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Artículos de revistas sobre el tema "Teaching practice of reading and writing"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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1

Cascardi, Anthony J. "TEACHING READING, TEACHING WRITING: QUESTIONS OF THEORY AND PRACTICE." British Journal of Educational Studies 67, no. 3 (2019): 307–19. http://dx.doi.org/10.1080/00071005.2019.1662883.

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Juan, Wang, Li Qing, Li Xiaoxue, and Zhao Yuru. "The New Teaching Model of the Integration of English Reading and Writing in High School." IRA International Journal of Education and Multidisciplinary Studies 16, no. 4 (2020): 253. http://dx.doi.org/10.21013/jems.v16.n4.p7.

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<p>Reading and writing are two important parts of high school English teaching. Reading is the main way for students to input information, while writing is an important form of outputting information and a comprehensive reflection of students' English ability. Therefore, reading and writing content should be closely linked. However, in the practical teaching practice, teachers often separate reading teaching from writing teaching and fail to guide students to realize the complementary relationship between reading and writing, which often leads to low teaching performance and insignifican

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3

Li, Jing. "A Brief Analysis of the Positive Significance of ‘Three Minutes Before Class’ to Chinese Writing Teaching in Primary Schools Based on the Core Literacy of Chinese." Lifelong Education 9, no. 7 (2020): 92. http://dx.doi.org/10.18282/le.v9i7.1478.

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Chinese learning consists of four parts: listening, speaking, reading, and writing. The teaching process of Chinese writing in primary schools is inseparable from the practice of “listening, speaking and reading”. “Three minutes before class” not only can effectively exercise the ability of students’ listening, speaking, reading, and can stimulate students’ interest in writing. In addition, it can also implement the cultivation of Chinese core accomplishment in writing teaching and comprehensively improve the comprehensive quality of students, which lays a good foundation for students’ Chinese

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4

Wu, Yan. "Reading for Writing—The Application of Genre Analysis in College English Writing in China." Theory and Practice in Language Studies 7, no. 10 (2017): 883. http://dx.doi.org/10.17507/tpls.0710.09.

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Writing is seen as the most difficult one in the four skills of learning a foreign language. And also one cannot be quickly improved in teaching. Genre approach is a teaching pedagogy based on the theories of genre analysis. The purposes of genre approach are to cultivate learners’ genre awareness of texts and master a certain genre which has its own communicative purpose and generic structure, to help learners understand and apply generic knowledge in writing. The author analyzes the existing problems in teaching college English writing in China. Then, the author designs a teaching approach,

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Grant-Davie, Keith. "Teaching Technical Writing with Only Academic Experience." Journal of Technical Writing and Communication 26, no. 3 (1996): 291–305. http://dx.doi.org/10.2190/aa5p-ca40-gv64-qpht.

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Can technical writing still be taught credibly by teachers with only academic experience? This article draws a distinction between courses designed for students expecting to be full-time technical communicators and general-purpose service courses designed for students in a variety of fields. The article then argues that teachers of service courses can teach credibly without having worked as writers in nonacademic workplaces if they fulfill these conditions: they should have a critical command of research into nonacademic writing, rhetorical theory, and reading theory; they should define techni

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Melenteva, Yu P. "Digital reading for teaching and learning." Scientific and Technical Libraries, no. 4 (April 5, 2019): 76–83. http://dx.doi.org/10.33186/1027-3689-2019-4-76-83.

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The term “digital reading” is defined. The author proves that digital reading is a natural stage of reading evolution as a civilizing process. Being “the other side” of writing, reading has been reflecting the changes of 5 thousand years of its history. The reading practices have been changing with changing writing practices. Today, as soon as the writing systems has been increasingly digitized and obtained some media features, the reading has been modifying itself, too.Digital reading has become introduced into the sphere of learning and education. Firstly, it is due to the education sector b

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7

Hyland, Theresa. "Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies." TESL Canada Journal 27, no. 2 (2010): 51. http://dx.doi.org/10.18806/tesl.v27i2.1055.

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Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answer

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Cooney, Adeline, Eamon Darcy, and Denis Casey. "Integrating reading and writing: supporting students' writing from source." Journal of University Teaching and Learning Practice 15, no. 5 (2018): 17–35. http://dx.doi.org/10.53761/1.15.5.3.

