EFL Studies - Page 5

Conversations through Web 2.0 tools: Nurturing 21st century Values in the ESL Classroom

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308 views

Kshema Jose

Department for Training and Development, School of English Language Education, The English and Foreign Languages University, Hyderabad, India. ORCID: 0000-0003-3204-7404. Email: kshema@efluniversity.ac.in

 Volume 13, Number 2, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n2.35

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 Abstract

21st century skills framework proposed by the World Economic Forum (2015) suggests that the development of foundational literacies, competencies and character qualities in students can help them function as responsible and productive global citizens. However, most educational systems focus only on developing foundational literacies like reading and writing, numeracy, scientific literacy, etc. This paper describes an exploratory research conducted to investigate how the 21st century ESL teacher can nurture the development of competencies and character qualities through language development tasks delivered using digital tools. The paper is based on the premise that since character qualities are both social and individualistic in nature, they are ideally delivered through collaborative events and acquired best through self-reflection. Reporting from an ESL teacher’s perspective, the paper elucidates how participating in the communication, collaboration, critical thinking and creativity activities mediated through web 2.0 tools can facilitate the acquisition of character qualities like curiosity, persistence, adaptability, social and cultural awareness, etc.  It was found that certain features of web 2.0 tools like participatory environments, asynchronicity and ease of use for creating content offered students multiple opportunities for meaningful, sustained and reflective conversations. Using observational data, the researcher identifies the acquisition of character qualities and the development of competencies in students through these conversations.

Keywords: Adult learning, Value Education, Collaborative learning, 21st century character qualities, ESL classrooms 

 

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English Language Teaching: Exploring Enhanced Employability through Soft Skills

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Kabita Kumari Dash1, SwayamPrabha Satpathy2, Susanta Kumar Dash3

1Srusti Academy of Management

2Associate Professor, SOA University. Email: dr.swayam.prava@gmail.com

3OUAT

 Volume 12, Number 6, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n6.27

Abstract

250 under graduates and management students of SOA University of 1st year, taken at random, were selected  as subjects in this case study. 3 groups comprising of 30 students in each at random were given training on soft skill viz. grammar, vocabulary and speaking ability with 1 credit hour as extra class on Saturday during course curriculum Rest 160 students in same batch were taken as control. After one year of the of the final examination, means with incubation period of one year after the training period, it was found that 22(73.33%),18(60.0%),and 28(93.33%) students belonging to Grammar, Vocabulary and Speaking ability group, respectively  got a placement in the campus selection. The overall placement in the batch of students under trial was estimated as 105(42.0%) and the students without soft skill training was as low as 37(23.13%), recorded in control group.

Key words: Communication, Employability, Language, Placement, Soft skill, Training

Using Parallel Texts to Teach Literary Appreciation and Academic Writing Skills of M.A. Students

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242 views

Anand Mahanand

EFL University, Hyderabad, India, anand@efluniversity.ac.in, https://orcid.org/0000-0001-6069-097X

 Volume 12, Number 6, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n6.10

 

Abstract

In this paper I would like to report a study I have undertaken to understand whether   using parallel texts would be  helpful in developing  literary appreciation  and writing skills  of M.A students. I  would like to  report how I got the idea  to use the parallel texts, the way I collected materials and taught them for literary appreciation and    writing skills following a bilingual approach. I would also like to share the outcome of my study.  A group of ten students participated in the study.   The students not only developed in writing skills and literary appreciation but   the use of a bilingual approach gave them a sense of pride and confidence that they could use the resources  available in their first language  in the class and  for academic set up at the university level. They were able to write  good academic essays with appropriate format and structure. It also  prompted them to  explore more  on the resources they  have in  their first languages. The paper suggests that such a bilingual approach helps  students from  rural areas and non-English medium background and who initially experience  handicap in their class to cope with their studies.

Keywords: parallel texts, bilingual approach, literary appreciation, academic writing skills, M.A. Students

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