<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1068">
    <dcterms:title><![CDATA[USING FILM SUBTITLES IN FLT IN CROATIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is a general belief that students need to receive substantial input of authentic materials in FLT. The  combination of verbal information, along with full visual experience such as it can be seen in a film, has  been found most appealing. Not only a large amount of natural language, but also a rich variety of cultural  forms and expressions are mediated by this kind of “comprehensible input” (Krashen 1985). Various studies  have demonstrated the ways in which intralingual subtitled audio-visual material can improve the  effectiveness of general foreign language comprehension (Caimi 2002, Vanderplank 1988) and how it can  be a useful tool in foreign language teaching and foreign language acquisition (Neuman &amp; Koskinen 1992).  Most foreign television and cinema programs distributed in Croatia have always been accompanied  by interlingual subtitles; therefore the viewers are accustomed to them. Consequently, such a habit can be  efficiently exploited in foreign language learning among Croatian students who will certainly more easily  develop strategies to derive benefits from subtitled films.  The main aim of this study was to examine whether and to what extent film subtitles (captions)  increase language processing ability of the learners. Our hypothesis was that subtitles facilitate general  comprehension of a film, provided that the linguistic difficulty of the authentic film material has been  carefully selected in order to match the students’ overall competency in L2. Our research was conducted  among students of B1/B2 level of English L2. Students were divided in two groups: one group watched a  sequence of a feature film without subtitles, while the other was shown the same material with subtitles.  Both groups were given a particularly designed test to assess their general comprehension of the viewed  material. The findings revealed that the group of students viewing the subtitled film showed better results  than the other group.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3474]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2428">
    <dcterms:title><![CDATA[Using Freeware Concordancers to Help Thai University Students Activate L2 Collocations]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study examines the effect of training in online concordancing tools: BNC, Lextutor, and AntConc 3.2.1 on Thai undergraduate students’ L2 collocation activation. The freeware concordancers were introduced for the experimental group; the subjects, therefore, accessed a collection of authentic texts (corpus) via various computer programmes with recommended concordancing tools. The control group, on the other hand, was asked to practice lexical units by the e-Diary method via M@xLearn, KU e-Learning system.   Following a preliminary and pilot study, the intervention interwoven with the regular teaching by the practitioner, was conducted at Kasetsart University (KU), Bangkok, Thailand. The subjects, from two intact classrooms, group 5 and group 7, took the elective course: English Reading for Mass Communication (01355205). According to the randomly selected procedure, the former was a control group; and the latter was an experimental group.  Data were collected utilising two research instruments: pre and post tests of lexical items learning ability adapted from Nation’s (2001) Productive levels test: version C, and semi-structured interview administered at the end of the course to elicit the subjects’ attitudes and comments towards the using concordancers as new lexical learning tools. Furthermore, questions for the experimental group, were used to elicit the perceived effectiveness and ineffectiveness of the concordancers employed. The data obtained from the two research instruments were triangulated to confirm the validity and reliability of the research findings.   The Statistical Package for the Social Science (SPSS), ANOVA shows that after introducing freeware concordancers, the subjects from the experimental group significantly outperformed subjects from the control group in their ability to activate lexical items and had a positive attitude towards using concordancers. Moreover, the subjects from the experimental group showed an increased awareness of the need to autonomously apply freeware concordancers to further help master L2 lexical learning in various genres. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[893]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/180">
    <dcterms:title><![CDATA[Using Games in TEFL - A Case Study of “Meša Selimović” Elementary School in Sarajevo]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to examine the use of educational games in teaching English as a foreign language (TEFL) to young learners. The research was conducted in “Meša Selimović” elementary school in Sarajevo, Bosnia and Herzegovina. The participants were three teachers of EFL and one third grade consisting of approximately 25 students ages 8-9. The research conducted proved the hypothesis that using games to teach EFL to young learners is a highly effective and enjoyable technique of language teaching/learning. The study was conducted in five stages using both quantitative and qualitative methods of research. The data was gathered by means of a class observation analysis, students’ poll, teachers’ interview and questionnaire, and a schoolbook analysis. The principal conclusion of the study is that educational games are an effective technique of teaching EFL to young learners and that it offers more positive learning outcomes than negative ones.    Keywords: teaching English as a foreign language (TEFL), English as a foreign language (EFL), educational games, young learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[3271]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1056">
    <dcterms:title><![CDATA[USING LANGUAGE LABS FOR INTERPRETATION PRACTICE]]></dcterms:title>
