This document summarizes a study on integrating language learning strategies to promote active cooperative learning. The study examined the impact of interactive teaching methods on student motivation and learning in high schools in Tirana and Shkoder, Albania. Surveys and classroom observations of 60 students found that interactive teaching strategies had a strong positive impact on student motivation and led students toward more active cooperative learning. The findings suggest that applying these interactive strategies can be effective for teachers and rewarding for students, helping students improve their language skills.
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
This quasi experimental research involved two classes of students of a public junior high school in Sumedang. The aim is to discover if the use of song in teaching English can improve listening ability.
Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking AbilityIjcmsdrJournal
The purposes of this research were: 1) to study and compare the English speaking ability before and after learning through Jigsaw and Problem Solving Tasks of undergraduate students at Kalasin University, and 2) to study the students’ attitudes towards teaching English speaking using Jigsaw and Problem Solving Tasks. The sample consisted of 23first-year undergraduate students at Kalasin University, Kalasin Province, in the second semester of the academic year 2019. The research was a one group pretest-posttest design. The research instruments included 12 lesson plans, an English speaking ability test and an attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, or 24 hours for all. The mean, percentage, standard deviation and t-test for Dependent Samples were used for data analysis. The findings of this research were as follows: 1) The students’ pretest and posttest English speaking ability scores were 25.04 % and 83.19% respectively. The students’ posttest score was found significantly higher than that of the pretest at the .01 level. 2) The students’ attitude towards teaching English speaking using Jigsaw Task was at a very good level.
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
This quasi experimental research involved two classes of students of a public junior high school in Sumedang. The aim is to discover if the use of song in teaching English can improve listening ability.
Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking AbilityIjcmsdrJournal
The purposes of this research were: 1) to study and compare the English speaking ability before and after learning through Jigsaw and Problem Solving Tasks of undergraduate students at Kalasin University, and 2) to study the students’ attitudes towards teaching English speaking using Jigsaw and Problem Solving Tasks. The sample consisted of 23first-year undergraduate students at Kalasin University, Kalasin Province, in the second semester of the academic year 2019. The research was a one group pretest-posttest design. The research instruments included 12 lesson plans, an English speaking ability test and an attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, or 24 hours for all. The mean, percentage, standard deviation and t-test for Dependent Samples were used for data analysis. The findings of this research were as follows: 1) The students’ pretest and posttest English speaking ability scores were 25.04 % and 83.19% respectively. The students’ posttest score was found significantly higher than that of the pretest at the .01 level. 2) The students’ attitude towards teaching English speaking using Jigsaw Task was at a very good level.
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
ShowNTell: An easy-to-use tool for answering students’ questions with voice-o...Anand Bhojan
The use of recording applications for teaching is increasingly popular, with tools such as Ink2Go and ShowMe being available on many platforms and at reasonable cost. However, most recording applications available are typically native applications and do not work within the web browser. In this work, we study the feasibility of implementing a recording solution in the web browser environment.
Poster: http://www.comp.nus.edu.sg/~bhojan/papers/showNtell15.png
Details and Demo @ www.sntboard.com
Suite bureautiques et messagerie : Les nouveaux critères de choixVOIRIN Consultants
Face à la diversité des offres des différents éditeurs et afin d’éclairer le choix des décideurs, le cabinet VOIRIN a réalisé une série d’études auprès de collectivités territoriales qui souhaitaient faire évoluer leurs postes de travail.
L’objectif était d’analyser la pertinence des nouvelles offres, notamment celles concernant le « cloud », dans le cadre des évolutions actuelles du poste de travail impliquant de nouveaux usages comme la mobilité, la communication à distance, le télétravail ou les pratiques collaboratives.
