Pub Date : 2023-08-23DOI: 10.32996/bjtep.2023.2.2.6
Nabil EL OUARDI, Sana Sakale
This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedback as a form of formative assessment. It also aims at identifying the main challenges that render such practice difficult. Feedback is crucially important in the learning-teaching process. It is considered a key strategy of formative assessment. Despite the existence of several studies that recommend the use of formative assessment, it has not been properly addressed by research in the Moroccan educational system. Thus, exploring the Moroccan EFL teachers’ feedback practice can provide a clear picture of the opportunities and challenges of its implementation in the Moroccan context. The study follows a quantitative research design in which data were collected from 100 EFL secondary school teachers through questionnaires. Results revealed that the majority of teachers implement feedback as a formative tool to assess their students. However, they reported that workload, lack of time, and school regulations are the main obstacles which render formative feedback practices challenging. The findings will benefit policy makers, practitioners, researchers, and teacher trainers as well.
{"title":"Exploring the Moroccan EFL High School Teachers’ Feedback Practices as a Form of Formative Assessment: Opportunities and Challenges","authors":"Nabil EL OUARDI, Sana Sakale","doi":"10.32996/bjtep.2023.2.2.6","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.2.6","url":null,"abstract":"This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedback as a form of formative assessment. It also aims at identifying the main challenges that render such practice difficult. Feedback is crucially important in the learning-teaching process. It is considered a key strategy of formative assessment. Despite the existence of several studies that recommend the use of formative assessment, it has not been properly addressed by research in the Moroccan educational system. Thus, exploring the Moroccan EFL teachers’ feedback practice can provide a clear picture of the opportunities and challenges of its implementation in the Moroccan context. The study follows a quantitative research design in which data were collected from 100 EFL secondary school teachers through questionnaires. Results revealed that the majority of teachers implement feedback as a formative tool to assess their students. However, they reported that workload, lack of time, and school regulations are the main obstacles which render formative feedback practices challenging. The findings will benefit policy makers, practitioners, researchers, and teacher trainers as well.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134263967","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}
Pub Date : 2023-07-11DOI: 10.32996/bjtep.2023.2.2.5
B. Bunyamin
This study aims to determine the effectiveness of teaching factories. This research uses a qualitative approach using the SWOT analysis method. The study was conducted in five locations in Central Jakarta, East Jakarta, South Jakarta, West Jakarta, and North Jakarta, with five Tourism Office Schools. The subjects of the data collection were school principals, productive teachers, and educational factory leaders. The results of this study state that From the strength analysis, internal conditions are examined. The hospitality expertise underlying the implementation of the Teaching Factory program includes several strengths, which are summarized as follows: 5 SMKNs spread across 5 districts of DKI Jakarta have adopted the integration of production-based learning models. They have productive teaching staff who are qualified and ready to make creative innovations in the hospitality field. Facilities and infrastructure are well available, such as school management systems and collaborations with various companies and the industrial world. Weaknesses in implementing the teaching factory program were noted as follows: Not all teachers have professional experience in this field, their scope of work is limited, and regulations on the management of vocational teaching budgets have yet to be written. External conditions were in the form of opportunities and challenges. It is Permendikbud No. 60 of 2014, which requires harmonization of material with industry; teachers can attend training in fields following the teaching factory, establish cooperation with related fields, and adjust facilities to complement technology.
