scholarly journals Meta-evaluation of History and English Language Pedagogy Study Programme with Focus on Transformational Learning

Pedagogika ◽  
2016 ◽  
Vol 123 (3) ◽  
pp. 104-119
Author(s):  
Loreta Andziulienė
Keyword(s):  
Formative Assessment ◽  
Transformational Learning ◽  
English Language ◽  
Academic Staff ◽  
Teaching Profession ◽  
Learning Ability ◽  
Project Work ◽  
Training Institution ◽  
Future Teachers ◽  
Constructive Feedback

Higher education internalization, professional mobility and competitive participation in the international labour market requires the new 21st century competences that involve the transformational change of future teachers, academic staff and the teacher training institution itself. Integrated content and foreign language (CLIL) study programmes create preconditions for such transformational learning based on cooperative learning/teaching, critical thinking, formative assessment and reflection. Simulations, case studies, problem solving, project work, research based learning develop students’ ability to work cooperatively and produce collectively. Pedagogical scaffolding strategies, constructive feedback and formative assessment enable students monitor their progress and plan their further learning. Systematic reflection helps understand better meaningfulness and complexity of the teaching profession, directs one’s transformation and equips students with lifelong learning skills. CLIL study programs prove to have high transformational impact on in-service teachers’ conceptual thinking, procedural skills and encourage reassessing the validity of learning. Ability to direct one’s change empowers future teachers to construct and reconstruct their knowledge based on their experience and needs, critically evaluate educational and work environment, transfer the acquired knowledge and skills to new contexts and actively participate in the reconstruction of the changing society.

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 The Impact of the Formative Assessment in Speaking Test on Saudi Students’ Performance

2019 ◽  
Author(s):  
Nesreen Alahmadi ◽  
Musaad Alrahaili ◽  
Doniazad Alshraideh
Keyword(s):  
Saudi Arabia ◽  
Formative Assessment ◽  
English Language ◽  
First Year ◽  
Speaking Test ◽  
Saudi Students ◽  
Constructive Feedback ◽  
Speaking Assessment ◽  
Core Module ◽  
The Impact

The current research takes place at the English language department at Taibah University, Saudi Arabia, where all students are enrolled in undergraduate studies and must study English language course as a core module in their first year. One of the most challenging tests faced by Saudi students in their studies, is the summative speaking test. The test is consisting of three tasks in which students required to go through them all. Accordingly, there is a need to seek approaches to enhance students’ performance in the speaking test. In other words, formative assessment has not been used to overcome the challenges faced by the Saudi students at Taibah University in the speaking test. This research aims to investigate whether a formative speaking assessment has a significant impact on students’ performance in the summative test. Also, it aims to monitor student learning and to provide constructive feedback that can be used by teachers to improve students’ learning and help the students to identify their strengths and weaknesses in speaking skills. This study concludes that formative assessment helps Saudi students to overcome the challenges they face in speaking test. It is also recommend constructive feedback to improve their speaking performance.

scholarly journals Investigating Self-Assessment of Teaching Profession of Iraqi EFL Teachers

2018 ◽  
Vol 214 (2) ◽  
pp. 117-128
Author(s):  
Dhea Mizhir Krebt. Ph.D.
Keyword(s):  
Formative Assessment ◽  
Physical Environment ◽  
English Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Self Assessment ◽  
Efl Teachers ◽  
English Language Teachers

     Self-assessment is a process of formative assessment during which teachers reflect on and evaluate the quality of their work, decide the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly. The present study is an attempt to find out the SA of Iraqi English language teachers. The sample consists of 100 teachers in Baghdad. An inventory of many domains distributed to the teachers, they are, routines, expectations, language, time, opportunities, physical environment, and interactions. The results show that the EFL teachers practice four domains of SA they are: routines, physical environment, time, and language.                            

IELTS READING AND SOME TECHNIQUES TO IMPROVE IELTS READING SKILLS FOR STUDENTS

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dinh Thi Bac Binh ◽  
Dinh Thi Kieu Trinh
Keyword(s):  
English Language ◽  
Reading Skills ◽  
Language Testing ◽  
Training Institution ◽  
Testing System ◽  
Time Saving ◽  
International English

The International English Language Testing System (IELTS) is recognized as an accountable tool to assess whether aperson is able to study or train in English. Every year, thousandsof students sit for IELTS. However, the number of those who arerecognized to be capable enough to take a course in English issomehow limited, especially for those who are not major inEnglish at their universities.IELTS Reading is considered as a discerning skill and it is of theequal importance to listening, speaking and writing in obtainingthe objectives of IELTS of band 6 or 6.5. Being teachers of Englishat a training institution, the authors recognize that students canmake time-saving improvements in their reading command undertheir teachers’ insightful guidance.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

