STUDENTSâ€™ PROBLEM OF TAKING TOEFL TEST AT STMIK ROYAL ACADEMIC YEAR 2020/2021

Maulana, Cecep; Lubis, Iin Almeina

doi:10.54314/jssr.v5i1.811

Cited by 1 publication

(2 citation statements)

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“…It appears to me that, to a substantial extent, the use of technology in these ways supports language teaching rather than language learning , which raises concerns about how students can improve the intelligibility of their oral production when they work on their own (e.g., Cepik & Yastibas, 2013; Dang & T. T. T. Tran, 2021; Mulyadi et al, 2021; T. V. A. Nguyen & Le, 2020). Some cases do involve student learning but are liable to encounter a variety of obstacles associated with the personalisation of the teaching content (e.g., Saed et al, 2021; Saepuloh et al, 2021), the availability of materials that suit students’ level of proficiency (e.g., Bui, 2020; Maulana, 2018), the availability of human resources (e.g., T. M. L. Nguyen, 2019), or a heavy dependence on learners’ own ability to adapt to the linguistic level of the input (e.g., Bahrani, 2011; Safitri & Khoiriyah, 2017). These hindrances can be exaggerated in contexts where teachers must work within a mandated syllabus or curriculum (e.g., Vietnam) in which the materials and resources to be used are already selected for them.…”

Section: Technology‐enhanced Teaching Of L2 Speakingmentioning

confidence: 99%

“…However, a close examination of current pedagogical practices reveals critical limitations associated with student learning and its applicability. For example, those teachers who use videos (e.g., Maulana, 2018) might have difficulties finding the ones that suit their teaching content and students’ proficiency, while those using Flipgrid to manage students’ recordings (e.g., T. K. O. Hoang & T. H. V. Nguyen, 2020) seem to assume that students can manage to improve their spoken English intelligibility themselves. Evidently, there is a call for a technology‐mediated language pedagogy for teaching oral English which more effectively facilitates student learning and gives teachers the flexibility and convenience to adapt to a range of teaching contexts and materials.…”

Section: Introductionmentioning

confidence: 99%

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Blended teaching of English speaking in a Vietnamese context: Design and procedure

Tuan

2023

TESOL Journal

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This article aims to disseminate a technology‐enhanced language pedagogy for teaching oral English in a World Englishes context, which is underpinned by the theories of scaffolding, scaffolded instruction, and task‐based learning, and utilises a Moodle learning management system (LMS) as its e‐learning platform. In this pedagogy, not only do technologies assist language teaching and learning in terms of lesson design, materials development, and lesson delivery, but they actually involve and play a crucial role in students’ oral language development with the exploitation of text‐to‐ speech (TTS) and automatic speech recognition (ASR). The contemporary status of teaching and learning oral English is discussed to clarify the congruence of the pedagogy with an emerging consensus on teaching English speaking. A brief summary of technology‐enhanced language learning (TELL) and a critical examination of current practices of teaching oral English with technology are also presented for consideration of the position of the proposed framework in the field. The adaptability of the framework in case of the inaccessibility of an LMS is also discussed.

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