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This study investigates the integration of pop culture into English language teaching (ELT) for students at the National University of Mongolia (NUM), aiming to enhance engagement, linguistic proficiency, and cultural relevance in the EFL classroom. Drawing on ethnographic insights and digital literacy research, the paper explores how elements such as films, music, social media, and youth subcultures—particularly hip-hop—serve as authentic and motivational resources for Mongolian learners. Recent studies indicate that Mongolian university students actively engage with English through digital platforms, utilizing pop culture to personalize their learning and navigate social identities.
Pop culture has become a significant driver of motivation in English language learning, offering learners an engaging and authentic pathway to acquire linguistic and cultural knowledge. This study explores how pop culture elements—such as movies, music, TV shows, social media, and video games—foster language acquisition by enhancing learners' exposure to real-world contexts and relatable content. Data collected through surveys and interviews highlights how learners develop vocabulary, improve listening skills, and refine pronunciation through activities like watching subtitled content, singing along to popular songs, and participating in online fandoms. The findings reveal that emotional connections to pop culture, combined with its accessibility, encourage autonomous and sustained learning efforts. Social media platforms, such as YouTube and TikTok, further amplify this impact by providing informal yet immersive language practice opportunities. The study also discusses practical strategies for integrating pop culture into English language instruction, helping educators create dynamic and learner-centered environments. While challenges such as balancing entertainment with structured learning are addressed, the research underscores the transformative potential of pop culture to increase motivation and enrich the language learning experience
This paper presents a comprehensive case study that explores various strategies tomotivate and engage upper-intermediate level academic English students in a reading class.The study focuses on the effectiveness of incorporating home reading assignments alongsidethe standard academic course book to enhance student motivation, engagement, andcomprehension. The results of the study provide valuable insights into the impact ofmotivational techniques on student performance and satisfaction in a reading-intensiveacademic setting.
This study examines the dynamics and efficacy of reading comprehension strategies specifically tailored for upper-intermediate level English as a Foreign Language (EFL) learners at the National University of Mongolia (NUM). With an emphasis on this specific proficiency level, the research aims to enhance reading comprehension skills crucial for academic and professional advancement in an English-mediated environment. Utilizing a mixed-methods approach, this investigation integrates quantitative analysis with qualitative insights gathered through classroom observations, surveys, and interviews conducted among upper-intermediate EFL students and instructors at the National University of Mongolia. The study focuses on assessing the implementation and impact of targeted strategies, encompassing pre-reading activities, vocabulary enrichment, and comprehension techniques within the university's upper-intermediate EFL curriculum. The resulting recommendations are intended to equip educators at NUM with adaptable pedagogical approaches, facilitating curriculum refinement and instructional methodologies aligned with the distinctive needs of learners at this advanced stage of English language proficiency.
Online dictionaries have become a valuable tool for language learners, translators, and anyone who needs to communicate in different languages. In this research paper, we will examine the history, development, features, and significance of online dictionaries. The English to Mongolian dictionary is an essential resource for individuals who need to communicate with Mongolian speakers or learn the Mongolian language. The availability of online dictionaries has revolutionized language learning and communication. In this research paper, we will examine the development, features, and significance of English to Mongolian online dictionaries in facilitating language learning and communication.
As of past 3 years, conventional classroom teaching unavailable during quarantine. Covid-19 brought many changes and challenges in our lives and working environment. Virtually everything needed to be shifted towards online environment. Fortunately, teaching and learning were inevitable fields that could not be stopped during quarantine and were convertible into an online environment even if it required tremendous work and was quite challenging at times. Eventually, we were able to conduct online classes both effectively and enhanced our classes with appropriate leaning tools With the help of mobile application and its availability, we have seen the particular use of it could be applied quite effectively. Specifically, presenters analyzed how the certain type of language learning applications were possible to be integrated into EFL learning.
Бид энэхүү өгүүлэлдээ зарим бүтээлүүд тухайлбал, Г. Далантай, “Дарьганга өвөрмөц сонин содон үг хэллэг” товч тайлбар толь (УБ, 2012), Ш. Чимэдцэеэ “Дарьганга хэл аялгууны мянгатын толь бичиг”, (УБ, 2015), Ш. Чимид-цэеэ “Жаахан шарга” дууны түүвэрийн (УБ, 2012) нэр томьёонуудад ажиглалт хийж дарьганга аялгууны зарим онцлогийг тайлбарлахаар зорьлоо.
In this paperwork, we covered our work during quarantine time. Conventional classroom teaching was unavailable during quarantine and Covid-19 brought many changes in our lives and working environment. Almost everything needed to be transferred in to virtual version. Fortunately, teaching and learning were inevitable field that can not be stopped during quarantine and was transferrable into online version even if it required vast of work and was quite challenging sometimes. Eventually, we became able to conduct fully online classes and enhanced our classes with some additional applications. Our new experiments, application help and use, during online lectures and classes were introduced here. Moreover, we took questionnaire from our students and tried to analyze them. All in all, quarantine brought many developments and hindrances to teaching and learning methods.
Foreign Language Center of the National University of Mongolia was founded in 2011 and taught English classes for EFL (English as a Foreign Language) students. Every EFL course student has two semesters to study 6 credit hours of English course. We give lessons in 4 academic English levels of elementary, pre-intermediate, intermediate and upper intermediate. As of now, most students receive new knowledge or information through their listening and reading comprehension. Then, they are able to do writing and speaking part. For beginner students, they are able to get lot more knowledge with a listening practice rather than reading. As a result, we considered that basic listening practice lessons are the ground of successful acquisition of further levels. Also, we found out that using the technology tools such as projector and additional presentation aids can help lessons to be more effective for students and we practiced on experimental lesson using these methods. Result shows that using the presentation aids such as postcards, posters, pictures, word calendar, picture books, graphic, video and computer are supportive to students understanding of the main content of lesson subject quicker.
Abstract: Foreign Language Center of the National University of Mongolia was founded in 2011 and taught English classes for EFL (English as a Foreign Language) students. Every EFL course student has two semesters to study 6 credit hours of English course. We give lessons in 4 academic English levels of elementary, pre-intermediate, intermediate and upper intermediate. As of now, most students receive new knowledge or information through their listening and reading comprehension. Then, they are able to do writing and speaking part. For beginner students, they are able to get lot more knowledge with a listening practice rather than reading. As a result, we considered that basic listening practice lessons are the ground of successful acquisition of further levels. Also, we found out that using the technology tools such as projector and additional presentation aids can help lessons to be more effective for students and we practiced on experimental lesson using these methods. Result shows that using the presentation aids such as postcards, posters, pictures, word calendar, picture books, graphic, video and computer are supportive to students understanding of the main content of lesson subject quicker. Key words: Academic English listening practice and listening comprehension skills, technology and aids, presentation methods.
With the smartphones a new market of mini-software called apps (short for applications) has appeared and is growing at an incredible speed. The goal of this study was to investigate the availability of apps that teach English as a foreign or second language. Further the aim was to review and compare some of the apps that students could use as a vocabulary learning tool in self-regulatory environment.
With the smartphones a new market of mini-software called apps (short for applications) has appeared and is growing at an incredible speed. The goal of this study was to investigate the availability of apps that teach English as a foreign or second language. Further the aim was to review and compare some of the apps that students could use as a vocabulary learning tool in self-regulatory environment.
