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Relevant bibliographies by topics / CER Framework Instruction

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Journal articles
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Academic literature on the topic 'CER Framework Instruction'

Author: Grafiati

Published: 4 June 2025

Last updated: 15 July 2025

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Journal articles on the topic "CER Framework Instruction"

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Sudarti Sudarti, Didit Pramana Putra, and Nur Hamidah. "Classroom Action Research Assistance for Teachers SD Winong Using Differentiated Learning Methods." Jurnal Pengabdian Kepada Masyarakat Multidisiplin 1, no. 1 (2025): 20–28. https://doi.org/10.63760/jam.v1i1.13.

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This research aims to mentor teachers at SD Winong in implementing Classroom Action Research (CAR) using differentiated instruction methods to enhance their teaching effectiveness. The study employs a qualitative approach, beginning with an initial assessment of the teachers' current instructional challenges. Teachers are then guided through the process of integrating differentiated instruction into their CAR projects, focusing on adapting teaching methods to meet the diverse needs of their students. Data is collected through classroom observations, interviews, and reflective journals to evalu

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Sanemueang, Chalida. "The Effectiveness of Integrating CEFR-Aligned English Instructional Program with Gamification." Journal of Education and Learning 14, no. 5 (2025): 123. https://doi.org/10.5539/jel.v14n5p123.

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The proficiency of English language in Thailand is considered as a crucial factor prioritized across various sectors to enhance the population&rsquo;s capacities. All educational institutions, from kindergarten to tertiary levels, emphasize the improvement of English competence through diverse pedagogical approaches and the application of the Common European Framework of Reference for Languages (CEFR) for assessment. Therefore, this study examines the effectiveness of integrating CEFR-aligned English instructional program with gamification in enhancing English proficiency. A pretest-postte

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Kim, Won Jung. "Community-Engaged Research Projects in School Settings: Science Teachers’ Practices and Reflections." Social Sciences 13, no. 12 (2024): 661. https://doi.org/10.3390/socsci13120661.

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Community-engaged research (CER) is a justice-oriented research paradigm that emphasizes equitable and reciprocal knowledge co-production with community members and organizations, sharing power, benefits, contributions, and responsibilities among all participants. This study explores nine teachers’ cases of facilitating CER projects in their respective school settings, aimed to support students’ critical consciousness and action for environmental issues and injustices. This study contributes to educational research by adapting an existing framework for CER for environmental justice that can gu

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Mahmudah, Umi, and Tulus Musthofa. "Reading Skills Learning in the "Arabic-Online.net" Application by Saudi Electronic University Based on the Common European Framework of Reference for Languages (CEFR)." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, no. 3 (2023): 370–85. http://dx.doi.org/10.37680/scaffolding.v5i3.3377.

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This research focuses on analyzing learning qira’ah (reading) skills in the Arabic-Online.net program within the learning assessment evaluation framework, especially the Common European Framework of Reference for Languages (CEFR) as one of the international standards in foreign language learning. This research is qualitative research, and the primary data in this research is reading text in qira'ah material from all 16 levels in Arabic-Online.net. In the analysis, the researchers focused on the reading texts provided at each level in the program through the CEFR framework. Data analysis in thi

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Wardani, Sri. "Transforming Senior High School Students’ Writing Abilities through Problem-Based Learning." TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) 6, no. 2 (2024): 60–65. https://doi.org/10.35747/tefla.v6i2.1265.

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This study explores the integration of Problem-Based Learning (PBL) as an instructional method to improve students’ proficiency in writing analytical exposition texts. The PBL approach was implemented for one cylce only, with bi-weekly sessions, each lasting 45 minutes. Conducted in an XI-grade classroom consisting of 31 students, this research employed a Classroom Action Research (CAR) framework. The writing instruction was structured using a systematic five-step process: pre-writing (planning), drafting, revising, editing, and publishing. PBL was introduced through five distinct phases: (1)

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Batrisyia, Azra, and Sonya Puspasari Suganda. "Pengembangan Silabus Selaras CEFR untuk Mengoptimalkan Pembelajaran Bahasa Arab di Pesantren Mahasiswa X." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 10, no. 1 (2025): 53. https://doi.org/10.36722/sh.v10i1.4009.

