Journal articles: 'Reluctant learners'

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Sanacore, Joseph. "Turning Reluctant Learners into Inspired Learners." Clearing House: A Journal of Educational Strategies, Issues and Ideas 82, no. 1 (September 2008): 40–44. http://dx.doi.org/10.3200/tchs.82.1.40-44.

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Valmont, William J. "MAKING VIDEOS WITH RELUCTANT LEARNERS." Reading & Writing Quarterly 10, no. 4 (October 1994): 369–78. http://dx.doi.org/10.1080/1057356940100408.

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Evans, J. Gary. "In my View: Motivating Reluctant Learners." Kappa Delta Pi Record 35, no. 2 (January 1999): 55–56. http://dx.doi.org/10.1080/00228958.1999.10518415.

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Raschke, Donna, Charles Dedrick, and Marion Thompson. "Motivating Reluctant Learners: Innovative Contingency Packages." TEACHING Exceptional Children 19, no. 2 (January 1987): 18–21. http://dx.doi.org/10.1177/004005998701900205.

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Calder, Nigel, and Anthony Campbell. "Using Mathematical Apps with Reluctant Learners." Digital Experiences in Mathematics Education 2, no. 1 (February 3, 2016): 50–69. http://dx.doi.org/10.1007/s40751-016-0011-y.

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Short, Geoffrey. "Reluctant learners? Muslim youth confront the Holocaust." Intercultural Education 24, no. 1-02 (May 24, 2013): 121–32. http://dx.doi.org/10.1080/14675986.2013.772324.

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Collins, Lydia. "Unlocking the Doors ‐‐ Reluctant Learners and the Wordprocessor." Educational Media International 24, no. 3 (January 1987): 165–69. http://dx.doi.org/10.1080/0952398870240312.

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Riddick, Paul. "Motivating reluctant learners. Practical strategies for raising attainment." Educational Psychology in Practice 30, no. 3 (June 4, 2014): 325–26. http://dx.doi.org/10.1080/02667363.2014.920564.

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Raschke, Donna. "“Delicious” Incentives: A Technique to Motivate Reluctant Learners." TEACHING Exceptional Children 19, no. 1 (September 1986): 66–67. http://dx.doi.org/10.1177/004005998601900120.

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Dressler, Roswita. ""There is no space for being German": Portraits of Willing and Reluctant Heritage Language Learners of German." Heritage Language Journal 7, no. 2 (August 30, 2010): 162–82. http://dx.doi.org/10.46538/hlj.7.2.2.

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Some heritage language learners (HLLs) are comfortable identifying themselves as such, while others are decidedly reluctant to adopt this term (Piño & Piño, 2000). HLLs in this paper are defined as those students having a parent or grandparent who speaks German or those who have spent a significant part of their childhood in a German-speaking country (as suggested in Beaudrie & Ducar, 2005, p. 13). This paper highlights case studies of six HLLs of German at the post-secondary level who are participants in a motivation study (Dressler, 2008). Three students are ‘willing’ HLLs. The additional three case studies are of students that I will call ‘reluctant’ HLLs of German, and this paper explores the reasons behind their reluctance and the components of self-identification, which include language identity (Block, 2007; Pierce, 1995); language expertise; affiliation and inheritance (Leung, Harris, & Rampton, 1997); cultural artifacts (Bartlett, 2007) and positioning (Block, 2007).

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Olowoyo, Mary Motolani, Sam Ramaila, and Lydia Mavuru. "Differences in Factors Responsible for Lateness at School by Male and Female Learners in Selected Schools in Soshanguve Township, South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 291–307. http://dx.doi.org/10.26803/ijlter.20.7.16.

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Late coming is an endemic problem in South African schools and has become increasingly difficult to eradicate. It has been identified as a major factor affecting learner academic performance and pass rate within the broader South African school context. This study examined factors that influence the late coming of both male and female learners in selected schools in the Soshanguve Township with a view to assessing their impact on learner academic performance and emotional stability within the school environment. The study adopted an exploratory descriptive survey design, involving eighty purposively selected learners as participants. Quantitative data was collected through the administration of a survey questionnaire and result analysed using ANOVA and the paired sample t-test. The findings showed that factors such as mode of transportation to school, geographical location of school/homes, learner involvement in household chores, watching television at night, sleeping late and child care responsibilities are predominantly responsible for the late coming. The study further revealed that male learners were more often late for school as compared to female learners. Late coming of female learners hinged to a large degree on domestic factors while the late coming of male learners depended on attitude and peer pressure. The male learners were reluctant to change the habit as it was not perceived to be an emotional disturbance while female learners were amenable to habit change.

