scholarly journals Non-Native English Lecturers' Motivational Practices in a Tertiary Educational Environment

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Sahril Nur ◽  
Tri Indri Hardini ◽  
Andi Anto Patak
Keyword(s):  
Learning Outcomes ◽  
Qualitative Case Study ◽  
English Literature ◽  
Motivational Strategies ◽  
Success Stories ◽  
Embedded Design ◽  
Efl Students ◽  
Field Notes ◽  
Specific Activities

To fill in the gap on how tertiary educational environment’s non-native English lecturers in Indonesia use all motivational activities, this qualitative case study examined how they think about motivational strategies in the classroom, how they put the knowledge into effect, and how EFL students think about their lecturers' motivational strategies. This study focused on a single embedded design in which participants from a single organization were divided into two major clusters. Interviews with five non-native English lecturers and thirteen English Literature students, observation, and field notes were utilised. The participants believed that there are two types of motivation: natural and nurtured, with nurturing motivation receiving more attention. The instructor element is central to motivation, according to participants in both clusters. Both participants stressed the importance of getting a figure to obey. This understanding was positively reflected in practices where lecturers developed, produced, and sustained motivational teaching strategies in the classroom, demonstrating dominance. Sharing non-native English lecturers' success stories, contextualizing, and encouraging were among the study's specific activities. Motivation is essential for learning, but the type and techniques used can differ depending on the situation. These results indicate that a proper and replicable Motivational Teaching Practices (MTP) paradigm necessitated national or regional adaptations due to contextual factors. However, MTP components relevant to English Literature students were ignored by lecturers. Realising MTP’s importance may lead to successfully achieving learning outcomes in higher educational settings.

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

scholarly journals Developing Children’s Cultural Identities Through Play

2020 ◽  
Vol 2 (2) ◽  
pp. 244-257
Author(s):  
Winnie Sin Wai PUI ◽  
ZHANG Heyi ◽  
DING Ming ◽  
ZHONG Cai E
Keyword(s):  
Young Children ◽  
Qualitative Case Study ◽  
Early Years ◽  
Cultural Identities ◽  
Global Mindset ◽  
Video Recordings ◽  
Whole Person ◽  
Curriculum Framework ◽  
Field Notes

Play is an important vehicle for developing literacy, cognition, and social competence in early years settings. In this paper, a qualitative case study in a private kindergarten in China indicated how children could learn and appreciate their own culture in a thoughtfully designed play-based setting. Thirty kindergarten teachers from 15 classes consisting of 431 children in total participated in this study. Based on field notes, audio and video recordings, and teachers’ self-reflective notes, the study explored the play-based setting within a curriculum framework, i.e. the Early-years Whole-person Global-mindset Curriculum Framework (ewgc). The results showed that the play-based setting supported young children to form their own cultural identities and enhanced children’s development in general.

scholarly journals Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation

2019 ◽  
Vol 68 (1) ◽  
pp. 86-107
Author(s):  
Joy Dangora Erickson
Keyword(s):  
Reading Intervention ◽  
Intervention Program ◽  
Qualitative Case Study ◽  
First Graders ◽  
School Experiences ◽  
Second Graders ◽  
Motivation To Read ◽  
Field Notes ◽  
Benefits And Costs

Although research indicates that motivation influences reading development and achievement, studies examining the motivation of primary-age readers are scarce and limited. Assuming school experiences play a role in shaping motivation, it is imperative that younger children’s motivation to read within the context of reading intervention programs be examined. This qualitative case study takes a step toward addressing the gap in the literature. The motivation and engagement of eight children identified as “at risk” for reading difficulties (four first graders and four second graders) specific to a pullout reading intervention program were investigated via researcher field notes and video logs, reading specialist engagement questionnaires and interviews, and participatory student interviews. Findings reveal that reports of engagement were mainly consistent with children’s preferences for doing reading in the classroom or in the intervention setting; however, children’s own perceptions were essential in understanding how the benefits and costs each associated with the intervention combined to influence motivation.

scholarly journals The use of social environment in a psychosocial clubhouse to facilitate recovery-oriented practice

BJPsych Open ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 173-178 ◽  
Author(s):  
Toby Raeburn ◽  
Virginia Schmied ◽  
Catherine Hungerford ◽  
Michelle Cleary
Keyword(s):  
Social Environment ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Mental Health Policy ◽  
Self Determination Theory ◽  
Self Determination ◽  
Case Study Design ◽  
Staff Members ◽  
Field Notes

BackgroundRecovery-oriented language has been widely adopted in mental health policy; however, little is known about how recovery practices are implemented within individual services, such as psychosocial clubhouses.AimsTo explore how recovery practices are implemented in a psychosocial clubhouse.MethodQualitative case study design informed by self-determination theory was utilised. This included 120 h of participant observation, interviews with 12 clubhouse members and 6 staff members. Field notes and interview transcripts were subject to theoretical thematic analysis.ResultsTwo overarching themes were identified, each comprising three sub-themes. In this paper, the overarching theme of ‘social environment’ is discussed. It was characterised by the sub-themes, ‘community and consistency’, ‘participation and opportunity’ and ‘respect and autonomy’.ConclusionsSocial environment was used to facilitate recovery-oriented practice within the clubhouse. Whether recovery is experienced by clubhouse members in wider society, may well depend on supports and opportunities outside the clubhouse.

