scholarly journals Scaffolding Learner Puzzling in Exploratory Practice: Perspectives From the Business English Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 17-33 ◽  
Author(s):  
Chris Banister
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Quantitative Methods ◽  
Business English ◽  
Qualitative And Quantitative Methods ◽  
Teacher Researcher ◽  
Connection Building ◽  
English Classroom ◽  
Mind Set ◽  
The Mind

This study describes a teacher-researcher’s experience of scaffolding his business English learners in identifying, formulating, and exploring language learning puzzles using the principles of exploratory practice. Adopting both qualitative and quantitative methods, the teacher-researcher reflected upon the learner-initiated and learner-centred inquiry as it played out in his UK university setting. Learners’ perspectives revealed an enthusiasm for puzzling, especially when connections were established with their wider world. However, tensions also emerged, including the opaqueness of the scaffolding role and the mind-set shift required from learner-researchers and the teacher-researcher alike. Practical recommendations for teacher-researchers in similar contexts are provided: the need to highlight connection-building between learner puzzles and learners’ wider lives and the importance of recognising distinctions between puzzles and problems.

scholarly journals UN ESTUDIO DE INVESTIGACIÓN-ACCIÓN SOBRE LA PERCEPCIÓN DE LOS ESTUDIANTES SOBRE EL USO DE NICENET, UN ASISTENTE EN LÍNEA PARA EL APRENDIZAJE DEL INGLÉS COMO SEGUNDA LENGUA, EN EL SALÓN DE CLASE EN ECUADOR

2011 ◽  
Vol 1 (2) ◽  
pp. 31-45
Author(s):  
María del Carmen Boloña-López
Keyword(s):  
Action Research ◽  
Classroom Management ◽  
Language Learning ◽  
Learning Process ◽  
English Learners ◽  
Quantitative Methods ◽  
English Learning ◽  
Qualitative And Quantitative Methods ◽  
Technological Tools ◽  
Teaching Learning

AN ACTION RESEARCH STUDY OF LEARNERS’ PERCEPTION OF USING OF INTERNET ACTIVITIES THROUGH CLASS THE NICENET ICA IN THE EFL CLASSROOM IN ECUADORLa incorporación de actividades de Internet y Sistemas de Manejo de Clase en el proceso de enseñanza / aprendizaje en el idioma Inglés ha aumentado su popularidad entre los profesores y estudiantes usuarios de las Tecnologías de Información y Comunicación. La computadora es concebida como una  herramientas que favorece el desarrollo cognitivo. Como resultado, tanto profesores como estudiantes están usando frecuentemente estas tecnologías para diferentes propósitos tales como gestión de conocimiento, comunicación, interacción, participación y colaboración cuando son miembros de ambientes de aprendizaje de Inglés en línea.El propósito de este estudio fue investigar las percepciones del proceso, práctica y uso de actividades de Internet a través de Nicenet Asistente de Clase en Internet para descubrir como los estudiantes percibieron la integración y aplicación de estas tecnologías en su proceso de aprendizaje de Inglés. El estudio usó métodos cuantitativos y cualitativos de investigación en acción tales como documentos de clase, una encuesta, diarios y comentarios de los estudiantes para explorar sus reacciones y percepciones a estas dos tecnologías. Dos preguntas de investigación fueron exploradas en este estudio: (1) ¿Cómo pueden ser descritas las percepciones de los estudiantes del proceso del uso de herramientas tecnológicas? y(2) ¿Cuáles son las percepciones de los estudiantes del uso de actividades de Internet para aprender Inglés?Los participantes de este estudio consistieron de estudiantes universitarios en nivel Intermedio Superior de Inglés los cuales se graduaron en colegios públicos, religiosos y bilingües. Los resultados indican que hubo un alto nivel de aceptación de las actividades de Internet a través de Nicenet Asistente de Clase en Internet cuando los estudiantes interactúan, se comunican y gestionan conocimiento para aprender Inglés a través de ambientes colaborativos de aprendizaje en Internet.Palabras clave: Internet, aprendizaje del Inglés online, Nicenet, educaciónAbstract The incorporation of Internet activities and Classroom Management Systems in the English teaching/learning process has increased popularity among teachers and learners of these Information Communication Technologies since computers became cognitive tools to enhance learning. As a result, teachers as well as learners are frequently using these technological tools for different purposes such as knowledge management, communication, interaction, participation and collaboration when they are members of online English learning environments. The aim of this study was to investigate learners’ perceptions of the process, practice and use of Internet activities through the Nicenet Internet Classroom Assistant in order to discover how learners perceived the integration and application of these technologies in their English learning process. The study used qualitative and quantitative methods of action research: class documents, a survey, learners’ journals and learners’ comments in order to explore their reactions and perceptions to these two technologies. Two research questions were explored in this study: (1) How can learners’ perceptions of the process of using technological tools for language learning be described? and (2) What are learners’ perceptions of using Internet activities to learn English? Participants of this study consisted of upper intermediate university English learners who graduated from Ecuadorian public, religious or bilingual high schools. The findings indicate that there was a high learners’ acceptance of the Nicenet ICA Internet activities when they interact, communicate, manage knowledge to learn English through online collaborative English learning environments.Keywords: Internet activities, the Nicenet Internet Classroom Assistant, English Foreign Language Classroom

