Artykuły w czasopismach: „Language teaching, a scheme for teacher education”

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Johnston, Bill, Christiane Dalton, Barbara Seidlhofer, Rob Batstone, Michael McCarthy, Guy Cook, Anne Anderson i in. "Language Teaching: A Scheme for Teacher Education". TESOL Quarterly 32, nr 3 (1998): 605. http://dx.doi.org/10.2307/3588132.

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Jenkins, J., i N. Murray. "Survey review: Language Teaching: A Scheme for Teacher Education". ELT Journal 52, nr 3 (1.07.1998): 245–56. http://dx.doi.org/10.1093/elt/52.3.245.

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Liubashenko, Olesia, i Tamara Kavytska. "Language Teacher in International Projects: Project activity, Language Training and Teaching Skills". АRS LINGUODIDACTICAE, nr 3 (2019): 64–77. http://dx.doi.org/10.17721/2663-0303.2019.3.09.

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The article presents a review of an ESP book targeted at the students majoring in Education. It focuses on the project work skills of the secondary school language teachers. In the educational context, project work fosters creativity in teachers and students, develops critical thinking, builds teamwork as well as leadership skills, motivates independent learning and enhances communicative and organizational competencies. On the other hand, it involves hard work of a language teacher who designs and manages the project in addition to teaching the language.This manual can be beneficial for Philology majors as well as language teachers who are involved in project work or project-based learning. It provides material for teaching project activities, language-training and profession-oriented tasks to improve the teaching skills, assessment scheme as well as advice from the authors and their colleagues who have experience in participating in project-based learning or international educational projects.

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Abad, Mónica, Juanita Argudo, Tammy Fajardo-Dack i Patricio Cabrera. "An exploration of EFL teaching practices in light of teachers’ language proficiency." Elia, nr 21 (2021): 10–13. http://dx.doi.org/10.12795/elia.2021.i21.02.

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The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.

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KOCHETOVA, M. G. "SELF-DEVELOPMENT OF LANGUAGE TEACHING STAFF AS A FACTOR OF INCREASING THEIR PROFESSIONAL COMPETENCE IN THE MODERN WORLD". Linguistics and Intercultural Communication 27, nr 1_2024 (20.06.2024): 26–34. http://dx.doi.org/10.55959/msu-2074-1588-19-27-1-2.

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The paper discusses the issues of a language teacher professional growth and improvement and increasing his/her competence in line with modern trends in education. It addresses the topic of self-development and its impact on the quality of teaching foreign languages. Self-development of language teaching staff is shown to be the main factor of their professional competence. The work provides a rationale for the relevance of the chosen topic and discusses the significance of teacher self-development in the modern world. Possible ways to improve his/her professional skills are considered. They involve a critical reflective analysis by the teacher of his/her professional competencies, the quality of teaching students a foreign language and prospects for personal growth. It is shown that the process of professional development should be ever-lasting, assume collegiality and provide mentoring within a single educational organization. Self-development and improvement of professional competence implies collaboration with foreign colleagues and experts in the professional field. The paper proposes a scheme of self-development for a language teacher, based on a reflective analysis of his/her professional competence and place in the profession.

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Chen, Qi, i Clare Wright. "Contextualization and authenticity in TBLT: Voices from Chinese classrooms". Language Teaching Research 21, nr 4 (5.04.2016): 517–38. http://dx.doi.org/10.1177/1362168816639985.

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In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a mixed-methods approach to gather a broad range of triangulated data, combining individual interviews, material analysis and observations coded using a novel task-focused version of the scheme ‘Communicative Orientation of Language Teaching’ (COLT). Quantitative and qualitative findings revealed positive beliefs about TBLT principles in general, reflecting strong institutional support for communicative teaching. However, there was marked variability between beliefs and practices in using tasks, especially with beginner-level learners. Most teachers demonstrated an intrinsic lack of confidence in using tasks as more than a communicative ‘add-on’ to standard form-focused teaching. We argue that this demonstrates a need for building teacher autonomy, in implementing TBLT, even in supportive settings, to support successful authentic contextualizing TBLT principles in different EFL contexts.

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Labinska, B., i N. Vyspinska. "Teaching Foreign Languages to Students with Special Educational Needs Syllabus for Master Students". Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 35 (13.01.2022): 49–59. http://dx.doi.org/10.32589/2412-9283.35.2021.251181.

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Abstract. The syllabus is designed for Master students majoring in specialty 014 Secondary education, subjectspecialty 014.021 Secondary education (Language and Literature (English))”/ 014.022 Secondary education(Language and Literature (German)) / 014.023 Secondary education) (Language and Literature (French)).The purpose of the obligatory course is to provide methodological training of students for the implementationof their professional functions of a foreign language teacher in general secondary education institutions in aninclusive educational environment: communicative-educational (developing of students' language, speech andeducational-strategic competencies), developmental-educational, constructive-planning, gnostic and organizationalfunctions that are implemented by means of a foreign language in general secondary education. The course consistsof two modules: foreign languages teaching system in an inclusive educational environment and methods offorming language and speech competencies in students with special educational needs. The course focuses onthe peculiarities of the methods of foreign language communicative competence development in students withvisual and hearing impairments and autism spectrum disorders as the most numerous groups of students withspecial educational needs. The course highlights current theoretical issues of modern methods of teaching foreignlanguages to the learners with special educational needs within the New Ukrainian School scheme and practicaltraining of students to develop extracts of the lessons in foreign language competence in listening, speaking,reading, writing and lesson planning in the context of inclusive education. The syllabus offers a list of referenceson the course topics.

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Thompson, Alba G., i Patrick W. Thompson. "Talking about Rates Conceptually, Part II: Mathematical Knowledge for Teaching". Journal for Research in Mathematics Education 27, nr 1 (styczeń 1996): 2–24. http://dx.doi.org/10.5951/jresematheduc.27.1.0002.

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Part I of this report (Thompson & Thompson, 1994) described the attempts of one teacher, Bill, to teach concepts of speed to one child, Ann. We analyzed sources of their eventual dysfunctional communication, concluding that Bill had encapsulated his deep understandings of rate and proportionality within his language for numbers and operations. Part II presents the session of the researcher, Pat, with Ann, analyzing his instructional actions in light of his agenda for having Ann build a scheme of operations by which to understand distance, time, and speed. We contrast Pat's agenda with Bill's, focusing on the mathematical knowledge that guided their instructional decisions and actions and briefly discuss implications for the preparation of teachers with regard to content knowledge.

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Park, Eunjeong. "The Reflectivity of EFL Preservice Teachers in Microteaching Practice". International Journal of Learning, Teaching and Educational Research 21, nr 4 (30.04.2022): 186–204. http://dx.doi.org/10.26803/ijlter.21.4.11.

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Microteaching as a teaching practice helps preservice teachers develop their teaching and restructure their pedagogical schemes through reflection and feedback, particularly in teacher education. In particular, critical reflection helps preservice teachers describe their instructional experiences and perceptions and analyze what they have learned from those experiences. The study aimed to investigate how English as a foreign language (EFL) preservice teachers implement and reflect on their teaching performance in microteaching activities. The participants were 22 Korean EFL preservice teachers at a college of education. Grounded in Amobi’s (2005) conceptual framework of microteaching reflectivity, the preservice teachers’ self-reflection on microteaching and peer feedback checklists were collected and analyzed. Content analysis was used for data analysis. The findings revealed that the participants’ teaching practice had a range of reflectivity patterns of describing, informing, conforming, and reconstructing. This study also found that the participants made progress through microteaching practice. The pedagogical implications of these results encompass the usefulness of microteaching in three groups of preservice teachers, teacher educators, and institutions.

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Adedapo, Adeyemi, i Bolanle T. Opoola. "Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria". Journal of Language Teaching and Research 12, nr 1 (1.01.2021): 177. http://dx.doi.org/10.17507/jltr.1201.19.

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Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop. An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.

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Bhushan, Ravi. "Understanding Language Teaching: An Educational Perspective". JOURNAL OF ADVANCES IN LINGUISTICS 2, nr 1 (11.02.2014): 80–83. http://dx.doi.org/10.24297/jal.v2i1.2010.

