scholarly journals First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

2017 ◽  
Vol 3 (2) ◽  
pp. 146
Author(s):  
Isabel Alvarez ◽  
Patricia Olmos
Keyword(s):  
Learning Strategies ◽  
Primary Education ◽  
Academic Writing ◽  
Transfer Of Knowledge ◽  
Self Assessment ◽  
Oral Production ◽  
Core Subjects ◽  
Two Factors ◽  
Oral Expression ◽  
Student Guidance

During an academic year took place the experience of observing learning strategies through the development of discursive skills for academic writing with two core subjects in the Degree in Primary Education in English (DPEE). A total of N=219 students’ rubrics were analyzed. The methodology was based on two instances: The text-based and documentary data analysis resulted from two factors: (a) implementation of academic writing tasks that regulated the level of student guidance: semi-guided and autonomous in textual, discursive genres: argumentation, critical reflection, and (b) a rubric for students’ self-assessment. Results showed that the sample group lacked meta-cognition and had continuous deficiency in oral expression, consequently their progress fell somewhat short of expectations. However, the study resulted in facilitation of pupils’ discursive oral production in the first and second years for transfer of knowledge to subsequent academic years and in potential changes to the rubric.

scholarly journals Cooperation and development for academic language skills in the university context

2020 ◽  
Vol 10 (1) ◽  
pp. 93-109
Author(s):  
Carmen Argondizzo ◽  
Vanessa Marcella ◽  
Maria I. Sasso
Keyword(s):  
Academic Writing ◽  
Academic Language ◽  
Self Assessment ◽  
Oral Production ◽  
Students First ◽  
Language Objectives ◽  
Specialized Language ◽  
Text Cohesion ◽  
The University ◽  
Academic Year

AbstractThis paper analyses the learning process of students of a Master’s course in Cooperation and Development (C&D) who attend classes in English for Academic Writing at the University of Calabria, and their awareness of competences achieved. The language objectives are to expand students’ knowledge of the main elements of spoken and written discourse in English in academic contexts with focus on specialized language in the fields of C&D. The study evaluates the ability of students to improve their competences and assess their language development using the self-assessment grid of academic language competences included in the European Language Portfolio created at the Università della Calabria, Italy. Specifically, this version of the ELP focuses on academic language and contains descriptors aimed at evaluating learners’ language competences in academic contexts. A group of 25 students participated in this didactic experience, in the second semester of the academic year 2018. Students’ oral production, interaction and academic writing skills were monitored. For the written examination students were required to write a Research Proposal (RP) showing competence in text cohesion and content coherence, appropriate use of terminology and accurate use of language structures. Following on from the acceptance of the RP, students delivered an oral presentation on the topic presented, showing ability in answering questions and expressing opinions on issues presented by other students. The concepts of autonomous learning are crucial in order to monitor students’ improvement and commitment. A contrastive analysis of data from students’ first self-assessment to the final evaluation of competences achieved by the end of the academic year was conducted.

scholarly journals The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

2018 ◽  
Vol 8 (1) ◽  
pp. 48 ◽  
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Secondary Education ◽  
Language Learning ◽  
Religious Education ◽  
Primary Education ◽  
Self Esteem ◽  
Learning Motivation ◽  
Assessment Process ◽  
Self Assessment

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

Critical reading as an impediment for effective synthesis: Case of master 2 students

2021 ◽  
Vol 11 (3) ◽  
pp. 204-215
Author(s):  
Mokhtaria Rahmani
Keyword(s):  
Academic Writing ◽  
Teaching Strategy ◽  
Sound Synthesis ◽  
Corpus Analysis ◽  
Critical Reading ◽  
Self Assessment ◽  
Purposive Sampling ◽  
Student Questionnaire ◽  
Effective Synthesis ◽  
The Subject

Writing an appropriate research paper requires evidently the mastery of effective synthesis. This paper intends to highlight students’ hindrances in producing a sound synthesis, particularly weak critical reading and proposes equally outlets for a sturdy comprehension. The motivation is linked with the slenderness of studies addressing critical reading/effective synthesis binary. This will have pedagogical implications regarding the teaching of synthesis. The researchers used purposive sampling with master two didactic students (39 students). Self-assessment of the teaching strategy, corpus analysis, and an eight-item student questionnaire were used. The findings indicated that the major problems surrounding the internalisation of good synthesis were related to the different operations required for critical reading. The paper put into evidence the necessity of integrating the subject of academic writing into the syllabi of Master didactic students, the design of adequate critical reading tasks, and urged equally the necessity of more condensed practice, both in-class and off-class.   Keywords: Critical reading, effective synthesis, paraphrasing, shortness of instruction, master 2 students.

