The benefits of e-learning in teaching English as a Second Language (ESL) are huge. The outbreak of the dreaded COVID19 pandemic has forced schools, colleges and universities to temporarily remain closed to fight the contagion. E-learning or online learning is a learning method which has been employed in such a difficult scenario to continue the teaching-learning process. E-learning uses various tools and systems to optimize the teaching-learning process through online platforms. For teaching ESL, the teachers should explore collaborative learning, communicative language teaching, and communicative task-based language teaching to enable learners to effectively participate in the e-learning process. The use of these approaches engages the students to interact and perform the assigned tasks enabling them to effectively learn the language in the online platform. The paper explores the various e-learning practices into making effective teaching of English as a second language. Various e-learning tools like the internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast and vodcast, online-boards, mobile phones, and social networking sites like WhatsApp, Facebook and Twitter are explored to efficiently teach English as a second language. Further, the study investigated and analyzed an ESL classroom where various e-learning tools are used.
<p>The use of Information and Communication Technology (ICT) in education has increased manifold in the present times. The role and use of ICT as a tool for English Language Teaching (ELT) is increasingly explored by educators as they assist in creating collaborative and independent learning environment. ICT plays a pertinent role in enhancing motivation, creativity and critical thinking of the learners. In the study, the attitudes of the students and teachers of the secondary schools of Manipur, a state in northeast India towards using ICT in teaching and learning English language are investigated. The paper aims to make the teachers and learners aware of the use of ICT in English as a Second Language (ESL) classroom. Through the questionnaires administered to both teachers and learners, the importance and challenges in the pedagogy of ELT using ICT is identified and discussed. The findings of the survey indicate that most of the teachers and learners held positive approach towards integrating ICT in teaching and learning English language.</p><p> </p>
Narrative encompasses every realm of history. The function of memory plays a vital role in the studies related to memory and reconstruction. Historical studies of memory accounts for the analysis of the textual, visual or oral representations of the past. History and memory are expressed in multiple voices and the reinterpretations of the past can be varied. The Puyas are the ancient written texts of the Meiteis, i.e. one of the ethnic groups of Manipur, a state in India. The Puyas with its varied narrations of oral traditions, myths, religious rites and rituals, history, folklore, art, literature, political and social aspects have been instrumental in nurturing the indigenous being and culture of the Meiteis. Exploring the narratives and oral cultures ubiquitous in the Puyas, the paper seeks to capture the collective memory of the Meiteis into retelling the history of Manipur. The paper further examines the various challenges encountered in constructing the historical memory through the Puyas. The construct of the historical memory among the Meiteis are rooted in shared remembrance of collective experiences and are defined by the ways that remembrance is reconstructed and represented.
The voices of women are often marginalised and silenced. In modern feminism, Kate Millett's Sexual Politics (1970) used the term “patriarchy” (rule of the father) to describe the cause of women's oppression. Panthoipi Khongkul is a myth narrative of Manipur, a state in Northeast India, detailing the rebellion of a legendary woman, Panthoipi, against the patriarchal society of the early Manipuri. The text details how Panthoipi bravely defied the social customs and chose to be united forever in bliss with her paramour. The myth narrative deals with the desire of a woman represented by Panthoipi to ascertain her dignity and identity in a patriarchal society. This chapter seeks to examine the feminist perspective of how “woman” has been represented in Panthoipi Khongkul in the context of the early patriarchal Manipuri society. It further explores on how the feminist reading of Panthoipi Khongkul will assist in striving to achieve equality of sexes.
Literature based language teaching which involves the use of a variety of literary works like prose, poems, folktales, legends and myths has been considered a common approach to enhance language learning process. A folktale is a traditional story that has been passed orally before the advent of the writing systems. Folktales also help pass values and beliefs, traditions and culture across generations. In general, folktales include distinguishing structural and linguistic features. This paper seeks to explore the folk narratives and argues that there are certain pedagogical benefits in using folktales to understand culture and for teaching English as a second language (ESL). It further examines how folktales can be employed in ESL classrooms to augment the learners’ language skills, communicative skills, vocabulary and cultural knowledge. In the study, different folktales of Manipur and Meghalaya, two states in the north eastern part of India, are explored to enhance the learner’s language learning process and cultural awareness. The paper further deliberates on the various classroom practices where folktales are used to teach language, culture and values in an appealing way
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