scholarly journals Comics for inclusive English language learning: the CIELL app, supporting dyslexic English language learners

2021 ◽  
pp. 161-166
Author(s):  
Shaunna Joannidou ◽  
Julie-Ann Sime
Keyword(s):  
Language Learning ◽  
English Language ◽  
Design Research ◽  
Language Teachers ◽  
English Language Learning ◽  
Proficiency Tests ◽  
Educational Design ◽  
Educational Design Research ◽  
Qualitative Feedback ◽  
Design Research Methodology

As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application – Comics for Inclusive English Language Learning (CIELL) – supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research.

scholarly journals A CRITICAL STUDY ABOUT THE EFFECTS OF BLOOM’S TAXONOMY IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITY LEVEL

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Salma Niazi, Farida Azim Lodhi, Huma Mahmood
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Bloom's Taxonomy ◽  
Language Teachers ◽  
English Language Learning ◽  
Bloom’S Taxonomy ◽  
English Language Teachers ◽  
University Level

The purpose of this study was to critically analyze the effectiveness of Bloom’s taxonomy of educational objectives, in teaching English language at university level in Karachi, Pakistan. The conceptual framework of the study, included the results of two groups of English language learners that were independent and controlled group. For the current study quantitative research design was used. The population was English language teachers and students of English Department, those were sixty. Stratified sampling was used to extract the research sample. A well-designed test containing twenty-five marks was constructed, to get the achieved outcome of language teaching and learning. It was concluded that incorporating Bloom’s objectives of teaching would be able to improve English language learning among students at tertiary level. It was recommended that teachers training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking while incorporating Bloom’s objectives of teaching methodology, that may be benefitted both language learners and research in the field of English language learning in Pakistan.

scholarly journals Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

2016 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Julia Sevy
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
English Language ◽  
Language Teachers ◽  
English Language Learning ◽  
Sentence Structure ◽  
Work Task ◽  
English Language Teachers ◽  
Common Problems ◽  
Multi Level

Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

scholarly journals Developing anatomy demonstrations of the future: The role of team-teaching

2020 ◽  
Vol 17 (5) ◽  
pp. 148-164
Author(s):  
Diane L. Hughes ◽  
◽  
Laura Y. Whitburn ◽  
Meg Colasante ◽  
Aaron C. McDonald ◽  
...  
Keyword(s):  
Team Teaching ◽  
Online Survey ◽  
Design Research ◽  
Teaching Quality ◽  
Teaching Staff ◽  
Educational Design ◽  
Educational Design Research ◽  
The Future ◽  
Design Research Methodology ◽  
Staff Experiences

Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captured under the themes learn-observe-support, more time with students and catering for student differences. While most team-teaching staff reported no challenges, some noted the need for time to establish effective team dynamics. Sole-teaching staff reported the benefit of consistency in teaching but challenges in providing adequate support to all students. While sole-teaching facilitates consistency in teaching, team-teaching enables staff to develop teaching expertise and anatomical knowledge from interactions with a range of demonstrators during practicals. Team-teaching facilitates knowledge transfer between staff, and this holds important workforce implications for developing anatomy teachers of the future.

scholarly journals CRITICAL REVIEW OF FORMATIVE ASSESSMENT PRACTICES IMPLEMENTED IN ENGLISH LANGUAGE LEARNING PROGRAMS IN SINDH

2021 ◽  
Vol 9 (3) ◽  
pp. 703-712
Author(s):  
Syed Usman Hashmi ◽  
Syed Qaiser Hussain ◽  
Tahira Adeel Zaman ◽  
Samra Arshad ◽  
Naeem Akhtar
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Learning ◽  
Learning Program ◽  
Assessment Technique ◽  
Constructive Feedback ◽  
Learning Programs ◽  
Language Classrooms