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<p><strong>Textbook-based instruction fails to address students' actual needs, and the lack of a clear learning sequence highlights the need for a structured syllabus. This study develops an Arabic syllabus to improve instruction at Pesantren Mahasiswa X using a research and development approach. The methods of data collection used were interviews, focus group discussion, and questionnaire with key stakeholders, including students, alumni, teachers, the principal, and the foundation. Thematic analysis of the needs analysis revealed that: 1) instruction aims to develop simple commun

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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.

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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as

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Mhatre, Ms Janhavi. "Real Time Gesture Controlled Robotic Vehicle." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (2024): 2286–89. http://dx.doi.org/10.22214/ijraset.2024.59320.

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Abstract: The complexity of controlling an automobile increases with the incorporation of more significant capabilities. Planning automobile-controlling frameworks that enable users to teach the car only to demonstrate whatit should do is the focus of numerous research efforts; yet, for non- expert users, using a switch or remote to operatethe car is difficult. In light of this, this paper proposes an Arduino-based automobile-controlling framework that eliminates the need for physical car control. This work exhibits two main commitments. First, we demonstrate thathand gestures maybe used to dr

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S. Amrenova and K. Zh. Rakhymova. "The Global Impact of CEFR in Higher Education: A Case Study in Kazakhstan and Insights from a Pedagogical Experiment." Bulletin of Toraighyrov University. Pedagogics series, no. 1,2024 (March 29, 2024): 46–59. http://dx.doi.org/10.48081/obvs7996.

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The article explores the transformative impact of the Common European Framework of Reference for Languages (CEFR) on global language pedagogy, with a particular focus on its implications for higher education and its application in Kazakhstan. Introduced by the Council of Europe in the early 2000s, the CEFR offers a comprehensive framework for language teaching, learning, and assessment, spanning six competency levels from A1 to C2. Its widespread adoption has reshaped language education policies and practices worldwide, emphasizing communication skills across reading, writing, speaking, and li

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Sunengko, Sunengko. "The Impact of CEFR-Aligned Writing Assessments on Enhancing ESL/EFL Learners' Writing Competence: A Comparative Analysis." Jurnal Pendidikan 12, no. 2 (2024): 291–305. https://doi.org/10.36232/pendidikan.v12i2.7209.

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This systematic literature review (SLR) investigates the impact of CEFR-aligned writing assessments on ESL/EFL learners' writing competence from 2019 to 2024. Using the PRISMA framework, the review evaluates studies comparing CEFR-based writing interventions with traditional assessment methods, focusing on grammatical accuracy, coherence, and overall writing proficiency. Data were sourced from Scopus using well-defined inclusion criteria. Key themes include feedback mechanisms (peer, teacher, and automated tools like Grammarly), the role of digital platforms, and learner engagement. Findings s

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Dissertations / Theses on the topic "CER Framework Instruction"

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Dunlap, E., and Ryan A. Nivens. "5E interactive Notebook with CER Framework Using Sail-Cars." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4736.

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Schack, Edna O. Lorber Michael A. "The application of electroencephalography to computer assisted instruction a conceptual framework /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713226.

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Thesis (Ed. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 5, 2005. Dissertation Committee: Michael A. Lorber (chair), Larry D. Kennedy, C. Edward Streeter, Wayne Nelsen, Kenneth H. Strand. Includes bibliographical references (leaves 171-194) and abstract. Also available in print.

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Book chapters on the topic "CER Framework Instruction"

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Ragoonaden, Karen. "The Common European Framework of Reference for Languages, the Intercultural Development Index, and Intercultural Communication Competence." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch028.

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Given the inherent pluralism of Canadian society, the emphasis on intercultural communication competence (ICC) is a logical extension of second language education in the 21st century. This chapter explores the import of implementing the Common European Framework of Reference for Languages (CEFR) in Teacher Education. To support the development of ICC, the Intercultural Development Inventory (IDI), a validated tool, was used to assess the intercultural communication competence of second language preservice teachers in Canada. The purpose of this discussion is to examine if teaching and learning about the CEFR in a Curriculum and Instruction course in the area of French as a second language can provide the necessary parameters to promote intercultural communication competence (ICC) of preservice language teachers. In order to assess ICC of preservice teachers, the Intercultural Development Index was administered during the Fall semester of a one year, Post-Baccalaureate Teacher Education Certification Program.

