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Journal articles on the topic 'Mixed.ability teaching'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Skov, Poul. "Mixed Ability Teaching." Scandinavian Journal of Educational Research 30, no. 2 (June 1986): 85–94. http://dx.doi.org/10.1080/0031383860300203.

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2

Werner, Robert J. "Mixed-Ability Teaching." ELT Journal 72, no. 2 (April 2018): 223–25. http://dx.doi.org/10.1093/elt/ccx067.

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3

Reynolds, Alan, Fiona Husein, and Paul Richardson. "Strategies for mixed ability teaching within English." Support for Learning 5, no. 4 (November 1990): 186–92. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00187.x.

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4

Wroblewski, Bartlomiej, and Marie Majerová. "Teaching strategies and techniques in mixed-ability classes." CASALC Review 9, no. 2 (December 20, 2019): 31. http://dx.doi.org/10.5817/casalc2019-2-3.

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V příspěvku autoři hodnotí svoji každodenní zkušenost s výukou heterogenních studijních skupin na vysoké škole. V první části autoři popisují typické složení studijní skupiny kurzů „Angličtiny pro zdravotníky“ a charakterizují studenty z hlediska vstupní jazykové competence a věkového složení. Pozornost je věnována problematice jazykových vloh a motivace. V druhé části jsou prezentovány praktické výukové komponenty používané s cílem maximalizovat aktivní zapojení a jazykový růst každého jednotlivého studenta. Praktická zkušenost je reflektována ve vztahu k aktuálním výukovým metodám. Diskutované strategie zahrnují adaptace a diferenciace výukových materiálů a úkolů, vybrané formy kooperativního učení, individualizace výuky a změny v prostorovém uspořádání tříd. Závěrem autoři doporučují kombinovat úspěšné výukové komponenty s ohledem na konkrétní heterogenní skupiny
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5

Bhandari, Bhim Lal. "Challenges of Teaching English in Mixed Ability Classrooms." Butwal Campus Journal 2, no. 1 (April 1, 2020): 40–48. http://dx.doi.org/10.3126/bcj.v2i1.35669.

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Hordiienko, N. M., and L. V. Lomakina. "TEACHING EFL TO MIXED-ABILITY CLASSES: STRATEGIES, CHALLENGES, SOLUTIONS." Advanced Education, no. 3 (July 7, 2015): 39–43. http://dx.doi.org/10.20535/2410-8286.44198.

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7

Alikulova, Diana Maratovna. "INDIVIDUALIZATION, DIFFERENTIATION AND MATERIAL ADAPTATION IN TEACHING MIXED ABILITY GROUPS." Nauka v sovremennom mire 39, no. 6 (2019): 114–22. http://dx.doi.org/10.31618/2524-0935-2019-39-6-114-122.

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8

Sun, Shuiying. "Application of mixed teaching mode in practical teaching of Basic Nursing Technology." Advances in Higher Education 3, no. 4 (December 19, 2019): 123. http://dx.doi.org/10.18686/ahe.v3i4.1568.

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<p>Purpose: Understand the application effect of mixed teaching mode in the training teaching of Basic Nursing Technology. Method: The convenience sampling method was used to select nursing students in vocational colleges in 2016. 64 students in the first training group of classes 9 and 10 of the high nursing group were used as control groups and 64 students in the first training group of classes 11 and 12 of the high nursing group were used as experiments group. The experimental courses of the experimental group were taught in a mixed mode, while the experimental courses of the control group were taught using traditional teaching methods. Random examinations were conducted on aseptic techniques, nasal feeding, intramuscular injection, intravenous infusion and other operating items to compare the actual training results of the two groups result: The experimental group's training performance was significantly higher than the control group. Students recognize the mixed teaching model. in conclusion: The mixed teaching mode applied to the training teaching of "Basic Nursing Technology" is conducive to the cultivation of students 'independent learning ability, teamwork ability and hands-on ability and gives full play to students' main body status. There are still some problems in this area that need to be further improved.</p>
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Zakarneh, Bilal, Najah Al-Ramahi, and Mahmoud Mahmoud. "Challenges of Teaching English Language Classes of Slow and Fast Learners in the United Arab Emirates Universities." International Journal of Higher Education 9, no. 1 (February 6, 2020): 256. http://dx.doi.org/10.5430/ijhe.v9n1p256.

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One of the greatest challenges experienced by teachers teaching students who learn English as a foreign or a second language is teaching a class consisting of fast learners and slow learners commonly referred to as mixed-ability classes. The present study investigates challenges experienced by teachers of English language classes encompassing slow learners and fast learners. Data was collected using survey questionnaire and analyzed using Microsoft excel. Results revealed that teachers of English language experience several challenges: mixed-ability class tend to be uncooperative and fast learners get bored easily; challenges in planning for the lesson to teach a mixed-ability class; challenges in creating appropriate work-materials for the mixed-ability class; lack of best approaches to manage mixed-ability class; challenges in getting attention of all learners in a mixed-ability class; and frustration when teaching mixed-ability classroom due to low motivation of weak students.
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Boştină-Bratu, Simona, and Alina Negoescu. "Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (June 1, 2016): 407–12. http://dx.doi.org/10.1515/kbo-2016-0070.

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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.
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11

Barker, Alison. "Bottom: A Case Study Comparing Teaching Low Ability and Mixed Ability Year 9 English Classes." English in Education 37, no. 1 (March 2003): 4–14. http://dx.doi.org/10.1111/j.1754-8845.2003.tb00586.x.

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12

Chen, Liqin, Ning Ren, Rui Zhang, and Baoqin Fu. "Qualitative Research on Learning Experience of Mixed Teaching among Nursing Students in Higher Vocational Colleges." Lifelong Education 9, no. 6 (September 28, 2020): 106. http://dx.doi.org/10.18282/le.v9i6.1313.