    <dcterms:abstract><![CDATA[As new technologies advance language teachers are gaining more and more new tools to use in their work and to improve, upgrade and expand their teaching methods. Within a TEMPUS project, the Faculty of Philology in Banja Luka recently obtained a Sanako computer phonological laboratory for use in its foreign language departments. This paper presents one possible use of such a language laboratory, specifically for teaching language interpretation skills. The paper first gives a short overview of the software and activity options available through the language laboratory, followed by a comparison of how language interpretation skills were previously exercised to potential new approaches which make use of the language laboratory. The paper further gives a brief overview of some of our experiences in such classes with an experimental group of students, reflecting on the observed benefits, difficulties and possible outcomes, aiming to enable a broader implementation and utilization of the language laboratory and hoping to support the English Department’s efforts to keep up with modern trends in EFL.    Keywords: language laboratory, interpretation, computer-assisted language learning]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3395]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2840">
    <dcterms:title><![CDATA[USING LITERATURE IN EFL CLASSES: SHORT STORY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to investigate underline the benefits of using  literature in EFL classes. Short Stories can be used as a good source in ELT classes in  almost all levels depending on the difficulty status of the story. Due to their length  which is very appropriate for language classrooms, students can make good use  of short stories in learning the target language. Using short stories in ELT classrooms  is an effective technique for teaching linguistic system as well as the life in relation to  the target language. Choosing the right short story is an important part of the process.  At this point, students‘ proficiency level, age, and interests should be taken into  consideration. Another important thing is the course objectives and appropriateness of  the story as content.  In this study the importance of using Short Stories in ELT classrooms and points to  be considered while choosing the right short story was discussed at the opening part  of the study. On the next part, teaching discrete language skills by using short story in  ELT classrooms is studied and a sample application is build up in order to share  practical ideas.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[27]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2322">
    <dcterms:title><![CDATA[Using Microphyte-Macrophyte Species As Bioindicators For The Determination And  Phytoremediation Of Heavy Metal Accumulation In The Aquatic Ecosystems]]></dcterms:title>
    <dcterms:abstract><![CDATA[Heavy metal accumulation and contamination have become a serious problem in recent years.  Therefore, it is crucial to take a closer look at the microphytes and macrophytes species.  These two elements are recommended for the determination and phytoremediation of the  heavy metals in the contaminated aquatic ecosystems. It is clear that, the excess amount of  heavy metals can have negative impacts on the environment and these influents can be weak,  strong, long lasting and short lasting, and they can also be present in different levels such as  global, regional or local. Moreover, heavy metal contamination in aquatic environments is a  serious environmental problem, which threatens aquatic ecosystems, agriculture, and human  health. The goal of this study is to understand the importance of microphytes and macrophytes  in accumulation of toxic metals and suggest some effective measurements for the preservation  and restoration of the aquatic ecosystems. Thus, in order to protect our living ecosystems, it is  necessary to study the sources, level and quantity of contamination of heavy metals. Different  treatment methods have been developed for the elimination of these metals from water  including coagulation, adsorption, ion exchange and other chemical and biological processes.  However, these methods are expensive and require major investments in equipment and  facilities and they also introduce various chemicals which can have a harmful impact on our  environment. In contrast, this study verifies that phytoremediation is an efficient and cheap  technology for the treatment of water polluted by heavy metals. Furthermore, it is suggested a  new model called wetland construction, which is an expansion on a river bed and it serves as  a water purification system as well, in order to enable easy collection and replacement. After  the collection, the biomass obtained would be processed to obtain biogas, biofertilizers,  animal food and recycled heavy metals. As a result, the macrophyte and microphyte  communities of the Miljacka River area need to be protected and restored on a priority basis.  To demonstrate a model for ecological determination and phytoremediation of heavy metal  accumulation by using microphytes-macrophytes as bioindicators, structure and dynamics of  aquatic ecosystems were studied at more sites and sides of the Miljacka River (central Bosnia  and Herzegovina). All in all, this study shows that the aquatic microphytes and macrophytes  play a very significant role in removing the different metals from the aquatic environments  and they can both be used as bioindicators of heavy metals and other toxic substances in a  given area.  Keywords: Microphytes; Macrophytes; Toxic metals; Accumulation; Phytoremediation;  Miljacka River;]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1267]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3263">
    <dcterms:title><![CDATA[Using Multimedia Technologies as a Current Trends on   Social Sciences Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[Last decade’s mere technology that includes only writing, speaking skills and  static graphics were used but this technique is simple and inadequate for social sciences  and its education. However, multimedia technologies include high, advanced and  sophisticated technology. Such technologies are used a lot of field in social sciences   education. These are showing up in every walk of education and every aspect of  community; architecture, business, education as social sciences. Now multimedia  technologies which are including video, audio, animation, interactive map, graphic, table,   and GIS, RS technologies are used for social sciences education. These new techniques,  which are based commonly on computer, provide good education and better learning.  