Journal articles: 'Irish lower secondary classroom'

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Trobitsch, Julie. "Culture in the French Foreign Language Classroom." TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (September 20, 2022): 39–79. http://dx.doi.org/10.35903/teanga.v29i.2212.

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In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.

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Czura, Anna. "Implementing Portfolio Assessment in Lower-Secondary School." ELOPE: English Language Overseas Perspectives and Enquiries 10, no. 1 (May 9, 2013): 83–94. http://dx.doi.org/10.4312/elope.10.1.83-94.

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Since alternative assessment embraces highly authentic tasks consistent with classroom goals and instruction, its implementation in the language classroom is believed to promote collaboration with peers, transfer responsibility to the learners and, consequently, foster learner autonomy. This paper presents the results of a research study aiming to determine whether portfolio assessment contributes to the development of autonomy in adolescent learners. In order to collect the data, qualitative and quantative methods of research were applied. The research results reveal that the implementation of portfolio assessment failed to affect the overall level of learner autonomy. Introducing one selected pedagogical procedure does not suffice to foster learner autonomy. Teachers need to be ready to pass a portion of their authority to the learners, who, in turn, need to know how to use the new privileges judiciously.

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Lukáčová, Zuzana, and Barbora Pavelová. "Error Analysis in EFL Classroom of Lower Secondary Students." International Journal on Language, Literature and Culture in Education 4, no. 1 (June 1, 2017): 54–74. http://dx.doi.org/10.1515/llce-2017-0004.

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AbstractThis paper attempts to introduce current perspective on EFL students of lower secondary level in terms of speech fluency. The major objective of this study is to investigate errors in the speech of students from eleven to twelve years old. This research seeks to address the question of analysing errors in order to explore particular aspects of EFL in the initial phase of Slovak cultural context. Based on the theory of behaviourism that tackles the issue of learning as a habit, the paper deals with the possible influence of perception of abstract concepts in Slovak cultural environment on EFL learning. Furthermore, the paper examines the potential causes of errors or undue hesitation which occur in the students′ speech. A combination of quantitative and qualitative approaches was used in the data analysis. The study was conducted in the form of an interview between an interlocutor and a student with data being gathered via audio-recordings which have been transcribed and analysed. It attempts to list possible areas which might be taken into consideration and adapt the EFL curriculum in the initial phase of English language learners in Slovak cultural context.

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Berg, Elin Maria. "Written corrective feedback in the lower secondary EFL classroom." Nordic Journal of Language Teaching and Learning 10, no. 2 (January 17, 2023): 212–41. http://dx.doi.org/10.46364/njltl.v10i2.1081.

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For decades, scholarly debates have been concerned with the effect of corrective feedback (CF), both written and oral, on L2 language development. Much of the research that supports written corrective feedback (WCF) comes from short-term focused feedback studies, representing a type of feedback practice not necessarily applicable in classroom contexts. This has pointed to a need for more classroom research of authentic WCF and its effect on written learner language. Attempting to explore authentic classroom data longitudinally, this article presents a Norwegian case study of two English teachers’ WCF provided to three students during three years of lower secondary EFL instruction. The student texts are part of the TRAWL (Tracking Written Learner Language) corpus and were collected from obligatory mock exams. The texts came with teacher WCF as well as revised versions. Semi-structured interviews with the teachers provided information about the teachers’ practices and beliefs related to WCF. The collected data was analyzed qualitatively and later discussed against cognitive, motivational, and sociocultural theories. The process of tracking changes in error patterns confirmed some of the issues with using accuracy and global error scores as a measurement for improvement and development, interpreted as proof of learning in language acquisition research. The data further suggests that students do not engage with feedback enough to benefit from its learning potential.

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Sundari, Hanna, Zainal Rafli, and Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.

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Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school

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Mithans, Monika M., and Milena B. Ivanuš Grmek. "RELATIONSHIPS BETWEEN STUDENT PARTICIPATION IN THE CLASSROOM AND THE CLASSROOM CLIMATE." Методички видици 11, no. 11 (November 20, 2020): 217. http://dx.doi.org/10.19090/mv.2020.11.217-232.

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The quality of school work greatly depends on the level of involvement and participation of all individuals in the educational process. However, student participation in the educational process has not yet become part of educational practice. This led us to research the effects of actively involving students into the educational process on their perception of class climate. The sample consisted of 58 students from primary and secondary schools. Using the Flanders Analysis of Classroom Interaction, we observed eight hours of classes in each classroom and found that secondary students are most actively involved, while the least active in class are the eight grade primary school students. After observation, the students filled out a questionnaire that helped us evaluate their views on the classroom climate. Surprisingly, the classroom climate received a higher evaluation in classes with lower student participation and lower in classes where student participation was higher.

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Mohamed Mokhtar, Mohd Ieruwan. "Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective." International Journal of Education and Literacy Studies 8, no. 4 (October 30, 2020): 33. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.33.

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Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.

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Sundari, Hanna. "Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 147. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.147.

