IOSR-JHSS   Volume-27 ~ Issue-7 ~ July 2022

Abstract: The article compares and analyzes some representative translations of Chinese medical idioms in the two translations of The Three Kingdoms by Moss Roberts and Sumei Yu, finding that Roberts' version to a certain extent, to rewrite the original idioms in medicine, dissimilation degree is higher, but not good for spreading the original meaning of Chinese medical idioms. Yu Sumei,as a Chinese, whose version of medical idioms is closer to the original meaning of the express in Chinese medicine.So, from the perspective of spreading Chinese medicine culture, Yu's version is more outstanding.

Keywords: The Three Kingdoms; Medical idioms; English translation studies

[1]. Hu Xianguo, Seeing The Three Kingdoms and Saying Traditional Chinese Medicine [M]. Jinan: Shandong Pictorial Publishing House.2010.11:201-315
[2]. Zhang Yanming. An Ideal translator's model for foreign translation from two English versions of Three Kingdoms [J]. Journal of guangdong university of foreign studies. 2017,28(05): 65-71+78
[3]. Liu Yuliang. Application of Knowledge of Three Kingdoms in Teaching Basic Theory of Traditional Chinese Medicine [J]. Journal of Chengdu university of traditional Chinese medicine (education science edition), 2016,18(03):8-10
[4]. Gao Ruifang, Shang Xiaoling. Journal of clinical medicine literature. 2017,4(56): 11086-11087.
[5]. Fu Qin. Creative Treason and the English version of Three Kingdoms: A Case study of two complete versions of Moss Roberts and Sumi Yu [J]. Overseas English, 2020, (20):54-56

Abstract: Canvas is one of the Learning Management Systems (LMSs) used to manage classroom activity. An LMS is supposed to be well-managed to create a supportive online teaching and learning environment. Consequently, both students and teachers are in need of adjusting to the work of the chosen LMS. This research aims at exploring the current implementation of Canvas to enhance English teaching and learning practices. The study focused more on the student's perspectives towards the use of Canvas Application by the teacher. This research was applied qualitative method. The data were obtained from classroom observation, documentation and questionnaire. The analysis results.....

Keywords: Canvas, LMS, English Teaching and Learning

[1]. Adzharuddin, N. A., & Ling, L. H. (2013). Learning management system (LMS) among university students: Does it work. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(3), 248-252.
[2]. Azizah, E. N. (2020). Using Learning Management System, Edmodo, for Sosiolinguistic Learning: A Case Study at English Education. Academica: Journal of Multidisciplinary Studies, 2(1), 61- 70.
[3]. Brown Doughlas. 2001. Teaching by Principle. San Francisco state University: Longman.
[4]. Cowie, N. (2009). Observation. In Qualitative research in applied linguistics (pp. 165-181).Palgrave Macmillan, London.
[5]. Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications Ghofur, A. (2018). Using google classroom on inquiry based learning to improve students'learningparticipation. Jurnal Penelitian Pendidikan, 10(2)..

Abstract: One of the key elements in advancing the teaching and learning process in universities and schools, particularly for the teaching of the English language, is technology. It could enable the instructor to give the class a more effective lesson. Technology is essential for the subject of education since instructors can do so many things, like playing English-language videos, songs, movies, and even live theater performances..

Keywords: Technology, Education, English Language

[1]. Altun, M. (2015).The integration of technology into foreign language teaching.International Journal onNewTrendsin Educationand Their Implications,6(1),22-27.
[2]. Arifah, A. (2014). Study on the use of technology in ELT classroom: Teachers' perspective. M.A.Thesis,DepartmentofEnglishandHumanities,BRACUniversity,Dhaka,Bangladesh.
[3]. Brewster, J. Ellis, G. Girard, D. (2004). The primary English teacher's guide. England: Penguin EnglishGuides.
[4]. Cutter, M. (2015).Using technology with English language learners in the classroom.EducationMasters.Paper313.
[5]. Dawson, K., Cavanaugh, C., &Ritzhaupt, A. (2008). Florida's EETT leveraging laptops initiative and itsimpact on teaching practices. Journal of Research on Technology in Education, 41(2), 143-159