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Purpose To investigate experiences of vocational college students majoring in nursing on mixed teaching and to provide reference for the further improvement of mixed teaching. Method Using the purpose sampling method, 8 students were selected for semi-structured interviews, and Colaizzi phenomenological analysis was used to analyze the data. Results Four core themes were extracted.: (1) The ability of autonomous learning was enhanced and classroom participation was increased; (3) The overall progress of online learning was not well controlled. The study was not thorough; (4) Online and offline teaching were disconnected, and teacher-student interaction was low. Conclusion The mixed teaching has improved the self-learning ability and classroom participation rate to a certain extent, but further efforts are needed in optimizing the teaching platform, improving the teacher’s mixed teaching ability, and maintaining students’ learning enthusiasm.
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Hallam *, Susan, and Judith Ireson. "Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes." Research Papers in Education 20, no. 1 (March 2005): 3–24. http://dx.doi.org/10.1080/0267152052000341318.

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14

Arblaster, G. R., C. Butler, A. L. Taylor, C. Arnold, and M. Pitchford. "Same-Age Tutoring, Mastery Learning and the Mixed Ability Teaching of Reading." School Psychology International 12, no. 1-2 (April 1991): 111–18. http://dx.doi.org/10.1177/0143034391121009.

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15

Hongqiang, Zhao, Li Li, Sun Weiqi, Zhou Bin, Shi Yumin, Guo Xingxiang, and Li Kun. "Research and Practice of Course Mixed Teaching Mode Based on MOOC and Flipped Classroom." E3S Web of Conferences 236 (2021): 05054. http://dx.doi.org/10.1051/e3sconf/202123605054.

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Blended learning model draws lessons from MOOC's network platform technology and combines the advantages of traditional methods and network learning. It not only plays the leading role of teachers in guiding, inspiring and monitoring the teaching process, but also fully embodies the leading role of students. The mixed teaching mode of MOOC and flipped classroom brings new challenges and opportunities to the teaching reform of vocational education. This paper first analyzes the connotation of the mixed teaching mode of curriculum, and discusses the preparation of curriculum resources, teaching process and methods, and curriculum effect evaluation. Practice has proved that the research based on online and offline mixed teaching mode can teach students in accordance with their aptitude, strengthen their communication and cooperation, enhance their autonomous learning ability, improve their team cooperation ability, and greatly enhance the teaching effect of the course.
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Safuan, Sabreena, Siti Hawa Ali, Kuan Garry, Idris Long, and Nik Norliza Nik Hassan. "The Challenges of Bioethics Teaching to Mixed-Ability Classes of Health Sciences Students." Education in Medicine Journal 9, no. 4 (December 29, 2017): 41–49. http://dx.doi.org/10.21315/eimj2017.9.4.5.

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17

Aftab, Jaweria. "Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation." Journal of Education and Educational Development 2, no. 2 (February 8, 2016): 94. http://dx.doi.org/10.22555/joeed.v2i2.441.

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Students in today’s mixed ability classrooms come from diverse backgrounds with needs. In such a scenario, differentiated instructions are of prime importance for teachers to deal with in mixed ability classrooms. The teaching experiences and academic life mould perceptions of teachers which effects their teaching style; therefore, it is important to know teachers’ beliefs and perceptions regarding teaching in a mixed ability classroom at middle school level so as to guide educators and heads inside and outside the institution. For this study, quantitative research method was used to explore and understand the beliefs and perceptions of the teachers of middle schools regarding implementing differentiated instructions. The sample size included 120 teachers who were sent a survey questionnaire through online Google form and was constructed by customizing the questionnaire from Ballone and Czerniak (2001). The analysis of quantitative inquiry revealed that there is a positive association between teachers’ beliefs about their intentions and stakeholders’ expectations to implement differentiated instruction. It was highlighted that all stakeholders wanted teachers to implement differentiated strategies; however, the teachers were found to be short of planning and instructional time for differentiation.
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Awang, Suryani, Wan Nuur Fazliza Wan Zakaria, Siti Shazlin Razak, Muhammad Luqman Ibnul Hakim Mohd Saad, and Mohd Zafian Mohd Zawawi. "Addressing the Issue of Mixed-Ability Students in CLT Classrooms Using Self-Check Politeness Kit." International Journal of Modern Languages And Applied Linguistics 2, no. 2 (June 1, 2018): 12. http://dx.doi.org/10.24191/ijmal.v2i2.7601.

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After more than three decades of its adoption in the English language teaching in Malaysia, Communicative Language Teaching (CLT) approach is yet to prove its effectiveness in this country since the English competency level among Malaysian students is reported to be gradually declining among our students and fresh graduates. One common cited reason is they lack competency in using the English language. Nevertheless, CLT should help to enhance learners’ communicative competence if this teaching approach is ideally conducted in L2 classrooms. This includes learners’ ability to employ politeness strategies in oral interactions. In this regard, past studies have shown that students with different English language competency level tended to employ different politeness strategies, hence resulting in different politeness levels displayed during oral interactions. While some strategies can lead to successful communication, others might appear inappropriate. Hence, this scenario could be seen as a threat in L2 learning. Despite this however, the teaching of appropriate politeness strategies among students of mixed-ability in CLT classrooms can be a great help. Here, input on appropriate politeness strategies from more proficient and competent students who are usually more polite is extremely important for less competent classmates to improve their politeness level. This is the concept behind the introduction of Self-Check Politeness Kit (S-CP Kit).
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19

Al-Subaiei, Muneerah S. "Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers to Cope with Them." English Language Teaching 10, no. 6 (May 29, 2017): 182. http://dx.doi.org/10.5539/elt.v10n6p182.

