scholarly journals Action Research on a WebQuest as an Instructional Tool for Writing Abstracts of Research Articles

2012 ◽  
Vol 3 (1) ◽  
pp. 52-59 ◽  
Author(s):  
Krismiyati Latuperissa
Keyword(s):  
Action Research ◽  
Research Articles ◽  
Instructional Tool ◽  
Action Research Project ◽  
Academic World ◽  
Efl Learners ◽  
Final Project ◽  
Massive Growth ◽  
Integration Of Technology ◽  
Efl Students

The massive growth of and access to information technology (IT) has enabled the integration of technology into classrooms. One such integration is the use of WebQuests as an instructional tool in teaching targeted learning activities such as writing abstracts of research articles in English for English as a Foreign Language (EFL) learners. In the academic world, writing an abstract of a research paper or final project in English can be challenging for EFL students. This article presents an action research project on the process and outcomes of using a WebQuest designed to help 20 Indonesian university IT students write a research article’s abstract in English. Findings reveal that despite positive feedback, changes need to be made to make the WebQuest a more effective instructional tool for the purpose it was designed.

scholarly journals Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning

2014 ◽  
pp. 309-314
Author(s):  
Janine Berger
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Action Research ◽  
York City ◽  
Independent Learning ◽  
Action Research Project ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Students

This paper describes a work in progress in which we aim to encourage EFL students to take their learning beyond the classroom in order to experience English in different ways. Inspired by what is being done at the Quest to Learn middle and high school in New York City and ChicagoQuest (Institute of Play, 2014b) our idea involves conducting an action research project in order to find out if game-like learning techniques, modified and adapted to the needs of university-aged EFL learners in Ecuador will help to increase motivation and independent learning for our students.

scholarly journals Grammatical Errors on EFL Students’ Final Project Writings

2021 ◽  
Vol 6 (2) ◽  
pp. 10-25
Author(s):  
Zewitra ◽  
Poppy Fauziah
Keyword(s):  
Error Analysis ◽  
Travel Writing ◽  
Sentence Structure ◽  
Efl Learners ◽  
Final Project ◽  
Analysis Process ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Efl Students ◽  
Made In

Making errors is an unavoidable part of learning a new language, especially for those who do not use that new language as their first medium of communication. Writing in a foreign language can be a considerably tough challenge for EFL learners, one of the problems is regarding the grammatical rules. This present study attempts to discover and analyze the grammatical errors found in EFL students’ final project writing. It employed a descriptive qualitative method using a textual analysis process by adopting the theory of Dulay et al regarding grammatical error analysis. (Dulay et al., 1982) classify grammatical errors into four; omission, addition, misformation, and misordering. Five students’ final projects with a total number of 2884 sentences became the object of this research. The final projects were taken from Politeknik Negeri Bandung (Polban) English Department graduates of 2018 and they were limited to the project of ‘Travel Writing’ only. Travel Writing was chosen due to the fact that it contains more various types of sentences, more complicated sentence structure, and higher level of language modification. The results of this study claim that all types of grammatical errors presented by Dulay et al are found in those five students’ final projects. Misformation is the most frequent error the students made in producing their travel writing products by 74% (380 out of 516 errors) while misordering is the least one by 1% (7 out of 516 errors). Theoretically, the findings can be a base for the next researchers to further analyze the cause of this error production. Meanwhile, practically the results can be used by curriculum makers as a guide to evaluate and develop new curriculum, syllabus, materials, and teaching methods which are more suitable for EFL students in order to communicate effectively and write skillfully.   Keywords: error analysis, grammatical error, writing, travel writing  

Od pedagogiki europeizacji do andragogiki srebrnych treści cyfrowych: studium autobiograficzne i internetoznawcze

2021 ◽  
pp. 153-187
Author(s):  
Piotr Toczyski
Keyword(s):  
Action Research ◽  
Social Impact ◽  
Western Culture ◽  
Digital Content ◽  
Action Research Project ◽  
Academic World ◽  
Research Project ◽  
Two Stages ◽  
Quantitative Indicators ◽  
The Way

Acording to the Kolb cycle, this autobiographical text is a macro-reflection on the way I experienced contact with Professor Andrzej Jaczewski for decades, especially at two stages of my life: first in scouting (as a 10-year-old) and then in the academic world (after the age of 30). In the first part, I reconstruct a set of factors including early aesthetic inspirations provided by him, which led me to my doctorate on the Europeanisation of Western culture. This path is accompanied by the universal Wagnerian aesthetics and spirituality, which scrolls in the background, once in a while becoming an important figure. In these 30 years of contact with Andrzej Jaczewski, Wagnerism expressed a great emotional and symbolic charge, also as an occasional subject of a joint internet action research project. Presented in the second part of the paper, the study is primarily focused on the first five years of this eight-year postdoctoral action research, inspired by the pedagogy of Janusz Korczak, conducted around silver digital content published systematically as half a thousand blog articles. Despite showing Korczak’s inspiration, I have adopted here, above all, the convention typical of contemporary academic auditing culture, focused on describing social impact and presenting its quantitative indicators.

scholarly journals ACTION RESEARCH ON USING SHORT STORIES TO BOOST EFL LEARNERS’ PERFORMANCE: A SYSTEMATIC REVIEW

2021 ◽  
Vol 10 (2) ◽  
pp. 165
Author(s):  
Parlindungan Pardede
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Short Story ◽  
Comparative Method ◽  
Learning Tools ◽  
Efl Learners ◽  
Effective Learning ◽  
Constant Comparative Method ◽  
Efl Teachers ◽  
Efl Students

Various conceptual and empirical research has revealed that short stories are effective learning tools teachers can use to boost English as a foreign language (EFL) learning performances. However, most EFL teachers are still find using short stories in EFL classrooms challenging. To solve the problem, conducting action research on using short stories in EFL teaching seems to be the best option. This study aims at reviewing action research on using short story use to increase EFL students’ learning achievement. Employing four inclusion and three exclusion criteria, 12 action research articles indexed in Google Scholar and published in 2011-2020 were selected. Data were analyzed using the constant comparative method. The results showed that the use of short stories employing the Before-During-After reading strategy, language-based model, and literature as content model managed to attain the intended outcomes in 2 to 3 cycles. This review is ended by highlighting some research gaps for future action research and future review as well.        

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Exploring the Fourth Order

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE
Keyword(s):  
Action Research ◽  
Fourth Order ◽  
Subject Matter ◽  
Action Research Project ◽  
Research Project ◽  
Building Trust ◽  
Current Business

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

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