Abstract: This essay seeks to understand the value and use of games in EFL instruction. This study used semi-structured interviews and observation, two distinct types of qualitative research methodologies. This research employs multi-method triangulation throughout. Data collection methods included audio-recorded interviews and observation. It is a case study where two undergraduate students are taught English using an altered version of the game Twister. From the results, it was concluded that games should be used in second language learning settings to provide a pleasant, motivating, and productive learning environment for EFL students

Keywords: games, Twister, vocabulary, EFL classrooms

[1]. Avedon,M.E.,& Brian,B.S.(1971). LearningThrough Games.TheStudyofGames.JohnWiley& Sons.
[2]. Bartle, R. (2004). Designing Virtual Worlds.Indianapolis: NewRiders.Carrier,M.(1980).Gamesandactivitiesforthelanguagelearner.Nelson.
[3]. Cohen,L.,Manion,L.,&Morrison,K.(2011).ResearchMethodsinEducations,Routledge.
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Abstract: Information technology has rapidly developed and become an essential part of the world. In education, especially in the field of English language teaching and learning, technology plays very important roles in classroom facilities, online resources, materials, etc. Recently, there are even more applications for learning English by mobile phones which can make teaching and learning more interesting and flexible. This paper aims to present the uses of mobile phones for English teaching and learning purposes. In addition, how mobile-phone based activities are integrated into the lessons will be discussed in the paper. The context of the study is in pre-intermediate General English classes in Dong Nai Technology University (DNTU). With mobile-assisted Language Learning (MALL), the students who enjoy using mobile phones can be motivated and interested in the lessons. As a result, their English achievement can be improved.

Key words: technology, mobile-based activities, mobile-assisted language learning

[1]. Baleghizadeh, S. &Oladrostam, E. (2011). The Effect of Mobile Assisted Language Learning (MALL) on Grammatical Accuracy of EFL Students.Mextesol, 34 (2).Retrived 30 July 2016 from http://mextesol.net/journal/index.php?page=journal&id_article=50
[2]. Gholami, J., &Azarmi, G. (2012). An introduction to mobile assisted language learning.International Journal of Managment, IT and Engineering, 2(8), 1-9.
[3]. Graddol, D. (1997). The future of English. London: The British Council.
[4]. Huang, C. and P. Sun. (2010). Using mobile technologies to support mobile multimedia English listening exercises in daily life.The International Conference on Computer and Network Technologies in Education (CNTE 2010).
[5]. Klopfer, E., Squire, K., and Jenkins, H. (2002). "Environmental Detectives: PDAs as a window into a virtual simulated world." In: Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. Vaxjo, Sweden: IEEE Computer Society, pp. 95-98

Abstract: Motivation has been referred to as the "neglected heart" of language education, according to Rost (2006). We forget as instructors all too often that the motivation of our pupils filters everything we do to learn. In this way, the flow of the classroom is managed by the students. Without student motivation, the class would be lifeless and without a pulse. We will develop into happier and more effective instructors when we learn to use direct methods of motivating students in our lessons. Other factors regarding teaching methods appear insignificant in compared to the problem of motivation, especially in EFL contexts. Given the harsh reality of learning English for the majority of our students, it is crucial to consider motivation as the foundation of language education..

Keywords: Motivation, Motivational theories, Language Learning

[1]. Chalak,A.&Kassaian,Z.(2010).MotivationAndAttitudesOfIranianUndergraduateEFLStudentsTowardsLearningEnglish.GEMAOnline™JournalofLanguageStudies37Volume10(2)2010.ISSN:1675-8021.
[2]. Dörnyei, Z. (2001a). Motivational strategies in the language classroom.Cambridge: CambridgeUniversityPress.
[3]. Dörnyei, Z. (2001b).Teachingandresearchingmotivation.Harlow:Longman.
[4]. Huang, C.(2007). Why Do University Students want to learn English? Master Thesis, ProvidenceUniversity.
[5]. Gardner, R. C. (1985a). The Attitude/Motivation Test Battery: Technical Report.London,Ontario,Canada:UniversityofWesternOntario,DepartmentofPsychology.