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The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.

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Suryati, Nunung. "CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (September 9, 2015): 247. http://dx.doi.org/10.15639/teflinjournal.v26i2/247-264.

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This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.

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Smyth, Emer. "Working at a different level? Curriculum differentiation in Irish lower secondary education." Oxford Review of Education 44, no. 1 (January 2, 2018): 37–55. http://dx.doi.org/10.1080/03054985.2018.1409967.

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Berisha, Valbona, and Ruzhdi Bytyqi. "Types of mathematical tasks used in secondary classroom instruction." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 751. http://dx.doi.org/10.11591/ijere.v9i3.20617.

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This study examined the quality and types of mathematical tasks used for classroom instruction in an upper secondary school – gymnasium. All the mathematical tasks presented in nine different school classrooms during the first semester of the school year 2018/2019 were analysed against a 5D analytical framework. The dimensions of the individual task analysis were contextual features; the answer forms required; forms of presentation; types of required mathematical activity and cognitive demands involved. Performed analysis gived perspective on the learning opportunities offered in classroom instruction for building mathematical competencies specified in the current state education curriculum. The results indicate that the selection of tasks was not in accordance with the curriculum requirements. Mostly, teachers used close-ended, non-applicative, lower-level cognitive tasks presented in symbolic form, promoting operations and calculations as a central activity. These types of tasks are usually associated with knowledge and skills of lower orders. In this case, classroom instruction had low potential and very little room left to build a significant portion of competencies and learning outcomes of higher orders.

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Treagust, David F. "The Status of Science Classroom Learning Environments in Indonesian Lower Secondary Schools." Learning Environments Research 7, no. 1 (2004): 43–63. http://dx.doi.org/10.1023/b:leri.0000022282.48004.18.

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Šorgo, Andrej, and Andreja Špernjak. "BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 317–32. http://dx.doi.org/10.33225/jbse/20.19.317.

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In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases. Keywords: biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology.

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Healy, Deirdre, and Ian O’Donnell. "Criminal Thinking on Probation." Criminal Justice and Behavior 33, no. 6 (December 2006): 782–802. http://dx.doi.org/10.1177/0093854806288066.

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This article examines the use of the Psychological Inventory of Criminal Thinking Styles (PICTS) with a sample of 72 Irish men on probation. It tests the hypothesis that probationers who reported no offending for at least a year (secondary desisters) would have lower PICTS scores—indicating a less active criminal belief system—than those who remained involved in crime and that probationers who did not report committing crime during the past month (primary desisters) would have lower scores than those who did. Significant differences ( p < .05) were observed on three of the eight scales and on Current Criminal Thinking for the secondary desisters and on six of the eight scales for the primary desisters. Compared with English and American prisoners, the Irish scored higher on all eight scales.

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Che Lah, Yahya, and Suzihana Shaharan. "The Teaching of Writing: The Real Classroom Scenes at the Lower Secondary School." International Journal of Learning: Annual Review 17, no. 3 (2010): 621–32. http://dx.doi.org/10.18848/1447-9494/cgp/v17i03/46935.

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Ketonen, Laura, Markus Hähkiöniemi, Pasi Nieminen, and Jouni Viiri. "Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom." International Journal of Science and Mathematics Education 18, no. 8 (January 2, 2020): 1465–84. http://dx.doi.org/10.1007/s10763-019-10030-3.

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AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

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Ying, Yau Sook, and Ahmad Fauzi Mohd Ayub. "The Impact of Flipped Classroom Instructional Model in Teaching English as a Second Language (ESL) Among Lower Secondary Pupils." International Journal of Education 14, no. 4 (December 12, 2022): 15. http://dx.doi.org/10.5296/ije.v14i4.20559.

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English is a global language that most people use all around the world. English is the second language vastly used as a communication tool in daily life in Malaysia. It is also a compulsory subject to learn at schools from primary school to secondary school. However, many second language learners may have higher possibilities of facing various challenges in learning English as a Second Language (ESL) in Malaysia. Hence, the purpose of this study was to compare the flipped classroom and traditional classroom teaching approaches in secondary school pupils’ overall English language performance in these particulars: Grammar, Reading, and Writing, as well as to evaluate the perceptions of flipped learning experience among lower secondary pupils in learning ESL. The study was conducted quantitatively with a quasi-experimental method set in pre and post-tests design and consisted of 50 pupils separated equally into control and experimental groups. Seven weeks of lessons were conducted for both control and experimental groups. One-way analysis of covariance (ANCOVA) was used to adjust the pre-test scores of experimental group and study whether there are any significant differences on the effectiveness by implementing flipped classroom approach in experimental group despite the covariate (pre-test score) exists.After the post-test was conducted in the experimental group, the pupils were given a set of questionnaires containing 14 items to respond to and gauge their perceptions of flipped classroom learning experience based on motivation, effectiveness, engagement, and satisfaction. Findings reveal that the pupils in the experimental group achieved higher scores than the control group on their post-test scores in learning Grammar, Reading, and Writing by implementing a flipped classroom teaching approach. Also, the questionnaire's evidence indicated that most of the pupils had favorable perceptions of flipped classroom learning experience in the experimental group. This study indicates that flipped classroom teaching approaches positively enhanced pupils’ academic performance and learning experience.

