scholarly journals STRETCHING LEARNING THROUGH MAPPING ACTIVITIES - THE TRANSFORMATIVE INFLUENCE OF DIALOGUE

2020 ◽  
Vol 5 (37) ◽  
pp. 108-123
Author(s):  
Arniza Ghazali ◽  
Alwani Ghazali
Keyword(s):  
English Language ◽  
Instructional Medium ◽  
Scientific Concept ◽  
First Year ◽  
Knowledge Map ◽  
Classroom Activities ◽  
Self Confidence ◽  
English Usage ◽  
Transformation Space ◽  
Dialogic Space

A fidgety character and an extremely low self-confidence were glaring circumstances of two learners in a first-year classroom. Mapping activities were designed for interactivity, considering the low aptitude for the English language as the instructional medium. While the fidget transformed into a focused learner upon role-play as a dialogue star in the coordinated classroom talks, the most reserved, diffident learner turned into an expressive participant. The cognitive engagement of the classroom population was evident from the significantly expanded knowledge map constructed by the students. The exploratory nature of classroom oracy drove the outcome within the dialogic space designed to engender the transformation. Space for active participation was mainly enabled by simplifying the verbal expression by extensive use of keywords in mapping. While the approach ruled out the need for correct English usage for expression of ideas, the seed map drawn by the instructor prompted learners to leave their seats to write an idea on the whiteboard. The freewill had links to the oracy that allowed for rewording and change of stance which was the primary ingredient of dialogue embedded in the mapping activities. Grafting of students’ ideas into the existing scientific concept was an essential outcome of dialogue externalised on the constructed map, driven by the dialogic space encouraging listening and thinking along the path of higher logic. The dialogic space in mapping activities and the resultant vibrant classroom of cognitively engaged participants provide evidence for designable classroom activities to uplift the immediate learning impacts.

scholarly journals Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

scholarly journals Self-access Language Learning Programme: The case of the English Language Voluntary Intensive Independent Catch-up Study

2013 ◽  
pp. 125-140
Author(s):  
Salomi Papadima-Sophocleous
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Year ◽  
Test Results ◽  
Language Competence ◽  
Self Confidence ◽  
Greek Cypriot ◽  
The Common ◽  
Catch Up ◽  
Level Analysis

This study investigated whether and to what extent an English Language Voluntary Intensive Independent Catch-up Study (ELVIICS), a Self-Access Language Learning (SALL) programme, was effective in helping first-year Greek-Cypriot students fill in the gaps in their English language learning and come closer to the required language competence level of the Common European Framework of Reference (CEFR) B1 level. It also examined students’ perceptions of such learning. The students followed the ELVIICS at their own pace, time and space until they felt they had reached the aimed level. Analysis of the achievement test results revealed that students’ language competence improved and reached the required level. Additional quantitative data also revealed that students felt ELVIICS also helped them improve their self-confidence, computer skills and autonomous learning. Moreover, students claimed that ELVIICS assisted them in getting through and successfully completing their compulsory course.

scholarly journals Integrating Self-Access into the Curriculum: Our Experience

2010 ◽  
pp. 47-58 ◽  
Author(s):  
Gene Thompson ◽  
Lee Atkinson
Keyword(s):  
Curriculum Design ◽  
English Language ◽  
Project Based Learning ◽  
Learning Activities ◽  
Independent Learning ◽  
First Year ◽  
Language Curriculum ◽  
Classroom Activities ◽  
Teaching Situation ◽  
And Control

Linking self-access and classroom learning is a difficult and time-consuming business, but one which can lead to great rewards as learners develop independent learning skills and assume greater responsibility for their learning. This paper will outline the approach for encouraging independent learning employed in the first year English language curriculum at Hiroshima Bunkyo Joshi Daigaku (HBJD), a four-year women’s only university in Japan. Two different methods for doing this will be introduced: employing project-based learning activities and linking classroom activities with a Self-Access Learning Center (SALC). The design of the curriculum and the materials encourage individualized learning, while the project-based and independent learning activities promote learner responsibility and control of learning (Dickinson, 1987) through utilization of the SALC. This paper will outline the issues involved in shifting from a weakly linked curriculum and SALC to a more strongly linked curriculum-SALC relationship. It will provide specific examples of this challenge before also discussing examples of the successes and failures that have been faced by the curriculum design and self-access teams in attempting to create a curriculum which strongly promotes independent learning. It is hoped that sharing these experiences will provide some useful insights into the issues surrounding the encouragement of independent learning and how these issues can be tackled practically in a teaching situation.

scholarly journals Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

¿Comprenderán Mis Amigos y La Familia? Analyzing Spanish Translations of Admission Materials for Latina/o Students Applying to 4-Year Institutions in the United States

2018 ◽  
Vol 19 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Zachary W. Taylor
Keyword(s):  
English Language ◽  
The United States ◽  
Reading Level ◽  
Spanish Language ◽  
First Year ◽  
Linguistic Capital ◽  
Undergraduate Admissions ◽  
Research And Practice ◽  
Grade Reading Level ◽  
Language Content

This study examines first-year undergraduate admissions materials from 325 bachelor-degree granting U.S. institutions, closely analyzing the English-language readability and Spanish-language readability and translation of these materials. Via Yosso’s linguistic capital, the results reveal 4.9% of first-year undergraduate admissions materials had been translated into Spanish, 4% of institutional admissions websites embed translation widgets, and the average readability of English-language content is above the 13th-grade reading level. Implications for research and practice are discussed.

scholarly journals A  Method to Diagnose, Improve, and Evaluate Children’s Learning Using Wearable Devices Such as Mobile Devices in the IoT Environment

2020 ◽  
Vol 2020 ◽  
pp. 1-25
Author(s):  
Mohammad Moradi ◽  
Kheirollah Rahsepar Fard
Keyword(s):  
English Language ◽  
Educational Status ◽  
Field Method ◽  
Learning Performance ◽  
Educational Method ◽  
Number Of Children ◽  
Self Confidence ◽  
Average Improvement ◽  
Impact Of Technology ◽  
The Impact

Every day we see an increasing tendency to use technology in education. In recent years, the impact of technology on the education process has received much attention. One of the important effects of technology is that it increases children’s motivation and self-confidence and increases group collaboration. The purpose of this paper is to transform the traditional classroom into a modern classroom in order to increase the ease and efficiency of the teaching process. The method includes phases of diagnosis and improvement. In the diagnose phase, the classroom is equipped with modern items such as Internet of Things (IoT) and game-based learning. In the improvement phase, the field method is used to extract and weight the effective criteria in improving the educational status. The proposed method has been tested on two English language kindergartens. The children tested were in the age group of 8 to 10 years. In the implementation of the proposed educational method in the first English language kindergarten, the average improvement of education and learning of children has almost doubled, which has been maintained by doubling the number of children tested in the implementation of the proposed educational method in the second English language kindergarten. As a result, the proposed educational method can increase the learning performance of children.

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