Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
IMPROVING THE READING COMPREHENSION OF GRADE 8 LEARNERS USING 4RS (READ, RETE...John1Lorcan
This study attempts to improve the reading comprehension of Grade 8 learners using the 4R strategy.
Thirty-four (34) Grade 8 learners under frustration level participated in the study. 4Rs (Read, Retell,
React, Reflect) was employed, and a reading comprehension test was used to collect the required data.
This study is action research designed to determine if there is an improvement in students' reading
comprehension after implementing the 4R strategy. The implementation of 4R in this study frames Richard
Sagor's Four-Stage Model of action research. The researchers have developed a strategy to address
students' reading comprehension through reading, retelling, reacting, and reflecting, hence, 4Rs. This
strategy combines reading approaches to cater to the essential factors necessary for compelling reading.
Mean and Standard Deviation were used to determine the students' comprehension level during pre-test
and post-test and determine how dispersed the scores were. Paired Sample T-test was also employed to
determine the significant difference between the pre-test and post-test scores. The findings revealed
significant differences between students' pre-test and post-test reading comprehension levels using the 4Rs
strategy. The study concludes that adopting the 4Rs strategy improves the Grade 8 learners reading
comprehension.
Learning at the Speed of Light: Deep Learning and Accelerated Online ProgramsStaci Trekles
Presentation summarizing the results of my dissertation research, which was a case study regarding accelerated online graduate programs and the approaches that students take to learning.
IMPROVING THE READING COMPREHENSION OF GRADE 8 LEARNERS USING 4RS (READ, RETE...John1Lorcan
This study attempts to improve the reading comprehension of Grade 8 learners using the 4R strategy.
Thirty-four (34) Grade 8 learners under frustration level participated in the study. 4Rs (Read, Retell,
React, Reflect) was employed, and a reading comprehension test was used to collect the required data.
This study is action research designed to determine if there is an improvement in students' reading
comprehension after implementing the 4R strategy. The implementation of 4R in this study frames Richard
Sagor's Four-Stage Model of action research. The researchers have developed a strategy to address
students' reading comprehension through reading, retelling, reacting, and reflecting, hence, 4Rs. This
strategy combines reading approaches to cater to the essential factors necessary for compelling reading.
Mean and Standard Deviation were used to determine the students' comprehension level during pre-test
and post-test and determine how dispersed the scores were. Paired Sample T-test was also employed to
determine the significant difference between the pre-test and post-test scores. The findings revealed
significant differences between students' pre-test and post-test reading comprehension levels using the 4Rs
strategy. The study concludes that adopting the 4Rs strategy improves the Grade 8 learners reading
comprehension.
Learning at the Speed of Light: Deep Learning and Accelerated Online ProgramsStaci Trekles
Presentation summarizing the results of my dissertation research, which was a case study regarding accelerated online graduate programs and the approaches that students take to learning.
By Jennifer Spohrer, Bryn Mawr College for the e-Learning 2.0 Conference, March 29, 2012. In this presentation, Jennifer Spohrer addresses this research question: Can we use a blended learning approach to improve learning outcomes in introductory STEM courses?
An Investigation of Learning-Oriented Assessment (LOA) in Higher Education: A Case Study of GFP Instructors at the University of Buraimi
Asma Hamyar Al Azzani,
General Foundation Centre, University of Buraimi (UoB), Al Buraimi Governorate, Sultanate of Oman
The Ninth International Conference on Languages, Linguistics, Translation and Literature
1-2 February 2024 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Please feel free to write if there is any query.
