Log in

Relevant bibliographies by topics / Teachers and learners / Journal articles

To see the other types of publications on this topic, follow the link: Teachers and learners.

Journal articles on the topic 'Teachers and learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Teachers and learners.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Saadillah, Andi. "Pendampingan Identifikasi Perkembangan Peserta Didik Di SMA Negeri 1 Wundulako." PRAXIS: Jurnal Pengabdian kepada Masyarakat 2, no. 3 (2024): 177–83. http://dx.doi.org/10.47776/praxis.v2i3.1019.

Full text

Abstract:

Teachers need to understand that identifying learner development is an integral part of the teacher's duties as an educator. By doing this assistance, teachers can prepare themselves professionally to face the challenges of teaching in the classroom. A professional teacher is one who can identify and respond to the needs and developmental levels of each learner. By mentoring the identification of learner development, teachers can develop this ability early on. Identifying learner development allows teachers to design learning that suits the needs and developmental levels of learners. The train

APA, Harvard, Vancouver, ISO, and other styles

2

Zhou, Weiqin, Long Zhao, and Mohammed Kaabar. "The Effect of Teachers’ Support on Learners’ Online Self-Regulated Learning: Mediating Analysis Based on Self-Efficacy." International Journal of Emerging Technologies in Learning (iJET) 17, no. 17 (2022): 207–17. http://dx.doi.org/10.3991/ijet.v17i17.34027.

Full text

Abstract:

In the Internet era, as more and more online education platforms are launched, the application of online learning will become more and more popular. The learner's online self-regulated learning is not only the learner's self-assessment of the learning effect, but also the learners' motivation for further learning. Therefore, using the structural equation model as an analytical tool, this paper studies the influencing factors of learners' online self-regulation learning from two aspects of teachers' support and self-efficacy, in order to understand the mechanism of related influencing factors.

APA, Harvard, Vancouver, ISO, and other styles

3

Grace, C. W. Ndeke, and C. Barmao Anne. "Learners' Perceptions of the Influence of Teachers' Nonverbal Communication on Their Aspirations to Pursue STEM Courses." Journal of Social and Political Sciences 4, no. 1 (2021): 27–38. https://doi.org/10.31014/aior.1993.04.01.171.

Full text

Abstract:

This paper reports the results of a study that investigated secondary school learners’ perceptions of the influence of their science and mathematics teachers’ nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners’ perceptions. The nonverbal aspects of communication focused on were teachers’ actions in class and their dressing and grooming. A sample of 465 form three secondary school learn

APA, Harvard, Vancouver, ISO, and other styles

4

Schut, Suzanne, Jan van Tartwijk, Erik Driessen, Cees van der Vleuten, and Sylvia Heeneman. "Understanding the influence of teacher–learner relationships on learners’ assessment perception." Advances in Health Sciences Education 25, no. 2 (2019): 441–56. http://dx.doi.org/10.1007/s10459-019-09935-z.

Full text

Abstract:

Abstract Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. This may be hindered by learners’ perceptions of assessment as high-stakes. Teachers play a key role in learners’ assessment perceptions. By investigating assessment perceptions through an interpersonal theory-based perspective of teacher–learner relatio

APA, Harvard, Vancouver, ISO, and other styles

5

Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.

Full text

Abstract:

Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to

APA, Harvard, Vancouver, ISO, and other styles

6

Diallo, Moussa Mamadou. "Grammar Intervention: Before or After Learner Production?" Uirtus 1, no. 2 (2021): 248. https://doi.org/10.59384/uirtus.2021.2648.

Full text

Abstract:

Our remarks deal with the moment of the insertion of the teacher’s grammatical theoretical postulates before or after the learner’s production. We have tried to provide the beginnings of an answer. The learner’s basic questions allow the introduction of specific grammatical learning concepts which are directly related to their needs. Also, this is why the intervention of the teacher is recommended before the learner’s production, to locate and delimit the context. Notwithstanding this, a synthesis of the two approaches has been proposed, so as not to create a break in teaching / learning on th

APA, Harvard, Vancouver, ISO, and other styles

7

Nkhata, Leonard, Asiana Banda, Alex Simpande, Jack Jumbe, Alfred Zulu, and Allan Musonda. "Learners’ Perceptions of Pre-Service Teachers’ Classroom Management Practices." European Journal of Educational Management 6, no. 3 (2023): 153–65. http://dx.doi.org/10.12973/eujem.6.3.153.