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Notwithstanding the prolonged debate on teaching methods, the concept of language teaching as such has remained less developed. It is not only gradually emancipating itself from the method debate through conceptual schemes, empirical studies and classroom observation, a more deliberate interpretation of second language teaching in terms of educational theory is needed. An educational interpretation of language teaching is clearly interdisciplinary; linguistics, sociolinguistics, cultural studies and educational theory. The model developed by two educational researchers Dunkin and Biddle (1974) for the study of classroom teaching distinguishes four main categories of variables; presage, context, process and product. In their seminal book The Study of Teaching, Dunkin and Biddle critically examine classroom teaching in terms of these essential factors/ relationships. Moreover this model identifies two principal actors; the language teacher and the language learner. The teacher like the learner brings to language teaching certain characteristics which have bearing on educational treatment; age, sex, previous education and personal qualities and social context. This paper would examine the educational dimension of second language teaching with an aim to equip a language teacher with effective tools of ELT.

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Botes, Philipp. "Sounds in the Foreign Language Lesson". Scenario: A Journal of Performative Teaching, Learning, Research IX, nr 1 (1.01.2015): 79–85. http://dx.doi.org/10.33178/scenario.9.1.4.

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Modern teaching approaches such as CLIL and various European policies (Council of Europe 2014) promote the vision of a multilingual school where the new European citizen can grow up learning at least two languages besides their mother tongue(s). From the point of view of foreign language teaching, especially interesting is the use of the arts (theatre, drama, music, dance, and fine arts), whether to create a new approach to teaching and learning (Schewe 2013) or to increase the motivation and commitment of the learners (Fleming 2014). In order for schools and teachers to be able to make use of the performing arts and modify their teaching methods accordingly, however, it will be necessary for government bodies and universities to modify and enrich teacher education – not just initial education but also continuing education – with special courses, workshops, and conferences. Language and music are two worlds that are strongly interconnected. According to Patel (2008: 3), both of these worlds define us as human because both of them appear in every human society, no matter what other aspects of culture may be absent. Even the smallest, most isolated tribes, like the Pirahã in Brazil, have music and songs in abundance though ...

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Nikitina, Alla, i Olena Lapko. "Complex analysis of literary text in the methodical training of future language and literature teachers". Bulletin of Luhansk Taras Shevchenko National University, nr 4 (358) (2023): 109–18. http://dx.doi.org/10.12958/2227-2844-2023-4(358)-109-118.

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The article is dedicated to the current issue of the methodical preparation of future language and literature teachers capable of implementing text-centered and integrated approaches to teaching Ukrainian language and literature in modern secondary education institutions. One of the means of implementing these approaches is the analysis of literary text, particularly the text of lyrical works, which is the most challenging for students to perceive and understand. Carrying out tasks in contemporary language and literature education requires the future high-level language and literature teacher to possess not only linguistic and literary analytical skills but also the ability to select optimal methodical techniques for working with texts during Ukrainian language and literature lessons, i.e., conducting methodical analysis of texts as type of professional activity. The study explores the essence of complex (integrated) philological and methodical analysis of lyrical texts, defines its approximate scheme and stages of implementation, justifies the place and significance of such analysis in the process of forming subject-methodical competence of future language and literature teachers. The authors consider the subject-methodical competence of language and literature teachers as a comprehensive ability to apply a system of scientific philological and methodical knowledge, skills, communicative abilities, judgments and convictions directed at their effective application in the field of language and literature education. The ability to conduct complex philological-methodical analysis of lyrical texts is considered as an essential characteristic of the subject-methodical competence of a language and literature teacher.

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Vonog, Vita V., Olga V. Gryadunova i Vadim V. Kolga. "COMPUTER-ASSISTED TEACHING MATERIALS AS PART OF THE FOREIGN LANGUAGE TRAINING SYSTEM FOR ENGINEERING PROFILE STUDENTS". Yaroslavl Pedagogical Bulletin 117, nr 6 (2020): 70–78. http://dx.doi.org/10.20323/1813-145x-2020-6-117-70-78.

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The processes of globalization and informatization have a significant impact on all spheres of human life, including engineering education at higher school. The popularity of information technologies is due to a number of factors, among which one can underline their effectiveness and the possibilities they offer. One of the most common forms in the system of higher professional education is the development of computer-assisted teaching materials (CATM), the active use of which is due to a number of their advantages, in comparison with the difficulties that arise for teachers at the stage of their development and implementation, and for students when performing assignments. In this article the authors consider the features of computer-assisted teaching materials of the discipline, as well as the principles taken into account when creating it in terms of teaching «Foreign language» to students taking engineering programs courses at higher school. Teaching materials structure contains interactive tools for communication between the teacher and students, including information forums, thanks to which students track changes in the course of the educational process and, if necessary, contact the teacher. The organization of successful educational activities is also facilitated by such components of CATM as the «Implementation Scheme», «Training Mode», syllabus and student performance assessment system, which provide monitoring of the results of mastering the discipline on time and allow you to make adjustments to the individual trajectory of student learning. According to the authors’ observations, the implementation of interactive tasks in a foreign language, including watching authentic lectures and online resources, contributes to the development of communication in a foreign language for solving the problems of professional field, as well as the education of competitive engineers of a new generation capable of independent learning, thanks to which the process of learning a foreign language becomes more efficient.

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Ahsanuddin, Mohammad, Moh Ainin i Imam Asrori. "THE MAPPING OF ARABIC LANGUAGE LEARNING IN SENIOR HIGH SCHOOLS AND VOCATIONAL SCHOOLS IN MALANG REGENCY". Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, nr 1 (12.06.2019): 18–35. http://dx.doi.org/10.15408/a.v6i1.7308.

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This study aims to map the learning of Arabic in Senior High Schools and Vocational Schools in Malang Regency covering the aspects of 1) teacher qualification, 2) curriculum and development, 3) teaching materials, 4) teaching strategies, 5) instructional media, and 6) evaluation implementation. The research was conducted with a descriptive model. Of the population 183 Senior High School and Vocational Schools, 12 schools were taken using a cluster sampling. The data were collected using questionnaires filled by Arabic teachers in all sample schools. The data analysis was performed according to the steps a) identification of data, b) tabulation of data, c) data grouping, d) data quantification, and e) description of data. This study found (1) all Arabic teachers in Senior High Schools and Vocational Schools in Malang Regency have a standard qualification of Arabic teacher in school, (2) Senior High Schools and Vocational Schools in Malang Regency using the Ministry of Education and Culture KTSP curriculum which was elaborated by teachers into syllabus form and Lesson plans, (3) teaching materials used were in the form of textbooks and student worksheets with various titles and publishers, (4) reading and vocabulary learning was carried out with translation techniques; speaking skills were trained by giving students time to practice dialogue, and writing skills were trained through sentence exercises, copying texts, combining two sentences, and completing paragraphs; (5) teachers utilized instructional media, drawings, original objects, hearing, charts/scheme, or language lab; and (6) the majority of teachers evaluated the lessons at the end of each unit.

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Aguye, Akalewold Samuel, i Abebe Damtew Berlie. "English as a Foreign Language (EFL) Teachers’ Perceptions and Practices of Pedagogical Content Knowledge (PCK) in Teaching Reading Skills in Secondary Schools". International Journal of Learning, Teaching and Educational Research 23, nr 2 (28.02.2024): 510–27. http://dx.doi.org/10.26803/ijlter.23.2.25.

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Improving teacher quality, a pressing concern in modern education and improving instructional quality is becoming crucial particularly in the realm of foreign or second language learners. The purpose of this study was to investigate secondary school English as Foreign Language teachers’ general perceptions and practices of pedagogical content knowledge in the teaching of reading skills to grade nine students. The researchers used a descriptive survey design by generating quantitative data from English as Foreign Language teachers’ questionnaires and observation checklists as data collection tools. In total, 35 English as Foreign Language teachers participated in filling out the self-report questionnaire. To get insight into the implementation of pedagogical content knowledge, four English as Foreign Language teachers’ classroom practices were observed using a structured observation checklist and field notes during one academic semester in 2021. SPSS (IBM version 24) was used to analyse the data. Findings showed that English as Foreign Language teachers’ perceptions of pedagogical content knowledge seems to be slightly above average. The relationship between English as Foreign Language teachers’ general perception and pedagogical content knowledge implementation in the classroom had a moderately high positive relationship (r =0.67) between them. The results from the observation checklists revealed that teachers lack basic competence in pedagogical content knowledge implementation in teaching reading skills. To fill this gap, continuous professional development training schemes should be arranged for English as Foreign Language teachers.

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Zhang, Yi, Xiaoxia Wu, Cheng Zhu i Jincheng Zhou. "Classroom Quantitative Evaluation: A Method of Both Formative and Summative Evaluation". Sustainability 15, nr 3 (17.01.2023): 1783. http://dx.doi.org/10.3390/su15031783.

