scholarly journals EFL Teachers and Students' Perceptions of Enacting "Teacher-in-role"

2018 ◽  
Author(s):  
Sitti Fatimah
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Student Collaboration ◽  
Teacher Student ◽  
Efl Teacher ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Research Findings ◽  
Teaching Learning

Teacher-in-role is an element of process drama used in teaching learning processes. This article reports on research findings about EFL teacher and student participants’ perceptions of teacher-in-role after the implementation of ‘Mantle of the Expert’ (MoE), a drama-based teaching approach, in Indonesian high schools. The findings demonstrate positive impacts on students and teachers’ experiences during English instruction. Through a multi-case study I discovered that the teachers who took on a role (teacher-in-role) expressed excitement and indicated a new nuance in their teaching practices. I also found that the majority of students from two groups enjoyed teacher-in-role and viewed it as the technique to promote teaching and learning process as revealed in their responses to questionnaire. Despite few teacher-in-role trials conducted during the MoE implementation, both teacher and student participants preferred that this teacher-student collaboration in teaching and learning processes should be more frequently practiced.

scholarly journals The Socially Situated Dynamics of Children’s Learning Processes in Classrooms: What Do We Learn from a Complex Dynamic Systems Approach?

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Henderien Steenbeek ◽  
Sabine Van Vondel ◽  
Paul Van Geert
Keyword(s):  
Teaching And Learning ◽  
Systems Approach ◽  
Learning Processes ◽  
Discussion Section ◽  
Learning And Teaching ◽  
Complex Dynamic Systems ◽  
Teacher Student ◽  
Teaching Learning ◽  
Socially Situated

This article concentrates on the question what kind of model - conceptual and statistical - can serve as a good working model for the study of learning and teaching processes qua processes. We claim that a good way of answering this question is to begin by observing a teaching and learning process as, where, and when it occurs. In addition, a conceptual model of intertwined learning-teaching processes is discussed, and dynamic modeling as an approach to theory formation about teaching-learning processes. The focus lies on the evolution term, the timescale of interaction processes, state space as a perspective on teacher-student interaction dynamics, and the principle of agency. Finally, an empirical approach to studying teaching-learning processes is illustrated by means of a case study, focusing on the use of cluster analyses techniques. In the Conclusion and Discussion section, further perspectives on theory building and empirical research are discussed.

scholarly journals EFL Teachers' and Students' Approaches in Using Teaching Aids: A case Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Awwad Othman Abdelaziz Ahmed
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Classroom Setting ◽  
Teaching Aids ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Effective Teaching And Learning

The use of teaching aids plays an important role in enhancing students' interaction and participation. Therefore, this research aims to investigate teachers' and students' approaches in using teaching aids and to reinforce their importance. This research also tried to verify whether teaching aids activate teaching and learning processes and more specifically if they make students interactive and effective participants. Moreover, it encourage teachers to update their methods of teaching. A questionnaire is used as an instrument to collect the necessary data. The questionnaire content was based on items to maximize the benefits of various teaching aids use in English as a foreign language (EFL) classroom settings. Twenty teachers and fifty students took part in the questionnaire survey. Findings from the teachers' and students' questionnaires demonstrated that teaching aids help teachers and students activate their teaching and learning processes. Moreover, they help in classroom setting and management. Teachers' attitudes as well as their perception toward using teaching aids to motivate students are positive since they all find the necessity of using them to improve students' English performance. As a result, teachers should be aware that disregarding of teaching aids use impedes learners' motivation. It has been recommended that teachers need to systematically design their own teaching aids for effective teaching and learning betterment.

scholarly journals THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY

2019 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Rahmawansyah Bin Sahib
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
National Language ◽  
Pedagogical Strategy ◽  
Efl Teacher ◽  
Research Findings ◽  
Audio Recorder

This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.

Asynchronous Teaching and Learning in IB English A

2021 ◽  
pp. 406-415
Author(s):  
Evangelos Syropoulos
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Literary Texts ◽  
Online Learning Environment ◽  
Student Collaboration ◽  
Teacher Student ◽  
Teaching Learning

This chapter focuses on the benefits of incorporating asynchronous tasks, activities, components in the teaching of IB English A: Literature Yr. 1. Taking into consideration the unique challenges of the new syllabus, the author shows how asynchronous teaching/learning may enable teachers to cover in depth many literary texts, by running concurrently F2F/synchronous and asynchronous classes. Particular emphasis is placed on how low-immediacy and low-bandwidth tools may contribute to teacher-student and student-student collaboration. The author also reflects on how the use of asynchronous components smoothened the transition to an exclusively online learning environment after the closing of the schools due to the COVID-19 pandemic.

