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Journal articles on the topic 'Ask-based Language Teaching'
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Wang, Xinran, Jinghan Li, En Li, and Shuqing Li. "Task-based Language Teaching Activities in College English Course in a Public University in China." International Journal of Novel Research in Education and Learning 9, no. 6 (2022): 40–47. https://doi.org/10.5281/zenodo.7462966.
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<strong>Abstract:</strong> This research aims to demonstrate the application of Task-based Language Teaching activities in EFL oral class in a public university in China. As an international language, English plays a vital role in not only international communications but also in culture exchanges. College students are asked to equipped with English communication skills to do real-life communication nowadays. Task-Based Language Teaching (TBLT) is a non-traditional approach in teaching language whereby learners learn language incidentally though performance of meaningful tasks. It has generated great interest among EFL researchers and practitioners. This research scoped in a public university in North China and the teaching materials were chosen from 4 units of College English Course Book-1. The purpose of this research also lies in broadening the strategies of using activities in EFL classes which aims to develop the communicative competence within pronunciation, accuracy, fluency, discourse management and complexity. <strong>Keywords:</strong> ask-based Language Teaching, teaching activities, oral communicative competence. <strong>Title:</strong> Task-based Language Teaching Activities in College English Course in a Public University in China <strong>Author:</strong> Wang Xinran, Li Jinghan, Li En, Li Shuqing <strong>International Journal of Novel Research in Education and Learning</strong> <strong>ISSN 2394-9686</strong> <strong>Vol. 9, Issue 6, November 2022 - December 2022</strong> <strong>Page No: 40-47</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 20-December-2022</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7462966</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/Task-based%20Language%20Teaching%20Activities-20122022-4.pdf</strong>
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Michel, Marije. "Task-based Language Teaching TBLT." Elia, no. 23 (2023): 317–28. http://dx.doi.org/10.12795/elia.2023.i23.10.
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When you ask learners why they enrolled in a language class, they typically will give answers like ‘because I need it for my study and work’; ‘because I want to be able to talk with the family of my partner’; ‘because it is my favourite holiday destination and I want to be able to speak to the people’ or ‘because I really like the language’. In all the years, I have worked as a language teacher myself, I have never met a student who answered: ‘I really wanted to learn past progressive’ or ‘I need to become better at phrasal verbs’. Sometimes, a student might wish to have ‘more vocabulary and better grammar’ as they feel they cannot express their intentions well enough for smooth communication. Still, irrespective of whether they are intrinsically motivated to learn the language or take a more instrumental view as they need it for educational or professional reasons, language learners across the globe usually learn a language because they want or should be able to do something with the language in interaction with people that also use that language to communicate. Inherently, second language (L2) learning is to a large extent socially driven: we want to become a member of the community of speakers that use the target language (Atkinson, 2010). These voices stand in contrast to what we still see in a lot of language teaching material and course books, that adhere to a structurefocussed PPP tradition: isolated structures are being presented and explained – followed by exercises to practice them – followed by communicative activities where students can demonstrate that they can perform in the language using the target structure. In the early 1980s, Task-Based Language Teaching (TBLT) emerged as a functionally oriented alternative to the PPP tradition (van den Branden, Bygate & Norris, 2009). In this short essay, I will present the main concepts and ideas that underly task-based language pedagogy.
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Adriana, da Silva, and Maria Santos Martins Iane. "Reading and text comprehension activities: an analysis of imperative verbs and interrogative pronouns in texbooks from a Portuguese Language collection." Revista Letras Raras 10, no. 1 (2023): 122–42. https://doi.org/10.5281/zenodo.10277951.
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The textbook is the main teaching tool in Portuguese language classes. The present study seeks to describe and to analyze reading and the text comprehension exercises of two textbooks, one from the 6th grade and the other from the 9th grade, based on theories Applied Linguistics and Text Linguistics. For this analysis, fourteen narrative texts present in the books were selected and analyzed as to how the comprehension questionnaires are structured, checking how the words used to ask questions interfere in the skills that are developed or expected for the students in a classroom. The following aspects were highlighted: the importance of complementing more systematic and reflective exercises, the implementation of a more structured sequence of the exercises, the expansion of oral activities in the classroom, and also the importance of teaching linguistic elements for the promotion of understanding based on language and its use.
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Güntaş, Selime, Burak Gökbulut, and Ahmet Güneyli. "Assessment of the effectiveness of blended learning in foreign language teaching: Turkish language case." LAPLAGE EM REVISTA 7, Extra-B (2021): 468–84. http://dx.doi.org/10.24115/s2446-622020217extra-b926p.468-484.
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The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used. When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.
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MacDonald, Kim, Jean Nielsen, and Lisa Lai. "Selecting and Using Computer-Based Language Tests (CBLTs) to Assess Language Proficiency: Guidelines for Educators." TESL Canada Journal 21, no. 2 (2004): 93. http://dx.doi.org/10.18806/tesl.v21i2.176.
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With the growing demand for and use of computer-based language tests (CBLTs) comes the need for clear guidelines to help educators as they attempt to select appropriate tests to assess their students with respect to their second- and foreign-language (L2/FL) teaching-learning goals. The purpose of this article is to provide guidelines to educators who are seeking appropriate CBLTs to assess language proficiency in the classroom. We being with an introduction that includes a brief word about our intended audience, our rationale for creating this set of guidelines, and the development procedure used. We continue with a discussion of some relevant assessment criteria and conclude with a few summary remarks. Finally, we present a 'CBLT Selection and Use: Guidelines Summary Table' composed of questions to ask and an accompanying checklist.
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Saks, A. L., and Richard L. Larson. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 28, no. 2 (1994): 208–23. http://dx.doi.org/10.58680/rte199415384.
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Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general, the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently and to notify us of newly published books containing research in the areas coveredb y the bibliographyf or possible inclusion in the review.P lease direct questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.
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Larson, Richard L., and A. L. Saks. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 29, no. 2 (1995): 239–55. http://dx.doi.org/10.58680/rte199515352.
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Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general, the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently and to notify us of newly published books containing research in the areas covered by the bibliography for possible inclusion in the review. Please direct questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.
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Larson, Richard L., and A. L. Saks. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 27, no. 4 (1993): 423–37. http://dx.doi.org/10.58680/rte199315398.
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Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items drawn from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently or to notify us of newly published books containing research in the areas coveredb y the bibliographyf or possible inclusion in the review. Please send questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.
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Saks, A. L., and Richard L. Larson. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 28, no. 4 (1994): 418–36. http://dx.doi.org/10.58680/rte199415370.
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Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general, the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently or to notify us of newly published books containing research in the areas covered by the bibliography for possible inclusion in the review. Please direct questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.
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Sutiyarti, Ulfah, Ive Emaliana, and Edy Putra. "Kumori: Teaching Media for Interactive Japanese Language Learning." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 2 (2019): 74–83. http://dx.doi.org/10.17509/japanedu.v4i2.18060.
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This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.
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Yanchenko, Vladislav D., and Wei Ningning. "Experience in the use of interviews in teaching Russian to Chinese students-specialists in Russian philology." Science and School, no. 2, 2020 (2020): 68–74. http://dx.doi.org/10.31862/1819-463x-2020-2-68-74.
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The article highlights the key issue of the organization of educational activities of Chinese students through interviews. It is recommended to use interviews to increase the communicative competence of students, to develop speaking skills. The teaching potential of the interview is revealed, the great possibilities of the interview are shown in the modernization of the educational process at the pedagogical university, for the professional education of Chinese students studying the Russian language. Teaching students to speak is organized based on the method of posing the question and the methodology of the unfinished thesis, using the “Bloom daisy” technique. Thanks to this, Chinese students are involved in a constructive dialogue, learn to ask counter questions and give detailed answers. The proposed methods enrich the teaching methodology of Russian as a foreign language, improve the quality of education.
