scholarly journals Motivation and Instructional Preference of EFL Students at Tertiary Level

2019 ◽  
Vol 3 (1) ◽  
pp. 28-44
Author(s):  
Dwi Ratnasari
Keyword(s):  
Instructional Methods ◽  
Private University ◽  
Structured Interview ◽  
Educational Processes ◽  
Efl Students ◽  
Intrinsic Orientation ◽  
Main Components ◽  
Teaching Learning ◽  
Level Of Motivation ◽  
The Relationship

The aims of the study to find out the relationship between students’ motivation and instructional preference. The main components of motivation that underlay the students to learn English, and the students’ most preferred instruction, is beneficial to contribute to teachers’ understanding of the need to consider students’ preferences when planning the teaching-learning activities and to choose the instructional methods to use in teaching. A mixed-method design used in this study by combining quantitative and qualitative data to analyze. Descriptive statistics and interview analysis were used. The participants of this study were 323 students at a private university in Palembang, Indonesia. An 82-item questionnaire assessing motivation and instructional preference and semi-structured interview were used. The questionnaire consisted of 50 items measuring motivation and 32 items measuring instructional preference. The result showed that there was a positive and significant relationship between motivation and instructional preference. It means that students who had a higher level of motivation would have more instructional preferences than those who had a lower level of motivation. The result of the study indicated that the primary motivational components underlying the students to learn English were instrumental orientation, intrinsic orientation, and integrative orientation, and the students’ most preferred instruction was mastery learning. This study implies that teachers should be aware of diversifying the instructional methods used in their classes. They should take into account the students’ characteristics when planning and implementing educational processes.

scholarly journals Experiencias de los docentes pertenecientes a las Facultades de Ingeniería al implementar las TIC en sus prácticas educativas presenciales / Experiences of teachers belonging to the engineering schools to implement ICT in their face educational practices

2018 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Fernando Martínez Rodríguez ◽  
Juan González Martínez
Keyword(s):  
Information And Communication Technologies ◽  
Private University ◽  
Communication Technologies ◽  
Structured Interview ◽  
Public University ◽  
Educational Processes ◽  
Information And Communication ◽  
Quantitative Descriptive ◽  
Mixed Approach ◽  
School Training

This article presents the results found in phase four of the doctoral thesis: "Pedagogical references for the use and appropriation of Information and Communication Technologies (ICT) within the educational processes planned and developed by teachers of higher education”. In this phase of the research, it was intended to establish in a direct and precise way how teachers make use of ICT within their classes. This research is carried out in the engineering faculties of three universities in Bogotá (Colombia): a private university, a public university, and a technological public school, training engineers by propaedeutic cycles. The methodology followed is framed under the mixed approach: qualitative and quantitative descriptive, using the technique of structured interview applied to 157 teachers who guide educational processes in engineering faculties. This study could undoubtedly serve as a reference to other engineering teachers who intend to make use of ICT in their educational processes. Este artículo presenta los resultados encontrados en la fase cuatro de la tesis doctoral “Referentes pedagógicos para el uso y apropiación de las Tecnologías de la Información y Comunicación (TIC) al interior de los procesos educativos planeados y desarrollados por los docentes de educación superior”. En esta fase de la investigación, se pretendía establecer la forma en la que los docentes hacen uso de las TIC en el interior de sus clases. Se realiza en las facultades de ingeniería de tres universidades de Bogotá (Colombia): una universidad privada, una universidad pública y una escuela tecnológica de carácter público, formadora de ingenieros por ciclos propedéuticos. La metodología seguida en esta fase está enmarcada bajo el enfoque mixto cualitativo y cuantitativo descriptivo, usando la técnica de entrevista estructurada realizadas a 157 docentes que orientan procesos educativos en las facultades de ingeniería. El estudio permitió recoger un buen número de experiencias educativas que, sin duda alguna, podría servir de referente a otros docentes de ingeniería que pretendan hacer uso de las TIC en sus procesos educativos.