{"title":"Swot Analysis of Teaching Factory Effectiveness","authors":"B. Bunyamin","doi":"10.32996/bjtep.2023.2.2.5","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.2.5","url":null,"abstract":"This study aims to determine the effectiveness of teaching factories. This research uses a qualitative approach using the SWOT analysis method. The study was conducted in five locations in Central Jakarta, East Jakarta, South Jakarta, West Jakarta, and North Jakarta, with five Tourism Office Schools. The subjects of the data collection were school principals, productive teachers, and educational factory leaders. The results of this study state that From the strength analysis, internal conditions are examined. The hospitality expertise underlying the implementation of the Teaching Factory program includes several strengths, which are summarized as follows: 5 SMKNs spread across 5 districts of DKI Jakarta have adopted the integration of production-based learning models. They have productive teaching staff who are qualified and ready to make creative innovations in the hospitality field. Facilities and infrastructure are well available, such as school management systems and collaborations with various companies and the industrial world. Weaknesses in implementing the teaching factory program were noted as follows: Not all teachers have professional experience in this field, their scope of work is limited, and regulations on the management of vocational teaching budgets have yet to be written. External conditions were in the form of opportunities and challenges. It is Permendikbud No. 60 of 2014, which requires harmonization of material with industry; teachers can attend training in fields following the teaching factory, establish cooperation with related fields, and adjust facilities to complement technology.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126023069","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}
Pub Date : 2023-05-27DOI: 10.32996/bjtep.2023.2.2.4
Reima Al-Jarf
Podcasts are audio files that are automatically delivered to the student’s computer, smart phone, iPad or MP3/MP4 player. They can be automatically updated. Students typically subscribe to podcasts using "podcatcher" software such as iTunes. The present study proposes a model for integrating grammar podcasts in teaching English grammar to EFL/ESL college students. It gives examples of English grammar podcasts that can be integrated in in-class grammar instruction. It shows how grammar podcasts can be downloaded and used and some of the grammatical structures and topics are covered by those podcasts. Grammar podcasts contain 2-5-minute-long audio explanations of a particular grammatical point or structure. They include a lesson script, exercises, quizzes with an answer key, and/or an English grammar help where answers are given to students’ questions about problematic grammatical points. Students can download podcasts, print the script, do the exercises and score their answers themselves. Elementary, intermediate, and advanced level grammar podcasts can be downloaded depending on the students’ needs and proficiency level. Unlike face-to-face classroom lectures, students can listen to grammar podcasts anywhere, anytime and as many times as they need. Classroom discussions on a grammar podcast can be performed in pairs, small groups or even whole class. End-of-semester grammar tests can be given to find out improvements in the students’ grammatical knowledge/achievement as a result of integrating grammar podcasts in EFL grammar courses. Recommendations for the effective use of grammar podcasts are given.
{"title":"Grammar Podcast for ESL College Students in Distance Learning","authors":"Reima Al-Jarf","doi":"10.32996/bjtep.2023.2.2.4","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.2.4","url":null,"abstract":"Podcasts are audio files that are automatically delivered to the student’s computer, smart phone, iPad or MP3/MP4 player. They can be automatically updated. Students typically subscribe to podcasts using \"podcatcher\" software such as iTunes. The present study proposes a model for integrating grammar podcasts in teaching English grammar to EFL/ESL college students. It gives examples of English grammar podcasts that can be integrated in in-class grammar instruction. It shows how grammar podcasts can be downloaded and used and some of the grammatical structures and topics are covered by those podcasts. Grammar podcasts contain 2-5-minute-long audio explanations of a particular grammatical point or structure. They include a lesson script, exercises, quizzes with an answer key, and/or an English grammar help where answers are given to students’ questions about problematic grammatical points. Students can download podcasts, print the script, do the exercises and score their answers themselves. Elementary, intermediate, and advanced level grammar podcasts can be downloaded depending on the students’ needs and proficiency level. Unlike face-to-face classroom lectures, students can listen to grammar podcasts anywhere, anytime and as many times as they need. Classroom discussions on a grammar podcast can be performed in pairs, small groups or even whole class. End-of-semester grammar tests can be given to find out improvements in the students’ grammatical knowledge/achievement as a result of integrating grammar podcasts in EFL grammar courses. Recommendations for the effective use of grammar podcasts are given.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127197091","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 study aims to investigate EFL pre-service teachers’ perceptions of technological knowledge development during field teaching practice. Data were collected by using reflections of twelve EFL pre-service teachers in the English Education Department. This qualitative study focuses on the perceptions of EFL pre-service teachers based on the concept of the TPACK framework, especially Technological Knowledge (TK). The result of the analysis showed that EFL pre-service teachers tended to have a positive perception regarding the necessity of their technological knowledge implementation while conducting the field teaching practice in the classroom. Through a thematic analysis method, the data were analyzed qualitatively, and five themes emerged from this study, i.e., the basic technological knowledge of EFL pre-service teachers’, the easiness of EFL pre-service teachers’ in operating technology, the EFL pre-service teachers’ mastery of technological skills, the importance of using technology in teaching, and the importance of having technological knowledge. This study implies that teacher educators should raise the EFL pre-service teachers’ awareness of their technological knowledge development and help pre-service teachers gain a good understanding of technological knowledge.