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Edmonds-Wathen, Cris. "Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers." Australian Journal of Indigenous Education 44, no. 1 (2015): 48–58. http://dx.doi.org/10.1017/jie.2015.9.
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Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of ‘age-appropriate learning’ and ‘school readiness’ structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers’ responses to the mismatch between the system expectations and the teaching context. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers’ decisions regarding the level of mathematics curriculum taught were informed by students’ prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught. This leads to a reformulation of the concept of school readiness to ask how schools can be more ready for their Indigenous language speaking students in terms of preparing and supporting teachers.
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Ikhsan, Muhammad, and Sukirman Sukirman. "Enhancing integrated English course teaching: A strategy for achieving international standards." Linguistics and Education Journal 3, no. 1 (2025): 035–39. https://doi.org/10.26877/lej.v3i1.22035.
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Myriad of studies have shown that Content-Based Instruction (CBI) has become a widespread approach in EFL settings, particularly in developing students ‘writing and speaking skills since these productive skills need more efforts and persistence. Some considerable strategies have been applied in adopting Content-Based Instruction (CBI) in today's language classrooms. Teachers may apply this approach by asking students to work in groups and ask them to discuss text on selected topics, activate their prior knowledge, and then report the results by restating what they have read in both written and oral performance. These activities could be extended by providing tasks demonstrating students ‘lexical, syntactic, morphological and grammatical knowledge as well. In the workshop, presenters are going to demonstrate how content-based approaches may increase students' motivation, content-knowledge, and independent thinking as well. It is hoped that by applying these approaches, students may develop strategies for collecting, synthesizing, and interpreting new information as this promote students' autonomy as one of the significant principles to meet international standards of language learning.
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Cuban, Larry. "Assessing the 20-Year Impact of Multiple Intelligences on Schooling." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (2004): 140–46. http://dx.doi.org/10.1177/016146810410600113.
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The article analyzes one claim that I make about Howard Gardner's work on MI: Multiple intelligences has had the greatest influence on educators’ beliefs and talk about differences in children's intelligence, moderate to high influence on the formal curriculum and instructional materials, and least influence on mainstream teaching and assessment practices. Based on that analysis, I ask and answer one question: Why has the influence of MI been highest on educators’ beliefs and language and least on classrooms practices ?
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Yean, Choong Pow, Sarinah Bt Sharif, and Normah Bt Ahmad. "The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (2020): 14. http://dx.doi.org/10.24191/ijmal.v4i3.8545.
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The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.
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Sovhar, Oksana. "ACTIVE LEARNING AND ITS APPLICATION IN TEACHING ENGLISH." Scientific and methodological journal "Foreign Languages", no. 2 (June 29, 2021): 16–22. http://dx.doi.org/10.32589/1817-8510.2021.2.235675.
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This article provides an overview of active learning in thecontext of language teaching by answering research questions:How is the concept of active learning de?ned? What are themethods and strategies connected to active learning and whattechniques can they be represented with? There are givensuggestions how teachers can implement active learningtechniques in their practice and what activities have proveneffective in building language competence of author’s students.It also presents some ideas on the training material developmentfor practitioners in the field of language teaching and coursematerials for learners, thus contributing to the existing knowledgebase about utilizing active learning in the process of Englishlanguage acquisition.It has been established that strategies which are based onideas about how learners effectively acquire foreign languagecommunicative competence assist the participants of educationalprocess in transition into full engagement. Active learning helpsstudents submerge into course material and results in learning,applying, synthesizing, summarizing and evaluating the content.The types of activities, which the teacher implements, are ofparamount importance as they determine the level and type ofstudents' learning and are chosen or designed in order to reachlesson objectives. They span from uncomplicated ones to activitiesof increased complexity and include Concept Mapping, Think /Pair / Share technique, Cooperative Groups in Class, Note Checkor Note Comparison, Minute Papers, If You Could Ask OneQuestion, Discussions, etc.The study also tackles barriers and obstacles which canoccur on the path of incorporating active learning strategiesin teaching and mastering English as a foreign language aswell as recommendations on their overcoming.
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Sukma Praiswati, Indah, Eka Nur Cholifah, and Eliasanti Agustina. "BETWEEN TEACHING STYLES AND ENGLISH SUBJECT: A GENDER-BASED ANALYSIS." Aisyah Journal of English Language Teaching (AIJELT) 3, no. 1 (2024): 193–201. http://dx.doi.org/10.30604/aijelt.v3i1.1605.
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The problem of this research is to examine the differences in teaching styles of female and male lecturers. This research discusses the differences in male and female lecturers teaching styles from the perspective of EFL students in the English Language Education Department at Universitas PGRI Adi Buana Surabaya. . This study is qualitative study because this research is phenomenological-based analysis from a case in gender teaching style of lecturers.male lecturers were characterized having a firm character by EFL students during the interviews. The female instructors ask college students if the content they are given is clear and acceptable, and they do it in a flexible and friendly style. There may be differences in the pedagogy employed by male and female instructors. Studies indicate that female instructors are often more systematic thorough, and patient. In contrast, male instructors typically tie general knowledge to their lessons in an authoritative, firm, yet enjoyable manner, making learning more engaged.
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Dian Susanthi, I. Gusti Ayu Agung, I. Made Astu Mahayana, and Ni Nyoman Kertiasih. "Pengajaran ESP Bagi Polisi Pariwisata di Sekolah Tinggi Polda Bali." Linguistic Community Services Journal 1, no. 1 (2020): 9–15. http://dx.doi.org/10.55637/licosjournal.1.1.2283.9-15.
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This study focuses on the language functions used and the frequency of occurrence of language functions in the teaching of tourism police at Bali Police State School. The language used is classified into several functions. According to Leech (1993), language functions are classified into five functions, namely: informative, expressive, directive, aesthetic, and fatigue functions. Meanwhile, according to Blundell (1978) expressions can be 'greetings', 'introductions', 'ask questions', and so on. However, based on the tour police conversation, the theory must be presented based on the procedures applied during the tourism police conversation, so that it can be applied in practice. This study applied lecture, pair work and conversation methods. As a result teaching, ESP to tourism police candidates needs to be given, considering the tourism police candidates will face directly with foreign tourists in the field. The introduction to ESP is still seldom to be given. Thus, it is considered necessary to be given a more frequent introduction by providing initial training to the tourism police candidates. This is expected to help tourism police candidates who initially only get general English lessons can develop with ESP material specifically for tourism police candidates.
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Amir, Farah. "Teaching English in Bangladeshi Secondary Schools: A Blessing or A Curse?" Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 16, no. 2 (2022): 202. http://dx.doi.org/10.24036/ld.v16i2.120304.
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This article examines whether teaching English in Bangladeshi secondary schools is a blessing or a curse. The paper seeks to ask soul-searching questions; reiterates the voices and findings of previous scholars and evokes the need to look at the rot within our system in order to engender genuine and practical transformations. It adopts the desk research methodology and mostly draws data from the review of 50 secondary-based sources. The paper argues that the students learning English in Bangladeshi secondary schools are deprived of many essentials that should make them proficient users of the English language, yet they are expected to be effective users of the language in different real life situations; which is challenging. Furthermore, the paper proposes that if there other acknowledged World Englishes, Bangladesh can have a variety of English that accepts and reflects Bengali pronunciations, grammar and meaning. The paper concludes with the question- if other Asian countries, whose native speakers do not use the English language fluently; still develop in geometric progression, can we still tie the teaching of English in our secondary schools and the ability of students (and the rest of the population) communicating fluently in English to Bangladesh’s development?
