Dissertations / Theses on the topic 'English learning engagement'
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MacDiarmid, Carole. "Interaction and engagement in problem-based learning sessions : a corpus-based analysis." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8327/.
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This research is motivated by the need for a better understanding of the nature of student-centred interactions in university settings. Although there is now a considerable amount of research into written academic English, studies of spoken academic English, particularly of student-centred, disciplinary-specific events, are still relatively few in comparison. This work aims to go some way towards redressing the balance. The study provides a description of a variety of linguistic features of one type of speech event, problem-based learning sessions (PBLs), within the context of a postgraduate programme in Medical Genetics. PBLs are underpinned by a very clear pedagogy driving their incorporation into academic programmes: through a cycle of tutorials, individual research and presentations, students develop content knowledge and the skills thought essential for the professional practitioner. Although common within the field of medicine, there has been relatively little research into how the discipline and pedagogy are realised linguistically. This study analyses a specially compiled corpus of five complete PBL cycles, each with two stages. It comprises over 12 hours of speech, approximately 115,000 words and is searchable as a whole and for each stage. By applying a variety of approaches, including Conversation Analysis (CA), Corpus Linguistics, and aspects of Discourse Analysis, this allows for a more detailed and fine-grained analysis of student discourse than one approach alone. Applying CA, the study identifies features of the overall organisational structure and the different patterns of talk found in each stage. Academic functions common to the stage two presentations are also identified. The corpus-based analysis investigates three specific linguistic areas: keyword analysis is used to explore vocabulary as a marker of the discipline and approach, personal pronouns as markers of engagement, and the structural and discourse functions of lexical bundles. The investigation into how the interactions unfold and the consideration of keywords reflect the discipline and underlying epistemology of PBL sessions. Clear differences in the frequency and use of personal pronouns and lexical bundles are evident in each stage, indicating that both the mode (spoken) and the nature of each speech event (highly interactive exchanges or presentations) affect linguistic choices. This study of a bespoke corpus provides an in-depth analysis of a disciplinary-specific, student-centred speaking event. This may be useful for EAP teachers and task and materials designers working with students on pre-sessional programmes who need academic language support. Methodologically it adds to the growing number of studies taking a multidimensional approach (i.e. in methodology and focus) to understanding spoken academic discourse.
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Ramser, Dean Albert. "An Analysis of First-Year College English Composition Course Syllabi about Civic Learning/Community Engagement as a Learning Tool." Thesis, California State University, Los Angeles, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845955.
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Supporting students transitioning from high school into college continues to be a challenge for many academics and policy makers. In this conceptual content analysis study, first-year composition (FYC) course syllabi were examined based on Kuh’s (2008) High-Impact Practices (HIP) and the Association of American Colleges and Universities’ (AAC & U) rubric and HIP tenets: Civic Learning and Community Engagement that focused on writing assignments, activities, and projects embedded within selected syllabi. Specifically, this study analyzed ten FYC syllabi at one urban, public, four-year university in Southern California during the 2015–2016 academic year. Using Dedoose (2016) the researcher deconstructed the syllabi, identifying two themes: Pedagogical and Conceptual. Overall findings indicate that more FYC course syllabi embedded the Pedagogical theme (88 occurrences) than the Conceptual theme (64 occurrences). While the university’s mission statement suggests Civic Learning and Community Engagement tenets for FYC students, the essence of the Conceptual theme, FYC syllabi embedded more evidence of the Pedagogical theme. It is hoped that HIP practices have the opportunity to minimize further marginalization of students in need of developmental composition support and construct critical thinking, civic learning, and community engagement in citizens during an age when civic leaders are needed the most.
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Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.
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Thesis (Ph. D.)--Georgia State University, 2009.Title from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.
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Seppänen, E. (Elmeri). "“Everyone understood me, and no one judged me”:studying language learning within a highly motivated engagement with valued social practices." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201509101984.
