scholarly journals INDONESIAN LEARNING: TOWARDS THE ACADEMIC ACHIEVEMENT OF COMMUNICATIVE COMPETENCE

2021 ◽  
Vol 3 (3) ◽  
pp. 183-189
Author(s):  
Mega Febriani Sya ◽  
Helmia Tasti Adri ◽  
Abdul Kholik ◽  
Deski Halim Sudjani ◽  
Zahra Khusnul Latifah ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Student Performance ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Sample Selection ◽  
Research Problem ◽  
Study Results ◽  
Language And Literature ◽  
Differentiated Learning

Academic achievement becomes very important in the language learning process. Student performance, student progress and student potential are essential to measuring academic achievement or learning outcomes. This study aims to identify the relationship of final learning achievement with the student learning experience to improve students’ language skills.  Research focuses on what skills are the final achievements of learning and observe whether the learning experience can support the plan of acquisition of learning achievements. Research design is qualitative content analysis. The population used is the semester learning plan document of the Indonesian language and literature learning model SD. Sample selection uses the method of sampling units by selectively distinguishing the units to be analyzed based on the scope of the research problem.  Data analysis using interpretive approaches: Reducing data to manageable representations: summarizing or simplifying data; inferring contextual phenomena: relying on analytical constructs or models of the chosen context as warrants; Narrating the answers to content analysts’ questions amount to make the result comprehensible to others.  Based on the study results, the learning experience is determined based on the end goal of learning. Discuss in-depth the concept of learning the Indonesian language and literature in elementary schools based on multiliterate, integrative, and differentiated learning concepts.  

scholarly journals Improving Teaching and Learning in Physical Education: Using a Developmental Continuum and Eliminating Traditional Grading / Unapređenje procesa nastave i učenja u fizičkom vaspitanju: Upotreba razvojnog kontinuuma i eliminisanje tradicionalnog ocjenjivanja

2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Adrian J Haug ◽  
Mila Fischer
Keyword(s):  
Physical Education ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Traditional Grading ◽  
Health Related ◽  
Risk Takers ◽  
Differentiated Learning ◽  
Physical Skills ◽  
The Relationship

Assessment methods and the ownership of learning in Physical Education remain, in most cases, as highly traditional practices which do not fully allow students to be active and enthusiastic participants in the process of learning physical skills and health related knowledge. This study focuses on the improvements of student accountability and ownership for learning in Physical Education classes when traditional grading is removed and a year-level-only curriculum is replaced with a developmental learning continuum. The context of this study is to identify the relationship between student motivation, interest in learning, and the accountability to reach set goals when grade rewards are replaced with clear descriptions of student performance and development along a schema of skills and knowledge in PE. The research of our project will determine that the modifications made to the process of teaching and learning has improved the learning experience of our test subjects. The study has proven that when traditional grading is removed and students have the opportunity for true differentiated learning, they demonstrate far more intrinsic motivation in their learning. The students have taken grater ownership over their development and have become more accountable for their own process of learning. To truly unlock the potential of each child, we educators need to support our students to be risk takers who are inquiring and reflective.

scholarly journals Effect of Flipped Learning Model on EFL Learners' Academic Achievement, Self-Esteem and Self-Confidence

2021 ◽  
Vol 10 (2) ◽  
pp. 158-168
Author(s):  
Hojjat Namdaran ◽  
Omid Akbari
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Self Esteem ◽  
Structured Interview ◽  
Learning Model ◽  
Flipped Learning ◽  
Efl Learners ◽  
Self Confidence

The aim of the study is to examine the effect of flipped learning model on EFL learners academic achievement, self-esteem and self-confidence. This is a quantitative qualitative study in which a mixed methods design is used for data collection procedure. The study sample includes two groups of intermediate English students who study in foreign language institutions. They are selected by purposive sampling method. This method of sampling allows the researcher to select students with two years of learning experience. In this study, the independent variable of the research is flipped learning model, as opposed to traditional learning approach, while the dependent variables are students academic achievement, self-esteem, and self-confidence. One sample pre-test and post-test design is used to collect quantitative data on academic achievement, self-esteem and self-confidence. In order to collect qualitative data, a semi-structured interview is administered to reveal the general attitudes of the students towards the benefits, difficulties and the solutions of the flipped classroom. The results indicate that flipped learning model has significant effect on EFL learners academic achievement, self-esteem and self-confidence. The researcher concludes that learners with high self-confidence and self-esteem will have a greater academic achievement, and flipped classroom can enhance language learning.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

scholarly journals Management of unexplained: poly-consultation and hyperfrequency on Primary Health Chilean Attention. A qualitative and exploratory study

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Nicolás Fuster Sánchez ◽  
Diego Rivera López ◽  
Hugo Sir Retamales ◽  
Constanza Gómez Pérez ◽  
Magdalena Rodríguez Torres
Keyword(s):  
Exploratory Study ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Family Health ◽  
Complex Problem ◽  
Study Results ◽  
Management Positions ◽  
Unexplained Symptoms ◽  
New Research ◽  
Health Care Centers

Abstract Background In Europe, Latin-America, and Asia, poly-consultation has become a complex problem for managing different healthcare systems. However, in the current literature, little attention has been paid to exploring territorial and critical analysis perspectives to manage unexplained symptoms. The purpose of this study is to analyze the socio-structural elements that underlie the users’ phenomenon of poly-consultation or hyperfrequency in the Chilean primary healthcare system (PHCS). Methods This paper represents qualitative data collected as part of an exploratory study that used mixed methods across three metropolitan areas of Santiago, Valparaíso, and Concepción, Chile. The study involved a sample of 24 subjects from administrative and management positions in PHC who were recruited from Family Health Care Centers, considering urban municipalities from the low, medium, and high stratum. The study collected data using one set of semi-standardized interviews during a year—data analysis using qualitative content analysis. Results This article shows that poly-consultant patients provide a critical clinic category to management that cannot be cover by current biomedical models. Data showed the strain of a somatoform category, especially in the clinic and epistemological exercise. Precisely, the relevance of Chile’s case, a mixed health system, and their effects: the naturalization of collective problems managed as individual problems. Conclusions The study results can inform healthcare professionals and managers of developing practical and territorially based. We conclude that hyperfrequency and poly-consultation in Chile reveal relevant stratification in the territory. Those particularities open an opportunity to study quantitative methods, including current analysis categories, to develop new research.

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