{"title":"Capturing Technological Pedagogical Content Knowledge (TPACK) Implementation in English Classroom: Necessity or Responsibility?","authors":"Isna Humaera, Makmur, Nurhasanah Safei, Nasrullah, Mustaqimah, Reskyani, Marlia Humaera, Andi Adisaturrahim, Windy Puspitasari Suparto","doi":"10.32996/bjtep.2023.2.2.3","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.2.3","url":null,"abstract":"This study aims to investigate EFL pre-service teachers’ perceptions of technological knowledge development during field teaching practice. Data were collected by using reflections of twelve EFL pre-service teachers in the English Education Department. This qualitative study focuses on the perceptions of EFL pre-service teachers based on the concept of the TPACK framework, especially Technological Knowledge (TK). The result of the analysis showed that EFL pre-service teachers tended to have a positive perception regarding the necessity of their technological knowledge implementation while conducting the field teaching practice in the classroom. Through a thematic analysis method, the data were analyzed qualitatively, and five themes emerged from this study, i.e., the basic technological knowledge of EFL pre-service teachers’, the easiness of EFL pre-service teachers’ in operating technology, the EFL pre-service teachers’ mastery of technological skills, the importance of using technology in teaching, and the importance of having technological knowledge. This study implies that teacher educators should raise the EFL pre-service teachers’ awareness of their technological knowledge development and help pre-service teachers gain a good understanding of technological knowledge.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134271546","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}
Pub Date : 2023-05-15DOI: 10.32996/bjtep.2023.2.2.2
Marjorie S. Velasco
This descriptive research was conducted to determine the four primary functions of faculty in a private higher education institution: instruction, research, community service or extension, and production, which is the basis of their performance evaluation. A researcher-made survey questionnaire was distributed to 56 faculty members from different programs of a private college who served as the study’s respondents. Results showed that the respondent’s four primary functions were described as agree. At the same time, their performance based on their functions was rated as very satisfactory. Findings revealed that the problems encountered by the respondents in the delivery of their tasks include having insufficient books or references in teaching, no research seminars and training provided for faculty, lack of institutional support in terms of community extension services, and not enough knowledge in book publication and the cost of printing is high. Some recommendations were made to help the institution and its faculty tackle the issues related to their functions.
{"title":"Faculty Primary Functions in a Private Higher Education Institution: Basis for Performance Evaluation","authors":"Marjorie S. Velasco","doi":"10.32996/bjtep.2023.2.2.2","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.2.2","url":null,"abstract":"This descriptive research was conducted to determine the four primary functions of faculty in a private higher education institution: instruction, research, community service or extension, and production, which is the basis of their performance evaluation. A researcher-made survey questionnaire was distributed to 56 faculty members from different programs of a private college who served as the study’s respondents. Results showed that the respondent’s four primary functions were described as agree. At the same time, their performance based on their functions was rated as very satisfactory. Findings revealed that the problems encountered by the respondents in the delivery of their tasks include having insufficient books or references in teaching, no research seminars and training provided for faculty, lack of institutional support in terms of community extension services, and not enough knowledge in book publication and the cost of printing is high. Some recommendations were made to help the institution and its faculty tackle the issues related to their functions.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116011907","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}
Pub Date : 2023-05-12DOI: 10.32996/bjtep.2023.2.2.1
Aloysius C. Anyichie, Deborah L Butler
Self-regulated learning (SRL) and culturally responsive teaching (CRT) research identify practices that foster engagement, albeit from different perspectives. Little research exists on how a combined SRL and CRT practices could support students’ engagement. This study, using a case study design, examined how an elementary classroom teacher in Canada integrated SRL and CRT practices to support culturally diverse students. Six culturally diverse students in a combined grade 5, 6, & 7 classrooms participated in this study. Data collected included observations, records of classroom practices, students’ work samples, survey, and interviews. Findings indicated the potential of integrating SRL and CRT practices in supporting students’ engagement in SRL. Implications for theory, teaching practice and research are discussed.