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Chen, Meiyi, and Zaicheng Yuan. "Teaching Mode of English Language and Literature Based on Artificial Intelligence Technology in the Context of Big Data." Mobile Information Systems 2022 (March 27, 2022): 1–11. http://dx.doi.org/10.1155/2022/1275368.
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Widespread problems exist in English major education, which directly or indirectly restrict the development of English major education. The teaching mode of English language and literature is considered in the context of big data. This paper designs an online English learning system platform based on the BP neural network algorithm under the big data network and uses the BP neural network for learning to improve the learning level of the platform. This article adds a course of Chinese and Western cultural comparison in the process of education and teaching. Through Chinese literature and culture courses, it is conducive to learning and inheriting Chinese civilization, training students' ability to understand and communicate Chinese and Western civilizations, and also training students' thinking skills. The teaching plan introduces courses with Chinese elements such as the history of Chinese philosophy and the introduction of Chinese literary classics. Through the courses of Chinese literature and culture, students are guided to ask questions, apply theory to practice, conduct experiments, obtain data, and then analyze problems and draw conclusions according to certain research methods, which exercises students' thinking ability. This also improves students' language application ability through English writing courses. In addition, this paper designs an English language and literature teaching system. With the support and guidance of the English intelligent teaching system, it analyzes the learning level and weaknesses and puts forward teaching suggestions. Then, data mining technology is used to find the key information in the answers from the massive data and is applied to English teaching. In the English learning test, the average attitude of the experimental class was 1.3314 points. This research will effectively solve the problem of English major courses.
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Authar, Nailul, and Mujad Didien Afandi. "THE USE OF TASK-BASED LANGUAGE INSTRUCTION THROUGH ONLINE VIDEO TELECONFERENCE APPLICATION IN TEACHING SPEAKING SKILL ON ENGLISH DEPARTMENT STUDENTS OF NAHDLATUL ULAMA UNIVERSITY." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 2 (2020): 286–98. http://dx.doi.org/10.26618/exposure.v9i2.4150.
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Instruction deals with something that we ask someone to do something. It is also related to approach when we talk about educational area. Task – Based Language Instruction is an approach that in relation with student-centred approach to second language instruction. Young generation in the millennial era 4.0, nowadays, are born in the middle of complete facilities. Everything becomes easier in their life, communication, and education. Moreover, they are supported by good infrastructure of technology. Google, YouTube, Vlog, Website, Media social are tools that support their academic process. This research belonged to qualitative research. Thus, the qualitative method was chosen for this study because it was appropriate with the focus of this research. The data in this study were in the form of utterances produced by the students of English Department of Unusa University which were obtained from observing the teaching learning process and from the interview through online video application. According to the result, there are two benefits that using Task Based Instruction through online video application in teaching speaking skill. Firstly, it can build more on students’ confidence; secondly, they can develop their speaking skill by collaborating many vocabularies they know. In conclusion, of the use Task Based Instruction, it is the best way for students and lecture in teaching and learning process especially in teaching speaking skill.
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Dewi, A. N. P. "An Analysis of Teacher and Student Conversation in EFL Classroom Interaction by Using Foreign Language Interaction Analysis System in Class XI at SMK Negeri 1 Singaraja Academic Year 2017/2018." Journal of Psychology and Instructions 2, no. 1 (2018): 16. http://dx.doi.org/10.23887/jpai.v2i1.13737.
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This study aimed at 1) find out classroom interaction categories by using FLINT that exist during English teaching learning process in class XI at SMK N 1 Singaraja using FLINT system. 2) Identifying categories of classroom interaction by using FLINT which are the most and least frequently occurs during the teaching-learning process in class XI at SMK Negeri1 Singaraja 3) discovering the reasons of the interaction during the teaching-learning process in class XI at SMK Negeri 1 Singaraja. This research was a descriptive study by using qualitative approach. There was one class as a sample for this research. The data were collected based on the instruments such as research observation, interview guide, video camera and note-taking . The results of the study show that, 1) two categories of foreign language interaction (FLINT) analysis system all categories of FLINT are occurred during learning process in XI B in SMK N 1 Singaraja, 2) The most frequently occurred of interaction category during three times observation was ‘ask question’ category.it appeared 121 times in the first meeting, 72 times in the second meeting, and 60 times in the third meeting. The total frequency of asking question was 253 or 24,5% 3) the reason of the occurrence of ‘ask question’ category is the difficulty of the students in learning and the students need teacher’s guidance.
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Reinertsen, Anne Beate. "Body as Profession or What Is It With Irma?" Cultural Studies ↔ Critical Methodologies 17, no. 3 (2016): 244–50. http://dx.doi.org/10.1177/1532708616673658.
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This article is about critical thinking and critique, ultimately quality. It is about becoming (educator) in the urgency of hesitancy and doubt, thus building in creative dense dynamics from the start possibilizing immanent critique practices. I call it material eco/edu/criticism. In our neoliberal rationalisms and times, I indirectly ask questions about the (social) status of hesitancy in both education and research introducing methodological and epistemological concerns into expectations of certainty and knowing hopefully toppling hierarchical expectations and dichotomous notions bringing forth complexity and ambiguousness as strength and a force in our practices: Quality qualia embodied research and teaching and/or body as profession. It is a move from language-based translation to not-only-language-based transduction perhaps and/or simultaneous language and matter assessment literacy. The way I see this—and my desire; this is all about how new materialist approaches can be applied to foster and build cultures of innovation.
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Gilreath, Jeffrey A., James A. Stuart, Brandon Wilds, et al. "Patient and caregiver experience with an online, open-access, standardized, evidence-based, cancer drug and supportive care educational platform." Journal of Clinical Oncology 39, no. 15_suppl (2021): e18811-e18811. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e18811.
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e18811 Background: An open-access, web-based platform was developed to provide standardized, evidence-based information, that is cancer regimen-specific and supportive care focused. Online content was provided in the English language only for more than 200 anti-neoplastic regimens. A survey was conducted to determine reasons adult patients and their caregivers seek internet-based cancer drug information, and to evaluate if there is an unmet need for improved oncology therapy education. Methods: Between February 2020 and January 2021, patients and caregivers completed an online anonymous, English language survey deployed on the website www.chemoexperts.com. Results: A total of 1,021 website users responded. The majority of users were from North America (75%). Female respondents comprised 65% of the population and users self-identified as being a patient (67%), or family member/caregiver (33%). The mean age of respondents was 60.7 years (+ 16.2). Roughly two-thirds (66.4%) had a college degree. The majority of respondents reported they were either currently receiving (59.6%), or planning to receive (27.4%) treatment, however patients of all education levels, and in all phases of treatment (before, during, and after) sought online drug information. Clinical drug information education was reportedly provided by a doctor (68.9%), nurse (40.9%), physician assistant or nurse practitioner (23.8%), or pharmacist (15%), while 23% did not receive any education from clinical staff. Modes of education received by participants included printed material (73.9%), teaching in person (52.3%), and/or other internet sites (27.5%). Reasons for visiting the website were reported as follows: seeking additional information (92%), did not know what questions to ask (12%), looking at treatment alternatives (10%), forgot to ask questions (5%), not enough information given (11%), not enough time to ask questions (5%), and afraid to ask questions (2%). Respondents could mark all reasons. Among content sections, the percentage of users reported the side effect section as being the most useful. However, section usefulness varied based upon age, phase of treatment, and baseline education level. Overall, 86% reported finding the information they were looking for on the website. Conclusions: The majority of respondents received education from a health care provider, but not all. It is possible that the current pandemic prevented some patients from receiving education when in-person teaching was not available. However, many patients and caregivers still use the internet to seek additional drug information. These data highlight a continued unmet need for patients using online sources when searching for cancer drug and supportive care information. Further work is required to determine whether supplemental online, education can improve outcomes while reducing adverse effects.