Full text

Abstract:

<p style="text-align: justify;">Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers’ classroom management practices. In response to the changing school environments, this study investigated learners’ perceptions of pre-service teachers’ classroom management practices. A survey design was adopted in which 550 grade 11 secondary school learners from eleven secondary schools in the Copperbelt Province in Zambia formed the sample. A Likert scale questionnaire was used to collect data which was analysed using SPSS and also through an

APA, Harvard, Vancouver, ISO, and other styles

8

Neokleous, Georgios, Anna Krulatz, and Yaqiong Xu. "The Impact of Teacher Education on English Teachers’ Views about Using Mother Tongues: A Teachers’ Perspective." Languages 7, no. 3 (2022): 196. http://dx.doi.org/10.3390/languages7030196.

Full text

Abstract:

After decades of persistent dominance of monolingual approaches in language teaching, we are now witnessing a shift to pluralist pedagogical practices that recognize learners’ mother tongues (MTs) as a valuable resource. This paper examines data from 44 questionnaire respondents and 4 interviewees to investigate teacher perspectives on using learners’ MTs in the classroom and the extent to which teacher education shaped their beliefs. The results suggest that while most of the participants stressed the importance of maximizing target language (TL) use, some of them also recognized the value of

APA, Harvard, Vancouver, ISO, and other styles

9

Wible, David, Chin-Hwa Kuo, Nai-lung Tsao, and Anne Liu. "An Online Writing Platform for Language Teachers." JUCS - Journal of Universal Computer Science 7, no. (3) (2001): 278–89. https://doi.org/10.3217/jucs-007-03-0278.

Full text

Abstract:

Abstract: The purpose of this paper is to describe one module in a highly integrated language learning environment. The module described is an asynchronous interactive online environment for EFL writing which integrates the potential of computers, Internet, and linguistic analysis to address the highly specific needs of second language composition classes. The system accommodates learners, teachers, and researchers. A crucial consequence of the interactive nature of this system is that users actually create information through their use, and this information enables the system to improve with

APA, Harvard, Vancouver, ISO, and other styles

10

Goshima, Ryosuke. "Extracting Features of Solving Behavior in Handwriting on Tablets." Advances in Social Sciences Research Journal 8, no. 2 (2021): 178–93. http://dx.doi.org/10.14738/assrj.82.9730.

Full text

Abstract:

This paper proposes a method to estimate the learner's solving behavior during the exercises from the handwriting situation on the tablet. The proposed method extracts the handwriting characteristics in the solving behavior of each learner. It is important to give appropriate guidance according to the understanding of the learner. It is difficult to grasp the understanding status of learners in cases where teachers cannot observe learners directly as in distance learning. Teachers need an online system that estimates the solving behavior of individual learners to notify it of them. In the prop

APA, Harvard, Vancouver, ISO, and other styles

11

Meškauskienė, Asta. "The Influence of Educational Teacher- Learner Interaction on Adolescent Self-esteem." Pedagogika 126, no. 2 (2017): 115–29. http://dx.doi.org/10.15823/p.2017.23.

Full text

Abstract:

The teacher-learner interaction, which is of relevance to the contemporary learning paradigm, is grounded on goodwill, mutual respect as well as trust and enables a learner to become autonomous, proactive and responsible. The essence of the teacher’s activity can be determined in the following way: it is most important to focus on maturity of learners’ personality, development of their intellectual powers, their own active and conscious learning providing all the support necessary for learners to enable them to develop competences that are relevant in life. Next to such competences to be devel

APA, Harvard, Vancouver, ISO, and other styles

12

Yıldırım, Rana, and Duygu İspinar Akcayoglu. "A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners." Journal for the Education of the Gifted 42, no. 1 (2018): 85–104. http://dx.doi.org/10.1177/0162353218816507.

Full text

Abstract:

This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and t

APA, Harvard, Vancouver, ISO, and other styles

13

Charles, Kidega, Ibeakamma Chinazaekpere Ugochinyere, Ibrahim Mariam Rajabu, Saul Machava, Mapalilo George Frank, and Awila George. "Learner-centred Approach in Teaching and Learning in Secondary schools: A Case study of Gulu High School, Uganda." East African Journal of Education Studies 8, no. 1 (2024): 110–28. https://doi.org/10.37284/eajes.8.1.2561.