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As the most important carrier of education and teaching, the quality of classroom teaching directly affects the quality of formal school education. Traditional classroom teaching evaluation is usually based on expert experience, which can only give sporadic and one-sided evaluation results, and it is difficult for teachers to obtain systematic and operational improvement schemes, which has caused great obstacles to teachers’ sustainable development. Based on the concept of teachers’ sustainable development and Flanders Interactive Analysis System (FIAS), this study evaluates classroom teaching from two aspects: formative evaluation and summative evaluation. From the perspective of formative evaluation, a quantitative comprehensive analysis framework of classroom teaching language is constructed from two aspects of matrix analysis and dynamic curve analysis. The matrix analysis makes an in-depth analysis of classroom teaching from five aspects: classroom teaching structure, teaching style, classroom atmosphere, variable analysis, and question innovation degree. The dynamic curve of the classroom is analyzed from three aspects: teacher talk, student talk, as well as silence and confusion. From the perspective of summative evaluation, this paper combines the projection pursuit of entropy (PPE) model to form a class teaching grade evaluation model. On the basis of the above model, this study selects 5 + 5 (five expert teachers and five novice teachers) lessons that have heterogeneous forms for the same subject with Chinese high school math teachers as the research objects. Based on this framework, the verbal information of classroom teaching is encoded and a thorough analysis is carried on from the perspective of formative assessment, while at the same time, the level of classroom teaching evaluation is given from the perspective of formative evaluation. The results show that expert teachers use indirect discourse more, they also pay more attention to blank space and have a more harmonious classroom atmosphere as well as ask more innovative questions compared to novice teachers. Under the PPE model, expert teachers have higher scores than novice teachers. This study provides a systematic and comprehensive analysis scheme for the comprehensive evaluation of classroom teaching, which not only provides comprehensive and operational information for teachers to improve their classroom teaching, but also guarantees the sustainable development of teachers’ specialization, and provides a solution for the summative evaluation of classroom teaching.

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Ermakova, Polina, i Olga Rossikhina. "Teaching Domain-Specific English to Engineering Students through SPRE Model-Based Projects". International Journal of Emerging Technologies in Learning (iJET) 16, nr 03 (12.02.2021): 324. http://dx.doi.org/10.3991/ijet.v16i03.18405.

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Abstract- The authors present the adaptation of the Situation-Problem-Response-Evaluation (SPRE) critical thinking framework, originally developed by Dr. Hannigan [10], to a wide range of engineering projects in the English language course for undergraduates. Each student in a SPRE team acts in accordance with an assigned role and lives through the same stages, such as finding and processing information, selecting and evaluating sources, problem solving, presenting their position in the ‘panel’ discussion’ and report writing as the final stage. Thus the language is practiced in all four modalities and in the professional context. The authors share their experience in introducing professional English through projects ranging from wide- scope inter-domain problem-solving tasks to narrow -scope problems drawn from a particular subject area. They suggest supplementing this scheme with an initial stage, where students draft and redraft their proposals for further research after getting peer-and teacher feedback. This stage enables students to identify the research gap and narrow down the ‘problem’or the aim of the project. SPRE projects meet the request for professional English (ESP) from the university subject departments.

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Arias de la Cruz, Andrés, i Jesús Izquierdo. "Language attention in content-based instruction". Journal of Immersion and Content-Based Language Education 3, nr 2 (2.10.2015): 194–217. http://dx.doi.org/10.1075/jicb.3.2.02ari.

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Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

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Lu, Licheng. "Pragmatic Failure in Interpretation and the Development of Students’ Pragmatic Competence in Interpreting". English Language Teaching 12, nr 3 (22.01.2019): 37. http://dx.doi.org/10.5539/elt.v12n3p37.

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Based on Jenny Thomas’s dichotomous classification of pragmatic failure, this study proposes a new perspective and classifies pragmatic failure in interpretation into three categories: pragma-linguistic failure, socio-pragmatic failure and malaprop-pragmatic failure. Specific examples are given to illustrate the causes and effects of each category of pragmatic failure in interpretation. Meanwhile, this study establishes the “curriculum-textbook-teacher-teaching” scheme to develop students’ pragmatic competence in interpreting with which they are able to avoid pragmatic failure in interpretation.

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Mier, Marie Ruffie, i Gem Aiah B. Blanco. "Communicative Orientation of English Language Classes". FOSTER: Journal of English Language Teaching 3, nr 4 (31.10.2022): 206–23. http://dx.doi.org/10.24256/foster-jelt.v3i4.52.

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This study explored on Communicative Orientation of English Language Classes employing the classroom discourse analysis in qualitative research design. The participants of the study are the first year Secondary Education-English students of Bukidnon State University, College of Education. The data gathering was facilitated through the use of Communicative Orientation of Language Teaching observation scheme. The findings revealed that participant organization was mainly student to student in most of the activities with the same assigned task among learners; class management is apparently through discipline, functions, and discourse analysis with limited range of topics that are highly controlled by the teacher; students’ mode of interaction was more on speaking; there is very minimal use of materials for classroom interaction. Further, the participants used L2 than L1; students were noted to have genuine requests and the giving of information were mostly relatively predictable; students’ speeches were to a minimal extent due to the activity type used; the teacher and students showed very limited use of explicit code reaction to errors committed by students; expansion, commenting, and elaboration were found to be prevalent; students were found to have a higher frequency of discourse initiation during classroom interaction; relative restriction of linguistic form was rarely observed; and two other features surfaced which were not predetermined features are on code-switching and the use of fillers. The study revealed that the first-year BSE English students’ speeches are in L2 and to a minimal extent depending on the activity type used by the teacher. Therefore, communicative events such as activity types have direct impact to the use of the different communicative features.

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Inan-Karagul, Banu, i Meral Seker. "Improving Language Learners’ Use of Self-Regulated Writing Strategies Through Screencast Feedback". SAGE Open 11, nr 4 (październik 2021): 215824402110648. http://dx.doi.org/10.1177/21582440211064895.

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The study aims to explore the impacts of an online training scheme developed for higher education learners that integrates self-regulated learning (SRL) writing strategies into screencast feedback in line with the cyclical model of SRL (i.e., forethought, performance, and reflection on performance phases). During each phase, cognitive, metacognitive, affective and socio-interactional SRL writing strategies were introduced through screencast feedback given to the learners’ writing assignments. The participants were undergraduate English Language Teaching (ELT) students at two state universities ( n = 135) in Turkey. Following a mixed-method research design, previous to and after the 6-week training sessions, both quantitative and qualitative data was gathered and analyzed statistically. The results regarding the learners’ reported use of SRL writing strategies indicate a significant increase in the use of SRL writing strategy after the training. Also, the learners’ opinions on receiving screencast feedback and on the SRL training were considerably positive. The findings are meant to contribute to both online education and teacher education pedagogy.

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Solloway, Anthony Jonathan. "Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates". UKH Journal of Social Sciences 3, nr 1 (22.05.2019): 14–27. http://dx.doi.org/10.25079/ukhjss.v3n1y2019.pp14-27.

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For a variety of reasons, both historical and sociological, the feasibility – as well as the very desirability – of mainstream teaching securing the status of a profession (in the sense of established professions such as law, medicine, architecture, and engineering) has long been questioned (e.g., Burbules and Densmore, 1991). If this is the case as regard regular, mainstream education, what then is the situation in relation to the subfield of teaching that is teaching English as a second or other language (TESOL)? Sadly, few if any would likely doubt that the field has so far failed to achieve the status of a recognized profession. There are numerous causes of this failure, though some especially salient reasons – less than stellar public perceptions of the fields of English as a second language/English as a foreign language, employment standards of the private sector, that is, the (in) famous English language teaching industry, the initial training and qualifications of those in the field, and discriminatory practices – will be highlighted in the following discussion. In addition, the second half of this paper draws and reflects on a trainee teacher mentoring scheme at a federally-sponsored institution of higher education in the United Arab Emirates – now sadly discontinued – which the author participated in for 3 years between 2011 and 2015, and which, it is argued, exemplified programs which can go some not inconsiderable way toward combatting a number of the obstacles currently preventing the field of TESOL achieving the status of a legitimate profession.

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Li, Wanmei, Yani Ouyang i Jun Xu. "Applied in Organic Chemistry: Pre-service Teachers Training through Situational Simulation Teaching Method". International Journal of Higher Education 11, nr 5 (15.09.2022): 189. http://dx.doi.org/10.5430/ijhe.v11n5p189.