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Wray, Alison. "Formulaic language." Language Teaching 46, no. 3 (2013): 316–34. http://dx.doi.org/10.1017/s0261444813000013.
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Creating a timeline for formulaic language is far from simple, because several partially independent lines of research have contributed to the emerging picture. Each exhibits cycles of innovation and consolidation over time: domains take a leading role in developing new knowledge and then fall back, while another area comes to the fore. Thus, some of the first observations about formulaic language, back in the nineteenth century, were in the clinical domain of aphasia studies. By the early to mid twentieth century it was theories of language structure that had most to say, until eclipsed by the Chomskian model, which saw little significance in lexicalised units larger than the word (an issue discussed by Jackendoff 2002; see table entry). Meanwhile, changes in language teaching methodology in the mid to late twentieth century increasingly urged teachers to ask how adult learners could best master multiword strings to improve fluency and idiomaticity – a question still asked today. By the end of the twentieth century, new technological advances revealed frequency in usage as a probable agent of formulaicity, and these chimed with new models of lexical knowledge based on neural pathways and networks that could be strengthened by repeated exposure. Drawing on these models, we have seen, as we move into the twenty-first century, the development of new approaches to modelling language as a system – emergent grammars, including Construction Grammar – that are more accommodating of large, internally complex units. And finally, as we gradually understand more about how the brain accesses and retrieves linguistic material, we are seeing a resurgence of interest in formulaic language in neurological and clinical contexts.
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Безкоровайна, Ольга, and Ольга Дищаковська. "INTERACTIVE TEACHING METHODS IN FOREIGN LANGUAGE LEARNING: THEORETICAL ANALYSIS OF THE PROBLEM." Інноватика у вихованні 2, no. 11 (2020): 56–62. http://dx.doi.org/10.35619/iiu.v2i11.273.
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The article is devoted to the problem of organization of interactive lessons, emphasizing their important role in improving the quality of education, description the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language lessons with students .
 It is proved that interactive learning is aimed at teaching students to be actively involved in their learning process. There are different ways to create such participation. This is mostly through teacher-student interaction, student-student interaction, the use of audio, video, video hands-on demonstrations, and exercises.Students are encouraged to be active members of the class, thinking on their own, using their brains, resulting in long-term memory retention. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods to become a thoughtful professional, that means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them.
 It was concluded, that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of communication.
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Purbohadi, Dwijoko, Silvia Afriani, Nicko Rachmanio, and Arlina Dewi. "Developing Medical Virtual Teaching Assistant Based on Speech Recognition Technology." International Journal of Online and Biomedical Engineering (iJOE) 17, no. 04 (2021): 107. http://dx.doi.org/10.3991/ijoe.v17i04.21343.
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This paper proposes to present the results of the development of the Virtual Teaching Assistant (VTA). This system is an e-learning module as a learning aid for medical students currently pursuing professional medical doctor in hospitals. In Indonesia, students of the medical doctor profession education must study and work in hospitals like an experienced doctor. They interact directly with patients and provide the same services as doctors. Every student has a professional doctor at the hospital as a mentor or companion. However, student meetings with accompanying doctors are minimal. It is not uncommon for students to encounter difficulties when dealing with patients, but they do not immediately receive guidance. As students, it is natural that they sometimes forget the theory. These students need a theoretical learning source that is fast and practical, which students can use between activities. We developed VTA to meet the needs of information and fast learning resources. VTA can run on computer, laptop, or smartphones by utilizing speech recognition technology. Students only need to ask questions in the form of speech using their everyday language, and VTA will provide answers. Although the VTA answer is still not satisfactory, it potentially to support Question and Answer-based mobile learning for particularly learning subject.
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Chaika, O. I. "PEDAGOGICAL SHIFT IN CONTEMPORARY FOREIGN LANGUAGE TEACHING: BASED ON MULTI-CULTURAL / LINGUAL DATA SETS." Mìžnarodnij fìlologìčnij časopis 14, no. 1 (2023): 113. http://dx.doi.org/10.31548/philolog14(1).2023.012.
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The presented research looks at the possibility of implementing some good practices’ in the foreign language teaching (FLT) at the tertiary level of education. Also, it is emphasized that the FLT curricula require a deeper plunge into culture studies, which results in strengthening the multicultural and multilingual component in education. Having studied, implemented, adjusted various sets of methods and techniques for FLT in multinational classroom, which, not so long ago, were recognized most effective, the survey findings and questionnaires make it hard to agree. These days students claim that the educational system appears outdated and they cannot boast of motivation and drive to perform well in class. Among the reasons are issues with discipline, time management, skill sets, unpredictable situations, which challenge stress resilience and emotional regulation. No longer knowledge-based approach in FLT may meet the goals of the learner. In digital era, any sort of information may be found online immediately upon request, and the digital skills of students are often well developed. What will make and/or keep them motivated, how can the students feel passionate about their study and perform well or high in their learning curve? – are just a few questions, which modern FL teachers ask themselves and each other. The paper, via distinguishing the difference between the terms of multiculturalism, multilingualism, plurilingualism, as well as task- and people-oriented approaches of leadership theories, discusses possible solutions and presents templates / models of effective communication and building trust between the teacher and the student in multinational class. Also, a part of the model filled in with students’ possible answers may help shape the vision how the pedagogical shift in education through effective out-of-class communication in foreign language teaching may become a game-changer in the educational paradigms.
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Suryani, Desi, Wisma Yunita, and Alamsyah Harahap. "EFL TEACHERS� REASONS, PROBLEMS AND SOLUTIONS OF USING GOOGLE CLASSROOM IN TEACHING AND LEARNING ENGLISH DURING COVID-19 PANDEMIC IN BENGKULU." Edu-Ling: Journal of English Education and Linguistics 4, no. 2 (2021): 1. http://dx.doi.org/10.32663/edu-ling.v4i2.1982.
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Google Classroom is an essential online platform promoting teaching and learning process during Covid-19 pandemic. The research aims to investigate the English as Foreign Language (EFL) teachers� reasons, problems and analyse their solutions to overcome the problems of using Google Classroom in English teaching and learning process. This research employed a qualitative method. Five EFL teachers were selected as the participant of study. They were selected based on the purposive sampling technique and taken from Senior High Schools in Bengkulu Province. The findings demonstrate that the problems of using Google Classroom are the teachers should prepare the material lesson well and they were expected to be more creative and innovative in making learning media. However, the lack of internet quota and connection made the students got difficulty to receive the learning material or submit assignments. They were also got difficulty to ask directly to the teacher if they did not understand the lesson. In turn, to overcome the problems in teaching and learning English process by using Google Classroom, the teachers participated in training related to the use of Google Classroom for teaching and learning English. In preparing learning media, the teachers provided the material in many forms such as video, voice notes, PDF, or text reading. Furthermore, the teachers invited the students to ask directly by chatting personally or calling by video conference. They also made a lesson video or gave a link of an explanational material video and invited the students to give them feedback on the lesson.
 
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Faisal, Faisal. "IMPROVING STUDENTS’ READING SKILL USING COMMUNICATIVE LANGUAGE TEACHING (A case study at tenth grade of SMAN 10 Depok)." Akrab Juara : Jurnal Ilmu-ilmu Sosial 7, no. 4 (2022): 127. http://dx.doi.org/10.58487/akrabjuara.v7i4.1943.
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The aims of this study are to analyze the materials and activities used in teaching reading and the result is to describe the process of improving students’ reading skill using communicative language teaching (CLT) used by the teacher at tenth grade of SMAN 10 Depok. The approach used in this study is qualitative, that is by doing observation, interviewing, and giving questionnaire. Through descriptive qualitative approach, the data of observation, interview and questionnaire are analyzed in description. Based on finding of the study,the reading material in class X MIA 1 at SMAN 10 Depok using English book 2013 curriculum. The activities in the class the teacher divided the students into groups to discussing the reading material and give conclusion or suggestion for students, it can be concluded that teaching reading using communicative language teaching can improve the student English reading skill in an English class, because the class activities were communicative. As show by the score the highest score is 95 and the lowest score 65, the average of students score in class X MIA 1 at SMAN 10 Depok is 82,2. The result from questionnaire, most students enjoy in reading class using CLT because, the teacher clearly and always gives opportunity to the students to ask the question it make students easier for understanding the text reading.
