This document outlines the methodology for a thesis proposal investigating the learning style preferences of vocational education students. It will examine 171 second-year diploma students from 10 programs at Trat Technical College in Thailand. The study will use the Perceptual Learning Style Preference Survey to identify students' preferences for visual, auditory, kinesthetic, tactile, group, or individual learning styles. It will analyze differences in preferences between programs and genders. The results aim to help teachers select teaching methods that maximize student learning.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
This document provides an overview of a thesis proposal submitted by Mr. Nattawut Matluang to fulfill the requirements for a Master of Arts degree in Applied Linguistics (English for Science and Technology) at King Mongkut's Institute of Technology Ladkrabang. The proposal examines the learning style preferences of vocational education students at Trat Technical College. It includes sections on the introduction, literature review, and methodology. The introduction provides background information and states the objectives and research questions. The literature review covers the curriculum for vocational education and definitions and categories of learning styles. The methodology section describes the population and sample, instrument, data analysis procedures, and anticipated outcomes of the study.
This document provides an overview and recommendations for revising an ESL curriculum for adult learners. It discusses the purpose and problems of the original curriculum. The conceptual framework and principles of a revised curriculum are outlined, including ensuring activities integrate reading and writing around meaningful tasks. Considerations for revision include aligning objectives, content, and assessments to learner needs and proficiency levels. The role of textbooks is also addressed.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
Pakistan national curriculum 2006 englishkashif farid
The document outlines the student learning outcomes for English 10th class based on the National Curriculum 2006 in Pakistan. It describes 5 competencies that focus on skills like reading, writing, oral communication, language aspects, and ethical/social development. Each competency includes standards and benchmarks to evaluate students' abilities. The goals are for students to improve comprehension, writing styles, pronunciation, vocabulary, grammar, and social values. Learning will be assessed through units that practice these competencies.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
This document provides an overview of a thesis proposal submitted by Mr. Nattawut Matluang to fulfill the requirements for a Master of Arts degree in Applied Linguistics (English for Science and Technology) at King Mongkut's Institute of Technology Ladkrabang. The proposal examines the learning style preferences of vocational education students at Trat Technical College. It includes sections on the introduction, literature review, and methodology. The introduction provides background information and states the objectives and research questions. The literature review covers the curriculum for vocational education and definitions and categories of learning styles. The methodology section describes the population and sample, instrument, data analysis procedures, and anticipated outcomes of the study.
This document provides an overview and recommendations for revising an ESL curriculum for adult learners. It discusses the purpose and problems of the original curriculum. The conceptual framework and principles of a revised curriculum are outlined, including ensuring activities integrate reading and writing around meaningful tasks. Considerations for revision include aligning objectives, content, and assessments to learner needs and proficiency levels. The role of textbooks is also addressed.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
Pakistan national curriculum 2006 englishkashif farid
The document outlines the student learning outcomes for English 10th class based on the National Curriculum 2006 in Pakistan. It describes 5 competencies that focus on skills like reading, writing, oral communication, language aspects, and ethical/social development. Each competency includes standards and benchmarks to evaluate students' abilities. The goals are for students to improve comprehension, writing styles, pronunciation, vocabulary, grammar, and social values. Learning will be assessed through units that practice these competencies.
Concepts on supervision and the teaching processReggie Cruz
This document discusses concepts related to supervision, the teaching process, and instructional leadership. It defines supervision historically as overseeing schools for religious and moral purposes, and more recently as both administrative coordination and helping teachers. The teaching process is described as addressing student diversity through responsive instruction that considers factors like culture, language, and socioeconomic background. Next generation instruction structures quality learning experiences to help students take responsibility for and transfer their learning. Instructional leadership connects supervision and teaching by providing total learning experiences through supporting teachers and leading instruction.
This study examined students' expectations of their tertiary-level teachers in Trinidad and Tobago. The study found that students expect teachers to be competent in both pedagogical and discipline areas. Specifically, students expect teachers to recognize different learning styles, effectively teach concepts, conduct fair assessments, and model good teaching practices. Additionally, students reported the most important teacher characteristics as being professionalism, dedication to teaching, and caring. The study concludes that understanding student expectations is important for establishing effective professor-student relationships that promote student success.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
1) Language teacher education by distance (LTED) has grown since the 1990s due to new technologies enabling more efficient distribution of knowledge.
2) LTED programs have characteristics like physical separation of teachers and learners but involvement of educational institutions and use of media for communication.
3) While technologies enable new forms of online discussion and learning, LTED still faces challenges like isolation of learners and high dropout rates. More research is needed to understand and improve LTED practices and quality assurance.
