scholarly journals The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam

2021 ◽  
Author(s):  
◽  
Trang Bui
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Language Teaching ◽  
Phase 1 ◽  
School Context ◽  
Task Completion ◽  
Classroom Observations ◽  
Stimulated Recall ◽  
Depth Interviews

<p>Research into the introduction of task-based language teaching (TBLT) in Asian primary school classrooms is rare, despite curriculum initiatives in many Asian countries promoting communicative and task-based teaching and learning. This study addresses this gap by investigating the implementation of TBLT in EFL classrooms in primary schools in Vietnam, a context hitherto under-research from a TBLT perspective. The research was conducted in two phases.  Phase 1 was a multiple case study which used classroom observations, stimulated recall and in-depth interviews to investigate how seven Vietnamese EFL primary school teachers implemented speaking lessons and how they viewed the lessons. The results showed that all teachers followed the presentation-practice-production (PPP) sequence specified in the textbooks, but that they independently incorporated communicative activities into the lessons. The teachers’ view of the PPP lessons varied but they shared a concern about the mechanical nature of the PPP lessons.  Phase 2 investigated the implementation of two task-based lessons redesigned from PPP speaking lessons in a textbook by three teachers who participated in Phase 1 of the study. The data were collected from classroom observations, stimulated recall and in-depth interviews with the teachers, interviews with pupils, and recordings of task performances by nine pairs of learners. The results showed that all three teachers successfully carried out the two task-based lessons and reported a higher level of learner engagement and communication in their classes. Analysis of pupil interview data reveals evidence to support the teachers’ views. All pupils expressed interest in the task-based lessons with stronger pupils affirming the scaffolding role of the pre-tasks and communicative value of the main tasks. Weaker pupils reported challenges of completing the main tasks due to lack of pre-teaching of the target structural patterns. Analysis of task interaction data showed that all dyads worked consistently towards completing the main tasks in the task-based lessons, although the achieved outcomes varied slightly. They were able to assist each other to co-construct their utterances, correct their own errors and help correct each other’s errors, negotiate for meaning to overcome comprehension difficulties and use L1 to foster task completion. All of these strategies were found to facilitate task completion and provided a fruitful context for language development. In sum, the results point to the viability of TBLT in the Vietnamese EFL primary school context. They contribute to an understanding of the implementation of TBLT in authentic classrooms and the nature of task interaction among EFL primary school pupils.</p>

scholarly journals The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam

2021 ◽  
Author(s):  
◽  
Trang Bui
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Language Teaching ◽  
Phase 1 ◽  
School Context ◽  
Task Completion ◽  
Classroom Observations ◽  
Stimulated Recall ◽  
Depth Interviews

<p>Research into the introduction of task-based language teaching (TBLT) in Asian primary school classrooms is rare, despite curriculum initiatives in many Asian countries promoting communicative and task-based teaching and learning. This study addresses this gap by investigating the implementation of TBLT in EFL classrooms in primary schools in Vietnam, a context hitherto under-research from a TBLT perspective. The research was conducted in two phases.  Phase 1 was a multiple case study which used classroom observations, stimulated recall and in-depth interviews to investigate how seven Vietnamese EFL primary school teachers implemented speaking lessons and how they viewed the lessons. The results showed that all teachers followed the presentation-practice-production (PPP) sequence specified in the textbooks, but that they independently incorporated communicative activities into the lessons. The teachers’ view of the PPP lessons varied but they shared a concern about the mechanical nature of the PPP lessons.  Phase 2 investigated the implementation of two task-based lessons redesigned from PPP speaking lessons in a textbook by three teachers who participated in Phase 1 of the study. The data were collected from classroom observations, stimulated recall and in-depth interviews with the teachers, interviews with pupils, and recordings of task performances by nine pairs of learners. The results showed that all three teachers successfully carried out the two task-based lessons and reported a higher level of learner engagement and communication in their classes. Analysis of pupil interview data reveals evidence to support the teachers’ views. All pupils expressed interest in the task-based lessons with stronger pupils affirming the scaffolding role of the pre-tasks and communicative value of the main tasks. Weaker pupils reported challenges of completing the main tasks due to lack of pre-teaching of the target structural patterns. Analysis of task interaction data showed that all dyads worked consistently towards completing the main tasks in the task-based lessons, although the achieved outcomes varied slightly. They were able to assist each other to co-construct their utterances, correct their own errors and help correct each other’s errors, negotiate for meaning to overcome comprehension difficulties and use L1 to foster task completion. All of these strategies were found to facilitate task completion and provided a fruitful context for language development. In sum, the results point to the viability of TBLT in the Vietnamese EFL primary school context. They contribute to an understanding of the implementation of TBLT in authentic classrooms and the nature of task interaction among EFL primary school pupils.</p>

scholarly journals Exploring Teachers’ Practices in Teaching Robotics Programming in Primary School

2021 ◽  
Vol 17 (11) ◽  
pp. 122
Author(s):  
Mazlan Muhamad Yusof ◽  
Habibah Ab Jalil ◽  
Thinagaran Perumal
Keyword(s):  
Primary School ◽  
Programming Languages ◽  
Primary Schools ◽  
Teacher Practices ◽  
Design And Technology ◽  
Use Of Technology ◽  
Education Administrators ◽  
Depth Interviews ◽  
Current Curriculum