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This Pro Gradu Thesis studies language learning within a highly motivated engagement with social values that the participants value. The data for this study was collected from the YET (Youth, Europe and Theatre) Project, an international theatre project held in Oulun Suomalaisen Yhteiskoulun lukio for first and second year students in cooperation with a Dutch school, Teylingen College, and Dutch students. The data was collected via conducting English spoken language skill tests both before and after the project on 18 Finnish students and interviewing them afterwards about their personal views, opinions and experiences with the project. Researcher observation and participation were also used throughout the research. The purpose was to study what kind of a learning environment the YET project created, especially considering language learning and communication anxiety, and discuss whether similar projects would be useful. The thesis is mainly based on the works of Gee, whose theories were useful for this thesis especially because of his work with identities and affinity groups and spaces (Gee 2004, 2007). His principles for good language learning (Gee, 2007) were used to gauge whether or not the YET project was an effective learning environment. The thesis is part of a larger framework of school ethnographic research due to its subject-centric viewpoint. The interviews, supported by observation and participation, were conducted as theme interviews for the purpose of honouring the subjective view of the informants, while the oral skill tests were employed to facilitate as wide an understanding of the phenomenon as possible. The main conclusion of the thesis was that the YET project was an immensely positive experience for all of the participants, and as such it was good at facilitating identity repair work; students who were previously unsure of their English skills gained confidence while speaking it, and realised they had the ability to use and improve their English. Furthermore, almost every student reported increased fluency and ease while speaking English, ranging from a slight to a major change. The speaking tests suggested that the two-week project was beneficial to some, but not necessarily all students. While nervous students grew more confident during the project, it was not clearly reflected in the oral skill tests. There was no clear trend as to which kinds of students improved. Despite the projects underwhelming results in the skill tests, due to the projects capacities in identity repair work it is suggested that more similar projects be developed. There are very few similar opportunities in schools at the moment; projects or situations that are aimed to improve the students’ confidence without them being graded. However, some study should be conducted regarding the possibilities of longer projects for increased effectiveness, as the short length of the YET project very likely limited some of its possible good qualitiesTämä Pro Gradu tutkielma käsittelee kielenoppimista tilanteissa, jonka sosiaalisia arvoja osallistujat arvostavat, ja joissa osallistujilla on korkea motivaatio. Tätä tutkitaan YET-projektin (Youth, Europe and Theatre) kautta, joka on kansainvälinen teatteriprojekti, joka pidetään vuosittain Oulun Suomalaisen Yhteiskoulun lukiossa yhteistyössä hollantilaisen Teylingen College -koulun kanssa. Tutkimusmateriaali on kerätty suorittamalla 18 opiskelijalle suullinen englannin kielitaidon koe ennen ja jälkeen projektin, haastattelemalla heitä projektin jälkeen, sekä seuraamalla projektia ja osallistumalla joihinkin sen aktiviteetteihin. Tutkimuksen tarkoitus oli tutkia millaisen oppimisympäristön YET-projekti tarjoaa kielenoppimiseen ja kommunikaatiojännitykseen keskittyen, sekä pohtia olisiko samankaltaisten projektien hyödyntäminen jatkossa järkevää. Tutkimus perustuu pitkälti 32 hyvän oppimisen periaatetteeseen (Gee, 2007). Pitkälti näihin viitaten perustellaan YET-projektin oppimisympäristön onnistuneisuus. Geen esitelmän mukaiset termit identiteetti, identiteetin korjaus ja affinity group ja space (’mieltymysryhmä ja -tila’) ovat tutkimuksen keskiössä. Geen oppimisteorioiden mukaan oppiminen on pääasiassa sosiaalisiin tilanteisiin osallistumista. Tämä tutkimus keskittyy subjektiiviseen kokemukseen. Tähän perustuen tutkimus kuuluukin kouluetnografiaan, koska juuri se keskittyy tutkittavien henkilökohtaisiin kokemuksiin. Tätä ajatellen osallistujat haastateltiin teemahaastatteluin, joita tuki observointi ja osallistuminen. Myös kielikokeita käytettiin, koska tarkoitus oli saada mahdollisimman moninainen ymmärrys projektista. Tutkimuksen merkittävin tulos oli, että YET projekti oli äärimmäisen positiivinen kokemus kaikille siihen osallistuneille opiskelijoille. Tämä mahdollisti opiskelijoille oppimisidentiteetin korjausta; epävarmatkin opiskelijat alkoivat uskoa omiin kykyihinsä, eivätkä enää ajatelleet olevansa huonoja englannin opiskelijoita. Lisäksi lähes joka ainoa opiskelija ilmoitti, että projektin aikana englannin puhumisesta tuli luontevampaa. Opiskelijoilla suoritettujen suullisten kielitaitotestien valossa projektista oli selkeää hyötyä noin kolmasosalle opiskelijoista, mutta kaikkien kohdalla eroja ei syntynyt projektin aikana. Testit eivät osoittaneet, että oppimista olisi tapahtunut erityisesti jossakin ryhmässä tai joillakin osa-alueilla, vaan tulokset paranivat tasaisesti kaikissa ryhmissä. Projektilla oli kuitenkin selkeitä positiivisia lopputuloksia juuri identiteetinkorjaustyössä. Koska vastaavia projekteja, joissa keskitytään opiskelijoiden itsevarmuuden kehittämiseen eikä arvosteluun, on normaalissa koulutyössä vähän, on YET-projekti arvokas. Tällaisia projekteja olisi hyvä suunnitella lisää, joskin miettien, josko projektin pituutta voisi jollain tavalla kasvattaa; kaksi viikkoa on varsin lyhyt aika oppimista ajatellen
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Szabo, Anita M. "Students’ Task-related Perceptions and Task Engagement in the ESL Classroom through Qualitative Lenses." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880509.
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Carlson, Christine. "Alternative learning materials in the subject of English - an investigation among pupils in secondary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32838.
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The purpose of this dissertation is to explore the possible role of alternative learning materials in the subject of English through an action research project in year nine, secondary school. The aim is to investigate the participating students’ engagement and comprehension of the texts used in the project. Some of the goals of the syllabus for English presuppose that pupils should be able to use various types of materials and sources of information in their learning. The goals also require a way of working characterised by variation and the use of different types of learning materials in English. In this particular study, data were collected continually during the process through questionnaires, observation notes and individual interviews with four pupils. A majority of the participants found working with the materials both engaging and enjoyable. Significant factors were mainly the varied nature of the texts, the presence of unfamiliar vocabulary and the texts’ relevance for the pupils. Regarding language development, the primary outcomes of the project were improvement of vocabulary as well as increased knowledge about various types of texts.
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Asker, Adel. "Future self-guides and language learning engagement of English-major secondary school students in Libya : understanding the interplay between possible selves and the L2 learning situation." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3486/.
