Relevant bibliographies by topics / Plagiarism. English language High school students. High school teachers

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

Academic literature on the topic 'Plagiarism. English language High school students. High school teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Plagiarism. English language High school students. High school teachers"

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Zarfsaz, Elham, and Rogayeh Ahmadi. "Investigating Some Main Causes and Reasons of Writing Plagiarism in an EFL Context." International Journal of Applied Linguistics and English Literature 6, no. 5 (July 6, 2017): 214. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.214.

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The present study aimed at exploring the causes and reasons of the EFL learners’ plagiarism. To this end, 150 females and males TEFL students from State and Azad universities in Iran, participated the study. A questionnaire developed by Rezanejad and Rezaeibased (2013) and a semi-structured interview which were piloted on a similar sample before administering were used as the instruments of the study. To triangulate the findings, for the qualitative part of the study, a semi-structured interview including 16 questions was run with 10 learners to collect the quantitative data at the end of the study. Based on the findings of this study, it was revealed that most of the students were aware of the concept of plagiarism and had the same definition of it. Moreover, their professors used the Internet and search engines to detect plagiarism and warned them about plagiarism continuously. The students claimed inadequate information about how not to plagiarize and less command over English language to be the main reason of plagiarism. They heard of it from their university professors, then in workshops or seminars on plagiarism, and finally from their high school teachers. Moreover, they got familiar with the concept of plagiarism through university professors, friends or family members, newspapers and magazines, Internet, TV, and radio. The implications are discussed in terms of raising learners' awareness about plagiarism in EFL contexts.
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Febriana, Novia Ella, Bambang Harmanto, and Ana Maghfiroh. "THE IMPLEMENTATION OF CREATIVE WRITING ON ELT (ENGLISH LANGUAGE TEACHING) TO INSPIRE SENIOR HIGH SCHOOL STUDENTS’ WRITING ACTIVITIES IN ELEVENTH GRADE OF MAN 2 PONOROGO IN ACADEMIC YEAR 2017/2018." EDUPEDIA 2, no. 2 (September 27, 2018): 129. http://dx.doi.org/10.24269/ed.v2i2.145.

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This purpose of this thesis is describing the effect of the implementation of creative writing on ELT (English Language Teaching) to inspiring the students’ writing activities in Eleventh Grade of MAN 2 Ponorogo in Academic Year 2017/2018.The subject of this research is the student of Eleventh Grade of MAN 2 Ponorogo. This research provide classroom action research method which doing the observations about the students’ writing learning activities before and after the research and monitoring the development of the students’ tasks by guiding them in creative writing. The researcher also makes the interview with the students’ experienced when they’re conducting writing activities. The data comes from students’ interviews and observation conducts to students’ writing paper, which one that they are finding problems in finding ideas than the other students within their understanding to find the ideas. This study will show you how creative writing will improve the students’ ideas and also provide their abilities to stay in their way of writing; they can also find their style in writing. Creative writing also produce their energy in order to find new discovery in the topic they had been chosen. It also guide them to be discipline, confident, imaginative, be a planner, because they will make their deadline a project of writing, they also try to be a pioneer, not a plagiarism. The researcher suggestion about this research were the student should read intensively to increase their vocabularies, doing the example of the task for more understanding about the lesson, and the last the teacher should apply the various the teaching method to motivate the student in learning English.
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Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (July 29, 2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.

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Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management means teachers’ strategies to create and maintain an orderly learning environment and discipline means teachers’ responses to students’ misbehavior. The goal of classroom management is to create and maintain a positive, productive learning environment, to support and foster a safe classroom community, to assist students to keep task focused, to reduce distraction from learning, to organize and facilitate the flow of learning activities and to help the students to manage them. This is part want to analysis the video taken from YouTube; focus on native or first language in English language teaching on senior high school level. The video coming to DC Public School: Coolidge Senior High School.
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Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (July 26, 2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.

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Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 
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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.

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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background
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Ramadhana, Muhammad Affan, Opik Dwi Indah, and Suhardi Suhardi. "An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (March 21, 2019): 33–39. http://dx.doi.org/10.30605/jsgp.2.1.2019.1262.

