The research focuses on award-winning EFL (English as a foreign language) teachers’ teaching competition experiences. Each of the 11 EFL teachers interviewed in the study had won at least two prizes in teaching competitions. The main objective of this research is to explore their recollections of participating in teaching competitions and the impact that their experiences had on them. The findings indicate the important role of teaching competitions in the development of EFL teachers’ teaching self-efficacy and factors that are responsible for increase in teaching self-efficacy. The interview data were analyzed using thematic analysis, resulting in the identification of four key themes: knowledge, practice and reflection, feedback, and interpersonal support. These themes are discussed in the context of Bandura’s self-efficacy theory, highlighting how teaching self-efficacy is developed through the interplay of various factors, including experiences, knowledge, and contextual factors. The study provides valuable insights into the literature on the development of teaching self-efficacy, and specific recommendations for developing effective teaching competition activities.
{"title":"How Teaching Competitions Support the Development of Teaching Self-Efficacy: A Study of Award-Winning English as a Foreign Language Teachers","authors":"Zhongyue Zhang, A. J. Sihes","doi":"10.5430/jct.v12n6p298","DOIUrl":"https://doi.org/10.5430/jct.v12n6p298","url":null,"abstract":"The research focuses on award-winning EFL (English as a foreign language) teachers’ teaching competition experiences. Each of the 11 EFL teachers interviewed in the study had won at least two prizes in teaching competitions. The main objective of this research is to explore their recollections of participating in teaching competitions and the impact that their experiences had on them. The findings indicate the important role of teaching competitions in the development of EFL teachers’ teaching self-efficacy and factors that are responsible for increase in teaching self-efficacy. The interview data were analyzed using thematic analysis, resulting in the identification of four key themes: knowledge, practice and reflection, feedback, and interpersonal support. These themes are discussed in the context of Bandura’s self-efficacy theory, highlighting how teaching self-efficacy is developed through the interplay of various factors, including experiences, knowledge, and contextual factors. The study provides valuable insights into the literature on the development of teaching self-efficacy, and specific recommendations for developing effective teaching competition activities.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sayra Astrid Sujey Perez Reategui, Kelita Ytamar Rodríguez Rojase, Osmer A. Campos-Ugaz, Ronald M. Hernández, M. Saavedra-López, Heriberto Solis Sosa, L. A. Garcia Flores
Currently, literary competence is scarcely addressed in secondary education teaching. Therefore, the objective of this study was to design a didactic proposal to improve literary competence through a semiotic approach and technological resources in secondary school students of an educational center located in the city of Lambayeque. The research was quantitative, non-experimental and descriptive-propositive design. The instrument used was the "Likert scale to evaluate literary competence", which was applied to a sample of 32 fifth grade students, selected by non-probabilistic sampling. As a result, it was obtained that the students presented low levels of achievement, since 100% of them only evidenced beginning processes. In response to this problem, a didactic proposal for the comprehension and production of narrative discourse was designed and validated from a semiotic perspective using ICT resources. We conclude on the importance of the contributions in the area of communication, which can integrate didactics with technology, contributing to the pedagogical processes for current generations and educational systems of the globalized world.