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Mixed-ability classes have been found to be one of the greatest detriments to students learning at English language institutions (ELIs). There has been a growing concern over the impacts of the mixed-ability classes calling for a study aimed at suggesting solutions for this situation. This study involves thirty-three female EFL teachers who work in an English language institute (ELI) and their feedback was obtained via questionnaires which were distributed online. The questionnaires addressed this issue on various levels following categories such as teaching and learning, materials, motivation and class management practices. The results indicated that the frequency of the cases of challenges in the teaching of mixed-ability classes was high and thus requiring appropriate solutions. Class management and differentiation strategies were found to be the most effective in mitigating the adverse effects which mixed-learning abilities have on learning successes. The effectiveness of the strategies used had no relation whatsoever to the level of experience of the teachers. Strategies that seem to work best were those that focused on the students or what is referred to as student-centered approach.
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20

Setiani, Ana. "PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN PROBLEM BASED LEARNING UNTUK MENGURANGI KECEMASAN MATEMATIKA DAN MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTs." M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika 1, no. 2 (August 1, 2016): 135–48. http://dx.doi.org/10.31943/mathline.v1i2.25.

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The aims of this research are focused to examine the effect of learning model was estimated to decrease mathematics anxiety and to increase student's mathematical problem solving ability. The instrument that used for this research were ability test of problem solving in math and mathematics quosionaire with likert scale. The data analysis used mixed method embedded konkruen method. Based on data analysis concluded (1) the result show the increasing student's mathematical problem solving ability by problem based learning model better than by expository teaching; (2) increasing quality of studen'ts mathematical problem solving ability by problem based learning better than by expository teaching. (3) significant differences between mathematics anxiety and the accomplisment of student's matematical problem solving ability by problem based learning and by expository teaching (4) significant differences between decreasing mathematics anxiety and increasing of student's mathematical problem solving ability by problem based learning and by expository teaching. and (5) there is significan relationship between mathematics anxiety and the accomplishment of student's mathematical problem solving ability.
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21

Liu, Huaisheng, and Guangcheng Liu. "On Formative Evaluation System of College English Grading Teaching." Review of Educational Theory 3, no. 4 (November 4, 2020): 14. http://dx.doi.org/10.30564/ret.v3i4.2265.

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To meet the requirements of college English teaching under the new situation and enhance the ability of college students to learn the English independently, modern information technology means is used to have a try and an experiment. English grading teaching is taken as the starting point, due to construct a mixed formative evaluation system, and provide a reference for improving the effects of college English teaching.
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Cahyani, Putri Amalia. "Kemampuan Penalaran Matematis Peserta Didik Melalui Model Pembelajaran Reciprocal Teaching Dengan Berbantuan Alat Peraga “Kartu Pintar” Pada Materi Prisma Dan Limas Kelas VIII SMP Negeri 1 Pandaan Tahun Ajaran 2017/2018." JPM : Jurnal Pendidikan Matematika 5, no. 1 (March 6, 2019): 28. http://dx.doi.org/10.33474/jpm.v5i1.2627.

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The purpose of this study was to determine whether there is an increase in mathematical reasoning abilities and to describe the mathematical reasoning abilities of students through the Reciprocal Teaching learning model assisted with "smart card" teaching aids on prism and pyramid material class VIII Public Middle School 1 Pandaan 2017/2018 Academic Year. The research method used in this study, which is a mixed method with an experimental mixed method design design, was to wrap a basic mixed method design into a further strategy, namely by adding processes into the experimental procedure. The results showed that based on the results of quantitative data analysis, it was concluded that there was an increase between mathematical reasoning abilities before and after using the Reciprocal Teaching learning model with the help of "smart card" teaching aids on class VIII prism and pyramid material in Pandaan 1 Public Middle School. From some of the data analysis shows that mathematical reasoning ability increases after the application of the Reciprocal Teaching learning model with the help of "smart card" teaching aids.
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Xiao, Xiaoxu. "The diversified teaching reform of The mixed flipped classroom Python Foundation course is aimed at deep learning." E3S Web of Conferences 218 (2020): 02001. http://dx.doi.org/10.1051/e3sconf/202021802001.

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Under the background of deep learning, the reform of diversified teaching mode is related to the community of teachers and students, and the traditional one-way independent learning of students is transformed into interactive independent learning of teachers and students. Through the MOOC, SPOC, such as teaching case analysis, to explore how to build a hybrid flip classroom teaching mode, use of the advantages of various platforms together, fully applied to the classroom teaching, the reasonable using and sharing high quality teaching resources, to ensure the ability of the students’ learning and literacy, conducive to the students’ active learning and teacher’s guidance and the guidance of thinking, to increase the interaction between students and teachers, the construction of teachers and students “learning community” hybrid flip diversified teaching mode. This mode is applied in the teaching of Python Foundation course to promote the teaching reform of the course, help teachers improve the teaching quality, and provide reference for solving the problems faced by classroom teaching in colleges and universities as well as the teaching research of “MOOC+SPOC+ Flipped classroom” teaching mode.
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Guohua, Liu. "Research on the Innovative Mode of Integration of Information Technology and Education." E3S Web of Conferences 165 (2020): 04010. http://dx.doi.org/10.1051/e3sconf/202016504010.

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This paper introduces the basic functions and characteristics of the Rain Classroom platform based on information technology. By using the integration of information technology and Control Engineering course teaching, a mixed teaching mode of control engineering course based on Rain Classroom is designed and applied to specific teaching practice. The results show that, the engineering thinking, learning habits, self-learning ability, learning interest and learning enthusiasm of the experimental class have been greatly improved compared with before after the practice of blended teaching.
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Neophytou, Lefkios, Stavroula Valiandes, and Christina Hajisoteriou. "Addressing Students’ Need in Mixed Ability Intercultural Classrooms: An Examination of Teachers’ Perspectives and Practices of Interculturally Differentiated Teaching." Curriculum and Teaching 35, no. 2 (November 1, 2020): 83–108. http://dx.doi.org/10.7459/ct/35.2.06.

