Developing Thinking Skills in English Literacy Instruction in Taiwanese Secondary Schools: Teachers’ Perspectives

2019 ◽  
pp. 159-173
Author(s):  
Yuh-show Cheng ◽  
Hsi-nan Yeh
Keyword(s):  
Secondary Schools ◽  
Literacy Instruction ◽  
Thinking Skills ◽  
English Literacy ◽  
Teachers Perspectives

scholarly journals Creative thinking skills in the Lebanese schools from secondary physics teachers’ perspectives

2020 ◽  
Vol 12 (2) ◽  
pp. 115-130
Author(s):  
Fouad Yehya
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Physics Teachers ◽  
Teachers Perceptions ◽  
Professional Development For Teachers ◽  
Teachers Perspectives ◽  
Physics Curriculum

This paper examines the degree of enhancing creative thinking skills in the physics curriculum in Lebanese secondary schools from the physics teachers’ perspectives. It is realistic based study adopted the descriptive quantitative method to collect data by questioner from 141 Lebanese secondary physics teachers from different Lebanese districts. Furthermore, an open-ended interview with many physics teachers was used to triangulate the survey obtained data. Results of both descriptive and inferential statistics indicated that the degree of using creative thinking in the Lebanese secondary schools and curricula is low and insufficient. Moreover, the results showed no statistically significant differences in the level of physics teachers’ perceptions about the role of the Lebanese curriculum and secondary schools of enhancing creative thinking skills among physics teachers’ gender, qualification and years of experience. Physics teachers must improve their divergent methods of teaching. Furthermore, professional development for teachers and appropriate training for learners on different learning strategies and the integration of well-designed activities in the curricula are a must to improve learners’ creative thinking skills. Keywords: Creative thinking skills, Lebanese physics curriculum, Lebanese secondary schools

scholarly journals The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools

2021 ◽  
Vol 8 (3) ◽  
pp. 1111-1122
Author(s):  
Aireen Aina Bahari ◽  
Haddi Junaidi Kussin ◽  
Raja Nor Safinas Raja Harun ◽  
Misrah Mohamed ◽  
Norfaizah Abdul Jobar
Keyword(s):  
Secondary Schools ◽  
Time Pressure ◽  
First Language ◽  
Thinking Skills ◽  
Class Discussion ◽  
Esl Teachers ◽  
Essay Writing ◽  
Five Factors ◽  
Collaborative Argumentation ◽  
Argumentative Essays

The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.

Leveraging Collaborative Expertise: Social Studies Teachers’ Perspectives of Disciplinary Literacy Instruction

2020 ◽  
pp. 1-22
Author(s):  
Yongjun Lee ◽  
Laura M. Lemanski ◽  
Megan M. Van Deventer ◽  
David G. O’Brien
Keyword(s):  
Social Studies ◽  
Literacy Instruction ◽  
Disciplinary Literacy ◽  
Social Studies Teachers ◽  
Teachers Perspectives

An online adaptive learning environment for critical-thinking-infused English literacy instruction

2013 ◽  
Vol 45 (4) ◽  
pp. 723-747 ◽  
Author(s):  
Ya-Ting Carolyn Yang ◽  
Jeffrey Hugh Gamble ◽  
Yu-Wan Hung ◽  
Tzu-Yun Lin
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Adaptive Learning ◽  
Literacy Instruction ◽  
English Literacy ◽  
Adaptive Learning Environment

ICT usage in Ghanaian secondary schools: teachers’ perspectives

2015 ◽  
Vol 32 (5) ◽  
pp. 300-312 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Secondary Schools ◽  
Administrative Support ◽  
Male Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Content Type ◽  
Female Teachers ◽  
Significant Difference ◽  
Ict Training ◽  
Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

scholarly journals Head Teachers' Perspectives on School Drop-Out in Secondary Schools in Rural Punjab, Pakistan

2017 ◽  
Vol 53 (4) ◽  
pp. 359-376 ◽  
Author(s):  
Abdul Waheed Mughal ◽  
Jo Aldridge
Keyword(s):  
Secondary Schools ◽  
Drop Out ◽  
Head Teachers ◽  
School Drop Out ◽  
Teachers Perspectives

scholarly journals A study of primary English literacy instruction using graphic novels for children.

