scholarly journals Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

2012 ◽  
pp. 74-92 ◽  
Author(s):  
Satoko Kato
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Reflective Learning ◽  
Reflective Dialogue ◽  
Potential Benefits ◽  
Reflective Approach

This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors’ (advisors’) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.

scholarly journals The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear

2020 ◽  
Author(s):  
Cecilia Bjursell
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Intergenerational Relationships ◽  
Learning Processes ◽  
Reflective Learning ◽  
Worth Living ◽  
Adult Educator ◽  
Recent Introduction ◽  
New Knowledge ◽  
The World

Abstract The COVID-19 pandemic has caused a number of fundamental changes in different societies, and can therefore be understood as creating “disjuncture” in our lives. Disjuncture is a concept proposed by adult educator Peter Jarvis to describe the phenomenon of what happens when an individual is confronted with an experience that conflicts with her/his previous understanding of the world. Faced with a situation that creates disjuncture, the person is compelled to find new knowledge and new ways of doing things; i.e., he/she must embark on a learning process. The recent introduction of social distancing as a measure aiming to reduce transmission of the COVID-19 virus has dramatically changed people’s behaviour, but this measure does not only have preventive and desirable effects. There is an associated risk for increased isolation among the older generations of the population, as well as a change in intergenerational relationships. Although the current pandemic (as disjuncture) may potentially initiate major learning processes in the human collective, we should remember that disjuncture is often theorised within neutral, or even positive, contexts. In a context of fear, however, learning may result in a narrowing of mindsets and a rejection of collective efforts and solidarity between generations. In terms of the types of learning triggered by the current pandemic (as disjuncture), one problem is non-reflective learning, which primarily occurs on a behavioural level. We need to recognise this and engage in reflective learning if we are to make the choices that will lead to a society that is worth living in for all generations. Our goal must be to learn to be a person in a post-pandemic society.

scholarly journals HOW IS LANGUAGE LEARNING AND APPRECIATION OF INDONESIAN LITERATURE USING CREATIVE AND INNOVATIVE MODELS?

2019 ◽  
Author(s):  
Nia Oktaviani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Learning Models ◽  
The World ◽  
High Knowledge ◽  
Innovative Learning

In the world of education teachers must create creative and innovative learning models,so that students are enthusiastic in the learning process. Creative and innovative learning willproduce a generation that is intelligent, insightful and has high knowledge. At this time a varietyof models and innovations are used by teachers in learning Indonesian. In learning Indonesian asa teacher facing problems and learning processes, especially in the cognitive aspects, namely thelack of understanding of teachers in teaching (Sukma, 2019). One of the subjects that is currentlyreceiving much attention is Indonesian. Indonesian subjects who are serious about succeeding inbecoming the national exam so that schools give more priority to Indonesian subjects. For thisreason, teachers must use attractive learning models in learning Indonesian. In addition, the useof various learning models can increase students' understanding in learning, (Sukma, 2018).

scholarly journals A General Review of the Role of Technology in the English Language Learning Processes 

2020 ◽  
Vol 12 (2) ◽  
pp. 78-96
Author(s):  
Arnold Yesid Rojas ◽  
Luis Alejandro Novoa ◽  
Santiago Andrés Sandoval
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
English Language Learning ◽  
Teaching English ◽  
Use Of Technology

This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.

scholarly journals FROM LANGUAGE TEACHERS TO LANGUAGE LEARNING ADVISORS: A JOURNEY MAP

2020 ◽  
Vol 1 (34) ◽  
pp. 121-139
Author(s):  
Maria Giovanna Tassinari ◽  
Marina Mozzon-McPherson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Language Learning ◽  
Professional Preparation ◽  
Language Teachers ◽  
Positive Contribution ◽  
Reflective Dialogue ◽  
Professional Needs ◽  
Learning Conversations ◽  
Distinctive Role