Full text

Abstract:

The study investigated the learner-centred approach in teaching and learning at Gulu High School, Uganda. The data was collected through a case study design using a mixed-method approach. The population of the study comprised 30 learners, 6 teachers, 1 Headteacher, 1 deputy Headteacher and 2 officials from the Ministry of Education. The teachers, school administrators and officials from the Ministry of Education were selected using a purposive sampling technique and the learners via simple random sampling. The participants chosen have adequate knowledge of the research under study. The finding

APA, Harvard, Vancouver, ISO, and other styles

14

Kotoka, Jonas Kwadzo, and Jeanne Kriek. "EXPLORING PHYSICS TEACHERS’ TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE AND THEIR LEARNERS’ ACHIEVEMENT IN ELECTRICITY." Journal of Baltic Science Education 22, no. 2 (2023): 282–93. http://dx.doi.org/10.33225/jbse/23.22.282.

Full text

Abstract:

The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers’ TPACK and student learning, but none explored the correlation between teachers’ TPACK and the achievement of their learners. This research followed an exploratory correlational research design involving 1423 Grade 11 learners and their 42 Physics teachers in a South African district after electricity was taught. A self-report questionnaire may not truly measure teachers’ TPACK, therefore, lea

APA, Harvard, Vancouver, ISO, and other styles

15

Szőcs, Krisztina. "Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study." Apples - Journal of Applied Language Studies 11, no. 2 (2017): 125–45. http://dx.doi.org/10.17011/apples/urn.201708233542.

Full text

Abstract:

Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, 2006), it is essential to gain insight into their views regarding learner autonomy (Borg & Al-Busaidi, 2012). Similarly, learners’ perceptions concerning language learning influence their openness to the ideas presented in the language classroom (Cotterall, 1995). Furthermore, as mismatches between teachers’ and students’ beliefs could have a negative impact on learners’ motiv

APA, Harvard, Vancouver, ISO, and other styles

16

Ramalepa, Tshiamo N., Tendani S. Ramukumba, and Mmajapi E. Masala-Chokwe. "Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views." South African Journal of Education 41, no. 2 (2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1646.

Full text

Abstract:

The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, Measures for Prevention and Management of Learner Pregnancy, stipulates teachers’ role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive

APA, Harvard, Vancouver, ISO, and other styles

17

Edna, Casco Allawan, and Remigilda D. Gallardo Dr. "Harmony in Diversity: Exploring Effective Teaching Strategies for Diverse Learning Styles of Learners." International Journal of Innovative Science and Research Technology (IJISRT) 10, no. 2 (2025): 2038–42. https://doi.org/10.5281/zenodo.14987797.

Full text

Abstract:

This study explored the effective teaching strategies for diverse learning styles of leaners. There were ten (10) teachers who participated in this study who were coming from San Agustin Elementary School. This study made use of a phenomenological approach to extract the ideas of the primary school teachers. The in-depth interview was employed to gather some information as regards their respective experiences. Using the thematic analysis, the following themes emerged as pertaining to the experiences of the participants: The experiences of primary teachers revealed three themes namely: using di

APA, Harvard, Vancouver, ISO, and other styles

18

Fathira, Vina, Hermawati Syarif, and Sitti Hadijah. "Teacher’s Belief in Online Learning during Pandemic Covid-19: Learner’s Need." International Journal of Language Pedagogy 2, no. 1 (2023): 10–20. http://dx.doi.org/10.24036/ijolp.v2i1.11.

Full text

Abstract:

The researchers need in evaluating teacher’s belief in teaching EFL learners by online learning during pandemic. Online learning is different from face to face learning so that the researcher interested in doing this research. The aim of the research is about teacher’s belief in doing online learning for EFL learner during pandemic covid-19. The descriptive research was conducted in this research. There were 18 EFL teachers randomly filled the questionnaire distributed in Google form. To collect the data, all teachers were asked to fill the 12 questions of questionnaire. Next, to analyze the d

APA, Harvard, Vancouver, ISO, and other styles

19

Stevani, Margaret, and Fiber Yun Almanda Ginting. "English Teachers’ Perspectives of Learner Autonomy in Online Reading Comprehension in Times of the COVID-19 Pandemic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 2 (2022): 166. http://dx.doi.org/10.33578/jtlee.v5i2.7934.

