Principles of Language Learning and Teaching

Doing Qualitative Research

https://repositorio.una.ac.cr/bitstream/11056/7949/1/priciplesoflanguajeslearningandtaching-jbogarin.pdf

Principles of language learning and teaching

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

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Learning Vocabulary In Another Language

The purpose of this study is to present a review of Facebook as an educational environment, as research on its use within education is relatively new. The study is categorized into six sections: Facebook users; reasons people use Facebook; harmful effects of Facebook; Facebook as an educational environment; Facebook’s effects on culture, language, and education; and the relationship between Facebook and subject variables. Additionally, the study compares Facebook usage in Turkey to its use on a global scale. To conclude, there has been a serious lack of research on Facebook’s use as an educational resource, as current literature reflects how Facebook might more readily be utilized as an educational environment. Finally, the study ends with practical recommendations for researchers and educators.

A review of research on Facebook as an educational environment

Teachers’ observations, students’ experiences, and the review of related literature indicate that language anxiety is a significant factor adversely affecting the language learning process. Thus, this study aims to investigate the sources and levels of fear of negative evaluation as well as language anxiety among Turkish students as EFL learners, and to determine the correlation between the two. A foreign language anxiety scale and a scale for fear of negative evaluation were administered to a sample group of 112 foreign language learners. The collected data were used to provide a descriptive and correlational analysis. The results of the analysis indicated that EFL learners suffer from language anxiety and fear of negative evaluation. Furthermore, fear of negative evaluation itself was found to be a strong source of language anxiety. In light of the findings of the research, the following recommendations were noted: Firstly, in order to cope with anxiety, learning situations and context should be made less stressful. Effective communication is another way to relieve language anxiety. Asian EFL Journal. Teaching Articles 2008 Asian EFL Journal 422

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An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners

While research mainly focuses on the effectiveness of computer use and its contribution to the teaching of English as a foreign language (EFL), EFL teachers have received scant attention. Only a limited number of studies have been conducted regarding Turkish EFL teachers' perceptions of computer use for teaching EFL. Therefore, in the context of Turkish EFL teachers' perceptions of computer usage in learning and teaching, the current study aims to examine Turkish EFL teachers' knowledge of software and their reasons for personal computer use, including the attitudes and perceptions of self-confidence among teachers in integrating computers and the school climate and support with respect to the use of computers for teaching EFL. The sample group in the study consisted of 157 EFL teachers. Before descriptives were computed, a background questionnaire and survey that assessed the degree of knowledge about the computer software, the frequency of software use for personal purposes, the teachers' attitudes towa...

Teachers' perceptions about the use of computers in EFL teaching and learning: the case of Turkey

Accepted: 30.03.2014 Within the context of English as a foreign language (EFL), using blogs has emerged as a language learning tool. However, how teachers effectively incorporate blogs within the confines of an instructional framework and what the current research shows about using blogs as a learning tool remain unsolved issues. Thus, the current paper presents a review of the research on the use of blogs in EFL learning contexts. The study first introduces blogs and a theoretical framework for the use of blogs within the borders of the constructivist approach. Then, in accordance with the studies reviewed, the research is divided into the following five sections: effects on (1) the awareness of the target culture, (2) interaction and communication, (3) basic language skills, (4) learners’ motivation, perceptions and attitudes, and (5) autonomous learning. In conclusion, while the current literature reflects that using blogs is a valuable and effective technique that can be readily used in the context of EFL, more research is necessary. Finally, the paper ends with practical recommendations for EFL teachers and researchers.

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Selami Aydin

Papers

A review of research on Facebook as an educational environment

An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners

Teachers' perceptions about the use of computers in EFL teaching and learning: the case of Turkey

The Use of Blogs in Learning English as a Foreign Language.

Foreign language learners' interactions with their teachers on Facebook