Three main approaches to learning and studying are identified: deep approach, surface apathetic approach, and strategic approach. The deep approach involves seeking meaning, relating ideas, and monitoring understanding, while the surface apathetic approach focuses on minimal effort and memorization. A strategic approach manages time and effort to achieve high grades. Factors like assessments, curriculum demands, teaching methods, and the overall learning environment can influence which approaches students adopt. Promoting deep and strategic approaches through measures like well-designed assessments and active learning teaching methods can optimize learning outcomes.
Implementation and Evaluation of Material Designed for EFL Students of the Nu...Jessica Garzón
This document summarizes the methodology used in a research study evaluating an English for Specific Purposes (ESP) material designed for nursing students. The study utilized a mixed-methods approach, including qualitative data collection from observations, surveys, and interviews. Participants included 39 nursing students who used the ESP material over five classroom sessions that focused on different English language skills. Data was analyzed to evaluate the impact of the material and compare students' views with authorities' perspectives. The goal was to design an ESP material that addresses the specific language and learning needs of nursing students.
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
Teacher’s Role and Learner’s Role in Postmethod EraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era. It begins by explaining that the method era involved a top-down approach where theorists developed methods for teachers and learners to follow. However, methods lacked empirical evidence and did not account for local contexts. The post-method era values teacher autonomy and experience over prescribed methods. It defines the post-method teacher as one who constructs their own teaching approaches based on experience, learner needs, and frameworks, rather than following external methods. Learners are no longer passive recipients, but active participants in a bottom-up approach constructed by the teacher. The document reviews frameworks to guide post-method teachers and argues they allow for innovation while maintaining principles of effective
This document discusses the post-methods era in language teaching. It outlines the differences between approaches and methods, with approaches having more flexibility and variety in interpretation compared to the more rigidly defined methods. The document also notes criticisms of approaches and methods, such as a lack of research basis and difficulty applying them in practice. It concludes that while approaches and methods provide useful frameworks, teachers should adapt and transform them based on their own experience and judgment to develop individualized teaching approaches.
1. The document discusses strategies for teaching at-risk students, defined as those with a high probability of failing to acquire necessary academic skills. Characteristics of at-risk students include low socioeconomic status, minority background, history of academic failure, and emotional/behavioral problems.
2. The document recommends strategies for teachers to help at-risk students including making the curriculum relevant, communicating high expectations, promoting self-determination and self-efficacy, satisfying basic needs, setting goals, and fostering positive attributions. A combination of strategies can help many at-risk students succeed and stay in school.
This document discusses instructional grouping in elementary school classrooms. It provides examples of grouping for spelling, reading, and math instruction. For spelling, the document discusses how grouping students by their instructional level based on a spelling assessment allows teachers to provide developmentally appropriate word lists for students to study. Research shows this approach improves student spelling ability more than assigning grade-level lists. The document also describes a program where teachers group students into 2-3 spelling groups based on instructional level and provide interactive activities throughout the week to practice targeted spelling patterns. For reading and math, the document notes grouping can be effective if instruction is adapted to meet student needs, but simply regrouping without instructional considerations is ineffective. Overall, the examples
English language teacher education curriculumaghchay
This document outlines the curriculum for an English Language Teacher Education program. It discusses the core competencies the curriculum aims to develop, including general knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The curriculum uses an integrative and competency-based approach. It allocates credits and hours across the different competency areas, with the majority going to pedagogical content knowledge and content knowledge. Various courses are described that develop these competencies through both theoretical and practical learning opportunities.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondents’ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
Here is a draft syllabus for an English course:
English 101
Course Description:
This is an introductory English course designed to develop basic skills in listening, speaking, reading and writing in English.
Course Objectives:
By the end of the course, students will be able to:
1. Engage in simple conversations on everyday topics
2. Read and understand basic texts
3. Write short paragraphs and letters
4. Improve vocabulary and grammar
Textbook:
English for Beginners by John Doe Publishing
Evaluation:
- Class participation: 10%
- Homework: 20%
- Quizzes: 30%
- Final exam: 40%
This document discusses post-method pedagogy in TESOL education. It covers three key topics:
1. Understanding the limitations of traditional "method-based" pedagogy and the need to move towards a "post-method condition" that empowers teachers.
2. The three parameters of post-method pedagogy: particularity, practicality, and possibility. This emphasizes developing context-sensitive and location-specific practices.
3. Critical approaches to TESOL, which aim to question the status quo through transformative pedagogy and greater inclusiveness. This involves issues like power relations, marginalization, and ensuring access to discourse for all students.
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
This document discusses trends in second language teaching approaches from traditional to contemporary methods. It addresses stimuli for change, including the ineffectiveness of traditional approaches and the relevance of language learning. It also covers syllabus design challenges, such as separating content and process, and specifying linguistic elements. Finally, it examines teaching approaches, including transmission versus interpretation models of learning and high-structure versus low-structure instructional environments.