scholarly journals Analysis of Sentences for Deaf Children in Primary School

2021 ◽  
Vol 8 (8) ◽  
pp. 86
Author(s):  
Hudzaifah Hudzaifah ◽  
Muhammad Akhyar ◽  
Siti S Fadhilah
Keyword(s):  
Elementary School Teachers ◽  
Learning Outcomes ◽  
Sign Language ◽  
Qualitative Case Study ◽  
Deaf Children ◽  
Case Study Method ◽  
School Teachers ◽  
Hearing Ability ◽  
Class Teacher

This study aims to find out the ability to compose sentences of deaf children in outstanding schools. This study was conducted using qualitative case study method in the form of interviews and documentation studies of students' learning outcomes, interviews were conducted on 14 elementary school teachers. This research was conducted by two schools, namely in SLB-B YRTRW and SLB YAAT surakarta. The results showed that deaf children have problems in composing sentences and understanding the meaning of sentences. This is due to, 1) the receptive ability of children who are hampered by hearing ability, 2) the interest in learning deaf children in indonesian language is low, and 3) the use of non-standard sign language systems in communication between deaf children in activities outside the classroom. According to the class teacher, most deaf children also think that indonesian language is a difficult and boring lesson. Therefore, teachers need to increase innovation and creativity in the delivery of Indonesian language materials to be more interesting, either by using media or props that are fun and worth using to increase the motivation of learning deaf children and help the understanding of materials composing Indonesian sentences.

scholarly journals What Demotivates Foreign EFL Teachers? A Case Study in Turkish Context

2017 ◽  
Author(s):  
Turgay Han ◽  
Zinat Mahzoun
Keyword(s):  
Secondary School ◽  
English Language ◽  
School Administration ◽  
Qualitative Case Study ◽  
Effective Communication ◽  
Foreign Teachers ◽  
Face To Face ◽  
Efl Teachers ◽  
Field Notes

This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective communication with school administration and colleagues and lack of interest, attention and respect from behalf of students were the main causes of demotivation at work for both teachers.

scholarly journals EFL LEARNERS � FACED PROBLEMS IN LISTENING COMPERHENSION

2017 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Seli Siti Syadiah
Keyword(s):  
Learning Strategies ◽  
Listening Comprehension ◽  
Qualitative Case Study ◽  
Private University ◽  
Efl Learners ◽  
Effective Learning ◽  
Efl Teachers ◽  
Efl Students

This research focuses on the EFL learners� problems in listening comprehension. The present research attempts to investigate listening problems encountered by a group of low level at seniors of a private university in Kuningan. This qualitative case study involved 10 participants who took TOEFL course in 7th semester. The data was gathered by means of questionnaires and interviews. The result of the research showed that accent, pronunciation, speed of speech, insufficient vocabulary, different accent of speakers, lack of concentration, anxiety, and bad quality of recording were the major listening comprehension problems encountered by EFL students. This research also found that most students (60%) used compensation strategy to overcome the problems by guessing the answer, while the others (30%) used memory strategy by using their knowledge or experiences, and the rest 10% of the students used affective strategy by motivating themselves to try answering the questions. Knowing students� learning difficulties may enable EFL teachers to develop the effective learning strategies and ultimately improve their English listening abilities. Suggestion is made for addressing problems regarding how students can help themselves and the teachers can help their students to overcome the listening comprehension problems encountered by the students.Keywords: EFL Learner, listening comprehension, listening problem

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 Waste machines as an alternative way to enhance students’ speaking interest

2021 ◽  
Vol 2 ◽  
pp. 203
Author(s):  
Yuliana Ningsih ◽  
Kurnia Dwi Artika
Keyword(s):  
Mechanical Engineering ◽  
Qualitative Case Study ◽  
Field Studies ◽  
Spare Parts ◽  
The State ◽  
Speaking Skill ◽  
Field Notes ◽  
Simple Materials

The phenomenon this time was that many lecturers had fallen asleep with the technological advancements used in the learning media. By relying on a more unique creativity, this study used simple materials from spare parts of a machine that can be used as learning media especially in speaking interest. The paper aims to explore speaking interest through waste machines to the students of Mechanical Engineering, the State Polytechnic of Tanah Laut. It investigates how waste machines can be incorporated in English for Specific Purpose (ESP) learners’ speaking interest. This study was qualitative case study, and data were gathered through observations, field notes and interviews. Data were interpreted based on the prepared achievements indicator. The results of the study reveal that the utilization of waste machines such as shocks, piston, gear, and bold is successful improving speaking skill for the students of Mechanical Engineering. In addition, students also learnt how to deliver in presentation with their field studies.

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