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The challenge teachers and schools face nowadays is twofold: adopting an intercultural education framework and introducing high-quality teaching that will provide an equal opportunity for learning to all students, regardless of their ethnic origin or other characteristics. In this context, after we introduce the framework of Interculturally Differentiated Teaching (IDT), we examine the implementation of IDT in real classroom settings that are characterised by both mixed ability and cultural diversity. Drawing upon interview and observation data, we examine how teachers attempt to deal with this twofold challenge by focusing on their practices, the barriers they face, and their suggestions. Our findings caution that teachers are rather ill-prepared to deploy differentiated instruction in order to address both the goals of cultivating intercultural competence and maximising the learning potential for all their students. Our research bears wider implications, suggesting that for IDT to be successfully implemented in practice, education policy should promote comprehensive approaches of intercultural education and differentiated instruction, both in terms of teaching and teacher training.
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Biedroń, Adriana. "Zdolności językowe i inteligencja w nauce języka obcego – teoria naukowa a praktyka dydaktyczna." Neofilolog, no. 48/1 (March 15, 2017): 29–40. http://dx.doi.org/10.14746/n.2017.48.1.02.

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This paper is an attempt to shed light on cognitive factors in second language learning which are considered hardly modifiable, namely intelligence and foreign language aptitudes, including working memory. At first, each of the factors will be defined, the main research findings will briefly be outlined and some controversies and stereotypes surrounding the constructs will be presented. Next, the interface between research into these factors and teaching practice will be discussed. In particular, we will refer to ability training, aptitude-treatment-interaction and pedagogical suggestions concerning teaching mixed-ability classes.
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27

Yang, Yan. "Research on the Application of Task-driven SPOC Mixed Teaching Mode in “Database Technology and Application”." Lifelong Education 9, no. 5 (August 2, 2020): 38. http://dx.doi.org/10.18282/le.v9i5.1200.

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“Database technology and application” is a general course for university students. It is a basic course for all professional studies and is closely related to students’ future study and work. In recent years, with the rapid development of the Internet, the information-based teaching methods such as Mu class, micro class, and flipped class have been rapidly promoted. A mixed teaching model has emerged and has been widely used. Incorporating the “task-driven approach” in the SPOC mixed teaching mode is more conducive to stimulating students’ interest in learning, allowing students to “do in learning” and “doing middle school”, and to combine the “teaching” of teachers with the “learning” and “study” of students Doing is well integrated to achieve an organic combination of “teaching, learning and doing”, so that students not only learn knowledge and skills, but also enhance their ability to think independently, analyze problems and solve problems.
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Chang, Heli. "College English Flipped Classroom Teaching Model Based on Big Data and Deep Neural Networks." Scientific Programming 2021 (May 24, 2021): 1–10. http://dx.doi.org/10.1155/2021/9918433.

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With the rapid development of information technology, flipped classroom as a new type of mixed teaching mode relying on computer technology has changed the traditional teaching mode and formed a teaching process of “learning first and teaching later,” and it has been used in many fields of teaching. Flipped classroom reverses the sequence of traditional teaching knowledge transfer and knowledge internalization and improves students’ autonomy. However, it is still in the exploratory stage of the specific impact of the flipped classroom teaching model on college students’ English autonomous learning ability. Therefore, this article proposes a novel college English flipped classroom teaching model based on big data and deep neural networks. The study has selected a total of 230 students in two classes of the second-year English major of a university as the research objects. Data are utilized to investigate the changes of the two groups of students’ English autonomous learning ability and English academic performance, to explore the specific changes of college students’ English autonomous learning ability and its influencing factors through interviews, and to predict and effectively analyze the weight of influencing factors through the deep neural network. This research enriches the theoretical research results of college students’ English autonomous learning ability under the flipped classroom teaching model, provides reference for the cultivation of college students’ English autonomous learning ability, and has certain reference significance for the optimization of the flipped classroom teaching model. The proposed research will support researchers and practitioners at college and university level.
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White, Piyawadee, and Jutarat Vibulphol. "How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms." Journal of Educational Issues 6, no. 2 (December 29, 2020): 425. http://dx.doi.org/10.5296/jei.v6i2.17942.

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One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students’ reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings.
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Hallam, Susan, and Judith Ireson. "Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 369–87. http://dx.doi.org/10.2298/zipi0802369h.

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Previous research has revealed that teachers' attitudes to ability grouping are influenced by the type of ability grouping adopted in the school where they teach. This research aimed to compare the attitudes of teachers of different subjects teaching low, high or mixed ability classes in years 7 to 9 in 45 secondary schools. Over 1500 teachers from 45 secondary schools, with a range of subject specialisms completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Teachers of mathematics and modern foreign languages were more in favour of structured ability grouping than those teaching English and humanities. Science, arts and PE, and ICT, design and business studies teachers expressed intermediate attitudes. Attitudes were determined in part by conceptions of the nature of the subject but also by the type of ability groupings adopted by the school in which they taught. In taking decisions about the type of ability grouping to adopt consideration needs to be given to the nature of the subject matter to be taught and the attitudes of the teachers who teach that subject.
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Manurung, Konder, and Mashuri Mashuri. "Implementing Interest Based Instructional Materials to Minimize EFL Learners’ Speaking Skills De-motivating Factors." Theory and Practice in Language Studies 7, no. 5 (May 1, 2017): 356. http://dx.doi.org/10.17507/tpls.0705.05.

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The study aimed to investigate de-motivating factors in speaking in Indonesian EFL learning context and to propose solution to overcome speaking problems in teaching learning process. The description and discussion of findings are based on the results of a longitudinal mixed-method research in teaching Speaking Classes in an English Education Department at University in Indonesia. A qualitative inquiry was implemented to map the de-motivating factors faced by the EFL learners and Classroom Action Research (CAR) design was conducted to improve speaking ability. The results of the study reveal that there are fifteen de-motivating factors that impede the improvement of the speaking ability. The results of the intervention during the CAR cycles, cycle 1 and 2, prove that the implementation of Interest Based Instructional Materials (IBIM) improves the speaking ability. The implementation of IBIM encourages learners to activate their previous knowledge of instructional topics and build up their beliefs in presenting speaking tasks. The improvement in the speaking ability is affected by the role of teachers both during the pre-teaching phase and during the teaching learning process. The implication for the design and the development of instructional materials in Speaking Classes are discussed.
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Doolittle, Lisa, Callista Chasse, Corey Makoloski, Pamela Boyd, and Annalee Yassi. "May I have this dance? Teaching, Performing, and Transforming in a University-Community Mixed-Ability Dance Theatre Project." Theatre Research in Canada 37, no. 2 (November 2016): 239–57. http://dx.doi.org/10.3138/tric.37.2.239.