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Jerotijević Tišma, Danica. "CAN “ACCESS” FRAMEWORK OFFER A FRESH ALTERNATIVE TO TEACHING TARGET SOUNDS PRODUCTION? - AN EXAMPLE OF POSTALVEOLAR SEQUENCES." In JEZIK, KNJIŽEVNOST, ALTERNATIVE/LANGUAGE, LITERATURE, ALTERNATIVES - Jezička istraživanja. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/jkaj.2022.32.

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The present paper investigates the effects of the ACCESS framework (Gatbonton & Segalowitz, 2005) in teaching L2 sound production, in this particular case the production of /tr/-/dr/ postalveolar sequences by Serbian EFL learners. The given postalveolar sequences represent an ongoing sound change, especially in the General American variety, where the retracted plosive allophonic variation seems to approach complete affrication (e.g. Magloughlin, 2018), thus representing an interesting phenomenon of variable pronunciation particularly relevant for second language acquisition. Serbian EFL learners likewise demonstrate variable production of these particular sound sequences, probably due to the influence of L1. The chosen ACCESS framework incorporates both form-focused instruction and communicative aspects of language learning, and it seemed suitable for the type of training the participants needed at the particular stage of learning. The study included an experiment with preand post-test production testing, including sentence list recordings of target sounds in the initial position. The experimental period lasted three months and included an experimental and a control group at B1 level CEFR. The results show positive effects of the applied instruction on the production of postalveolar sequences, especially / tr/. The obtained results underscore significant pedagogical implications, particularly regarding the amount and type of phonetic instruction in the Serbian EFL setting.

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Bruton, Charlton. "Exploring Holistic Development and HRD 5.0 in English-Medium Instruction." In Humanizing the Hyperconnected Workplace. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8171-7.ch010.

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This research investigates the challenges faced by Second Language students using English-Medium Instruction in a B.A. program at a Thai international college. Employing an insider practitioner research approach with an autoethnographic lens, the study examines the experiences of local L2 students as developing practitioners. Findings reveal significant language barriers, cultural differences, and limited awareness of holistic development opportunities. These challenges vary across CEFR levels, with A1 students facing the most severe difficulties and B1 students experiencing minimal challenges. To address these issues, the study recommends implementing language-sensitive development practices grounded in HRD 5.0 principles, fostering development frameworks, leveraging technology, and fostering collaboration among stakeholders. By implementing these recommendations, international programs with L2 learners using EMI can create more inclusive and effective programs that support the holistic development of international students and prepare them for success in the global job market.

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Gidiotis, Iosif. "Implementing the Flipped Classroom Model and the CEFR to Enhance Learners' 21st Century Skills." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch015.

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The recent pandemic shook the educational world to its core, changing the way in which teachers teach and learners learn. Online technologies infiltrated teaching and created a new landscape for learners. What if we used these new technologies to improve the way students are taught? This chapter will focus on the flipped classroom model as an example of blended learning in the EFL field, where technology plays a vital role in the delivery of instruction, and especially during the pandemic. The pre-class time that the flipped approach sheds light on can help support more creative and collaborative activities in the classroom, since there is no need for traditional instruction. This way, the interaction between the teacher and the learners, but also between learners themselves, can become the base for developing several of what has become known as 21st century skills. Emphasis is placed on the elements of Bloom's revised taxonomy, as well as the CEFR, as the main frameworks guiding foreign language teaching and learning.

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Wu, YiYan, and Tiffany A. Koszalka. "Instructional Design of an Advanced Interactive Discovery Environment." In Multi-User Virtual Environments for the Classroom. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch023.

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This chapter examines the instructional design of, and reports on research conducted within, a multiuser virtual environment created for a distributed Collaborative Engineering Design (CED) course. The course’s Advanced Interactive Discovery Environment (AIDE) provided a variety of synchronous online tools and communication devices to support SameTime virtual team collaboration and problem-solving within the course. The research helped to unpack (1) which tools team members engaged with during collaborative learning activities, (2) how and why they used or did not use provided online features to support their individual learning and enhance team productivity, collaboration, and communication, and (3) how team members communicated socially. The research also describes how different team social communication patterns may be related to the patterns of team technology use. Relevant theoretical frameworks including social learning, media stickiness, cognitive imprinting, and recommendations on how different tools can be effectively integrated into multiuser virtual environments to facilitate learning are discussed.

