A Game-Based Content and Language-Integrated Learning Practice for Environmental Awareness (ENVglish)

2022 ◽  
pp. 510-531
Author(s):  
Meltem Huri Baturay ◽  
Ahmet Erdost Yastibaş ◽  
Gonca Yangin Ekşi ◽  
Cafer Ahmet Çinar
Keyword(s):  
Qualitative Study ◽  
Information Literacy ◽  
Environmental Awareness ◽  
Digital Games ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Mobile Game ◽  
Teachers Perceptions ◽  
Efl Students ◽  
Development Phases

Increasing human activities in the environment have created severe effects; therefore, handling such effects by raising environmental awareness through several ways has become significant to sustain the environment, which can enhance 21st century skills including critical thinking and information literacy. Digital games can be used for this because they create an environment for learning with higher engagement, motivation, and excitement besides fostering cognitive attainment and retention. Accordingly, a mobile game-based content and language-integrated learning practice (an educational digital game called ENVglish) was developed to raise EFL students' environmental awareness in this qualitative study. During the design and development phases of the game, students' and teachers' perceptions regarding it were collected with semi-structured interviews. The data were content analyzed. The findings indicated that both students and teachers had positive perceptions about the game and that students could improve their English and have environmental awareness with the game.

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

scholarly journals Urban and rural children as environmental advocates : the impact of location on environmentally responsible behaviour

2021 ◽  
Author(s):  
Sylvie Suzanne Marie Godin
Keyword(s):  
Qualitative Study ◽  
Natural Environment ◽  
Environmental Awareness ◽  
Rural Children ◽  
Structured Interviews ◽  
Environmental Advocacy ◽  
Environmental Behaviour ◽  
Environmentally Responsible ◽  
Responsible Behaviour ◽  
The Impact

This research paper is a qualitative study of how urban and rural children (6-8 years) experience the natural environment. The literature exploring how place of residence can influence environmental awareness and pro-environmental behaviour among children has been contradictory. This study attempted to explore this question in order to establish any differences between the two sample groups. Semi-structured interviews and drawing analyses were used to examine the children's view of the natural environment and their knowledge of environmentally responsible behaviours. The results indicate that the urban children were more knowledgeable of environmentally responsible behaviours and displayed higher levels of environmental advocacy. These findings support the use of area-specific environmental teaching strategies that may serve to promote environmental awareness and advocacy among children residing in any location.

Language teachers’ perceptions of practitioner research

2019 ◽  
Vol 12 (5) ◽  
pp. 897-914
Author(s):  
Sabine Imad Arayssi ◽  
Rima Bahous ◽  
Rula Diab ◽  
Mona Nabhani
Keyword(s):  
Qualitative Study ◽  
Working Conditions ◽  
Design Methodology ◽  
Practitioner Research ◽  
Language Teachers ◽  
Structured Interviews ◽  
Content Type ◽  
Teachers Perceptions ◽  
Theory To Practice ◽  
Depth Interviews

Purpose The purpose of this paper is to examine language teachers’ perceptions of practitioner research to establish an understanding whether research comprises a fundamental component in their career. Design/methodology/approach A qualitative study was conducted with language teachers and coordinators from various schools in Lebanon. Questionnaires were distributed to 50 language teachers, followed by semi-structured interviews conducted with language coordinators, and in-depth interviews with language teachers who are practitioner researchers. Findings Results indicated that research is a minority activity for language teachers due to lack of time, overwhelming working conditions and lack of flexibility in the workplace. Research limitations/implications There was a lack of cooperation between teachers and coordinators. Originality/value This study provides teachers in Lebanon with the opportunity of transforming their voice through participating in and being agents of research rather than solely observing the process which attempts to bridge theory to practice.

scholarly journals Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program

2020 ◽  
Vol 25 (2) ◽  
pp. 353-372
Author(s):  
Jermaine S. McDougald ◽  
Daniel Pissarello
Keyword(s):  
Bilingual Education ◽  
Administrative Support ◽  
Development Program ◽  
Material Design ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Education Data ◽  
Before And After ◽  
Multilingual Learning

This mixed-methods study investigated perceptions and knowledge about content and language integrated learning (CLIL) and bilingual education. Data were collected using surveys, questionnaires and semi-structured interviews from 26 content-based teachers in Valledupar, Colombia, before and after their participation in an online training program. Findings revealed that teamwork and administrative support are crucial factors for a successful CLIL implementation. However, results also showed that teachers knew very little about the CLIL approach, although they claimed to have been using it at their schools for 3-4 years before the study, suggesting that any previous in-service teacher training had not resulted in an adequate understanding of CLIL or bilingual education for the context.The teachers’ perceptions of CLIL and bilingualism were more positive after the training, and they reported understanding similarities and differences between both concepts. Hence, there is a need for more specialized training (material design, planning, communication, and assessment) to better prepare in-service teachers for bi-/multilingual learning environments, which in turn would provide teachers with much-needed tools for more effective delivery of CLIL-oriented solutions.

scholarly journals Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 45-53
Author(s):  
Alireza Bonyadi ◽  
Mehdi Kheyrollahi Kalvanagh ◽  
Minoo Bonyadi
Keyword(s):  
Social Interactions ◽  
Code Switching ◽  
Classroom Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Students ◽  
Research Questions ◽  
Efl Classrooms ◽  
Linguistic Proficiency

