scholarly journals Tutor facilitation in a PBL writing classroom through face-to-face group interactions

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Mukhtar Aliyu ◽  
Mei Fung Yong
Keyword(s):  
School Environment ◽  
Second Language Learners ◽  
Writing Process ◽  
Social Process ◽  
Video Recording ◽  
Writing Skills ◽  
English As Second Language ◽  
Group Interactions ◽  
Face To Face ◽  
Composition Course

Proficiency in writing in English has been a very important skill for undergraduates especially English as second language learners (ESL). However, it is the most challenging language skill to be acquired by the students not only in second (L2) or foreign language (FL) but also in the first language (L1). This is due to its complexity. Some scholars describe writing as a cognitive and social process. Various studies have been conducted on how to improve students’ writing skills. It is shown that supporting students in a writing process enhances their writing skills. For example, teachers are expected to give cognitive and social supports to students to allow them to improve their writing. This study reveals the strategies used by tutors in facilitating students’ writing process in a problem-based learning environment (PBL) through face-to-face group interactions. is one of the social media platforms found interesting and used by most of the students to interact with one another in and out of the school environment. It is used to provide social support to the students. An intact class of 18 second-year students in an English Composition course in Nigeria was selected in the study. The students were provided with a guide by tutors during the PBL writing process. Two tutors facilitated the students’ writing process in the PBL process. Tutor facilitation is one of the major components that facilitate meaningful learning in PBL. This is because, without proper guidance, students would end up in unfocused learning. Data were obtained through audio- and video-recording of students’ face-to-face interactions chats. The findings showed that the PBL tutors used various strategies to facilitate the participants’ writing such as open-ended questioning, metacognitive questioning, pushing students for an explanation, revoicing, summarizing, and generating/evaluating hypotheses. The support provided by the tutors helped the students to improve their writing. The findings of the study suggest some ways for teachers to improve students writing skills.

Exploring the Nature of Undergraduates’ Peer Collaboration in a PBL Writing Process

2020 ◽  
Vol 4 (2) ◽  
pp. 11
Author(s):  
Muhammad Mukhtar Aliyu
Keyword(s):  
Academic Success ◽  
Writing Process ◽  
Video Recording ◽  
Study Data ◽  
English Studies ◽  
Writing Teachers ◽  
Face To Face ◽  
Composition Course ◽  
Second Year ◽  
Previous Session

Despite the importance of writing skills to academic success, many undergraduates face a lot of challenges with writing in English. Studies have shown that engaging and supporting students in a writing process help to improve the students’ writing performance. Therefore, this study used a Problem-based learning approach (PBL) in order to give students opportunities to be engaged and support one another in a writing process through face-to-face interactions. The paper specifically reports what the students do to support their peer in the PBL writing process. An intact class of 18 second-year students in an English Composition course in Nigeria was selected to participate in the study. Data were obtained through audio- and video-recording of the students’ face-to-face interactions. The findings showed that the participants supported theirs peer through various ways in the PBL process such as modelling their facilitators, sharing tasks and responsibilities, clarifying instructions and unclear terms, using dictionary, suggesting other sources to get more information, checking for consensus, creating humour, encouraging others to participate and raise their voices while speaking, restating time given to a session and giving overview of a previous session. The support provided by the peers helped the students to improve their writing. The study has some implications for writing teachers.

scholarly journals PENINGKATAN KEMAMPUAN MENULIS DESKRIPSI DENGAN METODE OBSERVASI TERPADU SISWA KELAS X SMK PGRI PAKISAJI MALANG

2019 ◽  
Vol 5 (2) ◽  
pp. 58-65
Author(s):  
Ina Roudhotul Jannah
Keyword(s):  
Key Words ◽  
School Environment ◽  
Writing Skills ◽  
Learning Methods ◽  
Traditional Methods ◽  
Essay Writing ◽  
Face To Face ◽  
Observation Learning ◽  
Observation Method

Writing is a skill that language is used to communicate indirectly and not face-to-face with other people. Writing skills do not come naturally, but it requires adequate exercises. This study examines the learners’ problems in essay writing descriptions using the integrated observation learning methods. The lack of ability of the students in writing a description is due to lack of interest of students to learn, teachers’ traditional methods in teaching, and the theory – oriented activities without practice writing especially writing descriptions. The use of an integrated observation method proved to increase the ability of students to write descriptions. It can be taken from the test given to the students to write descriptions. With integrated observation learning, learners are able to generate ideas into writing descriptions by conducting an observation during the learning takes place. An observation was done outside of the classroom and school environment as well as just around the backyard of the school, so the students have a lot of good ideas to compose a good essay.   Key Words: Improved, writing, descriptions, integrated observation method.