This document discusses the growing need for interdisciplinary curriculum. It defines key terms like discipline, interdisciplinary, and types of disciplinary approaches. The document outlines challenges in interdisciplinary content selection like lacking focus or creating tensions between subjects. Effective interdisciplinary programs integrate both discipline-based and interdisciplinary experiences using a carefully designed scope and sequence. There is a growing need for interdisciplinary curriculum to help students develop a broad understanding, address real-world problems, and keep learning relevant with new developments. Benefits include improved higher-order thinking skills and providing a more unified, motivating learning experience for students.
This document describes a study that developed new patterns for natural-dyed reed products and evaluated consumers' satisfaction with the products. It reports the following key findings:
1. Existing reed products lacked attractive patterns, making them less desirable.
2. The study developed new product patterns for home decorations and bags.
3. Surveys found that consumers were highly satisfied with the quality and design of the new products.
Concepts on supervision and the teaching processReggie Cruz
This document discusses concepts related to supervision, the teaching process, and instructional leadership. It defines supervision historically as overseeing schools for religious and moral purposes, and more recently as both administrative coordination and helping teachers. The teaching process is described as addressing student diversity through responsive instruction that considers factors like culture, language, and socioeconomic background. Next generation instruction structures quality learning experiences to help students take responsibility for and transfer their learning. Instructional leadership connects supervision and teaching by providing total learning experiences through supporting teachers and leading instruction.
This study examined students' expectations of their tertiary-level teachers in Trinidad and Tobago. The study found that students expect teachers to be competent in both pedagogical and discipline areas. Specifically, students expect teachers to recognize different learning styles, effectively teach concepts, conduct fair assessments, and model good teaching practices. Additionally, students reported the most important teacher characteristics as being professionalism, dedication to teaching, and caring. The study concludes that understanding student expectations is important for establishing effective professor-student relationships that promote student success.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
1) Language teacher education by distance (LTED) has grown since the 1990s due to new technologies enabling more efficient distribution of knowledge.
2) LTED programs have characteristics like physical separation of teachers and learners but involvement of educational institutions and use of media for communication.
3) While technologies enable new forms of online discussion and learning, LTED still faces challenges like isolation of learners and high dropout rates. More research is needed to understand and improve LTED practices and quality assurance.
Three main approaches to learning and studying are identified: deep approach, surface apathetic approach, and strategic approach. The deep approach involves seeking meaning, relating ideas, and monitoring understanding, while the surface apathetic approach focuses on minimal effort and memorization. A strategic approach manages time and effort to achieve high grades. Factors like assessments, curriculum demands, teaching methods, and the overall learning environment can influence which approaches students adopt. Promoting deep and strategic approaches through measures like well-designed assessments and active learning teaching methods can optimize learning outcomes.
Implementation and Evaluation of Material Designed for EFL Students of the Nu...Jessica Garzón
This document summarizes the methodology used in a research study evaluating an English for Specific Purposes (ESP) material designed for nursing students. The study utilized a mixed-methods approach, including qualitative data collection from observations, surveys, and interviews. Participants included 39 nursing students who used the ESP material over five classroom sessions that focused on different English language skills. Data was analyzed to evaluate the impact of the material and compare students' views with authorities' perspectives. The goal was to design an ESP material that addresses the specific language and learning needs of nursing students.
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
Teacher’s Role and Learner’s Role in Postmethod EraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era. It begins by explaining that the method era involved a top-down approach where theorists developed methods for teachers and learners to follow. However, methods lacked empirical evidence and did not account for local contexts. The post-method era values teacher autonomy and experience over prescribed methods. It defines the post-method teacher as one who constructs their own teaching approaches based on experience, learner needs, and frameworks, rather than following external methods. Learners are no longer passive recipients, but active participants in a bottom-up approach constructed by the teacher. The document reviews frameworks to guide post-method teachers and argues they allow for innovation while maintaining principles of effective
This document discusses the post-methods era in language teaching. It outlines the differences between approaches and methods, with approaches having more flexibility and variety in interpretation compared to the more rigidly defined methods. The document also notes criticisms of approaches and methods, such as a lack of research basis and difficulty applying them in practice. It concludes that while approaches and methods provide useful frameworks, teachers should adapt and transform them based on their own experience and judgment to develop individualized teaching approaches.
1. The document discusses strategies for teaching at-risk students, defined as those with a high probability of failing to acquire necessary academic skills. Characteristics of at-risk students include low socioeconomic status, minority background, history of academic failure, and emotional/behavioral problems.
2. The document recommends strategies for teachers to help at-risk students including making the curriculum relevant, communicating high expectations, promoting self-determination and self-efficacy, satisfying basic needs, setting goals, and fostering positive attributions. A combination of strategies can help many at-risk students succeed and stay in school.