Programming and coding are important skills and competencies in the 21st century. Due to this importance, robotics programming has been introduced in the Malaysian education system since 2013. Robotics is important in education because it could be used to cultivate various skills. Various studies have been conducted on robotics and its applications in education, and proponents of robotics believe that using robotics to teach programming could be impactful and effective in the Malaysian education context. On the other hand, many students think that programming is challenging. Consequently, some questions have arisen, such as the suitable programming language or platform to be used in Malaysian Primary School and the best instructional method. Studies have also examined the existing robotics modules used in the teaching and facilitation (T&amp;F) process, in which it was found that the current curriculum is focused on introducing robotic programming. In this regard, there is a need to explore the current teaching design, pedagogy, and teachers&rsquo; practices. Therefore, this study is aimed to explore the teachers&rsquo; practice in teaching robotics programming as part of the Design and Technology (RBT) subject in Primary School. This study discusses teachers&rsquo; practices, the issues in robotics programming education, the importance of robotics to education, especially in primary schools, and the robotics kits and programming languages or platforms commonly used in schools. This study is a qualitative case study, and data were collected using in-depth interviews. The findings of this study have produced several key themes, namely: (a) RBT teacher practices (GRBT) in T&amp;F, (b) Strategies in lesson planning, (c) Challenges and obstacles of T&amp;F, (d) Use of technology, and (e) Teacher&rsquo;s commitment. These are hoped to help educators, education administrators, and policymakers to understand the implications of robotics teaching in teaching programming.

Using Computer Corpora in Primary School

2020 ◽  
pp. 122-154
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Materials ◽  
Teaching Language ◽  
Depth Interview ◽  
Teacher Needs ◽  
Depth Interviews

This chapter will provide information and data about primary schools and its teachers who participated in the research. The chapter will show in-depth interviews with teachers from two primary schools in Croatia. The purpose of the in-depth interview is to research and analyze teacher needs, opinions, attitudes, values, and knowledge about computer corpora in general. The second goal is to explore in which way teachers in primary schools would use computer corpora for creating teaching materials, exams, or language exercise. The aim of this chapter is to investigate if computer corpora can be implemented in primary schools for teaching language subjects and in which way and for what students/grades it would be most eligible.

Alternation of Curriculum Delivery Mode in Primary Schools

2021 ◽  
pp. 95-111
Author(s):  
Matlala Violet Makokotlela ◽  
Nomvula Monica Nxumalo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Document Analysis ◽  
Depth Information ◽  
Delivery Mode ◽  
Face To Face ◽  
Interpretive Paradigm ◽  
Curriculum Delivery ◽  
Content Coverage

This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.

scholarly journals Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia

2019 ◽  
Vol 16 (6) ◽  
pp. 918 ◽  
Author(s):  
Beatriz Villarejo-Carballido ◽  
Cristina Pulido ◽  
Lena de Botton ◽  
Olga Serradell
Keyword(s):  
Primary School ◽  
Zero Tolerance ◽  
Research Project ◽  
Documentary Analysis ◽  
Prevention Model ◽  
Depth Interviews

This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.

Food and nutrition education opportunities within Australian primary schools

2020 ◽  
Vol 35 (6) ◽  
pp. 1291-1301 ◽  
Author(s):  
Penelope Love ◽  
Alison Booth ◽  
Claire Margerison ◽  
Caryl Nowson ◽  
Carley Grimes
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Primary Schools ◽  
Local Level ◽  
School Context ◽  
School Setting ◽  
State Level ◽  
Health Behaviours ◽  
Number Of Children ◽  
Food And Nutrition

Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a ‘crowded curriculum’ and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.

scholarly journals HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices

2021 ◽  
Vol 5 (3) ◽  
pp. 13-22
Author(s):  
Ha Thi Thanh Tran ◽  
Hung Thai Le
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
Teaching Practices ◽  
Funds Of Knowledge ◽  
School Context ◽  
Primary Teachers ◽  
Ethnic Minority Students ◽  
Hmong Students

Teachers working with ethnic minority students who have different language and cultural background from their own may have little knowledge of their students in out-of-school context. This lack of students’ knowledge and resources outside of the school may lead to deficit thinking regarding this non-dominated group as intellectually and academically deficient. Underachievement and low study engagement by HMông ethnic minority students in disadvantaged primary schools in Vietnam evidence a need for more effective teaching practices to support these minority students’ learning and reduce inequality within their educational environment. The funds of knowledge (FoK) approach attempts to overcome teachers’ perceptions of ethnic minority students and their knowledge through learning about these students’ FoK and incorporating these insights into the teaching practices. The purpose of this study is to explore how Kinh teachers identify HMông students’ sources of FoK in order to support their teaching/learning practices. This research employs qualitative educational research method together with case study method to examine the way Kinh primary teachers identify HMông students’ sources of FoK. The findings indicate that Kinh primary teachers identified HMông students’ different sources of FoK that the teachers could beneficially be drawing on to empowering HMông children’ participation, achievement and Kinh teachers’ teaching practices.

scholarly journals Research on the Effectiveness of Educational Internship——A Case Study on Primary Education Major

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Sa Li
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Practice ◽  
Control Group ◽  
Significant Difference ◽  
Teaching Ability ◽  
And Control ◽  
Experimental Group

Objective: The purpose of this study is to investigate the changes of teaching ability of pre-service teachers during their internship. Methods: The pre-service teachers were divided into experimental group and control group, and the video of each class was recorded, encoded and scored by experts from primary schools, and SPSS was used to analyze the data. Results: The teaching ability of the pre-service teachers in the primary school Chinese subject had a significant improvement in the six weeks of teaching practice. The teaching ability of the pre-service teachers in the primary school mathematics discipline had no significant improvement in the six weeks of teaching practice; there is no significant difference in the teaching ability of pre-service teachers who have experienced six classroom lectures and 18 classroom lectures. Conclusion: Educational universities should attach importance to the role of educational internship in promoting the development of pre-service teachers' teaching ability and increase the internship time. Instructors should pay attention to the cultivation of pre-service teachers' teaching reflection ability and give feedback and guidance in time.

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