An exploratory study on elementary students’ recognition and the affective effects of the VR-based English class

2021 ◽  
Vol 27 (4) ◽  
pp. 29-49
Author(s):  
Wonkyung Choi
Keyword(s):  
Elementary Students ◽  
Exploratory Study ◽  
English Class

scholarly journals Knowledge Building Analytics to Explore Crossing Disciplinary and Grade-Level Boundaries

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Ahmad Khanlari ◽  
Gaoxia Zhu ◽  
Marlene Scardamalia
Keyword(s):  
Elementary Students ◽  
Elementary School Students ◽  
Exploratory Study ◽  
Grade Level ◽  
Knowledge Building ◽  
Creative Work ◽  
School Students ◽  
Community Knowledge ◽  
Technology Knowledge ◽  
Knowledge Building Communities

Sustained creative work with ideas, work that leads beyond expectations, underpins knowledge creating organizations. Knowledge Building pedagogy, with its 12 principles and associated technology, Knowledge Forum, aims to provide necessary support for this goal. This exploratory study aims to assess the extent to which elementary-school students within Knowledge Building communities are able to exceed curriculum expectations. We defined “criss-crossing topics” as an indicator of exceeding expectations, and examined whether students are able to think and theorize in an interdisciplinary way and, in doing so, exceed curriculum expectations. We also examined how such criss-crossing topics may help advance the community knowledge. Results show that, when given agency, elementary students are able to extend knowledge boundaries, bringing greater range and explanatory coherence to their work, resulting in advancing community knowledge and idea improvement.

scholarly journals Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

2020 ◽  
Vol 5 (4) ◽  
pp. 459
Author(s):  
Baiq Raudatul Jannah ◽  
Furaidah Furaidah ◽  
Sri Rachmajanti
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Elementary Students ◽  
First Language ◽  
Corrective Feedback ◽  
Education Level ◽  
Research Subjects ◽  
English Class ◽  
Efl Students

<p><strong>Abstract:</strong> Teacher’s corrective feedback on in English class has been studied many times in secondary or higher education level. However, how a teacher deliver corrective feedback in non-English subjects for students in elementary students rarely become the focus of studies. Therefore, this qualitative research studied the elementary students of International Class Program of SD Laboratorium UM. The second grader and the teachers contributed as the research subjects. There were five corrective feedback types used by the teacher, translation, first language, conversational recast, clarification, and explicit. Those feedbacks were considered as effective feedbacks since the students mostly responded to it.</p><strong>Abstrak:</strong><em> </em>Penelitian tentang <em>feedback</em> korektif guru seringkali diteliti di pendidikan menengah atau di tingkat perguruan tinggi. Namun, bagaimana guru menyampaikan <em>feedback</em> korektif untuk siswa sekolah dasar pada pelajaran non-bahasa Inggris sangat jarang dijadikan fokus penelitian. Maka dari itu, penelitian ini mengkaji bagaimana guru memberikan korektif <em>feedback</em> pada siswa Program Kelas Internasional SD Laboratorium UM. Siswa kelas dua beserta gurunya menjadi subjek penelitian ini. Ada lima jenis <em>feedback</em> korektif yang diberikan guru, yaitu <em>translation, first language</em>, <em>conversational recast, clarification</em>, dan <em>explicit</em>. Feedback tersebut direspons oleh siswa.

scholarly journals The Meaning of Happiness in Children: an Exploratory Study

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Rahmatika Kurnia Romadhani
Keyword(s):  
Elementary Students ◽  
Social Engagement ◽  
Exploratory Study ◽  
Leisure Time ◽  
Descriptive Analysis ◽  
Axial Coding

The aim of this research was to explore what make children happy. The study was a survey on the number of 64 elementary students. An open ended questionnaire was used to learn what makes children happy. The data was analyzed using preliminary coding, categorization, axial coding, and selective coding. The respondents’ answers were analyzed using descriptive analysis. Result showed that there were two elements of the source of children happiness, those are (1) Self-fulfillment (95.54%) consisting of doing activity, doing hobby, leisure time, achievement, gift; (2) Relations with others (4.46%) consist of relations with family and friends. This study gave insight that self-fulfillment is an important source of happiness in children. This study shows that all are nothing but social engagement.

scholarly journals How do Elementary Students Perceive the Utility of Dual-Language Children’s Books? An Exploratory Study in French Immersion

2021 ◽  
Vol 23 (1) ◽  
pp. 49-63
Author(s):  
Joël Thibeault ◽  
Ian A. Matheson
Keyword(s):  
Language Development ◽  
Elementary Students ◽  
Exploratory Study ◽  
Dual Language ◽  
Language Education ◽  
French Immersion ◽  
Children's Books ◽  
Children’S Books

Dual-language children’s books—books in which two languages cohabit—are currently gaining traction in the field of language education. Though some studies have zeroed in on the benefits of using them in classrooms, less is known about how learners perceive this tool’s utility for reading and language development. In this paper, we thus aim to explore how elementary students in French immersion perceive the utility of two types of dual-language books: translated, where all passages in French also appear in English, and integrated, where the story is told using an embedded discourse composed of both English and French.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

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