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In 1990, secondary schools in Libya were transformed into specialized schools; a move, which require all Libyan students to choose a specialty subject which would become the focus of their secondary school learning and determine the academic direction of their future education. This ethnographically-oriented mixed-methods study is concerned with the motivation to learn English as a Foreign Language (EFL) among students in English-specialty secondary schools in Libya. Conceptually, this study builds on Dörnyei’s (2005) L2 Motivational Self-System with the aim to investigate empirically a largely unexplored area within this theoretical framework: the relationship between the learners’ possible L2 selves and their L2 learning situation. The study was conducted in one secondary school in the north west of Libya over a period of one academic year. The data come from a combination of qualitative and quantitative methods. The quantitative data provide a bigger picture of English specialty secondary school students’ motivational orientations, future self guides and their interaction with classroom-specific variables. The focus of the qualitative component is on three key student participants from the same school with the aim to obtain a fine-grained picture from interviews, classroom observations and student diaries of the interaction between their future self guides, their learning experience and their engagement in learning tasks in EFL classes. The findings show that the relationship between the L2 learning situation and the L2 selves is an intricate and complex one. First, the L2-self construct itself has emerged from this study as a complex nested system of multiple L2 visions that the students entertain in their working self-concept as they choose their specialty. The findings further indicate that the L2 learning situation plays a key role in foregrounding or, in contrast, rendering irrelevant specific L2 selves that the students bring to the L2 learning situation. And finally, the study shows that the students constantly negotiate the relationship between their future guides and their L2 learning situation by either adjusting and adapting their L2 visions in order to give meaning to their L2 learning experience or by actively engaging or disengaging with aspects of their learning situation in order to remain connected with their well defined future L2 selves.
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Atwal, Kulvarn. "Developing an understanding of the factors that influence teacher engagement in action research and professional learning activities in two English primary schools." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5367/.
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This study explores how teachers in two primary schools in London interpreted and perceived their engagement in action research as a professional learning experience. The study also explored the factors that teachers perceive to impact upon their engagement in wider professional learning experiences in primary schools. This study is timely as there are few examples of research that have investigated whole-school teacher engagement in action research. As teacher engagement in research continues to be promoted at a national level, there remains a lack of qualitative research on the impact of engagement in collaborative action research on teachers within a primary school. This study is also timely because it has investigated theories of workplace learning in relation to conceptions of teacher learning experiences within a school. The extent to which the learning environments in schools afford formal and informal opportunities for teacher learning is presented as a factor for consideration. The study took a case study approach to investigating teacher perceptions of engagement in action research. Questionnaires with twenty-four teachers and interviews with twelve teachers across both schools resulted in qualitative data which was explored and interpreted for emerging trends. Data analysis was influenced by a constructivist interpretation of grounded theory to provide deeper understandings of patterns that emerged in relation to perceptions of action research and experiences of workplace learning. This study identified that there is a complex patchwork of influences that impact upon teacher engagement in professional learning, and that significant factors in this engagement include the expansiveness of the institutional learning environments and individual dispositions to learning. These factors influence individual teacher learning experiences in different ways. A model for teacher learning is presented in this study that reflects the key factors that need to be taken into consideration when planning for formal and informal teacher professional learning activities in primary schools.
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Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.
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This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.
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Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.
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As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.
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Chen, Yu-Ching, and 陳昱靜. "The Effect of Mobile Application Games on English Learning Motivation and Learning Engagement." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64618067818582693531.
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碩士大葉大學
資訊管理學系碩士班
103
The purpose of this thesis is to investigate the effect of mobile application games on students’ English learning motivation and English learning engagement in junior high school. Based on the teaching materials, the researcher designs the exercises in the mobile application game. The subjects are seventh grade students from a junior high school in Taoyuan City. The researcher adopts comparison of within group performance, survey and interview to analyze how personal background and the design of the mobile application games affect students’ learning behaviors. The experiment also aims to investigate whether there are significant differences in students’ learning motivation and learning engagement on vocabulary, phrases, and grammar after using the mobile application games. The data comes from “survey and interview”, “English learning motivation scale”, and “Four aspects of engagement.” The conclusions of this study are listed as following statement: 1. There are no significant differences on junior high school students’ English learning motivation after reviewing by mobile application games. However, there are significant differences on boys and low-achievement girls’ “goal levels,” high-achievement girls’ “locus of control” and low-achievement boys’ “expectancy for success.” 2. After using mobile application games, there are significant differences on junior high school students’ English learning engagement, including “agentic engagement”, “behavior engagement”, and “cognitive engagement.” However, there are no significant differences on “emotional engagement.” To sum up, there were significant improvement on low-achievement girls’ learning engagement. 3. Peer-interaction can raise junior high school students’ learning motivation through mobile application games. 4. Peer cooperative learning and competitive learning enhance junior high school students’ willing and motivation to learn and join English activities. 5. Mobile application games can be one of the choices of after-school programs for junior high school students. Keywords: English education, digital game-based learning, mobile learning, learning motivation, learning engagement
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Yu, Hui-Fen, and 余蕙芬. "An Action Research on Improving Students’ Classroom Engagement and Their Attitudes toward English Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/19559819535532094027.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
99
Abstract This study adopted the interactive white board into the second grade English curriculum in an elementary school in Taipei city, aiming to improve students’ classroom engagement and their attitudes toward English learning. The purposes of the study were as follows: 1. To investigate the process of integrating the interactive white board into elementary English curriculum. 2. To investigate elementary students’ classroom engagement and reaction after the integration of interactive white board into English curriculum. 3. To investigate the influence of integrating the interactive white board into English curriculum toward students' English learning attitudes. 4. To investigate the researcher’s reflection and progress in this action research This study collected both qualitative and quantitative data. The qualitative data included the teacher’s reflective journals and students’ interviews, while the quantitative data included classroom observation report and two questionnaires for measuring the students’ English learning attitudes and their learning experience of using the interactive white board. After six-week English curriculum, the main results of this study were summarized as the following: 1. The integration of the interactive white board can improve students’ classroom engagement. 2. The integration of the interactive white board has a positive influence on students’ English learning attitudes. 3. Most students have positive attitudes toward integrating the interactive white board into English teaching. 4. The integration of the interactive white board can improve the teacher’s professional teaching ability. According to the results mentioned above, some suggestions for English teachers and future studies were provided.