{"title":"Development of Literary Competence Through a Semiotic Approach and Technological Resources","authors":"Sayra Astrid Sujey Perez Reategui, Kelita Ytamar Rodríguez Rojase, Osmer A. Campos-Ugaz, Ronald M. Hernández, M. Saavedra-López, Heriberto Solis Sosa, L. A. Garcia Flores","doi":"10.5430/jct.v12n6p206","DOIUrl":"https://doi.org/10.5430/jct.v12n6p206","url":null,"abstract":"Currently, literary competence is scarcely addressed in secondary education teaching. Therefore, the objective of this study was to design a didactic proposal to improve literary competence through a semiotic approach and technological resources in secondary school students of an educational center located in the city of Lambayeque. The research was quantitative, non-experimental and descriptive-propositive design. The instrument used was the \"Likert scale to evaluate literary competence\", which was applied to a sample of 32 fifth grade students, selected by non-probabilistic sampling. As a result, it was obtained that the students presented low levels of achievement, since 100% of them only evidenced beginning processes. In response to this problem, a didactic proposal for the comprehension and production of narrative discourse was designed and validated from a semiotic perspective using ICT resources. We conclude on the importance of the contributions in the area of communication, which can integrate didactics with technology, contributing to the pedagogical processes for current generations and educational systems of the globalized world.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing number of international students is not only conducive to promoting the international development of Chinese higher vocational education, but also brings greater challenges in terms of education of international students. According to the main problems international students encountered in Chinese higher vocational colleges, this study developed the Chinese traditional music module to enhance Chinese culture cognition, learning interest and cross-cultural adaptation of international students. Five kinds of music training were applied in developed module including listening training, dancing training, spoken word training, rhythm training, and improvisation training. Teaching content of developed module contained Chinese music from 960 to1912 in Song Dynasty, Yuan Dynasty, Ming Dynasty and Qing Dynasty. The developed Chinese traditional music module was discussed in detail. Five kinds of music training combined with Chinese cultural stories behind music have improved the teaching effectiveness of module. Cultural education is of great significance for the development of international education.
{"title":"Addressing Issues Related to International Students' Chinese Cultural Cognition, Learning Interest and Cross-Cultural Adaptation by Developing Chinese Traditional Music Module in Higher Vocational Colleges of China","authors":"Wang Qiang, Salmiza Saleh","doi":"10.5430/jct.v12n6p230","DOIUrl":"https://doi.org/10.5430/jct.v12n6p230","url":null,"abstract":"The increasing number of international students is not only conducive to promoting the international development of Chinese higher vocational education, but also brings greater challenges in terms of education of international students. According to the main problems international students encountered in Chinese higher vocational colleges, this study developed the Chinese traditional music module to enhance Chinese culture cognition, learning interest and cross-cultural adaptation of international students. Five kinds of music training were applied in developed module including listening training, dancing training, spoken word training, rhythm training, and improvisation training. Teaching content of developed module contained Chinese music from 960 to1912 in Song Dynasty, Yuan Dynasty, Ming Dynasty and Qing Dynasty. The developed Chinese traditional music module was discussed in detail. Five kinds of music training combined with Chinese cultural stories behind music have improved the teaching effectiveness of module. Cultural education is of great significance for the development of international education.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"50 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The researcher aimed at identifying the advantages of using Metaverse for delivering school education in UAE in the future. He also explored the challenges associated with such use. He used the descriptive analytical and quantitative approaches. He created a survey that consists from four main parts through using Google Form. The validity and reliability of the survey were checked. Then, the link of the survey was uploaded to several Facebook groups. Three hundred twenty seven (327) private school teachers in UAE filled in the survey. Thus, the random sampling method was used. After the use of the SPSS software, results were reached. 88.37 % of the respondents support such use of Metaverse. In terms of the advantages associated with such use, it was found that such use of Metaverse shall develop the students’ observation, teamwork, analytical thinking and problem solving skills. Such use of Metaverse shall also raise the students’ academic achievement levels and extent of retaining information. In terms of the associated challenges, it may make students feel isolated and lonely. It is associated with difficulties in protecting the students’ privacy and data security. It shall be associated with difficulty in protecting the students from becoming victims for commercial ads of all kinds.
