Speakers
Description
This study examines a collaborative teaching initiative using an original cyclical learning method to enhance language education for students. By fostering a supportive learning community, the approach alleviates anxiety related to language learning. Adapted materials focus on essential vocabulary and skills, while targeted lessons on pronunciation and prosody enhance engagement. Findings indicate a shift from rote memorization to practical application, demonstrating the method's effectiveness in promoting meaningful language acquisition among students.
Abstract
This study presents the outcomes of a collaborative teaching initiative involving two educators working with 80-90 freshman and sophomore engineering majors in a compulsory two-year language program from 2015 to 2025. Central to our approach is an original cyclical learning method, developed in 2015 and first presented at a conference in 2018. This method encompasses a cycle of input, practice, output, reinforcement, and intake, and has been consistently applied over the years.
We emphasize the importance of building a comfortable learning community in our classes in accordance with Dörnyei’s motivational strategies for language learning (2001). The community also helps alleviate students’ anxiety towards English language learning—a common issue for many who feel they have experienced “failure.” Textbook materials have been adapted to align with this innovative cyclical learning framework, focusing on vocabulary and grammar essential for listening, speaking, and reading competencies. Our curriculum also incorporates targeted lessons on pronunciation and prosody to enhance students’ readiness and willingness to engage in spoken communication.
Our findings demonstrate a notable shift in students’ perceptions of language learning, transitioning from a focus on rote memorization of grammar rules and vocabulary to a more integrative and practical approach. We analyze feedback from student surveys reflecting self-reflection and growth, alongside performance metrics from the Computer Adaptive English Communication Exam (CASEC). The results underscore the effectiveness of this original cyclical learning method in fostering meaningful language acquisition and a supportive learning community among engineering students.
Short summary
This study examines a collaborative teaching initiative using an original cyclical learning method to enhance language education for students. By fostering a supportive learning community, the approach alleviates anxiety related to language learning. Adapted materials focus on essential vocabulary and skills, while targeted lessons on pronunciation and prosody enhance engagement. Findings indicate a shift from rote memorization to practical application, demonstrating the method's effectiveness in promoting meaningful language acquisition among students.
Keywords
Collaboration
Motivation
Teaching Methods
Material Adaptation
References
Dörnyei Z. (2001). Motivational Strategies in the Language Classroom.
Cambridge: Cambridge University Press.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Building Community Through A Collaborative Language Teaching Method |