scholarly journals Enhancing Learners’ Academic Performances Using Student Centered Approaches

2020 ◽  
Vol 15 (16) ◽  
pp. 4
Author(s):  
Preeti Jaiswal ◽  
Abdulghani Al-Hattami
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Outcomes ◽  
Information Acquisition ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Student Centered ◽  
Bloom’S Taxonomy

Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.

A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals A CRITICAL STUDY ABOUT THE EFFECTS OF BLOOM’S TAXONOMY IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITY LEVEL

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Salma Niazi, Farida Azim Lodhi, Huma Mahmood
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Bloom's Taxonomy ◽  
Language Teachers ◽  
English Language Learning ◽  
Bloom’S Taxonomy ◽  
English Language Teachers ◽  
University Level

The purpose of this study was to critically analyze the effectiveness of Bloom’s taxonomy of educational objectives, in teaching English language at university level in Karachi, Pakistan. The conceptual framework of the study, included the results of two groups of English language learners that were independent and controlled group. For the current study quantitative research design was used. The population was English language teachers and students of English Department, those were sixty. Stratified sampling was used to extract the research sample. A well-designed test containing twenty-five marks was constructed, to get the achieved outcome of language teaching and learning. It was concluded that incorporating Bloom’s objectives of teaching would be able to improve English language learning among students at tertiary level. It was recommended that teachers training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking while incorporating Bloom’s objectives of teaching methodology, that may be benefitted both language learners and research in the field of English language learning in Pakistan.

scholarly journals Online English Language Learning: Theory-Based Course Design and Pedagogy

2017 ◽  
Vol 5 (3) ◽  
pp. 1 ◽  
Author(s):  
Maureen Snow Andrade
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Language Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
English Language ◽  
Course Design ◽  
Online Courses ◽  
Content Mastery ◽  
Language Courses

The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.

scholarly journals Standardization of EFL Undergraduate Skill Exam Papers: A Case Study at Majmaah University

2020 ◽  
Vol 11 (4) ◽  
pp. 363-381
Author(s):  
Majed Othman Abahussain ◽  
Muhammad Iqbal ◽  
Imran Khan
Keyword(s):  
Learning Outcomes ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Group Discussion ◽  
Bloom's Taxonomy ◽  
Pedagogical Practices ◽  
Validity And Reliability ◽  
Bloom’S Taxonomy

Designing standardized exams for EFL undergraduates is a matter of great concern in pedagogical practices that assess learners’ academic achievements. This case study was conducted at Majmaah University, Saudi Arabia, to explore the significance of educational exam standardization and its impact on the process of implementation, leading to a balanced and equitable assessment of English language skills. During the study, 250 final English skill exam questions of two semesters were analyzed. A mixed-method approach using a questionnaire and Focused Group Discussion was adopted to collect relevant data. The quantitative data were analyzed using SPSS 16, and the qualitative data was processed by thematic analysis. The quantitative data results showed that questions were balanced, valid, and reliable in language skill exam papers designed for undergraduate English students. The qualitative data revealed four major themes – standardization of questions, the efficacy of Bloom’s taxonomy, assessment/evaluation, and alignment of the question with learning outcomes. These emerging themes highlighted the effectivness of standardizing exam papers, identified problems, and suggested ways of improvement. The study indicates that exams must be scrutinized for the sake of standardization in terms of maximum course coverage; the variety in the question item; clear, concise, and precise instructions; validity and reliability of exam papers; and the alignment of questions with the course and program learning outcomes to ensure the implementation of the revised Bloom’s taxonomy. The study suggests, to generalize the results, that further investigation should be done in another Saudi university for the sake of comparison.

scholarly journals Using Learner-centered Instructional Approach to Foster Students’ Performances

2019 ◽  
Vol 9 (9) ◽  
pp. 1074
Author(s):  
Preeti Jaiswal
Keyword(s):  
Instructional Design ◽  
Language Learning ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Instructional Approaches ◽  
Instructional Approach ◽  
Learning Program ◽  
Student Centered ◽  
Holistic View ◽  
Learner Centered

This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional design provides valuable guidelines to organize lessons as a systematic instructional design process. It focuses on the instructional learning outcomes and how to organize specific instructional events to facilitate effective learning experiences in order to accomplish the intended learning objectives. Applying Gagne's nine stages of learning administers a systematic learning program as it presents a structured framework for lesson planning and a holistic view to the teaching learning process. Prior to using this series of nine levels of learning, students were given a pretest, in order to understand the stratum of active and passive vocabulary they utilize in language learning. At the end of the study, students were evaluated by a post test. The results demonstrated that learner centered instructional approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary knowledge in language learning therefore, such learner centred instructional approaches are cogent for paving higher educational academic accomplishments and promoting learner autonomy.

scholarly journals Standardization of EFL Undergraduate Skill Exam Papers: A Case Study at Majmaah University

2021 ◽  
Author(s):  
Majed O. Abahussain ◽  
Muhammad Iqbal ◽  
Imran Khan
Keyword(s):  
Learning Outcomes ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Group Discussion ◽  
Bloom's Taxonomy ◽  
Pedagogical Practices ◽  
Validity And Reliability ◽  
Bloom’S Taxonomy

Designing standardized exams for EFL undergraduates is a matter of great concern in pedagogical practices that assess learners’ academic achievements. This case study was conducted at Majmaah University, Saudi Arabia, to explore the significance of educational exam standardization and its impact on the process of implementation, leading to a balanced and equitable assessment of English language skills. During the study, 250 final English skill exam questions of two semesters were analyzed. A mixed-method approach using a questionnaire and Focused Group Discussion was adopted to collect relevant data. The quantitative data were analyzed using SPSS 16, and the qualitative data was processed by thematic analysis. The quantitative data results showed that questions were balanced, valid, and reliable in language skill exam papers designed for undergraduate English students. The qualitative data revealed four major themes – standardization of questions, the efficacy of Bloom’s taxonomy, assessment/evaluation, and alignment of the question with learning outcomes. These emerging themes highlighted the effectivness of standardizing exam papers, identified problems, and suggested ways of improvement. The study indicates that exams must be scrutinized for the sake of standardization in terms of maximum course coverage; the variety in the question item; clear, concise, and precise instructions; validity and reliability of exam papers; and the alignment of questions with the course and program learning outcomes to ensure the implementation of the revised Bloom’s taxonomy. The study suggests, to generalize the results, that further investigation should be done in another Saudi university for the sake of comparison.

Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal Development in Crafting Learning Outcomes

2016 ◽  
Vol 8 (2) ◽  
pp. 158 ◽  
Author(s):  
Abdunassir Sideeg
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Zone Of Proximal Development ◽  
Bloom's Taxonomy ◽  
Proximal Development ◽  
Student Centered ◽  
Backward Design ◽  
Whole Process ◽  
Bloom’S Taxonomy ◽  
Rigorous Framework

<p>This article aims to present some fresh insights into one of the milestones in the field of education. For sixty years, Bloom’s taxonomy has been one of the most significant tools used in course design as it provides a rigorous framework for crafting learning outcomes and designing both assessment tasks and instructional activities aligned with these learning outcomes. Though not a panacea for all problems of course design and educational assessment, when meticulously understood and wisely used in a student-centered environment which integrates the taxonomy with other useful approaches and tools such as backward design and Vygotsky’s zone of proximal development (ZPD), Bloom’s taxonomy could provide an invaluable and indispensable roadmap for crafting effective learning outcomes that drive the whole process of course design.  </p>

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.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

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