College Business English teaching in the context of multimedia network

2021 ◽  
pp. 002072092110077
Author(s):  
Yan Liang
Keyword(s):  
Language Learning ◽  
English Education ◽  
Classroom Teaching ◽  
Business English ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Multimedia Network ◽  
English Classroom ◽  
Reform Model

With the advent of the Internet age, network information technology is rapidly entering college English classes, which fundamentally changes the mode of college English teaching. In college English classroom teaching mode, as a brand teaching form, College English multimedia network teaching environment has brought advantages to classroom teaching, but also brought about impacts on teaching concepts, teaching models, teaching methods and other aspects. There are some phenomena that are inconsistent with the reform model at the students, teachers and the environment. The balance of traditional English classroom teaching has been broken, which has affected the smooth progress of college business English classroom teaching mode reform. It is very important to analyze and resolve these imbalances and find ecological methods for optimizing university English education. In this context, the advent of multimedia-assisted education technology has provided better conditions for the implementation of Business English classroom education in universities. Multimedia-powered business English education allows teachers to create a better language learning environment in class more conveniently and quickly, helping students acquire grammar knowledge and achieve their educational objectives.

Becoming Teacher Researchers

2016 ◽  
pp. 1857-1894
Author(s):  
Aria Razfar ◽  
Beverly Troiano ◽  
Ambareen Nasir ◽  
Eunah Yang ◽  
Joseph C. Rumenapp ◽  
...  
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Research Team ◽  
Funds Of Knowledge ◽  
Professional Identities ◽  
Community Based ◽  
Teacher Researchers ◽  
Challenges And Opportunities ◽  
Teacher Researcher ◽  
Cultural Historical Activity

Drawing on three years of data, we show how an embedded university research team and eleven K-8 educators reorganized learning and negotiated innovative curricular activities for English learners (ELs) in spite of restrictive curricular mandates in an urban Midwestern district. We analyze how participating teachers appropriated theoretical constructs such as cultural historical activity theory (CHAT), third space, funds of knowledge, as well as using discourse analysis to design curriculum aimed at improving language learning through mathematics, science, and community-based problem solving. The learning of teachers was purposefully designed to develop new professional identities. The learning was also designed to move teachers from deficit views of multilingualism to dynamic stances grounded in polyglot language ideologies. We examine the challenges and opportunities of participants' movement from resistant, procedural, and ethnographic identities towards teacher researcher identities.

