scholarly journals Crenças sobre a habilidade de fala dos aprendizes da língua japonesa como LE (Língua Estrangeira) em um curso universitário: uma analise da metodologia de ensino

1969 ◽  
pp. 77-100
Author(s):  
Jaqueline M. Fukushi ◽  
Yuki Mukai
Keyword(s):  
Direct Method ◽  
Classroom Observation ◽  
Federal District ◽  
Public University ◽  
Structured Interviews ◽  
Language And Literature ◽  
Audio Recordings ◽  
Oral Expression ◽  
Field Notes

In this paper we investigate a methodology used in Japanese Oral Expression 1 classes (intermediate levei) of a public university and the professor’s and students’ beliefs in relation to the methodology regarding the speaking ability. The aim of this research is to investigate and systematize (1) approaches，methods and techniques used by the professor and her beliefs conceming them and (2) students’ beliefs regarding the methodology used by the professor，and their speaking ability. This research is a qualitative approach and its nature is a case study. Our investigation was conducted in a Japanese Language and Literature course of a public university of Federal District. The participants were a professor and seven students of Oral Expression 1 classes. The data was collected by means of mix questionnaires, classroom observation with field notes，audio recordings of lectures and semi-structured interviews. The results suggest that the Japanese Oral Expression 1 professor’ belief is related to the grammar-translation approach，but in reality，she uses the direct method and communicative approach in the classroom. For students of this research，speaking is the most important language skill and also the most difficult one. We also found out that students are dissatisfied with their speaking ability.

scholarly journals Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

2020 ◽  
Vol 18 (8) ◽  
pp. 1465-1484 ◽  
Author(s):  
Laura Ketonen ◽  
Markus Hähkiöniemi ◽  
Pasi Nieminen ◽  
Jouni Viiri
Keyword(s):  
Formative Assessment ◽  
Early Stage ◽  
Peer Assessment ◽  
Peer Feedback ◽  
Data Sources ◽  
Constructive Feedback ◽  
Audio Recordings ◽  
Field Notes

AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

Intergenerational Dynamics in Teenage Alcohol use

2007 ◽  
Vol 24 (3) ◽  
pp. 291-298 ◽  
Author(s):  
Morten Hulvej Jørgensen ◽  
Tine Curtis
Keyword(s):  
Alcohol Use ◽  
Participant Observation ◽  
Ethnographic Case Study ◽  
Structured Interviews ◽  
Friendship Groups ◽  
Ethnographic Fieldwork ◽  
Field Notes ◽  
N 93 ◽  
And Control

Aim The paper examines teenage alcohol use from an intergenerational perspective through an ethnographic case study of interaction between teenagers and adults. Methods Two periods of ethnographic fieldwork were conducted in a rural Danish community of approximately 6000 inhabitants. The fieldwork included 50 days of participant observation among 13–16-year-olds (n=93) as well as semi-structured interviews with small self-selected friendship groups. The present paper presents an analysis of field notes from a night of participant observation that is used as an emblematic example of informants' alcohol use and their interaction with adults. Theoretically, the paper adopts French philosopher Michel de Certeau's conceptual framework for understanding the practice of everyday life, in particular his distinction between strategic and tactical action. Results Two scenarios are described and taken to represent two different adult approaches to teenage drinking. In Scenario I, adults accept a group of teenagers' drinking in the home, and in Scenario II adults create an alcohol-free space which they guard against the intrusion of intoxicated teenagers. In both cases, however, adults use their intergenerational position in order to strategically contain teenage drinking. Meanwhile, teenagers act tactically by adjusting their alcohol use in time and space. Further, the use of alcohol marks a shift in the interaction between adults and teenagers in so far as it enables teenagers to create and control a place of their own and hence signal their independence from adults. Conclusion The paper points to the creative, tactical agency of teenagers in response to adult strategies. It is illustrated how teenage alcohol use becomes a transformative factor for adult–teenager relationships, and in particular how teenagers rework intergenerational power differences by taking on drinking.

scholarly journals EFL Students’ perceptions on Gender Stereotypes through their Narratives

2020 ◽  
Vol 21 ◽  
pp. 141-166
Author(s):  
Jhonatan Vásquez-Guarnizo ◽  
Maribel Chía-Ríos ◽  
Mairon Felipe Tobar-Gómez
Keyword(s):  
Focus Group ◽  
Gender Stereotypes ◽  
Public University ◽  
Foreign Languages ◽  
Focus Group Interviews ◽  
Efl Students ◽  
Field Notes ◽  
Group Interviews ◽  
Student's Perceptions

