scholarly journals Learning English Vocabulary via Computer Gaming

2021 ◽  
Vol 10 (1) ◽  
pp. 93-109
Author(s):  
Ng Lee-Luan ◽  
Rino Shafierul Azizie Shahrir Raghbir
Keyword(s):  
Learning Strategies ◽  
Classroom Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Role Playing ◽  
Online Discussions ◽  
Computer Gaming ◽  
Game Play ◽  
Learning English

Due to the COVID-19 pandemic, educators have opted for online discussions and classes in which the teaching and learning sessions occur beyond the classroom environment. As various forms of technology such as gaming can be potentially used as platforms for online teaching and learning, the study aims to investigate the use of vocabulary learning strategies (VLS) in a massively multiplayer online role-playing game (MMORPG) among Malaysian English as a second language (ESL) players. Data were obtained via a 12-hour online game-play recorded sessions of Guild Wars 2 involving four Malaysian ESL players. The participants consisted of experienced online gamers aged between 24 and 25 years. The game-play sessions were also observed to provide supporting details on how the players utilised strategies when learning English vocabulary. The outcome of the study revealed that the ESL players employed different VLS during their game-play sessions. Gu and Johnson’s (1996) categorisation of VLS, which are metacognitive, cognitive, memory, and activation strategies, was subsequently modified to accommodate the MMORPG context. The results showed that the top five strategies used by the players were meaning-making, consultation, using online dictionary, word comparison, and incorporating words with real-world contexts.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

scholarly journals Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 81 ◽  
Author(s):  
Maheen Sher Ali ◽  
Zahid Hussain Pathan
Keyword(s):  
College Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Motivating Factors ◽  
Course Content ◽  
Self Confidence ◽  
Quantitative Design ◽  
Instrumental Motivation ◽  
Learning English

The prime aim of this research was to determine both demotivating and motivating factors for Pakistani college students of Quetta in learning English language. A quantitative design was employed in which 150 freshman college students studying in three different disciplines: Pre-medical, Pre-engineering and I.C.S at Government Girls college students of Quetta, Pakistan were included. A demotivation questionnaire was adopted from the study by Sakai & Kikuchi(2009) consisting of one open-ended question and 35 close-ended items on six factors of demotivation: grammar-based teaching, teacher’s behaviour, course contents and teaching materials, effects of low test score, classroom environment and lack of self-confidence and interest. Additionally, a modified 20-items AMTB motivation questionnaire along with one open-ended question was adapted from the study by Gardner (1985) which identifies the integrative and instrumental motivation. The closed ended questionnaire was analyzed applying descriptive statistics in SPSS (version, 22) whereas content analysis was performed on narrative data extracted from open-ended questionnaire and was quantified to establish the order and rank of factors causing motivation and demotivation among students in learning English language. The findings revealed that course content and teaching material emerged as the most salient demotivating factor. On the other hand, instrumental motivation emerged as the most influential source of motivation among students. The findings have implication on both teaching and learning of English language in Pakistan. 

scholarly journals Effectiveness of English Online Learning Strategies During the Covid Pandemic at SMP Muhammadiyah 10 Sidoarjo

2021 ◽  
Vol 10 ◽  
Author(s):  
Danti Fadiah Syarafina
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Research Results ◽  
Descriptive Research ◽  
Qualitative Descriptive

The purposes of this research are analyze the effectiveness of online learning strategies used during teaching and learning activities and analyze the obstacles experienced during online teaching and learning activities. The research method used is qualitative descriptive research. Qualitative research is a research that is descriptive and describes the object of research/events studied and using analysis. The research results were obtained through extracting data through interview, observation, and documentation. Some data will be loaded in the form of diagram to show the research results obtained. The conclusion obtained is that this research is a descriptive qualitative research which aims to describe the learning strategies at Muhammadiyah 10 Junior High School Sidoarjo in English subject during the Covid-19 pandemic.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

Advanced Mathematical Teaching Strategies and Models for Integrating RTI in Secondary Schools

2019 ◽  
pp. 141-168
Author(s):  
Lynn Gannon Patterson ◽  
Meagan R. Musselman
Keyword(s):  
Learning Strategies ◽  
Secondary Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Support Program ◽  
Learning Centers ◽  
School Students ◽  
Mathematics Intervention ◽  
Educational Support ◽  
Rti Model

Creating an effective educational support program for secondary school students in the important content area of mathematics is essential. This chapter provides an overview of intervention structures and strategies to support the teaching and learning of mathematics within the response to intervention (RTI) model at the secondary level. The adolescent mathematics intervention structure, the importance of motivation, opportunities for academic discourse, cooperative learning, strategies for all learners, and ways to create a positive mathematical classroom environment are among the supports shared in this chapter. Supports for each tier in the RTI model are provided along with suggestions for a mathematical learning environment that includes a focus on multiple representations for mathematics, manipulatives, integrated learning, and targeted learning centers designed specifically to meet secondary students where they are.