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33

Kozawa, Yoshiko. "The Effect of Communication Strategies on Learners’ Speaking Ability in Task-Based Language Teaching: A Mixed Methods Analysis." Language Teacher 41, no. 2 (March 1, 2017): 9. http://dx.doi.org/10.37546/jalttlt41.2-2.

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This study examines the diversity of applications of instructed prefabricated patterns of communication strategies (PPCS) by novice learners of English, the influence on speaking competence of frequent PPCS use by learners, and correlations between PPCS use and learners’ development in speaking. Their perceptions about the conversation were also surveyed for this purpose. Twenty-four non-English major college students studied English in a semester long course applying Task-Based Language Teaching using PPCS learning. The results showed a propensity toward PPCS with simpler and broader applications. They used PPCS unintentionally while practicing as the class progressed. There was, for example, a significant correlation between the evaluations of learners’ conversation by the teachers and the frequent uses of a previously learned “That’s…” rejoinder. Learners’ positive perceptions about the conversation had significant correlations with some PPCS utilizations. The number of participants and the length of the course yielded limited data and further investigations will clarify these correlations. 本論は、コミュニケーション・ストラテジーの様々な定型表現（PPCS）が英語の初心者に指導された場合、PPCSの会話への応用の多様性、学習者がPPCSを頻繁に利用した場合のスピーキング力への影響、およびPPCS使用と学習者のスピーキング力の発達の相関関係を調査する。学習者の会話に対する認識も調査した。英語専攻ではない24名の短期大学生が、PPCS学習を含むタスク中心の言語指導のコースで半年間、英語を学習した。その結果、学生はより簡単に使用できるPPCSをより広く使う傾向があり、授業でのPPCS練習を積み重ねるにつれ無意識に自然にPPCSが使えるようになった。教員による会話の評価とそれまでに学んだ “That’s …” の短い返答の頻繁な使用には有意な相関が見られ、会話についての学習者の肯定的な認識と幾種かのPPCS使用にも有意な相関があった。本研究は参加学生数が少なく調査期間も短かったため、さらに調査を進めることが今後の課題であろう。
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MALOVA, NATALIA VLADIMIROVNA. "CRITERION-REFERENCED TECHNOLOGY AS A DIDACTIC MEANS OF INDIVIDUALIZATION OF FOREIGN LEXIS TEACHING IN A MIXED-ABILITY GROUP." V mire nauchnykh otkrytiy, no. 9 (November 28, 2014): 95. http://dx.doi.org/10.12731/wsd-2014-9-7.

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Salwa, Salwa. "CONSIDERABLE STRATEGIES OF TEACHING LARGE MULTI-LEVEL CLASSES: A NARRATIVE STUDY OF WHAT EFL TEACHERS SHOULD DO." IJEE (Indonesian Journal of English Education) 1, no. 1 (March 4, 2015): 95–106. http://dx.doi.org/10.15408/ijee.v1i1.1197.

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Teaching classes in which there is a uniformity of learners‟ proficiency level is the most ideal environment in language classes since it enables teachers to apply appropriate teaching and learning strategies based on the individual student‟s level. However, in EFL settings, most teachers especially in school environments have to teach classes in which the learners have multiple levels of ability, since at schools, there is no placement test on students‟ ability of English as is usually done in private language institutions. This paper provides some useful strategies which can be applied by teachers in teaching classes where true and false beginners are within the same class. Applying these strategies is expected to assist weaker students to get benefit from interacting with stronger students without holding back the strong ones. Teaching English in the EFL context needs more efforts and persistence since the target language (TL) is not used in the daily conversation. In addition, it is common to find large and mixed- ability students in the EFL contexts, which management is surely not easy. Consequently, EFL teachers often find both true and false beginners in a classroom. According to Brown (2007) true beginners are students who do not have any knowledge of the target language, whereas false beginners are those who have previously studied the target language ( they have been familiar with alphabets, simple greetings, etc), but they remember only a little of what they have learned. Due to the characteristics of beginners who still have a high dependency on their teachers as a role model , the most suitable approach to be applied in this kind of class is the teacher-centered classroom (Brown, 2007). Therefore, in this novice stage, teachers play a significant role in helping the lower level students to improve their language skills. Since there are two levels of beginners in this kind of class, a good language teacher should apply some special techniques to successfully teach this mixed-ability class as teaching this kind of class needs more preparation berita terkini terbaru and special techniques than teaching in placed or streamed classes .I am going to provide some strategies which can be applied in teaching true and false beginners within a class.
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Chenglin, Huan, and Chen Jianwei. "Research on Blending learning Design for Promoting Deep Learning." Journal of Educational Research and Reviews 9, no. 7 (July 13, 2021): 173–78. http://dx.doi.org/10.33495/jerr_v9i7.21.137.

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Under the background of further promoting the construction of "golden class" in universities, how to use teaching innovation and promote the cultivation of learners is the focus of educational researchers. Guided by the theory of deep learning, based on MOOC resource platform and teaching management platform, this study constructs a "3-stage-2 platform" blended learning mode for deep learning in three stages: before class, in class and after class, puts forward teaching strategies to promote deep learning, and based on this mode, takes the computer network course as an example to carry out the blended teaching design and practice. The results show that the model has a certain role in promoting learners' knowledge mastery and ability training, and good emotional experience is conducive to learners' deep learning. Keywords: Deep learning, mixed teaching, teaching design.
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Sokolova, Alla, Dzhamilya Khuchbarova, and Alexandra Radyuk. "Sociocultural aspects of international students’ speech behavior: mixed method in language teaching." E3S Web of Conferences 284 (2021): 08008. http://dx.doi.org/10.1051/e3sconf/202128408008.