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Situational simulation teaching method (SST mentioned below) is a mature teaching method that has been applied. It has been widely used in foreign language, law, management, clinical and other fields, and has been proved to have good teaching effect. The quality of teachers is the key to improve the international competitiveness of China's education system. With the growth of China's population and the reform and development of education, the training of pre-service teachers has become a public concern. According to the existing research, most of the pre-service teachers have good academic and moral qualities, but there are still deficiencies in teaching ability, management ability and communication ability. .In view of this phenomenon, this paper puts forward a scheme of training chemistry pre-service teachers by using SST method through the way of organic chemistry teaching reform. The results show that SST method can improve students' learning quality and cultivate students' comprehensive abilities (including pre-service teachers' professional skills).

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Kulaeva, Olga Aleksandrovna, i Alena Igorevna Zolotukhina. "A method of projects as a means of developing a linguistic and cultural competence in high school English classes". Samara Journal of Science 11, nr 4 (1.12.2022): 308–12. http://dx.doi.org/10.55355/snv2022114313.

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This paper considers a linguoculturological approach to teaching a foreign language, a method of projects as one of the most effective methods in the process of developing a linguocultural competence among secondary school students. The authors consider the stages of work on short-term projects or lesson projects. The authors propose to comply with four stages: preparation, planning, research, presentation and assessment of the results of project activities. The analysis of the Spotlight 8 educational and methodological complex allowed the authors to propose a transformation of the tasks of the sections marked Project from tasks for the written skills development into full-fledged lesson projects, having developed all necessary stages, assessment criteria, options for implementation and development of the project. The paper proposes a development of short-term projects for the modules of the Spotlight 8 textbook. The development includes a full-fledged lesson scenario for a lesson project in a specific module, assessment criteria that can be useful to the teacher both for assessing an individual, and a paired, group project. The paper may be of interest to teachers of a foreign language, methodologists, teachers of educational organizations of additional education, teachers supervising project activities. The developed evaluation scheme, detailed stages of work on a lesson project will be interesting and useful for an English teacher.

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Brime, Asma Abas, i Zheen Hamad Amin Abdullah. "The Implementation of Communicative Language Teaching by Kurdish EFL Student-Teachers at Colleges of Education". Journal of Tikrit University for Humanities 27, nr 6 (28.08.2020): 41–56. http://dx.doi.org/10.25130/jtuh.27.6.2020.24.

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In modern education, English language teaching has been going through various methods and approaches stating the journey with grammar- translation method, direct method, audio- lingual method, content-based, task-based and participatory approaches, and reaching communicative language teaching (CLT). Having appeared since the 80s, CLT still maintains its popularity in English language teaching contexts. It is one of the most popular and dominant approaches used in the world of teaching English. In Kurdistan, CLT has been used and adopted in the 2000s. English courses have been redesigned following the communicative approach principles. EFL student-teachers are supposed to implement CLT while they practice teaching during the assigned period of time. They took a course named methodology in which the focus is on CLT. In addition, fourth year students had another class called 'View' in which students visit schools to observe teaching English. To the researchers' knowledge, no studies have investigated the extent to which this approach has been applied by student-teachers at the College of Education and Basic Education. The purpose of this study is to observe and describe how the communicative approach is being applied by EFL student-teachers in high school classrooms. Therefore, the problem of the study can tacitly be expressed in the following question: to what extent the CLT approach is implemented among the student teachers in teaching Sunrise. The study is a qualitative study because it describes the student teachers' behaviors while teaching Sunrise. Two tools have been utilized. An observation scheme COLT (Communicative Orientation of Language Teaching) is used to collect the data. Nine students are observed for one lesson in 2020. Besides, a questionnaire is delivered to twenty EFL instructors at the College of Education and Basic Education. In the light of the findings, it becomes apparent that CLT is not implemented by the majority of the student teachers. Finally, Recommendations are suggested to solve this problem.

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Kondratyuk, M., i L. Romaniuk. "“Flipped” method for teaching grammar of a foreign language at non-linguistic faculties". Teaching languages at higher institutions, nr 39 (30.12.2021): 71–84. http://dx.doi.org/10.26565/2073-4379-2021-39-05.

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The article deals with the theoretical description, analysis, and recommendations for the use of the “flipped” method for teaching foreign language grammar, which is introduced into the educational process of higher education institutions. The essence of the technology of flipped learning consists in the reorganization of the educational process – the home study of new material and classroom practice to reinforce it allows to make the learning process more effective. The “flipped” method has its advantages and disadvantages both for teachers and students. The advantages include intensification of the use of classroom time; proactivity, increased responsibility, and autonomy of students; conscious assimilation of educational material; creativity and critical thinking; taking into account the specifics of professionally oriented education, age characteristics and psychological needs of students; an opportunity to work on an individual schedule; archiving of materials. The “flipped” method encourages proactive schemes of teacher-student interaction. Experiments have shown a positive attitude of millennials to the inverted format after a period of adaptation and development. The level of acquisition of the new material depends on the internal motivation of the student. The classroom interactive and group-based tasks create and maintain external motivation.

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Xi, Wang, i Zuo Jiaxin. "Model Construction of Education Community for Foreign Language Major: A “Great Ideological and Political Courses” Perspective". Education, Language and Sociology Research 4, nr 2 (15.06.2023): p171. http://dx.doi.org/10.22158/elsr.v4n2p171.

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“Great Ideological and Political Courses” conforms to the goal of talent training in the new era, which is the practical innovation of reforming ideological and political education in universities. At present, the problems of foreign language courses with ideological-political elements in universities are (1) loose cooperation between professional teachers and ideological and political workers, and (2) disconnected goals between teaching and educating students. In this study, the model of education community can help solve these problems, and is constructed from the perspectives of the coordination between professional teachers and ideological and political workers, the formulation of macro-cultivation scheme, and the complementary between professional and extracurricular classes, which will be applied to all aspects of foreign language education at university level, so as to promote the construction of ideological and political theories teaching in all courses (IPTTIAC).

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Egurnova, Aleksandra. "Self-marketing as a way of boost global competitiveness of a teacher". Applied psychology and pedagogy 6, nr 2 (1.04.2021): 141–48. http://dx.doi.org/10.12737/2500-0543-2021-6-2-141-148.

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Digital transformation in modern society incessantly increases the growth rate of investment in the cutting-edge information technologies, which greatly affects the quality of products and services provided. The Russian education system, with the priority goal of modernizing it being to update the teaching staff and reconstruct the system of advanced professional training of educators, is also undergoing radical changes. The process of integrating distance technologies into the structure of pedagogical activity makes significant adjustments to the strategy of teaching students, which leads to re-evaluation of professionally and socially meaningful qualities of a teacher for building effective business relations with consumers of educational services and improving self-competitiveness in the labor market. This requires a fundamentally new approach to selecting an individual educational trajectory that will contribute to the successful development of professional competence of a teacher, which, according to the author, can be achieved by implementing self-marketing. The article considers the author’s scheme of self-marketing of a foreign language teacher developed to assess self-effectiveness – competitive advantages (professionally and socially meaningful qualities) – and provide useful guidelines to fight off competition in the [international] educational industry.

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Zvárová, J. "Education in Methodology for Health Care – EuroMISE". Methods of Information in Medicine 33, nr 03 (1994): 315–17. http://dx.doi.org/10.1055/s-0038-1635020.

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Abstract:In January 1993 the Joint European Project “Education in the methodology field of health care”, EuroMISE (European Education in Medical Informatics, Statistics and Epidemiology) started under the European TEMPUS program. Training and education in EuroMISE consist of three overlapping methodology branches: medical informatics, medical statistics, and epidemiology. A teaching scheme has been developed in cooperation between Charles University, Prague, and EC universities and organizations involved in the EuroMISE project. One of the main tasks of the project is to design a modularly structured EuroMISE course set, to develop teaching materials and tools in the English language, and to link the EuroMISE project with other programs and projects in this field. Running EuroMISE courses, firstly for university teachers, will have a major impact in disseminating the acquired knowledge and skills.

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Ahmed, Abdulraheem Jamil, Falah Hasan Mohammed i Naji Abdullah Majedkan. "An Evaluation Study of an E-Learning Course at the Duhok Polytechnic University". Journal of Cases on Information Technology 24, nr 2 (kwiecień 2022): 1–11. http://dx.doi.org/10.4018/jcit.20220401.oa2.

