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This study aimed to improve English listening skills of 40 high school students in Thailand through the use of Dictogloss approach. Dictogloss is a technique where students listen to a passage and work together to reconstruct it from memory. The study found that (1) while Dictogloss improved listening skills, the effectiveness did not meet the 70% criterion; (2) Dictogloss activities had an effectiveness of 72.25%; and (3) post-test scores were significantly higher than pre-test scores, showing Dictogloss improved listening. The study concluded that Dictogloss and cooperative learning can effectively improve students' English listening abilities.
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This document discusses a study examining the effects of different student teaching models, including traditional 1:1 and 2:1 co-teaching. Data was collected from teacher candidates, clinical teachers, and supervisors over multiple years. Results showed co-teaching increased collaboration, feedback, and mentoring compared to traditional models. While edTPA scores did not differ, co-teaching interns reported feeling better prepared in areas like classroom management. The study aims to continue analyzing achievement data and growth trajectories under different models.
Assessing Oral Presentation Performance
This document describes a study that aimed to design a rubric for assessing oral presentation performance in higher education and test its validity with an expert group. Specifically:
- Researchers developed a preliminary rubric based on criteria identified in previous studies (content, structure, interaction, delivery) and designed levels and a 5-point scoring scale.
- They then conducted workshops at conferences involving 38 higher education experts from various domains and countries to get feedback on the rubric.
- The goal was to validate the rubric for formatively assessing students' presentation skills and facilitating feedback/self-assessment in higher education.
Session 1 Tom Abbott Biddulph High School
This document discusses using data from initial teacher education (ITE) programs to improve student achievement. It presents data from surveys of headteachers, mentors, and students on their experiences with trainee teachers. Student survey results found little difference in learning environments between trainee and regular teachers. Data analysis of students taught by trainee teachers found no negative impact on test scores. The document provides ideas for effectively utilizing trainee teachers and sharing the findings.
A comparison-between-paper-and-pencil-and-paperless-assessment
مقاله A Comparison between Paper-and-Pencil and Paperless Assessment نوشته آقای شهرام کیانوش مدیر و خانم المیرا سلطانی کارشناس آموزش دپارتمان آزمون و سنجش آکادمی سفیر گفتمان در اولین کنفرانس ملی New Trends in English Language Teaching and Applied Linguistics دانشگاه گلستان در تاریخ 26 بهمن ماه 96 به صورت شفاهی ارائه شد.
Strengthening Reading Skills Through Phonemic Awareness
1) The document discusses a study that investigated how teaching phonemic awareness can help strengthen reading skills in struggling students. Quantitative data was collected using pre and post assessments and the DIBELS instrument.
2) The results showed that phonologically-based interventions are effective in improving language skills and literacy when vocabulary is expanded. Students who received phonological instruction early on demonstrated better literacy outcomes.
3) Some weaknesses included time constraints, language barriers, and cultural issues. However, strengths included using multiple tests and regression analysis to yield the best results.
Capstone 626 ppt
1) The document discusses a study that investigated how teaching phonemic awareness can help strengthen reading skills in struggling students. Quantitative data was collected using pre and post assessments and the DIBELS instrument.
2) The results showed that phonologically-based interventions are effective in improving language skills and literacy when vocabulary is expanded. Students who received phonological instruction early on demonstrated better literacy outcomes.
3) Some weaknesses included time constraints, language barriers, and cultural issues. However, strengths included using multiple tests and regression analysis to yield the best results.
nabeela Khattak Final Defnse.ppt
The document summarizes the M.Phil public defense of Nabila Khattak on the impact of quality teaching on students' academic performance at the secondary school level in Peshawar, Pakistan. The study used a quantitative survey design to collect data through questionnaires from 216 teachers and 396 students across 36 schools. Several statistical tests were used to analyze the data and test the hypotheses. The results showed significant impacts of quality teaching on student performance and differences between male and female schools and students. Recommendations focused on improving teaching quality, learning environments, resources, and community involvement.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
AR_BERF 7 Completed_Gemslee R. PAsion, Dominick C. Sugalen, Anthony P. Aquino...
EMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INT
Technology differentiated instruction
Considering the increased learner variance and the failure of the ‘one-size-fits-all’ delivery system, technology differentiated instruction seems to be an ideal solution. This teaching philosophy enables educators to modify curricula, resources, learning tasks and products so as to meet students’ needs and abilities. In addition, the integration of technology in the foreign language classroom is considered beneficial for the development of students’ receptive skills; listening and reading comprehension. This study aims at presenting a systematic research conducted in a foreign language school in northern Greece. 100 students, aged 9-11, participated in the research, half of whom received differentiated instruction assisted with technology and constituted the experimental group and the other half, called control group, received traditional, non–differentiated instruction without integrating technology. The level of the students was A1-A2 according to the Common European Framework of Reference for Languages (CEFR). Data were collected through a needs analysis questionnaire, an interest inventory, a learning style inventory, a pre-, while-, and post- test. Students’ performance was determined through the tests. In addition, experimental students’ performance on listening and reading comprehension was also compared to their age and gender. Findings of the study showed that the experimental group outperformed the control group in terms of their reading and listening scores.
Edmentum Marzano Study
This document summarizes a study conducted by Marzano Research Laboratory on effective teaching practices in online learning environments. The study found that teachers who engaged more frequently in certain instructional strategies saw higher student achievement. These strategies included clear communication of rules and goals, providing necessary materials, encouragement, monitoring student work, and accessibility to students. The frequency that teachers implemented these strategies was strongly correlated with student performance. The document provides recommendations for how teachers can incorporate these best practices into their online instruction.
Protocolo de tratamento motor para o desenvolvimento motor da fala
This study examined the effects of a Motor Speech Treatment Protocol (MSTP) on five children ages 3;2 to 3;5 with severe to profound speech sound disorders and motor speech difficulties. The MSTP integrated concepts from PROMPT and DTTC motor speech therapies and principles of motor learning. Children received 45-minute individual therapy sessions twice per week for 10 weeks. Outcome measures included visual and auditory ratings of speech accuracy on probe words, as well as standardized speech intelligibility assessments. Results showed significant improvements in speech accuracy and motor control for all children except one, indicating the MSTP may positively impact speech production for children with developmental motor speech disorders.
The use of e-learning in motivating students to excel towards learning outcomes
The use of e-learning in motivating students to excel towards learning outcomesJournal of Education and Learning (EduLearn)
Researchers focus on the efforts of teachers to improve learning outcomes.
Researchers examined the use of e-learning in motivating student
achievement on learning outcomes. The influence of student activity on
learning outcomes. Student achievement motivation on learning outcomes.
The reason for the low quality of student learning makes the author interested
in studying this problem. This paper contributes to using e-learning methods,
student activeness, and student achievement motivation and can improve
learning outcomes. Researchers find a digital-based learning process, the use
of e-learning teaching methods in students' achievement motivation towards
learning outcomes. The authors see student learning outcomes after using elearning.
Respondents of the study were 35 students who took Christian
religious education subjects. The results of the study revealed that
independent use of the material received very high scores. Student activeness
is carried out correctly and effectively, the highest perceived to be at a mean
value of 4.35. Students who take advantage of e-learning have high learning
outcomes. The use of e-learning methods, student activeness, and student
achievement motivation is implemented correctly and effectively. It was
believed to be able to improve the learning outcomes of Christian Religious
Education. FF0186-01-free-business-presentation-template.pptx
This document summarizes a study on the effectiveness of pair work strategies in improving students' speaking abilities. The study was conducted with first grade students at MTs NW Suela for the 2021-2022 academic year. The study used a pre-experimental research design with a pre-test and post-test given to students. Statistical analysis using t-tests found that there was a statistically significant difference between students' pre-test and post-test scores, indicating that pair work strategies were effective in improving students' speaking abilities. The study concludes that pair work is an effective technique for enhancing English speaking skills.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
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แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการฟัง
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศวิชาภาษาอังกฤษ ชั้นมัธยมศึกษาปีที่ 4
Unit: Community
Topic: Famous People
Cbi
แผนการจัดกิจกรรมการเรียนรู้ CBI
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศ/วิชาภาษาอังกฤษ ชั้นมัธยมศึกษาปีที่ 1
หน่วยการเรียนรู้ Unit: Health
Topic: Human Pump
Writing
แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการเขียน
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศวิชาภาษาอังกฤษ ชั้นมัธยมศึกษาปีที่ 4
Unit: Science and Technology
Topic: Impacts
Reading
แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการอ่าน
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศวิชาภาษาอังกฤษ ชั้นประถมศึกษาปีที่ 6
Unit: Myself
Topic: Hobbies
Speaking
แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการพูด
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Unit: Places
Topic: Interesting Places in Community
Sub-topic: Sites
Clil
The document summarizes key terms and concepts related to selectively permeable membranes and concentration gradients. It defines a selectively permeable membrane as a membrane that allows some molecules to pass through but not others. It also defines a solvent as a chemical that can dissolve other chemicals. The document then provides examples of linking verbs that are used to connect subjects to adjectives in sentences. It presents an experiment on selectively permeable membranes and concentration gradients and provides guidelines for students to report the results of the experiment, including stating the goal, methods, results, and importance of the findings.