Les études ont été réalisées sur la base de la méthode du coût total de possession (TCO, « total cost of ownership), adaptée selon le contexte de l’organisation et les besoins de comparaison. Ainsi, seuls les coûts pertinents dans un cadre comparatif ont été pris en compte et ceux-ci peuvent différer d’une étude à l’autre.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
Assessing the Use of Motivational Strategies in English Language Instruction:...IJSRP Journal
This study assessed the use of motivational strategies in language instruction at Lafto Secondary School. The study was aimed at assessing the use of motivational strategies in language instruction. The study particularly, tried to find out teachers’ use of motivational strategies in language instruction. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Lafto secondary school was selected through availability sampling. Then, all English Language teachers were selected from grade nine purposefully for the interview. In addition, data were collected from 60 randomly selected students from grade nine for questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively. Finally, based on the findings, the researcher recommended that working on the use of motivational strategies and should be used widely in the school so as to enhance students’ performance. The results of the study revealed that even if the use of motivational strategies at Lafto secondary school was practically used but it has been given less attention to use some strategies frequently at the study school.
Efforts to Improve Students' Ability to Write Text in the Form of Procedures ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to
Improve Students' Ability to Write Text in the Form of Procedure
through the Make a Match Learning Model in Class IX.4 of SMP
Negeri 1 Batang Anai. This type of research is classroom action
research with research subjects being grade IX.4 students of SMP
Negeri 1 Batang Anai with a total of 32 students. This study consisted
of two cycles, where the first cycle was carried out at meetings 1 and
2 and the second cycle was carried out at meetings 3 and 4. Each cycle
consisted of four stages of research, namely planning, implementing
actions, observing and reflecting. To obtain research data three
instruments were used, namely observation sheets, field notes, and
test sheets, which were analyzed qualitatively using percentages.
Based on the results of the study showed that the learning activities
of class IX.4 students using the make a match learning model
increased from initial conditions, cycle I and cycle II
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...AJSERJournal
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
7381 9513-1-pb
1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
www.iiste.org
Integrating Language Learning Strategies to Promote ActiveCooperative Language Learning
Shpresa Delija
Faculty of Foreign Languages, Tirana University, Albania
delija.sh@gmail.com
Rajmonda Kecira
Faculty of Foreign Languages, “Luigj Gurakuqi” University, Shkoder
Abstract
This paper emphasizes the effect of integrating strategies and teaching methods in the language learning of high
school students in Tirana and Shkoder.
The study makes the comparison between the traditional way of teaching and the active - cooperative learning, in
order to decide on the learners’ behavior towards learning.
The following research questions guide this study:
1)
Does a particular way of teaching encourage greater attention among language learners?
2)
Does active - cooperative learning create positive attitude among language learners?
This study follows a qualitative research design. A qualitative approach was chosen
because we tend to see how the learners’ attitudes towards the language learning change through the
comparison between the traditional and active – cooperative teaching learning and how the integrated strategies
may affect learning.
The study involved a sample of 60 students from the high schools in Tirana and Shkoder, who ranged from 14 to
16 years of age. These learners were from similar socioeconomic backgrounds but from different geographic
areas. There were also two teachers who taught them English as a foreign language.
The importance of the study lies in the fact that it may help the language teachers to decide which teaching
method is most suited to promote cooperative learning and how interactive strategies may affect the second
language learners’ achievements and how they will affect their behavior in the language classroom. The findings
from this study led to the following conclusions:
The results of the study show that interactive teaching strategies have a strong impact on the students’ motivation
which leads them towards active – cooperative learning. The application of these strategies can be very effective
for the teacher and rewarding for the students, hence helping the students improve their language achievements
according to the requirements of the Common European Framework of Languages (CEFR, 2001)1.
INTRODUCTION
Statement of the Problem
To some students, classroom environment inspires and encourages them towards great success in
learning a foreign language. Other students have lack of motivation and interest, regardless of teaching methods
and classroom environment. So in this study we want to know how interactive teaching methods and strategies
affect the learning process and the motivation of students in making learning active.
Purpose of the Study
The purpose of this study is to identify if interactive teaching methods and strategies that have been
used by the teachers in the respective schools have a positive influence on the learning process. We will examine
existing research in this area and make observations of classrooms in the high school in Tirana and Shkoder.