scholarly journals Vlogs in University EFL Speaking: Student’s and Teachers’ Perceptions

2021 ◽  
pp. 416-424
Author(s):  
Misdi . ◽  
Usmala Dewi Siregar ◽  
T Thirhaya Zein ◽  
Deasy Anggraini ◽  
Zhafran Fatih Ananda
Keyword(s):  
Language Education ◽  
Private University ◽  
Structured Interview ◽  
Foreign Language Education ◽  
Learning Motivation ◽  
English Learning ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
Efl Students

The use of vlogs has increased significantly in the context of English learning, especially in the context of English as a Foreign Language education. Yet little has been reported on how university EFL students perceive vlogs for their English learning, e.g. speaking activities. Thus, this paper aimed to investigate students’ and teachers’ perceptions of vlog-mediated English speaking activities. From 99 EFL students and teachers, 49 students of the English department of a private university were recruited to participate in this study. After a week of a classroom project of vloging in speaking activities was implemented, questionnaires were distributed. Then a semi-structured interview was conducted to further explore students’ perceptions of vloging activities. The findings show that vlog-mediated EFL speaking successfully stimulated students for speaking English. Students enjoyed the vloging activities. Students’ learning motivation was also improved. Some implication of the vlog-mediated EFL speaking activities were presented and discussed. Students’ speaking engagement and challenges were also elaborated. Keywords: EFL speaking, learning motivation, self-directed learning, vlog-mediated speaking

scholarly journals THE USE OF YOUTUBE TO SUPPORT EFL STUDENTS' LISTENING SKILLS

2021 ◽  
Vol 2 (2) ◽  
pp. 1-12
Author(s):  
Ignasia Yuyun ◽  
Fitri Yanti Simamora
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Private University ◽  
Listening Skills ◽  
Authentic Material ◽  
Digital Era ◽  
Teacher Needs ◽  
Information And Communication ◽  
Efl Students ◽  
Teaching Learning

Authentic material in the English as a Foreign Language (EFL) classroom, particularly in listening,  encourages students to apply actual language or authentic speech. In this digital era, Information and Communication Technology (ICT)  plays a pivotal role for the teacher's resources to support the teaching-learning process in the classroom. The teacher can find free resources on the Internet by browsing Google, Yahoo, and YouTube. Using YouTube videos can improve students' listening comprehension as it brings many benefits to learners. YouTube is a tool of authentic material to support the student to focus more on listening. The teacher needs to encourage student's motivation in the teaching-learning process. Therefore, this study investigates how YouTube Video is a teaching tool to improve student's listening comprehension skills. There were eight participants from the English Department in a private university in Jakarta. The data was collected through class observation and interviews to observe EFL students' progress in the learning process of listening. This study revealed that YouTube video benefits EFL learners, such as improving students' confidence, enjoying the learning process, making the learning process more fun, and increasing students' interest in learning.

scholarly journals Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach

2020 ◽  
Vol 12 (18) ◽  
pp. 7514 ◽  
Author(s):  
Leticia Rodriguez-Segura ◽  
Marco Antonio Zamora-Antuñano ◽  
Juvenal Rodriguez-Resendiz ◽  
Wilfrido J. Paredes-García ◽  
José Antonio Altamirano-Corro ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Student Satisfaction ◽  
Data Science ◽  
Educational Process ◽  
Face To Face ◽  
Global Context ◽  
Educational Processes ◽  
Learning Platforms ◽  
Teaching Learning ◽  
The Relationship

