scholarly journals APPLICATION OF ETYMOLOGY-VISUALIZATION TECHNIQUES TO TEACHING FINANCIAL ENGLISH VOCABULARY: A KOREAN EXPERIENCE

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Chung Sim Ri ◽  
Chol Su Kang
Keyword(s):  
Common Belief ◽  
Teaching Techniques ◽  
Korean Students ◽  
What Works ◽  
Contrast Technique ◽  
Teaching Learning ◽  
Visualization Techniques ◽  
English Students ◽  
Initial Results ◽  
Reasoning Technique

It is a common belief that English for Specific Purposes students (herein ESP students) in general, and Financial English students (herein FE students) find it harder than Basic/General English (GE) for a number of reasons, one of which is differences between FE and GE. The paper first identifies the most important factors in teaching FE by clarifying such differences between FE and GE and pointing out peculiarities of FE vocabulary. Then, we share our experience in seeking effective FE vocabulary teaching techniques to overcome our Korean students’ difficulties in the ESP course compared with their GE course. In our efforts, we piloted different techniques which combine etymology and visualization for teaching FE vocabulary, including derivative reasoning technique, monolingual reasoning technique, multilingual reasoning technique, semantic contrast technique, word decomposition technique, and definition grouping technique. We also checked our students’ retention of some FE vocabulary items taught through both traditional and piloted techniques, and initial results manifest that these etymology-visualization techniques promise to be effective. Above all, the paper presents a glimpse of ESP teaching/learning in our country in the hope that what works in our case in Korea can also be effectively applied elsewhere.

Teacher Education and Technology: Initial Results from the “What Works and Why” Project

2007 ◽  
Vol 106 (2) ◽  
pp. 52-86 ◽  
Author(s):  
James W. Pellegrino ◽  
Susan R. Goldman ◽  
Meryl Bertenthal ◽  
Kimberly Lawless
Keyword(s):  
Teacher Education ◽  
What Works ◽  
Education And Technology ◽  
Initial Results

scholarly journals Microteaching in Medical Education

2014 ◽  
Vol 1 (2) ◽  
pp. 84
Author(s):  
Preeti Bajaj ◽  
Mrunal Suresh Patil ◽  
Balaji Almale
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Teaching Skills ◽  
Good Teacher ◽  
Experienced Teacher ◽  
Teaching Techniques ◽  
New Faculty ◽  
The Individual ◽  
Teaching Learning ◽  
Medical Teachers

Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skills. It aims at development of competence in teaching skills through the practice of microteaching sessions1. In other words, it teaches teachers how to teach. This is especially important in cases of new faculty implying the budding teachers. Even an experienced teacher can benefit by this technique, particularly for learning some new skills1. The individual may be very sound in his/ her own subject but may not necessarily be a good teacher.

scholarly journals The Effect of Critical Pedagogy-Based Instruction on Altering EFL Teachers’ Viewpoints Regarding Teaching-Learning Practices and Localizing Cultural Notes

2018 ◽  
Vol 7 (5) ◽  
pp. 212
Author(s):  
Abdolmajid Goljani Amirkhiz ◽  
Ahmad Moinzadeh ◽  
Abbas Eslami-Rasekh
Keyword(s):  
Critical Pedagogy ◽  
Active Role ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Stimulated Recall ◽  
Raising Awareness ◽  
Efl Teachers ◽  
Before And After ◽  
Based Instruction ◽  
Teaching Learning

This study aimed at inspiring EFL teachers to take a new attitude towards using teaching techniques as well as instructing cultural notes making them aware of the principles of critical pedagogy (CP) through instruction. In the same line, it tried to find out different techniques applied by teachers before and after the instruction. On the account of the dichotomy by which IRF (initiation, response and feedback) architecture is in contrast with the tenets of critical pedagogy encouraging multivocality of a classroom discourse, the teaching steps which can distinct these two architectures are still underexplored. To cover the purposes of the research, 20 EFL teachers teaching at institutes and universities were purposefully sampled to be interviewed and trained. Four sessions before and four sessions after instruction were video-recorded and taking benefit of conversation analysis methods, they were transcribed and the visible changes were dialogically discussed with the teachers using semi-structured interviews and stimulated recall sessions to find out the rationale. Adopting new techniques regarding both cultural notes and teaching techniques after instruction such as strategies in “turn taking”, “latched turns”, “more chances to create dialogue”, “fewer teacher echo and interruption”, “using L1”, “educational feedback”, applying referential questions”, promoting self-initiation”, “glocalizing cultural notes” and “less dependability on the coursebook” indicated that raising awareness among teachers considering the principles of CP, they can change both their attitudes and abilities from transmission-based pedagogy to place-based responsive pedagogy in which learners as a whole play an active role.

scholarly journals AN ANALYSIS OF GRAMMATICAL ERRORS IN SPEECH AT THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF METRO ACADEMIC YEAR 2013/2014