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Lamb, Terry, and James Fisher. "Making connections: football, the internet and reluctant language learners." Language Learning Journal 20, no. 1 (December 1999): 32–36. http://dx.doi.org/10.1080/09571739985200241.

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Gunter, Glenda A., and Robert F. Kenny. "UB the director: Utilizing digital book trailers to engage gifted and twice-exceptional students in reading." Gifted Education International 28, no. 2 (March 27, 2012): 146–60. http://dx.doi.org/10.1177/0261429412440378.

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Attempts to increase motivation in reluctant readers have been the focus of many local, state and federal reading research initiatives. Only recently have researchers and educators come to understand that many of these same issues also face teachers of gifted and talented learners. Frequently, students who are bright and talented but do not perform to their academic ability are categorized as being underachievers or unmotivated. In this article, the authors explore some reasons why gifted students struggle with reading and why they, like those in regular classrooms, are reluctant to read and write. This study uses a computerized version of the Matching Familiar Figures Test as an identifier and predictor of student performance. An instructional intervention (UB the Director Model) is also utilized to determine if these instructional practices help to overcome these students’ reluctance and lack of motivation.

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Haduong, Paulina. "“I like computers. I hate coding”: a portrait of two teens’ experiences." Information and Learning Sciences 120, no. 5/6 (May 13, 2019): 349–65. http://dx.doi.org/10.1108/ils-05-2018-0037.

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Purpose Some empirical evidence suggests that historically marginalized young people may enter introductory programming experiences with skepticism or reluctance, because of negative perceptions of the computing field. This paper aims to explore how learner identity and motivation can affect their experiences in an introductory computer science (CS) experience, particularly for young people who have some prior experience with computing. In this program, learners were asked to develop digital media artifacts about civic issues using Scratch, a block-based programming language. Design/methodology/approach Through participant observation as a teacher and designer of the course, artifact analysis of student-generated computer programs and design journals, as well as with two follow-up 1-h interviews, the author used the qualitative method of portraiture to examine how two reluctant learners experienced a six-week introductory CS program. Findings These learners’ experiences illuminate the ways in which identity, community and competence can play a role in supporting learner motivation in CS education experiences. Research limitations/implications As more students have multiple introductory computing encounters, educators need to take into account not only their perceptions of the computing field more broadly but also specific prior encounters with programming. Because of the chosen research approach, the research results may lack generalizability. Researchers are encouraged to explore other contexts and examples further. Practical implications This portrait highlights the need for researchers and educators to take into account student motivation in the design of learning environments. Originality/value This portrait offers a novel examination of novice programmer experiences through the choice in method, as well as new examples of how learner identity can affect student motivation.

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Hong, Barbara, Don P. Schulte, and W. Fred Ivy. "Engaging Reluctant Learners through the Web: Where do Teachers Start?" International Journal of Technology, Knowledge, and Society 5, no. 1 (2009): 127–40. http://dx.doi.org/10.18848/1832-3669/cgp/v05i01/55962.

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Quinn, Ann. "Reluctant learners: social work students and work with older people." Research in Post-Compulsory Education 5, no. 2 (July 2000): 223–37. http://dx.doi.org/10.1080/13596740000200076.

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Wilson, Martha B. "The Greenhouse Effect: A Work Experience Course for Reluctant Learners." Clearing House: A Journal of Educational Strategies, Issues and Ideas 68, no. 1 (September 1994): 7–11. http://dx.doi.org/10.1080/00098655.1994.11478610.

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Sutton, Halley. "Reach more reluctant adult learners with low-cost technology workshops." Recruiting & Retaining Adult Learners 21, no. 6 (February 14, 2019): 12. http://dx.doi.org/10.1002/nsr.30454.

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Tomlinson, Carol Ann, Carolyn M. Callahan, Ellen M. Tomchin, Nancy Eiss, Marcia Imbeau, and Mary Landrum. "Becoming Architects of Communities of Learning: Addressing Academic Diversity in Contemporary Classrooms." Exceptional Children 63, no. 2 (January 1997): 269–82. http://dx.doi.org/10.1177/001440299706300210.

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Increasingly, general classroom teachers are expected to be primary service providers for a full range of learners in inclusive classrooms. Research indicates that many veteran teachers are reluctant or unable to differentiate instruction for academically diverse learners in heterogeneous settings. This qualitative study examined the preservice experiences of 70 novice teachers at six university sites to determine conditions that may inhibit or facilitate their progress toward differentiation for academically diverse learners. Themes emerging from this investigation provide important guidelines for assisting beginning teachers in differentiating instruction in inclusive classrooms.