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English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.
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Akmal, Saiful, Risdaneva Risdaneva, Habiburrahim Habiburrahim, and Maulina Sari. "The English teachers’ challenges in TOEFL preparation for senior high school students." Journal on English as a Foreign Language 10, no. 1 (March 9, 2020): 25–45. http://dx.doi.org/10.23971/jefl.v10i1.1627.

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This descriptive qualitative study was aimed at discovering English language teachers’ challenges in teaching TOEFL preparation for senior high school students. The data were collected by using an in-depth interview with six experienced and qualified English language teachers teaching TOEFL in the three-state and private senior high schools in Aceh province, Indonesia. Open, axial, and selective coding techniques were used to analyze the data from in-depth interviews. The results show that teachers faced some challenges during teaching TOEFL preparation for senior high school students including students’ different language proficiency, their lack of vocabulary mastery, their fatigue, their passive attitude, class size, and time limitation. The findings recommend the further idea to organize a more organized preparation TOEFL program for high school students that can be integrated into the existing curriculum, and thus it will no longer be viewed merely as an extracurricular program.
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Alimorad, Zahra, and Mostafa Tajgozari. "A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers." SAGE Open 6, no. 4 (October 2016): 215824401667921. http://dx.doi.org/10.1177/2158244016679212.

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As potential mismatches between teachers’ and students’ perceptions can have negative effects on students’ satisfaction with the language class and even on their ultimate achievement, many researchers have attempted to identify and examine possible sources of such mismatches. In line with those investigations, the present study intended to compare the perceptions held by Iranian English as a Foreign Language (EFL) public school teachers with those of their students. To this aim, a convenient sample of teachers ( N = 75) and students ( N = 202) from different cities of Iran was recruited to participate in the study. Using a 50-item Likert-type questionnaire and running between-groups independent-samples t tests and a two-way ANOVA, the researchers found that students’ perceptions were completely different from those of their teachers. Contrary to expectations, while students preferred a communicative approach to learning English, their teachers tended to favor a more traditional approach. Also, although high- and low-achieving students’ perceptions were not statistically different, they were significantly different from those of their teachers. Moreover, male teachers held different perceptions from their female students, and female teachers’ perceptions were also different from those of their male students. Findings of the study along with their implications for the practice of English teaching are also discussed.
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Assadi Aidinlou, Nader, and Roya Jafari Amineh. "Students’ Perceptions of Teachers’ Power in High School, University, and English Language Institute." International Journal of English Linguistics 6, no. 6 (November 24, 2016): 76. http://dx.doi.org/10.5539/ijel.v6n6p76.

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<p>The primary focus of this study is to determine and compare Iranian students’ perceptions of their English teachers’ power in high schools, universities, and English language institutes. The research employed French &amp; Raven’s (1959) framework of relational power bases (i.e., coercive, reward, expert, legitimate, and referent power) for understanding teachers’ power in this classroom. To this end, Teacher Power Use Scale (TPUS, Schrodt, Witt, &amp; Turman, 2007) was translated to Persian and piloted among 150 students in all three educational contexts. After estimating reliability of Persian adaptation in the pilot study, 450 volunteer students responded to TPUS in the main study. For reliability studies, Cronbach Alpha and for validity studies, exploratory factor analysis were estimated.</p><p>Also, this study aimed to find out whether there are any other kinds of teachers’ power in educational contexts except what were represented by French &amp; Raven’s (1959). For this purpose, the study used observation and interview.</p><p>The final results basically supported both French &amp; Raven’s (1959) framework of relational power and also the original TPUS. Further, the findings suggested students’ perception of other kinds of teachers’ power beyond what was represented in the previous researches.</p>
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Dissertations / Theses on the topic "Plagiarism. English language High school students. High school teachers"

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Newlon, Geraldine J. "Plagiarism in high schools a case study of how teachers address a perpetual dilemma /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10150.

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Thesis (Ed. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains viii, 181 p. : ill. Includes abstract. Includes bibliographical references (p. 137-142).
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Tang, Kit-yee Anna. "Learning independently : a study of teachers' and students' perceptions of self-access language learning in a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755365.

