Title: Towards an Interactive Efl Class: Using Active Learning Strategies
Abstract: AbstractThroughout the history of Second Language Acquisition, many methods and approaches have come to vogue. By the advent of communicative approaches to Second Language Acquisition (SLA), an increasing attention was directed toward the interactive nature of language and the role of interaction in English as a Foreign Language (EFL) classes. This article reports on active learning strategies which are helpful in creating an interactive learning situation. After the review of related literature, active learning strategies were recognized and then the influence of these strategies on learners' interactions was investigated. This article helps teachers to create a more interactive teacher-learner environment.Keywords; active learning strategies, interaction, language learning, EFL1. IntroductionMany researchers agree that students learn better in an active learning context and environment than they do in a passive learning environment. This paper is written in order to help teachers and faculty incorporate to have an active learning environment and integrate it into their classrooms. This article discusses guidelines and information relative to the choosing, evaluation and sequencing of active learning strategies.Teachers encourage students to participate actively in the classroom (Pajares, 19%). However, many of the learners are still unwilling to speak up and interact. Learners have the chance to follow up and be exposed to new words and structures by verbal interaction during the teaching processes. With the advent of communicative language teaching in the 1970s, students' oral participation in English classes was emphasized as a significant step toward mastery of L2.To promote students' involvement in classroom activities, active learning strategies have been proposes by many researchers (Tedesco-Schneck, 2013; Keyser, 2000). Also active learning was introduced as a path to critical thinking (Tedesco-Schneck, 2013) and to promote students to think critically (Walker, 2003). Research findings have advocated that a suitable learning environment is an active one, not passive. A discovery learning in which the student is the main agent is supported (Adler, 1982). A review by McKeachie et al. (1987, p. 70) concluded that in those experiments involving measures of retention of information after the finishing of a course, evaluation of problem solving, thinking, attitude variation, or motivation for more learning, the results tend to show discrepancies inclined toward discussion methods over lecture.As it is mentioned, a brief conclusion of the seven guidelines for good practice in university is provided with resourcing to the American Association of Higher Education, the Education Commission of the States, and The Johnson Foundation.a. Good Practice Encourages Student-Faculty RelationshipConstant student-faculty relationship in and out of classes is the key important element in learner motivation and engagement. Faculty concern guide students come up with rough times and keep on working. Becoming acquainted with a few faculty staffs will enhance students' intellectual power and motivates them to think about their own goals and future plans.b. Good Practice Creates Cooperation among StudentsLearning is increased when it is more like a group work than an individual work. Good learning, like good work, is cooperative and social, not discrete and isolated. Working with others in groups often enhances engagement in learning. Sharing one's own opinions and ideas to others' reactions and questions increase reflecting and enhance understanding and knowledge.c. Good Practice Increase Active LearningLearning is not a passive activity. Students cannot learn just by attending the classes listening to teachers, memorizing ready-made assignments, and producing answers. They must talk about what they are learning (output), write about it (integration), connect it to past knowledge, and use it in their daily lives. …
Publication Year: 2014
Publication Date: 2014-06-01
Language: en
Type: article
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