scholarly journals Exploring pronunciation teaching practice in emergency remote teaching: Lesson from Indonesian high school context

2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Author(s):  
Aina Khoirida ◽  
Endang Setyaningsih ◽  
Hasan Zainnuri
Keyword(s):  
Teaching Practice ◽  
School Context ◽  
Corrective Feedback ◽  
Total Duration ◽  
Read Aloud ◽  
Internet Connection ◽  
Global Pandemic ◽  
Accuracy Instruction ◽  
Face To Face Learning ◽  
The Difference

Regardless of its importance, pronunciation practice received a small portion in EFL teaching. This issue has attracted researchers to investigate how pronunciation practice is conducted in the EFL setting and what challenges are there. The results of the investigations have provided useful insights into what happens in the EFL classrooms. However, with the global pandemic outbreak that forced massive migration to emergency remote teaching (ERT), it remains unclear how pronunciation practice is carried out. This exploratory study attempts to shed light on the matter. It aims to portray the pronunciation practice during ERT and identify the challenges faced by the teachers. To limit the scope of the study, the researchers focused the investigation only on pronunciation accuracy. Data were collected through document analysis, non-participatory observation, questionnaire, and in-depth interview after gaining consent from two senior high schools English teachers in Indonesia. The collected data were then analyzed using the interactive model of analysis. This study reveals that during ERT, pronunciation practice received a small portion of attention, as earlier studies have found. The average time allocated is 10% of the total duration of learning. Most of the accuracy training was carried out with a similar pattern of activities, i.e., read aloud, listen-and-repeat, and teachers’ corrective feedback as the response of the student's errors. Presented in ERT, pronunciation accuracy training experienced several problems, and the most prominent is related to the internet connection. A poor internet connection can be disastrous for accuracy training as implementing synchronous learning or uploading and downloading audio/video requires a good and strong internet connection. Another problem is the lack of students’ engagement to study due to the difference in sensation and excitement with face-to-face learning. These imply that adequate preparation is needed in applying pronunciation accuracy instruction, apart from the material itself.

Case Study Comparison: Limitations in Telehealth Relating to Poverty and Family Support

2021 ◽  
Vol 42 (02) ◽  
pp. 158-164
Author(s):  
Lindsey E. Jorgensen ◽  
Rachel E. Barrett
Keyword(s):  
Family Support ◽  
Pediatric Patients ◽  
Internet Access ◽  
Smart Devices ◽  
Internet Connection ◽  
The Third ◽  
Global Pandemic ◽  
Internet Connections ◽  
Made In

AbstractTelehealth appointments have grown in popularity due to the COVID-19 global pandemic. Three cases presented in this article show several different perspectives where telehealth was utilized. For the first patient, appointments were successfully completed via telehealth; however, the patient's family opted to continue with an unsecure internet connection at a local laundromat. For the second patient, a stable internet connection could not be obtained in his home, thus making telehealth appointments unavailable. The caregiver of this patient ended up driving to the clinic to have adjustments made in person. For the third patient, telehealth appointments were unavailable due to unstable internet connections as well as difficulty setting up video interpreting services. These cases highlight the idea that telehealth can be incredibly beneficial, when used correctly. For some, the option to attend appointments virtually gives them access to specialists that otherwise may not be available. For other patients, aspects such as access to smart devices and steady internet access must be considered to ensure a successful connection. The hope is that this article sheds light on some of the potential setbacks that can come from the use of telehealth appointments in a practice and provides discussion regarding for whom telehealth may be appropriate, even in pediatric patients. After reading this article, readers should be able to discuss ways in which there could be solutions for these barriers that may prevent some patients from utilizing these types of virtual appointments.

scholarly journals Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

2021 ◽  
Vol 26 ◽  
pp. 168-174
Author(s):  
Cherie Chu-Fuluifaga
Keyword(s):  
Online Learning ◽  
Tertiary Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Short Period ◽  
The World ◽  
Face To Face Learning

The importance of maintaining connections and relationships across tertiary education for students is discussed as a way of examining the nature of Pacific education in challenging times, particularly in terms of fractured face-to-face learning. Universities have been thrust into an unpredictable time of remote/distance/online learning in a short period of time. The process has been unsettling and challenging for people across the world. As Pacific students and staff experience the unchartered waters of Covid-19 and global disturbances, they are searching out ways to build purposeful connections, shape-shifting and ways to maintain communities of academic togetherness while harnessing the tools of their knowledge trajectories in research. This article will focus on four key principles: valuing personal and academic connections beyond the textbook; discovering heart-warming methods of connection; and connecting for growth and wellbeing.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