This document discusses instructional grouping in elementary school classrooms. It provides examples of grouping for spelling, reading, and math instruction. For spelling, the document discusses how grouping students by their instructional level based on a spelling assessment allows teachers to provide developmentally appropriate word lists for students to study. Research shows this approach improves student spelling ability more than assigning grade-level lists. The document also describes a program where teachers group students into 2-3 spelling groups based on instructional level and provide interactive activities throughout the week to practice targeted spelling patterns. For reading and math, the document notes grouping can be effective if instruction is adapted to meet student needs, but simply regrouping without instructional considerations is ineffective. Overall, the examples
English language teacher education curriculumaghchay
This document outlines the curriculum for an English Language Teacher Education program. It discusses the core competencies the curriculum aims to develop, including general knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The curriculum uses an integrative and competency-based approach. It allocates credits and hours across the different competency areas, with the majority going to pedagogical content knowledge and content knowledge. Various courses are described that develop these competencies through both theoretical and practical learning opportunities.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondents’ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
Here is a draft syllabus for an English course:
English 101
Course Description:
This is an introductory English course designed to develop basic skills in listening, speaking, reading and writing in English.
Course Objectives:
By the end of the course, students will be able to:
1. Engage in simple conversations on everyday topics
2. Read and understand basic texts
3. Write short paragraphs and letters
4. Improve vocabulary and grammar
Textbook:
English for Beginners by John Doe Publishing
Evaluation:
- Class participation: 10%
- Homework: 20%
- Quizzes: 30%
- Final exam: 40%
This document discusses post-method pedagogy in TESOL education. It covers three key topics:
1. Understanding the limitations of traditional "method-based" pedagogy and the need to move towards a "post-method condition" that empowers teachers.
2. The three parameters of post-method pedagogy: particularity, practicality, and possibility. This emphasizes developing context-sensitive and location-specific practices.
3. Critical approaches to TESOL, which aim to question the status quo through transformative pedagogy and greater inclusiveness. This involves issues like power relations, marginalization, and ensuring access to discourse for all students.
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
This document discusses trends in second language teaching approaches from traditional to contemporary methods. It addresses stimuli for change, including the ineffectiveness of traditional approaches and the relevance of language learning. It also covers syllabus design challenges, such as separating content and process, and specifying linguistic elements. Finally, it examines teaching approaches, including transmission versus interpretation models of learning and high-structure versus low-structure instructional environments.
This document discusses the growing need for interdisciplinary curriculum. It defines key terms like discipline, interdisciplinary, and types of disciplinary approaches. The document outlines challenges in interdisciplinary content selection like lacking focus or creating tensions between subjects. Effective interdisciplinary programs integrate both discipline-based and interdisciplinary experiences using a carefully designed scope and sequence. There is a growing need for interdisciplinary curriculum to help students develop a broad understanding, address real-world problems, and keep learning relevant with new developments. Benefits include improved higher-order thinking skills and providing a more unified, motivating learning experience for students.
This document describes a study that developed new patterns for natural-dyed reed products and evaluated consumers' satisfaction with the products. It reports the following key findings:
1. Existing reed products lacked attractive patterns, making them less desirable.
2. The study developed new product patterns for home decorations and bags.
3. Surveys found that consumers were highly satisfied with the quality and design of the new products.
This document describes the design, testing, and evaluation of a cassava cutting machine. It introduces the problem of inefficient cassava harvesting and presents the objectives to design a machine, test its effectiveness, and gauge farmer satisfaction. The methodology section outlines how the machine was built and tested through trials measuring cutting time and farmer questionnaires. The results found the machine could cut 2,400 cassava pieces in 60 minutes with high levels of farmer satisfaction in using the new technology.
The document reports on a study that investigated the perceptual learning styles of vocational education students at Trat Technical College in Thailand. 170 students across 6 programs completed the Perceptual Learning Styles Preference Questionnaire. The results showed that the students' major learning style preferences were group, kinesthetic, and auditory styles, while their minor preferences were visual, tactile, and individual styles. There were statistically significant differences in learning styles between students in the Electrical Power Technology, Electronics Technology, and Accounting programs.
This document provides an overview of research methods. It discusses that research is done to gain new knowledge and discuss innovations in fields like medicine, agriculture, and business due to past research. It also discusses qualitative and quantitative research methods. Qualitative research aims to understand perspectives through methods like interviews while quantitative research aims to measure variables and relationships through methods like surveys. The document outlines key elements and characteristics of research as well as comparing qualitative and quantitative research approaches.
