THE INTEGRATION OF STIRRING AND SETTLING ACTIVITIES IN COMMUNICATIVE ESP CLASSROOM WITH THE USE OF LMS
Keywords:
ESP, LMS, Classroom Management
Abstract
This study investigates the integration of activities, especially stirring and settling activities, using Learning Management Systems (LMS) in communicative English for Specific Purposes (ESP) courses. While settling activities help with comprehension and language input retention, stirring activities are based on the principles of communicative language education and are designed to pique learners' interest and activate past knowledge. This study intends to clarify the best practice of communicative language teaching in ESP environments by thoroughly explaining the integration of the activities by using LMS and teachers’ perceptions of it. The results of this project will advance pedagogical knowledge by providing useful ways to enhance technology-mediated language training and encouraging authentic communication, meaningful interaction, and active participation among ESP learners. The study employs a qualitative approach, including classroom observations, interviews, and documentation to gather comprehensive data on pedagogical practices, teachers' perceptions, and learning outcomes.
References
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Bocanegra-Valle, A. (2015). Intercultural Learners, Intercultural Brokers and ESP Classrooms: The Case of a Shipping Business Course. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2015.02.038
Crisianita, S., & Mandasari, B. (2022). The Use of Small-Group Discussion to Improve Students’ Speaking Skill. Journal of English Language Teaching and Learning, 3(1), 61–66.
Dogoriti, E., Pange, J., & S. Anderson, G. (2014). The use of social networking and learning management systems in English language teaching in higher education. Campus-Wide Information Systems, 31(4), 254–263.
Dos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms. Journal of Education and E-Learning Research, 7(2), 104–109. https://files.eric.ed.gov/fulltext/EJ1258678.pdf
Fatimah, A. S., & Nurfitriani, B. (2022). Students’ Perception on The Use of Canvas-Based Learning Activities in Online Classroom: Focusing on Its Benefits. Conference on English Language Teaching, 2, 79–93.
Goh, C. C. M. (2012). ESP and listening. The Handbook of English for Specific Purposes, 55–76.
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers. System, 97, 102446.
Harmer, J. (2007). How to Teach English (Second Edition). ELT Journal, 62(3), 313–316. https://doi.org/10.1093/elt/ccn029
Hung, B. P. (2022). Students’ and Teachers’ Perceptions of Effective ESP Teaching. Heliyon. https://doi.org/10.1016/j.heliyon.2022.e10628
Hyland, K. (2019). English for specific purposes: Some influences and impacts. Second Handbook of English Language Teaching, 337–353.
Irkinovich, N. R. (2022). The importance of role-playing game in teaching english in a non-linguistic University. International Journal of Pedagogics, 2(09), 29–32.
Jendrych, E. (2013). Developments in ESP teaching. Studies in Logic, Grammar and Rhetoric, 34(1), 43–58. https://intapi.sciendo.com/pdf/10.2478/slgr-2013-0022
Jureynolds, Lohansen, & Lohannes. (2023). The Effectiveness of “Mandarinstories” Mobile LMS in Supporting Online-Merge-Offline (OMO) Learning. 2023 8th International Conference on Business and Industrial Research (ICBIR), 975–979. https://doi.org/10.1109/icbir57571.2023.10147500
Kalischovä, M. I. H., & Dudkovä, P. D. B. Z. (2014). Stirring and Settling Activities in Teenage Classes [Diploma Thesis]. Masaryk University.
Konoplianyk, L., Melnykova, K., & Пришупа, Ю. Ю. (2021). Implementing the Flipped Classroom: A Case Study of Teaching Esp to the Bachelors in Automation and Computer-Integrated Technologies. Information Technologies and Learning Tools. https://doi.org/10.33407/itlt.v83i3.4170
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford university press.
Malikovna, K. R., Mirsharapovna, S. Z., Shadjalilovna, S. M., & Kakhramonovich, A. A. (2022). Types of Interactive Methods in Teaching English to Students. Texas Journal of Multidisciplinary Studies, 14, 1–4.
