In its Sustainable Development Goal 4 (SDG 4), it professes that Technology can adhere to Educational access to everyone, decrease the digital divide, supplement teachers with supporting aids, improve the quality of learning and the learner. With the current COVID situation, the teaching learning methodology has to be revamped. The present status of learning pedagogy among learners calls for immediate action. This demands a transition in the teaching and learning process. The face to face classroom teaching has been changed to online teaching. Students are no longer moving towards stationary buildings. They are immobile with technology transporting educational materials to their living rooms and bedrooms. This paper attempts to check whether Writing skill can be taught through online mode during this COVID crisis. A total of 300 students participated in the study. The main objective was to find out the effectiveness of teaching writing through online education. The findings revealed that the majority of students developed their writing skill to the proficiency level. The result of the study is that teachers can encourage students to learn writing through online mode and develop their proficiency level.
Citation: Elgoudman K.S. and Sahmi A.O. (2022) Teaching Writing Courses through Online Education during COVID, British Journal of English Linguistics, Vol.10, Issue 5, pp.8-13
Inclusivity has often been associated with disability and our commitment to inclusivity and its pedagogy means we recognize and value the diversity of our students. As individuals, and as part of a learning community, students are expected to benefit from learning in an environment where they feel included in ways that recognize and support their needs. However, this study, in its attempt to redefine inclusivity beyond its established concept and practice, as stated earlier, concludes that inclusivity in an ELT classroom, is not merely a concept associated with disability; but this phenomenon should be exploited for creating and sustaining a safe, supported, and encouraged ‘learning partnership’ climate to attain students’ intellectual growth and skill development. A review has also been done to assess the ‘convention’ that students and faculty ‘engage’, in terms of a ‘learning and teaching experience’, to enjoy their privileges: from a student perspective, to ‘participate’, and from a faculty perspective, to ‘impart’. At the end, suggestions and recommendations are offered how we as teachers, through inclusive teaching-learning strategies, can create and sustain a ‘learning partnership’ environment in which students are ‘partnered’ meaningfully to facilitate deeper learning and the best educational and professional outcomes.
Post-Test Learning Result After Using Teaching Learning on Negotiation Text Based on Problem For X Grade Students At Senior High School 19 Medan (Published)
Teaching material of negatiation text writing developed contains theory and the steps in writing negatiation text adapted with the student’s environment, the examples of negotiative text, visual picture about negotiative text closing to students’life, so it more interest and can motivate the students to write. In this research, researcher designs the teaching material namely module that is valid used by teacher and students in learning process based on student’s characteristic and potensial in the school. teaching material based the form is differentiated into four types, namely printed teaching material, listening teaching material, audio visual teaching material and interactive teaching material. The use of teaching material of negotiation text based on problem is more effective to improve student’s learning. It shows that the result of student’s learning taught uses the module developed higher than the student’s result that is not taught by using module or only text book at Senior High School 19 Medan, Indonesia.
This paper involves exploring the link between meaning and context in the linguistic context from three different perspectives: communication, teaching and translation. Communicators, teachers and translators find it obviously crucial to observe the link which will serve as a significant indicator of enhancing their performance. For communicators, meaning and context go side by side to result in successful relationship with whom they address. For teachers, teaching vocabulary, reading and grammar requires intense concentration on meaning and context. For translators and interpreters, meaning and context are a key element in translation. This paper concludes that context considers a major factor at addressing meaning and meaning occupies an integral role at establishing context.