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In last decade, there has been a growing awareness in E-Learning which is the most recent type of distance education, and becomes a highly significant model of educational technology. Today e-Learning studies indicate that there is an increasing use of this educational scheme for students, trainers and instructors which improve the learning capability of the students and trainee by depending on student-centered learning (SCL) scheme rather than using the traditional teacher or trainer centered teaching mechanism.However, students’ awareness for the advantage of using e-Learning has not been significantly investigated, especially in Iraq. The aim of this article is to inspect students’ awareness of the using of e-Learning at the Dohuk Polytechnic University. Participants involved in this study were 100 students studying the C++ programming language course during 2015-2016 and 2017-2018 academic years and 210 students studying computer application course during 2018-2019.

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Adhikari, Bal Ram, i Kamal Kumar Poudel. "Approaches and Activities Adopted by M. Ed. Student Teachers of English to Teach Reading: A Critical Assessment". Journal of Language Teaching and Research 11, nr 3 (1.05.2020): 364. http://dx.doi.org/10.17507/jltr.1103.04.

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Literature on second language reading suggests that the effectiveness of teaching reading depends largely on theoretically-guided and contextually-informed classroom methodology. In this study, we investigated the classroom methodology adopted by the students of Master of Education (M. Ed.) specializing in English from Mahendra Ratna Campus, Tahachal, who were teaching Bachelor of Education (B. Ed.) reading courses during their practice teachinghence defined as ‘student teachers’ (STs). Foregrounding the role of reading in the overall language development and academic achievement of English as a foreign language (EFL) students, the present B. Ed. English curriculum under Tribhuvan University has adopted a content-based approach to teaching reading. In order to understand how those reading courses were taught, we purposively selected ten M.Ed. STs and observed two classes of each, employing a semi-structured classroom observation scheme. In order to cross-compare STs' classroom performance with their theoretical knowledge about reading pedagogy and overall objectives of the reading courses, we also analyzed the English language teaching course the STs had studied in the M.Ed. program as well as B. Ed. reading courses and coursebooks they were teaching. The collected data were coded and analyzed thematically. The findings show that the teaching methodology adopted by the STs goes counter to the principles of ESL/EFL reading and expectations articulated in the reading courses. These findings illustrate the urgent need to reassess the methodology of teaching reading at the tertiary level and minimize the gap between the M. Ed. English students’ pedagogical knowledge and their classroom performance.

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Trostynska, O. "Contrastive approach in teaching Ukrainian as a foreign language". Teaching languages at higher institutions, nr 43 (25.12.2023): 128–44. http://dx.doi.org/10.26565/2073-4379-2023-43-09.

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The article continues a series of studies dedicated to teaching the Ukrainian language to foreign students who either know or have experience in studying Russian. This group comprises foreigners from post-Soviet countries, as well as foreign master’s and postgraduate students who previously studied in Ukrainian higher education institutions in Russian. In compliance with the Law on Education, they are now studying Ukrainian or learning it as the state language of their current country of study. The mastery of a new foreign language, as is commonly known, is built upon existing speaking experience, which determines the methodological necessity of comparing the systems of the known language with the language being studied. Such a comparative analysis allows the identification of common features in both languages and facilitates the application of previously acquired knowledge and skills in learning a new foreign language. Interference, understood as the interaction of different language systems, directly impacts the acquisition of a new language system. The foundation for studying and regulating interference processes lies in the contrastive approach. Contrastive linguistics aims to identify differences and similarities between modern languages, aiding in determining the directions of interference and explaining the cause of typical errors. In our previous articles, we explored interference effects when Russian-speaking foreigners studied the Ukrainian language, focusing on phonetics, grammar, and syntax. These studies involved a comparative analysis of the functional-communicative organization of sentences, exemplified by the examination of ways to express subject-predicate relations in Ukrainian and Russian. Functional-communicative grammar emphasizes the pivotal role of syntax as a system that organizes all other language levels. It views a sentence from a communicative organizational perspective as an utterance formed according to a specifically defined structural scheme, with the structural core being the predicate. The predicate designates specific positions for the participants in the situation described by the proposition (subject names or actants) and their quantity. The proposed article investigates various types of extenders for the predicative centre of sentences, considers primary methods of expressing object, meaning, and circumstantial relations in both simple and complex sentences, and highlights key differences in expressing these relations between Ukrainian and Russian. These differences merit the attention of Russian-speaking learners to prevent interference errors. The methodical recommendations provided herein may prove beneficial to teachers and methodologists in developing training programs, crafting textbooks, and designing teaching materials for Ukrainian language instruction tailored to specific groups of foreign learners. They also serve as valuable resources for novice teachers in preparing for practical classes.

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Зарічна, Олена. "Discourse Representation of Dialogic Principles in Teacher-Learner Communication". East European Journal of Psycholinguistics 3, nr 1 (30.06.2016): 150–61. http://dx.doi.org/10.29038/eejpl.2016.3.1.zar.

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This article presents a consideration of the problem of discourse representation of pedagogic dialogue in teacher-learner interactions. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication based on the principles of value oriented treatment, alterocentrism, personal inclusion, metaposition of the teacher, personal authenticity and thereby distinguished from the liberal and democratic paradigm. As a special challenge for this study there has been elaborated a scheme of dialogic discourse specified in corresponding discourse patterns, markers and speech acts. The focus is made on those discourse elements featuring the principles of pedagogic dialogue. In the course of inclusive observation conducted on the basis of this scheme there were determined three basic communication styles featuring different levels of communicative disposition: dialogic, semi-dialogic and monologic. The statistics reveal comparatively low percentage of young teachers possessing dialogic dispositions and strategies in pedagogic communication which calls for certain alterations in the system of teacher training as well as personality development of future educators. References Балл Г. А. Современный гуманизм и его диалогические универсалии / Г. А. Балл //Гуманітарні науки. – 2001. - № 2. – С. 4–10.Ball, G. (2001). Sovremennyi gumanism i ego dialogicheskiye universaliyi [Modernhumanism and its dialogic universal statements]. Gumanitarni Nauky, 2, 4–10. Бахтин М. М. Эстетика словесного творчества / М. М. Бахтин. – М.: Искусство, 1979.Bakhtin, M. M. (1979). Estetika Slovesnogo Tvorchestva [Aesthetics of Verbal Art].Moscow: Iskusstvo. Бубер М. Диалог // М. Бубер. Два образа веры. – М.: Республика, 1995. – С.158-232.Buber, M. (1995). Dialog. Dva obraza very. [Dialogue. Two images of faith]. Moscow:Respublika. Бирюкова Г. М. Специфика диалогических отношений в образовательном процессе[Электронный ресурс]. – Режим доступа: http://anthropology.ru/ru/ texts/biryukova/educdial_33.htmlBiriukova, G. Spetsifika dialogicheskih otnoshenij v obrazovatelnom protsesse. Retrievedfrom: http://anthropology.ru/ru/texts/biryukova/educdial_33.html Володько Н. В. Диалогическое общение как фактор преодоления дезадаптации ребенка кшколе: дисс….канд. псих. наук: 19.00.07 / Володько Наталия Валерьевна. – Н. Новгород,1999.Volodko, N. V. (1999). Dialogicheskoye obshcheniye kak factor preodoleniya dezadaptatsiirebionka k shkole [Dialogic communication as a factor of overcoming children'sdisadaptation to school]. NizhniyNovgorod. Каминская М. В. Методика экспертной оценки диалогического взаимодействия учителя иученика на уроке развивающего образования / М. В. Каминская. – М.: Изд-во “Про-Пресс”,2004.Kaminskaya, M. (2004). Metodika ekspertnoi otsenki dialogicheskogo vzaimodeistviyauchitelia i uchenika na uroke razvivayushchego obrazovaniya [Methodology of expertevaluation of dialogic teacher-learner interaction at a lesson of developmental education].Moscow: Pro-Press. Лабунская Н. А. Студент в диалоге с преподавателем [Электронный ресурс] /Н. А. Лабунская. – Режим доступа:http://anthropology.ru/ru/texts/labunsk/educdial_44.html Labunskaya, N. A. Student v dialoge s prepodavatelem. Retrieved from:http://anthropology.ru/ru/texts/labunsk/educdial_44.html Павлова Н.П. Интерактивный аспект дискурса: подходы к исследованию /Н. П. Павлова // Психологический журнал. – 2005. – Том 26. – №4. – С. 66 – 76.Pavlova, N. P. (2005). Interaknivnyi aspekt diskursa: podhody k issledovaniyu [Interactiveaspect of discourse: approaches to investigation], Psihologicheskiy zhurnal, 2005. Ушакова В. В. Педагогические условия формирования обобщенных конструктивныхумений у будущих педагогов профессионального обучения: дисс. … канд. пед. наук:13.00.08 / Ушакова Вероника Валерьевна. – Челябинск, 2003. – 248 с.Ushakova, V. V. (2003). Pedagogicheskiye usloviya [Pedagogic conditions of formation ofcomprehensive constructive abilities in future pedagogues of professional education].Cheliabinsk. Burbules, N. C. (2001). Theory and research on teaching as dialogue. Handbook ofResearch on Teaching, 4th Edition., Virginia Richardson, Ed. Washington, D. C:American Educational Research Association. 1102-1121. Sinclair, J.McH. and Coulthard, R.M. (1975). Towards an Analysis of Discourse. In: TheEnglish Used by Teachers and Pupils. (pp. 19-60). Oxford: Oxford University Press.