This article examines the development of the practice of advising in language learning (ALL) and the related establishment of a distinctive role for language learning advisors (LLAs) in the context of Modern Languages in Higher Education. It firstly defines ALL, its principles and interdisciplinary contributions to the construction of reflective dialogue which lies at the heart of advising; these come, inter alia, from counselling, psychology, and coaching. Secondly, it discusses the gradual shift from two distinctive practices (language teaching and advising for language learning) to a more highly integrated academic practice which utilises intentional, skilful reflective dialogue as its distinctive professional feature for successful, sustained, learning conversations. Thirdly, it illustrates this shift through advisors’ professional development stories and their professional needs. Finally, it identifies areas for further research and professional preparation of ALL practitioners and concludes by reflecting on the challenges facing universities, and the positive contribution which ALL can make to address them.

scholarly journals Ethnographies of Self-Access Language Learning

2020 ◽  
pp. 86-92
Author(s):  
Jo Mynard
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Learning Process ◽  
Research Methodology ◽  
Short Overview ◽  
Ethnographic Approach ◽  
Insight Into

In this short overview, I discuss how ethnographies could be considered an appropriate yet under-utilised research methodology for exploring the field of self-access learning. We could consider ethnographies of self-access spaces, autoethnographic accounts of language learning or professional development, and also collaborative and duoethnographies. An ethnographic approach will allow us to develop a deeper understanding of the experiences of people in the field and a privileged insight into the learning process.

Metode dan Media Pembelajaran Bahasa Arab Berbasis Internet di Era Teknologi Informasi

1970 ◽  
Vol 14 (3) ◽  
pp. 348-445
Author(s):  
Muhandis Azzuhri
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Learning Process ◽  
Arabic Language ◽  
Learning System ◽  
Information Channel ◽  
Technology Advancement ◽  
Other Information

Information technology era necessitate changing of learning system, mainly on method and media Arabic language learning. Arabic language learning system nowadays criticized because its monotone, traditional, and not innovative compared with other language learning. This is because absolutism and lack of creativity of Arabic learning sta­keholders (lecturer, teacher, Kiai) to apply method and Arabic language learning media that appropriate with information technology advancement. internet- based Arabic language learning embarked because as most communicative learning media at information technology era because integrate internet and other information channel as tools to empower learning process to more creative, innovative, and competitive. .

Edmodo as an Assessment Tool in the Foreign Language Learning Process

2018 ◽  
Vol 5 (3) ◽  
pp. 210-215
Author(s):  
Flavia Kaba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Modern Technology ◽  
Foreign Language Anxiety ◽  
Learning Platform ◽  
Secure Learning ◽  
Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

2018 ◽  
Vol 1 (3) ◽  
pp. 26-37
Author(s):  
Rana Wijaya ◽  
M.Ihsan Dacholfany
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Senior High School ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Written Retelling

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process.        The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text.        Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School  Kartikatama Metro.

Shifting Roles in Continuous Advising Sessions

Relay Journal ◽  
2019 ◽  
pp. 69-72
Author(s):  
Huw Davies ◽  
Robert Stevenson ◽  
Isra Wongsarnpigoon
Keyword(s):  
Learning Process ◽  
Transformational Learning ◽  
Learning Trajectory ◽  
Learner Readiness ◽  
Linguistic Support ◽  
Reflective Dialogue ◽  
Open Mind ◽  
To Receive

It is common for learning advisors to receive a request such as conversation practice or simple linguistic support in our institution simply because learners find them accessible and friendly. Although this may not be the usual role of a learning advisor, it can be the beginning of a long-lasting reflective dialogue. Learning advisors are aware that the learners’ initial interest is not necessarily an opportunity for reflection on their learning process. Nevertheless, they also acknowledge the fact that learner readiness for reflection varies depending on the learner. Thus, while advisors appear to be “conversation partners” at first, they endeavor to create reflective dialogues by incorporating advising strategies in each session. As the learning trajectory that the learner follows is not always straightforward, keeping an open mind and engaging in each advising session is crucial. The following stories depict the importance of openness to learners’ needs and maintaining continuous advising sessions in order to generate transformational learning.

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