scholarly journals Agency and technology-mediated task repetition with young learners

2019 ◽  
Vol 1 (2) ◽  
pp. 139-160
Author(s):  
Annamaria Pinter
Keyword(s):  
Classroom Practice ◽  
Affective Domain ◽  
Future Research ◽  
Task Repetition ◽  
Tablet Devices ◽  
Young Learners ◽  
Specific Focus ◽  
Opportunities For Learning ◽  
Procedural Task ◽  
Technological Affordances

Abstract This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.

Give me a second chance

2021 ◽  
Vol 3 (2) ◽  
pp. 275-299
Author(s):  
Amparo Lázaro-Ibarrola ◽  
María Ángeles Hidalgo
Keyword(s):  
Adult Learners ◽  
Collaborative Writing ◽  
Collaborative Group ◽  
Task Repetition ◽  
Young Learners ◽  
Procedural Task ◽  
Different Content ◽  
Second Chance ◽  
Do So ◽  
And Task

Abstract Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition, PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9, N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20) wrote the same composition again (STR) while the other individual (N = 10) and collaborative (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners, our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition were hinted at, with students in the STR group obtaining greater holistic rates.

Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4246 ◽  
2019 ◽  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Practice Volume ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Programming Errors

[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Kris Pierre Johnston ◽  
Geoff Lawrence
Keyword(s):  
Language Learning ◽  
Learning Communities ◽  
Collaborative Writing ◽  
Future Research ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Writing Practices ◽  
Curricular Design ◽  
Technological Affordances ◽  
Writing Tools

This chapter examines the need for a theoretically-informed approach to collaborative English for Academic Purpose (EAP) pedagogy and research. It discusses the relevance of online collaborative learning in EAP and the call for a theoretically-informed facilitative framework to guide the use of online collaborative writing tools to sustain learning communities and language learning. It establishes the importance of virtual learning communities as catalysts for online collaboration and discusses the need to examine technological affordances, adopting an ecological perspective to inform curricular design. The chapter examines the relevance of the Community of Inquiry model and its three presences: cognitive, social and teaching, as a theoretical basis to inform a facilitative framework to design online collaborative EAP writing tasks. The chapter concludes with a discussion of the interactions of these three presences, details on how they can inform online EAP collaborative writing practices and the need for future research in this area.

Peer Tutoring in Schools: Cognitive Models and Organizational Typography

2007 ◽  
Vol 6 (3) ◽  
pp. 356-372 ◽  
Author(s):  
Allen Thurston ◽  
Keith J. Topping
Keyword(s):  
Knowledge Transfer ◽  
Research And Development ◽  
Peer Tutoring ◽  
Classroom Practice ◽  
Cognitive Conflict ◽  
Cognitive Models ◽  
Future Research ◽  
Affective Development ◽  
Similarities And Differences ◽  
Effective Models

The authors define peer tutoring and describe the types of peer tutoring reported in the literature. An organizational typography of peer tutoring in school classrooms is presented, and the variables that influence patterns, nature and effectiveness of peer interaction are explored. Cognitive models of peer tutoring approaches that follow either Piagetian theories of cognitive conflict or Vygotskian theories of co-construction are compared and the similarities and differences of each model interrogated. The influences each model may have on cognitive and affective development, as well as metacognition, are illustrated. The authors discuss knowledge transfer issues to facilitate the development of effective models of peer tutoring in the classroom practice of teachers in schools. Finally, areas for future research and development are highlighted.

scholarly journals Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4322 ◽  
2019 ◽  
Vol 18 ◽  
pp. 049-059
Author(s):  
Philip Olu Jegede ◽  
Emmanuel A. Olajubu ◽  
Adekunle Olugbenga Ejidokun ◽  
Isaac Oluwafemi Elesemoyo
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Semantic Errors ◽  
Programming Errors

Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

scholarly journals Developing a rubric to assess critical thinking in a multidisciplinary context in higher education

2019 ◽  
Vol 3 (1) ◽  
pp. 6
Author(s):  
Sadia Muzaffar Bhutta ◽  
Sahreen Chauhan ◽  
Syeda Kausar Ali ◽  
Raisa Gul ◽  
Shanaz Cassum ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Field Testing ◽  
Qualitative Description ◽  
Fine Tuning ◽  
Academic Disciplines ◽  
Future Research