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In the present research, the authors have studied direct and indirect cross-cultural contact as well as motivated behavior and language attitude in a study-abroad context on the territory of the Russian Federation. For the research purposes, the mixed method combining quantitative and qualitative research methodologies was applied in order to demonstrate contact, behavioral and motivational variables throughout one academic year of the foundation programme. The authors attempted to identify the main factors affecting the language learning motivation of international students studying in Russian international programs, to define the type and frequency of the contact with the maximum impact on students’ perception of the language acquisition. The results of encounter experiences were registered at three discrete points throughout the academic year. The detailed analysis showed that written and media use contacts had become more frequent throughout the year while the direct spoken contacts had exhibited the opposite tendency. The authors attempted to give some recommendations that would encourage contact opportunities and reduce inter-group anxiety among foreign students. The implemented analysis of the research results has demonstrated that self-confidence of international students had suffered immensely as the result of the negative encounter experiences. This type of experiences could be fully eliminated or reduced to a minimum if the hosts were aware of the expectation, attitudes, feelings, and possible forms of the international students’ behavior. The study proved out the necessity of potential students to prepare for the study abroad programs before their arrival to the host country. They are supposed to develop communication skills and strategies as well as their linguistic ability. A necessary precondition for students upon their arrival is the provision of institutional support, which allows them to get used to new cultural and social environment and to bond with native speakers.
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Zetriuslita, Zetriuslita, Nofriyandi Nofriyandi, and Endang Istikomah. "The Increasing Self-Efficacy and Self-Regulated through GeoGebra Based Teaching reviewed from Initial Mathematical Ability (IMA) Level." International Journal of Instruction 14, no. 1 (January 1, 2021): 587–98. http://dx.doi.org/10.29333/iji.2021.14135a.

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The purpose of this study was to identify improvements in Self Efficacy and self-regulated through GeoGebra Based Teaching seen from the level of students' initial mathematical abilities. The research method used was a mixed-method with a sequential explanatory strategy, while the research design was an untreated control group design with pretest and posttest. the experimental group obtained direct learning using GeoGebra software while the control group obtained conventional learning. The population in this study were university students of mathematics education department at the Islamic University of Riau who took the field and space analytic geometry course. The research sample consisted of two classes taken by a cluster random sampling technique. The research instruments used were self-efficacy questionnaire and self-regulated questionnaire for getting quantitative data and interview guidelines for getting qualitative data. Data analysis was carried out quantitatively and qualitatively and data processing used Microsoft excel and SPSS from the quantitative and qualitative data analysis, it was concluded that GeoGebra based teaching was effective in improving students' self-efficacy and self-regulated. Judging from the level of students' initial mathematical abilities, there was an increase in self-efficacy and self-regulated through GeoGebra based teaching from both high, medium and low levels.
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Reynolds, Barry Lee. "A mixed methods study of “English Corners” funded by the Taiwan Ministry of Education “Program for Promoting Teaching Excellence of Universities”." Applied Linguistics Review 10, no. 4 (November 26, 2019): 561–90. http://dx.doi.org/10.1515/applirev-2017-0046.

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AbstractThis investigation explored Taiwanese university students’ and professors’ perceptions of the effectiveness of “English Corner” in improving second language ability. Qualitative and quantitative data was collected through student attendee questionnaires (n=256); teaching logs (n=2); and teaching excellence university professor questionnaires (n=70). Item analysis and factor analysis was conducted to uncover factors affecting students’ perceptions of English Corner and qualitative content analysis using In Vivo and Emotion coding revealed themes affecting “English Corner” success or failure. Overall, findings indicate “English Corner” has the most influence on students’ willingness to speak in English and their enjoyment in speaking English. These results are encouraged by administration supported flexible teachers that apply various scaffolding techniques during lessons. However, analysis also indicated that success of “English Corner” is highly contextualized, with professors from teaching excellence universities possessing a dichotomized view of “English Corner” effectiveness.
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Onwuegbuzie, Anthony J., Emmanuel O. Ojo, Annie Burger, Talitha Crowley, Samantha P. Adams, and Bryan J. Bergsteedt. "Challenges Experienced by Students at Stellenbosch University that Hinder their Ability Successfully to Learn Online during the COVID-19 era: A Demographic and Spatial Analysis." International Journal of Multiple Research Approaches 12, no. 3 (December 31, 2020): 240–81. http://dx.doi.org/10.29034/ijmra.v12n3editorial2.

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The purpose of this meta-methods study (i.e., involving the full[er] integration of multiple methods research approaches and mixed methods research approaches) was to examine challenges experienced by students at Stellenbosch University that hinder their ability successfully to learn online during the emergency remote teaching that began in April 2020 due to the COVID-19 pandemic. Specifically, 1,932 students completed an online questionnaire. Analyses of the open-ended responses via WordStat 8.0.29 topic modeling (i.e., crossover mixed analysis) led to the identification of seven (challenge) themes that categorised the students’ challenges. In turn, via a principal component analysis of the themes (i.e., crossover mixed analysis), these seven themes were collapsed into four dimensions (i.e., meta-themes). A latent class analysis (i.e., qualitizing) yielded seven profiles of students. Disaggregating the themes by demographic and location variables led to the identification of subgroups who are most at risk for experiencing each challenge type. Implications of these and other findings are discussed.
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Styliani, Passadelli Anthoula, and Klonari Aikaterini. "A Literature Review on Geography Teachers’ Knowledge of and Attitudes Towards Dyslexia." International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 71–79. http://dx.doi.org/10.5121/ije.2020.8407.

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This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes, including dyslexic students. The aim of the systematic literature review was to identify: a) Geography teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help dyslexic students overcome their difficulties. The research was carried out from October to November 2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large number of publications on the subject, only a few studies (3) were found to meet our research criteria (dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer conclusions on the topic.
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Puspitaloka, Nina, Indah Rahmawati, and Derinda Octaviyenty Sonjaya. "EDMODO AS EDUCATIONAL SOCIAL NETWORK IN TEACHING COURSE DESIGN OF EYL." Script Journal: Journal of Linguistic and English Teaching 3, no. 2 (October 13, 2018): 146. http://dx.doi.org/10.24903/sj.v3i2.212.