This document presents a thesis proposal that aims to investigate the perceptual learning style preferences of vocational education students at Trat Technical College in Thailand. The proposal includes an introduction that establishes the importance of understanding students' learning styles and outlines the objectives and research questions. It also provides definitions of key terms and discusses the anticipated outcomes. The literature review covers the curriculum for vocational education in Thailand and defines learning styles. It outlines common learning style categories and reviews related international research on learning styles. The methodology section describes the population, instrument, validity, reliability, and data analysis procedures.
Language Learning Style Preferences of Low English Proficiency (LEP) Students...ahmad faizul shah
This document discusses a study that examined the learning style preferences of 252 low English proficiency students at a Malaysian tertiary institution. It used Reid's Perceptual Learning Style Preferences Questionnaire to identify students' preferences across six styles: visual, auditory, kinesthetic, tactile, group, and individual. The results indicated that all six styles were negative learning styles for these students, meaning none were preferred. The study also found that gender did not influence students' style preferences. The document provides background on learning styles and reviews several other related studies.
The document summarizes a study on improving Indonesian EFL students' reading and writing skills through direct instruction of cognitive and metacognitive strategies. It begins with background on literacy rates and education levels in Indonesia. It then discusses issues with students' current approach to reading and writing in English. The study aims to investigate the effects of explicit strategy instruction on students' reading, writing, and ability to integrate information from reading to writing. A quasi-experimental design with pre- and post-tests will be used to compare outcomes between a control group and an experimental group receiving strategy instruction. Limitations are addressed and data collection and analysis methods involving questionnaires, tests, interviews and checklists are outlined.
This study investigated the relationships between grade level, perceptual learning styles, and language learning strategies among Taiwanese EFL students in grades 7 through 9. The results showed statistically significant relationships between grade level and kinesthetic, tactile, and individual learning style preferences. Relationships were also found between grade level and the use of memory, cognitive, metacognitive, affective, and social strategies. Additionally, the results revealed relationships between different learning style preferences and language learning strategies. The study provides pedagogical implications for incorporating different learning approaches based on grade level. It also suggests exploring what causes changes in learning styles and using multiple instruments to better understand students' individual differences.
The document summarizes a study that investigated the impact of Communicative Language Teaching (CLT) on Taiwanese college students' speaking ability and motivation to learn a foreign language. The study used pre- and post-tests of oral performance and questionnaires to compare an experimental group that learned with CLT for one semester to a control group that learned with the traditional Grammar Translation Method. The results were analyzed using SPSS to determine the effects of CLT implementation on students' oral performance and learning attitudes.
1) Research has examined how learning styles and gender influence student performance in blended learning environments. Studies show that while learning styles may impact initial performance, students are often able to adapt to different styles over time.
2) The needs of mature female adult learners in blended programs warrant specific consideration. Juggling family and work responsibilities can lead to stress and frustration if a program does not accommodate their learning preferences and social circumstances.
3) Ensuring that a blended program meets students' learning style preferences within the first few hours is important for retention, especially for mature women who may be more likely to abandon the program if it is incompatible with their cognitive style.
This document outlines a thesis proposal that investigates the language learning styles used by Kurdish EFL students at Salahaddin University. The study aims to identify the predominant learning styles of students, examine relationships between learning style and gender or teaching style, and understand how styles impact language proficiency. The proposal describes the research questions, hypotheses, objectives, scope, methodology involving questionnaires and observations, participants, and work schedule. If approved, the study could provide valuable insights into enhancing the English language learning process in Kurdistan.
Adult EFL Students' Preferred Learning Styles and MotivationMastura Kamal
The document discusses a study that explored the preferred learning styles and motivation levels of adult EFL students in Taiwan. It administered a questionnaire to 165 students to determine their preferences for auditory, visual, tactile, kinesthetic, individual, group, and computer-assisted learning styles. The study found differences in preferred styles between genders and sought to understand how styles impact the learning process and motivation. Understanding students' styles can help design curricula and instruction better to increase achievement and motivation.
This document provides an introduction and overview of a proposed dissertation examining the effects of instruction emphasizing fluency, flexibility, originality, and elaboration on vocabulary achievement, reading comprehension, and creativity in 3rd through 6th grade students. It presents 3 research questions and reviews relevant professional literature on traditional vs. nontraditional instruction, the need for creativity and vocabulary instruction, creative thinking instruction methods, and how fluency, flexibility, originality, and elaboration can enhance vocabulary development and creativity. The proposed mixed methods study and research methods utilizing various assessments are also summarized.
