scholarly journals Investigation of Cooperative Learning Techniques and Attitudes in Language Learning Classrooms

2019 ◽  
Vol 8 (2) ◽  
pp. 219
Author(s):  
Safaa Mohammad Alhebaishi
Keyword(s):  
Public Schools ◽  
Cooperative Learning ◽  
Language Learning ◽  
Language Teachers ◽  
Attitude Questionnaire ◽  
Intermediate School ◽  
Learning Techniques ◽  
Language Classes ◽  
Students Attitudes ◽  
Observation Results

The study investigates the Cooperative Learning (CL) techniques implemented by intermediate school language teachers and examines students’ attitudes regarding the use of CL in language classes. To realize the objectives of the study, two instruments were used to collect data: observation reports and an attitude questionnaire. Observation were conducted in 31 classrooms in 12 intermediate public schools, and the attitude questionnaire was administered to 547 students. The observation results revealed that CL was not accurately implemented in a majority of the classrooms. Language teachers made several mistakes in the implementation of CL techniques. Furthermore, the results of the attitude questionnaire showed that the students’ attitudes towards CL were positive.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

scholarly journals Reflections on the Practicability of Translation Proper in Foreign Language Classes

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Youcef BENAMOR
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ad Hoc ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Translation Techniques ◽  
General Linguistic ◽  
Teaching Learning

Foregrounding the paramount role of translation to boost foreign language learning at all educational strata, this reflective paper investigates whether translation is deemed a means to teach foreign languages or an end to prepare foreign language learners as prospective professional translators. Precisely, this reflective analysis aims to discuss these two research questions: do foreign language teachers simply use some amateur translation activities to upgrade their learners’ linguistic proficiency? Or do they find it necessary to teach translation models and techniques proper, targeting translational proficiency along with linguistic ability? Drawing on the researcher’s experience and specialist authorship, translation approaches and techniques as related to foreign language teaching/learning and 2) translation pedagogy types that govern the appropriate selection of translation techniques are the foundational units of this analytic endeavour. This analysis revealed that the basics of most well-known translation approaches and techniques are genuinely present in diverse foreign language classes. Additionally, teaching these translation approaches and techniques for general linguistic aims and for specific professional purposes are two different contexts where the former is shaped by presenting some mere language-based translation techniques and the latter by teaching much more specialist and profession-related ones. This categorisation inescapably determines the quality and quantity of translation practice and the nature of the teacher-learner pedagogical contract, aiming at foreign language learning per se, translation proficiency or both. According to either context, teachers should be aware of translation basics or translation proper to avoid ad hoc instruction and ‘translationese.’

scholarly journals The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

2021 ◽  
Vol 24 (2) ◽  
pp. 153-167
Author(s):  
María José Martínez-Romero ◽  
Alba Mª Priego de la Cruz ◽  
Cristina Ferrer-García ◽  
Mª Pilar Casado-Belmonte
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Previous Experience ◽  
Learning Techniques ◽  
Learning Technique ◽  
Students Attitudes ◽  
Prior Experiences ◽  
Previous Group ◽  
Aprendizaje Cooperativo

Este trabajo analiza la aplicación de técnicas de aprendizaje cooperativo en asignaturas de contabilidad para investigar si la disposición de los estudiantes a trabajar en grupo, a partir de sus percepciones sobre esta técnica de aprendizaje derivadas de experiencias previas de trabajo en grupo, están relacionadas con su rendimiento académico. Los resultados revelan que las percepciones de los estudiantes respecto a la mejora de sus habilidades por haber trabajado en grupo se relacionan positiva y significativamente con su rendimiento académico; mientras que las percepciones de los estudiantes respecto a haber aprendido de otros se relacionan negativa y significativamente con su rendimiento académico. Por lo tanto, este estudio amplía la literatura existente sobre el aprendizaje cooperativo y el rendimiento académico de los estudiantes, al considerar las actitudes de los estudiantes hacia el trabajo en grupo resultantes de sus experiencias previas. This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

scholarly journals PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ REFLECTIONS ON COOPERATIVE ASSESSMENT