A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience

2021 ◽  
pp. 422-455
Author(s):  
Christi Edge
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Learning Experience ◽  
Teaching Fellows ◽  
Theory Of Reading

This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.

A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform

2021 ◽  
pp. 390-400
Author(s):  
Kimetta R. Hairston ◽  
Yvonne M. Crawford ◽  
Jennifer M. Johnson
Keyword(s):  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Educational Goals ◽  
College Level ◽  
Online Classroom ◽  
Academic Environments ◽  
Models Of Teaching ◽  
Program Of Study

Research on the state of online courses and degree programs have been described as ways for students to have more flexibility in meeting their educational goals while maintaining their other life responsibilities. In recent years, administrators at HBCUs have increased their investment in technological tools and learning management systems to make online teaching and learning a reality, while offering incentives and rewards to encourage faculty to move toward redesigning courses to an online platform and bolstering the campus' online presence. Yet at the same time, some faculty worry that online educational programs are the antithesis to the traditional models of teaching and learning heralded by HBCUs with an emphasis on student-faculty interactions and close-knit academic environments for students. Moreover, advocates of traditional instructional models warn that students less prepared for college-level work may require significant academic support to successfully navigate an online program of study.

scholarly journals Code-Switching in Online Synchronous Learning

2021 ◽  
Vol 9 (2) ◽  
pp. 148
Author(s):  
Ni Kadek Ayu Rinawati ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Student Teachers ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Code Switching ◽  
Online Discussions ◽  
Primary Data ◽  
Switching Function ◽  
Face To Face ◽  
Efl Teachers ◽  
Popular Language

The Covid-19 outbreak has "forced" face-to-face teaching and learning to be entirely online. This situation also affects prospective EFL teachers in conducting teaching practicums. This study aims to analyze prospective EFL teachers using code-switching in online discussions through WhatsApp group chats. Code-switching is a popular language feature commonly used in communication. Furthermore, this research aims to identify the types of code-switching according to Poplack's theory and to find out the code-switching function based on Sert's theory. This type of research is qualitative. The subjects of this study were six prospective EFL teachers and their students. Primary data was collected from online discussions of student teachers through their WhatsApp chat groups, and then the discussions were transcribed into transcripts. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The first study's results in terms of types of code-switching revealed that all participants practiced code-switching in online teaching and learning through WhatsApp group chats. The discussion provides three types of code-switching based on Poplack's theory: tag-switching, inter-sentential switching, and intra-sentential switching. Furthermore, tag switching is often used in online discussions.

scholarly journals Online teaching and learning during COVID era: Medical students’ feedback and their perspectives

2021 ◽  
Author(s):  
Bharti Bhandari ◽  
Deepti Chopra ◽  
Manisha Mavai ◽  
Ranjana Verma ◽  
Rakesh Gupta
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Use Of Technology ◽  
Didactic Lecture ◽  
To Come ◽  
Teaching Learning

Abstract Purpose The Nationwide lockdown due to COVID-19 has prompted medical faculty all across Indian sub-continent to start online classes, with no prior sensitization and experience. This study was planned to assess the perceptions of medical students on online teaching. Methods The data was collected from medical students across India, through an anonymous online survey. Their feedback and perceptions regarding online teaching were recorded and analyzed. Results Of the 1256 complete responses received, > 60% of the students reported online lectures to be less interesting, less interactive and less engaging.They disagreed that online learning gives stronger sense of community among students and are capable of replacing the traditional didactic lecture format but were of the opinion that online learning encourages medical students to exert greater control over their learning by allowing flexibility over content and pace.The majority of students felt online teaching is a better opportunity for introvert students to express themselves through chat messages and it requires more self-direction and discipline. Conclusion The results showed that students were not much satisfied with online teaching. The possible reason could be lack of awareness of faculty about the available online teaching-learning strategies. To make online teaching more interesting and interactive, medical educators should more often engage in E-learning in an effort to come up with innovative approaches to train medical students.Teachers must undergo faculty development training to learn the use of technology in teaching. Students should also be sensitized on the various online tools available for learning and assessment.

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