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Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of stude

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Jie, Zhang, and Peng Yi. "A Review of the Evaluation of the Continuation Task." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (2021): 115. http://dx.doi.org/10.21013/jems.v17.n3.p1.

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The continuation task is a new type of writing that organically combines reading and writing. It provides new ideas for English writing teaching. It creatively combines language input understanding with output writing, which can effectively improve students’ writing skills. This paper reviews different ways of evaluating “the continuation task” and outlines related research, aiming to provide suggestions for future teaching practice of its evaluation.

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Stockero, Shari L., and Laura R. Van Zoest. "Connecting Research to Teaching: Making Student Thinking Public." Mathematics Teacher 104, no. 9 (2011): 704–9. http://dx.doi.org/10.5951/mt.104.9.0704.

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Teachers often have students publicly share their mathematical thinking as part of classroom instruction. Before reading further, we invite you to stop and think about this practice by writing down your responses to the following two questions:

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Stockero, Shari L., and Laura R. Van Zoest. "Connecting Research to Teaching: Making Student Thinking Public." Mathematics Teacher 104, no. 9 (2011): 704–9. http://dx.doi.org/10.5951/mt.104.9.0704.

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Teachers often have students publicly share their mathematical thinking as part of classroom instruction. Before reading further, we invite you to stop and think about this practice by writing down your responses to the following two questions:

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12

Li, Fang, and Yingqin Liu. "Can Using a Discussion-board Enhance Writing Practice for EAP/ESL Students?" Theory and Practice in Language Studies 8, no. 5 (2018): 467. http://dx.doi.org/10.17507/tpls.0805.02.

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This paper presents a case study from English for Academic Purpose II ESL class at a small public university in southwest Oklahoma, USA. The study explores the usefulness of using computer-assisted technology such as a discussion-board to improve ESL teaching and learning. The study set up two hypotheses: 1) Using a discussion board as a course platform can enhance reading and writing practice for EAP students, and 2) using a discussion board as a course platform can help EAP students receive more feedback for improving their reading and writing. To test the hypotheses, the researchers collect

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Winer, Lise. "Teaching Classification and Organization Skills in ESOL Composition?" TESL Canada Journal 11, no. 2 (1994): 85. http://dx.doi.org/10.18806/tesl.v11i2.635.

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In organizing ESOL expository writing, students typically have difficulty with: 1) identifying and distinguishing the classifying criteria, sometimes mixing several categories at once; 2) identifying hierarchical categories in a superordinate/subordinate relation to each other; and 3) reclassifying the same content in different ways using different criteria or different hierarchies of categories. This paper relies on research in several areas-paradigmatic and syntagmatic responses in reading comprehension, formal schemata and reading comprehension, and Brunerian learning theory-to explore some

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Ahern, Aoife, Rachel Whittaker, and Isabel Blecua Sánchez. "Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes." e-TEALS 9, s1 (2018): 23–40. http://dx.doi.org/10.2478/eteals-2018-0011.

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Abstract This article introduces a literacy programme based on a linguistic approach to teaching reading and writing across the curriculum, Reading to Learn (Rose, “Reading to Learn: Accelerating Learning”; Rose and Martin), with proven effectiveness for accelerating literacy development in both the L1 (e.g. Rose and Acevedo, among other studies) and for L2 in Content and Language Integrated Learning (CLIL) and programmes. Underlying the pedagogy are powerful theories of language, educational psychology and sociology which are applied to text analysis, lesson preparation and classroom interact

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Everson, Michael E. "Best Practices in Teaching Logographic and Non-Roman Writing Systems to L2 Learners." Annual Review of Applied Linguistics 31 (March 2011): 249–74. http://dx.doi.org/10.1017/s0267190511000171.

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The past few decades have witnessed a growing interest in how second language (L2) learners come to read in languages employing non-alphabetic writing systems such as Chinese and Japanese and languages employing non-Roman alphabetic systems such as Arabic and Hebrew. Indeed, with efforts afoot to begin more programs in these languages at the K-12 and collegiate levels, in immersion and bilingual settings, and with stated goals for students to eventually attain high levels in reading proficiency, an understanding of this research is critical if program development is to go forward in a principl

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Ballock, Ellen, Vicki McQuitty, and Scot McNary. "An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing." Journal of Teacher Education 69, no. 1 (2017): 56–68. http://dx.doi.org/10.1177/0022487117702576.

