Article Per Year (5 Year)
p-Index From 2020 - 2025
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This Author published in this journals
All Journal English Language Teaching Educational Journal Studies in English Language and Education
Julia Sevy-Biloon
Universidad Nacional de Educacion (UNAE)
Arts Education Languange, Linguistic, Communication & Media

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Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic Julia Sevy-Biloon
English Language Teaching Educational Journal Vol. 4 No. 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i1.3935

Abstract

Due to the pandemic, classes have moved online for 2020-2021, and a return to face-to-face classes in the National University of Education (UNAE) in Ecuador is unknown. Students studying in the undergraduate program to be English language teachers are slowly adapting to this new form of E-learning, and some have found that they prefer online classes, while many are waiting for the day they return to classes. The objective of this study is to look at the pros and cons given by 69 students discussing why taking classes virtually or face to face is a better option for EFL and being an ELT professional in these turbulent times.  Some prefer online learning for various reasons such as safety, comfort, economic reasons, and having more time in general. While some find E-learning difficult and want to return to synchronous classes because they feel there is little interaction between classmates and teachers, cannot practice English authentically, cannot get clarification from the teacher, have a hard time concentrating online, and there are constant internet connection issues. In conclusion, this information has great importance for teachers today who are struggling to teach in this new medium and teach to the needs of their students to aid in their planning and will contribute to future teachers who will teach online. 
Integrating EFL skills for authentically teaching specific grammar and vocabulary Julia Sevy-Biloon
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (377.829 KB) | DOI: 10.24815/siele.v5i2.9705

Abstract

When a person uses a language in an authentic setting, skills such as speaking, reading, writing and listening are naturally integrated to achieve communicative competence. Therefore, this research is based on the use of a content-based instruction model and the communicative language approach to teach English as a foreign language (EFL). The activities described in this article integrate language skills using communicative activities to learn and practice the present perfect and associated new vocabulary. All the skills were evaluated through qualitative informal assessments and quantitative formal testing to see if the chosen strategies could aid in attaining the goals set by the professor and could allow for authentic learning by the participants. This qualitative and quantitative research used 33 sample students, pre- and post-evaluations of all four skills, and questionnaires about the students’ knowledge of the present perfect post-treatment and the opinions of the students about the types of strategies and educational models used to integrate the four language skills in their classes. These results were then used to find out how these teaching strategies could aid in student teaching-learning. The tools used aided in the results were to find out how to integrate communication skills throughout the lessons in the classroom to allow for a more fluid and in-depth learning experience for the intermediate students that participated in this research done at UNAE, Ecuador.
Integrating EFL skills for authentically teaching specific grammar and vocabulary Julia Sevy-Biloon
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i2.9705

Abstract

When a person uses a language in an authentic setting, skills such as speaking, reading, writing and listening are naturally integrated to achieve communicative competence. Therefore, this research is based on the use of a content-based instruction model and the communicative language approach to teach English as a foreign language (EFL). The activities described in this article integrate language skills using communicative activities to learn and practice the present perfect and associated new vocabulary. All the skills were evaluated through qualitative informal assessments and quantitative formal testing to see if the chosen strategies could aid in attaining the goals set by the professor and could allow for authentic learning by the participants. This qualitative and quantitative research used 33 sample students, pre- and post-evaluations of all four skills, and questionnaires about the students’ knowledge of the present perfect post-treatment and the opinions of the students about the types of strategies and educational models used to integrate the four language skills in their classes. These results were then used to find out how these teaching strategies could aid in student teaching-learning. The tools used aided in the results were to find out how to integrate communication skills throughout the lessons in the classroom to allow for a more fluid and in-depth learning experience for the intermediate students that participated in this research done at UNAE, Ecuador.
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