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Anggraeny, Eka, i Somruedee Khongput. "TEACHERS’ PERCEPTIONS AND PRACTICES OF CRITICAL THINKING INSTRUCTION IN INDONESIAN SENIOR HIGH SCHOOLS: A CASE STUDY". TEFLIN Journal: A publication on the teaching and learning of English 33, nr 1 (12.05.2022): 1. http://dx.doi.org/10.15639/teflinjournal.v33i1/1-26.

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This study investigated how Indonesian teachers perceived and incorporated critical thinking concepts in English language classrooms. A case-study approach was set out to investigate teacher’s perceptions and practices of critical thinking in teaching English language to twelfth-grade students in Jambi Province, Indonesia. Semi-structured interviews, classroom observation, and stimulated-recall interviews were employed to collect data from six teachers in six different senior high schools. The semi-structured interview data were categorized and reported descriptively. Hennessy et al.’s (2016) Scheme for Educational Dialogue Analysis was adopted to analyze classroom observation data, and stimulated-recall interview data were analyzed as supplemental data. The findings show that teachers perceived skills, disposition, and knowledge as key attributes of critical thinking, and active learning activities were valued more than passive learning to promote students’ critical thinking. This study also reveals that all teachers employed various teaching strategies to encourage students’ critical thinking at a certain level. The findings imply that a professional development program that better equips teachers with understanding of critical thinking concepts and more teaching strategies should be urgently designed in order to produce critical global citizens.

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Moutinho, Ricardo, i Andrew P. Carlin. "‘LEARNING MOMENTS’ AS INSPECTABLE PHENOMENA OF INQUIRY IN A SECOND LANGUAGE CLASSROOM". Problems of Education in the 21st Century 79, nr 1 (10.02.2021): 80–103. http://dx.doi.org/10.33225/pec/21.79.80.

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Learning is an omnipresent feature of social life. However, in educational fields, learning is often studied through indirect instruments, such as surveys, interviews and coding schemes. In this paper, a praxiological approach to observe learning moments is proposed. This means that learning moments are not explored here through schematic reporting or statistical evaluations, but as accountable and inspectable phenomena as they became available in the corpus explored. Using a video-recorded fragment of interaction that occurred during a second language (L2) class in a primary school in Macau (China), the practical, collaborative instructed experiences of participants (teacher and students) in a lesson are analysed. It was observed that classroom participants attend to the categorial and sequential features of learning environments, which provide the contextual details that afford members’ realization of phenomena as learning moments. Stated differently, learning moments should not be confused with the successful accomplishment of a lesson plan just to satisfy programmatic (and disciplinary) requirements, but as something produced and accountable by participants as learning in and through their very practices of concerted interaction. As learning moments are ubiquitous characteristics of educational environments, the discussion of the results has pedagogical implications for teacher training, and for the assessment of teaching. Keywords: conversation analysis, ethnomethodology, learning moments, membership categorization, social competence, turn-allocated categories

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Wu, Zhaodi. "Analysis and Application of Chinese Language and Literature Teaching Program Based on Computer Multimedia Technology". Advances in Multimedia 2023 (27.04.2023): 1–11. http://dx.doi.org/10.1155/2023/2442445.

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With the rapid development of 5G network and information technology, the means of modern multimedia are becoming more and more perfect. Many enterprises and industry organizations have entered the information age, and the field of higher education cannot lag behind because of its practical importance of training talents. The major of Chinese language and literature has a great influence on the development of the country’s soft power. The current teaching mode is backward and old-fashioned, paying more attention to the examination-oriented education of theoretical knowledge, and the practical training of comprehensive quality is still insufficient. This paper plans to design an intelligent classroom teaching system. Under the intelligent control of multimedia, the system can assist teachers to formulate flexible and rich teaching programs of Chinese language and literature. Finally, the weight distribution of the teaching evaluation system designed in this paper is reasonable, and the material library of the system is set up scientifically and comprehensively. After several groups of simulation verification, the improved teaching scheme helped the students who participated in the experiment to improve their academic performance by nearly 30 points. While maintaining the interest in Chinese language, the accuracy of spam article recognition algorithm is more than 85%, and the highest result can reach 94.5%.

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Oo, Tun Zaw, Anita Habók i Krisztián Józsa. "Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension". Education Sciences 13, nr 5 (4.05.2023): 473. http://dx.doi.org/10.3390/educsci13050473.

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The purpose of this study was to qualify method-centered teaching approaches by investigating the effects of the reflective teaching model for reading comprehension (RTMRC) on ninth-grade students’ English reading comprehension achievement in Myanmar. Three kinds of method-centered teaching approaches, namely reciprocal teaching, interactive teaching, and questioning, were qualified, compared, and examined while using the RTMRC. A quasi-experimental research design was used. The participants included 458 ninth-grade students, five English teachers, and 10 peer observers. Pre- and post-tests, a student questionnaire, and an observation scheme were used to assess the effectiveness of the RTMRC over 15 weeks. Structural equation modeling, Rasch analysis, analysis of covariance (ANCOVA), effect size (Cohen’s d), and various descriptive statistics revealed that the teachers’ reflections on the instructional context were very effective for student reading comprehension achievement, the students appreciated interactive teaching the most, students’ achievements for the literal, inferential, and evaluative comprehension questions were the highest, and the RTMRC was more effective than other traditional teaching methods. In essence, the RTMRC can assist English language teachers in improving their students’ reading comprehension.

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Mokibelo, Eureka. "Using Portfolio Assessment at Lower Secondary Education in Setswana Language Lessons". Journal of Language Teaching and Research 9, nr 5 (1.09.2018): 1059. http://dx.doi.org/10.17507/jltr.0905.21.

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This study examined practices in academic progress record keeping at Junior Secondary Schools in Botswana in the Setswana language programme. Using the qualitative approach it was observed that students’ academic progress at Junior Secondary Schools were recorded in scheme books with marks written at the back of it, either after an exercise or after writing monthly tests with no evidence produced when necessary during conferencing. The recordings did not show parents, educational officials and learners students’ academic strengths and weaknesses in a particular skill they were supposed to develop in the teaching and learning processes. The study involved in-service teachers at Junior Secondary Schools who were furthering their education at the University of Botswana. A questionnaire with open ended questions and interviews were used to collect data from the participants. Data were analyzed using the grounded theory by considering thematic statements that emerged from key research questions. The findings indicated that the measures used for academic records by teachers were not systematic and effective. The study recommends portfolio assessment not as a means to an end, but as a strategy that can be adopted and used to develop a systematic way of keeping students’ academic records and monitoring their academic growth and development progress.

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Yu, Jie. "Study of the Effectiveness of 5G Mobile Internet Technology to Promote the Reform of English Teaching in the Universities and Colleges". Journal of Cases on Information Technology 26, nr 1 (26.04.2024): 1–21. http://dx.doi.org/10.4018/jcit.342114.

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With the continuous progress of information technology, distance English teaching is becoming a practical choice. The introduction of 5G technology has improved the English classroom experience and provided innovation for modern teaching. With the help of wireless communication technology, teachers can effectively impart cognitive skills. Compared with traditional English teaching methods, it obviously enhances the two-way communication between students and professors. Teaching students in accordance with their aptitude uses the reformed Best Available Technology Optimization Algorithm (RBOA) to optimize the transmission process and evaluate students' cognitive ability. This study shows that the proposed method seems to be more effective than the traditional college English course and can significantly improve students' language ability. This optimization scheme has a potential wide application prospect in teaching practice, which has injected new vitality and possibility into English education.

