Listening is essential for functioning in various contexts throughout one's everyday life. People listen to audio for several reasons, including for their amusement, to learn academic material, or to acquire information that is valuable to them. When students seek to comprehend what they are taught in English, they often display a wide variety of hearing impairments. Because reading, writing, and language are stressed so heavily in schools, students often have trouble comprehending what they hear. Most course books and teachers do not emphasize how important it is to listen. This research focuses on challenges associated with hearing, listening, and comprehending what is being said. When instructors are aware of the obstacles their students confront in the classroom, they can better assist their students in creating effective listening habits and increasing their listening comprehension. This is because teachers are more able to empathize with their students' experiences. This article review highlights the significance of assisting students in developing efficient learning strategies and building their English listening capabilities. Students struggling with other topics may be seen by teachers who instruct English to foreign language speakers. In conclusion, the researcher provided some suggestions for educational activities that should be participated in by both students and instructors.
This study attempts to demonstrate how a task-based syllabus (TBS) can be implemented to facilitate language learning in an English as a Foreign Language (EFL) environment. As a first step, this research clarifies what is meant by "task" in the context of the task-based curriculum. Then, important theories that have contributed to the task-based curriculum will be discussed, followed by a discussion of its advantages and disadvantages in the classroom. The researcher then finds ideal teaching scenarios for enhancing language learning strategy awareness and facilitating second language acquisition using a task-based curriculum.
English language teachers and educators everywhere try to find better language approaches, methods, theories, techniques, and strategies. One way to do that is by implementing the approaches or practices in their classrooms to see which one works, serves more for their students, or has more impact. These communicative language education techniques have been used for many years in many nations. The main goal of the learners is to reach communicative competence; thus, they continuously search for a method or approach that can significantly impact their communicative competence. Hence, teachers and learners try to use different language approaches and techniques to improve the student's language skills, especially their speaking skills. The main aim of this review article is to investigate the impact of communicative language teaching (CLT) by reviewing five reports and some literature reviews. Kasumi's first article, ' Communicative Language Teaching and Its Impact on Students' Performance," was conducted in 2015. The second article is entitled "The effect of using Communicative Language Teaching on Speaking Ability," which Ratih and Hanafi undertook in 2016. The third article is entitled "The Effect of Using Communicative Language Teaching on Developing English Speaking and Listening Skills of Iranian Secondary School Students," which Aalaei conducted in 2017. The fourth article, "The Effect of Communicative Activities on Libyan Secondary School Students' Speaking Performance in Malaysia," was conducted by Owen & Razali in 2018. The fifth article, "The Impact of the Implementation of CLT On Students' Speaking Skills, " was led by Mangaleswaran and Aziz in 2019. The findings of these articles indicated that CLT impacts students' communicative competence, especially speaking and other skills such as listening, reading, and writing. The results show that the sub-skills such as vocabulary, grammar, pronunciation, comprehension, and fluency improve.
Studying and applying English as a foreign language in Kurdistan Region has been used in academic and non-academic fields. The use of the first language (L1) in Learning English in a nation where it is not the primary language is known as English as a foreign language (EFL). For instance, since English isn't the Nation's official language, students in Iraq studying it are categorized as EFL students. Sessions are a source of ongoing debate among professionals and academics throughout the globe, especially whether it helps or hinders English teaching. The researcher wants to see whether the Kurdish language helps teach English in academic places. Two institute students were selected randomly. This research focused on classroom dynamics regarding the amount of L1 usage in English lecture halls in Kurdistan. This study aimed to show instructors' and students' opinions and attitudes on using first-language and second-language classrooms. The two teachers and two high and two low-achiever students were interviewed, and the lessons were watched and videotaped for six sessions. The results revealed that using Kurdish too often can demotivate learners. Thus, the students who were questioned expressed their displeasure with the inappropriate usage and use of L1 in L2 lessons. This study examines applying the first language in EFL Iraqi Kurdistan institutes. Scholars and EFL instructors throughout the globe have discussed how utilizing L1 in EFL classrooms may be an aid or a burden, depending on how we look at it.
This review paper investigated past studies on techniques for acquiring vocabulary to learn second language English speakers. The research in this study was picked to look into and comprehend language acquisition, its meanings and related topics, its categories, vocabulary learning techniques (VLT), historical research on using VLTs in English second language education, and the connection between effective language learners and VLT usage. The deliberate use of VLS in both official and casual settings and an accidental acquisition of VLS have all been examined in previous studies. The results demonstrated that the application of techniques significantly increased the vocabulary of ESL learners, underscoring the value of vocabulary to language proficiency. Proficient language users used VLS to enhance their vocabulary acquisition. At the end of this study, many research gaps identified in prior studies were highlighted. It was found that little study had been done on ESL students' efficiency of VLS usage. There isn't much research on LLS training models, as well. Future research is anticipated to use this review as a starting point to examine the knowledge gaps identified and concentrate on the application of vocabulary learning strategies in ESL instruction, the relationship between these strategies and users of proficient languages, and the effectiveness of LLS learning algorithms that can be utilized to teach vocabulary learning techniques to ESL students.
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