Full text

Abstract:

The objectives of this research were focused on English teachers’ perspectives on learner autonomy and to what extent do English teachers feel their learners are autonomous in online reading comprehension in times of the COVID-19 pandemic. These research questions were answered by using observation, interview, and Likert-scale questionnaire in the form of qualitative method. The sample of this study was 26 English teachers in 4 elementary schools and 5 junior high schools in North Sumatra, Indonesia. The results of the study showed some points on learner autonomy, such as: (1) the importance o

APA, Harvard, Vancouver, ISO, and other styles

20

Mangwiro, Temba. "TEACHER-PUPIL CONFLICT IN SECONDARY SCHOOLS: EXPLANATORY TEACHERS’ NEEDS ANALYSIS IN ZIMBABWE." International Journal of Education Humanities and Social Science 05, no. 04 (2022): 79–93. http://dx.doi.org/10.54922/ijehss.2022.0414.

Full text

Abstract:

This study was motivated by the existence of reported teacher-pupil conflict in schools. Its purpose was to enhance teaching and learning interactive relation by exploring management strategies which reduce teacher-pupil conflicts. The study was guided by a qualitative research philosophy which used mixed data collection methods to capture social variables. The study design was a prescriptive seriation of three methods. First was a document analysis of school policies, rules and regulations to capture standards. This was followed by a survey to determine the problem distribution, contributing

APA, Harvard, Vancouver, ISO, and other styles

21

Bernardon, F. "Learners As Teachers." Science 342, no. 6155 (2013): 163. http://dx.doi.org/10.1126/science.342.6155.163-a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Yedidia, Michael J., Mark D. Schwartz, Colleen Hirschkorn, and Mack Lipkin. "Learners as teachers." Journal of General Internal Medicine 10, no. 11 (1995): 615–23. http://dx.doi.org/10.1007/bf02602745.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Makhasane, Sekitla Daniel. "Teachers’ Views About the Intricacies of Learner-On-Teacher Violence and the Implications for School Leadership." International Journal of Social Science Research and Review 5, no. 6 (2022): 203–13. http://dx.doi.org/10.47814/ijssrr.v5i6.285.

Full text

Abstract:

Despite a global concern and interest in researching school violence, little is known about the nature of violence perpetrated by learners against the teachers. The in loco-parentis status of teachers position them in a situation where they are expected to address various challenges that learners encounter. These challenges include, inter alia, school violence. However, teachers are sometimes victims of violence that they experience from their own learners. Thus, school violence is a complicated phenomenon. This paper is intended to add to the debates about school violence with a focus on phys

APA, Harvard, Vancouver, ISO, and other styles

24

Lamkhanter, Fouzia. "Teachers' Attitudes Towards Learners' Autonomy." International Journal of Higher Education Pedagogies 5, no. 3 (2024): 21–37. http://dx.doi.org/10.33422/ijhep.v5i3.502.

Full text

Abstract:

In order to be successful in higher education, a balanced cooperation between teachers and students is crucial; Involving students in evaluating and making decisions about their learning is important to foster their autonomy. The present study seeks to examine learner autonomy from teachers´ perspectives with the aim of helping the latter reflect on their practices and find out ways to help enhance students´ academic performance and accompany them on their journey towards autonomy. It builds on previous research into learner autonomy from students’ perspectives, which revealed a great awarenes

APA, Harvard, Vancouver, ISO, and other styles

25

Mugala, Lameck, and Rachel Mabuku Kabeta. "Head Teacher’s Motivational Strategies for Teachers and Their Effect on Learners’ Academic Performance in Public Secondary Schools in Ndola District, Zambia." European Modern Studies Journal 7, no. 5 (2023): 1–12. http://dx.doi.org/10.59573/emsj.7(5).2023.1.

Full text

Abstract:

The academic performance of the learners in public secondary schools in Ndola district has been a major source of concern for the past four years (2016-2019), a few schools in the district have performed well while majority have performed poorly culminating into low academic performance in the district. One of the roles of the head teacher is to promote academic achievement of the learners and one of the ways the head teacher can do this is by motivating the teachers. Motivated teachers are essential for creating a conducive learning environment and facilitating improved learner outcomes. This

APA, Harvard, Vancouver, ISO, and other styles

26

Rean, Arthur A., Ivan A. Konovalov, and Ekaterina S. Kosheleva. "Coping with Destructive Behaviour of Learners: Teachers’ Reaction to Learners’ Aggression and Aggressiveness of Teachers." Integration of Education 26, no. 4 (2022): 688–707. http://dx.doi.org/10.15507/1991-9468.109.026.202204.688-707.