{"title":"A Pedagogical Approach to Fostering Culturally Diverse Learners’ Engagement in Self-Regulated Learning","authors":"Aloysius C. Anyichie, Deborah L Butler","doi":"10.32996/bjtep.2023.2.2.1","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.2.1","url":null,"abstract":"Self-regulated learning (SRL) and culturally responsive teaching (CRT) research identify practices that foster engagement, albeit from different perspectives. Little research exists on how a combined SRL and CRT practices could support students’ engagement. This study, using a case study design, examined how an elementary classroom teacher in Canada integrated SRL and CRT practices to support culturally diverse students. Six culturally diverse students in a combined grade 5, 6, & 7 classrooms participated in this study. Data collected included observations, records of classroom practices, students’ work samples, survey, and interviews. Findings indicated the potential of integrating SRL and CRT practices in supporting students’ engagement in SRL. Implications for theory, teaching practice and research are discussed.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122539775","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}
Pub Date : 2023-04-15DOI: 10.32996/bjtep.2023.2.1.8
Farida Mokhtari
The purpose of this study is to examine the speaking needs and effective learning strategies of first-year Master's students at the Faculty of Science, Dhar El-Mahraz, Fez, Morocco. With a lack of focus on speaking skills in the Moroccan formal education system, the research goal is to address the gap in oral vocabulary proficiency. 30 students participated in the experimental study. The objectives of the paper were to: (1) identify the speaking needs of the Master's students, (2) determine the effectiveness of current learning strategies for improving oral vocabulary use and pronunciation, and (3) suggest strategies for improving intercultural competence. To achieve these objectives, research questions were formulated, and a methodology was designed to collect and analyze data from the participants. The findings of the study revealed that speaking skills are often neglected in Moroccan formal education, especially in the teaching and learning process leading to difficulties in using relevant oral vocabulary and accurate pronunciation. The results suggest the need for specific communication courses to adopt amplified strategies and improve students' ability to communicate effectively and proficiently with English speakers from different cultures. Based on these findings, some strategies will be suggested for teachers in similar contexts to implement for successful results and enhance students' speaking competencies.
{"title":"Enhancing Speaking Proficiency for “Master Science” Students: Challenges and Strategies","authors":"Farida Mokhtari","doi":"10.32996/bjtep.2023.2.1.8","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.1.8","url":null,"abstract":"The purpose of this study is to examine the speaking needs and effective learning strategies of first-year Master's students at the Faculty of Science, Dhar El-Mahraz, Fez, Morocco. With a lack of focus on speaking skills in the Moroccan formal education system, the research goal is to address the gap in oral vocabulary proficiency. 30 students participated in the experimental study. The objectives of the paper were to: (1) identify the speaking needs of the Master's students, (2) determine the effectiveness of current learning strategies for improving oral vocabulary use and pronunciation, and (3) suggest strategies for improving intercultural competence. To achieve these objectives, research questions were formulated, and a methodology was designed to collect and analyze data from the participants. The findings of the study revealed that speaking skills are often neglected in Moroccan formal education, especially in the teaching and learning process leading to difficulties in using relevant oral vocabulary and accurate pronunciation. The results suggest the need for specific communication courses to adopt amplified strategies and improve students' ability to communicate effectively and proficiently with English speakers from different cultures. Based on these findings, some strategies will be suggested for teachers in similar contexts to implement for successful results and enhance students' speaking competencies.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116290674","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}
Pub Date : 2023-03-31DOI: 10.32996/bjtep.2023.2.1.7
Syamsuddin, H. Ahmad
One of the stages of assessing skills in mathematics is using a performance appraisal instrument, scoring guidelines, and analyzing the quality of the instrument. Mathematical performance assessment tests are carried out through practical methods to assess the learning process on matrix material. This research develops a math performance assessment test on maple application skills, especially on matrix material. The performance assessment test includes using the maple application to understand concepts and solving matrix problems that are carried out before and during the process of practical activities using the maple application. Based on the results of the research analysis obtained, aspects of how to open maple applications in general, there are few mistakes made by students. They include the use of pallets, typing directly, the use of linalg without mistakes, the use of the evaluatem command without, and the correctness of the work.