This article reports a case study conducted with twelve students from the Modern/Foreign Languages program at a public university in Colombia. It sought to unveil EFL Student’s perceptions on Gender Stereotypes through three different moments. At first, students expressed their thoughts after being exposed to a film. Then, their point of views were heard through the exposure of some before/now photographs; and lastly, they provided their insights through their own artwork. Data was gathered through focus group interviews, field notes and students’ artifacts. Findings showed that students’ perceptions on gender stereotypes differ from their past generations and the way they see their future have made their minds change over the time.

scholarly journals Understanding Basic English Users’ Classroom Interaction: A Case Study

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 30-44
Author(s):  
Ximena Rocío Contreras-Espinosa ◽  
Karen Michell Villamizar-Mantilla
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Qualitative Case Study ◽  
Classroom Interaction ◽  
Public University ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Language Classroom ◽  
Basic English

This qualitative case study seeks to understand the importance of interaction in an A1-English language course at a public university in Colombia. Data were collected through six non-participant observations and four semi-structured interviews. Data were organized and analyzed by using MAXQDA software. These instruments provided enough information of the participants’ perspectives about the importance of interaction when learning a new language. With these instruments, it was also possible to find the types of interaction that occurred between the participating teacher and students in the observed foreign language classroom. The findings reveal five different interaction patterns that emerged depending on its purpose, who started them, when they occurred, and how they were given.

scholarly journals Investigators Reflections on the Process and Experience of a Mini-Ethnographic Case Study Research in Nigeria

2019 ◽  
Author(s):  
Ezenwayi Amaechi ◽  
Patricia Fusch
Keyword(s):  
Women Entrepreneurs ◽  
Case Study Research ◽  
Research Process ◽  
The Body ◽  
Small Scale ◽  
Ethnographic Case Study ◽  
Structured Interviews ◽  
Study Research ◽  
Field Notes

The purpose of this paper is to discuss the investigator's reflections, both prospective and retrospective, on the process and experience of conducting a mini-ethnographic case study research in Nigeria. The research titled “Exploring barriers to women entrepreneurs in Enugu State Nigeria” was written to add to the body of knowledge on barriers facing some small-scale women entrepreneurs in the marketplaces in Nigeria. A mini-ethnographic case study design was used for this study, this methodology is a combination of ethnography and case study research that can assist a researcher to gain an in-depth understanding of a phenomenon. The data collection methods used for this study included open-ended semi-structured interviews, direct observation, reflective journaling, and field notes. Reflection enables investigators to engage in self-analysis throughout the research process. Reflections and experiences in the three marketplaces where the research took place, including interactions with the gatekeepers as well as the women entrepreneurs who shared their lived experiences, will be discussed.

The Role of Continuous Professional Development Workshops in the Technological-Pedagogical Skills Development of Teacher Trainers

2022 ◽  
pp. 201-220
Author(s):  
Imre Fekete ◽  
Rita Divéki
Keyword(s):  
Online Teaching ◽  
Personal Communication ◽  
Structured Interviews ◽  
Professional Discourse ◽  
Language Pedagogy ◽  
Pedagogical Skills ◽  
University Instructors ◽  
Field Notes

University instructors' technological-pedagogical knowledge receives much attention in the current professional discourse. This chapter introduces a case study based on a workshop series organised by the members of the language pedagogy department of a Hungarian university for the technological-pedagogical development of the instructors owing to COVID-19-triggered emergency remote teaching. Ten participants took part in the workshops and the study, including the two researcher-participants. Through semi-structured interviews, triangulated with field notes and personal communication, it was found that the members of the department welcomed the workshop series, especially because it was tailored to their needs. The first remote teaching period posed many challenges, but because of the workshops, the instructors felt more secure to experiment with online teaching possibilities and were able to teach higher quality lessons. Participants also reported that the workshop series resulted in feeling a sense of community and that its affordances broadened their technological-pedagogical repertoire.