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Larson, Mark. "Watch Your Language: Teaching Standard Usage to Resistant and Reluctant Learners." English Journal 85, no. 7 (November 1996): 91. http://dx.doi.org/10.2307/820518.

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Lehman, Maggie. "How Can Teachers Motivate Reluctant Readers." Georgia Journal of Literacy 38, no. 1 (March 30, 2015): 32–39. http://dx.doi.org/10.56887/galiteracy.28.

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Motivating students to read is an important aspect of being an elementary reading teacher. Five second graders and their teacher were involved in the original work that this article is based on. Through classroom observations and one-on-one interviews, this research showed the importance of motivating reluctant readers. This article focuses on one student (Ben) in particular and his struggles with reading motivation. Through this lens of motivating reluctant readers, this article proceeds to share ideas of how classroom teachers can motivate reluctant readers in the classroom setting. Teachers can do a variety of things to motivate theirstudents to read. One of the first things teachers need to do is get to know their students. Teachers also need to utilize a variety of motivating reading experiences to help motivate students as well as create an engaging and open literacy environment. A final way teachers can motivate their students to read is to implement motivating and relevant classroom activities. Utilizing these ideas to motivate readers will hopefully work to create lifelong learners.

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Wang, Victor X., and Beth Kania-Gosche. "Rethinking the Right Teaching Methods that Work for Online Learners." International Journal of Adult Vocational Education and Technology 1, no. 3 (July 2010): 14–26. http://dx.doi.org/10.4018/javet.2010070102.

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This article addresses the phenomenon of why andragogical instructional approaches should work for online learners in the 21st century. As some senior faculty members and institutional administrators are reluctant to embrace education delivered via web 2.0 technologies, this article reveals discussions that will change these misconceptions. This article prompts readers to rethink their instructional strategies that will work well for online learners in particular. Even for face to face courses, instructors should incorporate an online component, as the principles of adult learning lend themselves well to an online environment.

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Alipour, Shahram. "The Effect of Engagement in Social Networking Application on Iranian EFL Learners’ Willingness to Communicate in English." Global Journal of Foreign Language Teaching 8, no. 4 (November 30, 2018): 165–78. http://dx.doi.org/10.18844/gjflt.v8i4.3599.

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Motivating EFL learners to communicate in English has been a long-lasting challenge for English language instructors. Regardless of the different proficiency level in English, every learner is expected to be able to create even simple structures in the target language; however, the EFL learners are reluctant to communicate in English. In fact, communicative competence and authentic use of English language are directly related to learners’ willingness to communicate. Nowadays, the social networking applications (for Smartphones or Personal Computers) have introduced potential and authentic exposure opportunity for every human in the world. Combining the social networking engagement with language learning context may provide this opportunity for learners to communicate more than before. Therefore, in order to study the impact of engagement in social networking applications on Iranian EFL Learners’ willingness to communicate in English, the present research has been initiated. The sample of the study included EFL learners (N = 21) participating in TOEFL preparation course. The experimental group of the study has joined the social networking group in Telegram to communicate in English out of the class. The pre-treatment and post-treatment survey design has been applied to compare the study groups WTC level before and after the treatment. The findings of the study indicated the positive effect of engagement in social networking on WTC. It was concluded that there are some guidelines in order to apply social networking in English language instruction. The findings are significant and applicable for English language instructors to apply such methods.

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Begum, Jahanara. "LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES." International Journal of Language Education 1, no. 1 (March 5, 2019): 12. http://dx.doi.org/10.26858/ijole.v1i1.6397.

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Abstract: In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.

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NISHIZAWA, Hitoshi, Takayoshi YOSHIOKA, and Kazuaki ITOH. "Extensive Reading Program Which Changes Reluctant Engineering Students into Autonomous Learners of English." Journal of JSEE 58, no. 3 (2010): 12–17. http://dx.doi.org/10.4307/jsee.58.3_12.

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M. Kahigi, Christine. "Preparedness in Online Teaching and Learning." International Journal of Research and Innovation in Social Science 06, no. 11 (2022): 92–96. http://dx.doi.org/10.47772/ijriss.2022.61105.

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The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, no, and other learning spaces have impacted more than 94% of the world’s student population. This situation challenged the education system across the world and forced educators to shift to the online mode of teaching overnight. Many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching-learning and assessment. The paper discusses the importance of online learning not just in times of crisis, but the need of the hour to innovate and implement online teaching as an alternative educational system. The lesson learned from the COVID-19 pandemic is that teachers and students/learners should be oriented on the use of different online educational tools. By looking at the Strengths, Weaknesses, Opportunities, & Challenges of e-learning modes, the importance and areas of preparedness have also been discussed.

