Research on How to Perceive Their Behavior for International High School Students Based on Using TikTok with Semi-Structured Interview

The most preferred tools of technology today are internet and smart phones. Nowadays, these two tools offer numerous services and facilities to humanity in many areas. Accessing technology at any time, having a pleasant time, interacting without the limitations of face to face communication are some of them. That is why; individuals have become unable to live without internet and smartphones. Especially the rapid developments in information and communication technologies, internet and social media media, which is among the means of access to smart phones among university students and has made widespread use. In this context, a case study was conducted in order to examine the opinions of the students about the use of smart phones in Vocational High School students. For this purpose, the students' opinions were taken with a structured interview form. The questions in the interview form were developed by the researchers by conducting a comprehensive literature review. Expert opinion was consulted in the preparation of the interview form. The experts evaluated the suitability of the questions in terms of scope and language. The study group consisted of 10 students from the Department of Computer Programming and Computer Technology of Kafkas University. It is foreseen that the results of the research can lead to future scientific studies.

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Tourism Vocational High School Students' Online EFL Learning Experience during COVID-19 Pandemic

Jurnal Pendidikan dan Pengajaran ◽

10.23887/jpp.v54i3.38893 ◽

2021 ◽

Vol 54 (3) ◽

Author(s):

Eka Prasetio ◽

Joko Priyana

Keyword(s):

High School ◽

Online Learning ◽

High School Students ◽

Language Learning ◽

Learning Strategies ◽

Structured Interview ◽

Vocational High School ◽

Language Learning Strategies ◽

School Students ◽

Efl Learning

This study aimed to explore the tourism vocational high school (VHS) students' experience of EFL learning during the COVID-19 pandemic. A qualitative study was utilized to obtain 20 students' experience. The data were obtained from grades 10 and 11 students of tourism VHS in Yogyakarta. A semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Three major themes were identified from the students' experiences, namely (a) how they conducted the EFL teaching and learning, (b) language learning strategies, and (c) perceptions of online EFL learning. It was found that students have made use of all available resources. This study suggests that students have used appropriate language learning strategies for online EFL learning, such as cognitive, metacognitive, resource management, and social strategies. Their perceptions toward EFL online learning were mainly positive. However, students still prefer face-to-face learning to online learning.

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Corrective Feedback on Pronunciation Errors: Teacher’s Perception and EFL High School Students’ Self-Reflection

Journal of English Education and Teaching ◽

10.33369/jeet.3.3.311-327 ◽

2019 ◽

Vol 3 (3) ◽

pp. 311-327

Author(s):

Neng Eva Agustuna ◽

Rina Herlina ◽

Didih Faridah

Keyword(s):

High School ◽

High School Students ◽

Corrective Feedback ◽

Structured Interview ◽

Self Awareness ◽

School Students ◽

Self Reflection ◽

Self Evaluation ◽

Teacher's Perception

This research investigates EFL high school students’ self reflection of teacher’s corrective feedback on pronunciation errors. The methodology of this research was qualitative which used case study as a research design. The data were collected from classroom observation, semi-structured interview of one English teacher, and questionnaire of twenty five students at eleventh grade. The findings revealed that the students’ self reflection could be seen when the teacher providing the corrective feedback. The students could be aware that they often do the errors in pronouncing English because of the difficulties of using English. However, the teacher’s feedback was directed the students to learn about how to pronounce English properly. The researchers conclude that by using self-reflection, the students would be aware of their strength and weakness. Furthemore, it supports self motivated, self-awareness, self-observation, self-analysis, and self-evaluation of the students in pronouncing English. Finally, the researchers suggest that self-reflection can integrate into the other aspects such as writing, reading, and listening. Thus, the students can get the valuable learning process.

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The Contribution of Scientific Project Competitions upon High School Students’ Acquiring a Scientific Viewpoint (Geography Lesson Case)

Journal of Education and Learning ◽

10.5539/jel.v6n2p294 ◽

2017 ◽

Vol 6 (2) ◽

pp. 294

Author(s):

Ali Meydan

Keyword(s):