A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University

2018 ◽  
Vol 8 (1) ◽  
pp. 60-76 ◽  
Author(s):  
Maurice Taylor ◽  
Shehzad Ghani ◽  
Sait Atas ◽  
Michael Fairbrother
Keyword(s):  
Blended Learning ◽  
Key Factors ◽  
Structured Interviews ◽  
Instrumental Case Study ◽  
Widespread Implementation ◽  
Adoption And Implementation ◽  
Field Notes ◽  
Research Questions ◽  
Community Of Inquiry Framework

As blended learning increases in higher education, there still remains a dearth of empirical evidence that focuses on how institutions actually adopt such initiatives. The purpose of this instrumental case study was to explore the key factors that led to the adoption and implementation of a blended learning initiative in one medium sized Canadian university. Three research questions guided the study that was nested in the Community of Inquiry framework. Data sources included a total of 83 semi-structured interviews with students, professors, and administrators; 32 student and instructor artefacts and documents and three sets of researcher field notes. Findings indicate that a university-wide initiative needs to integrate both the lived experiences of undergraduate and graduate students in blended learning which are very different. Adoption also recognizes that as professors come to understand the meaning of blended learning, their knowledge needs and teaching practices change. These changes need to be reflected in as training is developed. In addition, widespread implementation involves several critical factors that happen at both the institutional and individual faculty level. The discussion focuses on several key markers that need to be considered along a university-wide pathway towards blended learning.

scholarly journals COLLABORATIVE ENGLISH LANGUAGE LEARNING: SOME REFLECTIONS FROM INTERACTIONS BETWEEN PAIRS

2019 ◽  
Vol 58 (1) ◽  
pp. 259-286
Author(s):  
Laryssa Paulino de Queiroz Sousa ◽  
Fernanda Franco Tiraboschi ◽  
Neuda Alves do Lago ◽  
Francisco José Quaresma de Figueiredo
Keyword(s):  
Language Learning ◽  
English Language ◽  
Collaborative Writing ◽  
Essential Elements ◽  
Esl Students ◽  
Structured Interviews ◽  
Audio Recordings ◽  
Learning Development ◽  
Collaborative Language

ABSTRACT The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students' interactions; and b) to investigate these learners' perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students' interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners' autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other's help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions.

scholarly journals The role of creativity in graduate education according to students and professors

2019 ◽  
Vol 36 ◽  
Author(s):  
Denise de Souza FLEITH
Keyword(s):  
Graduate Education ◽  
Creative Thinking ◽  
Classroom Observation ◽  
Public University ◽  
Structured Interviews ◽  
Graduate Studies ◽  
Institutional Barriers ◽  
Future Studies ◽  
Psychometric Measurements

Abstract The aim of this research was to examine the role of creativity in the context of graduate studies from the perspective of students and professors. Semi-structured interviews were held with six students and six postgraduate professors from both a private and a public university. The topics covered included relevance, conception, and characteristics of creativity, as well as educational practices that foster and inhibit creativity. Grounded Theory was used to analyze the data. Both students and professors considered creativity as fundamental for the development of graduate education, but both have indicated personal and institutional barriers for the promotion of creative thinking. Partnerships, teamwork, different teaching strategies and interdisciplinarity were pointed out as factors that enhance creativity. On the other hand, the participants mentioned the evaluation of postgraduate programs, repetitive classes and bureaucracy as barriers to creativity. Future studies, involving classroom observation, case studies, and psychometric measurements, are suggested.

scholarly journals Language Socialization Through an Oral Academic Presentation in an EFL Environment: A Qualitative Study

2020 ◽  
Author(s):  
Remart Dumlao
Keyword(s):  
Qualitative Study ◽  
Student Teachers ◽  
Classroom Environment ◽  
English Language ◽  
Language Socialization ◽  
Public University ◽  
Future Research ◽  
Structured Interviews ◽  
Epistemic Stance ◽  
Field Notes

This article reports on a qualitative study that explored language socialization through an oral academic presentation in an EFL environment. Drawing from the notions of language socialization (Ochs & Schieffelin, 2011) and Community of Practice (Lave & Wenger, 1991), this paper sought to understand how learners negotiate their competence, as well as their identity in the oral academic activity. The participants were twenty-five student-teachers majoring in the English language at one Thai public university. Data were collected from classroom oral academic presentation transcript, multiple semi-structured interviews, classroom video-taped, and field notes. Results of data analyses pointed out that participants negotiated and constructed their identity in three main themes: (a) constructing their identities through epistemic stance, (b) through being passive and resistant learners, and (c) struggling sense of membership in an oral academic presentation. The findings also reflected that learner's identity in this study is a dynamic process involving many pedagogical factors, incidences, and the classroom environment. These pedagogical factors, as well as implications and considerations for future research, are discussed in the article.

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