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Chen, Wan-yu, and 陳婉玉. "The Moderating Effects of English Ability Grouping on the Relationship of Learning Motivation and Learning Engagement of Elementary School Students with Different English Ability." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/24907552767392535754.
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碩士國立臺北教育大學
心理與諮商學系碩士班
99
Abstract The main purpose of this study is to investigate the moderating effects of English ability grouping on the relationship of learning motivation (implicit theory of intelligence, self-efficacy) and learning engagement for elementary school students with high or low English ability. Methods adopted include survey and interview. Four students were interviewed. The subjects include 225 students from two purposefully selected elementary schools in Taoyuan county (one is in urban area and the other is in suburban area). In the two schools, the English ability grouping is conducted for several years. The overall English teaching environment and level are considered to select 306 students of non-English ability grouping. The total number of the subjects is 531. The tools of research include “Implicit Theory of Intelligence Questionnaire”, “Self-Efficacy Questionnaire”, and “Learning Engagement Questionnaire”. The tools are examined through factor and reliability analysis before the formal test. The collected data are analyzed through 2×2 ANOVA and hierarchical multiple regression analysis. The main findings are as following: 1. The interaction effects of grouping and ability on the implicit theory and self- efficacy are significant for the 5th and 6th grade students in the elementary schools. 2. The interaction effects of grouping and ability on the behavioral engagement, emotional engagement, cognitive engagement and the whole learning engagement are significant for the 5th and 6th grade students in the elementary schools. 3. For students with high English ability, the English ability grouping shows significant moderating effect on entity theory predicting behavioral engagement. The conclusions are as following: 1. English ability grouping shows highly positive motivation and engagement for students with low English ability. If "teaching students in accordance with their aptitude" is properly conducted, the students benefit and the labelling effects can also be reduced. 2. In English ability grouping, the students with high English ability show lower self-efficacy and behavioral engagement, compared with those in non-English ability grouping. With many excellent classmates, and the advantage of appropriate teaching ingredients and methods, the English ability grouping is still beneficial for the students with high English ability. 3. In the moderation of grouping context, it is suggested to encourage the students with high English ability to persist in studying hard, and to provide the proper learning tasks. The entity theory should be lowered. The incremental theory should be emphasized to improve the students' behavioral engagement. Finally, based on the above results, the suggestions are described for practical usage and future study.
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Torres, Maria La Salete Sacramento. "Assessment for learning in the English language classroom." Master's thesis, 2021. http://hdl.handle.net/10362/128130.
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Assessment is part of every English Language Teaching (ELT) classroom and though there are different types of assessment, there are two which clearly stand out: Assessment of Learning (AoL), which is about the final product, and Assessment for Learning (AfL), which is about the process and how learners can be involved in their learning and assessment. Recent methodologies suggest that teaching should be learner-centred and that learners should be part of the teaching and assessment process. As a result, in Assessment for Learning, teachers and learners share responsibilities concerning the teaching/learning process. Timely and adequate feedback given to learners throughout tasks helps learners to adjust their learning in order to achieve their learning goals. Self-assessment (SA) becomes a regular practice and allows students to reflect upon their performance. Another procedure is peer assessment (PA). By assessing their peers’ work, students also reflect about their own. Literature confirms that Assessment for Learning promotes learning and fosters motivation and engagement in learners. My research focuses on Assessment for Learning in the English Language classroom. The research was carried out during 6 lessons and was classroom-based. My research focused on AfL and behavioural engagement as it referred to how learners reacted to tasks and engaged with them during class. As it was more visible than other types of engagement (for example cognitive), it allowed me to observe students’ performance and to monitor their involvement with tasks. Students were asked to answers questionnaires and exit tickets and to do self- and peer assessment. Results show that students benefited both from self- and peer assessment and seemed more engaged with activities. In Assessment for Learning, when students reflect upon their performance and engage in self-assessment, they are learning, they are overcoming the gap between where they are at the moment and where they want to be. This process motivates and engages students in their learning, avoiding school failure and consequently, school drop-out. My findings support that AfL can promote behavioural engagement in students through activities and SA and PA, where students are in charge of their learning and can make decisions about the learning process together with the teacher.A avaliação faz parte de todas as salas de aula de Ensino da Língua Inglesa e, embora existam diferentes tipos de avaliação, há dois que se destacam claramente: Avaliação das Aprendizagens, que é sobre o produto final, e Avaliação para as Aprendizagens, que se centra no processo e de como os alunos podem participar no seu processo de aprendizagem e avaliação. As metodologias recentes sugerem que o ensino deve ser centrado no aluno e que os alunos devem fazer parte do processo de ensino e avaliação. Como resultado, na Avaliação para as Aprendizagens, professores e alunos compartilham responsabilidades em relação ao processo de ensino/ aprendizagem. O feedback oportuno e adequado dado aos alunos ao longo das tarefas ajuda-os a reajustarem o seu percurso para atingir os seus objetivos de aprendizagem. A autoavaliação torna-se uma prática regular e permite que os alunos reflitam sobre o seu desempenho. Outro procedimento é a heteroavaliação: ao avaliarem o trabalho de seus pares, os alunos também refletem sobre o seu trabalho. A literatura confirma que a Avaliação para as Aprendizagens promove a aprendizagem e estimula a motivação e o envolvimento dos alunos. A