scholarly journals ONTOLOGY-BASED GENERATION OF MULTILINGUAL QUESTIONS FOR ASSESSMENT IN MEDICAL EDUCATION

2020 ◽  
pp. 001
Author(s):  
Maja Radović ◽  
Nenad Petrović ◽  
Milorad Tošić
Keyword(s):  
Medical Education ◽  
Knowledge Representation ◽  
Teaching And Learning ◽  
English Language ◽  
Automatic Generation ◽  
Assessment Process ◽  
Innovative Teaching ◽  
Domain Specific ◽  
Level Of Automation ◽  
High Level

The requirements of state-of-the-art curricula and teaching processes in medical education have brought both new and improved the existing assessment methods. Recently, several promising methods have emerged, among them the Comprehensive Integrative Puzzle (CIP), which shows great potential. However, the construction of such questions requires high efforts of a team of experts and is time-consuming. Furthermore, despite the fact that English language is accepted as an international language, for educational purposes there is also a need for representing data and knowledge in native language. In this paper, we present an approach for automatic generation of CIP assessment questions based on using ontologies for knowledge representation. In this way, it is possible to provide multilingual support in the teaching and learning process because the same ontological concept can be applied to corresponding language expressions in different languages. The proposed approach shows promising results indicated by dramatic speeding up of construction of CIP questions compared to manual methods. The presented results represent a strong indication that adoption of ontologies for knowledge representation may enable scalability in multilingual domain-specific education regardless of the language used. High level of automation in the assessment process proven on the CIP method in medical education as one of the most challenging domains, promises high potential for new innovative teaching methodologies in other educational domains as well.

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

scholarly journals Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions

2018 ◽  
Vol 12 (1) ◽  
pp. 176
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Writing Assessment ◽  
Teaching And Learning ◽  
English Language ◽  
Assessment Process ◽  
Literature Analysis ◽  
Efl Context ◽  
The Past ◽  
Problems And Solutions ◽  
English Language Institute ◽  
Holistic Rubric

Over the past several decades, writing assessment has evolved in an ever-growing attempt to provide contextual fairness to a student while maintaining standards across a larger community. This study analyzed writing assessment at a Saudi English Language Institute (ELI) by first discussing teaching and learning in an EFL context before examining the shortcomings of current Saudi methods in assessment. A universal rubric created by the Saudi ELI allows for consistency across the program and cross-grading between teachers ensures honesty in assessment, but this rigidity leads to a lack of trust between teachers and coordinators and disallows contextual-based learning. First-hand research and literature analysis show that an analytic, rather than holistic, rubric will allow greater contextual-based learning, and that elimination of cross-grading will empower a teacher to become more directly involved with each student. These changes ultimately benefit the students, teachers, and coordinators of the program.

scholarly journals Is Attitude an Impediment to Achieving English Proficiency amongst the Final Year Students in the Northern Geopolitical Zone of Nigeria: A Comparative Study of Southern and Northern Geopolitical Zones

2018 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Famogbiyele O. Taiwo
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Sampling Technique ◽  
Language Teachers ◽  
High Level ◽  
Descriptive Survey ◽  
Effective Teaching And Learning

<p><em>This study investigated whether it is the learners’ attitudes in the northern geopolitical zone of Nigeria which impede them from achieving high level of proficiency in the study of English language as compared to that of their counterparts in the southern geopolitical zone.</em><em> Three research questions were </em><em>generated to guide the study. </em><em>28-item questionnaire adapted from Gardner’s (1985b) </em><em>Attitude Motivation Test Battery (AMTB) were used to elicit the data needed. The descriptive survey research design that was adopted for the study comprised of four-part Likert-type statements. 610 students (male and female) registered for SSCE examination were selected from 18 government-owned public secondary schools in the Northern and Southern geopolitical zones using stratified random sampling technique. The data collected were analyzed using simple mean scores and percentages. The result of the study showed that </em><em>students in the </em><em>Northern geopolitical zones,</em><em> in fact, have high positive attitude towards the learning of English but were not motivated to learn it and that </em><em>language anxiety had a pervasive impact on the language learning experience of the students. </em><em>The study recommends amongst others that, language teachers need to </em><em>evolve effective teaching and learning strategies</em><em> that generate the attitudes and motivation most conducive to the production of more successful learners of English language.</em><em></em></p>

scholarly journals Frequency and pattern of learner-instructor interaction in an online English language learning environment in Vietnam

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Thach Pham ◽  
Vijay Thalathoti ◽  
Eva Dakich
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Online Course ◽  
English Language Learning ◽  
Online Teaching And Learning ◽  
Instructor Interaction ◽  
Type Pattern ◽  
High Level