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustafa Zülküf Altan
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Social Skill Development ◽  
Final Exam ◽  
Learning And Teaching ◽  
English Language Teachers ◽  
Academic Year

Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers’ reflections on Cooperative Assessment used as part of the final exam for “Individual Differences in Foreign Language Learning” course in Fall Semester of 2018-2019 academic year. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

Tweede- en Vreemde-Taalverwerving in een Meertalige Context

2005 ◽  
Vol 74 ◽  
pp. 93-102 ◽  
Author(s):  
Katja Lochtman ◽  
Evy Ceuleers
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Policy Makers ◽  
Foreign Language Acquisition ◽  
Language Learning Motivation ◽  
Career Opportunities ◽  
Students Attitudes ◽  
National Languages ◽  
The Relationship

In Brussels, multilingualism is considered an important asset. Especially knowledge of French, Dutch (Belgium's two main national languages) and English is a pre-requisite for good career opportunities. In this context, students' attitudes towards languages and language learning are of interest to both language teachers and educational policy makers, especially since these attitudes are assumed to have an (indirect) influence on the success rate of second and foreign language acquisition (Ellis, 1994; Gardner, 1985; MacIntyre, 2002; Dörnyei, 2003). The purpose of our study was to investigate the relationship between language images, attitudes and language learning motivation in a multilingual environment. The findings indicate that learner characteristics such as linguistic background and contact with the target language are variables modifying this relationship.

scholarly journals Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Collaborative Writing ◽  
Language Teachers ◽  
Esl Students ◽  
School Students ◽  
Students Attitudes ◽  
Esl Classroom

This study reviews the effectiveness of collaborative writing among secondary school students in ESL classroom. Writing skill is regarded as the most difficult task in second language learning. Various strategies have been employed by both teachers and students to enhance writing competence. As the education system is intended to the requirement for 21st century educational practices. Collaborative approach is one of the key elements. It marks the shift in pedagogical instruction. Collaborative learning is perceived as one of its approaches which aid ESL students to become proficient in writing. This study explores students’ attitudes towards improving writing skills of ESL students via collaborative writing. This study involved 32 secondary school respondents from Klang, Selangor. The survey research data were gathered through a questionnaire to assess students’ attitudes towards collaborative writing. It was evident that students were able to collaborate in writing lessons. The findings indicate that students showed positive attitude while writing collaboratively. Hence, this approach can be implemented by language teachers to enhance language teaching and learning.

scholarly journals THE EFFECT OF COOPERATIVE LANGUAGE LEARNING AND PERSONALITY TYPES TOWARDS ESSAY WRITING

2018 ◽  
Vol 6 (2) ◽  
pp. 95
Author(s):  
Bejo Sutrisno ◽  
Yumna Rasyid ◽  
Aceng Rahmat
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Interaction Effect ◽  
Personality Type ◽  
Personality Types ◽  
Skill Learning ◽  
Significance Level ◽  
Essay Writing ◽  
Learning Techniques ◽  
Writing Skill

This study is aimed to find out the effect of Cooperative learning techniques and personality types on English essay writing skill. This study was conducted at STIBA � IEC Jakarta for the fourth semester in the academic year 2016/2017. It was an experimental study with the factorial design 2 x 2 at 0.05 significance level. The sample was 32 students and divided into two groups which each group was 16 students. The research reveals that: (1) students� English essay writing skill taught with Think-Pair-Share (TPS) technique was� higher than with Student Team Achievement Division (STAD) technique; (2) English essay writing skill on introvert personality type was higher than extrovert personality types; (3) there was interaction effect between learning techniques and personality type toward English essay writing skill; and (4) students with introvert type taught with TPS technique was higher than those taught with STAD technique. There is an interaction effect between learning techniques and personality types on English essay writing skills. Keywords: cooperative learning, essay writing skill, learning technique, personality type

scholarly journals Encouraging Critical Collaborative Autonomy

2000 ◽  
Vol 22 (2) ◽  
pp. 228 ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cooperative Learning ◽  
Language Learning ◽  
Review Essay ◽  
Language Teachers ◽  
Theory Building ◽  
Second Language Teachers ◽  
Collaborative Autonomy ◽  
Philosophical Nature