minha pesquisa teve como foco a Avaliação para as aprendizagens na sala de aula de Ensino da Língua Inglesa. A pesquisa foi realizada durante 6 aulas em sala de aula. A minha pesquisa centrou-se no envolvimento comportamental, uma vez que se referia a como os alunos reagiam às tarefas e se empenhavam nas mesmas durante a aula. Como era mais visível do que outros tipos de envolvimento (por exemplo, cognitivo), permitiu-me observar o desempenho dos alunos e monitorizar seu envolvimento nas tarefas. Os alunos foram convidados a responder a questionários, bilhetes de saída e a fazer a auto e heteroavaliação. Os resultados mostram que, os alunos beneficiaram quer da auto como da heteroavaliação e pareciam mais empenhados nas atividades. Na Avaliação para as Aprendizagens, quando os alunos refletem sobre seu desempenho e fazem autoavaliação, eles estão a aprender, estão a superar a lacuna entre onde estão no momento e onde querem estar. Esse processo motiva e empenha os alunos na aprendizagem, evitando o fracasso escolar e, consequentemente, o abandono escolar. As minhas descobertas apoiam que a Avaliação para as Aprendizagens pode promover o envolvimento comportamental dos alunos por meio de atividades, onde os alunos são responsáveis por sua aprendizagem e podem tomar decisões sobre o processo de aprendizagem em conjunto com o professor.
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Wang, Yu, and 王妤. "The impact of English Language Proficiency on Language Learning Engagement and Strategies on Web2.0 environments." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/04318900344501252179.
Full textAbstract:
碩士國立中央大學
網路學習科技研究所
103
In Taiwan, students started to learn English in school since they were in the third grade (or even in the first grade). However, students’ English Language proficiency vary greatly due to the fact that some students attend after-class English learning classes. Hence, it is important to find out the learning strategies and the flow of students of different English language proficiency levels during their learning process. The findings may help instructors to design effective learning activities for students. In the initial English learning stage, both listening comprehension and speaking ability are critical because they are deeply associated with student’s future development of reading and writing ability. In addition, a positive learning environment is also necessary because a positive learning environment may help to motivate and engage students in the learning process. Therefore, this research utilized an e-Picture book, integrating multimedia elements to cultivate students’ listening and speaking ability in Web 2.0 learning environment. Students could practice and reflect their listening and speaking ability with record-play mechanisms during the learning process. In addition, the storytelling context may help students to associate learning materials. Thus, the study aims to find out the learning strategies and the flow of students of different English language proficiency levels during their learning process in Web 2.0 learning environment. The results showed that middle-level students used more memory strategies than that of high-level and low-level students. Moreover, high-level students’ flow state and perceived skill gradually reduced whereas their perceived challenge increased. On the contrary, the middle-level and low-level students’ flow state and perceived skill gradually increased while their perceived challenge decreased. Besides, the analysis result of student’s storytelling books productivity revealed that high-level students would help their groups to enhance learning efficiency. More specifically, the group members who were consisted of LH and MH would gain the highest scores while those who were consisted of MM and LL obtain the lowest scores in storytelling books productivity. Although high-level students may be an important factor to facilitate the efficiency of learning activity, the interview result revealed that high-level may have overload problem because they are usually assigned to be a leader in learning process. Thus, this research suggested that it is necessary to consider the overload problems of high-level students on collaborative learning. Furthermore, students of different levels of English Language proficiency should be taken into account when instructors intend to group students in a Web 2.0 learning environment. A group with students of different proficiency levels may help to effectively enhance the learning activity.
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CHANG, CHIA-CHEN, and 張家禎. "The Relations among Achievement Goal, Learning Engagement and English Learning Achievement of the Junior High School Students in Taichung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/2y34r5.
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碩士東海大學
教育研究所
103
The main purpose of the study was to examine the relationships among achievement goals, learning engagement, and English learning achievement of junior high school student in Taichung city, and analyzed the significant differences among achievement goals, learning engagement, and English learning achievement under different backgrounds. This study used questionnaires to investigate 666 seventh and eighth graders who studied in 103 academic year from Taichung city. The achievement goals scale and learning engagement scale were the research tools. The data were analyzed by descriptive statistics, Hotelling’ sT2, independent sample t-test, Pearson product-moment correlation, multiple regression, and hierarchical regression. The main results of the research were described as follows: 1. The junior high school students had the highest score on achievement goals of self-approach, and on learning engagement of behavioral engagement; and had an intermediate level on English learning achievement. 2. The junior high school students of different grades had significant differences on the achievement goals, learning engagement, and English learning achievement; seventh graders had better than eighth graders on all the variables. 3. The junior high school students of different gender had significant differences on the achievement goals, learning engagement, and English learning achievement; girls had better than boys on all the aspects except for the other-approach goal, the other- avoidance goal and the agentic engagement. 4. The achievement goals, learning engagement, and English learning achievement were positive related to each other. 5. The achievement goals and learning engagement can predict English learning achievement. The achievement goals can also predict learning engagement. 6.The learning engagement mediated the relation between achievement goals and English learning achievement. Based on the results of the research, we discussed the conclusions and proposed some suggestions for school teaching, educators and future research.
