scholarly journals Teacher and Student Evaluations of Project-Based Instruction

2002 ◽  
Vol 19 (2) ◽  
pp. 52 ◽  
Author(s):  
Gulbahar Beckett
Keyword(s):  
Second Language ◽  
General Education ◽  
Matter Content ◽  
Systematic Research ◽  
Esl Teachers ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Student Independence ◽  
Subject Matter Content

Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.

scholarly journals A case study of the L2 development of Mohammad – An Iraqi child who is an immigrant in Australia – considering psychological and social factors that affect the development of his L2

2018 ◽  
Vol 10 (2) ◽  
pp. 1005-1007
Author(s):  
Amal Alasmari
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Social Factors ◽  
English Language ◽  
Matter Content ◽  
Learning Theories ◽  
Background Information ◽  
Second Language Development ◽  
L2 Development ◽  
Based Instruction

This paper examines the factors that influence the second language development of Mohammed, an Iraqi child who came to Australia as a refugee one year ago. The factors that affect the linguistic development of the target which will be considered in this paper are: similarities and differences between the first language L1 and the second language L2, psychological factors, and social factors. The paper will provide sufficient background information on the learner and draw on a number of language learning theories in the discussion of each factor. The examination of the various factors revealed that the most suitable approach in teaching is content-based instruction in which the target can learn the subject matter content and at the same time develop proficiency in English language. He must also be highly encouraged to speak L2 in and outside school to achieve suitable level of fluency.

Longitudinal Study of the Effects of Logo Programming on Cognitive Abilities and Achievement

1987 ◽  
Vol 3 (1) ◽  
pp. 73-94 ◽  
Author(s):  
Douglas H. Clements
Keyword(s):  
Cognitive Abilities ◽  
First Grade ◽  
Matter Content ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Delayed Effects ◽  
Logo Programming ◽  
Teaching Problem ◽  
Assisted Instruction ◽  
Subject Matter Content

The Logo computer language was developed to serve as a conceptual framework for teaching problem-solving skills and subject-matter content. As such, its effects may not be immediate and direct, but delayed and diffusive. This study investigated the delayed effects of Logo programming on the cognitive abilities and achievement of primary grade children. Eighteen first grade children were pretested, randomly assigned to Logo computer programming or computer-assisted instruction treatments (3 months duration), and tested on achievement and cognitive abilities eighteen months following the end of the training (i.e., near the beginning of their third grade year). After the tests had been commercially scored, children's responses were analyzed item by item. Based on these analyses, questions were planned and the children were interviewed five months after the administration of the tests. Results indicated that Logo programming affected certain areas of cognitive functioning and achievement; however, the analyses and interviews demonstrated that these effects were not simple or straightforward.

scholarly journals Pedagogy in Speaking: Challenges Addressed by Teacher-Student in the ESL Context

2018 ◽  
Vol 7 (3) ◽  
pp. 97 ◽  
Author(s):  
Md. Kawser Ahmed
Keyword(s):  
Second Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Effective Means ◽  
Real Life ◽  
Care Practice ◽  
Esl Teachers ◽  
Teacher Student ◽  
Teachers And Students

Teaching speaking is perhaps one of the major challenges for teachers teaching in English as a Second Language (ESL) classroom environment. Like writing, speaking is not linear and easy approach to ensure the best utilization among learners.  Since speaking is a real life event and face to face conversation, it needs more sophisticated care, practice oriented session for the students and effective means to implement it in the ESL situation. Even language experts often grope to outline effective and mediocre way to help learners have a good understanding in speaking.  This paper attempts to delineate the focal points where teachers and students face problems in teaching and learning speaking. It immensely chalks out with methodological study, qualitative data analysis and the underlining factors ESL teachers face enormously in the pedagogy of speaking for second language learners. My paper will outline the pedagogical tenets of speaking in the realistic non-native set ups and diagnose the impediments faced by learners when they are supposed to speak and by teachers when they teach speaking for their students.

The Importance of Subject Matter Instructional Expertise in Research on the Effectiveness of Instructional Computer Programs

1993 ◽  
Vol 21 (4) ◽  
pp. 363-367
Author(s):  
Ward Mitchell Cates
Keyword(s):  
Instructional Design ◽  
Subject Matter ◽  
Computer Programs ◽  
Matter Content ◽  
Research Articles ◽  
Computer Based Instruction ◽  
Instructional Focus ◽  
Computer Based ◽  
Based Instruction ◽  
Subject Matter Content

This article examines the importance of subject matter instructional expertise in the design of research studies on computer-based instruction. It considers the implications of shifts in instructional focus from associationism toward cognitivism and points out how difficult it is for most researchers to be experts in both computer-based instructional design and subject matter content instruction. The article suggests that researchers need to work closely with subject matter instructional experts and need to document in their presentations and research articles that they recognized and addressed the importance of subject matter instructional expertise.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

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