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Nurindah, Nurindah, Mansyur Akil, and Basri Jafar. "Teachers’ Self-efficacy and Performance in Teaching Literature in the Interest-based Classes at Senior High School." Journal of Language Teaching and Research 10, no. 6 (2019): 1271. http://dx.doi.org/10.17507/jltr.1006.16.
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Teacher’s self-efficacy is a specific phenomenon that can be seen as one of the contributors to the process of learning and effective teaching. Teacher self-efficacy was investigated at two Senior High Schools (SMAN 1 and SMAN 2) in Kendari, and proved its importance in the interest-based classes at senior high schools in Kendari. Findings revealed two major methods employed in the research study: 1) interviews conducted in the form of an open interview with 5 teachers; and 2) observation was focused on teachers teaching materials, classroom management, as well as the enthusiasm of the teacher during the learning process takes place. Based on the finding, this study argues that teachers have high confidence in their ability to teach literature because they ascribe high value to their performance. However, the self-efficacy of teachers did not have an impact when applied in practice. In the classroom observation, these elements generally did not show up. This shows that the dependence of teachers on textbooks is not accompanied by an increase in the ability of teachers to ask questions to the students during the learning process, so that the high self-efficacy of teachers does not produce learning achievement is high. This goal can be achieved by giving more opportunities and experiences for teachers to improve the quality of learning.
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Luciano, Amaral Oliveira. "O papel do conceito de competência comunicativa no ensino da gramática." Via Litterae [ISSN 2176-6800] - Revista de Linguística e Teoria Literária 13, no. 2 (2021): 249–66. https://doi.org/10.5281/zenodo.7986064.
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<strong>Resumo</strong>: O ensino da gramática é uma prática incontornável nas aulas de português como primeira língua pelo fato de ela ser parte inerente do sistema da língua. Assim, ensinar português implica ajudar alunas e alunos a explicitarem seus conhecimentos gramaticais implícitos, sistematizando-os e deles se conscientizando para serem introduzidos à norma-padrão. Por essa razão, não cabe perguntar se se deve ou não ensinar gramática, mas, isto sim, como ela pode ser ensinada de uma maneira que seja significativa para alunas e alunos. E para responder a tal pergunta, é importante lembrar-se que a prática pedagógica precisa se sustentar em teorias, em conceitos teóricos basilares. Um desses conceitos é competência comunicativa, proposto por Michael Canale (1990). Mostrar sua importância para o ensino da gramática do português como primeira língua é o objetivo deste texto, destinado a professoras e professores de português, formados ou em formação. Para isso, a primeira seção traz uma contextualização da criação do conceito de competência comunicativa. Na segunda seção, apresenta-se o papel que esse conceito pode desempenhar no ensino de gramática com base em considerações sobre o ensino de pronomes pessoais do caso reto para aprendizes de português como primeira língua. A discussão aqui realizada é oriunda do projeto de pesquisa “O modelo de competência comunicativa para o ensino de português” no âmbito do Grupo de Estudos sobre Linguagens e Culturas. <strong>Palavras-chave</strong>: Competência comunicativa. Ensino de gramática. Pronomes pessoais do caso reto. <strong>Abstract: </strong>The teaching of grammar is an unavoidable practice in Portuguese as a first language classes due to the fact that it is an inherent part of the language system. Therefore, teaching Portuguese implies helping students to turn their implicit grammatical knowledge into explicit grammatical knowledge, systematizing it and becoming aware of it in order to be introduced to the standard norm. For this reason, it does not make sense to ask if grammar should be taught or not, but it does make sense to ask how it can be taught in a way which is meaningful to students. And to answer that question, it is important to remember that pedagogical practice needs to be based on theories, on basic theoretical concepts. One of such concepts is communicative competence proposed by Michael Canale (1990). To show its importance for the teaching of the grammar of Portuguese as a first language is the objective of this text, which aims at both Portuguese teachers and Portuguese teachers to be. In order to do that, the first section brings a contextualization of the creation of the concept of communicative competence. In the second section, the role this concept can play in the teaching of grammar is presented based on the teaching of personal pronouns to learners of Portuguese as a first language. The discussion carried out here originated from the research project “The model of communicative competence for Portuguese teaching” within the scope of the Group of Studies about Languages and Cultures. <strong>Keywords: </strong>Communicative competence. Grammar teaching. Subject pronouns.
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Ormond, Christine A. "Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections." Australian Journal of Teacher Education 46, no. 4 (2021): 35–62. http://dx.doi.org/10.14221/ajte.2021v46n4.3.
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This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in pre-service and in-service teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan’s Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory “big questions” that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual “rubrics” whose aim is to encourage, in new teachers especially, a beginning sense of hierarchical mathematics concept building and connectedness. Using Sullivan’s Principles for corroboration, the ACCR presents some useful ideas for helping teachers to keep track of the important elements of practical, effective teaching, and to use engaging and meaningful language in their classrooms.
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Sulistiyono, Edy, Missriani Missriani, and Yessi Fitriani. "Constructivism and contextual based learning in improving indonesian language learning outcomes in elementary school using online learning techniques in the middle of the covid 19 pandemic." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 1 (2021): 304. http://dx.doi.org/10.29210/021037jpgi0005.
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This study aims to determine the success of implementing constructivism-based and contextual learning systems in Indonesian language learning, in particular, the five-grade first semester at SD Negeri 44 OKU with on-line learning techniques in the midst of the Covid-19 pandemic. This study uses qualitative research methods. The data collection techniques used were participant observation, structured interviews, and documentation. The results showed several recommendations for distance learning designs by viewing teaching as a process of interaction between learning actors. Interactions that are mediated by this technology need to be carefully designed and implemented based on the needs of students. Apart from what has been shared here, the spaces for innovation are still very wide open in the design and implementation of distance learning, with learning spaces to continuously improve teaching. The vast space for innovation and learning is what frees educators to continue to observe, ask, try, find, and reflect on what forms of distance learning are most appropriate to the context of their students.
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S.A.Karthik, M. Mohammed Riyaf Ali, Dr.T.Ananthkumar, Dr.P.Kanimozhi, Sunday Adeola AJAGBE, and M. Martina Jose Mary. "An Intelligent Virtual Teaching Agent to Accelerate Researcher Learning in Smart City Ecosystems." Asian Journal of Applied Science and Technology 09, no. 02 (2025): 33–44. https://doi.org/10.38177/ajast.2025.9204.
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The AI Virtual Teacher is a smart digital assistant that aims to contribute positively to the future of education through artificial intelligence. It uses intelligent Large Language Models (LLMs) to imitate the responsibilities of a human teacher in an easy-to-use way. They offer an interactive, personalized learning experience. The AI agent can review and understand different types of educational content -- text documents, PDF's, and Word files -- and pull out relevant content automatically to build meaningful structured lectures that are meaningful and understandable. This platform includes an interactive question and answer delivery system, where students can ask questions in a natural language and receive answers that are contextualized and accurate. Conventional digital learning platforms rely on static and fixed content for learning and provide conversation only in the form of keyword-based FAQ's when students have questions. The AI agent offers the potential to provide a real time learning experience using state of the art natural language processing (NLP) capabilities that simulate the teacher-student experience that promotes learning in an engaging way. The system will be simple for learners to use, scalable, and available 24/7 academic support to learners. While the rise of remote learning, intelligent tutoring systems represent a significant area of research in educational technology. This project represents a viable, effective and intelligent system to extend learners experiences using not only automated content generation and question answering, but offering the construction of an intelligent system to support many subjects and learners.