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group of faculty (i.e. education, nursing, medicine) from the sample university partnered with a policy research group in Canada to translate this plan into action. The development of the assessment tool followed a multi-step process including: (i) identification of the main elements of CT; (ii) choice of a rubric format; (iii) adaptation of the currently available relevant rubrics; and, (iv) field testing and establishment of the reliability of the rubric. The process resulted in the development of a holistic template, the Assessment of Critical Thinking (ACT) rubric. Two versions of the rubric have been field tested on a sample (n=59) of students drawn from different entities of the sample university. The data collected was subjected to psychometric analysis which yielded satisfactory results. This was a modest attempt to develop an assessment tool to guide multidisciplinary faculty members in teaching and assessing CT by assisting them to make decisions about the level of their students’ CT skills through a combination of numerical scores and qualitative description. It may also empower them to make self-initiated, conscious efforts to improve their classroom practice with reference to CT. The ACT rubric provides an anchoring point to start working on the daunting yet doable task of developing and fine-tuning both the assessment measures of CT and interventions to promote CT based on the assessment findings. Future research may not only provide robust evidence of the reliability and validity of the ACT rubric for a larger and varied sample but also help in making informed decisions to enhance teaching and learning of CT across entities of the sample university.   How to cite this article:  BHUTTA, Sadia Muzaffar; CHAUHAN, Sahreen; ALI, Syeda Kausar; GUL, Raisa; CASSUM, Shanaz; KHAMIS, Tashmin. Developing a rubric to assess critical thinking in a multidisciplinary context in higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 6-25, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=69&path%5B%5D=34   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Incorporating Internet resources into classroom practice: Secondary school teacher action plans

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Elena Ramirez ◽  
Maria Clemente ◽  
Isabel Canedo ◽  
Jorge Martin
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Classroom Practice ◽  
Teaching Practice ◽  
School Teacher ◽  
Classroom Interaction ◽  
Future Research ◽  
Internet Resources ◽  
Information And Communication ◽  
Curricular Elements

Knowing  precisely  how  teachers  use  Internet  resources  in  their  classroom  practice  is essential  when  seeking  to  explain  what  aspects  support  the  real  incorporation  of information  and  communication  technologies  (ICT)  in  teaching,  and  in  determining the  mechanisms  underlying  the  use  of  these  resources  in  direct  teaching  situations.This article examines how five secondary school teachers assimilated different Internet resources  into  their  teaching  practice.  Using  a  system  for  analysing  classroom interaction that allowed us to segment teaching practice into categories differentiated by  their  level  of  generality,  we  studied  the  recordings  of  five  class  sessions  in  which Internet  resources  were  used.  The  results  show  that  common  patterns  existed  in  the way  these  teachers  handled  their  sessions.  The  most  outstanding  pattern  showed  the overriding  importance  of  curricular  tasks  and  contents  in  the  class  sessions,  and  the subordination of the ICT resources to these curricular elements. It is also important to underscore the appearance of one type of task performance activity with ICT in all the sessions  analysed,  although  more  analysis  about  this  activity  is  needed.  The  results pose  challenges  for  the  development  of  future  research  regarding  consistency  in  the patterns of action found.

The Effect of Dyadic and Triadic Interaction on Iranian EFL Learners’ Oral Proficiency

2016 ◽  
Vol 6 (7) ◽  
pp. 1498
Author(s):  
Abbas Moradan ◽  
Nayereh Ahmadian
Keyword(s):  
English Learners ◽  
Classroom Practice ◽  
English Education ◽  
Oral Proficiency ◽  
Dyadic Interaction ◽  
Development Theory ◽  
Control Group ◽  
Efl Learners ◽  
Triadic Interaction ◽  
Young Learners

Knowing about interaction and applying it among EFL learners, is one of the crucial and important factors which needs to be taken seriously in English education. This study aimed to investigate the effect of Dyadic and Triadic Interaction between young Iranian English learners and to find out how the different forms of interaction between the learners in classroom practice can enhance their oral proficiency by drawing on some theories such as Social Learning, Social Development Theory and Interaction Hypothesis. 61 Iranian young learners participated in the study, taking part in two interviews that were based on Young Learners English Test YLE Cambridge University (Starter). The subjects’ interactional behaviors were determined by the researcher with a checklist which named Learner’s Interaction. Multivariate and discriminate analyses of both experimental groups and control groups’ scores indicated that dyadic interaction between young learners could enhance their oral proficiency more effectively in comparison with that of control group in which all activities were conducted individually, but it didn’t improve learners’ oral proficiency  significantly in comparison with Triadic interaction. The results can be used to pave the way for adopting effective educational planning and consequently enhancing teaching education system and improving teachers' practice and learning in EFL contexts.

Scaffolding Multimodal Composition With Emergent Bilingual Students

2021 ◽  
pp. 1086296X2110108
Author(s):  
Mark B. Pacheco ◽  
Blaine E. Smith ◽  
Amber Deig ◽  
Natalie A. Amgott
Keyword(s):  
Classroom Practice ◽  
Future Research ◽  
Bilingual Students ◽  
Multimodal Composition ◽  
Secondary Classrooms ◽  
Emergent Bilingual ◽  
Instructional Supports ◽  
Multimodal Composing ◽  
Teachers And Students ◽  
Emergent Bilingual Students

Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.

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