scholarly journals Integrating Facebook as a Platform of Discussion Among ESL Learners in International School

2021 ◽  
Vol 6 (4) ◽  
pp. 287-296
Author(s):  
Belvinna Kaur Ajaib Singh ◽  
Azlina Abdul Aziz
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Language Skills ◽  
International School ◽  
Future Directions ◽  
The Past ◽  
Esl Learners

This paper presents a systematic literature review of relevant published studies on integrating Facebook as a platform of discussion in the ESL classroom. The published studies are taken from the year of 2011 to 2019. The systematic literature review gives an overview about the positive impact of using Facebook as a platform of discussion for the ESL learners and the benefits of applying multimodality in teaching the ESL learners. The paper also investigates the challenges faced in integrating Facebook into the teaching and learning. The results of most published papers indicate that learners and educators are comfortable with the presence of Facebook as a platform of discussion and provides a positive feedback for the future ESL learners and educators to implement Facebook. The past studies indicate that Facebook plays a role in motivating the learners and promotes blended learning in improving the learner’s English language skills. The past studies also specify the challenges faced by both learners and educators in using Facebook. The limitations of past related studies and future directions for research were being further discussed.

scholarly journals Issues, Challenges, and Future Directions for Multilingual Assessment

2020 ◽  
Vol 11 (6) ◽  
pp. 914
Author(s):  
Yangting Wang ◽  
Shikun Li
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Dynamic Assessment ◽  
Linguistically Diverse ◽  
Future Directions ◽  
The Past ◽  
Diverse Backgrounds ◽  
Research Gap ◽  
K 12

Multilingual teaching and learning practices are often implemented in K-12 classrooms. However, issues related to multilingual assessment are rarely investigated. With the growing population of multilingual learners in the classroom, there is a great need to understand what multilingual assessment is and how to assess students who come from culturally and linguistically diverse backgrounds. The current study attempts to fill the research gap by reviewing the assessment literature over the past 15 years on multilingualism. We summarize and synthesize three main themes: 1) issues related to multilingualism, 2) difficulties, and challenges of multilingual assessment, and 3) approaches to assessment for multilingualism. We further divide the third theme into five subcategories: ideological shift, new ways of measuring English language proficiency, translanguaging-based assessment, dynamic assessment, as well as incorporating qualitative research. The study introduced the challenges of implementing multilingual assessment, offers an overview of the different approaches, and calls for more work to be conducted using the approaches.

scholarly journals A Systematic Literature Review on Teaching and Learning English Using Mobile Technology

2020 ◽  
Vol 10 (9) ◽  
pp. 709-714
Author(s):  
Siti Julia Mohd Shahrol ◽  
◽  
Shahida Sulaiman ◽  
Mohd Razak Samingan ◽  
Hasnah Mohamed
Keyword(s):  
Literature Review ◽  
Mobile Technology ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Success Factors ◽  
21St Century Education ◽  
Key Success Factors ◽  
The Past ◽  
Teachers And Students ◽  
Learning English

Mobile technology has become increasingly popular in the past decade and provides a chance to move forward towards 21st century education. The art of teaching and learning English with the adoption of mobile technology creates a different learning environment for both teachers and students. Hence, reviewing existing works systematically is crucial in finding the gaps in teaching and learning English using mobile technology. A Systematic Literature Review (SLR) is conducted to identify important factors influenced in the teaching and learning English using mobile technology and existing studies in overcoming the issues. The results show that providing suitable educational technology is one of the key success factors to enhance teaching and learning English. This paper reports the key gap and limitation in current studies that focus on teaching and learning English using mobile technology.

scholarly journals Reality Bites: A Systematic Literature Review of K to 12 English Language Teaching in the Philippines

2020 ◽  
Vol 3 (12) ◽  
pp. 80-86
Author(s):  
Paolo Menozo
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
The Philippines ◽  
English Language Teaching ◽  
Learning Needs ◽  
The Status ◽  
K To 12

Language teaching in the Philippines has been rapidly evolving since the K to 12 Curriculum was passed into law in 2013. However, the question lies on whether this evolution has made significant impacts over the years among Filipino language learners. This study was conducted in order to examine the status of English language teaching in the Philippines. It utilized the qualitative approach using systematic literature review (SLR). 21 papers were placed under careful scrutiny using 4 inclusion and exclusion criteria. As a result, 10 papers have qualified and were selected as samples. The findings of this literature review reveal that the K to 12 English language teaching in the Philippines apparently 1.) fails to satisfy both the students’ and teachers’ ESL teaching and learning needs and that 2.) the curriculum lacks the sense of direction in content and practice. However, further studies are suggested to validate these results.