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Septian Dwi Sondiana ◽  
Sudirman -
Keyword(s):  
English Education ◽  
Grammar Rule ◽  
Study Program ◽  
Internal Factors ◽  
Verb Agreement ◽  
Grammatical Errors ◽  
Education Study ◽  
Teaching Learning ◽  
English Students ◽  
Academic Year

The objectives of the research are to find out the types of grammatical errors in English students’ speech; to find out the percentage of grammatical errors in English students’ speech; to find out the factors influencing English students’ grammatical errors in their speech. Based on the data, the students have problem in producing verb group, errors in subject-verb agreement, errors in the use of articles, errors in the use of prepositions, errors in noun pluralization, errors in the use of pronouns, and errors in the use of conjunctions. It shows that Anisa made eleven sentences in 2 minutes 28 seconds. She made eight errors. Dewi made seven sentences in 1 minutes 57 seconds. She made five errors. Fatika made sixteen sentences in 4 minutes 14 seconds. She made eight errors. Fitri made sixteen sentences in 4 minutes 23 seconds. She made seven errors. Ibnu  made  ten sentences in 2 minutes 18 seconds. He made eight errors. Linda made fiveteen sentences in 3 minutes 7 seconds. She made eight errors. Musli made fourteen sentences in 2 minutes 39 seconds. She made six errors. Nyoman made twelve sentences in 3 minutes 43 seconds. He made nine errors. Pera made ten sentences in 2 minutes 23 seconds. She made seven errors. Sri made fourteen sentences in 6 minutes 34 seconds. She made eleven errors. And about the percentages of errors, here is the data; Anisa: 72,73% of errors; Dewi: 71,4% of errors; Fatika: 50% of errors; Fitri: 43,75% of errors; Ibnu: 80% of errors; Linda: 53,3% of errors; Musli: 42,8% of errors; Nyoman: 75% of errors; Pera: 70% of errors; Sri: 78,57% of errors. Based on interview, it shows it can be concluded the factors influence of English students’ grammatical errors in their speech when their speak using grammar rule. The internal factors are; The first, the students are still difficult to make feeling, for example; confident, feel scary, when they are speaking in public. The second, the students are not mastered in their skills. The third, the students are not have many vocabulay, so they can not express their idea to speak. The forth, the students are still think that grammar are not important to speak. For the external factors are; the first, the student  can not express their speaking because of their environment or comunity. The second, the teaching-learning process.

VIRTUAL LEARNING CHALLENGES DURING COVID-19 PANDEMIC LOCKDOWN

2021 ◽  
Vol 12 (1) ◽  
pp. 70-81
Author(s):  
S. Karthikeyan ◽  
Keyword(s):  
Research And Development ◽  
Sample Size ◽  
Representative Sample ◽  
Engineering Students ◽  
Power Grid ◽  
Web Survey ◽  
Learning Challenges ◽  
College Staff ◽  
Teaching Learning ◽  
Initial Results

As a result of the pandemic lockdown, most college, Staff, and students in Nigerian universities were unable to find out online due to irregular power and internet unavailability. As a serious concern to the Nigerian Deans of Engineering, a study was commissioned by the Deans to spot the extent of the matter with a view to identifying the research and development areas and proffer an indigenous solution to the issues identified. This paper discusses the results of a web survey administered during the lockdown to a representative sample size from the over 80,000 engineering students’ population in Nigeria. The initial results showed that there's got to develop some sort of a price effective but modular and mobile integrated boosted internet ready power grid suitable for teaching, learning and research which is always-on both day and night for learning.

scholarly journals An Analysis of Teacher Speech Act in Giving Motivation for English Students

2019 ◽  
Author(s):  
Haris Dibdyaningsih
Keyword(s):  
Learning Process ◽  
Language Skills ◽  
Teaching English ◽  
Self Confidence ◽  
Learner Centered ◽  
Or Groups ◽  
Speaking Skill ◽  
Teaching Learning ◽  
English Students ◽  
Extensive Practice

Abstract: Speaking is defined as a reflection of the students’ ability to communicate in English. Compared to the other language skills, speaking is considered to be more difficult because it occurs in real time, and when we speak we cannot edit and revise what we want to say, as we can do in writing. Speaking skill was considered as a difficult skill to be maintained; therefore, an extensive practice is required to perform. However, students tend to be silent in the classroom since they lack of self-confidence. Students need more practice, so that they could learn to express their feeling, thought, idea, emotion and intention, whereas, teachers should create a good situation in teaching learning process in the classroom. Gallery walk is one of the most learner centered activities which provides good situation in teaching learning process. It is a presentation method in which individual learners or groups displayed their products, and they walked around the room viewing others’ work. The purpose of this paper is to describe gallery walk technique to teach speaking in Senior High School. This technique seems to be suitable to provide fresh atmosphere in teaching English especially in Speaking.

scholarly journals Modern techniques of teaching bovine rectal palpation: opportunities, benefits and disadvantages of new educational devices