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

2017 ◽  
pp. 162-187 ◽  
Author(s):  
Eddy White
Keyword(s):  
Academic Writing ◽  
Best Practice ◽  
Teacher Feedback ◽  
Student Writing ◽  
Self Assessment ◽  
English Writing ◽  
Teacher Commentary ◽  
Feedback Interventions ◽  
Giving Feedback

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

scholarly journals 61 2018 Southern Section Extension Forum: Collaborating to meet the needs of clientele

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 6-7
Author(s):  
Lawton Stewart ◽  
Mary K Mullenix ◽  
Matt Hersom ◽  
Jason Smith ◽  
Philipe Moriel ◽  
...  
Keyword(s):  
Formal Education ◽  
Extension Agents ◽  
Transfer Of Knowledge ◽  
Self Assessment ◽  
Education Assessment ◽  
University Of Tennessee ◽  
Success Stories ◽  
Research And Education ◽  
The Impact ◽  
Southern Section

Abstract A two-day forum was held at the University of Tennessee (UT) Middle Tennessee Research and Education Center to foster collaborative efforts between Extension specialists and county or area agents across the southern United States. The forum was attended by 28 specialists and 18 county or regional agents from across the Southern Section of ASAS. The forum began with a tour of the UT Heifer Development Center. The forum was split into three sessions and included: 1. Transfer of knowledge (Demonstration research), 2. Developing formal education for Extension agents, and 3. Collaborating across state lines to develop Extension Programs. Within each section, a brief presentation was given, followed by break-out sessions to discuss success stories from each state and potential programs to implement. From the break-out session, areas of need identified primarily focused on the development of support resources for Extension agents. Needed outputs identified included a resource guide for conducting on-farm research and demonstration projects with county and regional Extension agents, defining a regional process to provide formal distance education for agents, and development of online coursework and training tools for agents for continuing education. Assessment data indicate that participants had completed an average of 8.4 (± 6.65, range 0.5 to 24) years of service. Agents were asked to rank their level of confidence, using a 5-point Likert scale, with three tasks. Averages (SEM) of that self-assessment are indicated in Table 1. The 2018 Southern Section Extension Forum was a successful effort to bring together collaborators to identify needs and propose programs to improve the impact of Extension.

Assessment of Active Learning

2011 ◽  
Author(s):  
Kay Gibson ◽  
Carolyn M. Shaw
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Teaching ◽  
Video Content ◽  
Self Assessment ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
Measurement Tools ◽  
Active Learning Strategies ◽  
Assessment Techniques

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

DoDo Approach: An Automated Tool for Programming Evaluation and Progress Monitoring for Student Skills

2019 ◽  
Vol 16 (2) ◽  
pp. 595-600
Author(s):  
S. Venkatesh ◽  
P. Thangaraj
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Progress Monitoring ◽  
Brute Force ◽  
Transfer Of Knowledge ◽  
Student Community ◽  
Teaching And Learning Strategies ◽  
Brute Force Method ◽  
Community Finding ◽  
Automated Tool

Chalk and talk methods of teaching have been effective till the technological expansion has rooted up for student community. Finding some way to be distracted in a classroom, teaching and learning strategies needed an efficient approach for sharing/transfer of knowledge. An approach reported to be dynamic in design and supportive for 24/7 discussions with measures to monitor the progress periodically is proposed in this paper. DoDo takes an innovative concept of brute force method to prevent the missing of important points during a session. Exhaustion by mentioning every other standard in a concept of discussion enhances the level of learning. Accepting to the fact that not a 100 percent is prepared for sessions nor delivered in a classroom provides loopholes and justification for knowledge not to be shared. Assignments, tests and evaluations are supposed to identify the progress of students' skills rather rank them accordingly and categorize them. DoDo ensures the deliverance of concepts to every student irrespective of his/understanding capability, tests them with easier methodologies, provides a ground for practices and monitor them every now and then with a periodical report to explain the headway of indulgence.

scholarly journals Analysing Aspect Influencing the academic writing in English Language

2021 ◽  
pp. 183-200
Author(s):  
MANJUPRIYA R
Keyword(s):  
Learning Strategies ◽  
Academic Writing ◽  
English Language ◽  
Research Paper ◽  
English Speaker ◽  
Subject Knowledge ◽  
Language Difficulty ◽  
Writing Research ◽  
The World ◽  
Learning By Reading

Karimnia, A. (2013) express that writing research paper in English is important because journal in all over the world are written in English. To succeed in their career, researchers have to share their ideas to others by publishing in journal must written in English. so, the researchers must master in English. The language difficulty that non-English speaker faced are lack of appropriate vocabulary, misuse of articles etc. The learning strategies can be divided into two i) subject knowledge-oriented strategies ii) language-oriented strategies. In subject knowledge-oriented strategies, learning by reading as many research paper in English and to increase experience in writing research paper.

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