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Tsai, Pei-Jiun, and 蔡佩君. "Impact of Interactive Whiteboard on Student''s Learning Achievement, Learning Attitudes and Learning Engagement in English Teaching Process of Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/13310732013604088122.
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碩士國立中興大學
教師專業發展研究所
101
The purpose of this study was to investigate the impact of interactive whiteboard (IWB) in English teaching upon elementary students, in terms of learning achievement, learning attitude and learning engagement. Research tools included Learning Attitude Scale, achievement tests, and classroom observation forms. The subjects of this study were 22 fifth-grade students from a given public elementary school in Taichung City. The instructional materials include textbook of Kang-Hsuan Publisher, and its bundled interactive e-book, WOW6. In addition, the above materials were implemented on IWB platform. Before the implementation of this study, a pretest of Learning Attitude Scale was administered and scores of midterm examination were treated as their pretest for their learning achievement. Then, it came the 6-week instructional experiment, while it lasted 2 hours a week. After six weeks of experiment, a posttest of Learning Attitude Scale was administered whereas their scores on the final examination were treated as their posttest for their learning achievement. A t-test was applied to determine the extent of significance difference of learning achievement. In addition, during this experiment a collaborative teacher as a recoder always kept filling observation forms. Immediately after the class of that day, research team always double checked observation forms with video shooted during class so as to determine the accuracy of observation and thus to explore the extent of learning engagement. This study had the following conclusions: 1.IWB-integrated English teaching made a significant difference upon learning achievement. 2.Subjects showed a significant confidence in learning English after 6-week experiment. 3.Subjects showed their positive attitude toward IWB integrated English and high engagement during learning process. Finally, several suggestions were provided for elementary English teachers and future researchers for reference.
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Orr, Laura McIntosh. "Student engagement in English 101 at the University of Tennessee, Knoxville." 2009. http://etd.utk.edu/2009/May2009Theses/OrrLauraMcIntosh.pdf.
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Dias, Fátima Pereira. "The potential of music in engaging students to learn english." Master's thesis, 2018. http://hdl.handle.net/1822/57887.
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Dissertação de mestrado em Teaching English in Primary EducationThe aims of the present teaching report, integrated in the Master of Teaching English in Primary Education, are to describe, interpret and evaluate the Intervention Project “The potential of music in engaging students to Learn English”. This project was developed with fourth-graders in a primary school. Exploring and investigating the potential of music in the classroom as a way to engage and motivate students in learning English as a second language was the main intent of the project. Its objectives were: identifying students’ attitudes towards English language learning in general and specifically their sentiment towards music, promoting students’ engagement using activities related to music, helping students develop their "learning to learn" ability, and evaluating gains and limitations of using music in the classroom. In the first stage of the project there was a period of field observation, where I was able to collect data using direct classroom observation and guided observation with the help of an observation grid. I tried to make a profile of the class in order to perceive their engagement in the English class and their attitude towards English learning and music, which was essential to start incorporating music activities in class. I used music for various purposes: to initiate and end lessons, to learn vocabulary/new lexis, to compose a verse for a song and with TPR. These different music activities were part of three didactic sequences, and after each sequence students could evaluate not only what they felt towards the music activities but also what they had learnt in that sequence. This enabled students to develop self-evaluation abilities and provided information for analysing my action. Based on the project results, I came to the conclusion that music is a very powerful tool, enabling students to learn English in a stress-free and playful way. So, music has the potential of engaging and motivating students.
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"Mobile Engagement at Scottsdale Community College: The Apple iPad in an English Honors Class." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14336.
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abstract: This dissertation reports on an action research study that sought to discover how a new WiFi, tablet computing device, the Apple iPad, affected, enhanced, and impacted student engagement in an English Honors course at Scottsdale Community College. The researcher was also the instructor in the two semester, first-year, college composition sequence (English 101/102) in which all 18 students were provided the new Apple iPad tablet computing device. The researcher described how students adapted the Apple iPads to their academic lives, assessed iPad compatibility with current instructional technology systems, and interviewed participating students to document their beliefs about whether iPad activities enhanced the course. At the conclusion of the college composition sequence, 13 students agreed to participate in focus groups to describe how they made use of the iPad and to report on how the iPad influenced their engagement. Among other findings, students reported that there were compatibility problems with current SCC instructional technology systems, that the iPad increased their efficiency in completing informal educational tasks, but that the iPad was not useful for doing word processing and research. Recommendations for future use of the iPad in this course include reducing the number of iPads accessing the WiFi network at the same time, piloting the use of iPad word processing applications, researching more "mobile-friendly" web sites and documents, and developing innovative assignments that take advantage of iPad capabilities.Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2011
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Yang, Chih-Hui, and 楊致慧. "The Study of the Relationship of Technology University English Teachers’ Teaching Styles, Teacher-student Interaction, Students’ Learning Engagement and Learning Self-efficacy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/19646027685294923055.