In this theory-building review essay, we advocate that second language teachers encourage their students to act critically, cooperatively, and autonomously. We discuss the three components of critical collaborative autonomy, explain why these components fit together, and present ideas for promoting their interaction and development. Being autonomous does not necessarily mean learning in isolation, but rather having the ability to metacognitively and critically make decisions as to the means one uses to learn and develop. It is our contention that students learn autonomy more quickly through guided cooperative learning in which they collaborate with peers to find and create their autonomous and critical voices. The incremental assuming of control of one's language learning within a community not only accelerates acquisition but changes group and individual personalities. While we focus principally on this process in second language acquisition, we also briefly address the wider SOCiocultural, political, and philosophical nature of such effort.

scholarly journals Reading and Writing Performance of Senior High School Students

2021 ◽  
Vol 3 (9) ◽  
pp. 09-22
Author(s):  
Patrick Totto ◽  
Andy Ramos
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Quantitative Research ◽  
Rank Correlation ◽  
Language Teachers ◽  
School Students ◽  
Writing Performance ◽  
Reading And Writing ◽  
Students Attitudes ◽  
Attitudes Towards Reading

The study was conducted to determine the performance and attitudes towards reading and writing of Grade 12 students in public schools of Cabagan, Isabela. There were 244 students involved in the study. Stratified random sampling was used in selecting the participants of the study. A quantitative research method was used in the study to determine performance and attitudes towards reading and writing. Frequency counts, percentage scores, the arithmetic mean, and Kendall’s Rank Correlation Tau was used to describe and analyze the data in the study. The findings of the study revealed that students' reading and writing performance were poor. However, their attitudes toward reading and writing were positive. Hence, the study demonstrated that there is a significant correlation between students’ attitudes and their reading and writing performance. Thus, the study supports DepEd’s "SulongEdukalidad" in creating programs to enhance learners' reading mastery and sustain its basic goal of producing quality learners enhanced by quality education. Language teachers should also be engaged and exposed to training to handle weak foundations of learners in basic academic (reading and writing) skills.

scholarly journals The first five days

2016 ◽  
Vol 46 (1) ◽  
pp. 94-104
Author(s):  
Amanda Romjue
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Learning Framework ◽  
Educational Culture ◽  
Motivation For Learning ◽  
Language Classes ◽  
Successes And Challenges

Facilitating lifelong language learning amongst students is a frequently mentioned goal of many language teachers. Teachers want their students to fall in love with the cultures and languages they have dedicated their lives to studying. However, igniting the spark for learning beyond the classroom can be a real challenge. In the current educational culture where motivation for learning is too often focused on extrinsic motivations like passing tests and making good grades, how do teachers redirect students toward intrinsic motivations like a love for learning? Research into various fields of study have provided evidence that it typically takes at least ten years of concerted effort to master most skills. From this premise it stands to reason that in order for language learners to reach higher levels of language proficiency, there is a need to promote learner autonomy that extends learning beyond the language classes students take in schools. Facilitating learner autonomy requires a reconceptualization of the way language classes are structured. Building upon goal theories, task-based language learning, and deep reflection within a transparent learning framework can help to provide students with the skills to continue learning beyond the classroom. This framework can set students on a more self-directed path toward language learning that is both intrinsically motivating and engaging. Throughout my own research and practice I have begun to develop a process to facilitate this type of learning environment for my students. In this paper, I share my own successes and challenges as I spent the first five days of a semester establishing expectations for facilitating learner autonomy.

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