Applied Sciences ◽

High School ◽

High School Students ◽

Interdisciplinary Approach ◽

Structured Interview ◽

Point Of View ◽

School Students ◽

Content Analysis Method ◽

Technological Research Council ◽

Scientific Project

Scientific research projects competitions for high school students have been held by TUBITAK (The Scientific and Technological Research Council of Turkey) since 1969. Whereas only projects on science were taken into the scope of competition for long years, the projects appropriate to the interdisciplinary approach such as social sciences projects and values education have been started to be included beside science broadening the range since 2000s. In projects, it has been aimed to encourage students studying at high school grade for carrying out studies on basic, social and applied sciences, directing their studies and providing contribution upon the development of current scientific studies. The required qualification is projects’ being originated and developed from own knowledge, skill and original thoughts of the students, and being completed by the support of a counselor.Geography has started to be included in scientific project competitions since 2011. In this research, it was aimed to reveal the importance of secondary education students’ scientific project competitions upon their gaining a scientific point of view depending upon the branch of geography. In the research, case study design as one of the qualitative research methods was used. The study group of the research included 38 geography teachers carrying on their duties in Nevsehir province in 2015-2016 academic year. Semi-structured interview technique was used as data collection tool, and the data were analyzed using content analysis method. Obtained quantitative data were digitized, their frequency and percentage were obtained and interpreted.In the research, it was concluded that participating into scientific project competitions was very beneficial in terms of students, developed viewpoint of students in terms of various aspects, most of the geography teachers considered that the institutions they carried on their duties were adequate for students’ developing projects, teachers considered themselves competent for guiding students during the process of preparing the project, and preparing a project provided significant benefits and experiences for the future of students.

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SUGGESTIONS FOR PROMOTING STUDENTS’ PARTICIPATION IN ENGLISH SPEAKING CLASSES: STUDENTS’ PERCEPTIONS

European Journal of Education Studies ◽

10.46827/ejes.v7i11.3378 ◽

2020 ◽

Vol 7 (11) ◽

Author(s):

Huynh Thien Chi ◽

Le Xuan Mai

Keyword(s):

High School ◽

High School Students ◽

Classroom Climate ◽

Mekong Delta ◽

Structured Interview ◽

School Students ◽

Self Confidence ◽

Learning Tasks ◽

English Speaking ◽

Caring Relationship

EFL high school students’ low level of participation is reported as a problem commonly found in English speaking classes. This study aims to investigate high school students’ perceptions of suggestions for promoting students’ participation in English speaking classes. Questionnaires and interviews were employed as data collection instruments of the study. 206 EFL high school students from three grades in a high school in the Mekong Delta, Vietnam responded to the questionnaire and then 6 of them participated in the semi-structured interview sessions. The results strongly endorsed that “promote students’ self-confidence”, “make learning tasks stimulating and the way teachers present tasks”, “establish a supportive and caring relationship”, and “create a pleasant classroom climate” were significant strategies promoting students’ participation. The results of the study are expected to contribute to the comprehension of teachers’ strategies to enhance students’ participation in English speaking classes. Article visualizations:<img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" />

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“Yearning for it” and “no turning back”—A study on Chinese international high school students’ motivations in the context of the COVID-19 outbreak

International Journal of Chinese Education ◽

10.1177/22125868211046647 ◽

2021 ◽

Vol 10 (3) ◽

pp. 221258682110466

Author(s):

Yuhuan Feng ◽

Xie Xinyi ◽

Fan Aiai

Keyword(s):

High School ◽

High School Students ◽

Online Teaching ◽

Individual Choice ◽

School Students ◽

Studying Abroad ◽

International High School ◽

K 12 ◽

Demand Effect ◽

Cost Effect

This paper studies the macro situation of studying abroad in the context of the COVID-19 outbreak and the motivations of Chinese international high school students studying abroad. The research shows that from the macro situation, the “push” growth is caused by the epidemic situation, racial discrimination, tightening employment and immigration policies, online teaching, and other reasons, while the “pull” growth is caused by the good control of the epidemic situation and the sense of belonging and security for students in China; however, from the perspective of individual choice, most international high school students still insist on studying abroad, “demand effect” and “cost effect” can explain their motivations of studying abroad. The motivation of those students going abroad unshakably mainly shows “demand effect.” They tend to satisfy the differentiated demand of personal development through studying abroad and believe that this demand is more difficult to obtain in home country. While the motivation of those students going abroad reluctantly mainly shows “cost effect.” The cost of early investment including not only monetary expenditures but also behavioral choices in K-12 education leads to their continued investment.

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Students’ emotional engagement in online collaborative writing through google document

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v12i2.9191 ◽

2021 ◽

Vol 12 (2) ◽

pp. 58-67

Author(s):

Rahmadania Putri Ferdianawati Iskandar ◽

Muhammad Reza Pahlevi

Keyword(s):

High School ◽

High School Students ◽

Collaborative Writing ◽

Study Participant ◽

Structured Interview ◽

Emotional Engagement ◽

Writing Quality ◽

School Students ◽

Google Docs ◽

Writing Activity

Learning writing has been conducted by using various methods. Collaborative writing is one of method that used in writing learning practice. Studies about collaborative writing reveal that online collaborative writing is effective to promote students’ writing quality. There are many previous studies have explored the students’ perception, effectiveness, and benefits of collaborative writing. However, the study about students’ emotional engagement in collaborative writing is limited. This study aims to explore students’ emotional engagement during online collaborative writing through Google Docs. The exploration of students’ emotional engagement is beneficial to understand students’ feelings and emotions during the learning process. Classroom Action Research is used as the research design of the study. Participant of the research is four eleven grade high school students. The research was conducted at the SMA Negeri 1 Cikarang Barat in three weeks. Semi-structured interview and documentation were used for collecting the data. The result of the study showed that online collaborative writing through Google Docs involves students to learn writing enthusiastically. Online collaborative writing also involves students cognitively by acquiring new vocabulary during the online collaborative writing activity.

