Efl Learning Through Language Activities Outside The Classroom
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Efl Learning Through Language Activities Outside The Classroom
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Author : Ruedeerath Chusanachoti
language : en
Publisher:
Release Date : 2009
Efl Learning Through Language Activities Outside The Classroom written by Ruedeerath Chusanachoti and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with English language categories.
Some Aspects Of Ict Uses In The Teaching Of Efl At The Tertiary Level In Yemen
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Author : Abdu Al-Kadi
language : en
Publisher: GRIN Verlag
Release Date : 2017-10-17
Some Aspects Of Ict Uses In The Teaching Of Efl At The Tertiary Level In Yemen written by Abdu Al-Kadi and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-10-17 with Language Arts & Disciplines categories.
Doctoral Thesis / Dissertation from the year 2017 in the subject Speech Science / Linguistics, University of Carthage (ISLT), course: English studies, language: English, abstract: This dissertation intended to (a) elucidate, through a mixed-method research design, how the university EFL learners and teachers utilize available ICT tools/applications and (b) measure the impacts of this usage on the learners’ proficiency and academic achievements. Data were collected in three phases: surveys, tests, and observations. The sample consisted of 428 senior students, 40 EFL teachers, and 10 head teachers, recruited from five public universities in Yemen. Of this initial cohort, 131 students were singled out for performance analysis. Again, within this subsample, 20 informants were kept under observation. Two types of data (quantitative and qualitative) were collected. The quantitative data were analyzed by applying appropriate descriptive and inferential statistics by using SPSS. Qualitative data were analyzed subjectively, establishing patterns and categories. Results indicated that most of the ICTs were used on an ad hoc basis. While there were no statistically significant impacts of using ICT on the learners’ performance, the respondents hold the view that such appliances offer some opportunities for engagement, interactivity, and motivation to learn English formally and informally. The findings brought to the foreground some pedagogic and linguistic implications and useful points for further research.
Developing English Speaking Competences By Using Picture Books In Preschool Drama Activities
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Author : SEDA HAVA AK
language : en
Publisher: GRIN Verlag
Release Date : 2025-05-07
Developing English Speaking Competences By Using Picture Books In Preschool Drama Activities written by SEDA HAVA AK and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2025-05-07 with Foreign Language Study categories.
Master's Thesis from the year 2023 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: Preschoolers, University of Freiburg, course: M.A. E-LINGO - Teaching English to Young Learners, language: English, abstract: This action research uses creative drama activities to develop speaking competence through picture books among preschoolers on online platforms. This study aims to determine the creative drama activities I implemented to achieve speaking outcomes in preschoolers. The research group consisted of four preschool learners. The study's implementations began on October 30, 2022, lasted twelve weeks, and ended on December 25, 2022. Three picture books were used in the research: book 1, The Very Hungry Caterpillar by Eric Carle; book 2, The Colour Monster by Anne Llenas; and book 3, From Head to Toe by Eric Carle. Learners read the story and played games, sang songs, and did creative drama activities during the lessons. I emphasized creating a supportive and engaging learning environment that fosters learners' sense of comfort and ownership. I also emphasized the importance of creative drama techniques in encouraging learners to speak and the need to tailor teaching methods to the learner's needs, interests, and abilities. Learners spoke up and used props efficiently during target tasks. To provide evidence of the effectiveness of creative drama and storytelling in improving speaking skills in preschoolers, data collection methods, including video recordings, feedback and questionnaires from parents, the observation of a nonparticipant observer, and the teacher's journal, were used in this study. The data collected using these methods was triangulated to ensure the findings' validity and reliability. Future research could focus on broadening the study's scope to include a larger sample size and a broader range of learner ages. It would be interesting to investigate the long-term effects of CD activities on speaking abilities and compare their efficiency to other language instruction techniques. It would also be helpful to study how learner activities are used and how well they work in online or hybrid learning environments.
E Tesol
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Author : Chin-lung Wei (韋金龍)
language : en
Publisher: Kaun Tang International Publications Ltd.
