scholarly journals ESP (english for specific purposes) vocabulary to improve reading at an a1.2/ a2.1 english level

2021 ◽  
Vol 2 (1) ◽  
pp. 8-23
Author(s):  
Luis Enrique Aulestia Vallejo ◽  
Mirian Cuenca Fernández
Keyword(s):  
Reading Skills ◽  
Vocabulary Knowledge ◽  
English Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Academic Literature ◽  
English Classes ◽  
Technical Vocabulary ◽  
Post Test ◽  
Study Case

The aim of this research was to investigate the use of ESP vocabulary in general English classes to improve English, by using the student-centered learning approach, concentrating mainly on reading skills. For the study case, 123 students of different careers offered at Central University of Ecuador, English A1.2, A2.2 levels, constituted the population studied, during the period May-November 2018. A teacher- made pre-test of basic technical vocabulary knowledge was administered. ESP vocabulary was taught to complement General English structures and grammar.  At the end of the semester, a post-test was given to the students to determine the influence of the technical vocabulary in their proficiency.  Data analysis showed that the student-centered approach using basic technical vocabulary in general English learning was effective.  Furthermore, the results showed that when focusing to student’s needs, degree program students are more motivated to learn and read more academic literature related to their careers.  

Improving Students’ Grammar Skill Through Student Centered Learning at ITATS

2018 ◽  
Vol 1 (2) ◽  
pp. 77-85
Author(s):  
Siti Agustini ◽  
Norita Prasetya Wardhani ◽  
Evy Nur Amalina
Keyword(s):  
Learning Process ◽  
English Learning ◽  
Learning Method ◽  
Passive Voice ◽  
Student Centered ◽  
Student Centered Learning ◽  
International Language ◽  
Post Test

English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.

scholarly journals Learning and Retaining Technical Vocabulary with Enhancement Activities in an ESP Course

2018 ◽  
Vol 11 (10) ◽  
pp. 145
Author(s):  
Liju Xu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Successful Implementation ◽  
Technical Vocabulary ◽  
Post Test ◽  
Group A ◽  
Group B ◽  
Knowledge Scale ◽  
Technical Terms

The purpose of this paper is to explore the effectiveness of vocabulary enhancement activities on vocabulary learning in an ESP course. In designing the activities, technical terms on journal entries were chosen for the acquisition of language necessary for the successful implementation of accounting major’s professional tasks. The desirable difficulty approach and the four strands principle，focused input, meaning-focused output, language-focused learning and fluency development, were guidelines in combining subject matter and English language learning. To test the result of the activities, the Vocabulary Knowledge Scale was employed to measure students’ knowledge of 50 vocabulary items. Subjects of the ESP course in discussion comprised 200 accounting juniors in Guangdong University of Foreign Studies in China. Half of them in Group A read the texts and did matching exercises and translation exercises. The other half in Group B read the texts and practiced journal entry activity, targeting at accounting concepts and terminologies. The results revealed that Group B gained better results than Group A at a post-test. After the test a reflection on the vocabulary activities was gathered among the participants of Group B. The feedback further proved that the students did benefit from the enhancement activities on selected technical terms.

scholarly journals Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas

2014 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Tita Hariyanti ◽  
Harsono Mardiwiyoto ◽  
Yayi Suryo Prabandari
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Memory Retention ◽  
Community Based ◽  
Student Centered ◽  
Student Centered Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Group Post

Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

What matters in student-centered learning? Managing conditions for students to appropriate the object of learning

2017 ◽  
Vol 6 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Sydney Enock Msonde ◽  
Charles Enock Msonde
Keyword(s):  
Learning Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Conditions For Learning ◽  
Post Test ◽  
Theory Of Variation ◽  
The Impact ◽  
Depth Interviews ◽  
Critical Aspects

Purpose There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

scholarly journals Collaborative and Individual Vocabulary Building Using ICT

2018 ◽  
Vol 53 (1) ◽  
pp. 31-48
Author(s):  
Štěpánka Bilová
Keyword(s):  
Language Proficiency ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Teaching Methodology ◽  
Google Docs ◽  
English Classes ◽  
Vocabulary Building ◽  
Technical Vocabulary ◽  
Students First ◽  
Further Development

Abstract Vocabulary knowledge affects any learner’s general language proficiency and the lack of vocabulary is often seen as an obstacle in a student’s progress. This statement becomes even truer when considering languages for specific purposes as the knowledge of technical vocabulary is closely connected to mastering professional skills. The research on vocabulary learning distinguishes two types of learning, incidental and intentional, which should complement each other. One of the most efficient intentional strategies proved to be the use of flashcards. Modern technologies have contributed to further development of this rather popular method by offering new ways of vocabulary consolidation as well as novel forms of interaction. The main objective of the paper is to introduce a teaching methodology aimed at the intentional building of students’ vocabulary, however, at the same time making students being aware of a broader context in which a word or a collocation is used. The presented methodology involves student generated and recycled content as well as the use of electronic tools, namely Google docs and Quizlet. In the course of three subsequent spring semesters, students first created a Google Docs collaborative learning log with lists of vocabulary, the following year’s students uploaded the lists of definitions and translations into Quizlet sets and in the final year the words in Quizlet flashcards where supplemented with example sentences. Students’ performance showed that both Google Docs and Quizlet are efficient tools not only for vocabulary learning, but also for language teaching. The proposed methodology was used in legal English classes, however, it can be implemented in any language course.

scholarly journals KEEFEKTIFAN MODEL STUDENT TEAM ACHIEVEMENT DIVISION (STAD) DAN E-LEARNING PADA MATERI OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN DI SEKOLAH DASAR