2017 ◽  
Vol 16 (4) ◽  
pp. 131-152
Author(s):  
이예지 ◽  
김혜리
Keyword(s):  
Literacy Instruction ◽  
Graphic Novels ◽  
English Literacy

scholarly journals BUILDING CRITICAL THINKING SKILLS THROUGH LITERARY TEXTS IN EFL CLASSES

2021 ◽  
pp. 13-23
Author(s):  
Viktoriia Osidak ◽  
Nataliia Nesterenko
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Cognitive Processes ◽  
Personal Growth ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Literary Text ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Practical Implementation

Background: The chapter argues that building critical thinking skills and enhancing students’ cognitive processes has become a primary goal of teaching in secondary schools. It is generally agreed that the relationship between learning and reading literature has always been very close. Also, literature is widely recognised as an effective, motivating and enjoyable facilitator for work on critical thinking skills through challenging students’ cognitive processes by means of comparing and contrasting of and differentiating between the specific events of the plot, analysing main characters, interpreting the meaning created by the author’s choice of words etc. For these reasons this chapter investigates the efficacy of literary texts in building critical thinking skills in secondary schools. Purpose: The main focus of the chapter was on designing effective and feasible critical thinking model of teaching instruction that incorporates literary text in EFL classroom to stimulate students’ cognitive processes. Results: Many methods have been suggested to teaching reading literary texts. For the purpose of this study the authors adopted personal growth model developed by Lindsay Clanfield. The model draws heavily on learners’ involvement in reading with the aim of explaining the implied message of the literary text through employing crucial critical thinking skills such as problem solving, decision making, interpretation, logical reasoning, and metacognition. The critical thinking model consists of the three stages defined as “challenge – comprehension – reflection”. Each of the defined stages focuses on utilising some of the six levels of Bloom’s taxonomy of cognitive learning objectives through activities that promote these cognitive processes. For example, to complete activities of the ‘challenge’ stage students rely heavily on their knowledge; cognitive levels of comprehension, application and synthesis are essential at the ‘comprehension’ stage; finally, at the ‘reflection’ stage students are involved in evaluation ideas of moral and social aspects discussed in the text and appraising of their acquired experience. Drawing on this conclusion, the article presents a practical implementation of the model with the focus on cognitive processes and development of critical thinking skills in teaching English through literary texts. Discussion: In further research, it is necessary to experimentally verify the effectiveness of the critical thinking model in building critical thinking skills through literary texts in EFL classes.

scholarly journals Secondary school students’ English literacy achievement based on PISA reading literacy test 2009

2021 ◽  
Vol 9 (1) ◽  
pp. 165
Author(s):  
Soni Mirizon ◽  
Machdalena Vianty ◽  
Ida Rosmalina ◽  
Erlina Erlina
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Reading Literacy ◽  
Literacy Achievement ◽  
School Students ◽  
Urban District ◽  
English Literacy ◽  
Better Than ◽  
Literacy Test

Reading literacy has become global concern that Organisation for Economic Co-operation and Development (OECD) has conducted Program for International Student Assessment (PISA) reading literacy test to assess what students know and can do in reading. Participating in PISA test since 2000, Indonesian students’ reading literacy has not shown a significant improvement. Because PISA reading literacy test is adapted into language of instruction of each participating country, it is Indonesian students’ reading literacy in Indonesian language which is not satisfactory. Considering the fact that Indonesian fifteen-year-old students study English as a compulsory subject, investigating students’ reading literacy in English is considered important. There has been much research investigating issues in reading achievement in Indonesia, but there are limited studies focussing on PISA reading literacy based on school location, school accreditation, gender, and academic major. Employing survey study design, this study assessed reading literacy of two thousand and two hundred secondary school students sampled from twenty four public secondary schools accredited A+, A, and B in Palembang. Data were obtained using PISA reading literacy test 2009 and were analysed statistically. The findings revealed that students’ English literacy was in level 3 (low category). Students studied at schools in central urban district performed better than those of in peri urban district. Those from secondary schools accredited A+ outperformed their counterparts in schools accredited A and B. Female students performed slightly better than male. Students majoring in science were better than those of majoring in social. The results lead to the conclusion that students’ English literacy achievement should be enhanced using innovating strategies to achieve targeted literacy level that is needed to survive in school academic life.

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