scholarly journals The Influence of Feedback in Different Way of Learning and the Relationship with Students’ Vocabulary Acquisition: Issues in Assessment

2021 ◽  
Vol 3 (2) ◽  
pp. 71-79
Author(s):  
Irham Mifta
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Alternative Assessment ◽  
Vocabulary Acquisition ◽  
Assessment Feedback ◽  
Teachers And Students ◽  
Giving Feedback ◽  
The Relationship ◽  
Three Components ◽  
The Way

Abstract This paper has three components. They are feedback, the way of learning, and vocabulary acquisition. This research was based on the learning situation that teachers and students have to conduct online learning because of the pandemic Covid 19. This paper elaborates the three components mentioned before. In the process of assessment, feedback is the important part. When students learning at school, teachers will give feedback directly. The way of giving feedback in language learning will influence students’ vocabulary acquisition. But, in different way of learning, teachers cannot give feedback directly as in the classroom. This situation gives different influence in students’ vocabulary acquisition. Then teachers do the alternative assessment in the process of online learning.   Keywords: Feedback, Vocabulary Acquisition, Assessment

scholarly journals The Relationship of Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Aprilia Rosa
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Experiences ◽  
Learning Activities ◽  
Cognitive Aspect ◽  
The World ◽  
Teachers And Students ◽  
Mental Abilities ◽  
Relationship Of ◽  
The Relationship

In the world of education there is a learning process carried out by teachers and students. Without the learning carried out by the teacher, of course students will not gain knowledge and experience about various things. The learning process is basically to develop the activities and creativity of students, through various interactions and learning experiences. However, in practice it is often not realized that there are still many learning activities that are carried out which actually hinder the activity and creativity of students. The learning process in the classroom generally emphasizes the cognitive aspect, so that the mental abilities learned are mostly centered on understanding knowledge and memory materials. In such situations, students are usually required to accept what is considered important by the teacher and memorize it. Teachers generally don't like the learning atmosphere where the students ask a lot of questions outside the context being taught. Seeing such conditions, the activities and creativity of students are hampered or cannot develop optimally.

scholarly journals Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico

2012 ◽  
Vol 20 ◽  
pp. 18 ◽  
Author(s):  
F. Javier Murillo ◽  
Cynthia Martinez-Garrido
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Language Learning ◽  
Primary Education ◽  
Multilevel Model ◽  
Information Sources ◽  
Standardized Test ◽  
Classroom Teachers ◽  
Teachers And Students ◽  
The Relationship

School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primary Education classrooms from nine countries of Iberoamerica using a 4-level Multilevel Model. The following information sources were used in this study: i) Classroom guide observation completed by researcher. ii) Standardized test to Math and Language learning. iii) Questionnaire to classroom teachers, pupils and their families. The results of this study highlight the strong influence of the order and cleanliness on the academic performance of the students.

scholarly journals Mobile Adaptive Communication Support for Vocabulary Acquisition

2014 ◽  
Vol 1 (3) ◽  
pp. 173-175 ◽  
Author(s):  
Carrie Demmans Epp
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Vocabulary Acquisition ◽  
Adaptive Communication ◽  
Communication Support ◽  
Informal Learning Environments ◽  
School Based ◽  
Building Models ◽  
The Relationship

This work explores the use of an adaptive mobile tool for language learning. A school-based deployment study showed that the tool supported learning. A second study is being conducted in informal learning environments. Current work focuses on building models that increase our understanding of the relationship between application usage and learning.

scholarly journals The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

2019 ◽  
pp. 136216881987285
Author(s):  
Simón Ruiz ◽  
Patrick Rebuschat ◽  
Detmar Meurers
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Vocabulary Acquisition ◽  
Declarative Memory ◽  
Memory Task ◽  
Computer Assisted ◽  
Instructional Condition ◽  
The Relationship

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.

scholarly journals Teachers and students’ perceptions about feedback in clinical internships in medical school

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Simone Stagini ◽  
Lena Vânia Carneiro Peres
Keyword(s):  
Qualitative Data ◽  
Medical Training ◽  
Training Methods ◽  
Assessment Feedback ◽  
Open Questions ◽  
Transmission Of Information ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Giving Feedback ◽  
To Receive