<p>This study examines the frequency and pattern of interpersonal interactions between the learners and instructors of an online English language learning course offered at a Vietnamese university. The paper begins with a review of literature on interaction type, pattern and model of interaction followed by a brief description of the online environment and its learners and instructors. The online messages extracted from the communication forums were analysed using simple descriptive statistics and content analysis techniques in the light of Salmon’s (2003) model of online teaching and learning to explore the frequency and pattern of interaction. The results of the study indicate that after a high level of engagement at the beginning of the course, the learners’ interaction dropped and different patterns interaction were found in the three communication forums of the online course.</p>

scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

ENHANCING OWL ONTOLOGIES WITH RELATION SEMANTICS

2008 ◽  
Vol 18 (03) ◽  
pp. 327-356 ◽  
Author(s):  
CARTIK R. KOTHARI ◽  
DAVID J. RUSSOMANNO
Keyword(s):  
Semantic Web ◽  
Knowledge Representation ◽  
Web Ontology Language ◽  
Intrinsic Nature ◽  
Domain Specific ◽  
Ontology Language ◽  
High Level ◽  
Explicit Relation ◽  
Potential Use ◽  
The Web

The OWL Enhance prototype has been developed to augment ontologies implemented using the Web Ontology Language (OWL) with richer relation semantics. This prototype interactively elicits knowledge from providers to describe the intrinsic nature of relations and appends these elicited semantics to definitions of relations in OWL ontologies. Benefits from the explicit specification of the intrinsic nature of relations in ontologies include the development of quantitative techniques for the estimation of similarities among relations and attribute exploration techniques to create relation taxonomies. Examples of these techniques have been implemented in modules of the OWL Enhance prototype to demonstrate the utility of explicit relation semantics. Results from testing these modules on high-level and domain-specific ontologies are presented and analyzed with respect to the potential use of relation semantics to increase the fidelity of knowledge representation, as well as the potential for reuse and interoperability of knowledge on the Semantic Web.

scholarly journals Innovative Teaching: A Need to Encounter the Modern Classroom Challenges

2021 ◽  
Vol 12 (2) ◽  
pp. 1196-1203
Author(s):  
Anup Denzil Veigas, Et. al.
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Global Markets ◽  
Negative Feeling ◽  
Classroom Context ◽  
Innovative Teaching ◽  
New Methods ◽  
Language Classes ◽  
Teaching Learning

Teaching a language and addressing the need of the learners is a complex and challenging exercise. Language plays a prominent role in teaching learning process; however, when it comes to teaching of English language, these challenges multiply especially, within the classroom context because of the learners and their diversity of choices. The Irony behind teaching and learning of English language lies in its context in the global level. English Language seems to have many challenges because of the need to proficiency, competency and fluency of users who are capable of utilising the language skills mainly, LSRW (Listening, Speaking, Reading and Writing) to gain employment in global markets. But today, teaching the learners the skills of the language has become more challenging because the learners exhibit a negative feeling to language classes. The present paper emphasises on making teachers more adaptable for the teaching process by avoiding various classroom discrepancies and preparing the learners to utilize new methods for better and effective skill-based language learning.

scholarly journals Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students

2020 ◽  
Author(s):  
King Costa ◽  
Nisi Thusi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Student Centered ◽  
Innovative Teaching ◽  
Teaching Learning

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Investigating the Implementation of Classroom Assessment by Novice English Teachers

2021 ◽  
Vol 8 (2) ◽  
pp. 99
Author(s):  
Karunia Eka Nafilatul Janah ◽  
Syafi’ul Anam
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Teaching Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
Assessment Process ◽  
Real Field ◽  
Adequate Knowledge

Classroom assessment plays an important role in the success of English language teaching and learning in the classroom. Besides, implementing classroom assessment can be challenging for teachers since it needs a comprehensive process as well as adequate knowledge related to the subject matter. Some previous studies have proven that Indonesian novice teachers of English faced various challenges related to the real field of teaching that assessment is one of the challenges. Regarding the challenges of the assessment, this research is aimed at investigating the implementation of classroom assessment in assessing students’ English skills including its challenges and opportunities faced by novice English teachers. This research employed an open-ended questionnaire involving four female novice English teachers who have less than three years of teaching experience when this research is conducted. The results show that most of the novice English teachers implemented achievement tests that are often summative and used various tasks for assessing their students’ English skills. However, some of the novice English teachers could not answer the questions related to their practices of the assessment principles. Furthermore, the novice English teachers experienced challenges in implementing the classroom assessment such as when implementing peer-assessment, creating a valid grade in the assessment process, and not having enough time for the test preparation. Lastly, one of the novice English teachers involved in this research experienced the opportunities related to the implementation of classroom assessment as assessment not only can reflect the students’ learning progress, but also can know the weakness of the teaching.

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