scholarly journals Proposal for Need Analysis in an Exam Preparation Course: A Descriptive Study

2021 ◽  
Vol 15 (1) ◽  
pp. 144
Author(s):  
Cristian Alexander Chiroque Chero
Keyword(s):  
Essential Element ◽  
Online Games ◽  
Descriptive Study ◽  
Classroom Observations ◽  
Private Language ◽  
Detailed Understanding ◽  
Classroom Activities ◽  
Need Analysis ◽  
Exam Preparation ◽  
Exam Preparation Course

Need analysis is an essential element in the process of designing any language course as it seeks to cater for what learners need in their lessons. This study proposes a framework to analyse learners’ needs for exam preparation courses. The proposed framework adopts the works of Macalister, Nation, and Brindley to address different linguistic and non-linguistic needs. To the best of the researcher’s knowledge, no framework has ever been provided for teachers to carry out need analysis in the context of preparing for international exams. In this study, therefore, the framework was applied to find learners’ needs in an exam preparation course for an A2 English level international exam. The participants were 10 learners aged 10-12 enrolled on a course in a private language centre. The data were collected through a combination of quantitative and qualitative tools, that is to say, by questionnaires, tests, and classroom observations. Results revealed that the framework herein proposed gives a detailed understanding of the learners’ needs prior to the course showing that learners from this study have difficulties in the skills of reading, writing, and listening. Findings also revealed learners’ preference for a variety of classroom activities, online games, and art-crafts. 

scholarly journals Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Lina Mukhopadhyay
Keyword(s):  
Exploratory Study ◽  
Training Programme ◽  
Classroom Observations ◽  
Low Ses ◽  
Primary Level ◽  
Classroom Activities ◽  
Level Government ◽  
Esl Classroom

In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode. 

scholarly journals Do Students Need Multimedia Based Grammar 3 Teaching Material?

2017 ◽  
Vol 11 (1) ◽  
pp. 111
Author(s):  
Fitrawati Fitrawati ◽  
Witri Oktavia
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Teaching Material ◽  
Teaching Materials ◽  
Material Development ◽  
Need Analysis ◽  
Materials Used

This article presents a part of a study conducted to develop multimedia based teaching material for Grammar 3. It aims at describing needs and problems of students in learning Grammar 3 through a descriptive study. The data were gathered from the questionnaires distributed to the students who have taken Grammar 3 course. The result of the research conveys that 1) there is a gap between the objective of Grammar 3 course and the students’ achievement in the class, 2) students get the problems in understanding Grammar 3 due to inappropriate teaching materials used in teaching and learning process, and 3) the students need a multimedia based teaching materials to improve their understanding and achievement in Grammar 3 course.Key words/phrases:teaching material development, multimedia, need analysis, Grammar 3 APAKAH MAHASISWA MEMBUTUHKAN MATERI AJAR GRAMMAR 3 BERBASIS MULTIMEDIA?AbstrakArtikel ini merupakan salah satu bagian dari rangkaian penelitian pengembangan materi ajar Grammar 3 berbasis multimedia. Penelitian deskrptif ini bertujuan untuk mendeskripsikan masalah dan kebutuhan mahasiswa terhadap materi Grammar 3. Oleh karena itu, data dikumpulkan melalui kuesioner yang disebar kepada seluruh mahasiswa yang telah mengambil mata kuliah Grammar 3. Hasil penelitian menunjukan bahwa 1) adanya ketimpangan antara tujuan pembelajaran Grammar 3 dan kemampuan yang dikuasai mahasiswa; 2) mahasiswa mengalami kesulitan dalam memahami materi Grammar 3 karena kurang memadainya materi yang digunakan dalam proses belajar dan mengajar; dan 3) mahasiswa membutuhkan materi ajar berbasis multimedia yang dapat membantu meningkatkan pemahaman dan kemampuan mereka pada materi Grammar 3.Kata Kunci/frase: pengembangan materi ajar, multimedia, analisis kebutuhan, Grammar 3

scholarly journals Medical students’ mood adversely affected by COVID-19 pandemic: An interim analysis from the SPICE-19 prospective cohort study of 2075 medical students and interim foundation doctors

2020 ◽  
Author(s):  
Soham Bandyopadhyay ◽  
Ioannis Georgiou ◽  
Bibire Baykeens ◽  
Conor S Gillespie ◽  
Marta de Andres Crespo ◽  
...  
Keyword(s):  
Medical Students ◽  
A Priori ◽  
Workforce Planning ◽  
Short Term ◽  
The United Kingdom ◽  
Exam Preparation ◽  
Course Material ◽  
The Impact ◽  
Exam Preparation Course

Abstract Background:Currently, we can only speculate on what the effects of the COVID-19 pandemic have been on medical students and interim foundation year doctors. In order to support them appropriately both now and, in the future, it is imperative that we understand the impact it has had upon them. This study assessed the effects of the COVID-19 pandemic on medical students and interim foundation year doctors across the United Kingdom (UK), and the support that they received and sought. Methods:A prospective, observational, multicentre study was conducted. All medical students and interim foundation year doctors were eligible to participate. The data analysis was carried out as detailed a priori in the protocol. Findings:A total of 2075 individuals participated in the SPICE-19 survey from 33 medical schools. There was a significant (p < 0.0001) decrease in participants’ mood when comparing their mood before the pandemic to during the pandemic. Social distancing and more time at home/with family were the factors that negatively and positively respectively impacted the mood of the greatest number of participants. All areas of life included in the survey were found to have been significantly more negatively impacted than positively impacted (p < 0.0001). 931 participants wanted more support from their university. Participants were mainly seeking support with exam preparation, course material, and financial guidance. Discussion:Medical and foundation schools need to prepare adequate and effective support. If no action is taken, there may be a knock-on effect on workforce planning and the health of our future workforce. When medical students return to their universities, there is likely to be need for enhanced wellbeing support, adaptations in the short-term and long-term strategies for medical education, and provision of financial guidance.