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Timu, Maria, Antonius M. K. Naro, and Rikardus Nasa. "An Analysis Of Teacher Questioning Strategies In Elt (English Language Teaching) At Seventh Grade Of SMP In Nita Sub District." Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa 2, no. 1 (2023): 01–19. http://dx.doi.org/10.61132/yudistira.v2i1.328.
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The purpose of this research is to find out the types of questions used by English teachers during teaching and learning process. This is a qualitative descriptive research carried out at seventh grade in SMPs in Nita Sub District. Data were collected through class observation and interviews with teachers. The data is analyzed based on Miles and Huberman which consists of 3 techniques in analyzing data namely data reduction, data display, conclusion drawing and verification. The results showed that English teachers at seventh grade of SMPs in Nita sub district used six types of questions namely; remembering question, understanding question, applying question, analysis question, evaluating question, creating question. The impact of applying various questioning strategy during learning process are students become more enthusiastic about the learning in which they actively ask the teacher back if the material they cannot fully understand.
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LIGUDON, JONALINA, and LHEA ILDEFONSO. "READING STRATEGIES EMPLOYED BY SENIOR HIGH SCHOOL ENGLISH TEACHERS IN THE PHILIPPINES." Quantum Journal of Social Sciences and Humanities 3, no. 2 (2022): 93–106. http://dx.doi.org/10.55197/qjssh.v3i2.134.
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One of the most difficult aspects of pedagogy is teaching reading. This study looked into the pre-, during, and post-reading strategies used by English teachers in a public secondary school, as well as the obstacles they experienced when teaching reading. This study used a mixed-methods approach, with a survey-questionnaire to collect quantitative data and a semi-structured interview used to collect qualitative data. The research included eighteen (18) senior high school English teachers. Teachers utilize pre-, during-, and post-reading methods extensively, according to the findings. Teachers invite students to generate questions about the topic during pre-reading exercises. Teachers use during-reading strategies such as asking students to identify the main concept of the reading material and asking questions to evaluate their understanding. They ask students to complete a task (as a post-reading strategy), and the semi-structured interview reveals that the respondents' top challenges are students' vocabulary size and teachers' lack of training. Based on the findings of this study, supplementary reading material was developed to assist English language teachers in teaching reading in their respective classes.
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Rusanti, Putu. "Classroom Interaction on English for Nurses (EFN) Class." Jurnal Amal Pendidikan 1, no. 2 (2020): 145. http://dx.doi.org/10.36709/japend.v1i2.13233.
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English for specific purposes or ESP is an approach for teaching English in other fields. Teaching English for Nurses (EFN) need sufficient effort since there are many terminologies related to nursing. The purpose of this study is to identify the types of classroom interaction on English for Nurses (EFN) class and to describe the students’ perception on classroom interaction during language interaction process on English for Nurses (EFN) class. This study used video recorder and questionnaires as the instrument to collect the data. The data were in the form of recording and interviewing. The result of the study found that the interaction involved teacher talk, students talk, and silence. Teacher talk consisted of accept feeling, praise and encourage the students, accept or uses ideas of students, ask question, lecturing, giving direction, criticizing or justifying authority. Students talk involved students talk response, students talk initiation, and silence. Based on the result of questionnaires, 42.3% of them agreed with the statement related perception on classroom interaction. It means that the students had positive response in the process of teaching and learning classroom.
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Boyd, Donald, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement." Education Finance and Policy 1, no. 2 (2006): 176–216. http://dx.doi.org/10.1162/edfp.2006.1.2.176.
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We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 3–8, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement. When compared to teachers who completed a university-based teacher education program, teachers with reduced coursework prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures, and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways.
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Manurung, Ruslan. "IMPROVING NINTH GRADE STUDENTS’ COMPREHENSION IN LEARNING INDONESIAN LANGUAGE BY IMPLEMENTING PEER-TUTOR STRATEGY IN SMP N 2 BINTAN." SALEE: Study of Applied Linguistics and English Education 1, no. 02 (2020): 19–27. http://dx.doi.org/10.35961/salee.v1i02.145.
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This research was based on the ninth grade students’ lack of ability in using Indonesian language at SMP N 2 Bintan which it was supported by the number of students with passed-scores not more than 50%. As a teacher and also a researcher as well, the daily observation showcased students’ problems are being shy to ask and afraid of questioning in the classroom. Considering these in mind, Classroom Action Research (CAR) was conducted by implementing Peer Tutor Strategy as part of cooperative learning. The data collection method was a learning achievement test. The data were analysed and explained in descriptive way. The results of the study revealed Peer Tutor Strategy can improve student learning achievement. It was proved by the improvement of students’ scores in two cycles. In the first cycle, the average score is 63.75 while in the second cycle is 80. From this significant improvement, the implementation of Peer Teaching Strategy is effective in improving students’ Indonesian Language ability.
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Darmawansah, Darmawansah, and Setyabudi Indartono. "The Influence of Instructional Syntax to Engage EFL Students in Online Learning Environment." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (2019): 121. http://dx.doi.org/10.21093/ijeltal.v4i1.337.
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This paper aims to analyse the instructional syntax for an online learning environment in English language learning. The data collection used lesson plans in a Spain-based English Academy. The research method used Hemphill’s engagement criteria to find the syntax characteristic in the lesson plans instructions. Also, the study analysed the factors of engagement during the learning session. The study revealed the frequencies of the instructional syntax used by EFL teachers and how these instructions engage the students. The lessons plans were coded to find the most syntax used and the engagement criteria. The result identified ‘ask’ is the most used syntax with 15.3% while inquiries method (38.9%) was using the most in teaching students online. Moreover, the distribution item of engagement factors as EFL online teachers’ focus group discussion shows how the engagement model can be used for English learners. This study will contribute as an expanding method of English language learning in an online setting widely.
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He, Yanli. "Practical aspects of using chatbots for learning the Russian language in intercultural communication." Человек и культура, no. 6 (June 2023): 60–75. http://dx.doi.org/10.25136/2409-8744.2023.6.69151.
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Сhatbot based on artificial intelligence is a comprehensive research and educational tool for Russian language teachers and Chinese students studying Russian language and culture. This article is devoted to the issue of integrating a chatbot into the educational process as part of the study of the Russian language by Chinese students. The possibilities of using a chatbot in the aspect of RFL in face-to-face and remote formats are considered, and its advantages and disadvantages in acquiring specific practical skills, in particular, when studying Russian numbers, are identified. The purpose of this research is to study the possibilities of using a chatbot to identify the meaning of language units and the correctness of grammatical structures, as well as cultural characteristics in the process of teaching Russian as a foreign language. The research method is to analyze the correctness and usefulness of the chatbot's (ChatGLM) responses to questions related to the Russian language and culture. The scientific novelty of the study lies in the consideration of practical aspects of using a chatbot for studying the Russian language and culture. The results of this study show that the chatbot is a useful tool and allows you to practice language, ask questions in Russian and Chinese and receive answers from the system. To a limited extent, the chatbot can correct errors, suggest correct phrases and help students improve their foreign language communication skills. Machine learning methods and technologies, such as the chatbot, can be used to improve foreign language skills in the context of cross-cultural communication if treated judiciously. The results can be used to create methodological developments in the field of Russian-Chinese intercultural communication, as well as in the process of learning relevant languages.
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Pierucci, Laura. "Challenges for Teaching Wireless Communications Standards at the Graduate Level." Education Sciences 9, no. 4 (2019): 298. http://dx.doi.org/10.3390/educsci9040298.