2020 ◽  
Vol 76 (01) ◽  
pp. 6324-2020
Author(s):  
JĘDRZEJ M. JAŚKOWSKI ◽  
JAROSŁAW SOBOLEWSKI ◽  
MARIA WIECZORKIEWICZ ◽  
MAREK GEHRKE ◽  
MAGDALENA HERUDZIŃSKA
Keyword(s):  
Traditional Teaching ◽  
Common Belief ◽  
Teaching Techniques ◽  
Alternative Teaching ◽  
Traditional Program ◽  
Lack Of Control ◽  
Negative Effect ◽  
Haptic Technology ◽  
Large Animals ◽  
Rectal Palpation

Rectal palpation has been an integral part of a clinical examination of large animals. This seemingly easy technique can pose certain difficulties for veterinarians and therefore requires considerable training. The rectal examination course included in the traditional program of veterinary studies is mainly based on practical classes with live animals. However, there is a common belief that the use of live patients is burdened with certain disadvantages in the form of a lack of control over the student’s actions. What is more, a rectal palpation can have a negative effect on the animal organism. Following the increased focus on animal welfare in society and taking into account both ethical and medical concerns, a number of alternative teaching devices have appeared on the market in order to replace or significantly reduce the participation of live animals in the didactic process. Breed’n Betsy – one of the first simulators – is used to teach the diagnosis of the oestrus cycle and pregnancy phase as well as the artificial insemination or the embryo transfer. The appliance was soon followed by more technically advanced didactic equipment. Simulators, such as Haptic Cow, use virtual reality and haptic technology. The computer-generated, virtual objects representing the cow’s anatomical structure are displayed on the screen. This technique enables the tutor to follow student’s movements “inside the cow” and provide them with immediate instructions. Numerous studies indicate that the use of simulators, integrated with the traditional teaching techniques, brings highly satisfactory results.

An Opportunity Education Application During Pandemic Process

2021 ◽  
Author(s):  
Banu Çiçek Kurdoğlu ◽  
◽  
Elif Bayramoğlu ◽  
Pınar Özge Yeniçırak ◽  
Keyword(s):  
Online Education ◽  
Landscape Architecture ◽  
Application Process ◽  
Teaching Techniques ◽  
Student Centered ◽  
Innovative Teaching ◽  
Planning Models ◽  
Learning Techniques ◽  
Student Centred Learning ◽  
Visualization Techniques

In the text of the declaration in which evaluations are made on the advantageous and disadvantageous situations of the online education period for students and lecturers; In applied departments such as the department of landscape architecture, information was given about innovative teaching techniques developed in order to realize the gains of the course. In pandemic conditions that oblige distance education, the process has been tried to be made more efficient by motivating and student-centered methods for students and lecturers. In this direction, students were asked to use free visualization techniques that allow abstract expression of the concepts and planning models they learned in the course. Each student transferred his knowledge with a visualization technique he chose in line with his own individual skills and competence. Within the scope of the Greenways course in KTU Faculty of Forestry Department of Landscape Architecture; An application process using opportunity education, learning by experience and student-centred learning techniques has been put forward. As a result, products that allow for original, competitive knowledge transfer and sufficient visual dialogue skills have emerged.

THE IMPACT OF VISUALIZATION TECHNIQUES ON STUDENT’S LEARNING VOCABULARY

2017 ◽  
Vol 6 (2) ◽  
pp. 0-0
Author(s):  
Olena Kolodii ◽  
Iryna Kovalchuk ◽  
Olena Syvak
Keyword(s):  
Foreign Language ◽  
Modern Method ◽  
Teaching Techniques ◽  
Visualization Techniques ◽  
The Impact

The article shows the phenomenon of visualization and its role in the process of learning as well as focuses on visualization as the modern method to learn foreign language vocabulary. The current study is designed to outline the main advantages of using the visualization in learning foreign language vocabulary as well as to highlight vocabulary teaching techniques based on visualization that are effective for students.

scholarly journals Augmented Reality and Transversal System of Teaching-Learning to teach anatomy

2020 ◽  
Author(s):  
Adalberto Bosco Castro Pereira ◽  
Igor Nascimento Guanais Santos ◽  
Luan Felipe Cruz Alves ◽  
Anne Eberhard
Keyword(s):  
Physical Education ◽  
Augmented Reality ◽  
Low Cost ◽  
Bring Your Own Device ◽  
Reuven Feuerstein ◽  
Cognitive Modifiability ◽  
Teaching Learning ◽  
Initial Results ◽  
Ongoing Project ◽  
Research Analysis

This paper deals with initial results by using Augmented Reality and Transversal System of Teaching-Learning (TSTL) to teach anatomy in an undergraduate course of Physical Education. The ongoing project aims to use existing and low-cost resources in lessons to promote accessibility and school inclusion. The resources needed for this research are smartphones in the perspective of BYOD (Bring Your Own Device) and VR cardboards as an optional feature to increase immersion. This research is qualitative, and its methodology is grounded in action-research. Analysis of data collected were based in the theory of Structural Cognitive Modifiability (SCM) of Reuven Feuerstein.

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