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Polat, Soner, and Hande Çiçek. "Intergenerational learning among primary and lower secondary schools." International Journal of Human Sciences 12, no. 2 (December 14, 2015): 1649. http://dx.doi.org/10.14687/ijhs.v12i2.3471.

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<p>The purpose of this qualitative study is to identify on which topics intergenerational learning takes place among primary and lower secondary school teachers of different generations. If intergenerational learning is present among colleagues, the content of this learning will be specified. For this purpose, in 2013-2014 school year, in the district of İzmit in the province of Kocaeli two primary and two lower secondary schools where different generations work together were, therefore, selected and 39 teachers of three different generations in these schools were interviewed. Semi-structured interview technique was used during these face-to- face interviews. Data of the study, which was designed using phenomenological pattern, was analyzed with descriptive analysis method. The results indicated that younger teachers learn about topics such as classroom management and handling problems with parents from the experiences of their older colleagues. On the other hand, older teachers learn about the new teaching methods and techniques, teaching materials and the use of technical equipments from their younger colleagues. It was clearly seen that intergenerational learning proceed more functionally at schools where collaboration and knowledge-sharing are important values; where there aren’t any prejudices against age and where there are individuals who are open for development.</p>

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Fiksl, Majda, and Boris Aberšek. "CLASSROOM CLIMATE AS A PART OF CONTEMPORARY DIDACTICAL APPROACHES." Problems of Education in the 21st Century 61, no. 1 (October 5, 2014): 28–36. http://dx.doi.org/10.33225/pec/14.61.28.

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To achieve successful teaching in the 21st century school, teachers must change their didactical approaches in order to create a stimulating pro-activeness in a pleasant classroom climate for better development of student’s achievement. A classroom climate in the present research means the combination of variables within a classroom that work together to promote learning in a comfortable environment. In the present research, classroom’s climate will be evaluated, and what kind of influence different didactical approaches have on the atmosphere in the classroom. The classroom climate of two 6th grade classes at a lower secondary school will be studied: a class with traditional methods of teaching and a class with innovative methods, as regards searching for ideas, monitoring the students’ progress and giving instructions. Students in both classes filled out a questionnaire with thirteen statements, which included three dimensions of a classroom atmosphere: personal relationship, contribution to the class and research work. The results confirmed a change in the perception of the classroom climate, depending on different innovative didactical approaches. The values of individual dimensions are higher in the class with innovative methods, which was confirmed with a better atmosphere in this class and an increased activeness of the students. When introducing changes in an educational process, it is necessary to establish a positive classroom atmosphere. Key words: active learning, classroom atmosphere (climate), innovative didactical approaches, lower secondary education, structure of education.

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Kaminskienė, Lina, and Nano Khetsuriani. "Personalisation of learning through digital storytelling." Management 24, no. 1 (June 29, 2019): 153–66. http://dx.doi.org/10.30924/mjcmi.24.1.10.

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The article discusses curriculum management changes while trying to respond to the challenge of learning personalisation in the field of lower-secondary education in Lithuania. The paper investigates what transformations learning personalisation might bring into educational practices and how they change regular curriculum management practices starting from learning environment, new roles of teachers, combining individual and group work in the classroom environment and development of new learning scenarios. This article is based on the findings of a case study of one of the Lithuanian lower secondary schools, when a new learning scenario was implemented creatively applying a digital storytelling method. The research indicates that students’ active classroom participation increased, driven by the personalised approach and the use of diverse digital media. The article reveals that learning personalisation supported by technologies brings changes to the classroom management practices and strengthens teacher-student and peer-to-peer collaboration.

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König, Johannes, Sigrid Blömeke, Armin Jentsch, Lena Schlesinger, Caroline Felske née Nehls, Frank Musekamp, and Gabriele Kaiser. "The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom." Educational Studies in Mathematics 107, no. 1 (January 16, 2021): 189–212. http://dx.doi.org/10.1007/s10649-020-10021-0.

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AbstractIt is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it is still unclear how specific teacher knowledge facets as part of their professional competence contribute to classroom processes and learning outcomes. Focusing on mathematics education at the secondary level, this study investigates the links between teachers’ pedagogical competence (i.e., cognitive pedagogical facets of their professional competence), instructional quality, and students’ mathematics achievement. The sample comprises mathematics teacher and student data from 59 classrooms in Germany. Student mathematics achievement was measured across two time points (grade 7 and 8). Teachers’ pedagogical competence was tested using two tests measuring their general pedagogical knowledge (GPK) and situation-specific classroom management expertise (CME). Instructional quality was measured using observational rating data from in vivo rating in mathematics classrooms. Research questions on the relation of teachers’ competence and students’ mathematics achievement were answered using multilevel models. Results from multilevel regression analyses indicate that both GPK and CME predict instructional quality. Direct statistical effects on students’ mathematical progress were identified, whereas no indirect statistical effects via instructional quality could be identified. Although teachers’ measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students’ mathematical progress.

