Exploring the Effectiveness of the Clickers-Aided Flipped English Classroom

2020 ◽  
Vol 16 (2) ◽  
pp. 90-102
Author(s):  
Zhonggen Yu
Keyword(s):  
Interdisciplinary Research ◽  
Quantitative Data ◽  
Information Technologies ◽  
English Proficiency ◽  
Pedagogical Approach ◽  
English Classrooms ◽  
Learner Beliefs ◽  
Motivational Needs ◽  
English Classroom ◽  
Pedagogical Approaches

The clicker-aided flipped English pedagogical approach has received popularity recently. Unfortunately, learner beliefs and motivational needs have hardly been explored in this approach. This study aims to compare the effectiveness between clicker-aided/non-clicker-aided flipped English classrooms and the traditional English pedagogical approach. The study divided the randomly selected participants into three cohorts, where different English pedagogical approaches were explored. The quantitative data was obtained from the measurements via scales of English proficiency, learner beliefs, and motivational needs. The comparative analysis and an interview concluded that the clicker-aided flipped English classroom was significantly more effective than the non-clicker-aided and the latter was more effective than the traditional English classroom in terms of English proficiency, learner beliefs and motivational needs. Interdisciplinary research may be necessary involving education, computer, statistics, linguistics and information technologies in the future.

scholarly journals Effects of Video Length on a Flipped English Classroom

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Author(s):  
Zhonggen Yu ◽  
Mingle Gao
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
English Proficiency ◽  
Mixed Design ◽  
Pedagogical Approach ◽  
Future Design ◽  
Video Assisted ◽  
Short Video ◽  
Ratio Scales ◽  
English Classroom

Although the flipped pedagogical approach has been exhaustively explored, the effect of video length remains sparsely studied. Through a mixed design, videos, and three ratio scales, this study determined the effect of video length on English proficiency, student engagement, and satisfaction in a flipped English classroom in China. We concluded that: (1) The short video (shorter than 5 minutes)-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with medium videos (10–20 minutes); and (2) The medium video-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with long videos (longer than 30 minutes). Designers of videos could make every effort to provide short videos to improve English proficiency, engagement, and satisfaction. They could also seriously consider a scale, a mobile platform, quizzes, pictures, and multimedia in the future design and innovation of videos.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

Pedagogical Approaches and Service-Learning in Teacher Preparation

2018 ◽  
pp. 1-16
Author(s):  
Margaret-Mary Sulentic Dowell ◽  
Tynisha D. Meidl
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Service Learning ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Community Members ◽  
Pedagogical Approach ◽  
Pedagogical Approaches

As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the foundational aspects of service-learning as an effective pedagogical approach for preparing pre-service teachers to teach from a culturally responsive stance. In this chapter, practitioners from across the field of teacher education's spectrum, from emerging scholars to veteran service-learning researchers, are encouraged to reflect on the ways they envision and position service-learning. Overall, service-learning is presented as a pedagogical approach involving various partners, including faculty, staff, students, community members, and agencies. This chapter foreshadows the varied methods and approaches contributors to this edited volume employ to strengthen and extend traditional field experiences and, thus, teacher preparation.

Teacher-Created Augmented Reality Experiences

2015 ◽  
pp. 66-86
Author(s):  
Patrick O'Shea ◽  
Daniel Curry-Corcoran
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
Educational Practices ◽  
Training Process ◽  
Pedagogical Approach ◽  
Newport News ◽  
K 12 ◽  
5Th Grade ◽  
Pedagogical Approaches ◽  
Choice Of Technology

This paper describes the process and results of a project to incorporate Augmented Reality (AR) technologies and pedagogical approaches into a Virginian elementary school and a corresponding process to train a group of Australian teachers to develop AR experiences for their own educational settings. The process involved training a group of 5th grade teachers in Newport News Virginia and a corresponding group of k-12 teachers in Queensland, Australia on the design and production of narrative-based AR games in order to give them the skills to build their own AR games. This chapter focuses on describing the training process, the pedagogical approach, and an exploration of the practical issues that arose from these projects (e.g. policy and fiscal issues that dictated the choice of technology). The discussion of the results from this effort demonstrates the promise of the approach, and shows the potential for educational practices.

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

2014 ◽  
Vol 10 (2) ◽  
pp. 50-61 ◽  
Author(s):  
Yu Zhonggen ◽  
Chang Liu
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Classroom Teaching ◽  
Future Research ◽  
College English ◽  
English Class ◽  
English Classroom

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.