Proponents of multimedia and modern techniques show that they can change the way we  understand, think, learn, and work; they have heralded it brings the end of printed books  and static graphics. Advocates of modern methodology and tools, both in their research  and educational applications, see them better than mere technology. Modern and last  systems are garnering to increase attention in cartography, history and geography,  although there is a paucity of literature on the prospects of multimedia as a research or  educational method in history, and geography. They are used a lot of sample area which  occurs our study subject. Some of them allow us to view, understand, question, interpret,  and visualize data in many ways that reveal relationships, patterns, and trends in the form  of maps, globes, reports, and charts. They help people answer questions and solve  problems by looking at people’s data in a way that is quickly understood and easily  shared.   This presentation describes an educational application of multimedia and modern tools  for geography and history education as social sciences based on the assumption that  multimedia and high and advanced technology are better than mere skill. As a result, the  aim of this study is presenting some multimedia technology based on examples and  applications in social sciences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[658]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1921">
    <dcterms:title><![CDATA[Using Physical Games in Teaching Vocabulary to Adult Learners of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: physical games, vocabulary teaching, adult learners, teaching English, feelings  ABSTRACT  Language teaching is not teaching only the grammar, vocabulary, or pronunciation. A real language teaching includes all parts of the target language. However, in many cases either grammar teaching or vocabulary teaching is emphasized. A thorough review indicates that vocabulary teaching has an important place in language teaching. Learners may express themselves without sound knowledge of grammar but this is not the case considering lack of vocabulary.  Research has shown that educational games can have positive impact on student learning and motivation regarding the traditional ways of teaching vocabulary. Games seem more effective in terms of teaching vocabulary.  The present paper is based on the study investigating the effectiveness of vocabulary games in teaching vocabulary to adult learners of English. The main purpose is to try to answer the question “How do the physical games affect the process of teaching vocabulary to adult learners of English?” It can be concluded that vocabulary games are heavily effective in vocabulary teaching.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1834]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2675">
    <dcterms:title><![CDATA[Using Stereotypes and Prejudices as a Way to Promote the Intercultural Competence in Teaching Spanish as a Second or Foreign Language    ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Often when we are speaking a foreign language, we focus on its national identity which tends to be embodied in various stereotypes and widespreadclichés. Given the increased cultural heterogeneity of modern society, the cultural diversity awareness has become a key factor in the language teaching profession. Despite the fact that the process of stereotyping impliesthe preconceivedbeliefs, generalizations and often inaccurate judgment towards other people, teachers can use learner’s stereotypical knowledge as a way to promote the acquisition of intercultural competencein classroom practice.Bearing in mind that Spain has always been a multicultural society, as well as thesizeof theSpanish-speaking area, in this paper we will try to show how the most common cultural biases can be used asan effective tool to developthe affective and the cognitive component of language learning experience and ensure the learner’s ability to interact appropriately.In so doing, our starting point will assume that stereotypes and prejudices are ideal as a means of intercultural communicative language teaching approach in two ways. First, they provide dynamic learning opportunities that encourage the cultural criticality method and explicit discussions which lead to integration of the target culture with the learner’s source culture, and secondly, they engender the teacher’s reflective approach to his own culture teaching practice and beliefs.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[983]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1174">
    <dcterms:title><![CDATA[USING STORY-BASED DRAMA AND RELATED CREATIVE ACTIVITIES TO TEACH ENGLISH TO KINDERGARTEN PUPILS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the learning process for all human beings, play takes a place as universal, innate, and a lifelong social behaviour of having crucial importance (Pramling &amp; Carlsson, 2008). Creative drama is an efficient way to hearten students “experience” rather than discuss in classroom context, where the teacher and students become players. Story making is not always merely an individualized activity; to create imaginative accounts of everyday and fantasy scenarios, young children also have fun co-constructing stories and make use of each other’s experiences and knowledge (Faulkner et al., 2004).     The main purpose of the study is to investigate whether learning skills of kindergarten pupils in English language lessons could be improved through story-based drama activities. The other purpose is to investigate the effect of story-based drama activities on the permanence of the language items learnt in English language course. For these purposes, the following questions are raised:    1. How do stories and drama activities foster creativity in kindergarten class? 2. What are the effective strategies for promoting creativity in teaching English to young learners?    This study is a qualitative research. Interviews, audio recordings and video recordings are used in the present study. The participants are kindergarten pupils at the age of 5-6, who are enrolled a kindergarten in Isparta, Turkey. All of the participants are non-native speakers of English. The participants are selected through convenient sampling (Cohen, Manion &amp; Morrison, 2007). Semi-structured interviews, which are in Turkish, are carried out with the kindergarten teacher. Video recordings of the lessons held by the researcher (Author 2) are also used as data collection instruments. This study suggests some changes in the way to teach English in Turkish kindergartens and the role of teachers in the teaching process.    Keywords: story-based drama, creativity, teaching English to young learners, English as a foreign language, teaching English in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3408]]></dcterms:extent>
</rdf:Description></rdf:RDF>