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Korkealehto, Kirsi, and Maarit Ohinen-Salvén. "Finnish students’ perceptions of key elements in effective online language courses: insights from the KiVAKO project." In CALL for widening participation: short papers from EUROCALL 2020. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1183.

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This study explored Finnish students’ perceptions of online language courses with the KiVAKO project (KiVAKO is an acronym in Finnish meaning strengthening the language capital at higher education institutions). The aim was to identify and make visible the aspects that need to be taken into account in designing an effective online language course. The research context included eight pilot courses created and implemented within the framework of the KiVAKO project, which seeks to develop a nationwide online language course offering. Language instruction is offered in Chinese, Estonian, Finnish Sign Language, French, German, Italian, Japanese, Korean, Portuguese, Russian, and Spanish on Common European Framework of Reference (CEFR) levels A1-C1. The research data consisted of responses to a post-course online questionnaire. The data were analysed according to a qualitative content analysis method. The findings indicate that clearly structured course design, relevant learning materials, appropriate teacher activities, and aligned assignments enhanced the students’ positive learning experiences.

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Soh, Leen-Kiat. "Agent-Supported Interface for Online Tutoring." In Encyclopedia of Human Computer Interaction. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch004.

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Traditionally, learning material is delivered in a textual format and on paper. For example, a learning module on a topic may include a description (or a tutorial) of the topic, a few examples illustrating the topic, and one or more exercise problems to gauge how well the students have achieved the expected understanding of the topic. The delivery mechanism of the learning material has traditionally been via textbooks and/or instructions provided by a teacher. A teacher, for example, may provide a few pages of notes about a topic, explain the topic for a few minutes, discuss a couple of examples, and then give some exercise problems as homework. During the delivery, students ask questions and the teacher attempts to answer the questions accordingly. Thus, the delivery is interactive: the teacher learns how well the students have mastered the topic, and the students clarify their understanding of the topic. In a traditional classroom of a relatively small size, this scenario is feasible. However, when e-learning approaches are involved, or in the case of a large class size, the traditional delivery mechanism is often not feasible. In this article, we describe an interface that is “active” (instead of passive) that delivers learning material based on the usage history of the learning material (such as degree of difficulty, the average score, and the number of times viewed), the student’s static background profile (such as GPA, majors, interests, and courses taken), and the student’s dynamic activity profile (based on their interactions with the agent). This interface is supported by an intelligent agent (Wooldridge & Jennings, 1995). An agent in this article refers to a software module that is able to sense its environment, receive stimuli from the environment, make autonomous decisions, and actuate the decisions, which in turn change the environment. An intelligent agent in this article refers to an agent that is capable of flexible behaviour: responding to events timely, exhibiting goal-directed behaviour, and performing machine learning. The agent uses the profiles to decide, through case-based reasoning (CBR) (Kolodner, 1993), which learning modules (examples and problems) to present to the students. Our CBR treats the input situation as a problem, and the solution is basically the specification of an appropriate example or problem. Our agent also uses the usage history of each learning material to adjust the appropriateness of the examples and problems in a particular situation. We call our agent Intelligent Learning Material Delivery Agent (ILMDA). We have built an end-to-end ILMDA infrastructure, with an active GUI front-end—that monitors and tracks every interaction step of the user with the interface, an agent powered by CBR and capable of learning, and a multi-database backend. In the following, we first discuss some related work in the area of intelligent tutoring systems. Then, we present our ILMDA project, its goals and framework. Subsequently, we describe the CBR methodology and design. Finally, we point out some future trends before concluding.

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Conference papers on the topic "CER Framework Instruction"

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Cretu, Ioana, and Anca cristina Colibaba. "EQUAL CHANCES THROUGH UNEQUAL OPPORTUNITIES: FACILITATING LANGUAGE LEARNING AMONG STUDENTS IN MEDICINE, NURSING AND NUTRITION THROUGH ELEARNING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-076.