Full text

Abstract:

Introduction. The article presents the analysis of the ways teachers cope with situations of conflict at secondary school and destructive behavior of learners. Highly functional coping teachers’ behavior is the main problem of the study. The purpose of the article is to present the results of a study of the relationship between various parameters of teachers’ aggressiveness and priority ways of responding to situations of conflicts between learners, as well as to test the assumption that there is a relationship between the chosen method of coping with adolescents’ aggressive behavior and teach

APA, Harvard, Vancouver, ISO, and other styles

27

Yazdani, Hooshang, and Parviz Ghasedi. "Efficacy of EFL Teachers’ Assessment Literacy and Professional Identity in Boosting Learners’ Autonomy." Journal of Language Teaching and Research 12, no. 3 (2021): 395–403. http://dx.doi.org/10.17507/jltr.1203.09.

Full text

Abstract:

This study was set out to investigate the effects of EFL teachers’ assessment literacy and professional identity on learners’ autonomy. Meanwhile, the relationship between teachers’ assessment literacy and professional identity was investigated. Moreover, educators’ perspectives on learner autonomy were studied. To this end, 40 EFL teachers participated in the study through completing assessment literacy scale developed by Mertler (2003) and teacher professional identity questionnaire designed by Beijaard et al. (2000). Besides, 20 EFL teachers were interviewed. Likewise, 110 upper-intermediat

APA, Harvard, Vancouver, ISO, and other styles

28

O. Robiños, John Robby, Josephine P. Dasig, and Lourdes A. Mendoza. "Learning and Sharing: Understanding Experiences in Teaching Indigenous Learners of Mindoro." International Multidisciplinary Research Journal 2, no. 2 (2020): 108–16. http://dx.doi.org/10.54476/iimrj372.

Full text

Abstract:

Changing school culture requires building professional learning communities that aim to improve and empower teacher's competence, complete well-being, and impact on student learning. This qualitative, descriptive phenomenological study was conducted to determine the purposes, expectations, challenges, and learning and sharing experiences of teachers educating indigenous learners of Mindoro, Philippines. Data were obtained from pre-structured interview of faculty handling multi-grade levels of IP learners delivered essences and emerged themes. Study indicates that teachers’ main goal is to tran

APA, Harvard, Vancouver, ISO, and other styles

29

Mpisi, Anthony, and Gregory Alexander. "Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools." International Journal of Learning, Teaching and Educational Research 21, no. 4 (2022): 28–45. http://dx.doi.org/10.26803/ijlter.21.4.2.

Full text

Abstract:

The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the

APA, Harvard, Vancouver, ISO, and other styles

30

Rauduvaite, Asta, and Yanran Li. "TEACHER'S MUSIC ACTIVITIES IN THE CLASSROOM AS A PREREQUISITE FOR IMPROVEMENT OF MUSIC EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 395. http://dx.doi.org/10.17770/sie2018vol1.3219.

Full text

Abstract:

The relevance of the research is realized through the search for the music teacher’s activities that help to improve the process of music education while fostering the learner’s aesthetic and meaningful relationship to music. The object of the research is a music teacher’s activity of teaching music in general education school. The aim of the research is to analyse the improvement opportunities of a music teacher’s activity during music lessons in seventh-eighth grades in general education schools. The methods of the research include the analysis of scientific literature and documents of educa

APA, Harvard, Vancouver, ISO, and other styles

31

Davids, Hubré Janice, Pule Phindane, and Louw Jasveree. "English Language Proficiency of Non-English-Speaking Learners in the Intermediate Phase of Dual-Medium Schools -Challenges and Strategies." International e-Journal of Educational Studies 9, no. 19 (2025): 145–49. https://doi.org/10.31458/iejes.1572684.

Full text

Abstract:

The study investigated implications for teachers, learners and student teachers keeping in mind that the teacher’s mother tongue is not English. Learners who are not proficient in English and are receiving English as an Additional Language in a dual medium school. The study used a mixed-method research methodology. The data collection technique used was a questionnaire that was administered to learners and student teachers. A sample of 3 learners in the Intermediate Phase was selected and their language proficiency levels were determined. A sample of 3 student teachers while they were in teach

APA, Harvard, Vancouver, ISO, and other styles

32

Meenambal, D. S., and Dr S. Meenakshi. "Teachers’ Multiple Role-Promoting Learners’ Autonomy in Communication Skills." International Journal of English Literature and Social Sciences 7, no. 4 (2022): 215–21. http://dx.doi.org/10.22161/ijels.74.30.