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博士國立高雄師範大學
成人教育研究所
101
Abstract The study explores the relationship of technology university English teachers’ teaching styles, teacher-student interaction, students’ learning engagement and learning self-efficacy. The main purposes are to understand the current situation of technology university English teachers’ teaching styles as perceived by students, teacher-student interaction, students’ learning engagement and learning self-efficacy; to investigate if there are significant differences among students with different backgrounds on their perception of English teachers’ teaching styles, teacher-student interaction, learning engagement and learning self-efficacy; to measure the correlation between each two variables and canonical correlation between two sets of variables; to explore which independent variables (teaching styles, teacher-student interaction, students’ learning engagement) can be the predictors of the dependent variables (learning self-efficacy); to construct the exploratory modeling and to provide pedagogical and theoretical suggestions for educators and researchers based on the findings. The subjects were 1,051 freshmen at the day-time division of technology universities in southern Taiwan. The instrument was the questionnaire designed by the researcher and the reliability and the validity of the questionnaire were evaluated. The data collected was analyzed by the statistical analysis: t-test, One-way ANOVA, Pearson product-moment correlation and canonical correlation analysis, stepwise regression analysis and SEM. The findings of this study are as follows: 1. According to the perception of students, English teachers are more likely to demonstrate the “teacher-student cooperative style”; the teacher-student interaction is at the medium level; the students’ learning engagement reaches the medium-high level; and the students’ learning self-efficacy is at the medium level. 2. Male students’ perception of their English teachers’ teaching styles inclines to be the “student-centered style” more than the female students, and female students reported higher levels of teacher-student interaction and learning engagement than the male students. 3. Public school students’ perception of their English teachers’ teaching styles leans more to the “student-centered style” than the private school students, and public school students have more teacher-student interaction, learning engagement and learning self-efficacy than private school students. 4. The humanities/social science major students have a lower level of the perception of English teachers’ teaching styles than students with other majors; Business/management and health/biotechnology major students reportedly have higher levels of teacher-student interaction and learning engagement; Business/management major students possess higher level of learning self-efficacy. 5. The students with high achievement in English and those perceiving the “student-centered style” possess the highest levels of teacher-student interaction, learning engagement and learning self-efficacy. 6. Male teachers’ teaching styles are perceived as being more “student-centered style” than female teachers; male teachers’ students have a higher level of learning engagement than female teachers’ students; and part-time teachers demonstrate more teacher-student interaction than full-time teachers, according to the respondants. 7. The level of English teachers’ teaching styles leans more to the “student-centered style”, the levels of teacher-student interaction, students’ learning engagement and learning self-efficacy are higher; the teachers’ teaching styles, teacher-student interaction and students’ learning engagement have positive effects on learning self-efficacy through two canonical variates. 8. Cognitive engagement is the most predictable variable of learning self-efficacy. 9. English Teachers’ teaching styles, teacher-student interaction and students’ learning engagement have significant effects on learning self-efficacy, as teacher-student interaction and learning engagement are the intervening variables. 10. The model constructed in this study has the perfect fit. Based on the conclusions of this study, it was found that there are significant differences among students with different backgrounds on their perception of English teachers’ teaching styles, teacher-student interaction, learning engagement and learning self-efficacy. Teaching styles, teacher-student interaction and students’ learning engagement have significant positive effects on learning self-efficacy. These findings can have pedagogical implications and serve as a reference for English educators at technology universities in curriculum design. Keywords: teaching styles, teacher-student interaction, learning engagement, learning self-efficacy.
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Fang, Yi-Jie, and 方宜潔. "A Study of Relationship between English Learning Interest and Learning Engagement of 5th and 6th Graders Taught by Indigenous and Foreign Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4888jb.
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碩士國立彰化師範大學
教育研究所
106
The study explored the relationships between English learning interest and learning engagement in 5th and 6th graders in Taichung City and Changhua County. Questionnaire survey was adopted as the research method. There were 928 participants stratified sampled from elementary schools in Taichung and Changhua to complete a survey. The instruments included English learning interest Scale and English learning engagement Scale. Through the descriptive statistics, t-test, Pearson's correlation and multiple linear regression analysis, the findings of the study are as follows: 1. English learning interest and English learning engagement were at intermediate–to-high level. 2. The girls’ scored in English learning interest is higher than boys . 3. There were no significant differences on graders in English learning interest and foreign teachers. 4. There were some differences on gender, grader, and foreign teachers in English learning engagement. 5. There were positive correlations between English learning interest and learning engagement. 6. Foreign teacher’s teaching cannot predict English learning engagement. 7. English learning interest can positive predict English learning engagement. According to the findings of this study, suggestions are provided to elementary schools, English teachers and researchers in the future. Keywords：learning interest, learning engagement, foreign English teachers
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HSU, YU-CHEN, and 許祐禎. "The Effects of Integrating Robot into English Teaching on Elementary School Students' Learning Achievement, Engagement and Self-Confidence." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/86w524.
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碩士國立臺中教育大學
數位內容科技學系碩士在職專班
107
The purpose of this study was to explore the effects of integrating Alpha 1 pro robot into English teaching on elementary school students' learning achievement, engagement and self-confidence. The curriculum was designed by Total Physical Response (TPR) approach and integrated robot into English teaching. The participants were 46 elementary school students from two classes in Taichung City. During the two-week experimental instruction, one of the classes was taught by the Robot-based TPR teaching method and the other was by traditional way. Before and after the experiment, all students were required to take English learning achievement pre-test and post-test. Moreover, the data was analyzed by one-way ANCOVA. After the experiment, a Learning Engagement Scale and a Self-confidence Scale were administered to the young learners. Moreover, the data was analyzed by independence t-test. Three major findings of this study are as follows. 1. Students’ learning achievement was significantly enhanced through the Robot-TPR teaching method. 2. In English learning engagement, there was significant difference between the students of the Robot-bases TPR and the students of traditional teaching. 3. In English learning self-confidence, there was significant difference between the students of the Robot-bases TPR and the students of traditional teaching. Important pedagogical implications are drawn from these key research findings.
