Relevant bibliographies by topics / Dictation (Educational method) English language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dictation (Educational method) English language'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Dictation (Educational method) English language"

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Koet, Ton, and Heleen van Loon. "COO-Oefeningen met Audio." Computer-ondersteund talenonderwijs 49 (January 1, 1994): 39–46. http://dx.doi.org/10.1075/ttwia.49.05koe.

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In this article we sketch considerations which induced us to create our CALL exercises for orthographic and phonemic dictation. The pedagogical model that we applied in designing these exercises is shown. Exercises for English and Dutch are given as illustrations. The orthographic dictation is a useful method for training listening for detail and writing correctly. The phonemic dictation is a useful method for training listening for detail, inculcating the phonemes of a language and creating an awareness of the sound-phonemic symbol relation. The pedagogical model that we applied was that of t
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Ghaltakhchyan, Siranoush. "Dictogloss Approach to Dictation Writing Activities." Armenian Folia Anglistika 12, no. 2 (16) (2016): 99–108. http://dx.doi.org/10.46991/afa/2016.12.2.099.

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The present article is devoted to the study of modern approaches to dictation writing activities, namely to dictogloss approach, the purport of which is, first and foremost, to build a solid foundation of the English language proficiency and enhance integrated language skills in context. As different from traditional dictation writing activities, that aim at helping language learners become accustomed to processing and differentiating between different sounds of the target language, identifying words and phrases and recording them as accurately as possible, the dictogloss method of dictation w
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YALCIN TILFARLIOGLU, Filiz, and Vasif KARAGUCUK. "Implementing Innovative Lean Educational Method to Enhance English Language Achievement." Eurasian Journal of Educational Research 19, no. 83 (2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.10.

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Et al., Akmaral A. Batayeva. "FOREIGN LANGUAGE TEACHING METHOD." Psychology and Education Journal 58, no. 1 (2021): 2041–46. http://dx.doi.org/10.17762/pae.v58i1.1080.

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There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students. However, numerous classical schools still try to teach by the old methods and from the old books. There will always be problems, and you will never speak the foreign language well. By using new methods, it is easy to learn to speak English and improve at it. You will be able to speak like a native speaker.
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Ousseini, Hamissou. "English Language Teaching in Contexts of LMD Implementation: A Glance at Teaching and Assessment Practices." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 1 (2021): 160–71. http://dx.doi.org/10.47631/mejress.v2i1.201.

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Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing t
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Luque Agulló, Gloria. "Syllabus Design for Pre-service English Language Teachers in Spain." @tic. revista d'innovació educativa, no. 20 (June 21, 2018): 26. http://dx.doi.org/10.7203/attic.20.9592.

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This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities
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Burke, Kenneth. "English Language Politics and Economic Theory." Open Political Science 3, no. 1 (2020): 198–206. http://dx.doi.org/10.1515/openps-2020-0017.

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AbstractMultidisciplinary and interdisciplinary theorists have recently begun to take an interest in the political economy of language, specifically with a concern for the impact of English as a global lingua franca. Political, linguistic, educational, and economic researchers interested in the political economy of the English language should remain aware that the diverse disciplines often lack a common language and that it can be easy to misconstrue interpretations of the political implications of linguistic globalisation. In doing so, the research area needs to develop a theoretical base tha
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Barahmeh, Mosaddaq, and Tahani Bsharat. "The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study)." Advances in Social Sciences Research Journal 8, no. 4 (2021): 662–84. http://dx.doi.org/10.14738/assrj.84.10026.

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This paper sheds light on the importance of applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language. It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD).
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Serman, Lesia, and Oksana Nych. "INTRODUCTION OF DIGITAL TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING METHODOLOGY." Educational Discourse: collection of scientific papers, no. 30(1) (February 26, 2021): 35–45. http://dx.doi.org/10.33930/ed.2019.5007.30(1)-4.

