Knowing the students’ technology acceptance about the use of learning media is important because it can measure how far the media’s utilisation is.The research purpose is to recognize the significant ...influence between the variable of Technology Acceptance Model, such as perceived usefulness, perceived ease of use, attitude towards use and behaviour intention in accepting software Tell Me More for teaching English. The participants of this research consisted of 51 students of English Education Study Program from Universitas Muhammadiyah Metro. Questionnaire was used to find out the students’ acceptance towards the use of software Tell Me More. Regression analysis is applied to analyze the data. Based on the data analysis through the questionnaire, it is revealed that there was significant influence between the variable of technology acceptance model towards the students’ acceptance of Tell Me More software.
Developing humor competence in a second or foreign language is difficult, but it is very important for successful intercultural communication. The nature of humor and its sociocultural functions make ...humor competence one of the last hurdles even advanced language learners often struggle to overcome. Since types of humor and attitudes towards joking are different in different cultures and humor comprehension requires a complex combination of linguistic and cultural knowledge, second or foreign language teachers need to help their students with this often-neglected area of pragmatics. In social, academic, and professional settings, humor can relieve tension, exert social control, and enhance social cohesion, delineating who belongs or does not belong in a particular group. As humor can function both as a cultural divide and a unifying factor, the time has come to include some type of humor competency training in second or foreign language education. Based on humor research and research in teaching English as a second or foreign language, more and more educators are beginning to experiment with, document, and evaluate the results of various strategies and approaches to teaching with and about humor in English.
Teaching English in the Colombian Rural William Ricardo Ortiz García; Adriana Marcela Contreras Pinilla
Enletawa Journal,
09/2023, Volume:
16, Issue:
2
Journal Article
Peer reviewed
Open access
This qualitative study focuses on the challenges and experiences faced by normalistas in-service educators who teach English as a Foreign Language (EFL) in rural contexts in Colombia without the ...training to do so. Data were analyzed using grounded theory, through instruments such as interviews, real-life episodes, and a focus group. The participants were two normalistas educators who have taught English in rural areas for years, and the study was conducted in remote rural communities in Colombia with limited resources and connectivity. The results evidenced the teaching English practices outlook in rural communities, the adaption to an experimental learning and teaching method as part of the normalistas’ limitations in terms of English knowledge and instruments to teach the foreign language and, finally, the impact on rural learners as a result of normalistas’ performances in English classes.
Nowadays, considering the growing significance of learning English as the language of science and communication, the area of EFL teacher success appears worthy of investigation. While this topic has ...been explored through various lenses, one critical aspect that has been overlooked is the role of an EFL teacher’s concern for their students’ emotional and mental well-being - also known as the teacher’s emo-cognitive ability. The present research aims to bridge this gap by identifying the variables that are relevant to EFL teacher success and establishing a link between a teacher’s level of concern for their learners and their overall success. The findings of this study have significant implications for EFL teacher trainers, instructors, language learners, and researchers alike.
The scientific approach constitutes an approach to Indonesia's 2013 curriculum. Since it is imperative for Indonesian education, all teachers need to understand, manage, and apply it in the ...teaching-learning process. Unfortunately, many English teachers still use inappropriate methods as in the 2013 curriculum. This qualitative research aims at discovering the implementation of a scientific approach by English teachers at State Senior High School in Lhokseumawe. The objects were English teachers at SMAN 1 Lhokseumawe, SMAN 2 Lhokseumawe, and SMAN 5 Lhokseumawe. The tools used in this study were observation for three high school English teachers in the schools. The observation results toward the implementation of five scientific approach stages exposed that the English teachers did not carry out the five stages completely. The teacher should master, understand, and apply the teaching process by following the whole stages of the scientific approach. Class mastery and time management are vital for the learning process. Thus, the teachers should consider those points. Hence, interesting supporting media, appropriate learning material, and methods must be considered by the teachers in teaching so that the students will be motivated to learn.