Full text

Abstract:

The main goal of the research encompasses learner autonomy or learner-centered learning. The majority of teachers employ traditional teaching methods and teacher-centered classroom practices. The shift of conventional methods of instruction into self-directed learning or interactional techniques Therefore, first and foremost, teachers' roles need to be changed as managers, supervisors, resource persons, and counsellors. This will enhance independent learning among students by encouraging collaboration, coordination, and a strong bond between learners and teachers. There are several affective f

APA, Harvard, Vancouver, ISO, and other styles

33

Hung, Luu Nguyen Quoc. "Enhancing Young Learner Engagement in English Classes in Post-Pandemic Times: Current Practices at a Center of Foreign Languages in Vietnam." World Journal of Educational Research 9, no. 5 (2022): p118. http://dx.doi.org/10.22158/wjer.v9n5p118.

Full text

Abstract:

Getting learners engaged in the classroom is the desirable goal of most teachers yet it is usually the most challenging task, especially with young learners after the pandemic period as these learners responded differently to changes in course delivery and other stresses posed by the crisis. To keep young learners engaged in their learning, teachers need to implement various engaging strategies to increase learner engagement. This study aims to explore EFL teachers’ evaluation of young learner engagement in the new normal compared with that before the Covid-19 pandemic. The descriptive method

APA, Harvard, Vancouver, ISO, and other styles

34

Juliani and Febrina Dafit. "Investigating Teachers’ Roles in Forming EFL Learners’ Self- Confidence: A Lesson Learned for Young Learners." Journal of Language and Literature Studies 4, no. 1 (2024): 124–34. http://dx.doi.org/10.36312/jolls.v4i1.1819.

Full text

Abstract:

Trust in oneself is a crucial aspect of personality development for students. The role of teachers is pivotal in fostering this self-trust among students. However, the implementation of this role often falls short, leading to instances where students lack confidence, such as feeling embarrassed when answering questions in front of the class. This study aims to delve into the teacher's role in cultivating students' self-trust, particularly among young learners in elementary schools. It employs a descriptive qualitative approach, utilizing observation sheets, interview guidelines, and documentat

APA, Harvard, Vancouver, ISO, and other styles

35

Maizano, Miguel. "Tripartite Collaboration: Strengthening Learner, Teacher, and Parent Partnerships." International Journal of Open-access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR) 4, no. 2 (2025): 33–43. https://doi.org/10.63498/nxz2st252.

Full text

Abstract:

Abstract Aim: The study explored the tripartite collaboration of learners, teachers, and parents in school community. Methodology: This study used a descriptive quantitative method using a structured survey questionnaire. The study consists of 60 learners, 62 teachers, and 60 parent from Zuni High School, Zuni, New Mexico, U.S.A. Results: Effective communication and engagement is always observed by parents (3.36) while sometimes observed by learners (3.24) and teachers (3.13). Collaboration practices that foster shared responsibility for learners’ success are always observed by learners (3.31)

APA, Harvard, Vancouver, ISO, and other styles

36

Nupus, Hayatun, Manalullaili Manalullaili, and Winny Agustia Riznanda. "Teachers’ Beliefs in Learners’ Autonomy in English Language Learning: A Case Study at MA Masdarul Ulum." Ta'dib: Jurnal Pendidikan Islam 26, no. 1 (2022): 55–67. http://dx.doi.org/10.19109/td.v26i1.11190.

Full text

Abstract:

This study was aimed at finding out teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. Qualitative research with case study study was applied by with two teachers of English of MA Masdarul Ulum as the participants. Observation and one-on-one interviews by using open-ended questions were administered to collect the data on teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. This study revealed the following: 1) Learner autonomy as the ability to understand and accepts responsibility for their own learning, 2) Teacher’s roles in developing learners’ autonomy we

APA, Harvard, Vancouver, ISO, and other styles

37

Bell, Derrick, and Erin Edmonds. "Students as Teachers, Teachers as Learners." Michigan Law Review 91, no. 8 (1993): 2025. http://dx.doi.org/10.2307/1289722.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.

Full text

Abstract:

<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these

APA, Harvard, Vancouver, ISO, and other styles

39

Cederborg, Thomas. "Artificial learners adopting normative conventions from human teachers." Paladyn, Journal of Behavioral Robotics 8, no. 1 (2017): 70–99. http://dx.doi.org/10.1515/pjbr-2017-0005.

