scholarly journals WEBQUEST: THE TRANSFORMATION AND INNOVATION IN ELT

2020 ◽  
Vol 2 (1) ◽  
pp. 31-36
Author(s):  
Langgeng Budianto
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Modern Technology ◽  
Language Teachers ◽  
Web Based ◽  
Teaching And Learning Strategies ◽  
Core Issue ◽  
English Classroom ◽  
Main Components

This paper aims at describing the use of modern technology for language teaching.The idea of webquest in language teaching has had colossal changes in recent decades. Advancements in technology, the prominence of the internet and its simple accessibility in numerous parts of the world has made a suitable device for teacher improvement. Web based media place new requests with respect to language which can advance varieties in language utilized (Halliday, 1990). The core issue of this paper will surely encourage the language teachers to find out the interesting and beneficial method of teaching and learning in the academic English classroom. Thus, the use of webquest in language teaching is one effective tool to promote variations in language teaching. The five main components of Webquest, namelythe introduction, task, process, resources, evaluation, and conclusion are significatlyinnovative teaching and learning strategies in EFL context.

scholarly journals Bringing Zull’s Four Brain-derived Pillars of Learning into the English Classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 14
Author(s):  
Jorge Carlos Correa Rodriguez
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Language Classrooms ◽  
Biological Learning ◽  
English Classroom ◽  
The Moment ◽  
Education Science ◽  
The Brain

Teaching modifies the brain of the learners. In that respect, providing teachers with information about ways in which the brain learns could allow them to enhance their practices. Similarly, language teachers should also embrace what experts and theories from Educational Neuroscience and Mind, Brain and Education Science (MBE) Science can offer to pedagogy. This paper explored Zull’s biological learning model in order to provide a practical way to support language teaching. The model depicts 4 pillars derived from his understanding of the learning brain. Zull’s model was developed by his observations of the organic structure of the brain. It originated from the functioning of specific areas located in the neocortex of the brain; the sensory area, the back-integrative area, the front-integrative area and the motor area. Zull (2002) posited that each area is in charge of general functions such as; gathering, reflecting, creating and testing respectively. This connection could benefit the teaching process by providing a path to follow at the moment of instruction. In that sense, this paper observed how his model could be connected with one language teaching methodology. Presentation, practice and production (PPP). It was also observed that the synergetic nature of the connections within the human brain allows the pillars to move throughout the stages of PPP. It means that despite each stage was bound to specific pillars, the rest of them could be also used in each particular stage of PPP if needed. Moreover, some suggestions for the general language classroom were also included. This paper, therefore, aimed to connect one theory derived from the understanding of the brain with pedagogy in order to enhance the way teaching and learning in language classrooms is conducted.

TRAINING TEACHERS IN PRACTICE. Michael Grenfell. Clevedon, UK: Multilingual Matters, 1998. Pp. iv + 187. $23.95 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 442-443
Author(s):  
Manel Lacorte
Keyword(s):  
Learning Strategies ◽  
North American ◽  
Teaching And Learning ◽  
Training Programs ◽  
Language Teaching ◽  
Language Teachers ◽  
Theoretical Treatment ◽  
The North ◽  
Language Teaching And Learning

Training Teachers in Practice is the ninth volume of the series Modern Languages in Practice, whose publications include both practical ideas and theoretical treatment on issues in language teaching and learning, such as motivation, fluency, learning strategies, and technology. This volume provides an engaging analysis of training modern (“foreign” in the North American terminology) language teachers, owing to the author's interest in (a) examining the diverse processes of reflection in the development of training programs in a range of different contexts, and (b) incorporating the teachers' own perspectives on such processes as the essence of the discussion.

Getting Up to Speed on the Information Highway: Integrating Web-based Resources into Business Communication Pedagogy

2001 ◽  
Vol 64 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Thomas D. Clark ◽  
Sherrie E. Human ◽  
Heidi Amshoff ◽  
Mike Sigg
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New Technology ◽  
Assessment Tools ◽  
Web Based ◽  
Web Resources ◽  
Job Searches ◽  
Teaching And Learning Strategies ◽  
Communication Pedagogy ◽  
E Mail

Building on student and faculty enthusiasm for Web resources, we addressed four significant questions as we revised a business communications class to incorporate the Internet: • What Web resources should we include? • How do we make sure we select high quality sites and assessment tools? • How do we effectively integrate Web tools with existing pedagogies? • Will students find Web assignments valuable, easy to access, and useful for course assignments? We integrated Web resources with other course pedagogies in the undergraduate business communications class and identified Websites relevant for teaching employment communication, including e-mail etiquette, online resumes, and elec tronic job searches. Student evaluations of our Web-enhanced course indicate that most found the Web-based assessments and tools accessible and valuable in fur thering their self-understanding and in leading them to explore other sites not required for class. We developed guidelines for using the new technology to support teaching and learning strategies.

scholarly journals Evolving from Course-Centric to Learning-Centric: Portfolios, Wikis, and Social Learning

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Deborah Everhart
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Historical Context ◽  
Participatory Development ◽  
Web Based ◽  
Course Materials ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Individual Contributions

Teaching and learning strategies for using course management systems have evolved from basic “fill in the blank” models to interactive designs that encourage multi-formatted individual contributions and collaborative forms of learning. In keeping with the participatory development of online resources, web-based courses are shifting from traditional “authoritarian” faculty control to inclusion of student-produced course materials and student-directed learning activities. This paper provides historical context, a depiction of the stages in the evolution from course-centric to learning-centric, a glimpse into the future, and seven key strategies for facilitating social learning and the ways in which they help engage learners with each other.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

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