Margaryan, T., Иванова, Л. А., Николаева, Н. В., & Borodina, T. (2022). Shaping Skills of Reasoning in Esp Course at Technical University. Focus on Language Education and Research. https://doi.org/10.35213/2686-7516-2021-2-2-14-22
Martindale, T., & Dowdy, M. (2010). Personal learning environments. Emerging Technologies in Distance Education, 7, 177–193.
Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices. Journal of English Teaching, 6(2), 122–133. https://files.eric.ed.gov/fulltext/EJ1266048.pdf
Prasetya, R. E. (2021). Effectiveness of teaching english for specific purposes in LMS moodle: Lecturers’ perspective. Journal of English Language Teaching and Linguistics, 6(1), 93–109. https://www.researchgate.net/profile/Rizky-Prasetya/publication/350833664_Effectiveness_of_Teaching_English_for_Specific_Purposes_in_LMS_Moodle_Lecturers’_Perspective/links/607500af299bf1f56d51c929/Effectiveness-of-Teaching-English-for-Specific-Purposes-in-LMS-Moodle-Lecturers-Perspective.pdf
Rabiman, R., Nurtanto, M., & Kholifah, N. (2020). Design and Development e-Learning System by Learning Management System (LMS) in Vocational Education. International Journal of Scientific and Technology Research, 9(1), 1059–1063. https://files.eric.ed.gov/fulltext/ED605316.pdf
Rebenko, M., Nikolenko, O., & Rebenko, V. (2019). Listening Comprehension Proficiency Development of Information Technology Students in ESP Classroom. International Journal of Learning Teaching and Educational Research. https://doi.org/10.26803/ijlter.18.11.15
Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre Singapore.
Rudneva, M. A., & Valeeva, N. G. (2017). Implementation of LMS into teaching ESP to ecological faculty students. RUDN Journal of Ecology and Life Safety, 25(2), 317–324.
Salekhova, L. L., Grigorieva, K. S., & Zinnurov, T. A. (2019). Using LMS moodle in teaching CLIL: A case study. Proceedings - International Conference on Developments in ESystems Engineering, DeSE, October-20, 393–395. https://doi.org/10.1109/DeSE.2019.00078
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students. Journal of English Education and Teaching, 5(4), 529–543. https://doi.org/10.33369/jeet.5.4.529-543
Scrivener, J. (2005). Learning teaching (Vol. 2). Macmillan Oxford, UK.
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88.
Sevy-Biloon, J. (2018). Integrating EFL Skills for Authentically Teaching Specific Grammar and Vocabulary. Studies in English Language and Education. https://doi.org/10.24815/siele.v5i2.9705
Stepanova, N. S., Amelina, I. O., Gromenko, M. V, & Kovaleva, T. V. (2021). Textbook: Focus on Students’ National Identity RFL Online Course in Moodle LMS: Development and Application. 905–0919. https://doi.org/10.3897/ap.е4.e0905
Sudianto, S., Dwijanto, D., & Adhi), N. R. D. (Nino. (2019). Students’ Creative Thinking Abilities and Self Regulated Learning on Project-Based Learning with LMS Moodle. Unnes Journal of Mathematics Education Research, 8(1), 10–17. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/27183
Turgunova, F., & Abdurahimovna, R. S. (2023). The Importance of Project Work and Methods of Work in Teaching English. Журнал Иностранных Языков и Лингвистики, 5(5).
Virginiya, P. T. (2023). Higher Vocational Students’ Perceptions on the Use of Canvas Instructure in Blended Flipped-Instructed ESP Classes. Yavana Bhasha : Journal of English Language Education, 6(1), 1–11. https://doi.org/10.25078/yb.v6i1.2413
Virginiya, P. T., Natalia, S. A. M. K. D., & Anggraheni, R. R. R. (2023). Developing communicative LMS-based English for specific purposes learning materials with CLIL approach. LITERA, 22(3). https://doi.org/http://dx.doi.org/10.21831/ltr.v22i3.64154
Yang, W. (2016). ESP vs. CLIL: A Coin of Two Sides or A Continuum of Two Extremes? ESP Today, 4(1), 43–68.