{"title":"The Use of Metaverse for Delivering School Education in the Future in UAE: Advantages and Challenges","authors":"Khaled Younis Alderbashi","doi":"10.5430/jct.v12n6p265","DOIUrl":"https://doi.org/10.5430/jct.v12n6p265","url":null,"abstract":"The researcher aimed at identifying the advantages of using Metaverse for delivering school education in UAE in the future. He also explored the challenges associated with such use. He used the descriptive analytical and quantitative approaches. He created a survey that consists from four main parts through using Google Form. The validity and reliability of the survey were checked. Then, the link of the survey was uploaded to several Facebook groups. Three hundred twenty seven (327) private school teachers in UAE filled in the survey. Thus, the random sampling method was used. After the use of the SPSS software, results were reached. 88.37 % of the respondents support such use of Metaverse. In terms of the advantages associated with such use, it was found that such use of Metaverse shall develop the students’ observation, teamwork, analytical thinking and problem solving skills. Such use of Metaverse shall also raise the students’ academic achievement levels and extent of retaining information. In terms of the associated challenges, it may make students feel isolated and lonely. It is associated with difficulties in protecting the students’ privacy and data security. It shall be associated with difficulty in protecting the students from becoming victims for commercial ads of all kinds.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"22 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Almonacid-Fierro, E. Merellano-Navarro, Jonathan Andrades-Moya, Ricardo Souza de Carvhalo
There is a widespread interest in studying factors that contribute to improving educational quality, such as good teaching practices. For this reason, this article intends to analyze the perception of high school students and teachers, regarding the characteristics of good teachers, identifying pedagogical practices that, from the perspective of these educational agents, favor quality teaching and subsequent learning. of the student body A qualitative methodology, of the case study type, was chosen. As a data collection technique, 8 semi-structured interviews were carried out, 4 of them directed towards students and 4 towards teachers. Among the main findings, students and teachers highlight that good teaching is observed in a didactic-disciplinary domain, affective and value-based practices, effective evaluative competencies, the manifestation of optimal leadership, and contextualizing the teaching-learning process depending on the characteristics of the student body. In conclusion, being a good teacher implies having extensive pedagogical and disciplinary knowledge, which must be optimally submitted in the teaching-learning process, which demands a didactic domain. All this, placing contextualization and evaluation as key processes.
{"title":"Perspective of High School Students and Teachers on Good Teaching: A Case Study","authors":"A. Almonacid-Fierro, E. Merellano-Navarro, Jonathan Andrades-Moya, Ricardo Souza de Carvhalo","doi":"10.5430/jct.v12n6p242","DOIUrl":"https://doi.org/10.5430/jct.v12n6p242","url":null,"abstract":"There is a widespread interest in studying factors that contribute to improving educational quality, such as good teaching practices. For this reason, this article intends to analyze the perception of high school students and teachers, regarding the characteristics of good teachers, identifying pedagogical practices that, from the perspective of these educational agents, favor quality teaching and subsequent learning. of the student body A qualitative methodology, of the case study type, was chosen. As a data collection technique, 8 semi-structured interviews were carried out, 4 of them directed towards students and 4 towards teachers. Among the main findings, students and teachers highlight that good teaching is observed in a didactic-disciplinary domain, affective and value-based practices, effective evaluative competencies, the manifestation of optimal leadership, and contextualizing the teaching-learning process depending on the characteristics of the student body. In conclusion, being a good teacher implies having extensive pedagogical and disciplinary knowledge, which must be optimally submitted in the teaching-learning process, which demands a didactic domain. All this, placing contextualization and evaluation as key processes.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article addressed the reality of altruism among the teachers working at the schools of UNRWA in Jordan. The sample of the study consists of (150) male and female teachers. Those teachers were chosen from UNRWA schools in Jordan. To meet the objectives of the study, a two-part survey was developed. The first part collects the relevant data about demographic characteristics. The second part collects data about (the teacher's altruistic acts for the favor his students, colleagues, and the school administration). The study found that there is a significant difference at the level of significance (α = 0.05) between the respondents’ attitudes towards the targeted reality for the favor of the females. There is no significant difference between the respondents’ attitudes towards the targeted reality. The researcher recommended that teachers must be provided by more training courses about altruistic behaviors in the educational field and other fields.