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The definition of the method in academic discourse is considered; an indicative algorithm for using YouTube as an educational platform is developed and the main features of the Woodward English channel are analysed, the main advantages of its use and possible disadvantages are pointed out.
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Yemelyanova, Daria, and Olga Shevchenko. "PROFESSIONALLY ORIENTED TEACHING FOR ENGLISH LANGUAGE FOR FUTURE TEACHERS OF PRE-SCHOOL EDUCATIONAL INSTITUTIONS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 215–21. http://dx.doi.org/10.24195/2218-8584-2018-9-215-221.

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The purpose of this study was the study and development of methods of professionally directed training English language of the future teachers of pre-school educational institutions. As a method of stimulating the internal motivation of teaching English, the use of the method of professionally oriented, research and development projects, topics of that were discussed with students was chosen. Observing the work of students during the implementation of projects, interviews with them, as well as the results of the final questionnaire, showed that the implementation of professional-oriented resea
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Dissertations / Theses on the topic "Dictation (Educational method) English language"

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Chiang, Oi-kit Kezia. "Dictation in a local primary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752431.

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Lynd, Jennifer. "Right - rote - written : an initial investigation into the use of dictations in Hong Kong secondary school English language teaching /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424485.

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Chiang, Oi-kit Kezia, and 蔣愛潔. "Dictation in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962865.

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Wong, Wan-ki Wendy. "An exploration of the perceptions of English dictations in a Chinese-medium secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36749011.

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Lynd, Jennifer. "Right - rote - written: an initial investigation into the use of dictations in Hong Kong secondary schoolEnglish language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944826.

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Wong, Wan-ki Wendy, and 王韻琪. "An exploration of the perceptions of English dictations in a Chinese-medium secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36749011.

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Li, Rong. "When West Meets East: Communicative Language Teaching in China." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2237.pdf.

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Sun, Sanjun. "Measuring difficulty in English-Chinese translation: Towards a general model of translation difficulty." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340740285.

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Al, Muhaimeed Sultan A. "Task-Based Language Teaching Vs. Traditional Way of English Language Teaching in Saudi Intermediate Schools: A Comparative Study." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383257660.

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Simmers, Lisa Anne. "An examination of the applicability of implementing Canada's immersion model in a language minority educational setting in the United States." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1151.

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Books on the topic "Dictation (Educational method) English language"

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Mario, Rinvolucri, ed. Dictation--new methods, new possibilities. Cambridge University Press, 1988.

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Un apprentissage personnalisé de la langue écrite: La dictée à l'adulte -- l'énonciation écrite. Service des publications, Université de la Sorbonne nouvelle Paris III, 1987.

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Ibn Mūsá, Muḥammad Ṣalāḥ al-Dīn, ред. Fī al-imlāʼ al-ʻArabī. Maṭbaʻat al-Masīrah al-Kubrá, 2000.

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Muḥammad Ṣalāḥ al-Dīn Ibn Mūsá. Iqraʼ thumma uktub: Uslūb tarbawī jadīd fī tadrīs al-taʻbīr wa-al-inshāʼ. Maṭbaʻat al-Masīrah al-Kubrá, 2000.

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Les arrhes de la douairière: Histoire de la dictée de Mérimée, ou, L'orthographe sous le Second Empire. Droz, 2006.

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Asmar, Rājī. al- Marjiʻ fī al-imlāʾ. Jarrus Bris, 1988.

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Imīl, Yaʻqūb, ред. al-Marjiʻ fī al-imlāʼ. Jarrūs Bris, 1988.

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Chervel, André. La dictée : les français et l'orthographe 1873-1987. INRP, 1989.

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Implementing educational language policy in Arizona: Legal, historical and current practices in SEI. Multilingual Matters, 2012.

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P, Brady Joanne, Clark-Chiarelli Nancy, and Smith Miriam W, eds. User's guide to the early language and literacy classroom observation tool, K-3 (ELLCO K-3). P.H. Brookes Pub., 2008.