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Ferriz-Valero, Alberto, Ove Østerlie, Salvador García-Martínez, and Salvador Baena-Morales. "Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball." Education Sciences 12, no. 1 (January 4, 2022): 26. http://dx.doi.org/10.3390/educsci12010026.

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The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students’ educational outcomes. One approach emerging in the field of physical education (PE) is the pedagogical approach called flipped classroom (FC). The first purpose of this study was to assess the effects of the application of an FC approach on 284 Spanish secondary PE students regarding learning of the conceptual content of the activity itself, in this case volleyball. The second purpose was to assess how this intervention affected their motivation from an SDT perspective. Through a quantitative approach, positive results were found regarding the positive development of autonomous motivation and cognitive learning among students following an FC approach. These results were compared to a control group following a traditional approach to PE, highlighting the relevance of the methodology applied. The findings of the present study would be valuable for policymakers and stakeholders looking to promote the integration of digital technology into PE as part of enhancing the outcomes of PE for all students and thus contributing to quality and sustainable education.

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Westergård, Elsa, Sigrun K. Ertesvåg, and Frank Rafaelsen. "A Preliminary Validity of the Classroom Assessment Scoring System in Norwegian Lower-Secondary Schools." Scandinavian Journal of Educational Research 63, no. 4 (January 29, 2018): 566–84. http://dx.doi.org/10.1080/00313831.2017.1415964.

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Müller, Christoph Michael, Verena Hofmann, Janine Fleischli, and Felix Studer. "Effects of Classroom Composition on the Development of Antisocial Behavior in Lower Secondary School." Journal of Research on Adolescence 26, no. 2 (February 18, 2015): 345–59. http://dx.doi.org/10.1111/jora.12195.

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Virtanen, Tuomo Erkki, Grete Sørensen Vaaland, and Sigrun Karin Ertesvåg. "Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school." Teaching and Teacher Education 77 (January 2019): 240–52. http://dx.doi.org/10.1016/j.tate.2018.10.013.

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Ertem, Hasan Yücel. "EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES." Problems of Education in the 21st Century 79, no. 2 (April 10, 2021): 194–206. http://dx.doi.org/10.33225/pec/21.79.194.

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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Moon, Soyeon, and Sun-Young Oh. "Unlearning overgenerated be through data-driven learning in the secondary EFL classroom." ReCALL 30, no. 1 (September 20, 2017): 48–67. http://dx.doi.org/10.1017/s0958344017000246.

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AbstractThis paper reports on the cognitive and affective benefits of data-driven learning (DDL), in which Korean EFL learners at the secondary level notice and unlearn their “overgenerated be” by comparing native English-speaker and learner corpora with guided induction. To select the target language item and compile learner-corpus-based materials, writing samples of 285 learners were collected. The participants were randomly divided into traditional grammar learning and DDL groups. After providing instruction for each group, one immediate and one delayed writing sessions were implemented. Revealing a lower ratio of overgenerated be after the instruction than the control group, the DDL group showed statistically significant retention as well as immediate effects in terms of the raw counts of the target item. Based on this improvement in grammar learning and retention, DDL is considered helpful for these learners as it facilitated their efforts to discover and apply rules. In addition, their positive attitudes toward DDL including both native speaker and learner data provide useful pedagogical implications. Learning from the negative evidence produced in their own classroom helped learners, especially at lower levels, to raise their grammar consciousness and boost their motivation to learn.

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Chaulagain, Sangam. "Caste Microaggression: A Barrier to Lower Affective Filter and to Promote Inclusivityin the Classroom." International Research Journal of MMC 2, no. 2 (June 30, 2021): 64–73. http://dx.doi.org/10.3126/irjmmc.v2i2.38150.

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This article explores the impact of caste microaggressions in classroom activitiesin the countries like Nepal. It focuses on the study of how caste microaggressions are barriers to lower affective filter and promote inclusivity in the classroom. This is a review article based on qualitative research in which the ideas are derived from different secondary sources and are arranged to support how lower-caste students are the victim of caste microaggressions in Nepali society. This article shows that the students of lower-caste families, especially the Dalits, are greatly victimized by discriminatory activities in the schools of rural areas of Nepal. To promote inclusivity and to encourage lower-caste children in learning activities, it is essential to avoid caste microaggression and to emotionally engage such students in classroom activities that have to be initiated by the teachers primarily.

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Rojo Robas, Vanesa, José María Madariaga, and José Domingo Villarroel. "Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation." Mathematics 8, no. 3 (March 6, 2020): 368. http://dx.doi.org/10.3390/math8030368.