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Huang, Zhengfeng. "Expering Pansori Application Scheme in Chinese Korean Language Curriculum: Take the ｢Jeok Byuk Ga｣". Korean Journal of Teacher Education 38, nr 6 (30.11.2022): 157–73. http://dx.doi.org/10.14333/kjte.2022.38.6.08.

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Purpose: Considering that there is no content on pansori in the textbook of Korean, this study examined the method of teaching the pansori Jeok Byuk Ga in the Korean language subject in China. Methods: After clarifying the scope of ｢Jeok Byuk Ga｣ that was suitable for education, and the learning that was appropriate according to the contents, such as ‘learning about contents’ by introducing classes, ‘learning about genres’ for acquiring genre knowledge, and ‘in-depth learning’ for thinking more deeply an activity was designed. Results: In ‘learning about content’, the research revealed that teachers can proceed through an entertainment activity called ‘playing with love’, and learning about a genre can be taught by comparing it with the genre of novels that students have already learned. In the ‘deep learning’ stage, activities can be conducted on diverse topics, such as thoughts on transformation, and a comparison of novels and pansori for learning ｢Jeok Byuk Ga｣. Conclusion: When teaching pansori students can learn more than ｢Jeok Byuk Ga｣in the Korean language course, as there are many other learning activities besides those noted in this research. However, since ｢Jeok Byuk Ga｣is an important work noting the change of pansori, it is possible to have an opportunity to discuss the common ways of enjoying literature such as genre change, and learning ｢Jeok Byuk Ga｣is would be to learners.

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Wang, Liwen, i Soo-Jin Chung. "Sustainable Development of College and University Education by use of Data Mining Methods". International Journal of Emerging Technologies in Learning (iJET) 16, nr 05 (16.03.2021): 102. http://dx.doi.org/10.3991/ijet.v16i05.20303.

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To improve the education efficiency of the students, the student-centered education plan is explored. First, the Apriori algorithm of association rules is used to mine the potential related patterns in the score data of college students and establish a reasonable teaching method. Second, aided by the decision tree model, the factors affecting students' academic performance are studied, and the potential relationship between different courses is studied. Finally, the Apriori algorithm of association rules combined with decision tree model is used to generate the early warning mechanism of students' achievement, and the course performance of college students is empirically analyzed. The results show that: C language has two sides of dependence on many subjects; higher mathematics → linear algebra → mathematical statistics → computer composition principle → computer network. The teaching scheme of C language → C + + → Java more conforms to the learning mechanism of college students. Through empirical analysis, the early warning mechanism of association rule Apriori algorithm and decision tree model can effectively analyze student's course and give student's achievement. It is found that the method proposed can provide theoretical basis for students, teachers, and university administrators to carry out education reform and education management decision-making, improve students' performance and education quality, and realize the "student-oriented" education concept, so it can be applied to the actual education management.

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Jaelani, Jaelani. "Clavis: A New Selection and Gradation to Accelerate a Comprehensive Para-Tenses Mastery". Humanitatis : Journal of Language and Literature 10, nr 1 (26.12.2023): 159–78. http://dx.doi.org/10.30812/humanitatis.v10i1.3443.

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This study delves into the effectiveness of the Clavis Selection and Gradation approach in teaching English as a Foreign Language (EFL). Grounded in the theories of Richards (2017) and Faravani & Zeraatpishe (2016), which underscore the significance of grammar selection and gradation, this research employs a mixed-methods approach to address its objectives comprehensively. Two distinct groups of English teacher trainees from Universitas Islam Negeri Mataram are strategically selected for the study, with one group undergoing the Clavis Selection approach. At the same time, the other follows the conventional scheme. Data collection encompasses Pre-Test and Post-Test assessments and open-ended interviews. The assessments cover various grammatical aspects, and both groups receive treatment through five sessions. By integrating quantitative and qualitative data analysis, this study aims to provide a nuanced understanding of the Clavis Selection approach's impact on EFL learners, contributing to the field of language education. Pre- and Post-Test assessments, coupled with open-ended interviews, reveal that the Clavis Selection approach significantly improves learners' grammar proficiency compared to conventional methods. This mixed-methods research advances our understanding of grammar instruction and underscores the relevance of systematic selection and gradation in EFL pedagogy.

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Sergeeva, Natalia A., Vera G. Ryabchikova, Ekaterina G. Nikulina i Olga S. Rubleva. "Formation of foreign language competences of students using mobile applications". Perspectives of Science and Education 51, nr 3 (1.07.2021): 481–93. http://dx.doi.org/10.32744/pse.2021.3.34.

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The problem and the aim of the study. The modern epidemiological situations, the format of distance interaction determine the importance of including digital technologies in teaching a foreign language. The problems of obtaining the practice of oral foreign language communication, studying the norms of vocabulary, grammar and mechanisms of word formation are topical. The authors investigate the conditions for the effective use of mobile applications for formation of foreign language competences of students with purposeful integration of work using m-learning technologies into the educational process of the university. Research methods. The theoretical analysis and generalization of scientific literature on m-learning, problems of teaching a foreign language in the online format are applied. The research methodology is based on the principles of task-based learning. The provisions of the communicative-activity approach were taken into account when integrating mobile applications into the subject-subject scheme of foreign language communication. The empirical methods were used (testing, analysis of the results of work with mobile applications and MS Teams). The study involved 97 first-year students of the training program 44.03.05 Pedagogical education, two educational program specializations (training level – bachelor's degree) of Vyatka State University. In the experiment, the Fisher criterion was used to process the results. Results. The students of the experimental group were involved in the cognitive activity with mobile applications within the framework of the specially designed module, group interaction over a project, educational practice, professional self-presentation and intercultural foreign language communication. Statistically significant differences between the experimental and control groups in terms of the level of foreign language competence φCRIT = 1.64 <φEMP = 2.418 were revealed. In conclusion the conditions under which the use of mobile applications for the formation of foreign language competences of students will be as effective as possible are summarized: the purposeful nature of work with m-learning technologies; collaboration of teachers of related disciplines; active participation of students at all stages of choosing and using a mobile application; creation of cases of mobile resources.

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Domínguez, César. "Teaching Spanish Literature to Chinese Students in Spain in a Bilingual Environment". European Review 24, nr 2 (18.04.2016): 200–209. http://dx.doi.org/10.1017/s1062798715000551.

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According to a report published by the European Commission in November 2013, Spain remains the leading destination for European university students in the Erasmus exchange scheme. Both this non-domestic audience and the launch of the European Higher Education Area have caused far-reaching changes in the Spanish university system. A more recent phenomenon to be added to this scenario is the arrival of Chinese students, of whom around 100 chose the Universidade de Santiago de Compostela (USC) in 2014–2015, a university whose first official language is not Spanish, but Galician. This new situation has serious consequences for this university, both in managerial and teaching terms. The aim of this paper is to build on the experience of Chinese students and their teachers by focusing on how Spanish literature is taught and learned at the USC. Managerial aspects will be discussed within the context of current corporatization of universities, and teaching aspects in relation to comparative literature as intercultural pedagogy.

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Pluzhnik, I. L., i F. H. А. Guiral. "Modelling a High Quality Education for International Students". Education and science journal 22, nr 6 (12.08.2020): 49–73. http://dx.doi.org/10.17853/1994-5639-2020-6-49-73.

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Introduction. The strive for high quality of Russian higher education, puts an emphasis on seeking the ways to improve it in the line with the topical Global educational agenda. In the context of this study provision of high quality education is defined as managing students experience in and out of the classroom as an integrative whole which is indispensable for maximising educational outcomes. Though Russian universities have a steady intake of international students on mobility programmes, there are not enough studies modelling the application of these dimensions in Russian academic setting. The current study seeks for the pathways to overcome this gap.Aim. The article is targeted to rethink the strategy of managing high quality education for international students and to work out and test an integrated model for the educational quality enhancement regarding two critical dimensions of their university training in curricular-related and co-curricular areas.Methodology and research methods. Mixed research methods were utilised. Individual interviews and a survey with close-ended and open-ended items were used to find out challenging issues impeding the development of high quality education offered in curricular and co-curricular related dimensions. Classroom observation, peer experts opinions and content analysis of the courses taught and their outcomes evaluation were applied at the University of Tyumen, being 5-100 project participant, to indicate the components, pedagogical toolkit and competencies for high educational quality of international students.Results and scientific novelty. The developed integrated model for high educational quality provision included the main interrelated curricular and co-curricular components of quality enhancement. They involved the designed up-to-date academic Russian course; teacher-student interactive support, socio-cultural and intellectual engagement such as “buddy” scheme studentto-student support, discussion workshops on intercultural awareness of students and teaching staff. Teaching methods of reflection, critical analysis, confirmatory feedback, communities, project-based and action oriented learning, group discussions, language tandems were proposed. Major competencies for international students’ curricular-based and co-curricular educational quality were suggested: critical reading and reflection, academic writing, negotiating, argumentation, logical cohesion, intercultural and cross-cultural awareness, conflict avoidance, tolerance to ambiguity.Practical significance. The integrated model can be applied for road-mapping the action plan of international policy at any university in Russia to provide high quality education for international students.