Tbl
แผนการจัดกิจกรรมการเรียนรู้
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศ/วิชาภาษาอังกฤษ
สอดคล้องกับทฤษฎี Task-based learning
ชั้นมัธยมศึกษาปีที่ 4
Unit: Health
Topic: How to keep fit
B slim
แผนการจัดกิจกรรมการเรียนรู้
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศ/วิชาภาษาอังกฤษ
สอดคล้องกับทฤษฎี B-Slim Model
ชั้นประถมศึกษาปีที่ 5
Unit: Interest/Opinion
Topic: Animal
แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการเขียน
แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการเขียน
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศวิชาภาษาอังกฤษ ชั้นมัธยมศึกษาปีที่ 4
Unit: Science and Technology
Topic: Impacts
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แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการอ่าน
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Unit: Myself
Topic: Hobbies
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แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการพูด
กลุ่มสาระการเรียนรู้ภาษาต่างประเทศวิชาภาษาอังกฤษ ชั้นมัธยมศึกษาปีที่ 2
Unit: Places
Topic: Interesting Places in Community
Sub-topic: Sites
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แผนการจัดการเรียนรู้เพื่อพัฒนาทักษะการฟัง
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Unit: Community
Topic: Famous People
แผนการจัดกิจกรรมการเรียนรู้ B slim สำหรับทำ call
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กลุ่มสาระการเรียนรู้ภาษาต่างประเทศ/วิชาภาษาอังกฤษ
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ชั้นมัธยมศึกษาปีที่ 3
Unit: Environment
Topic: Environment Protection
แผนการจัดกิจกรรมการเรียนรู้ Clil
แผนการจัดการเรียนรู้แบบ CLIL
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แผนการจัดกิจกรรมการเรียนรู้ Cbi
แผนการจัดกิจกรรมการเรียนรู้ CBI
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หน่วยการเรียนรู้ Unit: Health
Topic: Human Pump
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Unit: Health
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Abstract
- 1. TITLE Improving Listening Skill through Dictogloss Approach AUTHORS Wanida Kaewprompakdee, Tawanporn Ardsalee, Papassorn Waijan, Pattharaporn Saowanai ADVISOR Assoc. Prof. Dr. Thooptong Kwangsawad Asst. Prof. Dr. Oranuch Srisa-ard ABSTRACT Currently, listening skill is considered to be the importance for effective communication. Therefore, lack of the ability to listen may cause learners misunderstand. The purposes of this study were (1) to enhance English listening skill by using Dictogloss approach on the 70/70 efficiency criterion (2) to investigate the effectiveness index of listening activities by using Dictogloss approach (3) to compare the results of listening skill before and after using Dictogloss approach (4) to analyze and evaluate the consistency of effectiveness between cooperative learning and Dictogloss approach. The samples were 40 high school students from Mahasarakham University Demonstration School (Secondary), Kantharawichai District, Mahasarakham Province selected by cluster sampling. Four English listening lesson plans, a listening test, and an evaluation of cooperative learning were used as a tool to collect data. Statistics employed for analysis of data included mean, percentage, standard deviation, and t-test dependent. The results of the study were as follows (1) improving listening skill through Dictogloss approach that the effectiveness index reached the efficiency (E1/E2) at 67.99/92.13 which did not meet the established criterion of 70/70. (2) The effectiveness index of listening activities by using Dictogloss approach reached 0.72 or the percentage of 72.25. (3) The result of comparing listening skill before and after using Dictogloss approach showed that the post-test scores were significantly higher than the pre-test scores at 0.5 level. (4) The result of the consistency of effectiveness between cooperative learning and Dictogloss approach showed that the consistency reached the percentage of 75. In conclusion, Dictogloss approach and cooperative learning can improve English listening skill of students. Therefore, improving listening through Dictogloss approach and cooperative learning as the integrated teaching tools should be promoted to utilize for teaching in order to achieve English listening skill.