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Telecom operators and companies ask for graduates with a specific education on the standards of the Institute of Electrical and Electronic Engineers (IEEE) or the 3rd Generation Partnership Project (3GPP), and the University curricula must consider these needs. The standards are written in a technical form, in a language understandable only by experts, and the technical details and algorithms are not often outlined. Therefore, a new educational methodology must be applied because the teachers have to bridge the gap between the basic knowledge (and the poor technical language) of students and the technical specifics of the standards. The paper presents a structured methodology to provide innovative teaching of the wireless standards for the Engineering Master’s degree, according to the Conceive, Design, Implement, and Operate (CDIO) initiative and project based learning. The methodology is organized in three learning phases to understand the standardization process and improve students’ skills to implement standard compliant communications systems. This challenge can be only won with laboratory activities to assist students in understanding wireless standards and with hands-on experiences during the internship period at telecom operators with the vision of a close cooperation between universities and telecom operators. Only in this way can the students achieve a solid background in designing and developing prototypes compliant with wireless communications standards and working skills for their future professional engineering careers. The effectiveness of the adopted educational methodology to provide innovative learning of wireless standards is evaluated by questionnaires filled in online by students and by the achieved skills implemented as confirmed by telecom operators. In this vision, the paper provides decision support to leaders in educational organizations to teach wireless standards effectively.
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Ahmed, Hussein A., and Hawar Sh Mohammed Salih. "Investigating EFL Teachers’ Strategies to Engage Learners in “Conversation” Classes at University Level." Academic Journal of Nawroz University 9, no. 1 (2020): 177. http://dx.doi.org/10.25007/ajnu.v9n1a588.
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Engagement is broadly defined as learners’ involvement in activities that bring about high-quality learning. Educationally speaking, learners’ engagement outlines the degree of attention, curiosity, interest and passion that learners display as they are learning or being taught. Recently, learners’ engagement has been researched quite intensively as it plays a crucial role in the acquisition of knowledge and duly achievement in the field of teaching/learning foreign languages. The current research attends to English as a foreign language university teachers’ use of a set of strategies/techniques to make learners’ do some actions so as to be prepared for engagement in the ongoing teaching/learning activities and exercises related to their “Conversation” classes. It further aims at identifying the actions done by the teachers of “Conversation” themselves to engage learners. Based on the preceding aims, it is hypothesized that the researched sample of teachers does not require learners to do certain actions as preparation for engagement in the relevant learning activities and do not do what is required from them to engage learners in their classes and duly do not enhance learners’ engagement in the different learning activities To validate the hypotheses, a sample of 12 English as a foreign language university teachers (6 males and 6 females) specialized in linguistics and teaching the subject “Conversation” has been given a 43-item questionnaire, prepared by the researchers and validated through distribution to a panel of juries in the first place and then piloted to a number of English as a foreign language university teachers, to state their responses to a five-point scale that ranges from “always’ to “never”. The results show that the sample of teachers ask learners to do a set of actions as preparation for engagement in the relevant learning activities; they also do what is required from them to engage learners and duly enhance their engagement in the different learning activities.
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Kalicanin, Milena M. "CONTROVERSY IN THE CLASSROOM: THE CASE OF TRAINSPOTTING." Journal of Teaching English for Specific and Academic Purposes 6, no. 1 (2018): 043. http://dx.doi.org/10.22190/jtesap1801043k.
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Since learning a language naturally entails the understanding of a cultural context in which it is used (Kramsch, 1993), it goes without saying that cultural awareness will be best acquired when students immerse themselves in the country of the target culture (Istanto, 2008). The role of the teacher in nurturing cultural understanding is to “take on the role of culture educator and deliberately assist students with their process of cultural analysis.” (Istanto, 2009: 280) One of the ways to teach culture has definitely been to ask students to watch films of the target culture. This paper deals with the classroom experiment of teaching “Trainspotting”. The students were divided into two groups with the task of presenting and interpreting different aspects of the film for the sake of enhancing classroom communication, as well as introducing prevalent concerns of contemporary Scottish society. The first (linguistic) group had to report on the usage of the authentic Scots in the film with a special attention to its title – to investigate the root and meaning of the word “trainspotting”, and the second (cultural) group had quite a demanding task to discuss the issues of urban Scottish youth culture. Though dealing with rather controversial themes, the practical case of teaching Trainspotting, based primarily on the interactive and communicative way of learning, verily illustrates “how film can be used in an innovative way for teaching the target language and culture” (Istanto, 2008:290).
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Qatipi, Shpresa. "QUESTIONING AND ITS TRUE VALUES IN THE PROCESS OF LEARNING AND TEACHING TO PROMOTE CRITICAL THINKING." Problems of Education in the 21st Century 38, no. 1 (2011): 71–81. http://dx.doi.org/10.33225/pec/11.38.71.
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Questioning stands at the core of massive communication in general and between a teacher and a student in particular. It is a process teachers and students face every day. It is a powerful tool to stimulate and support critical thinking. Being an active element in the whole teaching and learning process, questioning fulfills a fruitful conversation between students and teachers and the whole community. Since ancient times, Socrates, the Greek philosopher tried to lead his students towards the discovery of the truth itself by means of questioning. ‘Six honest servants have taught me everything that I know; their names are: What? Why? When? How? Where? Who? This is homage paid by Kipling to his six teachers (Reference stated in Aspects of Teaching and Learning, AEDP, Tirana, Albania 1997). People ask but sometimes it is difficult for them to get the right answers they have been looking for. At times this is true because of the lack of knowledge and because of the fact that the question itself is not accurate. Questioning is marked as a component part of the four language skills: reading, writing, speaking and listening. It is of great interest among teachers who want to know more about this issue. This research paper is based on the experience gained by working with teachers who showed enthusiasm and self- confidence for the application of new methodologies and strategies in their classrooms. The attitude of the Albanian teachers towards the concepts of teaching has changed, so they have become well-aware of what and how to ask while trying hard to get integrated in all spheres of European reality. Brainstorming, pair-work, role play, questioning techniques, discovering lessons have now become an inseparable part of teacher’s work and their active vocabulary as well. Key words: critical thinking, development, didactic, encouragement, questioning, strategies.
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Nazarova, Mukhayyo Khaydarovna. "THE ROLE OF WH- QUESTIONS IN TEACHING SPEAKING SKILLS AT SCHOOL." PEDAGOGS international research journal 2, no. 1 (2022): 4–8. https://doi.org/10.5281/zenodo.5878141.
