scholarly journals The Presence of Learner Identity in Online Classes in UTAS-Rustaq

2021 ◽  
Vol 7 (1) ◽  
pp. 53-69
Author(s):  
Munira Said Al Siyabi ◽  
Dalal Abdullah Al Shekaili
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Virtual World ◽  
English Language ◽  
Virtual Classroom ◽  
Learning Context ◽  
Learner Identity ◽  
University Of Technology ◽  
Virtual Classes ◽  
Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

scholarly journals The Presence of Learner Identity in Online Classes in UTAS-Rustaq

2021 ◽  
Author(s):  
Munira Said Al Siyabi ◽  
Dalal Abdullah Al Shekaili
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Virtual World ◽  
English Language ◽  
Virtual Classroom ◽  
Learning Context ◽  
Learner Identity ◽  
University Of Technology ◽  
Virtual Classes ◽  
Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

scholarly journals CREATING SENSATION OF LEARNING IN CLASSROOM: USING 'GATHER TOWN' PLATFORM VIDEO GAME-STYLE FOR VIRTUAL CLASSROOM

2021 ◽  
Vol 6 (2) ◽  
pp. 30-43
Author(s):  
Tira Nur Fitria
Keyword(s):  
Language Learning ◽  
Video Game ◽  
English Language ◽  
Virtual Classroom ◽  
Work Activities ◽  
The Real ◽  
Virtual Meeting ◽  
Virtual Class ◽  
Virtual Classes ◽  
Result Analysis

Abstract: Virtual classes have now become commonplace during the COVID-19 pandemic. As time goes by, applications for virtual meetings continue to appear, one of which is Gather Town, which is now widely used and is a tight competitor to Zoom Meeting and Google Meet. Gather Town is a virtual meeting platform designed like a video game. This research is to implement the use of the 'Gather Town' game platform and to find out the student’s perception during the implementation and simulation of Gather Town application as an alternative platform in creating a sensation of English Language Learning (ELL) in the real classroom through virtual class during the pandemic COVID-19. This study uses descriptive qualitative research. The result analysis from observation and interview show that Gather Town has graphics similar to the Harvest Moon game, where students can play one character and can write their name on the top so that the lecturer can see which students are present. The room is designed similar to a classroom, where the lecturer's desk is at the front of the classroom. The virtual classroom also has chairs that are neatly lined up like classrooms in the real world. Then when doing group assignments, the student characters will gather at the same table as in a real classroom. They also carry out group work activities as if they were in the classroom. Each group sat in a circle and discussed with one another. The current game may be an alternative design in a virtual classroom. Abstrak: Kelas virtual kini menjadi hal biasa selama pandemi COVID-19. Seiring berjalannya waktu, aplikasi untuk virtual meeting terus bermunculan, salah satunya adalah Gather Town yang kini banyak digunakan dan menjadi pesaing ketat Zoom Meeting dan Google Meet. Gather Town adalah platform pertemuan virtual yang dirancang seperti gim video. Penelitian ini bertujuan untuk mensimulasikan penggunaan platform game 'Gather Town' dan mengetahui persepsi siswa selama simulasi aplikasi Gather Town sebagai platform alternatif dalam menciptakan sensasi Pembelajaran Bahasa Inggris di kelas nyata melalui virtual. kelas selama pandemi COVID-19. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil analisis dari observasi dan wawancara menunjukkan bahwa Gather Town memiliki grafik yang mirip dengan game Harvest Moon, dimana mahasiswa dapat memainkan satu karakter dan dapat menuliskan namanya di bagian atas sehingga dosen dapat melihat mahasiswa mana yang hadir. Tidak hanya itu, ruangannya didesain mirip dengan ruang kelas, dimana meja dosen berada di bagian depan kelas. Ruang kelas virtual juga memiliki kursi yang berjejer rapi seperti ruang kelas di dunia nyata. Kemudian saat mengerjakan tugas kelompok, karakter siswa akan berkumpul di meja yang sama seperti di ruang kelas yang sebenarnya. Mereka juga melakukan kegiatan kerja kelompok seolah-olah berada di dalam kelas. Setiap kelompok duduk melingkar dan berdiskusi satu sama lain. Game saat ini dapat menjadi alternatif desain di kelas virtual.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Digital media users and Facebook hashtags' misinterpretations

2020 ◽  
Vol 44 (6) ◽  
pp. 1183-1198
Author(s):  
Umbreen Tariq ◽  
Summaira Sarfraz ◽  
Ali Abbas
Keyword(s):  
English Language Learners ◽  
Digital Media ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Focus Group Interviews ◽  
Intended Meaning ◽  
Content Type ◽  
Group Interviews ◽  
Major Factors

PurposeThis paper examines reasons of pragmatic functions' misinterpretation of three types of Facebook hashtags: long, short and multiple mixed hashtags.Design/methodology/approachFocus group interviews of 15 English language learners, who are also active users of Facebook and hashtags, are conducted. Thematic analysis is performed through the software Nvivo for arriving at reliable findings.FindingsThe findings show that unknown vocabulary in contents and lowercasing in long and short hashtags are major factors that cause misinterpretation. Also, the symbol of underscore and appropriate usage of upper and lowercasing of alphabets should be adopted in hashtag writing for the improvement in communication and successful conveyance of the intended meaning.Originality/valueThis paper contributes to the online hashtag writing style by finding reasons for the misinterpretations of different types of hashtags. Hashtags have been developed for adequate communication (Livingstone, 2012), but in Pakistan, hashtags are practiced as a “fashionable” trend and thus result in misinterpretation and inadequate communication among readers even of the same background (Tariq and Sarfraz, 2018). Moreover, this study focuses on the trend of hashtagging that is common among university students and particularly second-language learners because they are active users of Facebook and adopt the latest trends quickly.