Full text

Abstract:

Abstract This survey provides an overview of implemented systems, theoretical work, as well as studies of biological systems relevant to the design of artificial learners trying to figure out what a human teacher would like them to do. Implementations of artificial learners are covered, with a focus on experiments trying to find better interpretations of human behavior, as well as algorithms that autonomously improve a model of the teacher. A distinction is made between learners trying to interpret teacher behavior in order to learn what the teacher would like the learner to do on the one hand

APA, Harvard, Vancouver, ISO, and other styles

40

Frimpong, Samuel Oppong. "The Push and Pull Factors of Learners’ Participation in the Classroom Learning Process: The Case of Agona West District, Ghana." Advances in Social Sciences Research Journal 9, no. 9 (2022): 236–55. http://dx.doi.org/10.14738/assrj.99.13077.

Full text

Abstract:

The push and pull factors of the classroom learning environment and learners’ participation has been an issue of concern to all stakeholders in education. This stems from the fact that there are factors of the classroom learning environment that can either enhance or impede a learner’s ability to actively participate and learn in the classroom. With the knowledge of this, two research questions were formulated to guide the collection of qualitative data in the form of interview and observation from 16 participants who were Early Childhood Education (ECE) teachers. The study employed case study

APA, Harvard, Vancouver, ISO, and other styles

41

Evangelista, Gladys D., and Geoffrey S. Sepillo. "Engagement Strategies and Academic Performance of the Learners in Online Distance Learning, Zone 3, Division of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 8 (2024): 3142–54. http://dx.doi.org/10.11594/ijmaber.05.08.17.

Full text

Abstract:

This study aimed to determine the learner engagement strategies and academic performance in online distance learning, Zone 3, Division of Zambales. A descriptive-correlational research design and quantitative analysis were employed in the study. The learner engagement strategies of intermediate learners in online distance learning were described and the academic performance tested its relationship. Findings revealed that learners are female, early adolescents, have smartphones, and are connected to the internet via WIFI broadband. The learners are highly engaged in the learner engagement strat

APA, Harvard, Vancouver, ISO, and other styles

42

Gomez, Angelie M. C., and Wilfred D. Bidad. "Teachers’ beliefs in providing education to indigenous learners: meaning, context and purpose." Sapienza: International Journal of Interdisciplinary Studies 2, no. 1 (2021): 269–82. http://dx.doi.org/10.51798/sijis.v2i1.77.

Full text

Abstract:

This study determined the beliefs of teachers teaching Bagobo- Tagabawa learners in five remote secondary schools in Davao del Sur. It sought to understand beliefs as well as the factors that shaped these beliefs. Sentiment analysis was also done to further understand the nature of these beliefs. Using convergent parallel mixed method, the researcher conducted a survey to 48 teachers, 3 sets of focus group discussions and 14 in-depth interviews. Results indicated that the teachers held both learner- centered and non- learner centered beliefs about learners and learning and teaching. They also

APA, Harvard, Vancouver, ISO, and other styles

43

Restuningrum, Novi. "TEACHERS’ STRATEGY OF POSITIONING IN TEACHING YOUNG LEARNERS." International Journal of Educational Best Practices 2, no. 1 (2018): 1. http://dx.doi.org/10.31258/ijebp.v2n1.p1-13.

Full text

Abstract:

Abstract: Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher's gestures including positioning and body posture bring the particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselve

APA, Harvard, Vancouver, ISO, and other styles

44

Eloff, EM, MP van der Merwe, and I. Karsten. "An evaluation of the use of character strengths as an asset-based approach to learner support." South African Journal of Education 44, no. 3 (2024): 1–9. http://dx.doi.org/10.15700/saje.v44n3a2406.

Full text

Abstract:

The global movement towards inclusive education aims to create a safe environment where teachers are expected to actively pursue various methods to implement asset-based support for all learners. The prominence of the learners’ challenges, however, still guides most teachers’ methods of support. Teachers need to review all the resources, strategies, and practices that can be used in the classroom to provide physical, social, emotional, and intellectual support to all learners. Mindful professional development can empower teachers to support learners in all aspects of their education. In this a

APA, Harvard, Vancouver, ISO, and other styles

45

Alrabai, Fakieh. "Saudi EFL Teachers’ Perspectives on Learner Autonomy." International Journal of Linguistics 9, no. 5 (2017): 211. http://dx.doi.org/10.5296/ijl.v9i5.11918.

