scholarly journals A Student-Centred Writing Curriculum

1986 ◽  
Vol 3 ◽  
pp. 255
Author(s):  
Deborah Gibson
Keyword(s):  
Small Group ◽  
Individual Student ◽  
Writing Curriculum ◽  
Writing Class ◽  
Whole Class

This paper presents a design for a flexible curriculum for a writing class which meets the problem of varied student levels and goals by basing the course curriculum and content on the students' own written work. Whole class, small group, and individual student pre-writing and follow-up activities are described.

MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

Development of an Instrument to Assess Individual Student Performance in Small Group Tutorials

2004 ◽  
Vol 43 (10) ◽  
pp. 447-455 ◽  
Author(s):  
Michael G. Ladouceur ◽  
Elizabeth M. Rideout ◽  
Margaret E.A. Black ◽  
Dauna L. Crooks ◽  
Linda M. O'Mara ◽  
...  
Keyword(s):  
Small Group ◽  
Student Performance ◽  
Individual Student

Independent and Dependent Group Contingencies

2021 ◽  
pp. 263-274
Author(s):  
Tom Cariveau
Keyword(s):  
Small Group ◽  
Effective Intervention ◽  
Entire Group ◽  
Individual Student ◽  
Group Contingency ◽  
Independent Group ◽  
Group Contingencies ◽  
Educational Settings

Group contingencies include the arrangement of a common consequence for responding by members of a group. Independent group contingencies involve a common consequence being delivered to an individual student based on her performance. Dependent group contingencies involve the consequence being delivered to the entire group based on the performance of an individual or small group of students. Numerous variables may be altered in a group contingency and arranging an effective intervention requires planful incorporation of each. This chapter reviews the components of independent and dependent group contingencies and considerations when designing and implementing group contingencies in educational settings.

The debate on form-focused instruction

1996 ◽  
Vol 19 (2) ◽  
pp. 59-77 ◽  
Author(s):  
Bronwen Patricia Dyson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Small Group ◽  
Speech Act ◽  
Communicative Language Teaching ◽  
Individual Learner ◽  
Syntactic Development ◽  
Linguistic Focus

An interest in investigating the effect of instruction on interlanguage development prompted me to conduct a study on a small group of adult migrant learners of English. As a first step, the learners were assessed for their stage of syntactic development. This assessment showed that a structure-do-fronted questions – had not been acquired by some of the learners but was one for which they were syntactically ready. Because questioning is an important and complex speech act, the learners were then given instruction which focused their attention on do-fronting. The follow-up assessment indicated that instruction can be successful because the learners acquired do-fronting. The study supports the claim that form-focused instruction can make a difference. It also lends weight to Pienemann’s claim that the effectiveness of instruction depends on whether a structure is learnable for an individual learner. The study shows that form-focused instruction can provide an innovative linguistic focus to communicative language teaching and give important assistance with the second language acquisition of the learners.

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