Zainuddin, Z., Hermawan, H. D., Nuraini, F., & Prayitno, S. M. (2019). Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction. Elinvo (Electronics, Informatics, and Vocational Education), 4(1), 1–11. https://doi.org/10.21831/elinvo.v4i1.24405
Bocanegra-Valle, A. (2015). Intercultural Learners, Intercultural Brokers and ESP Classrooms: The Case of a Shipping Business Course. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2015.02.038
Crisianita, S., & Mandasari, B. (2022). The Use of Small-Group Discussion to Improve Students’ Speaking Skill. Journal of English Language Teaching and Learning, 3(1), 61–66.
Dogoriti, E., Pange, J., & S. Anderson, G. (2014). The use of social networking and learning management systems in English language teaching in higher education. Campus-Wide Information Systems, 31(4), 254–263.
Dos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms. Journal of Education and E-Learning Research, 7(2), 104–109. https://files.eric.ed.gov/fulltext/EJ1258678.pdf
Fatimah, A. S., & Nurfitriani, B. (2022). Students’ Perception on The Use of Canvas-Based Learning Activities in Online Classroom: Focusing on Its Benefits. Conference on English Language Teaching, 2, 79–93.
Goh, C. C. M. (2012). ESP and listening. The Handbook of English for Specific Purposes, 55–76.
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers. System, 97, 102446.
Harmer, J. (2007). How to Teach English (Second Edition). ELT Journal, 62(3), 313–316. https://doi.org/10.1093/elt/ccn029
Hung, B. P. (2022). Students’ and Teachers’ Perceptions of Effective ESP Teaching. Heliyon. https://doi.org/10.1016/j.heliyon.2022.e10628
Hyland, K. (2019). English for specific purposes: Some influences and impacts. Second Handbook of English Language Teaching, 337–353.
Irkinovich, N. R. (2022). The importance of role-playing game in teaching english in a non-linguistic University. International Journal of Pedagogics, 2(09), 29–32.
Jendrych, E. (2013). Developments in ESP teaching. Studies in Logic, Grammar and Rhetoric, 34(1), 43–58. https://intapi.sciendo.com/pdf/10.2478/slgr-2013-0022
Jureynolds, Lohansen, & Lohannes. (2023). The Effectiveness of “Mandarinstories” Mobile LMS in Supporting Online-Merge-Offline (OMO) Learning. 2023 8th International Conference on Business and Industrial Research (ICBIR), 975–979. https://doi.org/10.1109/icbir57571.2023.10147500
Kalischovä, M. I. H., & Dudkovä, P. D. B. Z. (2014). Stirring and Settling Activities in Teenage Classes [Diploma Thesis]. Masaryk University.
Konoplianyk, L., Melnykova, K., & Пришупа, Ю. Ю. (2021). Implementing the Flipped Classroom: A Case Study of Teaching Esp to the Bachelors in Automation and Computer-Integrated Technologies. Information Technologies and Learning Tools. https://doi.org/10.33407/itlt.v83i3.4170
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford university press.
Malikovna, K. R., Mirsharapovna, S. Z., Shadjalilovna, S. M., & Kakhramonovich, A. A. (2022). Types of Interactive Methods in Teaching English to Students. Texas Journal of Multidisciplinary Studies, 14, 1–4.
Margaryan, T., Иванова, Л. А., Николаева, Н. В., & Borodina, T. (2022). Shaping Skills of Reasoning in Esp Course at Technical University. Focus on Language Education and Research. https://doi.org/10.35213/2686-7516-2021-2-2-14-22
Martindale, T., & Dowdy, M. (2010). Personal learning environments. Emerging Technologies in Distance Education, 7, 177–193.
Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices. Journal of English Teaching, 6(2), 122–133. https://files.eric.ed.gov/fulltext/EJ1266048.pdf
Prasetya, R. E. (2021). Effectiveness of teaching english for specific purposes in LMS moodle: Lecturers’ perspective. Journal of English Language Teaching and Linguistics, 6(1), 93–109. https://www.researchgate.net/profile/Rizky-Prasetya/publication/350833664_Effectiveness_of_Teaching_English_for_Specific_Purposes_in_LMS_Moodle_Lecturers’_Perspective/links/607500af299bf1f56d51c929/Effectiveness-of-Teaching-English-for-Specific-Purposes-in-LMS-Moodle-Lecturers-Perspective.pdf
Rabiman, R., Nurtanto, M., & Kholifah, N. (2020). Design and Development e-Learning System by Learning Management System (LMS) in Vocational Education. International Journal of Scientific and Technology Research, 9(1), 1059–1063. https://files.eric.ed.gov/fulltext/ED605316.pdf
Rebenko, M., Nikolenko, O., & Rebenko, V. (2019). Listening Comprehension Proficiency Development of Information Technology Students in ESP Classroom. International Journal of Learning Teaching and Educational Research. https://doi.org/10.26803/ijlter.18.11.15
Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre Singapore.
Rudneva, M. A., & Valeeva, N. G. (2017). Implementation of LMS into teaching ESP to ecological faculty students. RUDN Journal of Ecology and Life Safety, 25(2), 317–324.
Salekhova, L. L., Grigorieva, K. S., & Zinnurov, T. A. (2019). Using LMS moodle in teaching CLIL: A case study. Proceedings - International Conference on Developments in ESystems Engineering, DeSE, October-20, 393–395. https://doi.org/10.1109/DeSE.2019.00078
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students. Journal of English Education and Teaching, 5(4), 529–543. https://doi.org/10.33369/jeet.5.4.529-543
Scrivener, J. (2005). Learning teaching (Vol. 2). Macmillan Oxford, UK.
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88.
Sevy-Biloon, J. (2018). Integrating EFL Skills for Authentically Teaching Specific Grammar and Vocabulary. Studies in English Language and Education. https://doi.org/10.24815/siele.v5i2.9705
Stepanova, N. S., Amelina, I. O., Gromenko, M. V, & Kovaleva, T. V. (2021). Textbook: Focus on Students’ National Identity RFL Online Course in Moodle LMS: Development and Application. 905–0919. https://doi.org/10.3897/ap.е4.e0905
Sudianto, S., Dwijanto, D., & Adhi), N. R. D. (Nino. (2019). Students’ Creative Thinking Abilities and Self Regulated Learning on Project-Based Learning with LMS Moodle. Unnes Journal of Mathematics Education Research, 8(1), 10–17. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/27183
Turgunova, F., & Abdurahimovna, R. S. (2023). The Importance of Project Work and Methods of Work in Teaching English. Журнал Иностранных Языков и Лингвистики, 5(5).
Virginiya, P. T. (2023). Higher Vocational Students’ Perceptions on the Use of Canvas Instructure in Blended Flipped-Instructed ESP Classes. Yavana Bhasha : Journal of English Language Education, 6(1), 1–11. https://doi.org/10.25078/yb.v6i1.2413
Virginiya, P. T., Natalia, S. A. M. K. D., & Anggraheni, R. R. R. (2023). Developing communicative LMS-based English for specific purposes learning materials with CLIL approach. LITERA, 22(3). https://doi.org/http://dx.doi.org/10.21831/ltr.v22i3.64154
Yang, W. (2016). ESP vs. CLIL: A Coin of Two Sides or A Continuum of Two Extremes? ESP Today, 4(1), 43–68.
Zainuddin, Z., Hermawan, H. D., Nuraini, F., & Prayitno, S. M. (2019). Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction. Elinvo (Electronics, Informatics, and Vocational Education), 4(1), 1–11. https://doi.org/10.21831/elinvo.v4i1.24405
Published
2024-04-27
