scholarly journals Vygotsky’s Legacy on Teaching and Learning Writing as Social Process

2018 ◽  
Vol 4 (2) ◽  
pp. 149 ◽  
Author(s):  
Sitti Nurfaidah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Social Process ◽  
Work Activity ◽  
Learning And Teaching ◽  
Children’S Learning ◽  
Learning Development ◽  
Teaching Learning ◽  
Children's Learning

Vygotsky has imprinted many influences on learning and teaching learning development. Although his main works focus on psychological aspects of children’s learning, it is very useful both for the teachers and researchers in understanding and exploring the best they can do for the development of the children’s learning. One of Vygotsky’s legacy can be traced in the process of teaching and learning writing in which this skill is regarded as social process. Scholars believe that his idea on sociohistorical perspective becomes the foundation in giving scaffolding in teaching writing, collaborative work activity in writing lesson, as well as teacher reflection on his teaching and learning activities in the classroom, as much as the teaching and learning writing as social process. This article, therefore, represents review on how Vygotsky’s influences on language learning and teaching development, particularly in writing which is considered as social process.

language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Educational Practice ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Research ◽  
Timely Response ◽  
New Research ◽  
Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

scholarly journals The Importance of Pedagogical Empiricism for Sensitizing University English Language Teachers in Arab Context

2019 ◽  
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Saudi Arabia ◽  
English Language Learners ◽  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Contributing Factors ◽  
Learning And Teaching ◽  
Teaching Learning

There is a significant psychological aversion to English as a foreign language in Saudi Arabia. General weakness among learners opting for English majors and undergraduate learners of the English language is noted. Different learners are unaware of learning styles most suited to them. This research discussed the necessity for sensitizing university teachers towards the contributing factors in the success or failure of teaching and learning the English Language in Saudi Arabia. Teaching-learning processes would be fruitful if the syllabus designers, teachers, and learners become aware of important factors like teacher’s characteristics, learners’ characteristics, teaching materials, and educational institutions. This study aimed to emphasize the role of the English language teacher in facilitating learning processes, through conducting active research of English language learners at Wadi Ad-Dawasir in Saudi Arabia. This research enhances the prospects of pedagogical studies of different language learning and teaching.

scholarly journals The new virtual reality: Teachers' and students' perceptions and experience in English language learning and teaching online

2021 ◽  
Vol 34 (4) ◽  
pp. 167-186
Author(s):  
Milena Tanasijević ◽  
Nataša Janković
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Work ◽  
Online Communication ◽  
Thinking Skills ◽  
Education Management ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Teachers And Students

An invisible, yet cruel virus has made the entire world face a new reality. Regardless of the degree to which online communication had already been used in educational settings before the Covid-19 pandemic, almost no one working in education had a feeling of being ready to work in the new circumstances. The process of migration to emergency remote language teaching and learning was stressful for all stakeholders in education - management, lecturers, students and their parents. Relying on the reflective and descriptive methods, the paper investigates the advantages and disadvantages of digital tools and platforms for remote collaborative learning, primarily ZOOM, Microsoft Teams, Jitsi Meet, and online learning management systems, recognised by the students and teachers within the mandatory and elective General English, ESP and EMI courses at the Teacher Education Faculty, University of Belgrade and Belgrade Metropolitan University. We conducted qualitative research by using structured and unstructured interviews and monitoring students' collaborative work. In the conclusion, the paper emphasises the aspects of educational technologies which have proved to be beneficial for everyone included in the process, without limiting the creativity, development of thinking skills and investigative spirit of students and lecturers while learning and teaching English.

scholarly journals Teacher Motivation as a Factor in Language Teaching and Learning in Nepal

2018 ◽  
Vol 6 ◽  
pp. 1-4
Author(s):  
Kedar Prasad Sah
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Classroom Behavior ◽  
Teacher Motivation ◽  
School Level ◽  
Learning And Teaching ◽  
Teaching Efficiency ◽  
Teaching Learning ◽  
The Impact

This study was carried out to investigate the level of teacher motivation, the association between teacher motivation and language learning and teaching as well as the policies that provinces have created. The study became necessary in order to assess the impact of policies the provinces have brought regarding the remuneration of school level teachers and other factors. This view is held that there has been no commensurate improvement in student performance in response to government’s gesture. The teachers are found less motivated towards their classroom behavior. Teachers claim that they are not motivated to teach is supported by negative assessment of several variables in teaching/learning environment that are critical in raising and maintaining teacher motivation, teaching efficiency and classroom activities.Academic Voices Vol.6 2016: 1-4

scholarly journals Teacher Motivation as a Factor in Language Teaching and Learning in Nigeria

2013 ◽  
Vol 17 (1-2) ◽  
pp. 14-25
Author(s):  
Nkechi M Christopher
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Teacher Motivation ◽  
Learning And Teaching ◽  
Teaching Efficiency ◽  
Learning Journal ◽  
Teaching Learning ◽  
The Impact ◽  
Made In

A survey was carried out to investigate the level of teacher motivation, the association between teacher motivation and language learning and teaching, as well as the factors that could impact on them in two states in the Nigeria federation. This study became necessary in order to assess the impact that government efforts, particularly the use of salary incentives, have made in restoring standards in the school system. The view is held that there has been no commensurate improvement in student performance in response to government’s gesture. However, this study indicates that most teachers are more intrinsically than extrinsically motivated in their exhibition of commendable classroom behaviours. Teachers’ claim that they are not motivated to teach is supported by negative assessment of several variables in the teaching/learning environment that are critical in raising and maintaining teacher motivation, teaching efficiency and effective language learning. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 14-25 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8089

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals Dyscalculia and pedagogical intervention

2019 ◽  
Vol 6 (5) ◽  
pp. 95-100
Author(s):  
Mariela Alexandra Calderón Delgado ◽  
Ronald Iván Zamora Delgado ◽  
Raphael Palma Palma ◽  
María Elena Moya
Keyword(s):  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Collaborative Work ◽  
Relevant Information ◽  
Intervention Strategies ◽  
Long Term Results ◽  
Learning Disorder ◽  
Pedagogical Intervention ◽  
Teaching Learning

The acquisition of knowledge in the area of mathematics, generally requires a series of numerical competencies that are strengthening as school-age progress, this process is sometimes affected by a learning disorder called dyscalculia that it causes severe difficulties in understanding or internalizing arithmetic contents that lead to mathematical reasoning. The objective of this article is to provide relevant information on the causes of dyscalculia, repercussions on learning and the importance of early pedagogical intervention, through a descriptive study, a bibliographic review of the topic and analysis of various sources have carried out, which allowed formulating conclusions regarding the teaching and learning of mathematics. These data provided the necessary information to determine that dyscalculia is a condition that requires treatment that includes collaborative work between specialists, parents, and teachers. Early diagnosis and the use of appropriate pedagogical intervention strategies and the incorporation of innovative methodologies in the teaching-learning process will allow effective long-term results.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

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