Active Learning and Task-Based Instruction (TBI) via Online Platform During COVID-19 Pandemic

2021 ◽  
pp. 7-18
Author(s):  
Mitra Mesgar
Keyword(s):  
Active Learning ◽  
Online Platform ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Task

scholarly journals Task cues lead to item-level backward inhibition with univalent stimuli and responses

2019 ◽  
Vol 73 (3) ◽  
pp. 442-457
Author(s):  
Laura J Prosser ◽  
Margaret C Jackson ◽  
Rachel Swainson
Keyword(s):  
Current Theory ◽  
Task Conflict ◽  
Conflict Task ◽  
Inhibition Effect ◽  
Item Level ◽  
Backward Inhibition ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Effect Experiment ◽  
And Task

Backward inhibition may aid our ability to switch between tasks by counteracting the tendency to repeat a recently performed task. Current theory asserts that conflict between tasks during performance plays a key role in inducing the effect. However, a study by Costa and Friedrich suggests that backward inhibition might occur without this type of conflict being present. To better understand the mechanisms underlying backward inhibition, we investigated the roles of between-task conflict, task-based instructions, and task cues. Experiment 1 tentatively supported the view that conflict between tasks is not necessary for backward inhibition to be present, and suggested that either the use of task-based instructions or the provision of specific task cues might be sufficient to generate the effect. Experiment 2 ruled out task-based instruction as a likely cause of backward inhibition in this context. Experiment 3 showed that the provision of task cues was sufficient to drive a significant backward inhibition effect, but only when stimuli and responses (as well as tasks) repeated. Overall, these results indicate that between-task conflict during performance is not necessary for backward inhibition to be applied, and that task cues have a key role in generating the effect.

scholarly journals Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

2019 ◽  
Vol 6 (1) ◽  
pp. 26-43
Author(s):  
Hamid Marashi ◽  
Samira Mirghafari
Keyword(s):  
Critical Thinking ◽  
T Test ◽  
Teaching Approaches ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Task

The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper.

scholarly journals Communicative Language Teaching (CLT) through Role Play and Task-Based Instruction

2019 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Kartini Rahmatillah
Keyword(s):  
Learning Process ◽  
Language Teaching ◽  
Role Play ◽  
Communicative Language Teaching ◽  
English Learning ◽  
Quantitative And Qualitative Research ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Task ◽  
Learning English

This research focuses on several aims, first whether Communicative Language Teaching (CLT) through Role Play and Task Based Instruction best implemented in English learning process in STIE Madani Balikpapan.Second it aims to prove whether Communicative Language Teaching (CLT) can improve students’ English skill based on TOEFL score. Third, it aims to find out students’ perception about the implementation of Communicative Language Teaching (CLT) in English learning process in STIE Madani Balikpapan.It is a combination of quantitative and qualitative research in which survey, experiment, and interview are done related to the aims of the research. The sample is 37 students from two classes that took English Practice/TOEFL subject in academic year of 2019-2020. The result stated that Communicative Language Teaching (CLT) is best implemented through role play and task based instruction.CLT helps students to better achieve their TOEFL score since there is an increase between the pretest and the post-test. Through the use of Communicative Language Teaching (CLT) approach in class, students feel they have interest more in learning English, do not feel afraid in making mistake again because they know they are still learning, and it helps them better in communication. Communicative Language Teaching (CLT) is a better promising way of learning English since in which students are practicing English as if they are using it in real situation.Further suggestion is that to make use of this approach in classroom activities and encourages students to actively participate in each activities, whether in classroom or outside the classroom. 

scholarly journals Pengaruh Literacy Skills dan Task-Based Instruction terhadap Intelectual Skills Siswa Tingkat Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 53
Author(s):  
Mohammad Badru Tamam
Keyword(s):  
Survey Research ◽  
Literacy Skills ◽  
Fifth Grade ◽  
Sampled Data ◽  
Special Knowledge ◽  
Intellectual Skills ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Changing Schools ◽  
And Task

In a society that is changing, schools cannot provide intellectual costs from items of special knowledge for lifelong use. The shift that must occur in the content of teaching is a change from emphasis mainly on certain knowledge items that may soon become obsolete, into changes with intellectual skills that can be applied to a broad and mostly unexpected list of tasks and situations. This study aims to: 1) Assess Literacy skills and task-based instruction influencing students 'intellectual skills 2) Assessing Literacy skills and task-based instruction influences students' basic level of intellectual skills. This research is a type of survey research, namely research conducted using a questionnaire as a research tool. The purpose of survey research is to provide a detailed description of the background, traits, and characteristics that are typical of the case will be made into a general matter. In this study the object was a fifth grade student at SDN Kauman II with 15 students and SDN Kauman III Ngoro Jombang with 13 students. The method of sampling in this study is that this study uses a census system because all elementary level students are sampled. Data analysis using multiple linear regression with the help of spss v. 20. The results of the discussion can be summarized as follows: 1) Literacy skills and task-based instruction have an effect on students 'intellectual skills 2) Literacy skills and task-based instruction have an effect on elementary students' intellectual skills.

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

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