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HO, SHIH-TING, and 何詩婷. "An Action Research of Applying Tabletop Games to Improve the Learning Engagement of First-Grade Students in English Class." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/w6xh39.
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碩士靜宜大學
教育研究所
105
The purpose of this study is to explore the process of implement tabletop games integrated English teaching on first-grade students’ and improve students’ learning engagement. Action research is adopted and last 5 months. The participants are the researcher and her first-grade class with 27 students. Observations, documents collecting and so on are used to collect date. The result of this study is following: 1. There are several tabletop games activities during the process, and the children’s games are appropriate for the students. 2. The finding revealed that the effects of tabletop games integrated English teaching on first-grade students’ English learning engagement is higher than before, and students showed high engagement in the tabletop games integrated English classes. 3. During the process of implement tabletop games integrated English teaching, some problems should be taken into consideration. Students don’t use English in tabletop games and students speak in a loud voice in class. 4. The teacher improves her professional knowledge during the process. The teacher gets the ideas of the teacher’s teaching reflection and professional development, the data gathered from the teacher’s teaching reflection journals,and students’ feedback.
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Shih, Yu-Hui, and 石裕惠. "A Study of Impact of Board-Game-Integrated English Teaching in a Junior High Class on Students’ Learning Motivation and Engagement." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/83775569445684942082.
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碩士國立中興大學
教師專業發展研究所
104
Abstract The study not only aimed at examining the effects of board-game-integrated English teaching on junior high school students’ English learning motivation and engagement, but also focused on a teacher’s teaching reflection and professional development. Adopting the nonequivalent control group design in the quasi-experiment, samples in this study were 77 ninth graders selected from two classes in a municipal high school in Taichung city. One of the classes was the experimental group, while the other the control group. Students in the experimental group were taught based on the pedagogy of board-game-integrated English teaching, while those in the control group received the typical didactic instruction. The experiment lasted for 8 weeks. Th research used the scale of motivation and the the scale of engagement as the instruments for the pretests and the posttests and analyzed students’ scores on these two scales by one-way ANCOVA, independent samples to distinguish the differences of students’ English learning motivation and engagement in two groups. Besides, a t-test was applied to determine the extent of difference in learning motivation and engagement of the experimental group. In addition, the extent of learning engagement of the experimental group in the board-game-integrated English class was calculated from the data on the observation forms. What’s more, to get the ideas of the teacher’s teaching reflection and professional development, the data gathered from the teacher’s teaching reflection journals, mini-group interviews and students’ feedbacks were analyzed. The findings revealed that the effects of board-game-integrated English teaching on junior high school students’ English learning motivation and engagement are not significantly positive. However, the extent of learning engagement of the experimental group after the experiement is higher than that before the experiement, and students showed high engagement in the board-game-integrated English classes. Also, the findings show board-game-integrated English teaching can promote English learning motivation, learning interest, engagement, discussion, interaction and cooperation. It also facilitates English learning, helps to create an easy and interesting learning environment, and increases slow students’ confidence and fulfillment. Moreover, most students prefer board-game-integrated English classes. However, some problems should be taken into consideration while using board games in English classes. Based on the findings of the study, the researcher also provided some recommendations for English teachers, school administration, and future studies.
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Chen, Li-Chu, and 陳麗曲. "A Study of the Relationship among Perceived English Teachers’ Teaching Styles, Learning Motivation and Academic Engagement of Junior High School Students in Central Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42195150068158235722.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
100
The purpose of the present study was to investigate the relationship among perceived English teachers’ teaching styles, learning motivation and academic engagement of 935 junior high school students in central Taiwan. Questionnaire survey has been utilized as the research method and descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation and multiple regression analysis were applied to analyze the data. The major findings of this study were summarized as follows. First, according to the perceptions of junior high school students, English teachers are more likely to demonstrate the compromise teaching style. Second, the expectancy for success scored the highest in the learning motivation. Third, junior high school students’ academic engagement was in middle-high level. Fourth, in terms of the learning motivation, partial significant differences were obtained among factors of gender and grades. Fifth, differences in grades were found significant with respect to students’ academic engagement. Sixth, there were significant correlations among students’ perceptions of teachers’ teaching styles, learning motivation and academic engagement. Finally, teaching styles in teaching orientation domain and learning motivation can significantly predict academic engagement and learning motivation had mediating effect between teaching styles in teaching orientation domain and academic engagement. Based on the results of the study, some suggestions for teaching and counseling were proposed, and recommendations for further studies were offered.
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Sehlodimela, Catherine Tshegofatso. "A wiki-based process writing approach to academic writing in an ODL institution." Diss., 2020. http://hdl.handle.net/10500/26854.
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Writing, an important academic skill for university students to acquire, becomes more important in a distance education institution where assessment is primarily on written work. Successful teaching and learning practices for Open Distance Learning (ODL) incorporate multiple forms of interaction when using technology within a constructivist approach.
The study seeks to understand students’ perceptions of wikis within a process writing approach, and the suitability of Web 2.0 technology for tasks designed to teach academic writing. A participatory action research design was selected as it merges social action and research to solve educational problems while increasing human understanding of the phenomena.
The findings show that students may be open to using wikis within their actual learning environment. Of significance was the issue of the early integration and engagement of students into online learning communities. The challenges experienced in the study can be addressed adapting Chickering and Ehrmann’s (1996) principles to frame the development of online learning.Teaching Practice Unit
M.A. (TESOL)