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This study explored the knowledge elementary teachers need for one core practice: reading and responding to students’ writing. Forty-five preservice teachers read and responded to an elementary student’s narrative writing sample. Using teacher noticing as a framework, we first decomposed the practice into five components indicative of differences in teachers’ attention to writing features, reasoning about those features, and suggested responses. We used multiple correspondence analyses to investigate potential underlying relationships among components and developed cases to highlight one under

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Van Gunsteren, Herman. "Neo‐republican Citizenship in the Practice of Education." Government and Opposition 31, no. 1 (1996): 77–99. http://dx.doi.org/10.1111/j.1477-7053.1996.tb00150.x.

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THERE ARE COMPLAINTS ABOUT CONTEMPORARY EDUCATION: it is inefficient and expensive, its outdated curricula and methods of teaching do not adequately prepare the brighter students for life in a post-industrial economy, while the less gifted or privileged ones often leave school without having acquired basic skills of reading, writing and calculating. Educational reform, of both institutions and curricula, is on the agenda.

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Sivell, John, and Ellen Pilon. "Book Reviews." TESL Canada Journal 21, no. 1 (2003): 102. http://dx.doi.org/10.18806/tesl.v21i1.277.

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Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

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19

Fareed, Dr Muhammad, Saniya Jawed, and Sidra Awan. "Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems." Journal of Education and Educational Development 5, no. 1 (2018): 80. http://dx.doi.org/10.22555/joeed.v5i1.1756.

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<em>English language is taught as a compulsory subject up to graduate level in Pakistani educational system. Despite studying English for over 14 years, majority of students coming from non-elite schools, lack required command in English language skills to pursue their higher education and professional careers. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SS

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KOÇ, Raşit. "The Methods Of Teaching Reading And Writing In Turkish: Practice The Phonetic Based Method." Journal of Turkish Studies Volume 7 Issue 4-II, no. 7 (2012): 2259–68. http://dx.doi.org/10.7827/turkishstudies.4112.

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Gunawardena, Maya. "The Implications of Literacy Teaching Models." International Journal of Education and Literacy Studies 5, no. 1 (2017): 94. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.94.

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First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students’ ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students’ with their academic enculturation process. The three popular literacy teaching models

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22

Khan, Jalal Uddin. "Recognizing the Significant Role of Literature in Teaching College English." IJOHMN (International Journal online of Humanities) 5, no. 3 (2019): 1–21. http://dx.doi.org/10.24113/ijohmn.v5i3.98.

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Purely based on my experiential knowledge, this article does not engage with the current so-called “academic” scholarship on the topic. It does not present, according to a critic, “empirically-focused and data-driven research” as the majority of traditional writing studies normally do nor does it “approach and theorize writing as a multidimensional practice and object of study” following what is known as a so-called “methodical analysis.” Free from and unpopulated by unnecessarily top-heavy “academic” and “educational” jargons, this new and original experience-based article, that boasts in not

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Pauwels, Paul. "Review of Hyland, Ken (2002) Teaching And Researching Writing." ITL - International Journal of Applied Linguistics 147-148 (2005): 79–82. http://dx.doi.org/10.2143/itl.148.0.2002066.

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This work appears in the Applied Linguistics in Action Series, edited by Christopher Candlin and David Hall. So far, the series includes six Teaching and Researching titles – apart from Writing, there are books on Reading, Lexicography, Translation, Motivation and Autonomy in Language Learning – and aims to introduce readers to the research in the field and to “provide [them] with the tools they need to carry out their own practice related research” (o.c.: viii). This aim is mirrored in the overall structure of the books, which work their way through four stages: an analysis of the field, a su

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Rahmani, Mokhtaria. "Critical reading as an impediment for effective synthesis: Case of master 2 students." Global Journal of Foreign Language Teaching 11, no. 3 (2021): 204–15. http://dx.doi.org/10.18844/gjflt.v11i3.5777.

