Towards an Interactive EFL Class: Using Active Learning Strategies

Yahyazade, Mozhgan; Moghaddam, Mostafa Morady; Attaran, Atena

doi:10.5815/ijmecs.2014.05.02

Cited by 4 publications

(3 citation statements)

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“…the ability to e) stop the recording or rewind it to watch its previous fragments and perform detailed analysis (step-by-step or movement-after-movement analysis), g) play the recording at a suitable pace, g) learn at home. Taking into account recommendations formed by [23] and [22] and literature review as well as the students' response, authors developed the interdisciplinary concept of the incorporation of the professional AT, like the ELAN, to SL classes as a teaching aid which can support the process of understanding SL utterances as well as enhance the process of active learning [28].…”

Section: Annotation Tools As a Teaching Aidmentioning

confidence: 99%

Using Components of Corpus Linguistics and Annotation Tools in Sign Language Teaching

Barczewska¹,

Gałka²,

Szulc³

et al. 2016

IJMECS

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As an interdisciplinary group of people working on automatic sign language recognition, authors of the article developed concept how to facilitate the process of understanding Sign Language (SL) utterances by hearing learners. Concept is based on Polish SL, and was created in response to signals from the students who indicate understanding of SL messages as the hardest part of learning process, but can be easily adapted to other SLs. In comparison to speech corpora, SL databases constitute only a small fraction. From the other side thanks to the Internet there are available video recordings with native-signers, as well as tools which enable their analysis. Developed concept is based on using one of the available annotation tools used by professionals all over the world to describe SL corpora in SL classes. Making annotations helps students in understanding foreign language, corpora analysis helps to find objective rules governing SL, computer assisted language learning can be attractive way of study and Internetgreat source of materials.Index Terms-Sign language, annotation tools, computer-assisted language learning, sign language corpora. AGH University of Science and Technology in Krakow, Poland in 2009. Since then he is a PhD student at AGH. He co-authored several scientific publications on digital signal processing and data analysis as well as a European patent related to biometrics. Rafał is a co-founder and CEO of Consonace, a firm implementing R&D strategies for biomedical industry companies.

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Section: Annotation Tools As a Teaching Aidmentioning

confidence: 99%

Using Components of Corpus Linguistics and Annotation Tools in Sign Language Teaching

Barczewska¹,

Gałka²,

Szulc³

et al. 2016

IJMECS

View full text Add to dashboard Cite

show abstract

“…As traditional language teaching methods focused on using language in natural and communicative ways, there has been a shift towards more learner-centered and communicative approaches in language teaching (Ellis, 2003;Yahyazade et al, 2014). One of these new approaches is called task-based language teaching (TBLT), which builds on the principles of communicative language teaching (CLT).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Pre-task Planning on the Speaking Accuracy of Iranian EFL Learners

Farde Davaji,

Ghoorchaei

2023

JCLR

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Introduction: Speaking is at the heart of second language learning. Nowadays, it is believed that pre-task planning, which is planning prior to performing a task, may enhance the speech production of learners. Therefore, the current study aimed to determine the effect of pre-task planning on the speaking accuracy of EFL intermediate learners. Methodology: The participants in this study were 90 male and female EFL learners studying English at language institutes in Iran. To investigate the effect of individual and group pre-task planning on learners’ accuracy in speaking, the participants were randomly divided into three equal-in-number groups. In this regard, 30 participants were in individual pre-task planning, group pre-task planning, and no-planning groups. The obtained results of the pretests and post-tests were compared. Results: The findings of the study revealed a positive meaningful relationship between pre-task planning time and speaking accuracy of Iranian EFL learners. It was found that individual pre-task planning was significantly more effective than group pre-task planning in terms of accuracy in Iranian EFL learners’ speaking. The findings indicated pre-tasking could improve learners’ speaking accuracy, compared to no-planning. Conclusion: The obtained results of the current study may help language teachers, particularly syllabus designers, design pedagogical activities that pay specific attention to accuracy in language production so that learners can develop these elements of language production in a good balance.

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“…Fisher (2010) asserted a cause of concern arise due to the limitation of the traditional classroom in supporting these learning approaches. Yahyazade et al (2014) in a recent research claimed that the students learn more when active learning is compared to traditional teaching methods (such as lecture), regardless of the subject matter. Besides that, the students tend to enjoy the class more and able to retain the information longer.…”

Section: Introductionmentioning

confidence: 99%

Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students

Shaaruddin¹,

Mohamad²

2017

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The teachers nowadays are trained properly, competently enough, excel academically with high grades but still considered as "incapable" or "unfit" to teach. There are still many problems and weaknesses among young graduates, despite the initiatives taken by the government to address the issue. The adoption and practice of active learning approaches into the component of course design offered in higher institutions is a common practice nowadays and is crucial in addressing these weaknesses among our young graduates. This case study identifies the effectiveness of active learning strategies and benefits in curriculum and pedagogy course which is a central concept of student-centred learning, derived from the constructivist approach. This article aims to ensure the course efficacy by integrating active learning to support their practice of active learning brought to learners by micro teaching, peer-reflections/feedbacks and self-reflections. Data were collected from documents in a form of e-reflections in ifolio and telephone interviews via WhatsApp Mobile Phone application. This qualitative study reports in detail the experience of 10 undergraduate students. The findings reveal the effectiveness of the three commonly used strategies associated with active learning strategies in this study. Among the beneficial of imparting active learning strategies are as follows; creates positive learning environment, allows direct interaction between lecturers and students, promotes open minded ideology, learn to respect someone else opinion, enhance communication skill, allows students to personally engaged with the learning activities and encourage participation. The findings and discussion of this study would be able to help the pertinent parties such as policy maker, teachers, facilitators and students with better guidance for utilising and maximizing different other selections of active learning strategies Creative Education that could benefit teaching and learning process in the higher education scenario.

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Towards an Interactive EFL Class: Using Active Learning Strategies

Cited by 4 publications

References 0 publications

Using Components of Corpus Linguistics and Annotation Tools in Sign Language Teaching

Using Components of Corpus Linguistics and Annotation Tools in Sign Language Teaching

The Effect of Pre-task Planning on the Speaking Accuracy of Iranian EFL Learners

Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students

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