Students’ changing views and the integrated-skills approach in taiwan’s efl college classes

Su, Ya‐Chen

doi:10.1007/bf03025831

Cited by 30 publications

(32 citation statements)

References 7 publications

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“…Review of previous studies not only show the success of employing integrated-skills approach in ELT, but also reveal the variety of countries that still embrace the idea. The studies have been carried out in Iran (Moghadam & Adel, 2011;Tajzad & Ostovar-Namaghi, 2014), China (Su, 2003), Colombia (Córdoba Zúñiga, 2016), Pakistan (Iftikhar & Aslam, 2017), Indonesia (Rita& Salam, 2016), and Taiwan (Su, 2007), in which most of the findings encourage the implementation of integrated-skills approach. Meanwhile, in Thailand, integrated approach has been found to be effective in improving students' writing skills (Tangpermpoon, 2008) and for teaching literature with regards to achievement and critical thinking skills (Yimwilai, 2015).…”

Section: Integrated-skills Approachmentioning

confidence: 99%

Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Waluyo¹

2020

The Journal of AsiaTEFL

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This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students' learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students' pre-and posttests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students' improvement by changes of levels. The results indicate significant differences in students' scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.

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Section: Integrated-skills Approachmentioning

confidence: 99%

Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Waluyo¹

2020

The Journal of AsiaTEFL

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“…A pesar de que el perfeccionamiento de las cuatro habilidades es central para todos los currículos del área de inglés, existen dificultades en los procesos de aprendizaje y enseñanza debido a las diferentes metodologías utilizadas, las cuales tienden a aislar el enfoque de las habilidades lingüísticas. Su (2007) afirma que las habilidades lingüísticas deben específicamente enseñarse de forma integrada, pues están necesariamente ligadas entre sí, destacando además cómo los niños desarrollan la lectoescritura y el lenguaje mientras se enfrentan a procesos de lectura, escritura, pensamiento y discusión paralelamente. Esto comprueba la existencia de problemas en los procesos de enseñanza llevados a cabo en las escuelas públicas colombianas que derivan en bajos niveles de dominio de la lengua aprendida.…”

Section: El Inglés En Las Escuelas Públicas Colombianasunclassified

Integración lingüística en la enseñanza del inglés en Colombia mediante el aprendizaje basado en proyectos

Pérez

2018

CHAKIÑAN

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RESUMENThroughout the history of Colombian education, learning English as a Foreign Language (EFL) has been a complex process which has ignored students' needs and minimizes the methodologies and strategies contributed by teachers in order to develop a satisfactory learning process. This reflection article is the product of a research work conducted in the fourth grade of a Colombian public school, which allows the analysis of the deficiencies in teaching practices, and reveals a critical and analytical perspective, of the integration of the four linguistic skills (reading, writing, speaking and listening), in the teaching of English as a foreign language. This was integrated to the Project-Based Learning (PBL) as an educational model to generate an appropriate learning process which enhances critical thinking at an early age, encourages autonomous learning, research need, analysis and problem solving. Everything while fostering the English language learning in a competent and integrated way.A lo largo de la historia de la educación colombiana, la adquisición del idioma inglés como lengua extranjera (LE) ha sido un proceso de gran complejidad que ignora las necesidades de los estudiantes y resta importancia al aporte de las metodologías y estrategias utilizadas por docentes para desarrollar un adecuado aprendizaje. Así, se presenta un artículo de reflexión, producto de un proceso de investigación desarrollado en el grado cuarto de primaria de una escuela pública colombiana, que permite el análisis de las deficiencias en los procesos educativos, y que da a conocer una perspectiva crítica y analítica, de la integración de las cuatro habilidades lingüísticas (lectura, escritura, habla y escucha), en la enseñanza de la LE, a través del Aprendizaje Basado en Proyectos (ABP), como modelo educativo para generar un adecuado proceso adquisitivo en los estudiantes; estimulándose el pensamiento crítico a temprana edad, fortaleciéndose el aprendizaje autónomo, la necesidad de investigación, análisis y resolución de problemas, mientras se fortalece la capacidad de aprendizaje del idioma de forma competente e integral.Palabras clave: Enseñanza y aprendizaje del inglés, integración de habilidades lingüísticas, estrategias didácticas, aprendizaje basado en proyectos, educación pública colombiana.

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“…When a learner writes, reads, speaks, or listens, this language encounter feeds into a mutual information pond, and that in successive encounters with English language, this learner can draw on this pond (Su, 2007). Use of drama instructions has been pragmatic to the instruction of other languages which could either be first or second languages.…”

Section: …………………………………………………………………………………………………… Introduction:-mentioning

confidence: 99%

“…The thinking of the integrated skills approach (ISA) originated from the idea that in normal, daily practice, oral and written languages were not separated and isolated from one another (Su, 2007 Integrated-skills approach, similarly, functions just as both communicative language teaching (CLT) and whole language do since they both stress on meaningful and dependable language usage and associate both written and oral language development (Su, 2007).…”

Section: …………………………………………………………………………………………………… Introduction:-mentioning

confidence: 99%

Effect of Teachers’ Organization of Content on the Learners’ Acquisition of Linguistic Skills Among Secondary School Students in Bungoma County, Kenya.

Matere¹,

Nyakan²,

Kafwa³

2017

IJAR

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Students’ changing views and the integrated-skills approach in taiwan’s efl college classes

Cited by 30 publications

References 7 publications

Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Integración lingüística en la enseñanza del inglés en Colombia mediante el aprendizaje basado en proyectos

Effect of Teachers’ Organization of Content on the Learners’ Acquisition of Linguistic Skills Among Secondary School Students in Bungoma County, Kenya.

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