scholarly journals The Role Of ‘Think-Pair-Share’ In Enhancing the Moroccan University Students’ Speaking Skills in Online Classes

2021 ◽  
Vol 1 (1) ◽  
pp. 17-27
Author(s):  
Mounia Benjelloun
Keyword(s):  
Foreign Language ◽  
University Students ◽  
First Year ◽  
Online Classes ◽  
Interactive Communication ◽  
Self Evaluation ◽  
Speaking Assessment ◽  
Research Questions ◽  
Speaking Skills

Speaking English as a foreign language presents one of the most common challenges for learners of English due to many factors related to their perception of the teacher as “a sage on the stage,” their own shyness, a lack of appropriate vocabulary and accurate grammar, and a lack of cooperative learning skills. To help students remedy this problem, the Think-Pair-Share’ strategy was used in this study of online classes during the COVID 19 pandemic. Research has demonstrated that learners can improve their speaking skills and learn more effectively through meaningful collaboration and sharing. This study aims to investigate the role of the Think-Pair-Share’ approach in promoting students’ speaking skills. The study adopts a qualitative approach and addresses the following two research questions: (i) To what extent does the Think-Pair- Share help in improving students’ speaking skills? (ii) How can this improvement be justified? Twenty-eight first-year Moroccan university students took part in this study. The research instruments used combined pre- and post-speaking tests, students’ self-evaluation, and classroom observations. Data were video recorded, analysed qualitatively using the FCE speaking-assessment criteria, and compared to the students’ self- evaluation of their own performance. The results show that the Think-Pair-Share strategy enabled predominantly average and weak students to exchange their views on a range of familiar topics with more ease, confidence, and fluency using more appropriate vocabulary and a clearer organisation of ideas. Although the learners still had problems with their pronunciation and accurate grammar, they demonstrated better interactive communication.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

scholarly journals Improving L2 Oral Accuracy and Grammatical Range Through Self-Assessment of Video Speech Drafts

2018 ◽  
Vol 20 (2) ◽  
pp. 127-142
Author(s):  
Martin Javier Caicedo Pereira ◽  
Jhonny Alexander Lozano Bermúdez ◽  
Luis Alfonso Vanegas Medina
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
University Students ◽  
Oral Language ◽  
Research Study ◽  
Self Assessment ◽  
Self Evaluation ◽  
Scoring Rubrics ◽  
Assessment Techniques ◽  
English Speaking

This action research study examines the effect of self-evaluation on grammatical range and grammar accuracy on the English speaking performance of 27 foreign language university and pre-university students enrolled in three different language centers, in three different cities in Colombia. Participants were asked to record themselves answering different IELTS-type tasks for four times during a 6-week period and score and reflect towards their performance using IELTS-type analytical scoring rubrics and journals. Researchers used journals to register impressions, thoughts, and judgments observed during the process. The findings led to conclude that learners highly benefit from applying self-assessment techniques using videos of their production and a language benchmark to compare with in the improvement of their oral language accuracy and grammatical range.

The role of self-regulation in the professional choice of a personality

2021 ◽  
pp. 123-132
Author(s):  
С.А. Лысуенко
Keyword(s):  
Public Education ◽  
Young People ◽  
University Students ◽  
Action Plan ◽  
Self Regulation ◽  
First Year ◽  
Mathematical Methods ◽  
First Year Students ◽  
The University