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Au, Suk-ying. "A study of students' responses to their teachers' written feedback on writing." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161793.

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Choi, Lai-yee Louisa. "A study of perceptions and practices of teachers' feedback in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31945016.

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Lam, Yuen-yiu Ada. "Feedback on EFL writing in a Hong Kong secondary school : teachers' and students' beliefs and practices /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161136.

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Law, Wai-king. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English : a case study in a band 5 school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161100.

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Young, Bobetta. "International Students' Use of English Language-Learning Strategies at a Private High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5149.

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International students in the United States enroll in private and public high schools with a goal to graduate and attend an American university. This goal is often difficult to achieve because these students are not acquiring the academic English necessary to be successful in a post-secondary setting. The purpose of this qualitative case study was to investigate what language-learning strategies (LLS) a group of East Asian international students at a private American high school had self-regulated and what strategies their content area teachers had taught them to use to become proficient in academic English. The conceptual framework was Oxford's findings on LLS and self-regulation, which is a self-motivated method of learning that English language learners (ELL) use to become proficient in English through control of the learning environment. The research questions explored which LLS the East Asian international students had used themselves and what LLS the teachers used to help the students attain English proficiency. Data were collected from interviews with 8 East Asian international students who were 12th graders during 2016-2017, 18 years old, and scored 18+ on the English section of the ACT. There were also interviews with 6 core content area teachers. Data analysis involved coding and development of common themes. Findings revealed that East Asian international students self-regulated LLS, and content area teachers did not purposefully plan or use LLS instruction to increase English proficiency among the students. A policy paper project based on the findings included recommendations for professional development, global education, and renewal of the international program. This study promotes positive social change by developing teacher and students' understanding of how to help all ELLs succeed at the secondary and post-secondary levels.
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Shum, Ho-ma Ada. "Perceptions of school culture : NETS vis-à-vis students /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373489.

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Ho, Chun-yun. "Students' and teachers' perceptions of using drama in the language classroom implications for teaching /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38733274.

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Lee, Kam-cheung Francis. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22227155.

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Books on the topic "Plagiarism. English language High school students. High school teachers"

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Empowering students to write and re-write: Strategies for middle and high school teachers. Larchmont, NY: Eye On Education, 2009.

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Riley, Richard W. Excelencia para todos: Excellence for all : the progress of Hispanic education and the challenges of a new century, Bell Multicultural High School, Washington, D.C., March 15, 2000 : remarks as prepared for delivery. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Nothing but the truth. Cambridge, U.K: Cambridge University Press, 1999.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Book chapters on the topic "Plagiarism. English language High school students. High school teachers"

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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Immigration and Refugee Policy, 238–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch014.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Intercultural Responsiveness in the Second Language Learning Classroom, 106–26. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch007.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Zenkov, Kristien, Marriam Ewaida, Athene Bell, and Megan Lynch. "Picturing English Language Learning Youths’ and Pre-Service Teachers’ Perspectives on School." In Exploring Multimodal Composition and Digital Writing, 332–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch020.

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The authors used photovoice and Youth Participatory Action Research (YPAR) methods to explore youths’ perspectives on school, literacy, teaching, curricula, and learning for nearly a decade. While in their previous photo elicitation studies they paid attention to the literacy and general school experiences of diverse middle and high school students, they have never simultaneously explored the points of view of the Pre-Service Teachers (PSTs) who will one day serve these young people in the classrooms where they will meet. Because of the dual roles of teachers and the fact that middle and high school classrooms continue to grow more diverse, and because so many of these young people struggle to achieve in the classroom and recognize writing activities and school in general as relevant to their present and future lives, the authors have begun to explore—and compare—the results of visual sociological explorations conducted with both adolescents and these PSTs. In this chapter, they describe the findings of a photography and literacy intervention that viewed youth as valid authorities on their school and writing experiences. They also called on a population of pre-service teachers to both address questions of the purposes of, supports for, and impediments to school, and then to facilitate this inquiry with approximately 100 diverse middle and high school students. The authors’ analyses of students’ and future teachers’ visual and written responses suggest important insights regarding multimodal composition and general teaching and writing pedagogies. With examples of youths’ and pre-service teachers’ image/reflection combinations, the authors introduce three findings themes and detail writing instruction curricula and pedagogies that address each theme.
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Beckford, Tracy-Ann K. N. "The Implications of Text-Messaging for Language Learning." In English Language Teaching in a Post-Method Paradigm, 183–206. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch008.