scholarly journals LEARNING AMID CRISIS: EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID-19 OUTBREAK

2020 ◽  
Vol 6 (2) ◽  
pp. 179
Author(s):  
Kasyfur Rahman
Keyword(s):  
Online Learning ◽  
English Language ◽  
Language Education ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
English Language Education ◽  
Virtual Classes ◽  
Efl Students ◽  
Instructor Characteristics

This paper investigated tertiary EFL students’ overall perception of the use of fully online learning during the Covid-19 pandemic. By administering a survey to 125 students of the English Language Education Program in a State Islamic University in West Nusa Tenggara, Indonesia, using 26 items of a questionnaire with a five-point Likert scale, this study unravelled students’ responses in terms of three constructs including Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Perceived Instructor Characteristics (PIC). The findings suggested that in terms of PU, even though the data mostly demonstrated neutral responses for most of the questionnaire items, the students tended to perceive online learning as to provide flexible time for their learning and foster their autonomy/independence and confidence. However, the students tended to perceive online learning as less facilitating for their understanding of subjects. In terms of PEOU, the responses reflected the students’ readiness to employ online learning as the data suggested that they possessed both the technology and the knowledge to use it. However, they tended to encounter problems when operating the technology, especially concerning the internet connection. On the other hand, these students perceived instructor characteristics as mostly positive. Therefore, online learning seemed to have not been designed to engage all students, yet seemed to be an inevitable option during the outbreak as the report from the interviews demonstrated that F2F classes were still preferred over online learning. Finally, these findings imply the need for redesigning online learning to better engage students in virtual classes.

scholarly journals LANGUAGE CAMP IN MALAYSIA: ASNAF STUDENTS’ NEEDS AND PERCEPTION

2019 ◽  
Vol 7 (2) ◽  
pp. 287-295
Author(s):  
Nur Yasmin Khairani Binti Zakaria ◽  
Maslawati Mohamad ◽  
Fazilah Idris
Keyword(s):  
Focus Group ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Context ◽  
Focus Group Interviews ◽  
Depth Analysis ◽  
Group Interviews ◽  
Addie Model

Purpose of the study: This study aims to identify Asnaf students’ needs in language learning and their perception of the implementation of the language camp module that had been developed by researchers using the ADDIE model Methodology: In-depth analysis of focus group interviews with Asnaf students was conducted, and the data obtained were analysed thematically according to several categories Main Findings and Novelty: The findings of this study revealed that students believed that their anxiety was lowered when they were given the opportunity to cooperate with their friends in a fully immersive and fun English language learning context Applications of this study: The modules and the findings of this study could be used by any English language educators to conduct English language camps especially to Asnaf children who stay in charity homes.

Service-Learning as Authentic Practice for Teacher Candidates to Work With English Language Learners

2019 ◽  
pp. 35-54
Author(s):  
Hyesun Cho ◽  
Peter Johnson ◽  
Sylvia S. Somiari
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Self Reflection ◽  
Course Changes ◽  
Group Interviews

This chapter investigates how the incorporation of service-learning to a teacher education course changes teacher candidates' perceptions of English language learners (ELLs). It also examines the benefits and challenges of the service-learning project in which preservice teachers worked with ELLs individually or in groups in the elementary classroom. Through course artifacts and focus group interviews of 48 preservice teachers at a large Midwestern U.S. university, the impacts of service-learning as authentic practice with ELLs are discussed. Findings reveal that the experience reduced participant anxiety about working with diverse populations, provided opportunities for self-reflection, and promoted a sense of confidence and competence which led to professional growth for teacher candidates. This chapter concludes with recommendations for teacher educators interested in implementing service-learning in a teacher education program as well as directions for future research.

scholarly journals Online language teaching: The pedagogical challenges

2011 ◽  
pp. 428-447 ◽  
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Online Courses ◽  
Language Teaching ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Online Learning Community ◽  
University Of Technology ◽  
Bachelor Of Arts ◽  
The Way

Reflecting on the experience of teaching two fully online papers in Chinese at the Bachelor of Arts (Chinese) program at Auckland University of Technology (AUT) (delivered for a total of ten times since 2008), the object of this paper is to examine the problems along the way, and to address issues which arise. The problems are all pedagogical by nature, instead of being technical concerns upon which a large proportion of online language teaching research has been focused. The issues at stake are two very important assumptions: that there exists a Virtual Classroom, and that one can move the class to the cyberspace and build an Online Learning Community in online language teaching. Discussions are centred on the changing learner profile and the changed learner behaviours in online learning, and their far-reaching impacts on the way we traditionally teach. This author argues that both assumptions are mere myths, and urges a re-think of the online pedagogical approaches which still treat online courses as “classes” and insist on building the online learning community to re-invent traditional classroom-learning in cyberspace. An urgent call is then made for a radical pedagogical shift in online language teaching from teacher-centred approaches towards a personalised, small-group orientated, multi-dimensional model of teaching. In this spirits, a proposal on online language teaching design is formulated with specific and practical suggestions for online language teachers.

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