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This research is conducted to find out Edmodo can increase student’s ability in learning course design of EYL and student’s perception in learning course design of EYL by using Edmodo. A mixed method was used to collect quantitative and qualitative data. In answering those two research questions, the researcher used test (pre-test and post-test) to collect quantitative data and also used interview as data gathering technique to collect qualitative data. The findings of the research showed that: (1) Edmodo can increase student’s ability in learning course design of EYL. It is proven by the score of Independent T-test -0,741 and sig (2 tailed) was higher than degree of significance (0,462 < 0,05). (2) Student’s perception in learning course design of EYL by using Edmodo showed that Edmodo in learning course design of EYL can help students more understand the materials because they can get more information about materials of EYL especially course design of EYL; they can discuss the materials each other anywhere and anytime; they felt more interesting and happy; they are more confident to express their ideas, therefore they can be more active in learning course design of EYL.
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Elliott, Robert W., and Di Zhang. "Cognitive perceptions of second language acquisition in Chinese undergraduate ESL/EFL students: A mixed methods approach." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 510. http://dx.doi.org/10.11591/ijere.v8i3.20246.

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<span>With the continued demand for teachers of English as a Second Language (ESL/EFL) in China, colleges and universities in China continue to struggle with teaching oral English to high volumes of undergraduate students using faculty-centered strategies. This concurrent mixed-methods, single-level, case study intends to examine Chinese undergraduate students’ cognitive perceptions of their oral English ability as a segue to a more effective second language acquisition environment in a 21st Century global education. The data analysis revealed three main themes intersected by the findings of the quantitative and qualitative analyses. The findings from this and future studies are intended to guide leaders, administrators, scholars, and students to affect national and provincial policy, school and classroom-based practices, and personal strategies to enhance students’ ability to acquire their oral English skills.</span>
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Sellick, Anthony, and James Bury. "CULTURAL DIFFERENCES IN SELF-PERCEPTIONS OF ABILITY, CONFIDENCE, AND PERCEPTIONS OF DIFFICULTY: PEDAGOGICAL IMPLICATIONS FOR THE LANGUAGE CLASSROOM." Journal of Teaching English for Specific and Academic Purposes 6, no. 1 (March 8, 2018): 053. http://dx.doi.org/10.22190/jtesap1801053s.

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With the Japanese government aiming to increase the proportion of foreign students attending Japanese universities to 10 percent by 2020, it is important to understand the different perceptions students have. This paper reports on a comparison between students from Confucian heritage culture (CHC) countries and students from non-Confucian Heritage Culture countries. The study found significant differences in the non-CHC students’ self-assessments of English language ability and in their confidence in using English, while no differences were found in perceptions of course difficulty or in final grades. The report briefly discusses some of the pedagogical implications of teaching classes with mixed cultural traditions.
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Aminullah, Aminullah, and Rusgianto Heri Santosa. "Kesiapan mahasiswa pendidikan matematika dalam praktik pengalaman lapangan di sekolah." Pythagoras: Jurnal Pendidikan Matematika 13, no. 2 (December 13, 2018): 119–32. http://dx.doi.org/10.21831/pg.v13i2.21217.

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Penelitian ini bertujuan untuk mendeskripsikan kesiapan mahasiswa pendidikan matematika se-Kota Mataram dalam melaksanakan Praktik Pengalaman Lapangan (PPL) di sekolah yang ditinjau dari: kesiapan kompetensi pedagogi mahasiswa dan kesiapan kompetensi kepribadian mahasiswa. Penelitian ini menggunakan pendekatan concurrent embedded strategy of mixed method. Sampel penelitian terdiri atas 104 mahasiswa pendidikan matematika yang melaksanakan PPL di sekolah, yang ditentukan menggunakan teknik purposive sampling. Instrumen penelitian berupa tes, daftar ceklis, lembar observasi, dan angket. Analisis data menggunakan analisis statistik deskriptif kuantitatif dengan kecenderungan kesiapan dalam lima kategori yaitu sangat siap, siap, cukup, kurang, dan sangat kurang. Hasil penelitian menunjukkan bahwa (1) kompetensi pedagogi mahasiswa masuk kategori cukup, (2) wawasan kompetensi pedagogi masuk kategori siap, (3) kemampuan menyusun RPP masuk kategori siap, (4) kemampuan melaksanakan pembelajaran masih kurang, (5) kemampuan menilai hasil belajar masuk kategori cukup, dan (6) kompetensi kepribadian mahasiswa masuk kategori cukup. The readiness of mathematics education students in mataram city in the teaching practicum at schools AbstractThis study aimed to describe the readiness of mathematics education students in Mataram City in implement the teaching practicum at schools in terms of the pedagogic competence and the personal competence. This study using the approach of the concurrent embedded strategy of mixed methods. The study sample consisted of 104 mathematics education students who carried out the teaching practicum at schools, which was determined using purposive sampling technique. The study instruments consist of a test, checklists, observation sheets, and questionnaires. The data were analyzed by means of the descriptive statistics using readiness tendencies in five categories: very ready, ready, fairly ready, poor, and very poor. The results of the study show that (1) the pedagogical competence of students was in the fairly ready category, (2) the pedagogic competence knowledge was in the ready category, (3) the ability to design lesson plans was in the ready category, (4) the ability to implement teaching was in the poor category, (5) the ability to assess students’ learning achievements was in the fairly ready category, and (6) the personal competence was in the fairly ready category.
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Byra, Mark, and Mary C. Marks. "The Effect of Two Pairing Techniques on Specific Feedback and Comfort Levels of Learners in the Reciprocal Style of Teaching." Journal of Teaching in Physical Education 12, no. 3 (April 1993): 286–300. http://dx.doi.org/10.1123/jtpe.12.3.286.