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Attitudes toward the Use of Project-Based Learning: A Case Study of Vietnamese High School Students

Journal of language and Education ◽

10.17323/jle.2020.10109 ◽

2020 ◽

Vol 6 (3) ◽

pp. 140-152

Author(s):

Thao Quoc Tran ◽

Tu Ngoc Phan Tran

Keyword(s):

High School ◽

High School Students ◽

Language Learning ◽

Language Teaching ◽

Language Education ◽

Developed Countries ◽

Structured Interview ◽

Project Based Learning ◽

Integral Approach ◽

School Students

It is universally acknowledged that project-based learning (PBL) plays a fundamental role in language teaching and the learning process. In some developed countries with advanced education, PBL has been applied to language teaching and learning widely and effectively. However, in the context of Vietnam, PBL is unlikely to be viewed as an integral approach to enhance students’ self-directed abilities in their learning. This paper aimed at investigating EFL high school students’ attitudes towards PBL when they implemented PBL with the new English textbooks at Bui Thi Xuan High School in Vietnam. This study involved one hundred and fifty-five EFL high school students in answering the questionnaire and forty students in responding to semi-structured interview questions. The quantitative data were processed by SPSS in terms of descriptive statistics (means, standard deviation, and frequency), and content analysis was used for analyzing the qualitative data. The findings of the study showed that EFL high school students expressed positive attitudes (i.e. cognition, affection, and behavior) toward PBL. The data from the semi-structured interview were coded and analyzed to make the results of the study clearer. These preliminary findings are hoped to contribute to a better understanding of the current perspectives of applying PBL into language learning in the Vietnamese context so that practical implications should be made in order to enhance the quality of teaching in English language education in Da Lat specifically and Vietnam in general.

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Effects of Voki-supported self-practice on high school students’ English speaking performance

Can Tho University Journal of Science ◽

10.22144/ctu.jen.2021.039 ◽

2021 ◽

Vol 13 (3) ◽

pp. 39-47

Author(s):

Diem Nguyen Thi Kieu ◽

Van Loi Nguyen

Keyword(s):

High School ◽

High School Students ◽

Web 2.0 ◽

Structured Interview ◽

Target Language ◽

Future Research ◽

Control Group ◽

School Students ◽

English Speaking ◽

Speaking Performance

Web 2.0 applications with multimedia affordances provide a creative way to expose students to a non-threatening environment for practising English. Motivated by the potentials of this type of application for English speaking instruction, this study aimed to examine the effects of high school learners’ self-practice using an app called Voki on their speaking performance. A quasi-experimental control group design was employed, in which the effect was measured by means of two speaking tests before and after the treatment, and further explored with a semi-structured interview. The results showed the increase in the students’speaking skills and the satisfaction with this Web 2.0 tool for its effectiveness and engagement. Their shyness and nervousness about uttering the target language diminished as their confidence increased. Accordingly, more evidence of the efficacy of Voki on EFL learners’ speaking performance was offered in the study. Future research can investigate learners’ improvement in language proficiency in different skills and contexts and involve larger sample sizes.

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What the high school students say about mathematics homework

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v6i2.29216 ◽

2019 ◽

Vol 6 (2) ◽

pp. 222-232

Author(s):

Fransiskus Magnis Pastoriko ◽

Kana Hidayati ◽

Rasmuin Rasmuin

Keyword(s):

High School ◽

High School Students ◽

Teaching And Learning ◽

Structured Interview ◽

School Students ◽

Mathematics Problems ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Mathematics Homework ◽

Online Form

Homework had become a tradition in teaching and learning mathematics in school. Even so, in Indonesia, there is not enough research on homework. Our research is conducted to investigate high school students’ views on homework and to provide the basis for further research on homework in Indonesia. In this research, we use exploratory-descriptive qualitative to explore and describe the students’ view of homework. We collected the data from 124 high school students by using the structured interview conducted via online form. The data were analyzed by using the thematic analysis. Based on our results, we found that (1) students know that mathematics homework can help them with their academic achievement and their attitudes toward their studies, (2) mathematics homework is not high on their priority, (3) it makes them tired physically and mentally, and (4) students argue that mathematics problems are better to be solved in the class where they can ask the teacher. We also found their difficulties in doing their homework, such as (1) lack of knowledge (2) their teachers do not give them the necessary ‘tools’ to solve the problems, (3) they can’t ask for helping hands if they can’t solve the problems (4) some emotional problems such as motivation, and (5) other priorities are higher on their list.

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