawesi Province, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in speaking and the post-test given to find out the students’ improvement in speaking after giving the treatment by using of short video through a group work. The findings shows that using short video through group work is effective in teaching speaking to Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use short video through group work in developing speaking skill of Indonesian EFL students