scholarly journals American English in Teaching English as a Second Language

2021 ◽  
Vol 3 (2) ◽  
pp. 52-57
Author(s):  
Mammadova Gunay Aqil
Keyword(s):  
Second Language ◽  
Language Learners ◽  
English Learners ◽  
Quantitative Methods ◽  
English Language ◽  
American English ◽  
Contemporary History ◽  
Teaching English ◽  
Qualitative And Quantitative Methods ◽  
The Usa

With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.

scholarly journals PENDEKATAN SISTEM PEMBELAJARAN BAHASA ARAB DI MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Toni Pransiska ◽  
Aly Aulia
Keyword(s):  
Comparative Study ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Methods ◽  
Arabic Language ◽  
Learning Goals ◽  
Text Book ◽  
Direct Practice ◽  
Qualitative And Quantitative Methods ◽  
And Training

AbstractThis research examined  the Arabic language development and learning at Madrasah Mu’allimin Muhammadiyah, Yogyakarta. Research diagnosed the components or sub-systems in Arabic language learning, which involved students, teachers, learning goals, methods, and Arabic text books. It is intended to describe the learning process of Arabic language in perspective of system approach. This research is a mixed research of qualitative and quantitative methods. In general, the interaction of sub-systems, namely students, teacher conditions, goals, methods, and text books is collaborative and cooperative. Even though, some problems were still found in each sub-system. The interaction of sub-systems in the learning process that implemented the interdependent, cooperative and dynamic principals, worked well. In addition, it is necessary to perform educational efforts to improve teacher competencies and student quality with education and training, workshop, seminar, text-book writing, comparative study, and direct practice.  Therefore, the Arabic learning process may find an ideal format and solutive and educational steps in designing Arabic language learning that is active, conducive, creative, innovative, and fun.Abstrak Penelitian ini membahas tentang pengembangan dan pembelajaran bahasa Arab di Madrasah Mu’allimin Muhammadiyah Yogyakarta. enelitian ini mencoba mendiagnosa komponen atau sub-sub system dalam pembelajaran bahasa Arab yang meliputi siswa, guru, tujuan pembelajaran, metode, dan buku ajar bahasa Arab.Hal ini dimaksudkan untuk mendeskripsikan proses pembelajaran bahasa Arab dalam perspektif pendekatan system. Penelitian ini merupakan jenis penelitian kombinasi (mix research) antara kualitatif dan kuantitatif. Secara umum, interaksi antar sub system seperti siswa, kondisi guru, tujuan, metode, dan buku ajar saling kolaboratif dan sinergis. Meskipun masih banyak ditemukan beberapa masalah di masing-masing sub system tersebut. Interaksi antar sub system tersebut dapat berjalan dengan baik dalam proses pembelajaran dengan melaksanakan prinsipi interdependensi, sinergitas, dan dinamis. Disamping itu, perlu melakukan upaya-upaya edukatif untuk meningkatkan kompetensi guru dan kualitas siswa dengan pendidikan dan pelatihan, workshop, seminar, penulisan buku ajar, studi banding (comparative study), dan praktek langsung (direct practice). Dengan begitu, proses pembelajaran bahasa arab dapat menemukan format ideal dan langkah-langkah solutif-edukatif dalam mendesain pembelajaran bahasa Arab yang aktif, kondusif, kreatif, inovatif dan menyenangkan.

scholarly journals MENINGKATKAN KEMAMPUAN MENULIS TEKS DESKRPSI MELALUI METODE MIND MAPPING PADA SISWA KELAS VII H SMP NEGERI 1KONAWE SELATAN

2019 ◽  
Vol 4 (4) ◽  
pp. 571
Author(s):  
Yunra Nofian Nita ◽  
Yunus Yunus ◽  
Sahlan Sahlan
Keyword(s):  
Middle School ◽  
Quantitative Methods ◽  
Mapping Method ◽  
Mind Mapping ◽  
Student Activities ◽  
Qualitative And Quantitative Methods ◽  
Text Information ◽  
Average Observation ◽  
The Mind ◽  
Indicators Of Success