Full text

Abstract:

This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers’ beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners’ autonomy. Descriptiv

APA, Harvard, Vancouver, ISO, and other styles

46

Silo, Nthalivi. "THE NORMALISATION OF LEARNER PARTICIPATION IN ENVIRONMENTAL EDUCATION TEACHING AND LEARNING ACTIVITIES – A BOTSWANA PRIMARY SCHOOL CASE." International Journal of Education Humanities and Social Science 06, no. 06 (2023): 105–18. http://dx.doi.org/10.54922/ijehss.2023.0614.

Full text

Abstract:

This paper seeks to illustrate how the concept of participation of learners in environmental education has been normalised in teaching and learning processes in Botswana primary schools. The study is based on one primary school, where the study investigated how learner participation was perceived by both teachers and learners in environmental education, specifically waste management activities. A case study approach was used to generate data from a group of ten learners and three teachers who were purposefully selected. Focus group discussions were used to draw data from the learners and inter

APA, Harvard, Vancouver, ISO, and other styles

47

Susanti, Susanti. "KOMPETENSI PEDAGOGIK YANG DIMILIKI GURU KELAS TINGGI DI MI MA’ARIF NU 2 PANCASAN AJIBARANG." Jurnal Penelitian Agama 20, no. 2 (2019): 315–36. http://dx.doi.org/10.24090/jpa.v20i2.2019.pp315-336.

Full text

Abstract:

The results of this study are high-class teachers, should try as much as possible to educate their students ranging from first understand the learners in accordance with the characteristics, talents, intelligence and physical condition. Designing a learning device that matches the character of each learner and implements the design well in accordance with the student's condition and the state of the class. To evaluate the learners' understanding in the cognitive, affective and psychomechanical aspects in evaluating the process and learning outcomes to be a benchmark of teacher's success in tea

APA, Harvard, Vancouver, ISO, and other styles

48

Insani, Afra Nadya Putri, M. Galuh Elga Romadhon, and Dwi Fita Heriyawati. "TEACHERS’ VOICES IN WORDWALL MEDIA APPLICATION IN TEACHING YOUNG LEARNERS CONTEXT: A NARRATIVE INQUIRY." English Review: Journal of English Education 12, no. 1 (2024): 117–24. http://dx.doi.org/10.25134/erjee.v12i1.9212.

Full text

Abstract:

Teacher of English Young Learner must be aware the students need in their learning, especially on using online media learning. Many researchers were conducted research on utilizing online media, Wordwall. It is an online based game tool. This research was aimed to investigate teacher’s voice in Wordwall media application in teaching young learners. This research used narrative inquiry. This research analyzed the teacher’s perception on using Wordwall media. There is a lack of study on teacher of English Young Learner’s perception of Wordwall.net as the media in learning vocabulary, despite the

APA, Harvard, Vancouver, ISO, and other styles

49

Igolkina, N. "LEARNERS TYPOLOGY: LANGUAGE ACQUIRERS VS LANGUAGE LEARNERS." Focus on Language Education and Research 2, no. 1 (2022): 23–28. http://dx.doi.org/10.35213/2686-7516-2021-2-2-23-28.

Full text

Abstract:

Krashen’s Monitor Model has been arousing considerable debates for many years and learningacquisition distinction described by the author has become the subject of criticism from both researchers and teachers. But the controversy which is revealed in the Monitor Model and in the follow up literature is not resolved yet. Moreover, scholars and language teachers provide ample justification to foster this hot discussion. We have carried out literature study, introspective and retrospective analysis to examine our own experience as a teacher and as a language learner, and have studied cases descri

APA, Harvard, Vancouver, ISO, and other styles

50

YASMIN, Musarat, Ayesha SOHAIL, Mela SARKAR, and Rizwana HAFEEZ. "CREATIVE METHODS IN TRANSFORMING EDUCATION USING HUMAN RESOURCES / KŪRYBINIAI METODAI PERTVARKANT ŠVIETIMĄ PASITELKUS ŽMOGIŠKUOSIUS IŠTEKLIUS." Creativity Studies 10, no. 2 (2017): 145–58. http://dx.doi.org/10.3846/23450479.2017.1365778.

Full text

Abstract:

Language teaching has become more learner-centered for last three decades. Teachers with a potential of being change-agent received considerable attention of researchers. Teachers need to reconsider their traditional role in helping learners control their learning. Present study investigated viable autonomy-supportive teaching role and creative practices teachers can follow to aid their learners in becoming autonomous. Data were collected from 16 university teachers teaching English communication skills at Bachelor of Science level in public sector universities of the Punjab, Pakistan. Individ

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!