Lesson study beyond Japan: evaluating impact

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sarah Seleznyov
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Lesson Study ◽  
Teaching And Learning ◽  
English Language ◽  
Future Research ◽  
Small Scale ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to present the findings from a systematic literature review of recent studies of the implementation of Japanese lesson study beyond Japan, reviewing evidence of impact and robustness of the studies. Two studies of the implementation of lesson study from outside the timeframe for the literature review are also reviewed in detail, in order to explore the problematic nature of impact evaluation of lesson study. Design/methodology/approach A systematic literature review of 154 English language studies of the implementation of lesson study with in-service teachers beyond Japan published between 2006 and 2016 identifies 56 as a measuring impact. A lesson study-specific adaptation of Guskey’s (2000) five levels for the evaluation of professional development enables an analysis of the types of impact measured. An analysis using the Maryland Scientific Method Scale (MSMS) enables a review of robustness. Two recent robust studies from beyond this timeframe are then analysed in detail in terms of their framing of lesson study as an intervention and selection of related impact measures. Findings The literature review and subsequent analysis shows that studies are largely small-scale US case studies ranking as 1, or “least robust” on MSMS. Studies demonstrate the impact of lesson study on teacher learning and positive reactions, but little evidence of it making a difference to teaching, nor of the impact on schools’ professional learning cultures and structures, is present. The detailed analysis of the two recent studies shows that there are many potential pitfalls for researchers to avoid when measuring the impact of lesson study, specifically in relation to distinguishing lesson study as a professional development intervention, and measuring its impact accordingly. Research limitations/implications The systematic review is limited to articles available in the English language, and there is a clear bias towards the USA. The study suggests that future research on lesson study in the UK and beyond should evaluate the implementation of lesson study over a larger scale, gather evidence of the difference lesson study makes to daily teaching and learning, and to its effect on school culture and structures. Practical implications The study suggests that researchers should pay careful attention to the fact that lesson study is not an end in itself, merely a means to achieve an identified change to teaching and learning, and design impact measures accordingly. Originality/value Unlike other systematic reviews of lesson study, this study analyses the impact evidence for lesson study that might be seen as most relevant to its introduction in cultural and structural contexts beyond Japan. It also explores in detail the potential pitfalls of lesson study impact evaluations, offering guidance to both practitioners and researchers.

scholarly journals Gamification in Teaching and Learning Languages: A Systematic Literature Review

2021 ◽  
Vol 13 (2) ◽  
pp. 559-577
Author(s):  
Karwan Al-Dosakee ◽  
Fezile Ozdamli
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Web Of Science ◽  
Language Skills ◽  
Language Education ◽  
Study Finding ◽  
Primary Language ◽  
Learning And Teaching ◽  
Education Process

It can be seen that emerging technology has positively affected learning in several aspects. Recently gamification has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review methodology to demonstrate gamification in teaching and learning new languages over the three databases Web of Science, Science Direct, and Scopus. The study includes 103 studies that have been published between 2010-2020. The study finding reveals that gamification can be a useful tool for teaching and learning languages and can increase learners' motivation and turn to learn into an enjoyable process. It is recommended that further research be conducted in language education, focusing on gamification in learning the four primary language skills.

Mental health care for rural veterans: A systematic literature review, descriptive analysis, and future directions.

2017 ◽  
Vol 41 (3) ◽  
pp. 222-233 ◽  
Author(s):  
David J. Bumgarner ◽  
Elizabeth J. Polinsky ◽  
Katharine G. Herman ◽  
Joanne M. Fordiani ◽  
Carmen P. Lewis ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Literature Review ◽  
Mental Health Care ◽  
Systematic Literature Review ◽  
Descriptive Analysis ◽  
Future Directions

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

scholarly journals AB0747 MATERNAL AND FETAL OUTCOMES IN PREGNANT WOMEN WITH JUVENILE IDIOPATHIC ARTHRITIS: A SYSTEMATIC LITERATURE REVIEW

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1402.1-1402
Author(s):  
R. Pinheiro Torres ◽  
M. H. Fernandes Lourenco ◽  
A. Neto ◽  
F. Pimentel Dos Santos ◽  
I. Silva ◽  
...  
Keyword(s):  
Juvenile Idiopathic Arthritis ◽  
Literature Review ◽  
Pregnant Women ◽  
Systematic Literature Review ◽  
English Language ◽  
Placenta Previa ◽  
Bibliographic Databases ◽  
Fetal Outcomes ◽  
Term Birth ◽  
Increased Risk

Background:Juvenile idiopathic arthritis (JIA), one of the most common chronic diseases in children, can be classified in seven different categories according to its onset presentation. Concerns about pregnancy outcomes play a secondary role in disease approach. However, recent data showed an increased risk of pre-term birth in women with JIA instead the small patient samples analysed.Objectives:In this review, our aim is to describe the current available knowledge on JIA adverse, maternal and fetal, outcomes.Methods:A systematic literature review was conducted since January of 2000 until December 2020, by searching the PubMed and Embase bibliographic databases. The search was limited to articles in English language, presenting a comparator group (healthy individuals or patients without known auto-immune rheumatic diseases) and at least one clinical outcome of interest. Two independent reviewers screened the titles and abstracts followed by a full-text review to assess papers regarding their eligibility.Results:Ten observational studies out of 1560 references, fulfilled the inclusion criteria, of which, 9 were retrospective and 1 prospective. A total of 6.214 women with JIA (with 6.811 pregnancies) and 18.659.513 healthy controls (with 21.339.194 pregnancies) were included in this review.Concerning maternal outcomes, delivery by caesarian section (CS) was more frequent among JIA women (in 4 out of 6 studies). Pre-eclampsia was referred in 3 out of 6 studies and a higher risk of vaginal bleeding and placenta previa in one additional study. No study found an increased risk for gestational diabetes or hypertension in pregnant women with JIA.Regarding fetal outcomes, 8 studies revealed significantly increased of pre-term birth (only in first births in one study) but one study didn’t show any increased risk. Two studies showed a higher risk of small gestational age (SGA) and in another 2, increased risk for low birth weight (LBW). No evidence of increased risk of major congenital malformations.Conclusion:This systematic review suggests an increased risk for pre-eclampsia, preterm birth, delivery by CS, SGA and LBW, among pregnant women with JIA. Conclusions should be carefully interpreted, giving the heterogeneity of studied populations regarding demography, disease type, disease activity, and prescribed medication.Disclosure of Interests:None declared

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