Instrumental learning with exams in mind: a case study investigating teacher, student and parent interactions before, during and after a music examination

1999 ◽  
Vol 16 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Jane Davidson ◽  
Sarah Scutt
Keyword(s):  
Teaching And Learning ◽  
Instrumental Learning ◽  
Musical Instrument ◽  
Current Paper ◽  
Learning Dynamics ◽  
Teacher Student ◽  
Teachers And Students ◽  
Parent Interactions ◽  
Music Examination

Teaching and learning dynamics in musical instrument tuition, especially in one-to-one teacher–student contexts, have not been studied in a truly systematic manner. The research described in this paper attempts to bring some insights to this area, for teachers and students were studied over a period of six months. More specifically, in the fourth month of the study, all the learners took a practical instrumental examination of the Associated Board of the Royal Schools of Music (either violin or piano, ranging from Grades 1 to 8). It thus became possible to explore how the teachers aided, developed and structured the students' preparation up to, during and after the examination, and also how the students worked and responded to the examinations within the context of their families. Furthermore, parents were observed and interviewed about their interactions with their children – the students – and the teachers. Looking at four teachers and eighteen students, the results revealed a number of complex and interconnected themes which both aided and hindered learning. The current paper highlights these.

scholarly journals Washback Effect of EFL Teacher-made Test on Teaching-learning Process of Communicative English Skills Course at Ambo University

IJOHMN ◽  
2019 ◽  
Vol 5 (6) ◽  
pp. 29
Author(s):  
Metages Gebeyehu Alebachew ◽  
Motuma Hirpassa Minda
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Analysis Method ◽  
Learning Attitudes ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers And Students ◽  
English Major ◽  
Material Choice ◽  
Teaching Learning

Prompted by the problem the effects of washback, this study was mainly intended to evaluate the washback effect of EFL teacher-made tests/examination on teaching-learning process of Communicative English Skills at Ambo University.  Specifically, it examined the influence of the examination on the domains of teaching and learning.  It further explored mediating factors of wash back on teachers and students’ practices.  To this end, the data were collected from three years (2008, 2009, 2010 E.C.) communicative English skills course teachers’ made examinations through document analysis method.  Supplemental data were also collected from EFL teachers and English major students respectively using interview and questionnaire.  Both teachers and the students were selected on the bases of randomly sapling techniques.  The study employed mixed methods to analyze and interpret the results of the study.  The findings of the study reveal that teacher‑made examination affected the domains of teaching-learning process negatively.  This means it affects students’ learning attitudes, motivations, and readiness in leaning some components of the materials, and experience in taking examination, practice in using the learning materials and methods in general.  Some components of the course, such as writing and listening, were not included in the final examination of the course.  As a result, students were influenced to give more time for the work of previous examination questions rather than studying the materials.  Based on the findings of the study, teachers are recommended to set examination questions from the contents of the materials they used to teach the components of the course and give equal emphasis for all the components of the language during teaching-learning process and assessment.  As the committee members usually set the examinations, the teaching material choice should be amended to align the contents of the examination questions with the contents in the teaching materials.

scholarly journals Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons

2021 ◽  
Vol 12 ◽  
Author(s):  
Shen Li ◽  
Renee Timmers
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Student Interactions ◽  
Tone Production ◽  
Dialogic Teaching ◽  
Teacher Student ◽  
Piano Lessons ◽  
Teachers And Students ◽  
The Moment ◽  
Teaching Learning

The ability to play the piano with a variety of timbres requires a performer to have advanced pianistic skills. Little is known about how these skills are acquired and developed in piano lessons and what the role is of elements such as concepts, technique, sonic outcomes, and bodily movements. To investigate the teaching and learning of piano timbre, the lessons of three pairs of university-level teachers and students (two teachers and three students) were observed, during which they behaved as usual in the first two lessons and were asked to use a dialogic teaching approach in the third lesson. Verbal communications of teachers and students about timbre were coded and analyzed, aiming to gain insight into the teaching/learning process of piano timbre and the roles of embodiment and teacher–student interaction in the context of higher music education. The results suggest that piano timbre is not learned through imitation or as “fixed” and objective knowledge, but as a co-constructed conception between the teachers and the students. The meaning of timbre goals in piano lessons is enacted through “in-the-moment” bodily experience and embodied through performance actions. This study contributes to the understanding of piano timbre as a multifaceted phenomenon and illustrates the teacher's role in developing the student's mind–body integration involved in tone production.

scholarly journals Exploring the Malaysian Rural School Teachers’ Professional Local Knowledge in Enhancing Students’ Thinking Skills

2016 ◽  
Vol 6 (2) ◽  
pp. 25
Author(s):  
Hazri Jamil ◽  
Rohani Arbaa ◽  
Mohamad Zohir Ahmad
Keyword(s):  
Local Knowledge ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Thinking Skills ◽  
Positive Interaction ◽  
Student Centered ◽  
Teachers And Students ◽  
Research Findings

This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students’ thinking skills via observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Perceptions Towards Integrating Desire2Learn System in EFL Teaching and Learning Processes

2018 ◽  
Vol 11 (9) ◽  
pp. 1
Author(s):  
Eman Abdel-Reheem Amin ◽  
Faiza Abdalla ELhussien Mohammed
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Acceptance Model

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students’ perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants’ perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants’ perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants’ responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.

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