A Sentiment Analysis and Role of Twitter for Health Communications

2022 ◽  
pp. 188-205
Author(s):  
Erkan Çiçek ◽  
Uğur Gündüz
Keyword(s):  
Social Media ◽  
Crisis Management ◽  
Semantic Analysis ◽  
Social Media Data ◽  
Global Pandemic ◽  
The Difference ◽  
Textual Content ◽  
The Impact ◽  
Media Data

Social media has been in our lives so much lately that it is an undeniable fact that global pandemics, which constitute an important part of our lives, are also affected by these networks and that they exist in these networks and share the users. The purpose of making this hashtag analysis is to reveal the difference in discourse and language while analyzing Twitter data and to evaluate the effects of a global pandemic crisis on language, message, and crisis management with social media data. This form of analysis is typically completed through amassing textual content data then investigating the “sentiment” conveyed. Within the scope of the study, 11,300 Twitter messages posted with the #stayhome hashtag between 30 May 2020 and 6 June 2020 were examined. The impact and reliability of social media in disaster management could be questioned by carrying out a content analysis based totally on the semantic analysis of the messages given on the Twitter posts with the phrases and frequencies used.

scholarly journals Physical activity during pregnancy and its influence on delivery time: a randomized clinical trial

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e6370 ◽  
Author(s):  
Raquel Rodríguez-Blanque ◽  
Juan Carlos Sánchez-García ◽  
Antonio Manuel Sánchez-López ◽  
María José Aguilar-Cordero
Keyword(s):  
Physical Exercise ◽  
Pregnant Women ◽  
Intervention Program ◽  
Total Duration ◽  
Perinatal Outcomes ◽  
Exercise Group ◽  
University Hospital ◽  
Control Group ◽  
Beneficial Effects ◽  
The Difference

Introduction During pregnancy, women often change their lifestyle for fear of harmful effects on the child or themselves. In this respect, many women reduce the amount of physical exercise they take, despite its beneficial effects. Objective To determine the duration of labor in pregnant women who completed a program of moderate physical exercise in water and subsequently presented eutocic birth. Methods A randomized trial was performed with 140 healthy pregnant women, divided into an exercise group (EG) (n = 70) and a control group (CG) (n = 70). The women who composed the study population were recruited at 12 weeks of gestation. The intervention program, termed SWEP (Study of Water Exercise during Pregnancy) began in week 20 of gestation and ended in week 37. Perinatal outcomes were determined by examining the corresponding partographs, recorded by the Maternity Service at the Granada University Hospital Complex. Results The intervention phase of the study took place from June through October 2016, with the 120 women finally included in EG and CG (60 in each group). At term, 63% of the women in EG and 56% of those in CG had a eutocic birth. The average total duration of labor was 389.33 ± 216.18 min for the women in EG and 561.30 ± 199.94 min for those in CG, a difference of approximately three hours (p < 0.001). Conclusions The women who exercised in water during their pregnancy presented a shorter duration of labor than those who did not. The difference was especially marked with respect to the duration of the first and second stages of labor.

scholarly journals Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402093488
Author(s):  
Wei Wei ◽  
Yiqian (Katherine) Cao
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Corrective Feedback ◽  
Strategy Use ◽  
Teacher Cognition ◽  
Survey Study ◽  
High Demand ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Feedback Strategies

Examining EFL (English as a foreign language) teachers’ beliefs and cognition has become an essential area of research as teachers are seen as active decision makers. This study addresses teachers’ beliefs as specific to the strategies they employ when providing corrective feedback to students’ writing. Drawing on Ellis’s typology of written corrective feedback and Borg’s teacher cognition theory, this survey study investigated university EFL lecturers’ self-reported strategy use in the provision of feedback to students’ written compositions. A total of 254 respondents completed this survey from universities in Thailand, China, and Vietnam. The findings showed that the teachers provided different types of strategies, namely, high-demand (e.g., students’ response to feedback required), low-demand (e.g., correcting all errors), and no-demand feedback in relation to their students’ proficiency levels. Their choices of high-demand feedback strategies seemed to be associated with their pre- and in-service professional training experiences as well as contextual factors including local cultural influence and limited resources; whereas their uses of no-demand and low-demand feedback strategies seemed to be associated with their prior language learning experiences and classroom teaching practice. This study also revealed an inconsistency between teachers’ cognition about provision of feedback and their reported feedback strategy use. Pedagogical implications and directions for future research were also proposed.

Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Steven Wong ◽  
Natsuko Shintani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching Practice ◽  
Reading Aloud ◽  
Video Recording ◽  
Corrective Feedback ◽  
School Students ◽  
Instructional Activity ◽  
Computer Mediated ◽  
Teacher Researcher

Abstract This article reports on an elementary school teacher’s research project that evaluated a new teaching practice for Japanese elementary school students. The project was conducted in two fifth-grade classes comprising a total of 59 students. The teacher-researcher designed a computer-mediated instructional activity consisting of four-steps called ondoku, which engaged individual students in reading a given story aloud. It involved the students (a) studying a model reading-aloud video, (b) video-recording their own reading-aloud performance, (c) receiving teacher corrective feedback on their pronunciation and (d) studying the feedback and recording and hen submitting a second performance. All the steps were carried out in sequence using individual iPads. The teacher also administered a questionnaire to examine students’ engagement in and perspectives regarding the activity. Analysis involved comparing the pronunciation in the first and second corrected video files. The results showed that feedback led to successful repair 62 times out of the 108 corrections. In 16 instances, the students were aware of the error and attempted repair but still produced an incorrect utterance. In 30 instances, the students made no repair. Reflecting on the results and the students’ responses to the questionnaire, the teacher proposed some changes to the activity.

scholarly journals A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

2016 ◽  
Vol 4 (3) ◽  
pp. 71-85
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Beneficial Effects ◽  
Teaching Aids ◽  
Hands On ◽  
Specific Duty

Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

scholarly journals From face-to-face learning to web base learning: How are student readiness?

2020 ◽  
Vol 10 (2) ◽  
pp. 149
Author(s):  
Arif Widodo ◽  
Nursaptini Nursaptini ◽  
Setiani Novitasari ◽  
Deni Sutisna ◽  
Umar Umar
Keyword(s):  
Online Learning ◽  
Descriptive Statistics ◽  
Online Media ◽  
Collection Method ◽  
Learning Readiness ◽  
Face To Face ◽  
Internet Connection ◽  
Learning Success ◽  
Back Face ◽  
Face To Face Learning

<p align="justify">Learning readiness influences learning success. Changing the learning model requires preparation. Well-planned online learning is different from learning in an emergency. This study aims to determine the readiness of student learning in online learning during the Covid-19 pandemic. The type of research used non-experimental quantitative. The data collection method is done by survey. Data analysis uses descriptive statistics. The subjects in this study were PGSD students at Mataram University. The number of respondents involved 260. Problems in this study include: how are students' learning readiness? what are the problems faced by students? Can students take part in online learning well? The results showed that students' learning readiness was still lacking. Students experiencing technical obstacles include lack of online media mastery, no training, limited costs, and difficulties in internet connection. Most students expect online learning to stop and come back face to face.</p>

scholarly journals Practice and Thinking of Mixed Teaching Based on MOOC Class

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Meng Luo
Keyword(s):  
Large Scale ◽  
Teaching Practice ◽  
Online Course ◽  
Traditional Teaching ◽  
Traditional Curriculum ◽  
College English ◽  
Internet Education ◽  
Teaching Reform ◽  
Key Points ◽  
The Difference

MOOC, which refers to a large-scale open online course, is an "Internet + education" online course model emerging from the information society. The MOOC is different from the traditional curriculum model. It is not only for dozens of students, it is for thousands of students regardless of nationality or region. In recent years, in China, the MOOC course has received great attention. Through the analysis of Coursera's data, the number of registered users in China has increased sharply every year, far exceeding other countries in the world. In many higher education institutions in China, the study of the MOOC teaching model has become one of the key points of the teaching reform. The mixed teaching based on the MOOC has begun to be used in college English, ideology and politics, biochemistry, engineering, nursing, etc. In professional courses. This article discusses the mixed teaching practice based on MOOC. By analyzing the difference between mixed teaching and traditional teaching, it points out the key points and difficulties of mixed teaching in practice.

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