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Sandanayake, Thanuja Chandani. "Enhancing Students’ Performances by Integrating Social Media in Undergraduate Learning." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 43–60. http://dx.doi.org/10.26803/ijlter.20.4.3.

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Use of social media among youth is growing rapidly around the world. This is more common among the young undergraduates. As a consequence of high usage of social media, ability to support learners via social constructed learning has increased. This study focuses on enhancing undergraduate’s academic performance via social media intervention. This was an action research and used mix methods inquiry employed quantitative and qualitative studies. Open face to face interviews, semi structured and structured questionnaires were conducted among 94 (n=94) undergraduates at the Faculty of Information Technology, University of Moratuwa, Sri Lanka. Findings of the study will incorporate the new insights of learner on social media adaption in academic work in meaningful ways. The results of open-ended face to face interviews, semi structured and structured questionnaire demonstrate multiple contextual relationships exist in adaption of social media in formal academic setup. Furthermore, perceptions of undergraduates on social media intervention illustrate the prominent relationship between peer groups, instructors, and learning content. Results of the study indicate that the learners are reluctant to adapt to the traditional learning setups and communication modes, but they appreciate the use of state of art social media connections in learning. Findings will further offer better and important information for both learners and academics to uplift communication, collaboration, and development of conducive learning environments.

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Bratton, John A. "Why workers are reluctant learners: the case of the Canadian pulp and paper industry." Journal of Workplace Learning 13, no. 7/8 (December 2001): 333–44. http://dx.doi.org/10.1108/13665620110411120.

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Kim, Sugene. "Japanese student writers’ perspectives on anonymous peer review." ELT Journal 73, no. 3 (February 13, 2019): 296–305. http://dx.doi.org/10.1093/elt/ccy061.

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Abstract This article explores Japanese EFL learners’ perceptions of face-to-face vs. anonymous peer review in a writing classroom. Albeit few in number, some studies claim that Asian students exhibit difficulty in providing negative feedback because they tend to be hesitant for cultural reasons to criticize others’ work. To verify and extend such observations, this study collected data from 64 Japanese college students regarding their experiences and perspectives after they performed peer review in both conditions. Analysis of the data collected through a survey and semi-structured interviews did not support the previously held views that learners from non-Western cultural backgrounds are predisposed to be reluctant peer reviewers. Further, the findings indicated that Japanese EFL learners’ preference for a specific peer-review mode interacts closely with various factors. Possible pedagogical implications are discussed in relation to ways to better implement peer-review sessions.

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Lu, Juexuan, Lifen He, and Qi Shen. "LOTE (Languages Other than English) learners’ investment in learning languages." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 55–64. http://dx.doi.org/10.5209/clac.71995.

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This study draws on the model of language learning investment to explore China’s LOTE (Languages Other than English) students’ learning motivation. Data collected through in-depth interviews with 35 university students were analyzed in an inductive way. The findings show that: (1) the participants invested in learning LOTEs because they had enough affordances (resources applicable to LOTE learning) and/or perceived target language-related benefits (economic, cultural or social ones) from LOTE learning, even though most of our participants were initially involuntary applicants; (2) students were reluctant to invest in learning their target language(s) and merely strove to fulfil their program(s) when they were lacking affordances, perceiving few benefits, or even devalued by the in-context ideologies. These findings provide important implications for LOTE educators to motivate their students, and for policy makers to improve China’s LOTE education.

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Giannikas, Christina Nicole. "The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms." Center for Educational Policy Studies Journal 3, no. 3 (September 30, 2013): 87–104. http://dx.doi.org/10.26529/cepsj.233.

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This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.

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Nishizawa, Hitoshi, Takayoshi Yoshioka, and Yuri Ichikawa. "Book-Talk: An Activity to Motivate Learners to Read Autonomously in a Foreign Language." Journal of Language and Cultural Education 6, no. 1 (January 1, 2018): 145–57. http://dx.doi.org/10.2478/jolace-2018-0010.

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Abstract In the last decade, extensive reading (ER) had been incorporated into English as a foreign language (EFL) education in various Japanese institutions. It restored the once broken balance of accuracy and fluency in traditional English education, and assisted reluctant EFL learners to start reading. However, ER required rather longer term for elementary learners to enjoy its benefits and the learners needed an extra encouragement to continue ER for the longer term. Book-talk was such an activity to encourage learners to read voluntary and to improve their language skills additionally. In a book-talk, several learners sat around a table, introduced the books they had read during the week, and accepted questions and comments from the others in turn. It also fitted well in lessons because 3-minute talks and 2-minute Q&A of six members took only 30 minutes. We will report how the activity motivated elder students, who had three or more years’ experience of ER, to continue their reading outside the class, and how it encouraged autonomous ER of adult EFL learners, who were reading English books borrowing from the college library. A combination of few talks and many readings worked well in EFL settings.