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Writing an appropriate research paper requires evidently the mastery of effective synthesis. This paper intends to highlight students’ hindrances in producing a sound synthesis, particularly weak critical reading and proposes equally outlets for a sturdy comprehension. The motivation is linked with the slenderness of studies addressing critical reading/effective synthesis binary. This will have pedagogical implications regarding the teaching of synthesis. The researchers used purposive sampling with master two didactic students (39 students). Self-assessment of the teaching strategy, corpus an

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Yu, Yayan. "The Research on Cooperative Learning in English Reading Teaching in College." Theory and Practice in Language Studies 9, no. 6 (2019): 678. http://dx.doi.org/10.17507/tpls.0906.10.

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There are four basic skills in English learning, namely, listening, speaking, reading and writing, while reading is the most fundamental and important skill. It is also the main and effective way to learn English, so improving the quality of reading teaching is the key to improve the quality of foreign language teaching. However, in traditional teacher-centered teaching method, students gain knowledge passively and cannot effectively show their personality and abilities.Cooperative learning is a new strategy in English teaching, which can make improvement by the application of interactive teac

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Thaqi Jashari, Lisjeta, and Mateja Dagarin Fojkar. "Teachers’ Perceptions of Developing Writing Skills in the EFL Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (2019): 77–90. http://dx.doi.org/10.4312/elope.16.2.77-90.

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Despite the fact that English is taught as a foreign language in schools from an early age, students often face difficulties when it comes to the development of their writing skills. This paper aims at exploring teachers’ perceptions regarding the development of the writing skills of elementary and secondary school EFL learners. Altogether, 85 Kosovar teachers were included in the survey. Even though the teachers believe that writing is important, they do not give the same emphasis to developing it as to other skills. According to their responses, some common difficulties learners experience w

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Janicka-Panek, T. "MODERN TEACHERS OF PRESCHOOL AND EARLY SCHOOL EDUCATION IN POLAND ABOUT THE METHODS OF READING (PEDAGOGICAL THEORY AND PRACTICE)." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 140–49. http://dx.doi.org/10.33989/2226-4051.2020.22.222014.

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The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and th

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Novelli, Josimayre, Neiva Maria Jung, and Elaine De Castro. "Letramento escolar em aula de língua inglesa: uma proposta pedagógica de leitura crítica." BELT - Brazilian English Language Teaching Journal 9, no. 1 (2018): 91. http://dx.doi.org/10.15448/2178-3640.2018.1.31987.

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Teaching a Foreign Language (FL) in Basic Education has among one of its goals contributing to the learner’s singular experience of building meaning by a discursive basis domain (Brasil, 1998), by means of reading and writing activities that promote his engagement in varied social practices and his formation as a citizen (Schlatter, 2009). This way, it’s presented a reading activity to Elementary School students based in Critical Reading (CR) and literacy as social practice (Street, 2014). It is started from reading as a process, proposing steps to achieve it (pre-reading, while-reading e post

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Bayraktar, Hatice Vatansever. "Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education." Higher Education Studies 6, no. 4 (2016): 119. http://dx.doi.org/10.5539/hes.v6n4p119.

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The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive education at an Education Faculty of a public university in Istanbul province. As for the sample, it consists of 124 primary school teacher candidates who receive education at the Education Faculty of two public universities in Istanbul province. As f

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Jokić, Anita. "Evaluation of Writing Assignments." European Journal of Multidisciplinary Studies 6, no. 2 (2017): 214. http://dx.doi.org/10.26417/ejms.v6i2.p214-221.

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Teaching English as a foreign language is now one of the most important subjects in Croatian secondary schools since English is one of the three obligatory subjects at 'matura' - standardized tests which the seniors need to pass to graduate. Writing is one of the three parts of the EL exam, the other two being listening and reading. When learning a language, students start from listening skill, move on to speaking and reading and finally to most difficult skill to master: writing. Teaching and learning writing faces a lot of challenges since it requires a lot of time to practice and even more

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Dumit, Joseph. "Writing the Implosion: Teaching the World One Thing at a Time." Cultural Anthropology 29, no. 2 (2014): 344–62. http://dx.doi.org/10.14506/ca29.2.09.