Abstract: Introduction: In medical education, feedback is considered one of the main types of formative assessment. Feedback can be defined as the transmission of information by observing students in action aiming to provide improvement for the acquisition of medical skills that constitute medical professionalism. Objective: The aim of this study was to assess if there are difficulties in transmitting and receiving feedback by preceptors and students during the practical stages of medical training. Methods: This qualitative / quantitative design study involved all students who completed the internship from March 2018 to August 2019 (n = 50), as well as all preceptors responsible for the internships (n = 9) at Universidade Municipal de São Caetano do Sul. Knowledge about feedback, according to the viewpoint of students and preceptors, was assessed using adapted questionnaires with categorical and open questions. Descriptive analyses were used for the quantitative data and the content technique for the qualitative data. Results: The preceptors report that the objectives of providing feedback are to point out improvement, critical reflection, and opportunity for adjustments. Meanwhile, students report: clarification of doubts, planning for improvements and knowledge of positive points. Half of the preceptors claim to provide very frequent feedback, but students would like to receive feedback more often. Students want feedback to be constructive and private. Half of the preceptors find it difficult to give negative feedback; however, 60% of the students report handling criticism well. Conclusion: The preceptors declare to have knowledge of and know about the objectives of giving feedback; however, they have difficulties communicating it, especially when it involves criticisms for the correction of behaviors and attitudes. The students accept criticism and would like feedback to be conveyed more often in the practical stages. It is necessary to improve the process of providing and receiving feedback.

scholarly journals Relationship Pattern among Scientific Literacy, Thematic, and Scientific Materials in Online Learning

MADRASAH ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 157-172
Author(s):  
Mohammad Imam Sufiyanto ◽  
Jamilah Jamilah ◽  
Nisrina Hikmawati
Keyword(s):  
Online Learning ◽  
Scientific Literacy ◽  
Primary Schools ◽  
Scientific Investigations ◽  
Teachers And Students ◽  
Research Population ◽  
The Relationship ◽  
Thematic Learning ◽  
Science Material

The purpose of this study is to determine the relationship among scientific, thematic learning materials, and scientific literacy integrated in online learning carried out in three different primary schools, namely MI Al-Ikhlas, Luqman Al-Hakim Integral Elementary School, and at Madrasah Ibtidaiyah Negeri (MIN) 1 Sumenep in Sumenep Regency. Learning science  is with a scientific approach in primary school can be meant as student's mastery of knowledge about scientific, thematic, and scientific literacy, which is learned from facts, principles, and the discovery process during online learning. However, the science material given must be adapteded to the age and characteristics of the students concerned, meaning that science material is given to students and adjusted to the grade level, so that mastery of science can be beneficial both for the students and for the natural environment preservation  around them. The method used in this research is descriptive qualitative research with a survey approach. The research population was 60 teachers and 280 students from three different schools, while the sample of this study consisted of 30 teachers and 150 students from whom the samples were taken using probability sampling. The data collection techniques in this study were in the forms of questionnaires and interview techniques for the teachers and students to complete the data. The research results showed that in the aspect of scientific literacy, namely explaining problems scientifically was 29.5%, interpreting data scientifically was 19%, communicating data scientifically was 40%, planning scientific investigations was 29.5%, carrying out scientific investigations was 33 %, and evaluated scientific investigations was 19%. These data indicate that there are still problems in the application of scientific, thematic, and scientific literacy during the pandemic period for students and thus, requires follow-up for solution

scholarly journals النظرية التفاعلية في تعلم اللغة الثانية والاستفادة منها في تعليم اللغة العربية للناطقين بغيرها

2019 ◽  
Vol 3 (02) ◽  
pp. 192-201
Author(s):  
Saufa Mujadilah
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Scientific Method ◽  
Second Language Learning ◽  
Environment Interaction ◽  
Arabic Speakers ◽  
Surrounding Environment ◽  
Teachers And Students ◽  
The Relationship ◽  
Interactive Theory

This research uses descriptive analytical approach based on the analysis of reality, relying on documents and scientific method to get information in the analytical view of interactive theory in the second language learning using the tool research and analysis of the content. The results of this research showed that the interactive theory of learning a second language had the relationship between behaviorism approach and the approach of nativism in the sense of interaction between mental ability learners and the surrounding environment. In another sense, although students have the ability to think to learn a second language, but she needs a surrounding environment, due to the interaction of these two elements that will support the learning of a second language. As for the application of this theory in teaching Arabic to non Arabic speakers depending on the following principles: the interaction between teachers and students, the interaction between the student and the student, the interaction between the learner and the environment, interaction between students and the community, interaction between the learner and culture, then lean on collaborative learning, and depending on the cause, application and reinforcement.

scholarly journals Implementasi Jenis Khat Naskhi dalam Pembelajaran Bahasa Arab

2017 ◽  
Vol 3 (2) ◽  
pp. 291-316
Author(s):  
Nurul Huda
Keyword(s):  
Language Learning ◽  
Reading Skills ◽  
Writing Skills ◽  
Field Research ◽  
Arabic Language ◽  
Qualitative Approach ◽  
Teachers And Students ◽  
The Relationship ◽  
Arabic Calligraphy