At the onset of the crisis caused by COVID-19, the Mexican education system chose to join the global context and suspend face-to-face classes for all educational levels. For the continuity of educational processes, a transition from a traditional educational model (face-to-face) to emergency remote teaching (ERT) was made through virtual learning platforms and learning management system (LMS) schemes. Universidad del Valle de Mexico (UVM), in a collaboration agreement with Microsoft Co., chose to use Teams to continue its educational process. In this work, we intend to identify the factors that can be taken into account regarding the level of student satisfaction in the teaching–learning process in ERT using Teams, and validate the established educational strategy. Statistical analysis was carried out to analyze the academic environment for these scenario changes while considering knowledge assessment, and competencies achievement. A combined sampling method was applied with convenience and statistical analysis. The main results established significant percentages, where more than 60% of the students surveyed were manifested in the use of the teams and the organization of the class sessions by the teachers, and the activities developed. Using the Cronbach’s Alpha coefficient, the reliability of the data collection instruments was determined. The correlations of each of the survey questions were calculated to determine the relationship between themselves and the total answers, giving results similar to those obtained through data science tools. Taking advantage of the situation, data science tools were applied to compare the results with obtained values from RapidMiner software in the correlation of factors in of 0.440, 0.384, 0.246, 0.048 and 0.384.

scholarly journals How do Teaching Strategies that Teachers Employ in the Secondary Schools Raise Students’ Level of Motivation to Learn Effectively?

2021 ◽  
pp. 1-13
Author(s):  
Pema Rinzin
Keyword(s):  
Secondary Schools ◽  
Teaching Strategies ◽  
Qualitative Approach ◽  
Colleges Of Education ◽  
Motivation To Learn ◽  
Teacher Trainees ◽  
Hands On ◽  
Teaching Learning ◽  
Level Of Motivation ◽  
The Relationship

The researcher carried out the study to find out, “How teaching strategies that teachers employ in the secondary schools raise students’ level of motivation to learn effectively.” The research explored the relationship between teaching strategies used and motivation affecting the effective teaching-learning process in our schools.  Researcher was guided by epistemological assumption and anchored on a social constructivist worldview. Being a novice researcher I employed a qualitative approach with the use of phenomenology as research design. This choice has facilitated the researcher to gain hands-on experiences of the participants in the field. For data collection researchers employed interview (semi-structured) and observation as research tools involving two schools for the study. Researchers invited six teachers (all male) and eight students (4 boys and 4 girls) as the research samples. The data collected from the field was presented, thoroughly discussed and critically analyzed. The study revealed that our existing system of teaching lacks the blend of motivation in the teaching strategies utilized, resulting in minimal learning to our students due to lack of motivation. One of the main recommendations is there is a need for the ministry to look into the possibility of offering courses on motivation compulsorily to all the teacher trainees in the two Colleges of Education.

Measuring the Degree of English Teachers’ Motivation

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Selçuk KORAN
Keyword(s):  
English Language ◽  
Teacher Motivation ◽  
Private University ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
L2 Learners ◽  
Second Language Teachers ◽  
Teaching Learning ◽  
Level Of Motivation

Teacher motivation is essential for quality teaching. There are motivation measurement mechanisms devised by researchers and used in education in general and particularly in English language teaching. The presented research aims to create an effective mechanism of defining motivated, less motivated and demotivated English teachers. Using both qualitative and quantitative approaches, a survey triangle of English as foreign/second language teachers, of administration/supervisors and of L2 learners is suggested. Ten university English teachers at a large private university in Iraq were surveyed, using a questionnaire in order to reveal their level of motivation. Each statement/question in the survey was based on the postulates of different researchers, mainly psychologists, concerning human motivation. L2 learners were asked to fill in the questionnaires concerning their teachers’ successful teaching practices and commented on the teachers’ behavior in and outside the classroom. The research outcomes validated the suggested survey model for detecting motivated vs. demotivated English teachers. During the study many assumptions about teacher motivation were reexamined and confirmed. The research results are reflected in recommendations for administration in educational institutions and for English teachers concerning various issues of motivation. Hopefully, the article will contribute to better teaching/learning practices by means of enhancing English teachers’ motivation.

