scholarly journals An Inventory of Purpose-Built Learning Actions to Build Text-Based and Topic- Based Knowledge

2017 ◽  
pp. 193-225
Author(s):  
Argemiro José Amaya Buelvas
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Program ◽  
First Semester ◽  
Esl Reading ◽  
Reading Activity

This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language Teaching Program at Universidad de Córdoba applied more often while reading. Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in order to evaluate their experience and opinion about the platform’s design. Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform and its design was significant when bringing up purpose-built learning actions.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

scholarly journals QAR (QUESTION ANSWER RELATIONSHIP) AS AN ALTERNATIVE STRATEGY TO TEACH READING

2017 ◽  
Vol 2 (2) ◽  
pp. 101-123
Author(s):  
Sa’dulloh Muzammil
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Alternative Strategy ◽  
Teaching Reading

In English language teaching, teaching reading plays an important role, for reading is one of language skills. In order to succeed doing this activity, a teacher must be familiar and able to employ various teaching readingstrategies that can assist his/her students comprehend what they read. To check students’ reading comprehension, a teacher may propose several questions related to the texts being read. However, if the students have difficulties dealing with these reading comprehension questions, a teacher must be able to help them by introducing reading strategies to overcome the problems. QAR is one of reading strategies which is beneficial for a teacher to check students’ reading comprehension and frame reading question-answer activity in reading phases: pre-, while-, and post-reading; as well as to help students locate answers for the questions.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

scholarly journals Learner autonomy assessment of English language teaching students in an international program in Thailand

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Rosukhon Swatevacharkul ◽  
Nida Boonma
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Learner ◽  
English Language Teaching ◽  
First Semester ◽  
International Program ◽  
High Level

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand.  Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.

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