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This research analyses the role of the affective dimension in learning mathematics during secondary education. In particular, the evolution of motivation and beliefs according to the students’ academic level, as well as the relationship between these two factors. The sample consisted of 202 students from all four years of secondary education, whose motivation and beliefs about mathematics and learning mathematics were evaluated. Beliefs were grouped into three categories: related to the specific classroom context, to mathematics, and to oneself as a learner of this subject. The results obtained indicate lower motivation and less favourable beliefs in 3rd year. From the beliefs analysed, those regarding the classroom context, and more specifically the teachers, have obtained the largest effect size.

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Källén, Carina Borgström, and Monica Lindgren. "Doing gender beside or in music: Significance of context and discourse in close relationship in the Swedish music classroom." British Journal of Music Education 35, no. 3 (March 4, 2018): 223–35. http://dx.doi.org/10.1017/s0265051717000316.

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This article explores the significance of context and discourse from a gender perspective within three different studies of the Swedish music classroom, conducted in lower secondary school, upper secondary school and higher music education respectively. The theoretical point of departure is that gender performances as well as the music classroom are discursively constructed within a specific context. The result suggests that if discourse and context are directed towards music as identity and skill, gender is performed in music, but if the music classroom is constructed as educational, gender is performed beside music. A conclusion is therefore that the impact of gender in the music classroom has to be understood as a matter of school discourse and school context in close relationship. It is argued that studying the interplay between context and discourse can be a way ahead for understanding the complexity in the relationship between music education and gender.

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Tanudjaya, Citra Putriarum, and Michiel Doorman. "EXAMINING HIGHER ORDER THINKING IN INDONESIAN LOWER SECONDARY MATHEMATICS CLASSROOMS." Journal on Mathematics Education 11, no. 2 (April 2, 2020): 277–300. http://dx.doi.org/10.22342/jme.11.2.11000.277-300.

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Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students’ ability to demonstrate HOT skills through an open-ended mathematics problem, and by exploring teachers’ views of HOT skills through semi-structured interviews. It involved 372 ninth-grade students and six mathematics teachers from six lower secondary schools in Jakarta and Palembang. The findings show that most students could construct the mathematical model but experienced difficulty in transferring knowledge into new contexts, in applying creative thinking, and with information literacy skills. Besides, some of the teachers were familiar with the concept of HOT, but some viewed HOT as skills for talented students, or HOT problems having a high level of difficulty and long storylines. The knowledge of existing teaching strategies, familiarity with HOT problems, and colleague-support are needed to improve the development of HOT skills in the mathematics classroom.

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Munniksma, Anke, Johanna Ziemes, and Philipp Jugert. "Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms." Journal of Youth and Adolescence 51, no. 1 (October 8, 2021): 141–55. http://dx.doi.org/10.1007/s10964-021-01507-y.

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AbstractResearch in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students’ social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.

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Lehtonen, Daranee, Lucas Machado, Jorma Joutsenlahti, and Päivi Perkkilä. "The Potentials of Tangible Technologies for Learning Linear Equations." Multimodal Technologies and Interaction 4, no. 4 (October 23, 2020): 77. http://dx.doi.org/10.3390/mti4040077.

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Tangible technologies provide interactive links between the physical and digital worlds, thereby merging the benefits of physical and virtual manipulatives. To explore the potentials of tangible technologies for learning linear equations, a tangible manipulative (TM) was designed and developed. A prototype of the initial TM was implemented and evaluated using mixed methods (i.e., classroom interventions, paper-based tests, thinking aloud sessions, questionnaires, and interviews) in real classroom settings. Six teachers, 24 primary school students, and 65 lower secondary school students participated in the exploratory study. The quantitative and qualitative analysis revealed that the initial TM supported student learning at various levels and had a positive impact on their learning achievement. Moreover, its overall usability was also accepted. Some minor improvements with regard to its pedagogy and usability could be implemented. These findings indicate that the initial TM is likely to be beneficial for linear equation learning in pre-primary to lower secondary schools and be usable in mathematics classrooms. Theoretical and practical implications are discussed.

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Scharenberg, Katja, Sebastian Röhl, and Wolfram Rollett. "Who Are Your Friends in Class?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 3-4 (July 2020): 75–87. http://dx.doi.org/10.1026/0049-8637/a000230.

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Abstract. Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.

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Sullivan Hellgren, Jenny. "Authentic science in the classroom—students’ perceptions of their experiences." Nordic Studies in Science Education 15, no. 3 (October 30, 2019): 299–312. http://dx.doi.org/10.5617/nordina.5571.

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The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and understanding of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different classrooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were positive and related to science. Their focus is to a large extent on authentic science, and covers many of the aspects the Medicine Hunt is aiming to introduce in school, like the hands-on and inquiry-based ways of working and the opportunity to do what scientists do. Students’ answers are also to a high degree connected to the science content and to learning science. Few differences in students’ experiences related to the different classrooms were found.