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Book chapters on the topic "Dictation (Educational method) English language"

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Kozhakhmetova, Araigul, and Lyazzat Beisenbayeva. "Using Lean Method in English Language Classes." In Paradigm Shifts in 21st Century Teaching and Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch009.

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New approaches, methods, and tools are necessary for the implementation of the modern management system in educational organizations. The main purpose of this chapter is to determine using the lean method in foreign language teaching. The lean method is new in educational systems, but it is used in different spheres of industries all over the world. This chapter shows the history, its implementation, experiments, and how it can be used and developed further. Lean in education will create a clear understanding of its importance on lean process and increase the motivations of administrations, teachers, and students.
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Harvey, Natalie McKeba, and Nyree McLean McDonald. "Teacher Constructed Theories for a Post-Method Paradigm." In English Language Teaching in a Post-Method Paradigm. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch001.

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Although there are many educational contexts that allow the freedom of an out-of-the-box approach in the transactions of teaching and learning, there are still many systems that are quite prescriptive. The very nature of teacher preparation, particularly in the Western world, lays out a prescriptive methodology that educators are told should be implemented in order to achieve results. Educators find it difficult to construct their own pedagogy given an unfamiliar context for fear of deviating from the way it should be done or has always been done. This chapter explores how educators can modify prescribed methodologies, as well as conceptualize and construct “intuitive pedagogies” based on Kumaravadivelu's three Ps: particularity, practicality, and possibility.
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Al Jahdhami, Abdel Rahman Mohammed, Serge Gabarre, and Cécile Gabarre. "Gamifying the English Language Classroom to Motivate Omani Teenagers." In Practical Perspectives on Educational Theory and Game Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch003.

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Students in Oman have negative attitudes towards learning English. An action research where a gamification implementation including various elements such as a leaderboard, badges, and a progress bar was conducted. Three instruments were used to investigate how gamification could increase the learners' motivation: motivation tests, interview protocols, and complete participant observations. The motivation tests were analyzed using Wilcoxon signed-rank test. The interview and observation data were analyzed using a thematic coding qualitative method. Results revealed that over the two cycles of implementation of the gamified approach to learning English, 92% of students demonstrated an increase in their motivation to learn English. The interviews revealed the specific aspects of the gamified approach that contributed to this increase. Extrinsic motivation was replaced by intrinsic motivation. This leads to implications for a future study where the gamified approach to teaching could be trialed across different classes and subjects in the same school.
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Shahrokhi, Mohsen, and Shima Taheri. "The Impact of Blog Peer Feedback on Improving Iranian English Foreign Language Students' Writing." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch017.

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The present study is an attempt to investigate (a) whether using blog peer feedbacks have any statistically significant effect on improving Iranian students' EFL writing skill, and (b) whether participants at different proficiency levels react differently to blog peer feedbacks, as far as their writing improvement is concerned. To this end, sixty Iranian female English Foreign Language (EFL) learners were selected based on their performance on the Oxford Placement Test (OPT) and were then divided into two groups. The first thirty-participant group was taught through the conventional face-to-face method; the second thirty-participant group, which consisted of the same proficiency level members as the first group, received blog peer feedbacks as the treatment. After three months of instruction, a post-test was administered and the results were subjected to statistical analysis. The ensuing analysis revealed that using blog peer feedbacks can have a statistically significant impact upon improving the writing skills of EFL learners.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil: From Confronting Native Language Loss to Implementing EFL Classes." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch004.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Novikova, Olga. "CAT AND DOG CONCEPTS AS COMPONENTS OF THE ENGLISH WORLDVIEW." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-5.