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KANG, Shin-Tae. "Outils didactiques, vecteurs d’interactions dans la classe de FLE en Corée du Sud." FRANCISOLA 3, no. 1 (July 9, 2018): 72. http://dx.doi.org/10.17509/francisola.v3i1.11893.

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RÉSUMÉ. Les apprenants de cours de langues hésitent souvent à prendre la parole en classe. Cet article vise à étudier comment les enseignants de FLE utilisent des supports pédagogiques variés dans leurs cours de conversation, et comment ces outils didactiques rendent les interactions plus vivantes et intéressantes pour les apprenants. La méthode de l’analyse conversationnelle sera appliquée à un corpus de données enregistrées authentiques et naturelles : des cours de FLE délivrés par des enseignants français à des apprenants coréens dans l’enseignement supérieur en Corée du Sud. Les données vidéo et les transcriptions seront analysées sous l’angle de la méthode empirico-inductive afin de décrire les zones d’interaction générées par chacun des outils didactiques employés dans le corpus. Il sera établit que ces zones d’interaction peuvent focaliser le regard et l’attention des apprenants dans des relations « émetteur-récepteur » entre enseignants et apprenants variant au gré des nombreux ateliers proposés. Mots-clés: apprenant coréen, FLE, interaction, outils didactique, salle de classe. ABSTRACT. Language learners are often reluctant to speak in class. This article aims to study how FFL teachers use a variety of teaching aids in their conversation classes, and how these didactic tools make interactions more lively and interesting for learners. The conversational analysis method will be applied to a corpus of authentic and natural recorded data: FFL courses delivered by French teachers to Korean learners in higher education in South Korea. The video data and transcriptions will be analyzed from the angle of the empirico-inductive method in order to describe the interaction zones generated by each of the didactic tools used in the corpus. It will be established that these interaction zones can focus the look and attention of learners in "transmitter-receiver" relations between teachers and learners, varying with the many workshops offered. Keywords: Korean learner, FFL, interaction, didactic tools, classroom.

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Petley, Rebecca, Jill Attewell, and Carol Savill-Smith. "Not Just Playing Around." International Journal of Virtual and Personal Learning Environments 2, no. 2 (April 2011): 59–72. http://dx.doi.org/10.4018/jvple.2011040106.

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MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

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Khan, Harunur Rashid, and Adilur Rahaman. "Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention." BELTA Journal 1, no. 1 (June 1, 2017): 28–45. http://dx.doi.org/10.36832/beltaj.2017.0101.002.

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It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politicohistorical context in EFL writing classrooms can add a new dimension to understanding learners‘ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire‘s (1970) notion of "conscientization" and Hirano‘s (2009) idea of "identity reconstruction", we would also make an attempt to reconfigure learners‘ motivation in post-colonial context.

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Khan, Harunur Rashid, and Adilur Rahaman. "Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention." BELTA Journal 1, no. 1 (June 1, 2017): 28–45. http://dx.doi.org/10.36832/beltaj.2017.0101.02.

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It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politico-historical context in EFL writing classrooms can add a new dimension to understanding learners’ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire’s (1970) notion of ‘conscientization’ and Hirano’s (2009) idea of ‘identity reconstruction’, we would also make an attempt to reconfigure learners’ motivation in post-colonial context.

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Yu, Xiu. "On the Avoidance Phenomenon in Writing." Journal of Language Teaching and Research 8, no. 5 (September 1, 2017): 948. http://dx.doi.org/10.17507/jltr.0805.15.

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The Avoidance phenomenon is a negative method used by learners who are reluctant to take risks in the process of learning language. For a long time, it is regarded as a kind of learning strategy which has been misused greatly and has hindered the improvement of language learning efficiency. Therefore, through the analysis of English major students’ various kinds of avoidance in writing, this article advocates that corresponding measures should be taken to prevent or reduce the occurrence of this phenomenon in English writing teaching.

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Rolé, Sharon. "The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course." European Journal of Teaching and Education 2, no. 3 (December 30, 2020): 1–11. http://dx.doi.org/10.33422/ejte.v2i3.492.

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This paper discusses part of a practitioner research case-study which I carried out with a class of thirty-seven college students learning chemistry in a blended learning context. The full two-year study involved a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The study identified four key student online learning dispositions, i.e., the dispositions of resourcefulness, resilience, reciprocity and responsibility. These dispositions were identified as persona-related enablers for online learning and were found to be crucial for the students to develop a deep approach to learning. They were also instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, changes in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study showed that student learning dispositions may be transferred from one context to another. This includes a transfer of learning dispositions from the online environment to the face-to-face traditional classroom setting. Several educators argue that learning dispositions should be included as educational goals in educational curricula and should serve as practical strategies in creating learning environments. Learning activities should provide students with opportunities to develop and cultivate desirable dispositions for learning.