{"title":"Altruism among the Teachers Working at UNRWA Schools in Jordan","authors":"Fawwaz Y. Musallam","doi":"10.5430/jct.v12n6p308","DOIUrl":"https://doi.org/10.5430/jct.v12n6p308","url":null,"abstract":"This article addressed the reality of altruism among the teachers working at the schools of UNRWA in Jordan. The sample of the study consists of (150) male and female teachers. Those teachers were chosen from UNRWA schools in Jordan. To meet the objectives of the study, a two-part survey was developed. The first part collects the relevant data about demographic characteristics. The second part collects data about (the teacher's altruistic acts for the favor his students, colleagues, and the school administration). The study found that there is a significant difference at the level of significance (α = 0.05) between the respondents’ attitudes towards the targeted reality for the favor of the females. There is no significant difference between the respondents’ attitudes towards the targeted reality. The researcher recommended that teachers must be provided by more training courses about altruistic behaviors in the educational field and other fields.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"127 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susha Rajadurai, Rupinder Sandhu, M. Hockaday, Sang Park
Learning a new clinical skill in dentistry is stressful as it is, coupled with large student to teacher ratios, this can sometimes lead to students being overlooked. Peer teaching was piloted at The Faculty of Dentistry, Oral and Craniofacial Sciences (FoDOCS) and seemed to be positively received amongst the students. Furthermore, cross collaboration with data from Harvard School of Dental Medicine (HSDM) helped to understand the lived experience of the students in relation to peer teaching from both the student’s point of view and the peer teacher’s point of view. The hope was to identify from the student’s perspective, if the scheme had any benefits and/or if improvements were needed. The study group consisted of 10 students from FoDOCS and 9 students from HSDM who were interviewed after clinical skills sessions with both staff teachers and peer teachers. Data was analysed using interpretive phenomenological analysis to identify key themes. A number of important themes were identified that highlight the overall positive effect that peer teaching has had on both students and peer teachers.
{"title":"The Role of Peer Teachers in Dental Skills Education - A Phenomenological Study","authors":"Susha Rajadurai, Rupinder Sandhu, M. Hockaday, Sang Park","doi":"10.5430/jct.v12n4p135","DOIUrl":"https://doi.org/10.5430/jct.v12n4p135","url":null,"abstract":"Learning a new clinical skill in dentistry is stressful as it is, coupled with large student to teacher ratios, this can sometimes lead to students being overlooked. Peer teaching was piloted at The Faculty of Dentistry, Oral and Craniofacial Sciences (FoDOCS) and seemed to be positively received amongst the students. Furthermore, cross collaboration with data from Harvard School of Dental Medicine (HSDM) helped to understand the lived experience of the students in relation to peer teaching from both the student’s point of view and the peer teacher’s point of view. The hope was to identify from the student’s perspective, if the scheme had any benefits and/or if improvements were needed. The study group consisted of 10 students from FoDOCS and 9 students from HSDM who were interviewed after clinical skills sessions with both staff teachers and peer teachers. Data was analysed using interpretive phenomenological analysis to identify key themes. A number of important themes were identified that highlight the overall positive effect that peer teaching has had on both students and peer teachers.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132785716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.
{"title":"The Role of Experiential Learning in Teachers’ Professional Development for Enhanced Classroom Practices","authors":"O. A. Ajani","doi":"10.5430/jct.v12n4p143","DOIUrl":"https://doi.org/10.5430/jct.v12n4p143","url":null,"abstract":"The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128230588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main purpose of this study was to identify the language skills and the academic tasks that undergraduate engineering students needed to carry out for their study at HU. To achieve the intended objectives, a cross-sectional survey research design with a mixed method was employed. Two sets of questionnaires were administered to systematic random samples of 284 engineering students and 100 engineering instructors and semi-structured interviews were also carried out with a purposively selected 5 engineering students and 5 engineering instructors to corroborate the results. The analysis of data from different sources showed that engineering students needed the receptive skills followed by the productive skills for their engineering study. With regard to the academic tasks in each skill, the most common and highly required tasks in a descending order in each skill were reading: textbooks, lecture notes, reference books, research papers, and manuals; writing: research reports, internship reports, exam answers, lab reports, and assignments; speaking: presentation of their internships, research reports and assignments, defenses, introductions, asking and answering questions, and expressing opinions; listening to: lecture, questions in class or defense sessions, presentations, discussions, instructions and online resources. Based on these findings implications were made for future research and classroom instruction.
