scholarly journals Maximizing Students’ Critical Reading through Virtual Literature Circle Strategy: A Conceptual Framework

2021 ◽  
Author(s):  
Mirjam Anugerahwati ◽  
Furaidah, Sri Rachmajanti ◽  
Hany Noviya
Keyword(s):  
21St Century ◽  
Reading Skills ◽  
Online Classes ◽  
Critical Reading ◽  
School Students ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Efl Teachers ◽  
Literature Circle ◽  
Virtual Conference

With the advancement of the 21st century, Indonesia, like other countries, is also facing challenges in education, particularly for primary and secondary school students. Undoubtedly, literacy is one of the crucial skills in 21st-century education, which encompasses critical thinking and critical reading skills. In an effort to maximize students’ critical reading skills, the researchers conducted virtual conferences and workshops for the teachers of English in primary and secondary schools on the practice of Literature Circle Strategy (LCS) to maximize students’ skills in critical reading. In total, 25 teachers from Malang City and 183 teachers from the Kediri area were included in the study. In Kediri, a one-day conference was held that focussed on the concepts and rules of practicing the LCS in online classes. In Malang, a virtual conference was held on the first day followed by a workshop on the second. While the first day was spent explaining the LCS to the participants, on the second day, they practiced the strategy, in offline sessions. At the end of the workshop, the participants shared their perceptions on this strategy by filling in a questionnaire, stating what they thought would be the process of practicing this strategy both in online and face-to-face classes. This study therefore reports the results of the analysis on their perceptions. Keywords: EFL teachers, perceptions, LCS, virtual

scholarly journals Literature Circle and Critical Reading Across EYL Learning Strategies

2020 ◽  
Author(s):  
Sri Rachmajanti .
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
International Student ◽  
Student Assessment ◽  
Control Group ◽  
Critical Reading ◽  
School Students ◽  
Significance Level ◽  
International Student Assessment ◽  
Literature Circle

The results of survey of Program of International Student Assessment (PISA), it was evident that in 2009 Indonesian lower secondary school students’ literacy ranked 57 out of 65 countries obtaining 396 (compared to Organization for Economic Cooperation and Development/OECD scoring 493), and in 2013 achieved the same score while OECD increased, 496 (Indonesia Curriculum Document, 2013). Inasmuch as the empirical evidence, and a few studies on this, the study was conducted aiming at improving students’ critical reading through literature circle strategy adopting a quasi experimental design by comparing two strategies, conventional and literature circle, for two intact groups in post test at primary school implementing a blended curriculum (Tuckman, 1978; Creswell, 2008). The subjects were composed of 42 students of Grade 5, 5 A for the control group and 5B for the experimental one. The instruments used consisted of posttest for the critical reading competence, observation sheet, underlying relevant documents, interview guide, and questionnaire, and all were validated and tried out. Based on the results of t-test (.002<.05), it revealed that in the significance level of.05 the null hypothesis was rejected meaning that literature circle strategy was verified effective and meaningful in improving the students’ critical reading, specifically in making judgments and producing a summary. It is recommended that the strategy should be implemented as early as primary school, especially for the upper classes to improve their critical thinking for future life.   Keywords: Literature circle strategy, critical reading, across learning strategies, English for Young Learners

scholarly journals EFL teachers’ perceptions and practices of their language assessment knowledge

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hossein Farhady ◽  
Kobra Tavassoli
Keyword(s):  
Language Assessment ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Multiple Dimensions ◽  
Meaningful Relationship ◽  
Efl Teachers ◽  
Research Findings ◽  
Key Issues ◽  
High Level

AbstractResearch on language assessment knowledge (LAK) of teachers has focused on two major topics: identifying the LAK needs of teachers and developing appropriate LAK tests. Although the prior research findings significantly contributed to our understanding of the parameters of LAK, they were mostly quantitative and did not provide much information about EFL teachers’ perceptions and applications of their LAK in a direct and face-to-face situation. Therefore, this qualitative study was designed to shed light on some key issues related to teachers’ LAK using semi-structured interviews. The issues included EFL teachers’ perception of their LAK and their utilization of LAK in their teaching. The participants were 11 teachers with a high level of LAK and 10 teachers with a low level of LAK determined by their performance on a LAK test. The interviews were recorded, transcribed, and content analyzed. The findings did not reveal significant differences in the responses provided by the two groups of teachers. Further, to investigate the extent of teachers’ application of LAK in classroom contexts, some of the tests made by the participating teachers were collected and content analyzed. The results showed that teachers with high LAK wrote longer tests with more varied sections and tasks. Finally, no meaningful relationship was found between the teachers’ level of LAK and their students’ performance on classroom achievement tests. The findings imply that the language assessment field needs more research on multiple dimensions of LAK.

scholarly journals An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals EFL Teachers' Perceptions of the Significance of “Four Cs” and Their Suggestions to Enhance “Four Cs” for High School EFL Students in Vietnam

2021 ◽  
pp. 134-162
Author(s):  
Vuong Thi Huyen Tran
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Structured Interviews ◽  
School Students ◽  
Main Research ◽  
Teachers Perceptions ◽  
Future Success ◽  
Efl Teachers ◽  
Efl Students

The 21st century learning and innovation skills, known as “Four Cs” (4Cs) for a short term have long been highly appreciated for their incontrovertibly enormous benefits for the learners’ future success in the process of perceiving knowledge and the accumulation of these four important skills of the 21stcentury. There have been numerous studies about “four Cs” worldwide so far, but little research on this topic has been conducted in Vietnam. This research aims at investigating high school EFL teachers’ perceptions about the significance of “Four Cs” for high school students, exploring their proposals which aim at developing these four skills for high school students. The official participants in the study were 50 high school EFL teachers teaching English from various high schools in An Giang Province. Among those participants, 9 EFL high school teachers took part in semi-structured interviews related to the theme. With a descriptive approach and a method of qualitative research, structured questionnaire and semi-structured interviews which were employed were regarded as two main research instruments. In general, the findings of this study revealed that EFL teachers in high schools in An Giang Province had been highly aware of the important role of “Four Cs” for high school students, and the findings also explored their recommendations to enhance “Four Cs” for high school students in An Giang Province in Vietnam. From the findings, the study suggested some implications to boost “Four Cs” for EFL students. Finally, the limitations and the suggestions for further research were also discussed.

“What Is It Like to Suddenly Shift From Traditional Face-to-Face to Exclusively Online Training?”

2022 ◽  
pp. 175-194
Author(s):  
Annalisa Raffone ◽  
Alonso Mateo Gómez
Keyword(s):  
Teaching And Learning ◽  
Language Teachers ◽  
Educational Institutions ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Teachers And Students ◽  
Hard Times ◽  
Additional Support

Sars-CoV-2 suddenly spread in late December 2019, forever changing people's lives all over the world. Consistent advancements have been done, especially at the medical level, to face the virus and slow it down. At the same time, schools, universities, and educational institutions have been facing hard times since the beginning of the pandemic. Teachers had to shift from face-to-face to exclusively online classes overcoming daily challenges and helping students with their subjects. This chapter aims to present the results of a study conducted during the first wave of COVID-19 concerning language teachers' perceptions of ERT in secondary schools, high schools, and universities. QUAN and QUAL data were collected and analyzed through descriptive statistics and CAQCAS. The results showed that, despite the difficulties encountered and teachers and students' frequent inability to use digital technologies, instructors at all levels believed virtual classrooms to be useful as additional support to teaching and learning.

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