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This article puts a reading of Gilles Deleuze’s Cinema 2 in dialogue with Donna Haraway’s works and methods. Working through the former helps me unpack the process of Haraway’s inquisitive “implosion” method and some of its aims better. I describe this as exploring how the world is interconnected one process and thing at a time, how these connections are vitally and politically important, and how this work is inexhaustible. Following this exegesis, I offer a series of exercises for putting this method into practice, one that I use myself and teach to graduate students and undergrads.

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Alarcón, Wanda. "Reading and Remembering Butch-Femme Worlds." Association of Mexican American Educators Journal 14, no. 2 (2020): 145–71. http://dx.doi.org/10.24974/amae.14.2.368.

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This essay examines the practice of building a syllabus that centers butch-femme literatures as a pedagogy of gathering and recuperation. Prompted by the loss of an early syllabus on lesbian histories, I examine the genre of the syllabus and contend that “butch-femme” is not the same as “queer” or “LGBTQ.” Through reflective and autobiographical writing on memory, place, queerness, and social media, the essay traces an ephemeral archiving revealing the stakes for naming and remembering butch-femme lesbian “worlds.” The essay highlights a sample student project and offers a syllabus as a teachi

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Horvath, Zsuzsa, Cynthia Salter, Judith Resick, et al. "Reading and writing for healers." European Journal for Person Centered Healthcare 5, no. 4 (2017): 534. http://dx.doi.org/10.5750/ejpch.v5i4.1262.

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Aims, background and objectives: A growing body of research demonstrates that teaching close-reading and reflective writing to clinicians improves their ability to provide patient- and person-centered care. Through narrative medicine workshops, providers gain skills that can improve relationships with patients, increase empathy among clinicians and enhance clinical care. The goal of the event series (book discussion and reflective writing sessions) offered at the University of Pittsburgh School of Dental Medicine, USA was to provide participants an interactive opportunity to practise and refle

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Apsari, Yanuarti, and Intan Satriani. "STUDENTS’ PERCEPTION TOWARD THE IMPLEMENTATION OF DIGITAL STORYTELLING IN TEACHING WRITING." P2M STKIP Siliwangi 3, no. 2 (2016): 97. http://dx.doi.org/10.22460/p2m.v3i2p97-102.632.

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This paper reports a research of students’ perception on the implementation of digital storytelling in teaching writing to second semester students of STKIP Siliwangi Bandung. The research aims to find out the benefits and challenges of using digital storytelling. This research comes up due to answering digitalization era. Wherein, students should be accommodated by technology in teaching learning process. The research was conducted at STKIP Siliwangi Bandung. The subject of this research was writing for general communication students. The data were obtained from students’ interview. The findi

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HARDAL, Barış, and Bahar GÜDEK. "THE EFFECT OF MUSIC TECHNOLOGY APPLICATIONS ON SUCCES IN MUSICAL HEARING READING AND WRITING TEACHING." IEDSR Association 6, no. 12 (2021): 41–56. http://dx.doi.org/10.46872/pj.272.

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This research aims to determine whether the use of music technology applications (Perfect Ear Mobile Application) in Musical Hearing Reading Writing (MIOY) has an effect on students' success and to contribute to the efficiency of MIOI courses in line with the results and suggestions obtained. The 12th grade students (N = 30) who have taken MIO in 2017-2018 Education Year constitute the study group of Çorum Fine Arts High School Music Education Department. “Academic Achievement Test” developed by the researcher were used as data collection tool. Expert opinions were taken for the validity of th

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Herman, Herman. "ANALISIS KEBUTUHAN MATERI PEMBELAJARAN KARYA ILMIAH BERBAHASA PRANCIS." Diksi 27, no. 2 (2019): 122–29. http://dx.doi.org/10.21831/diksi.v27i2.29033.

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(Title: Needs Analysis of Learning Materials For French Academic Writing). This study aims to describe the needs of material for French academic writing courses. it shows 66.70% of respondents need to learn specific grammar to increase its effectiveness; 54.20% of respondents need special learning about essential terms for linguistic, literary or language teaching; 79.20% think that specialised terminology is needed to write research background. 54.20% thought that writing practice was very necessary, while 70.80% hoped there would be reading cativity for some scientific articles. 53.40% of re

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Mello, Layssa Gabriela Almeida e. Silva. "READING AND WRITING POEMS IN ENGLISH: COLLABORATIVE PRACTICES AT A BRAZILIAN PUBLIC SCHOOL." Trabalhos em Linguística Aplicada 58, no. 3 (2019): 1331–52. http://dx.doi.org/10.1590/010318135697715832019.