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Maru, Mister Gidion, Chris Ceasar Pikirang, and Ceisy N. Wuntu. "Teachers’ perspectives towards learning autonomy: a survey on English teachers." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 15, no. 2 (September 6, 2021): 90. http://dx.doi.org/10.30595/lks.v15i2.10982.

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This study investigates teachers’ perspective toward autonomous learning in the context of English language learning in the current era. As a mixed research method then analyzing the collected data, it exposed that teachers’ perceptions on learning autonomy is low due to many of whom believed that their learners are still reluctant to take control of their study. It further indicated that, during thisCovid-19 pandemic, a learning autonomy may not be applicable in all context particularly within which school’s facility such as computer library and book library are limited or even not provided. This study concluded that learning autonomy practice is situational.

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Nevin, Sonya. "Animations of Ancient Vase Scenes in the Classics Classroom." Journal of Classics Teaching 16, no. 31 (2015): 32–37. http://dx.doi.org/10.1017/s2058631015000057.

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‘That's amazing! I can see what he's doing.’ These words, from a thirteen-year old boy in London, were extremely encouraging. Moments earlier he had been complaining that our imminent ancient history session would stop him playing pool. At his words, his friends looked up from online gaming, and they too began taking an interest in images of ancient vases and learning about ancient warfare. An hour later they hit the pool tables, but for the duration of our after-school session, these reluctant learners had engaged well and taken real pleasure in finding out about the ancient world.

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Manning, Shaun Justin, and Todd Jobbitt. "Engaged and Interactive Peer Review: Introducing Peer Review Circles." RELC Journal 50, no. 3 (October 2, 2018): 475–82. http://dx.doi.org/10.1177/0033688218791832.

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This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners in the peer review process. The authors had observed their undergraduate students were reluctant to do peer review and even more reluctant to use the comments received. To improve the peer review process, the authors decided to change it into a multi-party oral, opinion gap task. Mimicking literature circles, we put students into teams of three and asked them to follow an expanding sequence of Monologue-Dialogue- Discussion (MDD) to discuss each essay. First, one reviewer gave a brief monologue about the writing, then another reviewer joined in and they had a dialogue about the writing while the writer remained silent. Finally, only after listening to the monologue and dialogue could the writer enter the discussion to ask the reviewers about what was said, get further feedback, or explain themselves more fully. This article first explains how to run a PRC and then justifies doing PRCs by using classroom data that demonstrates how interaction during the MDD sequence refines peer feedback from vague/general to specific/detailed and encourages peer review.

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Rhodes, Christy M. "A Practical Guide to Queering the Adult English Language Classroom." Adult Learning 30, no. 4 (March 31, 2019): 160–66. http://dx.doi.org/10.1177/1045159519840334.

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There are few places more open and inclusive than an adult English language class. Or, are there? Although adult educators teaching in these multi-cultural and linguistically heterogeneous environments use practices designed to embrace their students’ diverse ethnic and linguistic identities, they less frequently incorporate practices to be inclusive of another important element students bring into the classroom, their sexual identity. Evidence suggests that while educators want to be inclusive, they are reluctant or unsure of how to do so. The purpose of this article is to supply English language teachers of adults with strategies to positively address sexual identity in ways that establish an inclusive environment for all learners.

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EunSung Kim. "Why are Learners Reluctant to Learn Grammar?- The Study on the Cause of Learning-stagnation in Grammar." Journal of Korean Language and Literature Education ll, no. 40 (February 2007): 35–72. http://dx.doi.org/10.17247/jklle.2007..40.35.

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Al-Dhanhani, Ahmed, Hadi Otroky, Rabeb Mizouniy, and Ahmad Al-Rubaie. "Enhanced Reputation-based Tit-for-Tat Strategy for Collaborative Social Applications." International Journal of Communications 16 (March 5, 2022): 13–18. http://dx.doi.org/10.46300/9107.2022.16.3.