{"title":"Academic English Language Needs Assessment: The Case of Undergraduate Engineering Students at Hawassa University","authors":"Kifle Meskelo Ejigu, Alemu Hailu Anshu, Geremew Lemu Selban","doi":"10.5430/jct.v12n4p156","DOIUrl":"https://doi.org/10.5430/jct.v12n4p156","url":null,"abstract":"The main purpose of this study was to identify the language skills and the academic tasks that undergraduate engineering students needed to carry out for their study at HU. To achieve the intended objectives, a cross-sectional survey research design with a mixed method was employed. Two sets of questionnaires were administered to systematic random samples of 284 engineering students and 100 engineering instructors and semi-structured interviews were also carried out with a purposively selected 5 engineering students and 5 engineering instructors to corroborate the results. The analysis of data from different sources showed that engineering students needed the receptive skills followed by the productive skills for their engineering study. With regard to the academic tasks in each skill, the most common and highly required tasks in a descending order in each skill were reading: textbooks, lecture notes, reference books, research papers, and manuals; writing: research reports, internship reports, exam answers, lab reports, and assignments; speaking: presentation of their internships, research reports and assignments, defenses, introductions, asking and answering questions, and expressing opinions; listening to: lecture, questions in class or defense sessions, presentations, discussions, instructions and online resources. Based on these findings implications were made for future research and classroom instruction.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123683376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The "traditional" forms of teaching are extremely familiar to students, who frequently favor learning that is focused on receiving instruction and reproducing knowledge. This study aims to examine the effects of these traditional forms of teaching practices, such as teacher-centered learning on EFL learners' engagement in implementing student-centered reading. The study uses an observation checklist and interview as tools for collecting data from twelve EFL elementary reading classes and their teachers. The statistically analyzed data has shown that whenever reading activities demand deeper, personalized discussion, the learners engage less and rely more on their teachers for assistance. When interacting with non-communicative tasks, EFL students take full ownership of their own learning; however, when interacting with communicative tasks, they require teacher prompting. Furthermore, learners' collaboration with each other on achieving reading tasks was, in most cases, either done to some extent or in a very limited range. Thus, EFL learners maintained dependency in carrying out reading activities through their preference for non-communicative tasks over communicative tasks and their collaboration upon reading activities in a limited range. Based on this, the design of communicative reading activities demands prompting, and learners need to be encouraged and guided for engagement. Students may be more receptive and interested if they are more informed about the advantages and effectiveness of student-centered learning. In spite of the effectiveness of student-centered learning in many contexts, it needs to be redefined to fit within the culture and specific EFL learning and teaching contexts.
{"title":"The Effect of Shifting to Student-Centered Learning: Implementing Student-Centered Reading","authors":"Amir Abdalla Minalla","doi":"10.5430/jct.v12n4p107","DOIUrl":"https://doi.org/10.5430/jct.v12n4p107","url":null,"abstract":"The \"traditional\" forms of teaching are extremely familiar to students, who frequently favor learning that is focused on receiving instruction and reproducing knowledge. This study aims to examine the effects of these traditional forms of teaching practices, such as teacher-centered learning on EFL learners' engagement in implementing student-centered reading. The study uses an observation checklist and interview as tools for collecting data from twelve EFL elementary reading classes and their teachers. The statistically analyzed data has shown that whenever reading activities demand deeper, personalized discussion, the learners engage less and rely more on their teachers for assistance. When interacting with non-communicative tasks, EFL students take full ownership of their own learning; however, when interacting with communicative tasks, they require teacher prompting. Furthermore, learners' collaboration with each other on achieving reading tasks was, in most cases, either done to some extent or in a very limited range. Thus, EFL learners maintained dependency in carrying out reading activities through their preference for non-communicative tasks over communicative tasks and their collaboration upon reading activities in a limited range. Based on this, the design of communicative reading activities demands prompting, and learners need to be encouraged and guided for engagement. Students may be more receptive and interested if they are more informed about the advantages and effectiveness of student-centered learning. In spite of the effectiveness of student-centered learning in many contexts, it needs to be redefined to fit within the culture and specific EFL learning and teaching contexts.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133661290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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