Recent Experimental Research on Short Story Effectiveness in EFL Classrooms: A Review

Pardede, Parlindungan

doi:10.33541/jet.v7i2.3033

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Also, this kind of learning media can be used in the classroom to foster a welcoming, collaborative environment for language acquisition. Besides, they are also effective tools in education [13]. On the other hand, English song lyrics are very interesting and valuable for learning media, especially for the English Education students.…”

Section: Listening To English Songsmentioning

confidence: 99%

Regular Music Exposure and Vocabulary Recognition of ELT Sophomore Students

Safitri¹,

Toyyibah²,

Mattarima³

et al. 2023

Advances in Social Science, Education and Humanities Research

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It has been broadly asserted that the getting used to the activity of listening to English songs is a recommended method to enrich students' vocabulary. However, further empirical studies are still needed to relate that with adult EFL learners. Therefore, this study examines the correlation between regular music exposure and vocabulary recognition in adult learners. The subject involved 72 university students. They are chosen randomly from the third semester students of English Teacher Education Department at an Islamic State University in Indonesia. To obtain the data concerning the student's habit and exposure to English songs, this study employs the instruments such as Aural Vocabulary Knowledge Test and a questionnaire. The statistical analysis employed Pearson Product Moment Correlation. The finding demonstrates the correlation between regular exposure to English song and students' vocabulary recognition which is significant. It implies that the habit of listening to English songs contributes to the better level of vocabulary recognition of the students as adult English learners. Furthermore, it is evident that the exposure has resulted in more language acquisition. The researchers also suggest further studies to explore the use of English songs of various genres to improve adult learners' vocabulary recognition.

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Section: Listening To English Songsmentioning

confidence: 99%

Regular Music Exposure and Vocabulary Recognition of ELT Sophomore Students

Safitri¹,

Toyyibah²,

Mattarima³

et al. 2023

Advances in Social Science, Education and Humanities Research

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show abstract

“…This traditional approach has become outmoded, as the direction of second and foreign language teaching since the 1970s is now moving towards communicative language teaching. In spite of the established benefits of communicative language teaching, many ESL and EFL teachers still use the traditional approach to teaching of language skills (Pardede, 2019). This situation may not be different in Ghana and Guinea-Conakry where English is used as a second language and as a foreign language respectively.…”

Section: Introductionmentioning

confidence: 99%

The Integrated Approach in Esl and Efl Contexts: The Practice in Ghana and Guinea-Conakry

Owusu,

Maomou

2024

EJALS

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A key concept of the English language syllabus for both Ghana and Guinea-Conakry is the integrated approach (as opposed to the segregated-skills approach) to the teaching of language skills. Like the communicative language teaching method, the integrated approach exposes English language learners to authentic language and challenges them to interact naturally in the language. The designers of English language curriculum in Ghana and Guinea-Conakry believe that the receptive (listening and reading) and productive (speaking and writing) skills are interrelated and hence complementary, and they must not be taught separately. Teaching language skills separately in a language learning setting has been defined as the traditional approach to teaching a second or a foreign language. Teachers of English in Ghana and Guinea-Conakry are expected to move away from the traditional approach to the integrated approach to language teaching. This paper aims to find out whether teachers of English in Ghana and Guinea-Conakry are familiar with the Integrated Language Teaching method and are being employed in the ESL and EFL classrooms in Ghana and Guinea-Conakry respectively. A classroom observation and a semi-structured interview were conducted with 24 English language teachers from 4 junior high schools and 8 senior high schools in Ghana and 5 teachers of English from Saint-André Catholic School, Guinea-Conakry. The findings showed that there was a disparity between the curriculum developers’ expectations and classroom practice in Ghana and that the selection of teaching methodology was highly influenced by the thought that the students had to sit for high-stakes tests but not that they had to attain communicative competence. However, in Guinea-Conakry, teachers used the Integrated Language Teaching method because speaking is tested. Article visualizations:<img src="/-counters-/lit/0758/a.php" alt="Hit counter" />

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Recent Experimental Research on Short Story Effectiveness in EFL Classrooms: A Review

Cited by 2 publications

References 14 publications

Regular Music Exposure and Vocabulary Recognition of ELT Sophomore Students

Regular Music Exposure and Vocabulary Recognition of ELT Sophomore Students

The Integrated Approach in Esl and Efl Contexts: The Practice in Ghana and Guinea-Conakry

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