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Social applications have witnessed a rapid growth in their use. Millions of people are utilizing them on a daily basis in order to share their experience, information and to communicate with their family members and friends. Lately, these technologies have been used to foster collaboration in education, however, it is a case of hit and miss and without established techniques to ensure or replicate success. One known problem that can impact the sustainability of collaborative social applications is the presence of selfish users. A selfish user adopts a free riding behaviour that takes advantage of the collaborative group without contributing back which would affect the group’s survivability. However, the inability to contribute back is not necessarily due to selfishness. In fact, cooperative learners may avoid participating due to the lack of expertise and/or confidence. In the literature, repeated non-cooperative game theory was introduced as a solution where several strategies were introduced to identify selfish users. However, such strategies do not differentiate between selfish learners and cooperative learners who are reluctant to answer others’ requests either due to lack of knowledge or confidence. In this paper, we show that educational and collaborative groups need to distinguish between those types of users and put in place mechanisms to encourage non contributing cooperative learners to participate rather than punishing them and excluding them from the group. An enhanced reputation-based Tit-for-Tat strategy is proposed as a solution that will enhance the group activity and overall gain.

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Mooneeb Ali, Muhammad, Nayla Uzma Khizar, Humaira Yaqub, Jawaria Afzaal, and Amna Shahid. "Investigating Speaking Skills Problems of Pakistani Learners in ESL Context." International Journal of Applied Linguistics and English Literature 9, no. 4 (July 31, 2020): 62. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.62.

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A pivotal skill that needs focus and concentration for efficient communication is speaking. It is taken as one of the toughest skill for learning of language. However, the issue to attain speaking proficiency becomes more problematic in Second language contexts. Specifically in English language speaking situations and ESL contexts, the learners are unable to communicate effectively and they are reluctant to speak due to various problems. Particularly in Pakistan English is regarded as official language for communication, yet only small percentage can communicate in English effectively. This investigation objects to explore the hindrances and problems faced by Pakistani ESL learners while speaking English. The population for this current investigation comes from Pakistan whereas the sample comes from four provincial capitals (Sindh, KPK, Punjab, Baluchistan) and one federal capital of Pakistan i.e. Islamabad. The sample size from the population was 100 (20 each from provincial and federal capital). Quantitative research design was used in which questionnaire was conducted from the people to explore various factors affecting the English speaking in Pakistani peoples. The results revealed that ESL learners in Pakistan do face a lot of psychological, linguistic, and social problems while speaking English. The results concluded that these factors create hindrances to achieve fluency in English language speaking. The outcomes of this study are significant to help concerned administrators, institutions, educators and teachers to eliminate these problems to attain efficiency in speaking English.

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Santhanam, Nehru Erode, Ritu Shrivastava, and George Toworfe. "Students’ attitude towards Undergraduate Foundation Mathematics Remediation in a HE institution in a Gulf Country." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 10 (February 20, 2019): 3359–67. http://dx.doi.org/10.24297/ijrem.v10i0.7761.

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This study outline causes why Foundation Mathematics students are reluctant to access support and remedial structures that are put in place to enable them to achieve their academic goals. The study was conducted using a survey method which included administering a structured questionnaire and one-to-one focused group discussions with students. The study aims to discuss the common tendency of students towards mathematics remediation programmes. This study centred on students’ perceptions regarding the teaching & Learning of Mathematics, specifically, however, the educational surroundings impacts their perceptions as students of Mathematics in terms of confidence, anxiety, enjoyment, motivation, and therefore the connection of Mathematics in personal and skilled Experiences. Data obtained from this study indicated that factors contributing to poor performance include lack of motivation, poor attitude of students towards Mathematics courses and retrogressive practices. It is envisaged that rising on these factors and sensitization of students to discard practices that proscribe learner’s effective participation in finding out the topic may improve their performance in mathematics. It is likely that improved mathematics performance will give learners opportunities to pursue mathematics-related HE degree programmes at higher institutions of learning.

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Meletiadou, Eleni, and Dina Tsagari. "Exploring EFL Teachers’ Perceptions of the Use of Peer Assessment in External Exam-Dominated Writing Classes." Languages 7, no. 1 (January 19, 2022): 16. http://dx.doi.org/10.3390/languages7010016.

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Several studies on peer assessment (PA) have highlighted significant benefits for the learning process such as increased student motivation, enhanced collaborative learning (especially in terms of EFL writing) and improved reflection skills. Research on secondary school teachers’ perceptions of PA is lacking, particularly in English as a Foreign Language (EFL) external-examination-dominated contexts. The current study presents an in-depth exploration of 40 EFL Greek Cypriot teachers’ perceptions of the use of PA in secondary education to address adolescent learners’ poor writing performance, low motivation, and exam failure. Teachers used PA of writing for one whole school year with more than 400 students after receiving training in PA methods and continuous support throughout this implementation. The researcher used semi-structured interviews to explore EFL teachers’ attitudes towards PA after implementing it in their classes. Findings indicated that teachers were initially reluctant to use PA with their students but changed their minds during its implementation and reported that PA facilitated learning by making the educational process easier for learners. Given teachers’ favourable attitudes towards PA after experimenting with it for a whole year and the benefits that they believe students (especially low-achieving) may gain from the implementation of PA of EFL writing in their classes, this study suggests that PA is a promising inclusive assessment method that caters to diverse learners’ needs and fosters autonomy.

