scholarly journals Influence of Students’ Learning Style and Performance in the Comprehensive English Class

2020 ◽  
Vol 8 (5) ◽  
pp. 58
Author(s):  
Haihua Tu
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Careful Consideration ◽  
Student Centered ◽  
Student Centered Learning ◽  
English Class ◽  
Group Interviews ◽  
And Performance

The purpose of this research was to improve Chinese university students’ performance in four aspects, namely sense of responsibility, academics in students’ grades, engagement and self-esteem by using student-centered learning approach at a University in China and quantitative and qualitative measurements. Changing students’ learning style was implemented with careful consideration. With that in mind, new English language learning process and teaching model were designed in order to improve the teaching and learning quality. Quantitative measurements was used for data analysis. The research instruments included a set of ten-item questionnaire as well as one open-ended question. In order to obtain the qualitative data, focus group interviews was done in team basis.

THE FOCUS OF SIGNIFICANT LEARNING: THE PEDAGOGICAL POTENCIAL OF DEBATING

2015 ◽  
pp. 71
Author(s):  
Maija Ročāne ◽  
Alīda Samuseviča
Keyword(s):  
Language Learning ◽  
Personal Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Responsibility ◽  
Innovative Learning

Nowadays, in the process of the implementation of student-centered learning paradigm, not only the knowledge, skills and attitude formation has been updated, but a new quality of teaching and learning as well. Thus significant learning approach has been promoted, leading to the each student's personal development and providing new resources and opportunities. The publication describes the productive dimension of significant learning in the English language learning process revealing the educational opportunities and a potential of the innovative learning method – debating. The prerequisites of significant learning for students have been analyzed as well as the possibilities to develop learning skills through students engaging in the process of debating. Empirical research data confirms the value of the learning method – debating: it promotes self-discipline, the increase of interest in learning, student responsibility as well as raising students‟ motivation

STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING

2015 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
L. Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Teaching Strategy ◽  
English Language Teaching ◽  
Student Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
And Performance

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

2019 ◽  
pp. 1-37
Author(s):  
Seda Khadimally
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
English Language ◽  
Current Knowledge ◽  
Mobile Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Adult Esl ◽  
Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda

2010 ◽  
Vol 34 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Jean Bosco Gahutu
Keyword(s):  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Internet Access ◽  
First Year ◽  
Student Centered ◽  
Student Centered Learning ◽  
Material Resources ◽  
National University ◽  
Contact Hours

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.

scholarly journals Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program

2018 ◽  
Vol 7 (5) ◽  
pp. 86
Author(s):  
Peter Edward Doe ◽  
Sarah Lyden ◽  
Seeta Jaikaran-Doe ◽  
Xiaolin Wang
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Chinese Students ◽  
Undergraduate Engineering ◽  
Flash Cards ◽  
Effective Delivery ◽  
Additional Support

Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

scholarly journals Editorial

2018 ◽  
Vol 10 (1) ◽  
pp. 9-10
Author(s):  
Yuranny Marcela Romero Archila
Keyword(s):  
Cultural Identity ◽  
Language Learning ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Mobile Assisted Language Learning ◽  
Learning Contexts ◽  
First Time

ENLETAWA JOURNAL seeks to disseminate different experiences that have emerged from a diversity of teaching and learning contexts. Publishing is an outstanding opportunity to share knowledge and communicate one’s own experiences and thoughts to others, and ENLETAWA JOURNAL provides that space for first-time authors, as well as experienced ones. In this issue, we are pleased to present five papers that primarily deal with cultural identity, identity construction, feedback, Mobile Assisted Language Learning (MALL), and Student-Centered Learning (SCL).

Teacher’s Proficiency, and the Communicative Approach in Enhancing Students’ Performance in English Language Learning

2015 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Hysen Kasumi
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Student Centered ◽  
English Language Teachers

Even though we live in the century of constructivism, where teaching is based on student-centered model of constructivist approach, again the teacher plays a key role in teaching and learning. Therefore, our research has to do with the literature review, regarding teacher’s qualities, skills and knowledge to fit with the new experiences, needs and challenges. In our research, we used the qualitative method by observing the English language teachers and their uses of the English teaching methods, to continue with the implementation of Communicative Language Teaching Syllabus in some urban and rural schools of Republic of Kosovo. Furthermore, there was also conducted an empirical research regarding student performance based on the four language skills such as reading, writing, speaking and listening. It was also used the experimental method to see the differences of students’ performance, of those who are taught using the Communicative Language Teaching Methodand those who are taught with other methods.

scholarly journals Student Perspective in Using Social Media As a Tool in English Language Learning

2019 ◽  
Vol 6 (1) ◽  
pp. 58-68
Author(s):  
SYOFIANIS ISMAIL ◽  
Marhamah Ahmad ◽  
Muhammad Zaim ◽  
Mukhaiyar Mukhaiyar ◽  
Nurhizrah Gistituati
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Language ◽  
General Information ◽  
Student Perspective ◽  
English Language Learning ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
Faculty Of Education

Abstract—Learning a foreign language by using social media at the University level is very important because social media has great potential to support student-centered learning as they are flexible, interactive, and resource–rich in nature. One of its drawbacks is the quality of online instruction that lead to unfavorable perception and perspective of the students. The objectives of this research are to analyze the students’ perceptions and perspectives in using Social Media as a tool in English Language learning. Qualitative and quantitative data were collected from the students of the English Study Program, Faculty of Education, the Islamic University of Riau. Research finding revealed that social media is very practical and useful for getting general information, knowledge and to increase their language competency. Keywords — social media, perspective, language

Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

2021 ◽  
pp. 195-221
Author(s):  
Seda Khadimally
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
English Language ◽  
Current Knowledge ◽  
Mobile Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Adult Esl ◽  
Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

Sign in / Sign up

Export Citation Format

Share Document