Using this information we will look for similarities between teaching strategies and student motivation levels.
The results of this study will be used to develop more interactive strategies during the language teaching process
in order to promote the students’ active – cooperative learning in the language classroom (Bonwell, C.C and J. A.
Elison, 1991), who state that active learning lead to cooperative learning. This kind of learning encourages the
learners to be autonomous and productive.
Research Questions
The following research questions guide this study:
1)
Does a particular way of teaching encourage greater attention among language learners?
2)
Does active - cooperative learning create positive attitude among language learners and how it helps
motivation?
Rationale
Some researchers have noticed that there is a lack of student motivation in the teaching and learning process
1
http://www.coe.int/t/dg4/linguistic/
10
2. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
www.iiste.org
because they are not so much involved in this process. These students feel bored and neglected at the same time
when they are set a certain task to accomplish on a certain time because the task is not motivating and
challenging, and the language learners are not involved that much as to feel like the language class.
Other researchers have cited student’s work habits especially lack of effort (Glasser 1986) 2 as a crucial
motivational problem. He emphasized the fact that school is not motivating them in the learning process.
Alderman (1999) says that students fail to do high-quality work at school because the school does not promote
active cooperative teaching and learning.
Active learning needs effective – integrated strategies in order to encourage students’ motivation. So
teachers need on-going professional development in order to attract their learners in their teaching process.
Effective – integrating strategies will improve students’ achievements in learning the foreign language.
LITERATURE REVIEW
Knowing and applying teaching and learning strategies are decisive in the learners’ motivation during the
language class. O’Malley et al (1983); and Brown et al., (1983) state that the learners use some strategies in
order to use the new knowledge in the best way they can. They obtain, store, retrieve and use the information in
order to convey their thought in a particular language setting.
In order to do the above actions right the learners use some strategies: repetition, to learn vocabulary and use it in
a proper way; guessing and inference to go to the right meaning. Tarone (1977) and Rubin (1981) quote that the
learners need to use their linguistic and communicative knowledge to handle the conversation. So they make use
of synonyms, use of paraphrasing, use of gestures and other techniques in order to be understood. Wong –
Fillmore (1976) state that learners are able to handle the conversation when they make use of the following
language patterns: opening and closing a conversation, pausing, getting and giving and keeping turns, and
requesting assistance. Tarone (1977) emphasizes the idea that learners may use the strategy of avoiding words,
phrases or topics when they do not feel safe and secure in the stream of communication. Such strategies
encourage them to learn through difficulties and survive in the conversation.
Apart from linguistic strategies, the social strategies play an important role in learning a foreign language. Rubin
and Wenden (1987) say that social strategies expose the language learners to the use of language. The learners
use different techniques and activities to apply their knowledge in a certain language setting. Whereas WongFillmore (1976) state that these strategies motivate the learners to be involved in the learning process. Having all
this research in mind, the English teachers encourage the language learners to learn the language in groups and
act as if they know one another for ages. The learners learn how to obtain, store and retrieve the new information
in the foreign language (Wong-Fillmore (1976). Rubin (1981), the founder of social strategies, encourages some
activities that help sustain the conversation. These activities include: create situation with natives, initiate
conversation with peers in the language classroom (Rubin, 1981). Wong-Fillmore (1976) promotes use of
language labs, listening to radio/television, watching movies or parties or advertisements, or reading extra books.
METHODS AND PROCEDURES
The participants in the study were from public high schools in Tirana and Shkoder. The high school students
were in grade ten and eleven. The students varied in ages between 14 and 16 years old. In tenth grade, there
were approximately 30 students. In the eleventh grade, there were approximately 30 students. The distribution
of male and female students was approximately 50% male and 50% female throughout these classes. The schools
present a variety of different socioeconomic levels of students. There were also two high school teachers
participating in the study.
