scholarly journals Social Presence in an Emergency Remote Teaching (ERT) in English during Covid-19

2021 ◽  
Vol 23 ◽  
pp. 169-182
Author(s):  
Sergio Alonso Lopera
Keyword(s):  
Foreign Language ◽  
Social Presence ◽  
Teaching Strategies ◽  
Peer Assessment ◽  
Educational Institutions ◽  
Assessment Practices ◽  
Human Beings ◽  
Self Assessment ◽  
Interactive Teaching ◽  
Face To Face

Many educational institutions had to move their face-to-face modality to online modality in a sudden way due to coronavirus disease 2019 (Covid-19). On this reflection a foreign language teacher describes his social experience in an Emergency Remote Teaching (ERT) when he moved his face-to-face classes to online ones. Based on Rourke et al. (2001) and Swan (2019), three elements were found on his online experience: cohesive teaching strategies, affective teaching strategies, and interactive teaching experiences. Asking for students’ mental health, giving advice, and keeping the video on were some of the strategies used. Conclusions suggest that it is vital to introduce people as human beings and touch their own realities during Covid-19 times. Recommendations include not only assessment practices such as take home exams, self-assessment and peer-assessment, but also monitor the ongoing process during emergency times.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education

2016 ◽  
Vol 6 (1) ◽  
pp. 136 ◽  
Author(s):  
Didem Kilic
Keyword(s):  
Teacher Education ◽  
Teaching Method ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Self Assessment ◽  
Assessment Scores ◽  
Self Assessments ◽  
Teacher Assessments ◽  
Training Programmes

This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.

USE OF DISCUSSION METHODS AS A STRATEGY FOR DEVELOPING COMMUNICATION SKILLS IN TEACHING A FOREIGN LANGUAGE

2021 ◽  
Vol 71 (3) ◽  
pp. 90-97
Author(s):  
T.T. Abdullina ◽  
◽  
Z. Badanbekkyzy ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
New Technologies ◽  
Interactive Methods ◽  
Educational Institutions ◽  
Interactive Teaching ◽  
The Public ◽  
New Methods ◽  
The Times ◽  
New Education

This article is devoted to interactive teaching methods aimed at developing communication skills in teaching a foreign language, in particular, the study was conducted on the basis of teaching English in general educational institutions. Interactive methods are ubiquitous in new education as a means of improving speaking skills through various games and activities, which in turn help pupils and students to better understand and speak a given language, as well as express their opinions, work in groups, build arguments and speak at to the public. Discussion methods are considered to be one of the most effective interactive methods, but new methods are being developed in step with the times, and teachers are wondering about their effectiveness in applying in teaching a foreign language. Questions are raised regarding their implementation, organization, the possibility of achieving the goal by completing these tasks, as well as the integration of new technologies. This article reveals the above issues and presents the results of using modern discussion methods in English lessons.

Ways to Enhance Students’ Learning Activities in the Context of Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 657-661
Author(s):  
Liza Naviy ◽  
◽  
Gulmira M. Rakisheva ◽  
Nina M. Stukalenko ◽  
Saule A. Murzina ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Teaching Methods ◽  
Peer Assessment ◽  
Cognitive Activity ◽  
Learning Activities ◽  
Learning Activity ◽  
Self Assessment ◽  
Interactive Teaching ◽  
Depth Analysis

The article aims to study scientific and methodological features of the ways to enhance students’ learning activities in the context of higher education. The study's theoretical significance is derived from the in-depth analysis of the development of students' learning activity. The study offers the framework of characteristics for the concept of “students’ learning (cognitive) activity”. The main used methods were: analysis, peer-assessment, self-assessment. The interview method was used to make a cognitive profile of the participants, taking into account their psychological characteristics. The authors developed and scientifically tested educational model based on module curricula and interactive teaching methods to enhance students’ learning activity. The authors also reflected the dynamic of the learning activity of the students with disabilities participating in the experiment. The results proved the effectiveness of the developed model of enhancing students' learning activity by using interactive teaching methods. It was concluded that the module curricular and active teaching methods help enhance students with disabilities' learning activity and make them more responsible in respect to the results of their study.

scholarly journals Examining Emergency Remote Teaching using the Community of Inquiry Framework, Lecturers’ experiences in a Kenyan University

2021 ◽  
Vol 17 (4) ◽  
pp. 0-0
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Face To Face ◽  
Global Pandemic ◽  
Community Of Inquiry Framework ◽  
The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

scholarly journals Examining Emergency Remote Teaching Using the Community of Inquiry Framework

2021 ◽  
Vol 17 (4) ◽  
pp. 1-16
Author(s):  
Jane Adhiambo Chiroma ◽  
Lawrence Meda ◽  
Zayd Waghid
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Face To Face ◽  
Global Pandemic ◽  
Community Of Inquiry Framework ◽  
The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

Implementing Hybrid e-Learning on English as a Foreign Language (EFL) Pre-service Teacher of an Islamic College

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Andi Muhammad Yauri ◽  
Abdul Rahim Haji Salam ◽  
Rohayah Kahar
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Virtual Classroom ◽  
Online Classes ◽  
Self Assessment ◽  
Face To Face ◽  
Task Instructions ◽  
Significant Difference ◽  
E Learning

The implementation of hybrid e-learning in English as A Foreign Language course could perhaps be a promising approach for teaching and learning particularly within Islamic higher education. Hence, this paper attempts to explore the initiative effort of familiarizing hybrid e-learning among Islamic college students in a speaking course. This study took the duration of five months to complete. Instructions were delivered via both face-to-face and online learning: seven times for face-to-face classroom meetings and five times for online classes. Nicenet was used as a virtual classroom. Online rubric was made available for students’ self-assessment both in their mid-term test and final test. Eighty-five pre-service teachers took part in the study. They were asked to do online task instructions either independently or collaboratively with their course mates. Questionnaire and t-test were used to analyze the data. The study indicated that hybrid e-learning is applicable in the college. It promoted motivation and collaborative work for the students. In terms of test results, there was no significant difference in hybrid e-learning approach. The research suggests that the instructions and materials need to be adjusted in order to meet the learners’ need.

scholarly journals Percepción del estudiantado sobre la evaluación del aprendizaje en la educación superior

2016 ◽  
Vol 20 (3) ◽  
pp. 1
Author(s):  
Holmes Rodríguez-Espinosa ◽  
Luis Fernando Restrepo-Betancur ◽  
Gloria Cristina Luna-Cabrera
Keyword(s):  
University Students ◽  
Peer Assessment ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Self Assessment ◽  
Public And Private ◽  
Traditional Assessment ◽  
Final Sample ◽  
Assessment Skills ◽  
Contrast Factor

This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA) with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.

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