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Ppt eric
1. PREFERENCES OF
VOCATIONAL EDUCATION
STUDENTS AT TRAT
TECHNICAL COLLEGE
A THESIS PROPOSAL SUBMITTED IN
PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE DEGREE OF
MASTER OF ART IN APPLIED LINGUISTICS
(ENGLISH FOR SCIENCE AND TECHNOLOGY)
KING MONGKUT’S INSTITUTE OF
TECHNOLOGY LADKRABANG
Presented by
Mr.Nattawut Matluang,
53631521
2. STYLE PREFERENCES OF
VOCATIONAL EDUCATON
STUDENTS AT TRAT
TECHNICAL COLLEGE
INTRODUCTION
LITERATURE
REVIEW
METHODOLOG
Y
3. INTRODUCTION
Statement and Significance of
the Problems the
Objectives of
Study
Research
Questions
Scopes or
study
Rationale
Limitation of the
of the
Study
Definitions of Terms Used
Anticipated
Outcomes
4. LITERATURE REVIEW
Curriculum for the Diploma of
Vocational Education
Definition of Learning Styles
Fundamentals of Learning
Styles
Learning Style Categories
Related Researches
6. INTRODUCTION
Statement and Significance of the
English is oneProblems
of the world
significant languages (Hou
2009). is official language in more
English
than 50 countries (CIA 2012)
Educational Improvement in the
2nd Decade of Education Reform
(2011-2018)
Government’s Educational Policy in
Student-Centered Learning
7. INTRODUCTION (Cont.)
Important component of learning
style theory.
Need of investigating the learning
style differences.
Different teaching-learning
atmospheres from my 7-year
experience in 2 technical colleges.
Lack of understanding in the nature
of students' perceptual learning style
preferences.
8. Objectives of the Study
To investigate the perceptual
learning style preferences of
vocational education students in 10
programs at Trat Technical College.
To compare the perceptual learning
style preferences of vocational
education students from different
programs and genders at Trat
Technical College.
9. Research Questions
What are the perceptual learning
style preferences of vocational
education students in 10 programs at
Trat Technical College?
Are there any differences between
the perceptual learning style
preferences of vocational education
students from different programs and
genders?
10. Scopes or Limitation of the
study
Focus on investigating the
perceptual learning style preferences
of the second-year vocational
education students in diploma who
will enroll in Developing Skills for
Englishself-report questionnaire ofstthe
Use a Communication 2 in the 1
semester (2012) in 10 programs.
Perceptual Learning Style Preference
Survey (PLSPS) Reid (1987) to
identify students' perceptual learning
11. Rationale of the Study
Sub-Committees on Leaning Reform
of Thai National Education
Commission & Thai Ministry of
Education changed teacher centeredness to learner-centeredness
Teaching-learning process shall aim
( Phungphol 2005).
at learners' best development of own
pace and potentiality (NEA 1999).
Teachers' role is to adapt the idea of
the learners-centered approach
(Nunan 1988; Rost & Ross 1991).
12. Rationale of the Study
(Cont.)
Student should be aware of their
learning styles which teachers need to
guarantee this (Pask 1977).
Learning styles theory has been utilized
extensively in education research
studies (Kinsella 1993; Oxford 1995;
Oxford & Nam 1998; Reid 1995, 1998;
Rossi-Le 1995; Stebbins 1995).
13. Rationale of the Study
(Cont.)
Many researchers studied on learning
styles; Claxton and Marrell (1987),
Chang (2003), Hsu (2007), Reid (1987)
Some researchers focused on learning
etc.
styles in Thailand, Nimmanpisood
(1992), Buranarek (2002), Simsek
(2005), Boonsuk (2008), Banbang
No research have emphasized on
(2010) etc.
diploma students' perceptual learning
style preferences in Thailand.
14. Definitions of Terms Used
Learning Styles: Internally based
characteristics that are the basis for
the intake and understanding of new
information.a Foreign Language
English as
(EFL): The role of English in countries
where it is taught as a subject in
Vocational Education Students: The
schools
2nd year students in Diploma of
Vocational Education in 10 programs
who will enroll in Developing Skills for
15. Definitions of Terms Used
(Cont.)
Perceptual Learning Styles
1) Visual Style: Tendency to learn more
effectively through visual perception.
2) Auditory Style: Tendency to learn more
effectively through auditory perception.
3) Kinesthetic Style: Tendency to learn more
effectively through whole-body movement.
16. Definitions of Terms Used
(Cont.)
Perceptual Learning Styles
(Cont.)
4) Tactile Style: Tendency to learn more
effectively through touch and hand-on
activity. Style: Tendency to learn more
5) Group
effectively through working with others.
6) Individual Style: Tendency to learn more
effectively through working alone.
17. Anticipated Outcomes
Students in learning more
effectively, easier, and more
enjoyable.