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ABSTRACT This study, presenting an experience with eighth-grade students at a Brazilian public school, in Goiânia, Goiás, shows students’ ability to collaboratively read and write poems in English. A poem was selected from the Indian-born, Canadian poet Rupi Kaur’s book The sun and her flowers (KAUR, 2017) to discuss and reflect on themes such as love and loss. Firstly, a theoretical reference on the importance of literary texts for English language teaching and the role of collaboration is presented to provide a theoretical basis for this pedagogical practice. The pre-reading, while-reading a

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Rayner, Keith, Barbara R. Foorman, Charles A. Perfetti, David Pesetsky, and Mark S. Seidenberg. "How Psychological Science Informs the Teaching of Reading." Psychological Science in the Public Interest 2, no. 2 (2001): 31–74. http://dx.doi.org/10.1111/1529-1006.00004.

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This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to rea

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Chandler, Susanne, and Denise Dedman. "Writing a Literature Review: An Essential Component of Critical Thinking." Journal of Baccalaureate Social Work 17, no. 1 (2012): 159–65. http://dx.doi.org/10.18084/basw.17.1.447244266735tjtj.

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This teaching note describes how using the requirement of a literature review helped students become critical thinkers. Literature reviews, as assignments, are often difficult for students because of the need for intense writing, analysis, and evaluation. As part of a larger assignment, students read 7 to 10 research articles and discussed them in class. The students were then assigned the task of writing their own literature reviews using the same research articles. The authors explain how using the practice of critical reading and critical writing helped students engage their review of the l

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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (2010): 96. http://dx.doi.org/10.18438/b8pd1g.

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Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes.  Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis.  Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.” Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%)

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Abdel Rahman, Mohammed Hassan. "The Effectiveness of the Logic of English Approach on the Improvement of Reading Skills of Saudi EFL Learners." Education and Linguistics Research 2, no. 1 (2016): 1. http://dx.doi.org/10.5296/elr.v2i1.8640.

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<p>The purpose of this study is to examine the extent to which the use of the Logic of English Approach can improve reading skills of Saudi EFL learners at the college of Preparatory Year Program (PYP), Ula Branch, in Taibah University. The Logic of English Approach attempts to integrate teaching with reading skills such as, reading comprehension, reading fluency, vocabulary, literacy and writing skills. The present study attempts to check only the effectiveness of this approach on the enhancement of reading fluency and comprehension. The Logic of English Approach assumes that the improv

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Toste, Jessica R., and Stephen Ciullo. "Reading and Writing Instruction in the Upper Elementary Grades." Intervention in School and Clinic 52, no. 5 (2016): 259–61. http://dx.doi.org/10.1177/1053451216676835.

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This special issue of Intervention in School and Clinic supports the knowledge and skills of educators who provide reading and writing intervention to students with learning disabilities (LD) in the upper elementary grades. Grades 3 through 5 are critical to long-term academic success because, for many students with LD, foundational literacy skills are still developing during a time when reading and writing tasks become more challenging. In this issue, evidence-based instructional practices and strategies are presented. The articles in this issue include interventions for improving word readin

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Et. al., Surya R,. "Fanfiction as an Academic Tool for Advanced Language Fluency: A Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 364–69. http://dx.doi.org/10.17762/turcomat.v12i4.515.

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In this globalized world, a thorough grasp of the English language has mushroomed as an inexorable necessity than an obligation. Traditional language learning is often turning out to be an involuntary process, alienating learners and thereby posing bigger challenges to second language teaching. Given the ongoing diversified technological revolution, an informal user-friendly ambience was created, making learning an uncomplicated and stress-free exercise. Digital platforms aid in several ways for learning languages - such as online language courses and special purpose mobile applications. Expos

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Yappi, Shierly Novita, and Dina Astriana. "Using Story Telling for Teaching Language Skills to Intermediate Level Students." JournEEL (Journal of English Education and Literature) 1, no. 1 (2019): 31–44. http://dx.doi.org/10.51836/journeel.v1i1.39.