Purpose of the study: The purpose of this study is to explore the merits and demerits of a formative assessment technique used in an English language learning program in Sindh. The teachers teaching the English language to the students of rural Sindh in an English language program implemented a formative assessment technique and in the end, shared their views about the effectiveness of the program. Methodology: The research is based on a qualitative method. Formative assessment was conducted in a language teaching program in rural Sindh. At the end of the program, 6 male and 12 female teachers, who were selected on purposive sampling method, participated in a focused group interview to share their views about the merits and demerits of the formative assessment technique. The data was analyzed using content and thematic analysis. Main Findings: The merits of the formative assessment technique used were reported as helpful in identifying the learning gaps, providing constructive feedback, identifying the students’ strengths, empowering the teachers, and creating a stress-free assessment. Similarly, the demerits were reported as being time-consuming, unconventional assessment strategies, and creating a lack of professional development to adopting a new strategy. Applications of this study: Many language teachers regularly implement formative assessment in their language classrooms and are always in search of some good material to make their formative assessment more fruitful and result-oriented. This study will be useful for such teachers. They can benefit from the findings of the study and improvise their method of formative assessment. Novelty/Originality of this study: The study is one of its kinds using the teachers’ perspectives to explore the effectiveness of drawbacks of formative assessment technique. People who have recently joined the teaching fraternity must be inquisitive about various techniques of assessment. This study is going to assist them in not only deciding whether they want to implement formative assessment in class, but it will also prepare them in advance to encounter the limitations of formative assessment and take necessary measures to address these limitations.

scholarly journals Editorial

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Johannes Pernaa ◽  
Veli-Matti Vesterinen
Keyword(s):  
Research Methods ◽  
Research Methodology ◽  
Design Research ◽  
Design Development ◽  
Special Issue ◽  
Educational Design ◽  
Research Traditions ◽  
The Past ◽  
Educational Design Research ◽  
Design Research Methodology

During the past few decades, several interconnected research traditions have paid more and more attention to the process of educational design. Educational design research and other design-oriented methods seek solutions for complex educational problems through systematic, iterative, and continuing process of design, development, and evaluation of educational practices. This special issue presents six articles including research on educational design research methodology as well as research utilizing educational design research methods.

scholarly journals HOW TO CREATE A FOREIGN LANGUAGE LEARNING CURRICULUM WITH A PEDAGOGICAL DIMENSION?

2021 ◽  
Vol 03 (05) ◽  
pp. 29-33
Author(s):  
Zainab NAZZEE
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Early Years ◽  
English Language Learning ◽  
Ministry Of Education ◽  
School Students ◽  
Accurate Performance ◽  
The Many

Despite of the many changes in the English language learning curriculum in Iraq, teaching English to school students is not just challenging but rather unsuccessful in terms of creating pupils with both a good competence and an accurate performance. The learning process is being replaced with a merely passing one grade to another process with the blessing of no serious effort to locate and solve such a problem,which would result in an illiterate generation in an English language oriented cultures. There are many reasons for such a problem,one of which is the tendency of most English language teachers to treat content of the curriculum as a structure based material, also there are other factors like; the repetition of the same grammatical rules through our the different stages of school years and the predictable questions used,even in high school final exam.Therefor I would like to propose a three –step plan to overcome these difficulties.The first step is to design a functional based curriculum which presents no syntactical rules in the early years of learning English language but only concentrates on communicative and interacting skills. The second step is to use " pedagogical wheel " as a course given in college in a pre-training program for teachers, the third step of our model is to create a reference in the Ministry of Education to connect with all English teachers and provide updated information, advises,aids and share experience among them. Keywords: Pedagogical Dimension, English Language, Learning Curriculum

scholarly journals Developing an online course on virtual exchange for teachers: a reflection on the design and implementation

2020 ◽  
pp. 127-140
Author(s):  
Angelos Konstantinidis
Keyword(s):  
Teacher Educators ◽  
Design Research ◽  
Course Design ◽  
Practical Knowledge ◽  
Course Evaluation ◽  
Language Teachers ◽  
Educational Design ◽  
Post Secondary ◽  
Educational Design Research ◽  
Assessment Tasks

Virtual Exchanges (VEs) are flourishing yet there are still few courses in higher education that offer in-service teachers the fundamental theoretical and practical knowledge necessary to organize and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on VEs in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and principal course aims and learning outcomes, and the syllabus and assessment tasks are then reviewed. Course evaluation throughout the years is briefly reported as well as other outcomes. The results are positive overall both in terms of how students evaluated the course and the competences they acquired, although a couple of limitations are recognized. The study concludes with a reflection on the process of course design and the challenges faced.

scholarly journals Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies

2020 ◽  
Vol 2 (2) ◽  
pp. 1-14
Author(s):  
Thomas Cochrane ◽  
Joshua Munn
Keyword(s):  
Social Media ◽  
Curriculum Design ◽  
Design Research ◽  
Design Thinking ◽  
Design Stage ◽  
Educational Design ◽  
Curriculum Redesign ◽  
Educational Design Research ◽  
Design Research Methodology ◽  
Research And Design

This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.

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