Abstract : The aim to be achieved in this study is to improve the ability to write description text by using the Mind mapping method in students of class VII H Konawe Selatan 1 State Middle School. This study follows a collaborative Classroom Action Research (CAR) design. This research was conducted in two cycles through the steps of planning, implementing actions, observing, and reflecting. The subjects of this study were students of class VII H Konawe Selatan 1 State Middle School. The object of this research is the role of the Mind mapping method to improve the ability to write description text. Information  was collected by observation and test techniques. Information is analyzed by qualitative and quantitative methods. From the results of the study it can be concluded that the use of the Mind mapping method can improve the learning of writing text description skills of class VII H students of Konawe Selatan 1 State Middle School. This can be seen from the achievement of indicators of success both in terms of processes and results in this study. The average observation of teacher activities and student activities increases in the first cycle and second cycle. In terms of classical completeness results in the first cycle of 54.55% and in the second cycle the percentage of classical completeness was 86.36%.  Keywords: Ability, Mind Mapping method, writing description teks.

Becoming Teacher Researchers

2015 ◽  
pp. 261-298 ◽  
Author(s):  
Aria Razfar ◽  
Beverly Troiano ◽  
Ambareen Nasir ◽  
Eunah Yang ◽  
Joseph C. Rumenapp ◽  
...  
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Research Team ◽  
Funds Of Knowledge ◽  
Professional Identities ◽  
Community Based ◽  
Teacher Researchers ◽  
Challenges And Opportunities ◽  
Teacher Researcher ◽  
Cultural Historical Activity

Drawing on three years of data, we show how an embedded university research team and eleven K-8 educators reorganized learning and negotiated innovative curricular activities for English learners (ELs) in spite of restrictive curricular mandates in an urban Midwestern district. We analyze how participating teachers appropriated theoretical constructs such as cultural historical activity theory (CHAT), third space, funds of knowledge, as well as using discourse analysis to design curriculum aimed at improving language learning through mathematics, science, and community-based problem solving. The learning of teachers was purposefully designed to develop new professional identities. The learning was also designed to move teachers from deficit views of multilingualism to dynamic stances grounded in polyglot language ideologies. We examine the challenges and opportunities of participants' movement from resistant, procedural, and ethnographic identities towards teacher researcher identities.

Formative Assessment in Oral English Classroom and Alleviation of Speaking Apprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 751 ◽  
Author(s):  
Lingying Tang
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
English Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Student Centered ◽  
Speaking Anxiety ◽  
English Class ◽  
Post Test ◽  
English Classroom

Researches on Language Anxiety have aroused public concern around/ the world, most of which suggest that language anxiety exerts a detrimental influence to language learners in their process of language learning. Chinese English learners usually do a good job in passing all kinds of English test while are poor at oral English referred as “dumb English”. It is safe to conclude that “dumb English” is the best manifestation of foreign language anxiety. Formative assessment characterized by being interactive among students themselves, peers, and teacher, highlights the immediate and effective feedback to learners, which is in accordance with the nature of student-centered approach. This study aims to explore the effectiveness of applying formative assessment in oral English class to alleviate students’ speaking apprehension. Two innate classes are chosen to be the controlled class and experimental class. Data in students’ English classroom speaking anxiety scale is collected and analyzed after pre-test and post-test together with an interview. It is revealed in this study that the implementation of formative assessment in oral English classroom is proved to be effective to alleviate students’ speaking anxiety in experimental class. In response to this finding, implications for practical practice of formative assessment in oral English classroom are discussed.

scholarly journals A Computer-Aided Analysis on Word Form Errors in College English Writing — A　Corpus-based Study