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<strong><em>Abstract</em></strong> This article is aimed to describe the importance of wh-questions while teaching speaking in English, in particular, how to express speaking ability, making questions and giving answers through guided WH-question. The guided WH-question are conducted in the form of WH-question by using the particular expression of asking and giving answer. <strong>Introduction</strong> <strong> </strong>The student’s ability of speaking English as a foreign language aims to how well a student can do it. If the student cannot express his or her ideas, opinions or expressions clearly, people will think he/she is not fluent in English. On the other hand, people will think his/her ability of English is good when the student can express ideas, opinions or instructions fluently. According to my experience of teaching English as a teacher at comprehensive school in my hometown Chinaz , I found that many students cannot speak English, even they are not able to express everyday simple sentences. They cannot answer the questions asked during the learning process. Based on the experiences above, I often try to teach them simple questions and then give them the same questions in order to improve the ability of student’s English speaking, through giving them simple and short questions in everyday English. In daily learning activity, the students get the difficulties to make a written form. It is because all grammatical rules and developing ideas. The students often make grammatical mistakes in English usage when they are speaking, such as grammatical errors, language use, and mechanics. And when the students have to do speaking task, they only think how to develop the ideas. Importantly, the main thing that I want to say is that, teacher should be more active for making students speaking English better every single day. <strong>Main part </strong> As Florez and Mary Ann (1999) state that speaking is an interactive process of constructing meaning that involves producing and processing information. By speaking, students are not only required to be able to produce specific points of language such as grammar or vocabulary (linguistic competence). Asking and answering “Wh-” questions is a key part of language development. The questions used here are WH-Questions which consist of <em>what, who, where, when, why </em>and <em>how</em>. In guided WH-questions, the teacher guides the students by giving the students WH-questions. These questions guide the students to develop the ideas and organize them become a good text. Wilhelm (2007:39) states that, “students are able to develop their ideas using guided question”. The benefit of guided WH-questions technique in speaking English is enables students to encourage their thoughts or ideas which are expressed in English speaking with good grammatical rules. Children must be able to understand questions in order to have a conversation and pass on information to others. Starting to ask and answer “Wh-” questions is a milestone that most children start to reach between the age of 1 and 2 years, and they will continue to develop their receptive and expressive language in the lead up to school. Speaking is one of the language skills which very important in learning a language. According to linguists, “Speaking is an important form of communication in day to day life, but it is especially important to teach in school and university”. People use speaking form to communicate between one to other people. <strong>What are “Wh-” questions?</strong> “Wh-”questions are certain types of questions we ask to get information about different things and are used frequently every day at home and in the classroom: Who – asks about a person (eg. ‘who won the race on Saturday?’) What – asks about something (eg. ‘what is that?’) When – asks about a time (eg. ‘when do you finish work?’) Where – asks about a place (eg. “where are we going?”) How – asks about the manner, condition or quality (eg. “how does this work?”) Why – asks about a reason (eg. “why is the sky blue”). <strong> Why are they important?</strong> It is important that children ask and answer Wh-questions, as they lay the groundwork for children to participate in conversations, demonstrate knowledge, and collect information about themselves and their world. Children learn Wh-questions in a sequence starting with more concrete questions about their immediate environment – eg.“What” is the earliest question mastered, followed by “Who” and “Where.” Finally, an understanding of “When” and “Why” develop, with “Why” being the most difficult to master. <strong>Methods that can be handy for working with students</strong> <strong>How can you help your students learn to understand and answer Wh-questions?</strong> Start with the easiest Wh- questions first (e.g. what) and then progressing to harder, more abstract questions (e.g. when) Working on only one question at a time to avoid confusion. Model answers to questions if your child is not sure how to answer them correctly (e.g. “What did you have for lunch today?” ….You had your sandwich and an apple’ Provide multiple opportunities and repetitions of similar questions across different activities (e.g. asking “what” questions during book reading and using the same ‘what’ questions during a game of eye spy) Use visuals to represent different “Wh-” questions (e.g. you might have picture of different places for ‘where’ questions or pictures of people for ‘who’ questions) Some of structures by Azar are given below (taken from Fundamental of English Grammar, Azar, 1992:144-154). 1. How often It asks about frequency. The other ways of asking “How often” are how many times a day/a week/a month/a year. 2. How far It asks about distance. The other ways of asking “How far” are how many miles, how many kilometers, and how many blocks. 3. How long It asks about length of time. The other ways of asking “How long” are how many minutes, how many hours, How many days, How many weeks, How many months, and How many years. 4. How about It asks about questions that refer to the information or questions that immediately proceeded. It is also used to make suggestions or offers. 5. How do you do It is used by both speakers when they are introduced to each other in a somewhat formal situation. 6. How old It asks about measurement of age. 7. How high It asks about height of a thing. 8. How tall It asks about height of a person. Activities that can help build an understanding of Wh-questions: While reading simple storybooks with illustrations or pictures,ask your child questions like, “<em>Who </em>is this? <em>What </em>is he/she doing? <em>Where </em>is the child going? <em>When </em>will he/she come back? <em>Why </em>is he/she leaving?” Practice these types of questions, as well as saying the answer. Ask questions about your child’s day at school using Wh-questions. “<em>Who </em>did you sit with at lunch? <em>Where </em>did the class go for music time? <em>When </em>did you play outside? <em>What </em>did you eat for lunch? <em>Why </em> уou brought home your books? Cut pictures from magazines/books. Make a Wh-question chart with each type of question in a separate column. Show your child a picture and ask him/her to place the picture in the correct column. For example, you show the child a picture of a man – he/she puts the picture in the <em>Who </em>column. An apple – he/she places in the <em>what </em>column; a picture of a park – he/she places in the <em>Where </em>column. <strong>Conclusion </strong> In conclusion, it is obvious that the importance of wh- questions in learning foreign language particularly, English language is great. It is suggested to teachers of English to explain the use WH-questions as a guide in speaking more detail, in order that the students understand what the purpose of each questions using WH, how they should answer, combine and develop them become good English speaking. Toexplain on how to use correct tense, grammar and mechanics in speaking to students.
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Papen, Uta. "Literacy Research and Its Relationship with Policy: What and Who Informs Policy and Why Is Some Research Ignored?" Research in the Teaching of English 58, no. 1 (2023): 63–80. http://dx.doi.org/10.58680/rte202332611.
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Socio-cultural and practice-based approaches to literacy, associated with the (New) Literacy Studies, having emerged in the 1980s, nowadays are an established research field. Based on in-depth research, in many contexts and countries, the (New) Literacy Studies has much to offer to teachers and policymakers. And yet this impressive body of work has had little impact on policy. Taking as my example England, I ask what research has shaped policy in the past 30 years and why socio-cultural and practice-based studies have been ignored. Thus, I address the question of where the field has been and where it should go to from the point of view of its relationship with policy. My focus is on the initial teaching of literacy in primary (elementary) schools. I discuss three factors which I believe contribute to our struggles to influence policy: the policy environment itself and how it has changed; the wider economy of literacy research and what knowledge counts in the interface between research and policy; and, finally, the role of the media and public discourse in the relationship between research and policy. I end with questions about what we may have missed and where the field might want to go.
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Restu Ningsih, Sri, Rahmadini Darwas, Rahimullaily, and Ade Irma Suryani. "E-Learning Application Using the Jigsaw Method as A Mathematics Learning Media." ENCRYPTION: Journal of Information And Technology 1, no. 2 (2023): 38–45. http://dx.doi.org/10.58738/encryption.v1i2.382.
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This research aims to facilitate the process of learning mathematics online in high schools, to increase the efficiency of teachers and students in understanding and evaluating lessons and to make it easier for teachers and students to give and submit assignments. The method in this study is SDLC using the Waterfall method, using the PHP programming language and MySQL database. The problem that is being faced in schools is that the process of teaching and learning activities uses conventional methods, still using WhatsApp as an online learning medium, and teachers ask students to turn in assignments to be delivered to school. The results of this study are e-learning applications as a jigsaw-based Mathematics learning medium that is able to provide benefits for teachers and students in the process of learning mathematics and submitting assignments at the school.
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Bucklin, Carrie Jo, and Kristy L. Daniel. "Using Word Associations as a Formative Assessment for Understanding Phylogenetics." American Biology Teacher 79, no. 8 (2017): 668–70. http://dx.doi.org/10.1525/abt.2017.79.8.668.
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It is commonly said that perception is everything. Political candidates are judged by how the public understands their platforms; consumers make purchases based on how they view the products; and business executives make corporate decisions based on potential outcomes of business deals. Likewise, a person's preconception of a topic can change how they learn about and associate that knowledge. Topics with a shared vocabulary between science and common language, such as the terms used when teaching evolution and phylogenetic trees, are especially subject to misconceptions stemming from a lack of understanding how the terminology is used in science. One way to assess the preconceptions students have about specific topics is through using free association techniques. Free association word recall (word association) activities ask students to recall words and phrases associated with stimulus term. Educators can use student responses to learn how students understand and organize prior knowledge, and thus structure subsequent instruction activities to target the revealed preconceptions of the topic.