The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

2016 ◽  
Vol 7 (6) ◽  
pp. 1164 ◽  
Author(s):  
Aliye Mohammad Jafari ◽  
Neda Fatehi Rad
Keyword(s):  
Phonological Awareness ◽  
Significant Role ◽  
Structured Interview ◽  
Reading Performance ◽  
Qualitative And Quantitative ◽  
Reading Vocabulary ◽  
Grammatical Awareness ◽  
Efl Students ◽  
The Relationship

The purpose of the present research was to assess the influence of phonological and grammatical awareness on reading performance of EFL students at Azad Islamic University of Kerman. Based on such a purpose, a series of linguistic tasks were applied in order to find the relationship between phonological and grammatical awareness and reading performance. 50 EFL students participated in the present study through a qualitative and quantitative survey. Phonological awareness was measured by four tasks while grammatical awareness was measured by two tasks. A semi-structured interview was conducted among EFL students and their in order to obtain their feedback regarding the tests and the role of phonological and grammatical awareness in their reading performance. In addition, in order to measure reading performance, a two stage reading task (reading vocabulary and reading short sentences) was used. The results of the present study revealed that phonological and grammatical awareness had a significant role in reading performance of EFL students of the participants.

scholarly journals The Relationship between Teachers’ ICT Knowledge and Students’ Motivation in Online Learning

2021 ◽  
pp. 252-260
Author(s):  
Malakeh M. Itani ◽  
◽  
Manal K. Sinno
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Private University ◽  
Discussion Board ◽  
Online Classes ◽  
Structured Interviews ◽  
Technical Problems ◽  
Online Tools ◽  
Teaching Learning ◽  
The Relationship

Knowing that the teaching-learning experience has recently shifted to online platforms, researchers are concerned about enhancing students' motivation. This study aims at finding the relationship between teachers' ICT knowledge and students' motivation in online learning. A sample of 169 students enrolled at a private university in Jeddah, KSA, answered a survey of eight questions explicitly constructed for this research. Structured interviews with sixteen students and four teachers of different majors were conducted to triangulate the data. Descriptive statistics for each variable were then calculated. The results indicated that the factor that motivates the students most is the teacher's skillful use of online tools such as Announcements, Journal, Discussion Board, and Wiki. On the other hand, the factor that has the lowest effect on students' motivation is the teacher's ability to solve technical problems that emerge in online classes. Teachers' ICT knowledge is found to be directly related to students' motivation in online classes. It is, therefore, recommended that teachers have an adequate practice of using ICT in their online classes.

scholarly journals EFL Students’ Perception of Speaking Course through Debating Process during the Pandemic

2021 ◽  
Vol 8 (2) ◽  
pp. 267-276
Author(s):  
Sri Ayu Indah Lestari ◽  
Yousef Bani Ahmad ◽  
Sumarta Sumarta
Keyword(s):  
Critical Thinking ◽  
Social Skill ◽  
English Education ◽  
Structured Interview ◽  
Team Work ◽  
Video Conference ◽  
Efl Students ◽  
The Subject ◽  
Teaching Learning ◽  
The Impact

Speaking is one of four crucial skills in English language learning. The pupils communicate and share their thoughts by language in their everyday life. They use language to make an order, to communicate with others, to express their emotions, thoughts and ideas. Speaking is one of the subjects in an English Education Department, the researcher inspired to evaluate whether the debating method increase the student’s speaking skill or not, especially during the outbreak of the corona virus. As the impact of this virus matter, education is one of some fields got impacted, so schools and universities are closed for more than a year. The new way of teaching learning could be a challenge for both students and instructors. Moreover, there is a need to know on how the students’ perception toward the teaching learning process via video conference, was it feel the same. However, this paper investigates the EFL students’ perception of speaking courses through the debating process during the pandemic. This study employing qualitative narrative inquiry. The data gathered from some the experiences of three Indonesian EFL students in university. The author was done collected the data conducted a semi-structured interview using a call through messages application. The study found that the participants’ perceptions toward speaking course conducted via video conference encourage their critical thinking, their team-work, students’ social skill and their interest towards the subject. It seems that the debate technique is impacted the students positively by promoting their critical thinking, social skill, team work and students’ satisfaction towards the subject.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Sign in / Sign up

Export Citation Format

Share Document