Release Date : 2007-04-01
E Tesol written by Chin-lung Wei (韋金龍) and has been published by Kaun Tang International Publications Ltd. this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-04-01 with Education categories.
This volume is about the applications of networked multimedia to teaching English as a second/foreign language (TESL/TEFL) or teaching English to speakers of other languages (TESOL). “e-TESOL” is generated and adopted as the title of the book because “e” is nowadays frequently prefixed to many words or terms to represent the integration of information technology (IT) to specific expressions or concepts, such as e-generation, e-commerce, e-trade, e-store, e-mail, e-card, e-portfolio, e-learning, e-schooling, etc. All the e’s at the beginning of the new terms refer to “electronic”—using technology, specifically the Web or telecommunications, to deliver or process specified activities. Therefore, the term of e-TESOL for this book mainly indicates teaching English as a second or foreign language through electronic technologies, especially the Internet, the Web, or the Net. Since we are in a period of rapid change—socially, politically, economically, technologically, interpersonally, environmentally, and culturally, the significance of these changes has led many educationalists to call for an “educational reformation/revolution/restructuring”. It demands a new mindset, new methods of operation, and perhaps even a new definition of education for the challenges. None of these are possible without flexibility, creativity, and imagination, and the willingness to embrace transformation. As the earth is becoming a global village, the promotion of TESOL surely cannot be excluded from this trend. As a matter of fact, many strategies or policies have been recommended and adopted by ESL/EFL teachers to catch up with the changes. With the fast development of information technology, Internet-based TESOL has been a good alternative for ESL/EFL teachers and students. Today, the popularity of the Internet and the needs of ESL/EFL learners have made the integration of the World Wide Web into TESOL not only a possibility but also a necessity. Let us consider Taiwan as an example. The Ministry of Education (MOE) has been promoting the integration of information technology to different subjects, including English, as one of the top priorities for schools. Numerous teacher-training programs are conducted to carry out this policy. Many ESL/EFL teachers are sensing the push and the pressure. However, they always humbly considered themselves “computer idiots” or e-tards (slang for someone who is ignorant of the workings of email and the Internet) because they always excuse themselves with non-technology specialists. Making excuses or not, some of them are really e-phobic and do not know how to effectively and efficiently integrate computers or the Internet into their instruction. Therefore, it is necessary to empower ESL/EFL teachers with the knowledge and skills of the Internet technology for successful implementation. The primary purpose of this book is to provide, in a plain and simple style, suggestions and resources for those computer novices. This book intends to help and guide ESL/EFL teachers or students who want to facilitate teaching and learning through the Internet. Nevertheless, for better understanding, some basic knowledge about TESOL theories and practices are strongly recommended. To carry out the objectives mentioned above, practicality, feasibility, accessibility, versatility, and comprehension are the principles and guidelines for the composition of this book. The potential applications of the Internet are comprehensively covered and logically organized in different ESL/EFL skills or categories, that is, applications for oral or written communication, skills integration, and language assessment. The potential modes and tools are introduced and discussed as completely and comprehensively as possible. Most, if not all, of the models introduced in the book are workable and can readily be adopted or adapted. They are easily understood. They are available for immediate use. They are cost-effective and can be adopted with low expenditure. Those high cost applications mentioned in the book are mainly introduced as references. Most important of all, a sophisticated understanding of computers or network hardware is not required for using this book. The main body of this book is divided into ten chapters. In the first chapter, rationales for the applications of networked multimedia to TESOL are presented and explored. Nine reasons are pinpointed and discussed in this chapter. In Chapter Two, hardware and software required for successful application are introduced. Ten hardware and fifteen software requirements are listed and presented. Graphics are attached to some categories for better understanding. Chapter Three focuses on the applicable modes for ESL/EFL oral communication (listening and speaking) instruction. Nine practical and feasible tools are introduced to teachers and students. In Chapter Four, the applications of the Net to ESL/EFL written communication (reading and writing) instruction are described and explored. Five modes for ESL/EFL reading instruction and eight tools for written instruction are recommended. Chapter Five shifts the focus to the applications of the Internet to four-skills-integration (listening, speaking, reading, & writing). The implementation of content-based instruction, theme-based instruction, inquiry-based instruction, project-based learning, and collaborative/cooperative learning is separately explored and discussed. ESL/EFL assessment via the Internet is included and introduced in the sixth chapter. Computer-based testing (both adaptive and non-adaptive), online grading, online test-item generator, and electronic portfolio are dealt with in this chapter. In Chapter Seven, guidelines for screen design are presented. This chapter is intended to help those ESL/EFL teachers who want to integrate computer-based, instructional media to assist or enhance their presentations and to motivate their students. In the eighth chapter, applications of web-based TESOL are discussed. Ideas and guidelines about applying personal homepage to TESOL are recommended in this chapter. In Chapter Nine, challenges, actions, and resources for e-TESOL are presented. The Web resources introduced in this chapter are grouped under the categories of miscellany, conversation, listening, reading, writing, etc. It is hoped that ESL/EFL teachers and students can determine and identify what they need immediately and easily. The last chapter, Chapter Ten, deals with computer protection and Internet security. Several free antivirus programs, anti-Spyware software, firewalls, and password managers are introduced and recommended. Signs of Internet risks and safety tips are also pinpointed and suggested for parents and ESL/EFL teachers to promote smoother and more positive e-TESOL. In addition, several topics or questions are posed at the end of each chapter to facilitate better understanding and elicit further discussion and action. These topics or questions are all open-ended and are designed to stimulate readers’curiosity and creativity. An index is attached at the end of the book for users to explore and search for appropriate topics conveniently. Finally, the development of the Internet technology is surprisingly fast and sometimes dramatically unpredictable. Although the author has done his best to include all the potential tools and modes for e-TESOL as comprehensively as possible, there will be possibly some left out. Undoubtedly, there will be readers who would not totally accept the recommendations. The description of the applications is, as it must be, a product of the author’s personal experience and inquiry. Suggestions and correction are sincerely welcome. Readers may visit the e-TESOL blog created by the author at (http://e-tesol.blogspot.com/) to share reflections. It is strongly hoped that this volume will both inform and stimulate its readers and that it will encourage ESL/EFL teachers and students to experiment with the tools—to try them again and again, observe the consequences, make adjustments, and share the experiences. Chin-lung Wei [email protected] Taichung, Taiwan
Beyond Methods Components Of Language Teacher Education
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Author : Kathleen Bardovi-Harlig
language : en
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Release Date : 1997-03
Beyond Methods Components Of Language Teacher Education written by Kathleen Bardovi-Harlig and has been published by McGraw-Hill Humanities/Social Sciences/Languages this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997-03 with Education categories.
In ten chapters, Beyond Methods introduces language teachers, teacher educators, and curriculum developers to the latest research findings in linguistics and second language acquisition, while offering a theoretical basis for making decisions about such things as methods, syllabus design, and assessment. Written for novice and experienced teachers alike, Beyond Methods is intended for courses on the teaching of any language as well as for courses in applied linguistics. Thought-provoking questions and suggested readings guide readers in their exploration of the topics.
Am I Teaching Well
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Author : Vesna Nikolic
language : en
Publisher: Pippin Publishing
Release Date : 2000
Am I Teaching Well written by Vesna Nikolic and has been published by Pippin Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Education categories.
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1997
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education categories.
Future Perspectives For English Language Teaching
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Author : Werner Delanoy
language : en
Publisher: Universitatsverlag C. Winter Programm "Heidelberger Verla An
Release Date : 2008
Future Perspectives For English Language Teaching written by Werner Delanoy and has been published by Universitatsverlag C. Winter Programm "Heidelberger Verla An this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with English language categories.
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Author :
language : en
Publisher:
Release Date : 1994
written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1994 with Economics categories.
Linguistics And Language Behavior Abstracts
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Author :
language : en
Publisher:
Release Date : 2008
Linguistics And Language Behavior Abstracts written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Language and languages categories.