Procedures used for Data Analysis
A qualitative research was followed for this study, thus the instruments used in this research were
observation (Appendix A) and student survey (Appendix B). We followed several steps to carry this research.
For the first instrument (observation) we selected the schools to gather the right data and then analyzed them and
came to useful conclusions for the young teachers.
The other instrument used in this research was student survey. The student survey addressed two major purposes.
First, through the student survey we examine the attitude of selected high school students for the effectiveness
and the impact of active – cooperative learning and the integrative strategies on second learning acquisition. The
second purpose was to collect additional data concerning the students’ attitude and their behavior towards the
learning process. Before the surveys were distributed to the students we trained the teachers how to instruct their
students to fill them in. Then the students were given the surveys by the teachers so that the students would take
2
William Glasser in Control Theory in the Classroom (1986)
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the surveys by themselves without the influence of their peers. The teachers collected the surveys and returned
them to the researchers for analysis after three weeks.
The survey took approximately 15 minutes to complete in class and was administered and collected by the
classroom teacher. These surveys were collected, but were not analyzed until after the classroom observations
were completed (three weeks).
Data Analysis
In this step, all sources of data are compared as individual units and sorted the data into categories and
themes based on the two surveys filled by the students. The collection of data provided by the answers of the
students during the students’ survey and the answers from the observation session gave us the opportunity to
interpret them according to the students’ and the teachers’ personal experiences, educational theory and literature
references.
We followed the definition of the term observation, which is defined as "the systematic description of events,
behaviors, and artifacts in the social setting chosen for study" Marshall and Rossman (1989). Observations
enabled us to describe existing situations using the five senses, providing a "written photograph" of the situation
under study (Erlandson, Harris, Skipper, & Allen, 1993). Using the information gained from the observation will
help us look for similarities between teaching strategies and student motivation levels. The results of this study
will be used to develop more integrative and effective strategies in an active – cooperative teaching and learning,
and at the same time it will find answers to the students’ motivation and their behavior towards language
learning.
In the observed classes students responded to the classroom atmosphere that was set up by the teacher as well as
to the teachers’ style and their expertise in class. The students attested that the classroom environment and the
teachers’ teaching methods have a great impact on the students’ achievements in learning the language. The use
of different integrated strategies and activities promote students’ motivation. During the observation classes the
teachers focused mostly on the following: (a) student behavior towards learning English and (b) material
selection to meet the students’ interests and needs.
Focus on Student Behavior towards Learning English
Eralda (a student that was observed) believes that the students’ experiences both in their class and with previous
teachers have had a great impact on their motivation to learn. To her thought, Ana (one of the teachers) has
developed a very structured classroom. During the observation, Eralda noted that the students appeared very
comfortable and relaxed with the class and the activities launched by their teacher. Ana, on her side approves
that having a class that meets your students’ expectations reduces the amount of stress being placed on students.
Encouragement plays a major role in her overall teaching. Ana’s philosophy on creating a safe and warm
learning environment can be seen in student responses on the survey. Activities given by her were so helpful that
motivated the students’ learning and changed their behavior and belief towards learning English.
Focus on Material Selection to Meet Students’ Interests and Needs. We were very much interested on the use of
materials that affect the students’ lives. In the classes that were observed, the teachers made an effort to allow the
students to find connections between their lives and the material that is being taught. Selecting materials to meet
the students’ interests and needs will motivate them more to learn the language.
The student’s survey of the 60 participants in the high schools in Tirana and Shkoder showed that 56 of them
indicated that the teacher made the lesson enjoyable as they went to the language class to learn for fun.
One of the students, who participated in the survey (Arjan), stated that: “I enjoy working in groups; it is less
stressing and makes the lesson interesting”. The next student (Tonin) who participated in the survey said: I did
not really enjoy the English class and I do not use the language correctly. Actually, I am a student in another
class and do not belong to the classes that were assigned for this research. Once I learned from my best friend
that there was going to be a survey on motivating students to language learning, I requested my teacher to let me
go to Ana’s class. With the consent of the headmaster of the school and the consent of both teachers I took part
in the observed class. Since then the way teacher Ana taught us I love English and I will finish the studies at this
class. She changed my behavior towards learning and through her integrating strategies and teaching methods
she motivated me to learn English for my future. In a way she changed my life.
