Effects of university students' English speaking according to English instructional model based on communicative approach theory

2018 ◽  
Author(s):  
Kornthip Ratanapumma ◽  
Bundit Anuyahong
Keyword(s):  
University Students ◽  
Instructional Model ◽  
Model Based ◽  
Approach Theory ◽  
English Speaking ◽  
Communicative Approach

scholarly journals The Design of an Instructional Model Based on Connectivism and Constructivism to Create Innovation in Real World Experience

2018 ◽  
Vol 11 (3) ◽  
pp. 12 ◽  
Author(s):  
Kanokrat Jirasatjanukul ◽  
Namon Jeerungsuwan
Keyword(s):  
Real World ◽  
Model Evaluation ◽  
Sampling Technique ◽  
Instructional Model ◽  
Model Design ◽  
Research Results ◽  
Purposive Sampling ◽  
Evaluation Form ◽  
Model Based ◽  
High Level

The objectives of the research were to (1) design an instructional model based on Connectivism and Constructivism to create innovation in real world experience, (2) assess the model designed–the designed instructional model. The research involved 2 stages: (1) the instructional model design and (2) the instructional model rating. The sample consisted of 7 experts, and the Purposive Sampling Technique was used. The research instruments were the instructional model and the instructional model evaluation form. The statistics used in the research were means and standard division. The research results were (1) the Instructional Model based on Connectivism and Constructivism to Create innovation in Real World Experience consisted of 3 components. These were Connectivism, Constructivism and Innovation in Real World Experience and (2) the instructional model rating was at a high level (=4.37, S.D.=0.41). The research results revealed that the Instructional Model Based on Connectivism and Constructivism to Create Innovation in Real World Experience was a model that can be used in learning, in that it promoted the creation of real world experience innovation.

scholarly journals Effects of the Instructional Model Based on Creative Problem-Solving Principles with Social Media to Promote the Creation of Educational Innovation for Pre-service Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 56
Author(s):  
Thapanee Seechaliao ◽  
Phamornpun Yurayat
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Statistical Significance ◽  
Educational Innovation ◽  
Instructional Model ◽  
Creative Problem Solving ◽  
Educational Innovations ◽  
Model Based ◽  
Creative Problem ◽  
The Creation

The main research purpose focused on the effects of conducting the instructional model based on the principles of creative problem solving with social media to promote the creation of educational innovation for pre-service teachers. The participants consisted of twelve pre-service teachers. Research instruments were 1) the instructional model based on the principles of creative problem solving with social media, 2) the test of knowledge and creation of educational innovation, 3) the creation of educational innovation’s evaluation form, and 4) the questionnaires’ conducting this instructional model. Collected data were analyzed with statistics and categorized into key issues based on literature. The results were presented through the form of Shapiro-Wilk, Wilcoxon signed-ranks test, arithmetic mean, standard deviation, and descriptive analysis. The research findings were presented as follows: 1) the effects of conducting the instructional model that was conducted sixteen weeks on the course 0537211 Innovation in Educational Technology and Communications in the first semester of 2020. The research hypothesizes were followed the established as follows; 1.1) the pre-service teachers had post-test scores’ the knowledge and creation of educational innovation higher than pre-test with statistical significance at the .01 level. 1.2) they had post-learning scores for creating educational innovations’ processes at the overall excellent level (M = 92.83, S.D. = 11.78), and their educational innovations were be post-learning at the overall good level (M = 48.33, S.D. = 7.45) 2) the opinions’ pre-service teachers toward conducting this instructional model that they have positive opinions to this conduct at the overall excellent level (M = 4.92, S.D. = 0.25).

scholarly journals Improving L2 Oral Accuracy and Grammatical Range Through Self-Assessment of Video Speech Drafts

2018 ◽  
Vol 20 (2) ◽  
pp. 127-142
Author(s):  
Martin Javier Caicedo Pereira ◽  
Jhonny Alexander Lozano Bermúdez ◽  
Luis Alfonso Vanegas Medina
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
University Students ◽  
Oral Language ◽  
Research Study ◽  
Self Assessment ◽  
Self Evaluation ◽  
Scoring Rubrics ◽  
Assessment Techniques ◽  
English Speaking

This action research study examines the effect of self-evaluation on grammatical range and grammar accuracy on the English speaking performance of 27 foreign language university and pre-university students enrolled in three different language centers, in three different cities in Colombia. Participants were asked to record themselves answering different IELTS-type tasks for four times during a 6-week period and score and reflect towards their performance using IELTS-type analytical scoring rubrics and journals. Researchers used journals to register impressions, thoughts, and judgments observed during the process. The findings led to conclude that learners highly benefit from applying self-assessment techniques using videos of their production and a language benchmark to compare with in the improvement of their oral language accuracy and grammatical range.

scholarly journals MODEL PEMBELAJARAN PEER GROUP UNTUK PENINGKATAN KEMANDIRIAN BELAJAR MAHASISWA

2011 ◽  
Vol 24 (XV) ◽  
pp. 113-127
Author(s):  
Anan Sutisna
Keyword(s):  
University Students ◽  
Learning Strategy ◽  
Peer Group ◽  
Instructional Model ◽  
Learning Networks ◽  
Research Findings ◽  
Based Instruction ◽  
Main Ideas ◽  
The University ◽  
Self Learning

The purpose of this research is to unveil the instructional model which can strengthen the self-learning competence of the university students. A peer group instructional model is choosen as the alternative model to develop. The research findings indicate that (1) the university students’ learning tends to be textbook centered based instruction and does not motivate the students to develop their learning strategy, (2) peer group instructional model can improve the students’ competence in self-learning, formulating the objectives, planning the strategy, utilizing learning resources, using media, comprehending the main ideas in the learning materials, exposing ideas, understanding learning networks, and measuring learning achievement.

The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Kate Tzu-Ching Chen
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
University Students ◽  
Cell Phone ◽  
English As Foreign Language ◽  
Learner Centered ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
English Speaking

AbstractThe purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

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