2018 ◽  
Vol 5 (2) ◽  
pp. 121
Author(s):  
Sri Kadarwati ◽  
Kasni Astutik ◽  
Edi Prayitno
Keyword(s):  
Learning Outcomes ◽  
Test Group ◽  
Mean Value ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
School Year ◽  
Post Test ◽  
E Learning ◽  
Student Team

The low learning outcomes of Addition and Reduction of Fractions in class IV are partly due to: (1) a tedious learning process, (2) lack of use of ICT as a source and media of learning. To overcome this problem the research team developed student-centered learning through e-learning learning in the Student Team Achievement Division (STAD) model. This study is a true experiment using the Pre-Test Group Control Post Test Design. The population is Sambiroto 02 elementary school students as many as 75 students in the 2017/2018 school year. The E2 group with EAD learning using the STAD model reached the highest mean value of the three groups, amounting to 88.67, followed by the E1 group with STAD learning at 74.54 and the K group with expository learning at 63.10. Regression analysis showed a positive relationship between motivation and activity with learning outcomes in groups E1 and E2 so it can be concluded that the higher the student's motivation and activity score the higher the student's learning achievement in addition and subtraction operations in elementary schools.

scholarly journals Student-centered learning approach in teaching basic grammar

2017 ◽  
Vol 7 (2) ◽  
pp. 209
Author(s):  
Muhammad Buditama
Keyword(s):  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Guide ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

<p>The study determined the effect of student-centered learning approach in teaching basic grammar of the tenth-grade students. Specifically, this study sought answers to following questions: 1). How does the result of the pre-test compare to that of post-test of the control and experimental groups? 2). Is there any significant difference in the results of the test between the control and experimental groups? 3). What is student-centered teaching guide in basic grammar that can be developed based on the findings of the study? It was applied an experimental research design in this study. The result in the post-test of the control and experimental groups showed that the computed the T value of 3.03 was higher than the tabular value of 2.03, at the degree of freedom of 34, at 5% level of significance. This condition rejects the null hypothesis that there is no significant difference in the mean scores in the post-test of the control and experimental groups. The student-centered teaching guide enhanced the students’ writing skill in the basic grammar of the tenth-grade students in the experimental group<em>.</em><em></em></p>

scholarly journals Reflections on student-centered learning: An alternative to traditional English classes

2018 ◽  
Vol 10 (1) ◽  
pp. 87-96
Author(s):  
Sulma Patricia Fonseca Cely ◽  
Leidy Girleza Cano García
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Bilingual Education ◽  
School Context ◽  
National Standards ◽  
Student Centered ◽  
Student Centered Learning ◽  
English Classes ◽  
Self Confidence ◽  
Teachers Beliefs

This article presents some methodological reflections about student-centered learning in order to achieve the Colombian National Standards for Bilingual Education in English classes in an elementary school context. It also discusses the need to raise teacher awareness, understanding of these methodologies, and the need to change teachers´ beliefs and behaviors in the classroom. Findings show that student-centered learning is an alternative for teachers, and it should be included in schools’ Proyecto Educativo Institucional (PEI) in order to achieve bilingualism. Furthermore, it allows students to explore, practice and increase their autonomy and self-confidence in using a foreign language.  

scholarly journals The Effect of Team Game Tournament (TGT) Cooperative Learning Method Application Towards Learning Motivation and Achievement

2017 ◽  
Vol 2 (2) ◽  
pp. 154
Author(s):  
Linda Juwita ◽  
Ni Putu Wulan Purnama Sari ◽  
Yurike Septianingrum
Keyword(s):  
Nursing Students ◽  
Target Population ◽  
Learning Motivation ◽  
Learning Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Anatomy And Physiology ◽  
Post Test ◽  
Team Game ◽  
Motivation And Achievement

Introduction: Learning method of Team Game Tournament (TGT) has student-centered learning characteristic focuses on students’ knowledge construction in which they could find important information useful for constructing their own knowledge. The continuous weak comprehension of neurology system anatomy and physiology resulted in the application of TGT for constructing students’ knowledge in this study. This study aimed to analyze the efficacy of TGT application for improving learning motivation and achievement in studying neurology system anatomy and physiology among nursing students. Methods: This pre-experimental study used the one group pretest post-test design approach. Target population was all nursing students in two institutions around Surabaya in the even semester of 2016/2017 academic year. Inclusion criteria were passed the course of Biomedical II or Nursing Basics I. Sample size was 143 chose by total sampling. Independent variable was TGT application and dependent variables were learning motivation and achievement. Study instruments were motivation questionnaire and objective test. Data analysis used paired t-test and Mann-Whitney test with α ≤ 0.05. Ethical clearance was issued (number: 449-KEPK). Results: Most respondents were 19 years old single female who chose nursing major because of their dream, and the majority still live with parents in their own house. Only learning motivation data that were normally distributed. TGT application could increase learning motivation and achievement of nursing students significantly (p=0.000 and p=0.028 respectively).  Conclusions: TGT application could increase learning motivation and achievement in studying neurology system anatomy and physiology among nursing students. Further implementation could be broad, other subjects in nursing could be the target in which difficult subject would be underlined. 

scholarly journals The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self– Regulated learning skills of university students

2017 ◽  
Vol 6 (3) ◽  
pp. 144
Author(s):  
Hala El-Senousy ◽  
Jumana Alquda
Keyword(s):  
Flipped Classroom ◽  
Control Group ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
Experimental Group

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students’ achievement and self-regulated learning skills (SRLS) for 60 students enrolled in Comp101N course. The findings revealed a significant difference in both the mean of achievement test scores and SRLS scale of experimental group students and control group students in favor of the experimental group. A similar difference was found in the pre- and post-test achievement scores of experimental group students in favor of the post-test. The study recommended wider use of the FCRS in higher education and for post-graduate students.

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