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In the reciprocal style of teaching learners are paired, and as one practices the task, the other provides immediate feedback. This study examined the effect of pairing learners in the reciprocal style by ability (high, low, and mixed) and by companionship (friend and nonacquaintance) on provision of feedback and perceived comfort while learning motor skills. Thirty-two students between 9 and 12 years of age practiced soccer juggling during a 25-minute lesson and soccer dribbling during another 25-minute lesson, in both of which they were paired for similar versus different ability and for friend versus nonaquaintance. After each lesson, the students were asked how comfortable they felt giving and receiving feedback. The results showed that the observers gave specific feedback more frequently to friends than nonacquaintances, and that the doers felt more comfortable receiving feedback from friends than nonacquaintances. Learner ability level did not affect the amount of specific feedback provided by the observer or the doer comfort in receiving feedback. This study supports several claims set forth by Mosston and Ashworth (1986) for the reciprocal style of teaching.
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Bahauddin, Bahauddin. "إعداد مادة تعليم مهارة الكتابة على أساس الأنماط اللغوية (بحث تطويري لمادة الكتابة 1 لطلبة قسم تعليم اللغة العربية بجامعة سونان أمبيل الإسلامية الحكومية سورابايا)." alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 2, no. 1 (December 12, 2017): 1–27. http://dx.doi.org/10.15642/alfazuna.v2i1.244.

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This paper is aimed to arrange teaching material for writing which will enable students to enhance their writing ability by arranging sentences through language pattern (al-anmat al-lughawiyyah). For this purpose to achieve, it is formulated three research questions as follows: 1) how is the composition of teaching material for writing skill that is based on language pattern for PBA students of UIN Sunan Ampel Surabaya, 2) how is that teaching material of writing that is based on language pattern implememented for students of PBA department UIN Sunan Ampel Surabaya, 3) to what extent is the effectiveness of the teaching material implementation to enhance the ability of arranging sentences through language pattern among the students of PBA department UIN Sunan Ampel Surabaya.To answer all those questions, this study employes mixed methods: quantitative through descriptive analysis approach, research and development (R&D), and also the experimental one. Indeed, it aims to examine the effectiveness of students'exercise score based on their pre and post test. Besides, as the population taken is 2nd semester students of PBA department of UIN Sunan Ampel Surabaya, it was taken 19 of them to be the samples of this study. At the end, this study shows that the proposed hypothesis is acceptable. It however means that the implementation of teaching material designed to enhance students' writing skill through language pattern is effective for students of PBA department UIN Sunan Ampel Surabaya. As counted, the result of pretest was 7.15 and 7.94 for the post test. It fruitfully means that the teaching material that is developed through language pattern is effective to enhance students'writing ability
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Davidovitch, Nitza, and Eyal Eckhaus. "lecturer as supervisor." Laplage em Revista 7, no. 1 (December 14, 2020): 133–41. http://dx.doi.org/10.24115/s2446-6220202171278p.133-141.

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This case analysis of supervision outcomes as part of the performance measures of academic faculty is based on a case study of senior faculty at a university in Israel. This is a pioneer study in exploring measures of research outcomes within teaching, i.e., supervision for research purposes. The assumption is that academic teaching consists of guiding students to research, discover, and innovate. The researchers’ point of departure is that these outcomes of the supervisory work have meaning for and impact on the research disciplines in academic institutions in particular and in academia in general. We employed a mixed methods research. Exploratory Factor Analysis (EFA) followed by Structural Equation Analysis (SEM) for goodness of fit. Findings indicate a positive correlation between methods for assessing ability and supervision outcomes, such that the greater the use of methods for assessing ability the higher the supervision outcomes over the years. Practical implications are discussed.
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Makamure, Chipo. "Learning to teach for mathematical proficiency: Behavioural changes for pre-service teachers on teaching placement." African Journal of Educational Studies in Mathematics and Sciences 16, no. 1 (September 4, 2020): 29–50. http://dx.doi.org/10.4314/ajesms.v16i1.3.

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This study reports on an investigation of how field experiences in teaching prepares pre-service teachers (PSTs) to effectively deal with the challenges and complexities of teaching mathematics in Zimbabwean secondary schools. The study was premised on the view that improvement in learning secondary school mathematics in the classroom is related to practitioner development in teaching. However, despite overwhelming research on mathematics knowledge for teachers, the problem of mathematics failure in high schools has not been addressed. A mixed methods approach, based on the perspectives of PSTs on teaching practice (TP) was employed to depict how their practices impact on their knowledge development for teaching mathematics. The study, found that a proficient mathematics PST is considered one who embraces knowledge of mathematics content and the ability to teach it. Hence, the development of mathematics knowledge for PSTs requires them to be mentored and workshopped by mathematics subject specialists who are well positioned in terms of mathematics pedagogy and mathematics content knowledge.
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Stepani, Mutiara. "THE IMPLEMENTATION OF TASK-BASED INSTRUCTION IN TEACHING SPEAKING." Indonesian EFL Journal 2, no. 1 (September 12, 2017): 43. http://dx.doi.org/10.25134/ieflj.v2i1.636.

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This study aims at investigating the benefits and challenges encountered by the teacher and the students in implementing task-based instruction. This study mainly utilizes a qualitative research design covering the trait of a case study. This study was carried out in one vocational high school in Bandung involving one class from the eleventh grade students. The data were collected through interview and questionnaires. The data from classroom interview and questionnaires were analyzed qualitatively. The result of interview and questionnaires revealed that task-based instruction resulted in some benefits and challenges. It was revealed that task-based instruction contributes to students� speaking skill and enhances students� participation. Apart from those benefits, some challenges were also found in terms of teacher�s competence, availability of time, and mixed ability students. Accordingly, it is recommended that this method is implemented in a long period of time.Keywords: task-based instruction, teaching speaking, benefits of task-based instruction, challenges of task-based instruction
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