{"title":"Mathematical Performance Assessment Instrument at SMK Mega Link Majene, Indonesia","authors":"Syamsuddin, H. Ahmad","doi":"10.32996/bjtep.2023.2.1.7","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.1.7","url":null,"abstract":"One of the stages of assessing skills in mathematics is using a performance appraisal instrument, scoring guidelines, and analyzing the quality of the instrument. Mathematical performance assessment tests are carried out through practical methods to assess the learning process on matrix material. This research develops a math performance assessment test on maple application skills, especially on matrix material. The performance assessment test includes using the maple application to understand concepts and solving matrix problems that are carried out before and during the process of practical activities using the maple application. Based on the results of the research analysis obtained, aspects of how to open maple applications in general, there are few mistakes made by students. They include the use of pallets, typing directly, the use of linalg without mistakes, the use of the evaluatem command without, and the correctness of the work.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128364155","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}
Pub Date : 2023-03-24DOI: 10.32996/bjtep.2023.2.1.6
Hong Geer
Sofia School No. 138, located in Sofia, the capital city of Bulgaria, is a public school with high recognition in the local community, and in 2012 the Confucius Institute in Sofia established a Confucius classroom in the school to teach Chinese to learners under 18 years old. This paper examines the spread of Chinese culture among the school's student body through questionnaires and interviews, taking the phenomenon of "Chinese language classes are cold" as a starting point. The study found that Confucius Institutes have played a very important role in spreading the Chinese language and Chinese culture around the world by offering Chinese language classes and organizing cultural activities, and they have been effective to a certain extent. However, the existing means of cultural dissemination, especially in comparison with Japan, has considerable disadvantages, such as the low utilization of mass media channels and the limited impact generated.
{"title":"The Influence of Cultural Transmission Channels on the Cultural Cognitive Attitudes of Chinese Learners in Bulgarian Secondary Schools: A Case Study of School No. 138 in Sofia","authors":"Hong Geer","doi":"10.32996/bjtep.2023.2.1.6","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.1.6","url":null,"abstract":"Sofia School No. 138, located in Sofia, the capital city of Bulgaria, is a public school with high recognition in the local community, and in 2012 the Confucius Institute in Sofia established a Confucius classroom in the school to teach Chinese to learners under 18 years old. This paper examines the spread of Chinese culture among the school's student body through questionnaires and interviews, taking the phenomenon of \"Chinese language classes are cold\" as a starting point. The study found that Confucius Institutes have played a very important role in spreading the Chinese language and Chinese culture around the world by offering Chinese language classes and organizing cultural activities, and they have been effective to a certain extent. However, the existing means of cultural dissemination, especially in comparison with Japan, has considerable disadvantages, such as the low utilization of mass media channels and the limited impact generated.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132871709","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}
Pub Date : 2023-02-06DOI: 10.32996/bjtep.2023.2.1.5
Evi P. Hulukati, S. D. Pomalato, W. Hulukati, Siti Zakiyah
Mathematical communication skill was the missing piece of the mathematics education failure puzzle for centuries despite its central role in learning activities. Built on top of other process skills, the skill was the tool to construct a more comprehensive conceptual understanding by learning math from different perspectives, sharpening other cognitive skills, and providing important feedback about students' understanding. This study observed how the students' mathematical communication skill was correlated with the application of the generative learning model and how this correlation was influenced by various level of the school's academic achievement in mathematics. It employed a fractional 2x2-factorial design, careful non-probability sampling combined with simple random sampling to pick 171 students, and a validated and reliable scoring system to measure communication skills. Based on the results, the students' mathematical communication skill significantly correlates with the application of the generative learning model. The use of factorial design revealed that this correlation was more determined by applying the generative learning model, not by the level of schools' or students' mathematics achievement. Teachers should be more optimistic about using generative learning models to improve mathematical communication skills, even in classes with lower mathematics achievement levels.
{"title":"Developing Students' Mathematical Communication Skill in Junior High School with Various Level of Mathematics Achievement through Generative Learning Model","authors":"Evi P. Hulukati, S. D. Pomalato, W. Hulukati, Siti Zakiyah","doi":"10.32996/bjtep.2023.2.1.5","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.1.5","url":null,"abstract":"Mathematical communication skill was the missing piece of the mathematics education failure puzzle for centuries despite its central role in learning activities. Built on top of other process skills, the skill was the tool to construct a more comprehensive conceptual understanding by learning math from different perspectives, sharpening other cognitive skills, and providing important feedback about students' understanding. This study observed how the students' mathematical communication skill was correlated with the application of the generative learning model and how this correlation was influenced by various level of the school's academic achievement in mathematics. It employed a fractional 2x2-factorial design, careful non-probability sampling combined with simple random sampling to pick 171 students, and a validated and reliable scoring system to measure communication skills. Based on the results, the students' mathematical communication skill significantly correlates with the application of the generative learning model. The use of factorial design revealed that this correlation was more determined by applying the generative learning model, not by the level of schools' or students' mathematics achievement. Teachers should be more optimistic about using generative learning models to improve mathematical communication skills, even in classes with lower mathematics achievement levels.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133348227","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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