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The paper explores the potential benefits of using Blended Learning (face-to-face and online) to teach languages to students at university level by analyzing the experience gained at “Gr. T. Popa” University of Medicine and Pharmacy Iasi in partnership with EuroEd Foundation Iasi, within the wider context summarized below. While many Romanian students today begin their bachelor studies with a relatively high level of competence in at least one foreign language (most commonly English), it is important to acknowledge that this is not always the case. In fact, students may feel at a disadvantage

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Krishnan, Szarmilaa Dewie, Helmi Norman, and Melor Md Yunus. "English Language Teachers' Professional Competencies Enhanced through Online Gamified Learning using Classcraft." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9852.

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We live in the digital century with a rapid pace of technological innovation fascinated globally with Internet being the dominating call. It has resulted in integrating technologies using online learning which has evolved in recent years. Online learning has become popular because of its potential in providing more flexible access to content and instruction at any time, and any place. In tandem with the growth of online learning in teacher training and teacher education, the focus of this research is therefore, to highlight a fully online learning mode using an online gamified learning platfor

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Rudolph, Jürgen, Guy Baylac, Paul Wilhelm, John Wintle, and Emilie Buennagel. "Recent Amendments of EN13445-3, Clause 18 and Related Annexes: Detailed Assessment of Fatigue Life." In ASME 2014 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/pvp2014-28129.

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The European Pressure Vessel Standard EN 13445 provides in its part 3 (Design) a simplified method for fatigue assessment (Clause 17) and a detailed method of fatigue assessment (Clause 18). Clause 18 “Detailed Assessment of Fatigue Life” is under revision within the framework of the European working group CEN/TC 54/WG 53 - Design methods. The latest amendments of Clause 18 are to be presented. All these amendments aim at a significant increase in user friendliness and clear guidelines for application. The following items are to be mentioned in particular in that context: • Fatigue assessment

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Trieglaff, Ralf, Martin Beckert, Jürgen Rudolph, and Fabian Hauser. "Comparison of Methods for Structural Stress Determination According to EN 13445-3 Annex NA." In ASME 2017 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/pvp2017-66112.

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The European Pressure Vessel Standard EN 13445 provides in its part 3 (Design) a simplified method (Clause 17) and a detailed method for fatigue assessment (Clause 18). Clause 18 “Detailed Assessment of Fatigue Life” is under revision within the framework of the European working group CEN/TC 54/WG 53 - Design methods to reach a significant increase in user-friendliness and a clear guideline for the application. This paper is focused on the new informative annex NA “Instructions for structural stress oriented finite elements analyses using brick and shell elements”. As an essential amendment fo

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Trieglaff, Ralf, Martin Beckert, Jürgen Rudolph, and Daniel Friers. "Thermal Fatigue Evaluation Based on the Methods for Structural Stress Determination According to EN 13445-3 Annex NA: Comparison With Other Codes." In ASME 2018 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/pvp2018-84904.

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The European Pressure Vessel Standard EN 13445 provides in its part 3 (Design) a simplified method (Clause 17) and a detailed method for fatigue assessment (Clause 18) of unwelded and welded components. Clause 18 “Detailed Assessment of Fatigue Life” is under principal revision within the framework of the European working group “CEN/TC 54/WG 53 – Design methods” in order to reach a significant increase in user-friendliness and a clear guideline for the application. This paper is focused on the new recommendations for the thermal fatigue evaluation given in the new informative annex NA “Instruc

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Catalin, Popa. "THE E-LEARNING PARTICULARITIES FOR MARITIME TRAINING AND EDUCATION. STUDY CASE ON TRAINING SIMULATOR FOR INTEGRATED SHIP MANAGEMENT." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-148.

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The technological advance recorded throughout last period, often requires the simulation of those activities associated to the higher risk professions appointed in different sectors (e.g. nuclear industry, air transports, naval transport). Therefore, in training or education processes the students are taking advantages from specific educational and teaching techniques that develop together abilities and professional competences, for which the education costs and associated risks are prohibitive one. Related to this framework, the maritime industry is a proper example, the technical and organiz

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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha, and Farrokh Mistree. "Fostering Innovation Through Experiential Learning." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educator

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