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Soliha, Hidayatus. "Penerapan Metode Problem Based Learning Dalam Peningkatan Emotional Spiritual Quotient Peserta Didik Di Smp Syeh Jamaluddin Sukosongo Kembangbahu Lamongan." AKADEMIKA 10, no. 1 (June 30, 2016): 55–67. http://dx.doi.org/10.30736/akademika.v10i1.54.

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This research background on a fact that in the teaching and learning activities (KBM) lessons Aqidah Ahlaq teachers still use the system lectures where students tend to be reluctant to play an active role so as to produce a weak activity in the classroom. In this study a problem-based learning, Problem Based Learning which orientation to solving problems is done to increase the capability Emotional and Spiritual (ESQ) learners in learning Aqidah ahlak in junior Sheikh Jamaluddin Sukosongo. In this case, researchers based formulation of the problem of how the application of Problem Based Lerning will enhance the ability of the Emotional Spiritual Quotient and also any supporting factors and obstacles encountered during the implementation of it. This research is descriptive qualitative where researchers only illustrate the application of PBL through observation, in-depth interviews (depth interview) and documentation. Classroom observations carried out for 2 weeks. In-depth interviews have 3 learners from 31 the number of learners in junior Sheikh Jamaludin Sukosongo, and documentation as supporting data. The results of classroom observation will be described clearly in accordance with the existing portraits. As with any oral activity (question and answer), and emotional activity of students where students will solve the problem / problems encountered. Interviews in response to the application of Problem Based Learning and its supporters and obstacles.

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Suseno, Edy, and Oikurema Purwati. "Enhancing Speaking Proficiency by Adapting Grammar- Translation Method And Electronic Dictionary For Young Learners." IJET (Indonesian Journal of English Teaching) 9, no. 1 (July 28, 2020): 44–66. http://dx.doi.org/10.15642/ijet2.2020.9.1.44-66.

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The young learners are very potential to grow their knowledge earlier. By having sufficient knowledge in their heads, they have a great opportunity to develop any other knowledge. English, however, is an important language in the world. By using English, the students could know more about anything. There are many kinds of method used by teachers to teach young learners to speak English. The teacher is often trying very hard to bring the students into a learning atmosphere. Indeed, Both the teacher and students want to get the expected goal. On the other hand, the condition turns to be uneasy when the students are reluctant to respond to their teacher’s questions as feedback. It is an important part for the teacher to find another method to help students active. Moreover, vocabulary building is an essential part of delivering the intention to others. By having enough vocabulary list in the students’ head, it would ease them to choose the right words to convey. Hence, the use of an electronics dictionary could satisfy the students’ needs. By implementing it while learning grammar and reading, the students could better their vocabulary and pronunciation skills to conduct speaking.

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Hossain, Md Rahat. "Reasons Why We Lag Behind: Qualms of Teaching English Writing in Secondary Levels of Rural Bangladesh." European Journal of Teaching and Education 3, no. 4 (December 20, 2021): 8–17. http://dx.doi.org/10.33422/ejte.v3i4.707.

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Writing is one of the noteworthy factors of four major language skills. However, teaching English writing is a difficult and troublesome task for the teachers in the village areas of Bangladesh albeit to the maximum preference was given to writing modules in rural secondary schools. The present study aimed at looking into issues that hinder the advancement and effectiveness of teaching English writing at secondary school levels in rural Bangladesh. It was also investigated if the methods, materials, environments, curricula, and class sizes were congenial to the effective learning and teaching. The researcher used a mixed method approach. Both qualitative and quantitative methodology by analyzing documents, observing and interviewing of secondary school teachers and learners from different rural schools were used to conduct the study. It was observed that learners had almost no opportunity to practice critical writing in classroom settings. Seldom were they taught the writing strategies including pre-writing, brainstorming, and branching. Most often students were reluctant to the strategy of idea generation—drafting—revising. Among many obstacles, the study reveals the followings: low salary of teachers, learners’ inertia; obscurity in foreign language policies, qualms in curricula, dearth of resources and training facilities. Results from this study found plenty of incongruity between teachers’ perception and practice in writing classes. The authenticity of this paper is not marginalized to the context of a particular institution in remote Bangladesh, but is hoped to reach further to regional institutions which are facing similar problems.

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Journal articles on the topic 'Reluctant learners'

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