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Storytelling is a compelling tool for students to learn English through stories. Encouraging students to read or listen to stories sould therefore help them to learn a second language in a way that is not only fun, but memorable.Learners of English should practice and improve their skills in Reading, listening, writing, and speaking. Some materials may promote the completeness of learning this second language acquisition. However, using storytelling for intermediate level students is a creative way to have the students reinforce more on listening the story, re-writing the script, comprehending

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Nguyen, Ha Thi Thu, and Ariana Henderson. "Can the reading load be engaging? Connecting the instrumental, critical and aesthetic in academic reading for student learning." Journal of University Teaching and Learning Practice 17, no. 2 (2020): 71–85. http://dx.doi.org/10.53761/1.17.2.6.

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Learning an academic discipline requires at a fundamental level reading of knowledge that has been recorded, debated and developed in writing over time. Given the essential role of reading in shaping knowledge, there needs to be more emphasis on approaches that nurture an engaged reading practice. This article explores the role of instrumental, critical and aesthetic reading stances in engaging students in academic reading at university and the extent to which connecting these reading stances can enhance student learning through academic reading. Using this dynamic view of reading, the article

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Nabhan, Salim, and Rahmad Hidayat. "Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study." Advances in Language and Literary Studies 9, no. 6 (2018): 192. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.192.

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This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In ad

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Zuharty, Zuharty, Ifan Iskandar, and Eko Budiarto. "KEBUTUHAN SISWA DAN PERMINTAAN KURIKULUM BAHASA INGGRIS: PROGRAM PAKET C DI PKBM." JIV 5, no. 1 (2010): 40–46. http://dx.doi.org/10.21009/jiv.0501.4.

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This study aims at finding out how far the English Package C curriculum meets the Package C learnerS needs Of English to pass the national examination (UN) and identify whether the learners* needs in learning listening, speaking, reading, and writing, skills are acommodated by he curriculum. The subjects Of the Study were 27 learners of Package C Program, consisting of 7 Terampil learners and 20 Mahir learners at the Community Learning Center (PKBM) 33 Malaka, East Jakarta. Questionnaires and interviews were conducted to get the data. The study revealed that the curriculum contents, though not

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Twyman, Michael. "Lectures manuscrites." Information Design Journal 8, no. 3 (1996): 244–57. http://dx.doi.org/10.1075/idj.8.3.06twy.

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This paper provides evidence for an approach to the teaching of reading in the mid nineteenth century that gave children practice in reading handwritten texts. It focuses on two French readers that were originally published in Paris around 1840. In both publications passages of text appear in different forms of writing and become progressively more cursive and less legible. The intention was to introduce children to the varied forms of handwriting they would meet in real-life situations, particularly in commerce. The technical developments that made it practicable to produce such books, especi

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Rana, Kesh, and Karna Rana. "Teaching and testing of English listening and speaking in secondary schools in Nepal: Pretend for praxis?" Journal of NELTA 24, no. 1-2 (2019): 17–32. http://dx.doi.org/10.3126/nelta.v24i1-2.27678.

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Secondary English course requires testing of four skills: listening, speaking, reading and writing independently. Secondary Education Examination (SEE) board conducts a written examination, which includes reading and writing skills, through different centres and English teachers are responsible to test students’ listening and speaking tests in their own schools and submit grades to District Education Office. Semi-structured interviews with secondary English teachers in private schools and school graduates investigated how the teachers practice listening and speaking skills in the classrooms an

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Lima, Sandra Costa, José Araújo Amaral, and Samuel De Carvalho Lima. "Uma proposta de ensino interdisciplinar: a resenha de obras audiovisuais sobre o tema Ecologia e Problemas Ambientais." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 47 (2019): 48. http://dx.doi.org/10.18265/1517-03062015v1n47p48-55.

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This article aims to present an interdisciplinary teaching proposal of the textual genre review to be developed in the subject of Biology in the vocational technical courses of the National Program for the Integration of Vocational Education with Basic Education in Youth and Adult Education (PROEJA). The theoretical-methodological bases dialogue with Portuguese and Science teaching guidelines in Youth and Adult Education in a qualitative and exploratory research. The analysis of the Pedagogical Course Project (PPC), the curriculum and the syllabus programs lead to the design of a complementary

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