Teaching Advocacy in the Nonprofit Classroom: Three Pedagogical Approaches

2020 ◽  
Author(s):  
Dyana Mason ◽  
Jennifer Jones
Keyword(s):  
Nonprofit Organizations ◽  
Decision Makers ◽  
Systematic Change ◽  
Pedagogical Approach ◽  
Government Regulations ◽  
Policy Issues ◽  
The Public ◽  
Pedagogical Approaches

Nonprofit organizations that engage in advocacy strengthen their ability to meet their mission by supporting systematic change. As such, students enrolled in nonprofit management programs at the undergraduate and graduate levels should develop both the knowledge of and the skills to engage in advocacy. Students should be trained to consider advocacy as part of a long-term strategic plan to accomplish their mission; however, there is little research or training on how to best teach advocacy to nonprofit students. This paper presents an active learning pedagogical approach. First, we present the literature documenting the role of advocacy in nonprofit organizations and related government regulations. Next, we outline three pedagogical techniques instructors may use to allow students to understand and practice advocacy. With each technique, we include resources and suggestions for faculty. The goal is to provide an opportunity for students to engage directly in policy issues being considered at the local, state or national levels, understand how these issues impact the sector and those being served, and how to take concrete steps to inform the public. These strategies can help shape the debate and offer solutions to decision makers.

scholarly journals STUDENTS’ ATTITUDE TOWARD THE USE OF INTERNET IN ENGLISH CLASSROOM

2020 ◽  
Vol 5 (1) ◽  
pp. 15-26
Author(s):  
Mesi Oktavia ◽  
Reflinda Reflinda ◽  
Absharini Kardena
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
Simple Random Sampling ◽  
The Internet ◽  
Cognitive Aspect ◽  
English Classrooms ◽  
The Mean ◽  
Students Attitudes ◽  
Use Of The Internet ◽  
English Classroom

         Related literature indicates that the internet has an important role and great potential in language learning. It is also obvious that the attitudes of students affect the learning process significantly. This research aimed to find out the students’ attitude toward the use of the internet in English classrooms. The design of this research was survey research in which the sample was collected from 37 students at SMK Pembangunan Bukittinggi which used simple random sampling as the technique sampling of the research. Additionally, the analysis of the data was done by identifying the respondent’s responses, analyzing the data, and making a conclusion. The result showed that the mean score of students’ attitudes toward the use of the internet in the cognitive aspect was 3.7. It means that the students had a positive attitude in the cognitive aspect. Besides, the mean score of students’ attitudes toward the use of the internet in terms of the affective was 3.3. It means the students had a positive attitude toward the use of the internet in terms of affective. In addition, the mean of the conative attitude statement was 3.4. It means the students had a positive attitude in the conative aspect related to the use of the internet.

scholarly journals BRINGING GLOBAL ISSUES IN ENGLISH CLASSROOM: Nurturing for a Better World

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhaimin Muhaimin
Keyword(s):  
Foreign Language ◽  
Global Education ◽  
Language Teaching ◽  
Pedagogical Approach ◽  
New Approach ◽  
Global Issues ◽  
Global Age ◽  
Global Problems ◽  
English Classroom

Global education is a new approach to language teaching that attempts to promote the knowledge,attitudes and skills relevant to living responsibly in a multicultural, interdependent world education. It aims to enable students to effectively acquire a foreign language while empowering them with the knowledge, skills, and commitment required by world citizens to solve global problems. This studies tries to share a perspectives from practitioners that involves to share global education pedagogical approach in the level of universities in Indonesia in order to better prepare students for citizenship in a global age.

scholarly journals Am I getting my point across? Microstructure of English classroom discourses by Acehnese teachers

2022 ◽  
Vol 9 (1) ◽  
pp. 78-93
Author(s):  
Meta Keumala ◽  
Dohra Fitrisia ◽  
Iskandar Abdul Samad ◽  
Sofyan Abdul Gani
Keyword(s):  
Code Generation ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Function Words ◽  
Spoken Discourse ◽  
English Classrooms ◽  
Class A ◽  
Class B ◽  
Lexical Density ◽  
English Classroom

For English teaching practice, productive talks that spur students’ comprehension, creativity, and problem-solving ability are vital. This research aimed at finding out the spoken discourse based on six phases of microstructure in English classrooms. The data were obtained recordings and observations of two English teachers, chosen through purposive sampling, from Islamic senior high schools in Aceh. The data were concerned with the lexical density or the ratio of content to grammatical or function words within a clause. They were analyzed through thematic analysis which consists of five steps: data familiarization, code generation, theme search, themes revision, and theme definition. It was found that the total lexical density obtained by the first teacher in Class A was 63.66% and in class, B was 66.52%, while the second teacher in Class A was 71. 74% and in Class B was 68.12%. The second teacher 2 in Class A had a higher lexical density than the first teacher even though both of them are considered to produce a high lexical density of around 60-70%. The formality of spoken discourse of the two teachers shows that the first teacher produced 172.5 while the second teacher produced 184. It means that the second teacher's spoken discourse was more formal than the first teacher’s discourse. To analyze the utterances of teachers and to find the density of language used in the classrooms during the teaching and learning process is important because they implicitly inform whether the language used is understandable for the students or not.

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