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Lialikhova, Dina. "Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context." Journal of Immersion and Content-Based Language Education 6, no. 1 (January 26, 2018): 27–56. http://dx.doi.org/10.1075/jicb.16013.lia.

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Abstract This article reports on findings from a small-scale qualitative study performed in a CLIL setting in a Norwegian lower secondary school. The study explored the effect of a six-week CLIL intervention project combining history and English on 27 Norwegian ninth graders’ motivation to engage in classroom oral activities and, consequently, their willingness to communicate (WTC) orally, as well as factors triggering and constraining the students’ WTC in the CLIL lessons. Data were collected through classroom observations, teacher pre- and post-interviews, and student pre- and post-questionnaires. The findings revealed that the CLIL intervention had reinforced most students’ motivation and WTC orally compared to their regular EFL lessons. The study adds to the sparse CLIL research in Norway.

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Alonso-Tapia, Jesús, and Cecilia Simón. "Differences between Immigrant and National Students in Motivational Variables and Classroom-Motivational-Climate Perception." Spanish journal of psychology 15, no. 1 (March 2012): 61–74. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n1.37284.

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The objective of this study is to see whether Immigrant (IM) and Spanish (National) students (SP) need different kinds of help from teachers due to differences in motivation, family expectancies and interests and classroom-motivational-climate perception. A sample of Secondary Students −242 Spanish and 243 Immigrants- completed questionnaires assessing goal orientations and expectancies, family attitudes towards academic work, perception of classroom motivational climate and of its effects, satisfaction, disruptive behavior and achievement. ANOVAs showed differences in many of the motivational variables assessed as well as in family attitudes. In most cases, Immigrant students scored lower than Spanish students in the relevant variables. Regression analyses showed that personal and family differences were related to student's satisfaction, achievement and disruptive behavior. Finally, multi-group analysis of classroom-motivational-climate (CMC) showed similarities and differences in the motivational value attributed by IM and SP to each specific teaching pattern that configure the CMC. IM lower self-esteem could explain these results, whose implications for teaching and research are discussed.

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Turner, Tom, Christine Cross, and Caroline Murphy. "Occupations, age and gender: Men and women’s earnings in the Irish labour market." Economic and Industrial Democracy 41, no. 2 (May 17, 2017): 276–95. http://dx.doi.org/10.1177/0143831x17704910.

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While many studies investigate gender wage disparities, few have examined the impact of gender, education, part-time working and sector on earnings for men and women across different occupational groups and for different age groups. The purpose of this article is to undertake a more nuanced approach to further our understanding of the gender pay difference between men and women in different occupations in order to tackle and close this gap. The study’s findings suggest that the labour market is segmented into primary and secondary jobs. Additionally, the earnings returns for education are generally lower for women compared to men and women appear to fare better in the public sector in terms of a lower earnings gap for full-time and part-time employees and higher returns for education compared to women working in the private sector. The article concludes with a discussion of the policy implications.

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Eilks, Ingo. "On the transformation of research on teaching and learning about the sub-micro world in chemistry education into feasable classroom practice." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (January 8, 2017): 269–84. http://dx.doi.org/10.31129/lumat.v3i3.1029.

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Along two cases, this paper provides insights into the relationship between empirical research in chemistry education and innovations in classroom practices. The example is teaching and learning about the particulate nature of matter. The paper describes the need for innovation in chemistry classrooms justified by a study based on 28 interviews with experienced chemistry teachers. These interviews covered the teachers’ personal practices for how to deal with sub-microscopic concepts in lower secondary school chemistry education. The study revealed that the teaching approaches operated by the teachers in Germany often represent inconsistencies in both teachers’ knowledge base and PCK. This paper then contrasts the results with insights into a 15-year classroom innovation and continuous professional development project based on Participatory Action Research in which a group of teachers accompanied by university educators developed an alternative approach for dealing with sub-microscopic concepts. This approach is characterized by a coherent curricular structure for dealing with the particulate nature of matter, atomic structure and bonding theory during the whole course of lower secondary chemistry classes.

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Jukic Matic, Ljerka. "Pedagogical design capacity of lower-secondary mathematics teacher and her interaction with curriculum resources." Journal of Research in Mathematics Education 8, no. 1 (February 24, 2019): 53. http://dx.doi.org/10.17583/redimat.2019.2396.

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Various curriculum resources emerged in the last decades, but the textbook still remains the most used teaching and learning resource in mathematics classrooms. In this paper, we use a case study to analyze teaching practice of one math teacher. The aim of the study is to examine how math teacher interacts with the textbook and teacher guide, especially when teacher offloads on those resources, adapts them or improvises in the classroom. The study was conducted using lessons observations and semi-structured interviews. The results showed that teacher does not favour particular type of resource mobilization. Her interaction with resources can be characterized as a dynamic interplay, where type of resource mobilization exchange between the lessons and within a lesson as well. Moreover, teacher’s mobilization of textbook and teacher guide depends on teacher’s goals and assessment of the most pedagogically beneficial instruction for students.

