Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry

2015 ◽  
Vol 50 ◽  
pp. 114-123 ◽  
Author(s):  
Jennifer Charteris ◽  
Dianne Smardon
Keyword(s):  
Teacher Agency ◽  
Practitioner Inquiry ◽  
Classroom Data

scholarly journals Addressing Religious Diversity through Children’s Literature: An “English as a Foreign Language” Classroom in Israel

2015 ◽  
Vol 17 (2) ◽  
pp. 92 ◽  
Author(s):  
Rawia Hayik
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Religious Diversity ◽  
Middle Eastern ◽  
Practitioner Inquiry ◽  
Religious Groups ◽  
Reader Responses ◽  
Region I ◽  
Language Classroom ◽  
Efl Students

Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students’ school and area. In an attempt to increase students’ knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students’ tolerance towards other faiths. This article describes my journey of exploring students’ reader responses to religion-based texts and issues.

Using Reward Cards to Motivate Students’ Learning in an ESL Form 2 Classroom in Perak

2021 ◽  
Vol 12 (3) ◽  
pp. 922-927
Author(s):  
Siti Nurafiqahbinti Abdullah Et.al
Keyword(s):  
Action Research ◽  
English Language ◽  
Urban School ◽  
Audio Recording ◽  
Classroom Data ◽  
Learning English ◽  
Esl Classroom

Thepurpose of this research wasto investigate the effectiveness of using reward card in ESL classroom to improve students’ motivation in learning. This action research was conducted on eighteen (18) Form Two students from a semi-urban school in Perak. The problem with these students was they lacked motivation in learning English language in the classroom. The researcher conducted an action research of five (5) weeks where researcher introduced a strategy of using reward card in the classroom. Data were collected using questionnaire, interview and reward card. Data were analysed by calculating the percentage of students’ rating on each item of the questionnaire and reward card. Data were also analysed from the audio recording from students’ interview. The research found that reward cards motivate students to participate in classroom and compete with their classmates in collecting the most stamps, as tokens. This research shows that reward cards motivate students in learning during the English language lesson

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