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

scholarly journals New Barristers’ Information Literacy Challenges as They Transition from Education to the Workplace

2019 ◽  
Vol 19 (01) ◽  
pp. 36-45
Author(s):  
Anne Binsfeld
Keyword(s):  
Qualitative Study ◽  
Information Literacy ◽  
Structured Interviews ◽  
Legal Research ◽  
Legal Professionals ◽  
Transition Experiences

AbstractThe aim of this qualitative study is to explore new barristers’ information literacy (IL) experiences during their transition from education to the workplace. New barristers are defined as individuals currently doing pupillage or who qualified as professionals in the last two years. Although the transition into work constitutes an important period in new barristers’ legal careers during which they face many IL challenges, so far neither new barristers’ perspectives on their IL experiences nor their transition experiences have been examined in detail. The study employed semi-structured interviews to explore the IL experiences of six new barristers.* This thesis finds that new barristers face a variety of IL challenges and thus have different transition experiences. For them, legal research has emotional implications. As professionals, they have IL needs and experiences that are dissimilar from the ones they developed during their education. This impacts on the content and delivery of IL training for new barristers. The study broadens our understanding of legal IL and new legal professionals’ IL needs. It has implications for law librarians and legal educators as it throws the complexity of new barristers’ workplace IL into relief. Finally, the study offers some recommendations for IL training.

A Qualitative Study of Teachers' Understanding of Sustainability

2015 ◽  
pp. 206-234 ◽  
Author(s):  
Hsiaowei Cristina Chang ◽  
Resa Marie Kelly ◽  
Ellen P. Metzger
Keyword(s):  
Qualitative Study ◽  
Real World ◽  
Comparative Method ◽  
Social Equity ◽  
Three Dimensions ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
The Social ◽  
Constant Comparative Method ◽  
Constant Comparative

This qualitative study was focused on exploring how in-service teachers' who were attending a three-day “Educating for Sustainability” workshop made sense of sustainability. Another goal of this study was to examine teachers' perceptions of the portrayal of the three dimensions of sustainability (environment, economy and social equity) in short movies that served as “real world” exemplars of sustainability that were freely available online through YouTube or other websites. Data was collected largely through individual semi-structured interviews, but also through questionnaires and written and drawn documentation. The findings, obtained through the constant-comparative method of coding, indicated that teachers' spontaneous descriptions of sustainability emphasized the environmental and economic dimensions of sustainability, but overlooked the equity dimension of sustainability. The videos helped teachers incorporate the 3E's into their sustainability discussions when all three dimensions were addressed, but when the social equity dimension was missing, then it tended to go unnoticed.

Work Integrated Learning in Higher Education Hospitality Courses

2015 ◽  
pp. 249-269
Author(s):  
Rajka Presbury
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Education Institution ◽  
Hotel Management ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Key Concepts ◽  
Work Integrated Learning ◽  
Masters Students ◽  
Management Career

This chapter reports on a qualitative study looking at Work Integrated Learning (WIL) in a higher education institution. The empirical dataset for this qualitative study was collected through student and industry focus groups and individual semi-structured interviews with Masters students and managers of hotels in Sydney, Australia. The study provides an understanding of the key concepts, issues, and methodologies of applying WIL practices. The results show that a formal qualification together with a structured work placement develops students' knowledge and skills and is beneficial in developing a hotel management career.

scholarly journals Breaking the Boundaries of Prescription: Teachers’ Perceptions of Their Inclusive Pedagogic Practices in a Full Service School

2020 ◽  
Vol 4 (1) ◽  
pp. p77
Author(s):  
Ntsoaki Teresa Mokala
Keyword(s):  
Qualitative Study ◽  
Document Analysis ◽  
Daily Basis ◽  
Classroom Observations ◽  
Teaching Approaches ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Inclusive Pedagogy ◽  
Pedagogic Practices

The present study investigated the extent to which teachers at a Full Service School in Soweto understand and practise the principles of a Full Service School. I focused on three teachers in the foundation phase. Classroom observations, individual semi-structured interviews and document analysis were used to generate data. This qualitative study was framed theoretically by Florian’s framework of inclusive pedagogy. Extrapolation of data suggests that teachers understand the concept of inclusion, make use of different teaching approaches and they indicate that there are quite a number of challenges they face on a daily basis.

scholarly journals Urban and rural children as environmental advocates : the impact of location on environmentally responsible behaviour

2021 ◽  
Author(s):  
Sylvie Suzanne Marie Godin
Keyword(s):  
Qualitative Study ◽  
Natural Environment ◽  
Environmental Awareness ◽  
Rural Children ◽  
Structured Interviews ◽  
Environmental Advocacy ◽  
Environmental Behaviour ◽  
Environmentally Responsible ◽  
Responsible Behaviour ◽  
The Impact

This research paper is a qualitative study of how urban and rural children (6-8 years) experience the natural environment. The literature exploring how place of residence can influence environmental awareness and pro-environmental behaviour among children has been contradictory. This study attempted to explore this question in order to establish any differences between the two sample groups. Semi-structured interviews and drawing analyses were used to examine the children's view of the natural environment and their knowledge of environmentally responsible behaviours. The results indicate that the urban children were more knowledgeable of environmentally responsible behaviours and displayed higher levels of environmental advocacy. These findings support the use of area-specific environmental teaching strategies that may serve to promote environmental awareness and advocacy among children residing in any location.

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