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The subject of the study is the linguistic objectification of the concepts of CAT and DOG in lexicographic sources, due to the national culture and mentality of English speakers (The British). The paper aims at identifying the objectification features of CAT and DOG concepts in the British linguoculture. The significance of CAT and DOG concepts is motivated by the degree of verbal explication and their value in English culture. In our work, the reconstruction of English world view fragments, marked by CAT and DOG concepts, was carried out on the material of lexical units. The purpose and problem is due to the use of the following methods: general scientific (abstraction, generalization, formalization, induction, deduction), empirical-theoretical (analysis, synthesis) and special (lexical-semantic analysis – to clarify the semantic potential of the concept name; dictionary definition method – to clarify the semantics of possible verbalizers of the concept, determine its name and description of the conceptual component; elements of etymological analysis – to explain the content of the concept verbalizer. Verbal nominations, representing CAT and DOG concepts, are interpreted as fixators of knowledge about objects, explicitly expressed in language. CAT and DOG concepts have a concrete-subject character, they correlate with the objective reality – a discrete, objectively available material object of reality. As a result of the definitive analysis and based on the definition of the nominative token cat and dog, we distinguished 12 generalized meanings that form the denotation CAT concept and 14 generalized meanings that produce the denotation of DOG concept. The conceptual basis of CAT and DOG concepts is expanded with the help of additional semantic features, taking into account the cognitive-semantic analysis of synonymous equivalents of the nouns cat and dog.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Language Learning and Literacy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch046.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch081.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Kaçar, Işıl Günseli. "Turkish EFL Pre-Service Teachers' Attitudes towards Multi-Media Enhanced Wiki-Mediated Blended Learning Environments." In Advances in Educational Technologies and Instructional Design. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch014.

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With a variety of changes taking place in the role of learners and teachers in the 21st century, learners are expected to be active participants in the learning process through interaction and collaboration, while teachers act as facilitators, creating learning opportunities for the former and monitoring the learning process. This chapter aims to highlight perceptions of Turkish pre-service teachers' of English as a Foreign Language (EFL) concerning a wiki project in a freshman contextual grammar course. Considering the limited research on wiki use in the Turkish teacher education context, this mixed method case study aimed to explore perceptions of pre-service English teachers' wiki learning experiences and investigate their critical appraisal of the project at a state university. The results indicated mainly favourable perceptions, pointing out the enhanced impact of wikis on group dynamics, pre-service EFL teachers' learning process, their creativity and autonomy, while revealing varying degrees of level of and satisfaction with collaborative work, and technical aspects.
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Jackson, B. Jane. "The Academic Second Language (L2) Socialization and Acculturation of International Exchange Students." In Academic Mobility Programs and Engagement. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1607-2.ch004.

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As internationalization efforts intensify across the globe, the number of higher education (HE) students who are gaining some form of international educational experience is on the rise. A large percentage of study abroad participants are from East Asian nations (Mainland China, Hong Kong SAR, Japan, Korea, Macau SAR, Taiwan), and most enroll in English language enhancement modules or English-medium content courses during their stay abroad, depending on their level of proficiency. To better meet their needs and ease their adjustment in an unfamiliar academic and social environment, it is imperative for researchers to conduct systematic studies that delve into study abroad experience. This chapter reports on a mixed-method study that investigated the second language socialization and acculturation of international exchange students from a Hong Kong university who took part in a semester-long stay in their host country. The findings have implications for both home and host institutions.
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Conference papers on the topic "Dictation (Educational method) English language"

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Chirkova, Elena, Elena Chernovets, and Elena Zorina. "VISUALIZATION METHOD OF EDUCATIONAL INFORMATION OF THE ENGLISH LANGUAGE GRAMMAR COMMUNICATIVE TEACHING IN A NON-LINGUISTIC UNIVERSITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0214.

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Streke, Yanina V., and Svetlana V. Androsova. "ONLINE LEARNING AS A MODERN ENGLISH TEACHING METHOD IN SMALL GROUPS AT SECONDARY SCHOOLS." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.23.

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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.

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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vie
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Sumarni, Sumarni, and Farida Kartini. "Experience of Adolescent Mothers During Pregnancy: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.28.

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Abstract:
Background: Every year, around 14 million women and girls aged 15 to 19 (both married and unmarried) give birth. This age group might lead to negative outcomes of pregnancy and childbirth. This scoping review aimed to identify the outcomes of adolescent pregnancy and its contributing factors. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8)
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