This paper aims to obtain a description of various types of Arabic calligraphy, to find out the extent to which Naskhi type calligraphy is used in basic Arabic learning and to know the factors that support the optimization of the use of Naskhi khat in basic Arabic learning. This type of research is field research with a qualitative approach. Data analysis uses descriptive analytic. Based on the analysis, it can be concluded that Arabic with calligraphy is an integrated one even in a learning model, both are interrelated and supportive. The relationship can be seen through several aspects; aspects of history, practical aspects, aspects of form, aspects of character and aspects of psychology. The factors that support the use of Khat Naskhi are the factors of teachers and students in line with learning methods and media. While the analysis of the role of the use of Khat Naskhi in basic Arabic language learning is: 1. Khat Naskhi helps the process of learning Arabic. 2. Khat Naskhi helps writing skills in basic Arabic. 3. Khat Naskhi helps reading skills in basic Arabic, and 4. Khat Naskhi also plays a role in student learning.

scholarly journals The Effect of Flow State on EFL Learners’ Vocabulary Learning

2016 ◽  
Vol 3 (5) ◽  
pp. 9 ◽  
Author(s):  
Davoud Amini ◽  
Shirin Ayari ◽  
Mansour Amini
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Psychological State ◽  
Flow State ◽  
Peak Experience ◽  
Vocabulary Retention ◽  
The Relationship

Flow is an optimal psychological state that has been described at length by Csikszentmihalyi (1990, 1993) as a state in which people become totally immersed in an activity and enjoy it intensely. According to Csikszentmihalyi, such a peak experience can emerge in any situation in which there is an activity to do. Researchers have indeed found evidence for flow during the execution of a large number of different activities including sports, work, and playing music. However, state of flow during language learning activities has hardly been studied. The present study was designed to investigate the relationship between task-induced state of flow during vocabulary acquisition activities and the achievement in terms of short-term and long-term vocabulary acquisition. Sixty five learners at an English Language Institution took part in vocabulary acquisition tasks aimed at engaging learners cognitively and affectively in the state of flow. To measure flow state the “Flow Perceptions Questionnaire” in the Likert format (Egbert, 2003) was used. It was an instrument for gathering the data concerning students’ affective responses during task engagement. The researcher-made retention measurement was used to determine vocabulary learning efficiency. The result indicated that flow existed in the vocabulary learning classroom and that there was a significant relationship between the level of flow state and vocabulary retention both in immediate and delayed measurements. Also male and female learners of EFL were different in terms of vocabulary retention resulting from flow state.

scholarly journals The Impact of Using Edmodo on Saudi University EFL Students' Motivation and Teacher-Student Communication

2016 ◽  
Vol 8 (4) ◽  
pp. 105 ◽  
Author(s):  
Shatha Turki Alshawi ◽  
Faisal Abdullah Alhomoud
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Teacher Student ◽  
Motivation For Learning ◽  
Educational Networks ◽  
Teachers And Students ◽  
Efl Students ◽  
Research Questions ◽  
Strongly Agree ◽  
The Impact

Edmodo is a free educational networking site that provides a secure online learning platformfor both teachers and students. The current research explored the impact that Edmodo has onstudents' engagement in EFL learning as well as their motivation towards learning thatlanguage. The research was conducted on 255 female students at Princess Nourah bintAbdulrahman University, Saudi Arabia. The participants were involved in daily interactionswith their peers as well as their teachers via Edmodo features and applications, e.g. posingquestions, submitting assignments, discussions, and teachers' feedback. The present paperposed two research questions: 1. What is the impact of the educational networking siteEdmodo on students' motivation? 2. What is the impact of the educational networking siteEdmodo on teacher-student's communication? In order to explore the possible answers, a40-item questionnaire was administered to the participants. The first 21 items weredesignated to explore students' motivation for learning EFL through Edmodo, while theremaining items explored students' beliefs about the impact that Edmodo has on theircommunication with their teachers. All items were answered using a 4-point Likertscale ranging from strongly agree to strongly disagree. The results indicated statisticallysignificant motivation towards language learning due to the use of Edmodo. It also showedthat the teacher-student's interaction is highly significant via Edmodo. Furthermore, studentsmainly preferred quizzes and assignments on Edmodo when they are designed effectively. Theresults of this study may encourage teachers to integrate educational networks to create effective online learning classes for their students.

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