From the observations in the final exam the students that were involved in the research did better. Their
achievements were higher to the expectations of the teachers.
Conclusion
Teachers are constantly on search for new ways to improve their teaching methods and the effectiveness
of the interactive strategies in promoting active – cooperative learning in the classroom. This research provides
teachers with the interactive techniques that affect the language acquisition.
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In order to encourage student motivation and active – cooperative learning, teachers should focus on the
following areas. First, creating an inspiriting classroom environment will motivate the language learners to
collaborate actively with their peers and as a result, they will have the expected achievements in the language
learning process. Second, the use of integrated strategies and the interactive learning techniques will help
students work in groups, and will help them get be more involved in the learning process. Learning how to apply
the integrated strategies and the active – cooperative learning the learners will remain successfully in the
conversation. Third, the selection and use of teaching materials will promote the students’ interests in their lives.
It will encourage ardent discussion among the learners. So they become active and cooperative learners. In this
way, the students will feel that what they are learning is important to their future life. Finally, the teachers should
create a relaxed learning atmosphere in class in order for them to feel like learning the language for fun. The
relaxed atmosphere in the language class will make learning for fun and learning in this way will store the new
knowledge in the long term memory. Therefore, they will be more creative and thoughtful in their learning and
consequently, they will perform well in the foreign language.
BIBLIOGRAPHY
Alderman, M. (1999). Motivation for Achievement: Possibilities for Teaching and Learning.
Bonwell, C.C, and J. A. Eison. 1991. Active Learning: Creating Excitement in the Classroom.
Brown et al., (1983). Learner strategies
Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen , S. D. (1993). Doing naturalistic inquiry: A guide to
methods. Newbury Park, CA: Sage Publications.
Glasser, William (1986) Control Theory in the Classroom
Marshall and Rossman (1989 Designing Qualitative Research
O’Malley. T (1983) Roles of teachers and learners.
Rubin (1981) Language learning. Cognitive Strategies
Tarone, Elaine. 1977. “Conscious Communication Strategies in Inter-language
Wenden, A L & Joan Rubin (eds) (1987). Learner strategies in language learning
Wenden. A (2001) Learner strategies in language learning
Wong Fillmore, L. “Individual Differences in Second Language Acquisition.”
Appendix A
Student Survey
Grade: ________________
Class: _________________
School: ________________
Please tick all the answers that apply:
1.
In this class I :
□ am very active
□ complete all my assignments on time
□ am given a prize by the teacher
□ ask questions when I am not sure
□ enjoy learning the materials offered by the teacher
□ have fun during the learning process
1.
I like this class because:
□ It’s motivating.
□ It’s interesting and challenging.
□ The teacher makes it fun.
□ I can use the material in certain language settings. .
□ It’s enjoyable.
□ We do a variety of different activities.
2.
I do not like this class because:
□ it’s boring
□ it’s not motivating
□ it’s not encouraging
□ the information I learn is not to my liking
□ the topics discussed in class does not concern me
□ I stay in class just because I have to
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
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3.
To your point of view what kind of student are you in the English class:
□ Outstanding
□ Above Average
□ Average
□ Below Average
□ Poor
Appendix B
Classroom Observation
Teacher Behavior in the Language Class
Yes
Teacher keeps class under control
Teacher uses humor in class
Teacher expresses her enthusiasm to the students’ progress
Teacher connects the lesson to the students’ interests and needs
Teacher sets high expectations for the students
Teacher uses her teaching time in a proper way
Teacher gives the proper time to the students’ talking time
Teacher encourages the learners to collaborate in an active way
Teacher creates a very warm classroom environment
Teacher tests the students’ achievements in language learning
14
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