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Fiksl, Majda, Andrej Flogie, and Boris Aberšek. "INNOVATIVE TEACHING/LEARNING METHODS TO IMPROVE SCIENCE, TECHNOLOGY AND ENGINEERING CLASSROOM CLIMATE AND INTEREST." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 1009–19. http://dx.doi.org/10.33225/jbse/17.16.1009.

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For successful work in the classroom, it is important to create a positive climate and to involve students actively in the process of learning. The presented research focused on how the students perceived the classroom climate, and on their interest in the contents of the subject Science, Engineering and Technology (STE). 92 primary school sixth- and seventh-grade students had been included in research. Two groups are established, one from a class using mainly frontal teaching methods (control group) and another, expert group from a class using an innovative teaching/learning methods mainly as problem and research-based learning and participatory learning supported with information communication technology. To measure the classroom climate and the students' interest, a survey with 54 statements was used. The results confirmed changes in the perception of classroom climate and in the popularity of contents taught in STE, in relation to the teaching methods used. It was established that innovative teaching/learning methods increase the students′ interest, and help to improve classroom climate. Keywords: classroom climate, students interest, innovative didactical methods, lower secondary education.

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Hanafin, Sinéad, Jude Cosgrove, Patrick Hanafin, Ciaran Lynch, and Anne-Marie Brady. "Co-worker relationships and their impact on nurses in Irish public healthcare settings." British Journal of Nursing 31, no. 7 (April 7, 2022): 394–99. http://dx.doi.org/10.12968/bjon.2022.31.7.394.

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This article presents the findings of a secondary analysis of data arising from a quantitative study of 3769 nurses on co-worker relationships and their impact on nurses working in public healthcare settings in Ireland. The overall findings from this analysis suggest moderate to high levels of satisfaction with co-worker relationships, with an average scale mean of 77%. Statistically significant lower scale means were identified in respect of nurses whose basic nursing qualification was awarded in a country outside the EU, among students and among those working in the west of Ireland. Respondents intending to leave the healthcare workforce reported significantly lower scores (74%) on this index compared with those intending to stay (79%). Significant positive correlations between co-worker relationships and workplace engagement (0.233), job satisfaction (0.225), organisational commitment (0.221) and perception of managers (0.259) were identified. These findings have implications for the retention of nurses working in Irish public healthcare services.

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Masterson, Mary. "Self-Discovery Through the Experiential Co-Construction of Life Stories in the Foreign Language Classroom." Journal of Experiential Education 41, no. 4 (July 25, 2018): 341–55. http://dx.doi.org/10.1177/1053825918785396.

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Background: Although culture is deeply embedded in language, cultural proficiency is not always gained during language learning. Experiential pedagogies that emphasize reflection may be appropriate for such learning. Purpose: This research explored pupils’ self-awareness as they engaged in the co-construction of personal life stories in one experiential pedagogy, the Autobiography, Biography, and Cross-cultural analyses (ABCs) model. Methodology/Approach: The ABCs methodology was implemented across two secondary-level foreign language classrooms, one of Irish students learning German, and the other of German students learning English utilizing a case study approach. Student writing products generated during early stages of the implementation were analyzed for themes related to self-discovery and cultural awareness, to explore how students negotiated self-image as they experienced cultural exchanges with the cross-cultural partner. Findings/Conclusions: Thematic analysis revealed that in the early stages students’ understanding of the role of culture in their own identities was absent. Implications: Teaching culture alongside language is challenging, especially in an online format. The current study demonstrates that language students do not necessarily show awareness of the self and the role of culture at the outset of the intervention. It also shows how the ABCs model can foster experiential learning in a foreign language classroom setting toward greater cultural awareness through self-discovery.

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Satar, Hafilah Abd, and Nik Mohd Rahimi Nik Yusoff. "Improvement of Lower Secondary Arabic Language Teaching and Learning through the Implementation of Classroom-Based Assessments (PBD)." Creative Education 10, no. 12 (2019): 2555–63. http://dx.doi.org/10.4236/ce.2019.1012183.

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Axelsson, Monica, and Britt Jakobson. "Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom." Language and Education 34, no. 4 (March 23, 2020): 291–310. http://dx.doi.org/10.1080/09500782.2020.1740730.

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Eilks, Ingo. "Experiences and Reflections about Teaching Atomic Structure in a Jigsaw Classroom in Lower Secondary School Chemistry Lessons." Journal of Chemical Education 82, no. 2 (February 2005): 313. http://dx.doi.org/10.1021/ed082p313.

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Kilickaya, Ferit. "Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom." Lublin Studies in Modern Languages and Literature 40, no. 1 (July 27, 2016): 116. http://dx.doi.org/10.17951/lsmll.2016.40.1.116.

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Mullen, Martin. "Broadening Language Learner Perceptions of "Actual, Proper Study" to be More Inclusive of Smartphones in Irish Secondary Schools: ‘‘For Like Actual Like Proper Study, and Schoolwork, I Wouldn’t Use My Phone at All Really’’." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 86–113. http://dx.doi.org/10.35903/teanga.v28i.686.