The Conference Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@llld.ir
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Project Team
Mohan Menon
Phalachandra Bhandigadi
Jasmine Emmanuel
Wawasan Open University, Penang
Presented by Cheryl Hodgkinson-Williams, ROER4D Principal Investigator, University of Cape Town
Speedy Learning: Best Practices in Accelerated Online Instructional DesignStaci Trekles
For presentation at the 2014 Conference on Distance Teaching and Learning - Madison, WI
Lately, more and more academic programs, particularly at the graduate level, are moving to an accelerated distance education model in an effort to help adult learners achieve necessary skills and credentials more conveniently (Rafferty & Lindell, 2011; Wlodkowski & Ginsberg, 2010). The movement toward accelerated coursework allows learners the freedom to work more quickly toward desired goals, transcending time and place (Pastore, 2010; Seamon, 2004). However, since the goal of any graduate-level program is to develop higher levels of learner expertise that can be put into practice immediately, it is important to ensure that deep learning of skills and knowledge is evoked, even when time is compressed (Biggs, 1987; Biggs & Tang, 2007; Clotfelter, Ladd, & Vigdor, 2007; Rafferty & Lindell, 2011; Wier, Stone & Hunton, 2005). What kinds of features, strategies, and tools must be in place to ensure that students in accelerated programs receive the same opportunities to learn deeply as their counterparts in more “traditional” programs? This case study investigated an accelerated program in education in order to learn from students and from the instructional design strategies employed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
SlidesThe Effectiveness of Using Blended Learning in Improving Students’ Second Language Writing: The Case of KPTM Diploma Students
1. The Effectiveness of Using Blended Learning in
Improving Students’ Second Language Writing:
The Case of KPTM Diploma Students
Suhaila Binti Abdul Aziz
2014953827
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2. Introduction
The decline of English
proficiency among school
leaver continues despite on
the emphasis of the
importance of English
(Thang, et al., 2013).
The Change of Teaching
and Learning Strategy
•Traditional classroom to
modern approach
The use E-Learning has been widely used in Higher
Education Institutes in Malaysia
(Norazah Mohd Nordin, Mohamed Amin Embi
& Zaidan Abdul Wahab, 2011)
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3. Background
Previous Findings 1
Moodle in ESL (Ilin, 2013)
•Students appeared to be
autonomous learners
•Positive attitude towards the
learning approach
Previous Findings 2
Blended Learning and L2
Writing
(So & Lee, 2013)
• Post draft online – feedback
from teacher and peers
• The students enjoyed and
benefited from the learning
• Marks for post-test are
better than pre-test
Why conduct this research?
• Different sample
• Use different online learning - OLeS
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4. Problem Statement
Scenario in KPTM
• KPTM students do not fully utilise OLeS
•Only for download notes uploaded by the lecturer
•Limited number and time in conventional classroom = lack of
feedback from the teacher (So & Lee, 2013).
Who involved in the issue?
KPTM students
Why we should solve this
issue?
•Utilisation of OLeS in
improving English
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5. Research Objectives
To compare students writing performance between
blended learning and face-to-face learning
To examine whether the students’ motivation of using
technologies in ESL classroom contribute to students’
writing performance
To identify the appropriate and suitable learning approach
in improving students writing skills.
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6. Research Questions
What is the comparison of writing performance between
those students who use blended learning and face-to-face
learning?
How students’ motivations contribute to students’ writing
performance when they use blended learning in ESL
writing class?
What is the suitable learning approach that can help to
improve students’ writing skill?
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9. Research Instruments
NO. RESEARCH QUESTION(S) INSTRUMENT(S)
1. What is the comparison of writing
performance between those students who
use blended learning and face-to-face
learning?
Test
• Pre-test
• Post-test
2. How students’ motivations contribute to
students’ writing performance when they
use blended learning in ESL writing class?
Questionnaires
3. What is the suitable learning approach that
can help to improve students’ writing skill?
Document Analysis
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10. Data Analysis
NO. RESEARCH QUESTION(S) DATA ANALYSIS
1. What is the comparison of writing
performance between those students who
use blended learning and face-to-face
learning?
Percentage
2. How students’ motivations contribute to
students’ writing performance when they
use blended learning in ESL writing class?
Frequency, mean,
standard deviation
3. What is the suitable learning approach that
can help to improve students’ writing skill?
Content Analysis
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