Kids and Diabetes in Schools (KiDS) intervention in India: Participants’ perspectives

2021 ◽  
pp. 001789692110054
Author(s):  
Tina Rawal ◽  
Soumyadeep Bhaumik ◽  
Radhika Shrivastav ◽  
Gaurang P Nazar ◽  
Nikhil Tandon ◽  
...  
Keyword(s):  
School Environment ◽  
Diabetes Management ◽  
Technical Information ◽  
Qualitative Evaluation ◽  
Visual Aids ◽  
Management Skills ◽  
Post Intervention ◽  
Total N ◽  
Face To Face ◽  
Teachers And Parents

Objectives: The purpose of this study was to assess the experience and satisfaction of teachers and parents of children with and without diabetes, with the Kids and Diabetes in School (KiDS) intervention. Project KiDS aimed to foster a safe and supportive school environment to encourage the management of type 1 diabetes and prevention of type 2 diabetes. Design: This qualitative evaluation involved semi-structured, face-to-face, in-depth interviews with a purposive sample of 35 respondents, including teachers and parents of children with and without diabetes attending the selected schools at 1 and 3 months post-intervention implementation. In total, n = 5 schools (3 government and 2 private) were selected out of 15 schools in which the KiDS project was implemented. Methods: In total, 65 interviews were conducted in two rounds. The sample comprised teachers ( n = 20 in round 1; n = 18 in round 2), parents of children with diabetes ( n = 3 in both the rounds) and parents of children without diabetes ( n = 15 in round 1; n = 6 in round 2) attending five schools. Data were analysed using the thematic framework method. Results: Teachers reported gaining new knowledge as a result of the KiDS intervention. They felt more confident in assisting children with diabetes. Suggestions to strengthen the KiDS resource pack were the inclusion of case studies and audio-visual aids. Parents of children with diabetes reported that the project reinforced information and improved diabetes management skills. Their suggestions for strengthening KiDS materials included the provision of additional technical information. The parents of children without diabetes reported that the resource pack aided a better understanding of diabetes and clarified myths and misconceptions. Suggestions for strengthening the pack included the regular reinforcement of information on diabetes among children. Conclusion: Findings support the upscaling of KiDS work elsewhere in India through the engagement of multiple stakeholders to promote the management and prevention of diabetes in school.

Caring for Others: Internet Health Care Support Intervention for Family Caregivers of Persons with Alzheimer's, Stroke, or Parkinson's Disease

2005 ◽  
Vol 86 (3) ◽  
pp. 375-383 ◽  
Author(s):  
Elsa Marziali ◽  
Peter Donahue ◽  
Gillian Crossin
Keyword(s):  
Family Caregivers ◽  
Group Process ◽  
Psychosocial Support ◽  
Clinical Intervention ◽  
Group Interactions ◽  
Face To Face ◽  
Ethical Implications ◽  
Response Data ◽  
Participant Response

The purpose of the project was to emulate face-to-face psychosocial support group process in an Internet videoconferencing environment and explore the benefits for 34 family caregivers of persons with neurodegenerative disease. Caregivers were provided with computer equipment and trained to access a password-protected Web site. Using videoconferencing software, each group of 6 members met with a facilitator online weekly for 10 weeks. Each caregiver was interviewed at 6-month follow-up. Participant response data were generated through qualitative analysis of group process and follow-up interviews. The analysis showed that the virtual group process closely paralleled face-to-face group interactions. At follow-up, 90% of the caregivers reported that the online group experience had been “very” or “overall” positive and that the group had helped them cope with the stresses of caregiving. The professional and ethical implications of providing a clinical intervention using the Internet are discussed.

Pagdihon: The Art and Language of Pottery Making in Bari, Sibalom, Antique

2020 ◽  
Author(s):  
Edbert Jay M. Cabrillos ◽  
◽  
Rowena S. Cabrillos ◽  
Keyword(s):  
Participant Observation ◽  
Video Recording ◽  
Ethnographic Study ◽  
The Other ◽  
Educational Institutions ◽  
Face To Face ◽  
Factors Influencing ◽  
Photo Documentation ◽  
Language Pattern ◽  
Art And Language

Pottery is seen as creation of ornamentals, cooking and storing materials. Yet, while economic gains are often considered from producing these materials, the artistic and linguistic aspects have been ignored. This study discusses the factors influencing the culture of pottery, the processes of pottery making, and seeks to uncover the language used in processes of pottery making in Bari, Sibalom, Antique. A qualitative research employing ethnographic study with participant observation and face to face interviews using photo documentation, video recording and open-ended questions in gathering the data was employed. There were five manugdihon, or potters, purposively selected as key informants of the study. The study revealed that environmental factors influenced the culture of pottery making in the barangay. There were seven main processes in pottery making. These included gathering and preparing of materials, mixing the needed materials, cleaning the mixed clay, forming of desired shape, detaching, drying, and polishing and varnishing. Further findings indicate that, together the other processes, the language used in poterry making was archaic Kinaray-a, the language of the province. This language pattern suggests a specialized pottery making. Ultimately, the study suggest that the manugdihon should continue their artistic talents so that the language may be preserved. The educational institutions of the province may provide ways to include pottery making in the curriculum so that the art and language of pottery making will be preserved and promoted.

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

scholarly journals Improving informative and narrative writing skills associated with multimodal literacy of middle school students

2018 ◽  
Vol 10 (4) ◽  
pp. 79-94
Author(s):  
Mazhar Bal
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Writing Process ◽  
Writing Skills ◽  
Comic Book ◽  
Structured Interview ◽  
Middle School Student ◽  
Semantic Interpretation ◽  
Narrative Writing ◽  
School Students

The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students’ interest and sense of responsibility.Keywords: Comic book, graphic novel, informative writing, middle school student, narrative writing.*

scholarly journals E-Mail Usage in South Pacific Distance Education

2005 ◽  
pp. 1034-1039
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners

2019 ◽  
Vol 12 (1) ◽  
pp. 1399-1412 ◽  
Author(s):  
Qismullah Yusuf ◽  
◽  
Zalina Jusoh ◽  
Yunisrina Qismullah Yusuf ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills
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