Teachers in selecting the appropriate
teaching approaches, styles, and
materials to maximize student learning
18. LITERATURE REVIEW
Curriculum for the Diploma of
Principles
Vocational Education
skilled workers
occupational competencies
an opportunity for the business
Objectives
sector
to produce and develop skilled
workers with knowledge, vocational
skills, morals, ethics, disciplines,
attitude, personality, and
19. Curriculum for the Diploma of
Vocational Education
Implementation
Learning-Teaching
enroll in any modes of learning
offered
emphasizes
Time Duration real practice
2 years for a vocational certificate
3 years for upper secondary
education certificates
20. Curriculum for the Diploma of
Vocational Education
Credits
Structure
Project
On-the-job Training
Qualifications
Evaluation
Extracurricular Activities
Graduation
21. Definition of Learning
Styles
Learning
styles qualified as cognitive,
affective, and psychological behavior
which show how learner perceive,
interact with, and respond to the
learning environment (NASSP 1979).
Learning styles refer to “stable,
pervasive characteristics of individual,
expressed through the interaction of
one's behaviors and personality as one
approaches a learning task” (Reid
22. Definition of Learning
Styles
Cornett
1983
Zapalsk
a 2007
Dunn&G
riggs
1988
P.Smith
& Dalton
2005
Cottrell
2001
Yannnib
elli et
Briggs
2000
Loo
2002
Johnson
&
Orwig
1998
wikiped
ia
Godoy&
Amandi
2006
Smith
2002
23. Fundamentals of Learning
Styles
learning
style and learning strengths
and weaknesses
wide continuums
be value-neutral
be encouraged to “stretch”
learning styles
strategies
awareness of their learning strengths
and weaknesses
24. Learning Style Categories
Reid (1995) re fe rs le a rning s ty le s to a n
ind ivid ua
Affectiv
Cognitiv l's na tura l, ha bitua l a nd
Sensory
p re fe rre d wa y (s ) o f a bs o rbing ,
e/
e
Cognitive Learningre ta ining ne w
p ro c e s s ing , a nd Styles
tempera
Field Independent and Field
info rm a tio n a nd s kills .
ment
Dependent Learning Style
Analytic and Global Learning Styles
Reflective and Impulsive Learning
Styles
Kolb Experiential Learning Model
25. Learning Style Categories
Sensory
Learning Styles
Perceptual Learning Styles
Affective
or Temperament Learning
Styles
Myers-Briggs Type Indicator (MBTI)
Tolerance of Ambiguity Styles
Right and Left Brained Learning Styles
26. Cognitive
Learning Styles
Elementary school children (Peck
1995)
Child (Schmeck 1988)
Affective or Temperament Learning
Styles
Native English Speaker (NES) writing
classes (Jensen and DiTiberio 1984,
Sensory Learning Styles
1989)
ESL adult immigrations (Rossi-Le
1989)
Significant culture differences (Reid
27. Advantages of Perceptual Learning
Preferences Survey
students can easily tabulate their own
results and enjoy the immediate
Cognitive Learning
Children
Styles gratification (Kinsella 1994)
Affective
or
Native English Speak
Temperament
Learning Styles
Sensory Learning
ESL adult & Asian stude
Styles
28. Related Researches
International Related
Researches
Willing (1988) conducted a research
with respect to the learning styles in
adult migrant education
Impossible for statistically valid
cross-comparisons
Considered individual characteristics
separately
cultural differences with respect
29. Related Researches
International Related
Researches
Reid (1987) conducted a research
with respect to the learning style
preferences of ESL learners.
ESL learners strongly preferred
kinesthetic and tactile learning styles
most groups showed a negative
preference for group learning
30. Related Researches
International Related
Researches
Stebbins (1995) replicated Reid’s
(1987) study to obtain more
information about the similarities and
differences in learning styles between
ESL learners and Native English
Speakers (NESs).
results paralleled with Reid’s results
Kinesthetic and tactile learning
styles were strongly preferred by
31. Related Researches
Domestic Related
Researches
Banbang (2010) investigated 232
undergraduate students
Engineering students preferred
visual learning styles the most
Applied Science students preferred
kinesthetic learning styles the most
32. Related Researches
Domestic Related
Researches
Boonsuk (2008) surveyed 433
Pondok schools students
Most students preferred the group
Simsek (2005) explored 134
learning styles students
secondary school
Most students preferred kinesthetic
Singhasiri et al. (2004), W
atanasin
style
(2004), Sattacomkul (1992)
34. METHODOLOGY
Population and Sample
438
diploma students who are
learning English as a foreign language
at Trat
Sample Technical College
171
second-year diploma students
who will enroll in Developing Skills for
English Communication 2 in the 1st
semester (2012) in 10 programs
36. Instru
ment
ual
ivid hic
ind rap
og ion
dem mat
for
in
PLSPQ
Questionn
aires
PLS
P
Q
is currently widespread with
educators and have found in many
educational researches (Boonsuk
Questionnaire will be adopted from
2008).