Students prefer learning English with native English teachers (NETs) compared to non-native English teachers (NNETs). Knowing how the NETs teach in the class, like their learning activities, would be ...very interesting. The purpose of this research is to find out the strategies used by NETs in teaching English to non-native learners. Five NETs were chosen based on the demographic information questionnaires and to be interviewed to describe the strategies that they used in teaching English, especially speaking skills, to non-native learners. This is the qualitative design with the case study tradition. Three themes were found as the result of this study: NETs’ strategies in teaching English (how to begin the class, the activities during the class, and how to end the class), media used in teaching English, and games used during teaching. The various fun activities provided by the NETs in teaching English could be useful information for other NETs, fresh graduate English teaching students, and English teachers who want to teach English in non-native English countries.
The automatic scoring of English composition is an inevitable trend of the rapid development of computer technology and artificial intelligence technology. This makes the research on the automatic ...scoring system of the composition more theoretical and feasible. The integration of information technology and English curriculum has deepened the application of artificial intelligence in the field of teaching, creating a new opportunity for the optimization of English teaching process, and opening up a new space for the creation of intelligent and personalized English teaching environment. Based on the integration of information technology and curriculum, aiming at improving the quality and effect of English teaching in middle schools, this paper explores the application of artificial intelligence in English teaching in middle schools by using relevant theories of curriculum theory, literature analysis and field investigation. An implementation plan of College English assisted instruction system based on AI technology is proposed. Combined with English teaching, some functions of the English teaching system are improved and humanized. The application of artificial intelligence technology in English teaching is explored in order to improve the quality and effect of English teaching.
This longitudinal study analyzed university students' cognition in learning an English for young learners (EYL) course. A qualitative method was used to get the data from 28 students who took the ...tiered EYL courses, EYL 1, EYL 2, and EYL 3, at a private university by giving them open-ended questionnaires for three semesters, or one and a half years. Semi-structured interviews with those 28 students were also used as the triangulation data at the end of each semester. The findings indicate a very extreme change in pre-service teachers' cognition, such as motivation, perception, and belief. At the end of their lecture, students initially interested in learning English for young learners did not want to become EYL teachers. On the other hand, students who enrolled in the EYL course for non-academic reasons wanted to have a profession as an EYL teacher after completing the EYL courses. It proves that students' interest in teaching English to young learners and the length of time spent studying EYL teaching knowledge do not assure those pre-service teachers are increasingly convinced to have a teaching profession.
In order to promote students' language development, teachers in lower and higher education must have a working grasp of English linguistics. This article used a video from the YouTube platform to ...analyze the teacher's Application of linguistics in an English learning and teaching situation. The researcher employed content analysis of qualitative research in this study. In order to explore how analysing the teacher’s understanding of linguistics in an English learning and teaching through YouTube platform, this study answers the following research question, by analysing the recorded video sessions from a YouTube, what linguistic aspect is used by the English teacher in the teaching Biography and Analytical Exposition? And how does the teacher used linguistic knowledge of the mostly found in linguistic aspect? One senior high school teacher was paired with 22 students in this YouTube video. The teacher was enrolled in 11 class at Senior high school that focused on Biography and Analytical Exposition. The goal of this study is to determine teacher understanding in order to investigate the benefits of this reflective activity on their linguistics knowledge.
This research is motivated by the fact that deaf students have the samerights to get education and access to learn English. However, they needsupport and specific accommodation designs according to ...their abilities.Teaching English to deaf students is still a problem and varies based onthe situation. Therefore, this research aims at describing how Englishteachers teach deaf students, what problems teachers face in teachingEnglish for deaf students, and the strategies they use. The method usedin this research was qualitative, while the subject was English teachers.The instruments used to collect the data for this research wereobservation, interview and documentation. Besides, the data wereanalyzed using the qualitative data analysis procedures by Yin (2011).The results indicated that there were several problems faced by EFLteachers in teaching the deaf students. It can be categorized into linguisticand nonlinguistic. Likewise, each strategy is implemented based on theproblems and depends on the teachers’ teaching experiences. It issuggested to provide an extensive training program for English teachersand facilitate the learning media to get the success of teaching andlearning process for the deaf students.
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