2016 ◽  
Vol 11 (03) ◽  
pp. 4 ◽  
Author(s):  
Huaqing He
Keyword(s):  
English Learners ◽  
Quantitative Methods ◽  
English Language ◽  
English Language Teaching ◽  
Word Form ◽  
English Writing ◽  
Qualitative And Quantitative Methods ◽  
Form Errors ◽  
Significant Difference ◽  
Computer Aided

Based on contrastive analysis and computer-aided error analysis, this paper uses qualitative and quantitative methods to explore word form errors committed by Chinese non-English majors in their writing, collected in Chinese Learner English Corpus (CLEC). The aim is to offer English learners some help in the methods to improve their English writing proficiency and yield some suggestions on English language teaching. The main findings are as follows: (1) the word form errors account for 29.42% of the total language errors; (2) there is a negative correlation between word form errors and writing quality; (3) there is a significant difference in word form errors committed by college learners of different writing ability. In the end, the reasons for word form errors are analyzed and some pedagogical suggestions are put forward.

scholarly journals Studi Komparatif Tentang Metode Menghafal Al Qur’an Antara Pp. Putri Al Munawir Komplek “Q” Dengan Pp. Putri Ali Maksum Krapyak Bantul Yogyakarta

2016 ◽  
Vol 6 (2) ◽  
pp. 217
Author(s):  
Sukati .
Keyword(s):  
Quantitative Methods ◽  
Teaching Method ◽  
Group Method ◽  
Daily Routine ◽  
Qualitative And Quantitative Methods ◽  
Descriptive Research ◽  
Group A ◽  
Observation Method ◽  
The Mind ◽  
Method Factors

Abstract This study aims to determine: Qur’an memorization method used in PP. Daughter Al Munawwir Complex “Q” and the PP. Daughter Ali Maksum Krapyak Bantul, Yogyakarta, differences and similarities, factors that support and hinder the results achieved in memorizing the Koran in both the PP. Daughter Al Munawwir Complex “Q” or PP. Daughter Ali Maksum Krapyak Bantul, Yogyakarta. This research includes a comparative descriptive research with 59 students in PP Putri Al Munawwir Krapyak Komplek Q and 61 students PP Putri Ali Maksum. Collecting data using observation method, method Interview (Interview), Methods Questionnaire, and Documentation. And data analysis using qualitative and quantitative methods. The results showed that: The method of teaching to memorize the Qur’an used in PP. Daughter Al Munawwir Complex “Q” is Tahfidz method with Qiro’ati method, method in memorize of juz amma binnadzor method juz 1, musyafadah method with one by one. Takrir method with musyafahah method in pairs, group method, estafet method, seaman method. Methods of proof with musyafahah with pairwise method, the method group, a relay method, the method Semaan. Teaching method in memorize of Qur’an used in PP Putri Ali Maksum are Method Tahfidz with binnadzri method, Method musyafahah with five-five. Methods of proof with musyafahah method with one by one, Methods jam’u al, Methods istima’i (Semaan) Friday legi, pray method. The diffeences of those located in the implementation and the similarities located using two methos, tahfidz method and takrir method. Factors that support in memorize of Quran in PP Putri Al Munawwir komplek Q : workship Allah, and preserve purity of Quran, 67.80% ; memorize when there is free time 49,15% memorize because of support by situation and condition 47,46%. While factor that support in memorize of Quran 65,57%; memorize when the mind is quiet 59,02% and situation that support 44,26%. Factors that block in PP Putri Al Munawwir komplek Q, sometimes the student has difficulties to memorize of Quran and can not consentrate (59,02%) and they must to repeat the memoriez of Quran 37,70%. the result achieved in memorize of Quran in PP Putri Al Munawwir complex Q in daily routine, not more than 64,61% and they don’t have a brave listened by the master of Quran yet. While in PP Putri Ali Maksum in daily routine, not more than 65,57% and they a brave listened by the master of Quran. Keyword: comparative, memorization method

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