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New digital and mobile technologies are appearing at an ever-increasing rate, and there are potentially valuable educational applications of many of these smartphone-mediated resources. In Ireland, although the Department of Education and Skills (DES) has long advocated for a role for technology into the classroom, an educational focus on integrating these new mobile resources into the daily practices of language learners remains the exception rather than the norm. This paper aims to describe the findings of a study conducted with third-level learners of modern languages at an Irish university, which involved surveys, case studies, and a group interview, and which revealed the limited and tangential role that smartphones play in the learning habits of the participants. The paper will also describe how interpretation of the data identified a clear perception among learners of a narrow range of resources and practices that constitute "actual, proper study", a perception in which there is little space for the kind of spontaneous, multimodal, autonomous learning afforded by smartphones, with learners instead displaying a clear preference for more traditional practices such as writing out lists of verbs, and traditional materials such as grammar books. This paper will argue that firstly, the teaching practices and the lack of focus on smartphones that exist at secondary school levels play a key role in learners’ developing these attitudes and perceptions towards language learning, and secondly, that there is a clear need to foster a broader perception of what constitutes language learning that encompasses a balanced approach to smartphone-enhanced language learning. This is important not only to help the students as language learners, but also to develop the digital literacy skills which are increasingly important across all aspects of Irish and global society. The paper concludes by providing a series of steps which teachers can take which will help both to broaden perceptions of what constitutes language learning, and to allow for supervised, structured use of smartphones in the classroom to allow learners develop their learning-related smartphone literacy and wider digital literacy.

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Nopita, Dewi. "Problems Faced by English Teachers of Lower Secondary Schools in Assessments." Jurnal Kiprah 6, no. 2 (December 31, 2018): 17–20. http://dx.doi.org/10.31629/kiprah.v6i2.790.

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Dalam pengajaran Bahasa Inggris, guru memegang peranan penting dalam pencapaian tujuan pembelajaran. Kemampuan guru dalam merancang proses pembelajaran sangat berpengaruh terhadap tingkat pencapaian siswa. Agar dapat meengetahui tingkat capaian pembelajaran siswa, guru diharapkan untuk mempunyai kemampuan yang baik dalam merancang penilaian. Artikel ini bertujuan untuk memaparkan masalah-masalah yang dihadapi guru Sekolah Menengah Pertama (SMP) dalam merancang penilaian proses pembelajaran yang dilakukan oleh siswa, yang merupakan hasil penelitian. Adapun data penelitian diperoleh dari guru-guru Bahasa Inggris di SMPN 17 Bintan, SMPN 3 Bintan, SMPN 2 Bintan, dan SMPN 12 Bintan melalui pengamatan dan wawancara. Hasil penelitian menunjukkan bahwa guru-guru mata pelajaran Bahasa Inggris di Kabupaten Bintan benar-benar mengalami kesulitan dalam merancang penilaian terkait bentuk dan fokus penilaian. In the world of teaching English as a foreign language, teachers do hold a pivotal role in achieving the learning goals. The teachers’ skill in designing their classroom instruction contributes to students’ level of learning achievements. To be able to see the students’ achievement in learning, English teachers are required to have knowledge and skill in designing the assessment. This article, derived from a research result, intends to explore secondary school English language teachers’ problems related to English language assessment. There were 4 lower secondary schools in Bintan regency involved as the subjects of the research: SMPN 17 Bintan, SMPN 3 Bintan, SMPN 2 Bintan, and SMPN 12 Bintan. The instruments of the research were observation and interview. Finally, it was found that English language teachers of secondary schools in Bintan regency had serious problems in designing English language assessments related to the forms and the focus of the assessment. Keywords: Lower secondary school, English teachers, assessment

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Yanti, Prima Gusti, and Herri Mulyono. "Incorporating a Smartphone Video in a Theatrical Activity to Promote an Authentic Language Learning Environment in a Lower Secondary School Classroom." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 01 (January 20, 2020): 141. http://dx.doi.org/10.3991/ijim.v14i01.11499.

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Theatrical activities have been used to promote an authentic learning environment. However, the incorporation of simple daily technology, like smartphones, to enable students to produce a video of their theatrical activities has not been explored in the Indonesian language learning classroom. This paper documents a video project conducted by lower secondary school students at a private school in Jakarta, Indonesia to examine whether a video project task could help create an authentic learning environment in a language classroom setting. Although the benefits of theatrical activities to promote authenticity in students’ learning experiences are evident in the literature, only a few students have access to such benefits. Many students were reluctant to get involved in the theatrical activities prepared by the teachers and only one cohort of students successfully completed the advertisement video assignment. Teachers’ instructional issues as well as students’ motivation and commitment to work collaboratively were identified as the barriers to produce the video.

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Journal articles on the topic 'Irish lower secondary classroom'

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