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Adedoyin, Adeyinka, F. O. Enebe, R. A. Oyekunle i N. A. Balogun. "DESIGN AND IMPLEMENTATION OF AN ONLINE TEACHING AND LEARNING MANAGEMENT SYSTEM". FUDMA JOURNAL OF SCIENCES 7, nr 1 (28.02.2023): 148–55. http://dx.doi.org/10.33003/fjs-2023-0701-1266.

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The global education system was impacted by the coronavirus pandemic. To stop the coronavirus from spreading, all schools, colleges, and universities were closed. Students, instructors, and parents all experienced challenges while schools were closed. So, distance learning was a solution to continue the education system. Unfortunately, in a developing country, it was challenging to adopt distance learning due lack of network infrastructures, computers, epileptic power supply, and good internet access. In order to circumvent some of these challenges different online platforms were employed. However, they came with some limitations, for example, the freemium subscription scheme, which allows users to use basic features of the system but requires a certain amount on a predefined basis to access extra needed features. In addition, to use video conferencing in some of the existing LMS you are required to leave the app for another app, for example, to use video conferencing in google classroom you are required to use google meetings. This study aims to create an online E-Learning System that provides all in one tool for teachers to develop and administer courses online. The LMS comes with various functions such as creating learning plans, implementing learning processes, and assessing or evaluating learning processes. Our LMS presents instruction through content creation and storage, sees student participation, and assesses student performance online. The Online Learning System was designed using JavaScript (Vue), PHP (server-side programming Language), and NoSQL as the database. The developed system was evaluated by potential users and found to meet predefined user requirements.

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Konoplyuk, N. V. "PECULIARITIES OF USING CASE STUDY IN TEACHING GENERAL ENGLISH". Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, nr 4 (2020): 43–48. http://dx.doi.org/10.18323/2221-5662-2020-4-43-48.

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This paper examines the features of organizing a case study when teaching General English to non-linguistic students. A case study is widely used in modern higher professional education for teaching a variety of disciplines. Its popularity is associated with the high requirements of employers to graduates and the wide possibilities which this technology suggests in terms of general professional competencies formation. The use of the case study allows the teacher to transform a student from a passive recipient of information into an active subject. A case study has also proven itself efficient in teaching foreign languages. The author clarifies the concept of a case in relation to General English teaching, describes situations and problems that can be used to construct cases. Also, the place of this type of educational work in the curriculum is determined, and the rationale for the use of a case study at the concluding lessons of a lexical theme is given. The paper offers recommendations for choosing the volume and structure of such cases. Special attention is given to the selection of the media for the case material presentation. The experience of the practical application of the case study with students doing the course of General English allows the author to formulate methodological recommendations for case development and modeling. Such stages as formulating a problem, selecting a situation, processing and formatting the text, planning a procedure for conducting the case, evaluating students’ contribution, and reflecting on the results are suggested. The paper outlines a general scheme for a case study class where three main stages are distinguished (pre-text, text, and post-text), and a description of various types of student activities for each of them is given. In conclusion, the author confirms the supposition that a case study might be effectively applied in General English teaching.

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Zimina, Marina A., Natalia R. Karelina, Aida R. Khisamutdinova i Linard Yu Artyukh. "The structure of practical classes on human anatomy for foreign students studying at St. Petersburg State Pediatric Medical University in English". Pediatrician (St. Petersburg) 13, nr 3 (12.08.2022): 89–101. http://dx.doi.org/10.17816/ped13389-101.

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Human anatomy is a fundamental discipline in the system of medical education, it creates the basis for the subsequent effective study of clinical disciplines. The experience of teaching the discipline to students studying in English is invaluable. The description of approaches, structures and methods of overcoming difficulties during classes with foreign students in the discipline Human Anatomy is unique, and has no analogues in domestic and foreign literature. To analyze the conditions of teaching foreign students of 12 courses in English at the St. Petersburg State Pediatric Medical University. The experience of teaching human anatomy in English, the peculiarities of interaction with foreign students in the pedagogical process are described, the possible causes of their mistakes, failures and emotional reactions are indicated. The structure (plan) of practical classes and the specifics of teaching human anatomy to foreign students in English are described in detail. The approaches used at each stage of the practical training on the course Human Anatomy in groups of foreign students studying in English are described. Our experience shows that it is most effective to conduct a practical lesson in accordance with the following scheme: (1) the teacher needs to devote more time to organizational and disciplinary issues, especially at the beginning of training (first semester); (2) verification of the written homework is carried out before the start of the oral survey on the previous topic; (3) to consolidate the acquired knowledge, an oral survey is conducted only after a detailed analysis with the whole group of homework; (4) during the explanation of a new topic, the teacher constantly refers to the text of the textbook, the demonstration of images is made sequentially, the description of the drawings correlates with the text of the textbook, and only after that the teacher draws a diagram (organ, vessel). The demonstration of dummies and anatomical preparations is the final stage of explaining the new material; (5) the teacher discusses the homework and the requirements for its implementation. In our opinion, it is mandatory to write a brief summary in accordance with the plan of the topic being studied when doing homework. This form of practical training involves the repetition of both the studied material at the stage of testing students knowledge, and new information obtained in the process of explanation. At all stages of the practical lesson, the volume of individual work with each student of the group increases, which ensures the effectiveness of the lesson as a whole. Changing the structure of the practical lesson helps foreign students studying in English at the Department of Human Anatomy of St. Petersburg State Pediatric Medical University to overcome language barriers and orient themselves in educational materials based on the principle of descriptive systemic anatomy. This approach gradually forms students skills of independent study of biomedical disciplines and is more effective.

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Truba, H. M. "DEFINITION OF THE CONCEPT OF EDUCATIONAL NETWORK DISCOURSE: DEFINITION OF THE CONCEPTS OF “EDUCATIONAL DISCOURSE”, “SCIENTIFIC DISCOURSE” AND “EDUCATION NETWORK DISCOURSE”". Opera in linguistica ukrainiana, nr 29 (9.11.2022): 360–68. http://dx.doi.org/10.18524/2414-0627.2022.29.262420.

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The article is devoted to distinguishing a new discourse - the educational network, which is a completely new unit that has not been studied before, from traditional scientific and pedagogical discourses and its characteristics according to the classical established scheme of structuring discourses. In the modern world of digitization and automation of various processes, science and education do not stand aside, and the teacher is at the forefront of changes - scientific and pedagogical discourses undergo not only formal, but also qualitative changes, which are caused by the search for new educational paradigms and concepts, principles and approaches to the organization of educational process, as well as methods, forms and means of teaching students, the introduction of technological innovations that will contribute to the improvement of the quality of foreign language philological education. All this could not fail to fundamentally change the structures of these discourses and lead to the formation of new ones. The purpose of the study is to separate the educational network discourse into a separate structural unit. The task: to analyze the online “life” of Ukrainian educators and, based on this research, to describe the structure of educational network discourse.The object of the study is the educational network discourse, and the subject of the study is the definition of the main differential features inherent in any discourse. The actual material is a collection of materials on social networks “Intagram”, “Facebook”, “YouTube”, “TikTok”. In total, more than 500 pages of both well-known and notable figures in the Ukrainian educational space (the official pages of I. D. Farion and O. M. Avramenko) and little-known ones have been processed. Among the general scientific methods, analysis, synthesis, induction, deduction, observation were used, in particular not included (observation of official pages); descriptive. The scientific novelty of the study lies in the fact that it is the first attempt to study the educational network discourse, which is widely represented in today’s society. Therefore, the educational network discourse is not purely institutional, but is an argumentative, informational, socially ritual institutional-household mediated type of discourse.

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