Mentoring pre-service educators in the development of professional disposition

2017 ◽  
Vol 6 (3) ◽  
pp. 196-209 ◽  
Author(s):  
Heather D. Kindall ◽  
Tracey Crowe ◽  
Angela Elsass
Keyword(s):  
Professional Growth ◽  
Teaching Profession ◽  
Teacher Preparation Program ◽  
Clinical Experiences ◽  
Content Type ◽  
Self Reflection ◽  
Constructive Feedback ◽  
Professional Dispositions ◽  
Internship Experience ◽  
Clinical Internship

Purpose Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued development through mentoring during the clinical internship can enhance the effectiveness of pre-service teacher candidates as instructional leaders. The purpose of this paper is to explore the unique experiences found to be successful in mentoring pre-service teachers from student to professional during an authentic, yearlong internship experience. Design/methodology/approach Intern participants in this pilot study completed an inventory that measured professional dispositions five times during an internship experience. Data were analyzed using a mixed methods study design. Findings Results of the study determined that intern participants held unrealistic views of teaching and did not recognize the importance of dispositional development prior to focused mentoring throughout the year of clinical internship. One central finding in this study is that change and growth about perceptions of professional dispositions can be developed through focused mentoring. Originality/value Mentoring within the teacher preparation program can help in the transition of understanding professional growth and development, attitudes, and the view of complex behaviors. The dispositions necessary for effective teaching can be honed through cultural and clinical experiences, continual self-reflection, constructive feedback on evaluations of teaching, and targeted mentoring before beginning the clinical student internship and throughout the experience.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals The School of Business English

2014 ◽  
pp. 206-208
Author(s):  
L. S. Pichkova
Keyword(s):  
English Language ◽  
Training Programs ◽  
Business Communication ◽  
Teaching Profession ◽  
Common Language ◽  
Object Language ◽  
Business English ◽  
Economic Texts ◽  
The Common

School of Business English prepare students for translation and abstracting economic texts, business correspondence and business communication originated in the late 1950s. Department of English Language № 2 pioneered the creation of the school of business English at MGIMO and made the largest contribution to its development. Developing and using the latest educational technology, actively participating in many innovative projects, responsive to changes in the economic and socio-political sphere and carefully studying the international experience, the Department has become the undisputed leader in language teaching profession. The emphasis is on the use of the advantages of a new method of object-language integrated learning, in which the program of teaching business English are built in close coordination with training programs on special subjects, and sometimes supplement them. Business games, round tables, student conferences in English have become long-term practice of the English Language № 2. Specialty permeates all stages and aspects of learning, including the common language practice.

scholarly journals The Effective use of Authentic Materials in the English Language Classrooms

2019 ◽  
Vol 7 (1) ◽  
pp. 1-8
Author(s):  
Parupalli Srinivas Rao
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Profession ◽  
Modern World ◽  
Authentic Materials ◽  
English Classrooms ◽  
Language Classrooms ◽  
Effective Use ◽  
English Language Classrooms

Due to the technological innovations, the twenty-first century has witnessed tremendous changes in all walks of life. The new technology abetted the extant educational system and it gifted the contemporary educational system with a newfangled drift. As a result, there have been several innovations in the field of education and English has no exception. The concept of teaching English has drastically changed and the present generation of teachers as well as the learners depend more on the latest technology that brings a greater change in teaching and learning. In the modern world, the teachers of English have been using a variety of teaching materials in order to satisfy the needs and interests of the learners. In this process, they also go for the authentic materials in addition to the prescribed textbooks with an aim to improve the standards of the learners and to develop their learners’ language skills enormously in the regular English classrooms. According to Peacock (1997), “Authentic materials are more motivating for students, even lower level students, than artificial materials”. Furthermore, Briton (1991 cited in Qura, 2001) states, “Authentic materials relate more closely to learners’ need, for they build a connection between the language classroom and the outside world. The teachers have to use all the available authentic materials such as newspapers, magazines, story books, movies, radio, TV ads, songs, label products, bus or train timetables, realia like phones and dolls so that the learners show more interest towards their leaning. As authentic materials play a vital role in promoting the learners’ learning and creates interests among learners to learn the English language in a natural way with proper motivation, the teachers of English should use these authentic materials in their day-to-day teaching profession. The present paper brings to light to the effective use of authentic materials by the teachers in the English language classrooms. For this purpose, this paper initially discusses the advantages of authentic materials in the field of education. Then this paper brings out the importance of the authentic materials that are used in the English language classrooms. Later, this paper emphasizes primarily on the effective use of the authentic materials and how they assist the teachers in their teaching and also how they help the learners to learn English in a better and easier way. Finally, this paper gives some expedient hints both to the teachers and the learners of English to how improve their teaching and learning skills colossally using the authentic materials in the English classrooms.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

Sign in / Sign up

Export Citation Format

Share Document