В статье обсуждаются вопросы, связанные с особенностями профессионального выбора выпускников общеобразовательных организаций. Представлены результаты исследования, позволяющие определить роль осознанной саморегуляции активности молодых людей, оказавшихся в ситуации профессионального выбора (на примере студентов педагогического вуза). В исследовании приняли участие 302 студента первого курса, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование». В качестве инструментария были использованы методика «Мотивация учения студентов педагогического вуза» С. А. Пакулиной и М. В. Овчинникова и опросник «Стиль саморегуляции поведения» В. И. Моросановой. Данные, полученные в процессе исследования, были структурированы, обработаны и проинтерпретированы с применением математических методов. Было установлено, что студенты первого курса, совершившие при поступлении в вуз профессиональный выбор с учетом своих интересов и склонностей, обладают сформировавшейся потребностью продумывать способы своих действий и поведения для достижения намеченных целей, а план их действий отличается детализированностью и развернутостью. Также им свойственны самостоятельность при проектировании способов достижения индивидуальных целей, гибкость в случае возникновения непредвиденных обстоятельств, развитая адекватная оценка себя и полученных результатов. По итогам исследования был сделан вывод о том, что наличие сформированной системы осознанной саморегуляции произвольной активности у индивида, находящегося на этапе выбора профессии, позволяет совершить более правильный профессиональный выбор, что, в свою очередь, является одним из условий актуализации профессионально-личностного потенциала. The article discusses issues related to the peculiarities of the professional choice of graduates of public education organizations. There are results of the study presented, which allow us to determine the role of conscious self-regulation of the activity of young people who find themselves in a situation of having to make a professional choice (on the example of students of a pedagogical university). The research involved 302 first-year students studying in the field of training 44.03.01 «Pedagogical Education». As research tools, the «Motivation of teaching pedagogical university students» methodology by S.А. Pakulina and M.V. Ovchinnikov and the questionnaire «Style of self-regulation of behaviour» by V.I. Morosanova were used. The data obtained during the research were organized, processed and interpreted using mathematical methods. It was found that first-year students who, upon entering the university, made a professional choice more consciously, taking into account their interests and inclinations have a well-developed need to think through their actions and behaviour to achieve their goals and their action plan is detailed. They are also characterized by independence in designing an action plan to achieve individual goals, flexibility in the situation of unforeseen circumstances, an advanced adequate assessment of themselves and the results they achieved. As the main conclusion, the following is formulated: the possession of a developed system of conscious self-regulation of arbitrary activity in an individual who is at the stage of choosing a profession allows him to make an adequate professional choice, which, in turn, is one of the conditions for the actualization of professional and personal potential.

TBLT in Business English Communication

2013 ◽  
Vol 3 (1) ◽  
pp. 73-89 ◽  
Author(s):  
Michael Thomas
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Second Life ◽  
Digital Technologies ◽  
Task Completion ◽  
Business English ◽  
Structured Interviews ◽  
Research Questions ◽  
Uk Higher Education

Research on the use of task-based language teaching (TBLT) with digital technologies has increased over the last few years but few studies have focused specifically on its use with blended learning involving international undergraduate learners studying in a UK higher education context. This paper explores the role of a task-based approach with international students learning business communication in English with a focus on the use of two collaborative digital technologies to aid blended learning: the video conferencing software Adobe Connect and the virtual world of Second Life. The study was guided by two research questions: What are the strengths and challenges presented by each application in terms of aiding authentic task completion? How can the applications be used to support task-based learning in a blended format? A year-long study with students at a UK university utilised semi-structured interviews, observations and in-world ethnography. The research highlights the importance of a number of design principles necessary for effective task-based learning in a blended approach and calls for more research on the type of support required by international undergraduates to aid them fulfil their potential in foreign language environments.

The Role of Transfer in the Use of English Articles by Moroccan Learners

2016 ◽  
Vol 8 (5) ◽  
pp. 58
Author(s):  
Naima Trimasse
Keyword(s):  
University Students ◽  
First Year ◽  
Grammaticality Judgment ◽  
Proficiency Level ◽  
Class 1 ◽  
The Difference ◽  
Article Usage ◽  
English Articles ◽  
Made In

<p class="1"><span lang="EN-US">This study investigates the acquisition of the English article system by Moroccan EFL learners. More specifically, the focus is on transfer and the extent to which it accounts for errors in the use of these articles by Moroccan university students.  The study purports to investigate: 1- the effect of proficiency level on transfer errors by Moroccan learners in the use of articles, 2- the difference between transfer errors made in comprehension and in production in using articles and 3- the difference in transfer errors according to the three English articles. In order to answer the aforementioned questions, data was collected from university students (40 in first year and 40 in third year) through their performance on a grammaticality judgment test and an essay. The findings of the study show that: 1- proficiency level has an effect on transfer errors made in article usage. This effect is clear in comprehension but not in production, 2- subjects made more transfer errors in comprehension than in production, 3- the effect of transfer differs according to the three English articles. The findings of the study have some important implications for the methodology of teaching articles.</span></p>

scholarly journals European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Paul Kuschmierz ◽  
Anna Beniermann ◽  
Alexander Bergmann ◽  
Rianne Pinxten ◽  
Tuomas Aivelo ◽  
...  
Keyword(s):  
University Students ◽  
Religious Faith ◽  
European Countries ◽  
First Year ◽  
Education Systems ◽  
Cultural Backgrounds ◽  
Acceptance Of Evolution ◽  
First Year University ◽  
School Curricula

Abstract Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

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