Reid (1987, 1998) and translated into
Thai language utilizing from Simsek
37. Validity and reliability of the
questionnaire
A Draft
Questionnairep
roo
d to dvisor
by fread
te
mi t
co l
ha
b
u
rc
lea
sea
gue
e re
h
s
a pilot questionnaire
38. Data Analysis and Statistical
Procedures
Descriptive statistics
through SPSS
Arithmetic
Mean and Standard
Deviation
levels of use of language learning
Independent Sample T-test
styles
the perceptual learning style
preferences of students from
different programs and genders.
significant difference between males
39. Item
1
When the teacher tells me the instruction, I
understand better.
เมื่อครูผู้สอนอธิบายถึงคำาสั่งเพิ่มเติม ฉันรู้สึกว่าเข้าใจ
ดียิ่งขึ้น
2
I prefer to learn by doing something in class.
ฉันชอบที่จะเรียนในห้องโดยการลงมือปฏิบัติมากกว่า
3
I get more work done when I work with others.
ฉันทำางานในห้องเรียนได้มากขึ้น เมื่อมีเพื่อนร่วมห้อง
ร่วมทำาด้วย
4
I learn more when I study with a group
ฉันเรียนรู้ได้มากขึ้น เมื่อเรียนเป็นกลุ่ม
5
In class, I learn best when I work with
others.
ในห้องเรียน ฉันจะเรียนรู้ได้ดีทสุดเมื่อมีเพื่อนร่วมชัน
ี่
้
เรียนด้วย
6
I learn better by reading what the teacher writes
on the blackboard.
ฉันรู้สึกว่าฉันเรียนได้ดขึ้นเมื่ออ่านข้อความที่ครูเขียน
ี
บนกระดาน
7
When someone tells me how to do something in
class, I learn it better.
เมื่อต้องการจะทำาอะไรซักอย่าง ฉันรู้สึกว่าฉันเรียนรู้
ได้ดีขึ้น เมื่อมีคนบอกถึงวิธีการในทำา
8
When I do things in class, I learn better.
S A U D S
A
D
40. Item
11
I learn more when I can make a model of
something.
ฉันเรียนรู้ได้มาก ถ้าฉันสร้างแบบจำาลองจากสิ่งที่ฉน
ั
เรียนได้
12
I understand better when I read instructions.
ฉันเข้าใจได้ดี เมื่ออ่านคำาสั่งหรือข้อความต่างๆ
13
When I study alone, I remember things better.
ฉันจำาสิ่งต่างๆ ได้ดีเมื่อเรียนคนเดียว
14
I learn more when I make something for a class
project.
ฉันเรียนรู้ได้มากขึ้นเมื่อมีการทำาโครงงานเกี่ยวกับเรื่อง
ที่เรียน
15
I enjoy learning in class by doing experiments.
ฉันรู้สึกสนุกกับการเรียนที่มีการทดลอง
16
I learn better when I make drawings as I study.
ฉันสามารถเรียนรู้ได้ดีขึ้นเมื่อมีการวาดภาพประกอบ
เกี่ยวกับสิ่งที่ฉนเรียน
ั
17
I learn better in class when the teacher gives a
lecture.
ฉันเรียนรู้ในห้องได้ดีขึ้นเมื่อได้ฟังครูพูดในห้อง
18
When I work alone, I learn better.
ฉันเรียนได้ดีขึ้นเมื่ออยู่คนเดียว
I understand things better in class when I
S A U D S
A
D
41. Item
21
I enjoy working on an assignment with two or
three classmates.
ฉันรู้สึกสนุกเมื่อทำาแบบฝึกหัดร่วมกับเพื่อนใน
ห้องเรียน
22
When I build something, I remember what I
have learned better.
เมื่อฉันสร้างอะไรซักอย่าง ฉันจะจำาวิธีการทำาได้ดีมาก
23
I prefer to study with others.
ฉันชอบที่จะเรียนร่วมกับคนอื่น
24
I learn better by reading than by listening to
someone.
ฉันเรียนรู้ได้ดีจากการอ่านมากกว่าการฟังคนอื่นพูด
25
I enjoy making something for a class project.
ฉันจะรู้สึกสนุกทุกครั้งเมื่อต้องทำาโครงงานเกี่ยวกับ
เรื่องที่เรียน
26
I learn best in class when I can participate in
related activities.
ฉันจะเรียนได้ดีที่สุดถ้าฉันได้มีส่วนร่วมกับกิจกรรมที่
เกี่ยวกับสิ่งที่เรียน
27
In class, I work better when I work alone.
ในห้องเรียน ฉันจะทำางานคนเดียวได้ดกว่า
ี
S A U D S
A
D