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The impact of text-messaging on the form of students' writing was examined using a quantitative approach with a correlational research design to arrive at the findings. A total of 80 students in a Jamaican high school constituted the sample, which was randomly selected. The findings of this research revealed that the Grade 9 students in the sample used a minimal number of text forms in their academic writing. The students who used text forms in their academic writing tend to score high academically. Therefore, texting was found to have a slightly positive impact on students' writing. There was no relationship between the students' gender and their texting patterns. The findings of this study can assist teachers of English to better meet the needs of students who use text-messaging and become a tool for building phonemic awareness and improving literacy.
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Flores, Glenda M. "Standardized Tests and Workplace Tensions." In Latina Teachers. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479839070.003.0007.

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Chapter 6 offers an analysis of how California’s structural policies regarding high-stakes testing and the academic labels applied to language-minority children fuel interracial conflicts between Latina teachers and their African American and Asian co-workers. While Latina teachers explained that race relations with their co-workers were ostensibly civil on a daily basis, they use language labels to discuss racial/ethnic conflict between teachers and students on school grounds. The language labels (EO=English Only, ELL=English Language Learner) applied to students in schools result in a differential racialization process of children, with the children of Latino immigrants (ELLs) being preferred at Compton Elementary. Asian children and exceptional children of Latino immigrants are preferred at Goodwill Elementary. Latina cultural guardians resist this structural inequality.
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Cho, Hyesun. "The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners." In Applications of CALL Theory in ESL and EFL Environments, 111–30. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2933-0.ch007.

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This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multifaceted and hybrid identities. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.
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Masters, Shimey Shawna. "Integrating E-Learning in the Teaching of English Language Classes." In English Language Teaching in a Post-Method Paradigm, 227–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch010.

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The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.
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Liu, M., C. Navarrete, E. Maradiegue, and J. Wivagg. "A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners." In Mobile Pedagogy and Perspectives on Teaching and Learning, 165–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4333-8.ch010.

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Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers’ perception of using them.
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Snyder, Nathan C. "Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms." In Computer-Assisted Language Learning, 1635–51. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch078.

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As teachers and institutions continue to incorporate the flipped learning model for delivering curricula to students, more needs to be known about its efficacy in the classroom, especially in secondary classrooms, as the majority of published literature focuses on higher education settings. The goal of this research study was to identify teachers' perceptions regarding the use of the flipped learning model in various content areas, including English Language Arts (ELA). This research study took place in a progressive public high school in Manhattan where surveys were administered to the majority of the faculty, and follow-up interviews were conducted to determine teachers' perceptions of implementing the flipped learning model in their classrooms. Data showed many teacher-identified advantages and disadvantages of incorporating the flipped learning model into secondary classrooms.
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Cho, Hyesun. "Exploring Electronic Portfolio Assessment With Secondary Emergent Bi/Multilingual Students." In CALL Theory Applications for Online TESOL Education, 183–202. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6609-1.ch008.

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This chapter explores the possibilities of electronic portfolio assessment for emergent bilingual or multilingual students in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms in collaboration with curriculum and technology specialists. This chapter delineates how EPA was developed and implemented to enhance the academic and linguistic abilities of adolescent emergent bi/multilingual students while embracing their multifaceted and hybrid identities as heritage language speakers. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.
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Conference papers on the topic "Plagiarism. English language High school students. High school teachers"

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Salima, Annisa, and Hamzah. "Teachers’ Solution in English Online Learning Process for Senior High School Students in Pandemic Era." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.038.

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Rahayu, Tri, and Jufrizal. "Teachers’ Challenging Towards Implementation E-Learning Applications in Giving Feedback for First Grade Students’ of Junior High School." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.012.

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