Flipped Learning and Formative Assessment in an English Language Class

2017 ◽  
pp. 59-68 ◽  
Author(s):  
John M. Graney
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Flipped Learning ◽  
Language Class

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

2020 ◽  
Vol 69 (1) ◽  
pp. 154-173
Author(s):  
Emily K. Suh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Adult Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Language Class ◽  
Speakers Of Other Languages ◽  
Literacy Class ◽  
Classroom Literacy

English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

scholarly journals Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills

2021 ◽  
pp. 103-123
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Formative Assessments ◽  
Significant Finding ◽  
Preparation Time ◽  
Technical Problems ◽  
Efl Learners ◽  
Speaking Test ◽  
English Speaking ◽  
Speaking Skills

As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.

scholarly journals SONGS, RHYME, GAMES: Getting Children Drawn in the Language Class Through Fun Activities

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
A. Wahyuni Ratu
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Effective Technique ◽  
Language Class ◽  
Language Classroom ◽  
Free Environment ◽  
Free Language

Boredom makes children disinterested in the language classroom. Certain fun activities could be appliedas the strategy of getting children drawn in the language class and to ensure a natural anxiety-free language learning environment. Songs, rhymes and games were fun activities and effective technique to be used for children in the language class. This paper gives a perspective on the useful of Songs, rhymes and games in English language class especially in SMP level to ensure a stress-free environment for beginner English learners by providing the required conditions so that the children learn English with a lot of amusement in the classroom.

scholarly journals Students’ Perception of the Use of Learning Management System to Facilitate Flipped Learning Experience for English Language Teaching in Private Higher Education Institution in Oman: A Developmental Evaluation

2021 ◽  
pp. 360-377
Author(s):  
Asma Al Aufi ◽  
Vikas Rao Naidu
Keyword(s):  
Higher Education ◽  
Management System ◽  
English Language ◽  
Learning Management System ◽  
Evaluation Framework ◽  
Private Higher Education ◽  
Small Scale ◽  
Flipped Learning ◽  
Developmental Evaluation ◽  
Learning Management

Learning Management System (LMS) has become an integral part of education technology in every institution. Almost all the Higher Education Institutions (HEIs) are using LMS to facilitate their teaching and learning processes. The study aims to evaluate the effectiveness of LMS and the basic perception of students on the usage of LMS and various plugins to support their learning process not only to ensure its quality but also to evaluate different strategies for its future enhancement. Hence, this study adopts a developmental evaluation framework to assess students’ satisfaction and perception of using the (LMS) in their experiential Flipped Learning (FL) of English language modules. The methodology follows the pragmatic paradigm based on Dewey’s theory to allow for mixed-method instruments to be employed for a better understanding of the LMS, exploring its challenges and opportunities. This small-scale evaluative study involved a survey of 70 respondents and a focus group of ten students in a private HEI in Oman to explore their FL experience in English modules. The depiction of this experience represented positive responses emphasizing how FL technology-enhanced individualized/experiential learning reinforced in life-long learning skills suitable for career practice. Recommendations are offered for LMS to facilitate enhanced flipped teaching implementation, promoting a student-centered environment ideal for a broader approach of active learning in HEI contexts.

scholarly journals A Review of Discourse in English Language Education

2016 ◽  
Vol 10 (1) ◽  
pp. 1-4
Author(s):  
Amir Zand-Moghadam ◽  
Arya Golkhandan
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Teaching Methodology ◽  
Main Theme ◽  
Language Class ◽  
Wide Range ◽  
Discourse Studies

The main theme of this volume is to discuss discourse analysis and familiarize the readers, especially undergraduate students of TESOL and Education, with the main topics in discourse studies. According to Flowerdew, one of the features of this book is its focus on a wide range of approaches to discourse and discourse analysis, namely Systemic Functional Linguistics (SFL) and Register, Speech Act Theory, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis (CDA), and Corpus Linguistics. However, what distinguishes this book from others books of discourse, and probably from other similar books on discourse and language teaching, is its practical view toward discourse and discourse analysis, i.e., it is clearly shown, by referring to real-life examples, how every discourse topic, issue, or feature can be analyzed and then taught in a language class. In fact, Floweredew’s attempt in this volume is to familiarize the readers with how discourse analysis can inform the practice of English language teaching. Thus, the book utilizes research findings and suggests guidelines, models, and approaches to language teachers as to how discourse studies can be insightful in language teaching methodology, materials development, and evaluation.

scholarly journals Effects of Extensive Reading on Thai Tertiary Students’ Reading Attitudes

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Ketvalee Porkaew ◽  
Ariyadhorn Fongpaiboon
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Structure Interview ◽  
Reading Engagement ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Significance Level ◽  
Language Class ◽  
Significant Difference

An exposure to free choice of inspiring reading materials among Thai students has not been largely promoted in English language class, affecting negative language learning attitudes and development of a reading habit. This present study examined the effects of extensive reading (ER) on Thai university students. To measure their attitudes towards comfort, anxiety, intellectual value, practical value and linguistic value before and after 15-week extensive reading. 68 undergraduate students were asked to complete the 5-point Likert scale questionnaire of 23 items adopted from Yamashita (2013). A semi-structure interview was also employed. The results revealed students had positive feelings in which ER increased their comfort and decreased their anxiety at the significance level of 0.05. They also had positive beliefs about the intellectual benefits. However, the practical value that ER might bring advantages to students’ study or future career was lower in the posttest. There was no significant difference between the pretest and posttest in their beliefs about English language study benefits. Qualitative data from the semi-structured interviews showed that students satisfied with their own choice of reading preference. The findings suggested the use of ER approach in English as a foreign language (EFL) classes to increase students’ positive attitudes, decrease their negative ones towards reading, and develop good reading habits through their reading engagement.

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