scholarly journals Gamification user types and game playing preferences of university students

2021 ◽  
Vol 11 (2) ◽  
pp. 55-67
Author(s):  
Osman Gazi Yildirim ◽  
Nesrin Ozdener ◽  
Ali Geris
Keyword(s):  
University Students ◽  
Digital Games ◽  
Online Games ◽  
Descriptive Study ◽  
Descriptive Statistics ◽  
Game Playing ◽  
State University ◽  
Online Questionnaire ◽  
Chi Square ◽  
Chi Square Analysis

Students' widespread use of games has attracted scientists' attention, and it has been a matter of curiosity whether games can be used in education. The primary purpose of this descriptive study is to examine gamification user types of university students. In addition, the digital game playing characteristics and preferences of students were identified. The participants comprised one hundred and eighty-one (181) university students enrolled at a state university in Turkey. An online questionnaire prepared by researchers and the Gamification User Types Hexad Scale were used as data collection tools. Descriptive statistics (mean, percentage, frequency), Kruskal Wallis H, and chi-square analysis were utilized for data analysis. The results revealed that the highest ratio of students stemmed from achievers, philanthropists, and players. Furthermore,  participants mostly preferred to play online games, and most of the students played digital games daily. Keywords: Digital games, game preferences, game genre, gamification user types.

scholarly journals Teachers’ and Students’ Perceptions of Classroom Activities Commonly Used in English Speaking Classes

2015 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Xiaoyu Huang ◽  
Xinyue Hu
Keyword(s):  
Questionnaire Survey ◽  
Role Play ◽  
Classroom Observations ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Teachers And Students ◽  
English Major ◽  
English Speaking ◽  
Similarities And Differences ◽  
Preparatory Work

Classroom activities, such as English dubs, role-play, brainstorming etc can be very useful for the teaching of oral English. In recent years, although considerable attention has been paid to the use of classroom activities in English speaking classes, the perceptions of teachers and students about such activities have been ignored. Therefore, this study aims to investigate students’ and teachers’ perceptions of the use of classroom activities in English speaking classes. Classroom observations were carried out as a preparatory work for a questionnaire survey which was conducted to examine the attitudes of English-major students and teachers towards 21 classroom activities. Data were analyzed and the results of the research showed that there were both similarities and differences between students’ and teachers’ perceptions about these activities and that the perceptions of freshmen and sophomores were not completely matched. The findings of this research can help teachers take students’ perceptions into consideration while designing classroom activities for English speaking classes in the future.

scholarly journals Voluntary peer-led exam preparation course for international first year students: Tutees’ perceptions

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Daniel Huhn ◽  
Wolfgang Eckart ◽  
Kianush Karimian-Jazi ◽  
Ali Amr ◽  
Wolfgang Herzog ◽  
...  
Keyword(s):  
First Year ◽  
First Year Students ◽  
Exam Preparation ◽  
Exam Preparation Course

scholarly journals Bringing The Poster Presentation Model into Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Ima Widyastuti (Scopus ID 57210281451)
Keyword(s):  
Poster Presentation ◽  
Present Model ◽  
The Other ◽  
Professional Activity ◽  
Classroom Observations ◽  
Individual Interview ◽  
Classroom Activities ◽  
English Competence ◽  
The Individual ◽  
Recent Action

Making students to speak English in a large classroom becomes a big challenge for teachers. On one hand, there is no enough time for all students speak equally. On the other hand, most students are lack of confidence and English competence. As a result, the students tend to be reluctant toward the speaking activities. There have been many research under the speaking classroom activities, however, modeling professional activity into classrooms has been rare. The recent action research on a Poster Presentation model aims to make students participate in the classroom activities actively by considering their characteristics. From the individual interview and classroom observations of the 17 passive students enrolled on the four Speaking for Academic Purposes classrooms at Sarjanawiyata Tamansiswa University, Indonesia, the researchers found that the Poster Presentation model with two rules applied, i.e. no talk no grade and interrelated questions motivated the students’ participation in the speaking classroom activities. However, the Poster Presentation model did not work on those who have never experienced in natural speaking practices before. Thus, managing the classroom using the present model brings double facets among students.

scholarly journals Developing and Using English Teaching Materials in Vocational High School

2019 ◽  
Vol 7 (1) ◽  
pp. 89
Author(s):  
Dhebora Pramesti Hapsari ◽  
Dewi Rochsantiningsih ◽  
Dwi Elyono
Keyword(s):  
Data Analysis ◽  
Vocational School ◽  
Adaptation Process ◽  
Vocational High School ◽  
Teaching Materials ◽  
English Teaching ◽  
Classroom Activities ◽  
Analysis Process ◽  
Need Analysis ◽  
Observation Process

<p>This article describes a study on the process of developing and using English teaching materials by English teachers in a vocational school. The study was initiated by observing the classroom activities which focused on how teachers used the teaching materials. Beside the observation process, the data also gathered through an interview between the researcher and the two teachers. The result of data analysis showed that the process of developing teaching materials consisted of two major steps; 1) student’s need analysis process and 2) materials adaptation process. Meanwhile, the developed materials such as pictures, videos, course books, and direct listening materials were applied in the arranged discussion activity. It can be sum up that the teachers developed teaching materials by considering student’s needs. The teaching materials were developed by adapting several existed teaching materials. They were then used mostly in the discussion activity and used as a brainstorming for students.</p>

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