Pub Date : 2022-08-04DOI: 10.32996/bjtep.2022.1.2.8
Marjorie S. Velasco, J. C. V. Villanueva, Manuel R. Guerrero
The descriptive study aimed to determine the motivational factors and educational performance of graduate students in an online environment during the COVID-19 pandemic. Using a survey questionnaire, data were gathered from 140 students pursuing a master’s degree in a private higher educational institution in the Philippines during the School Year 2021-2022, which served as the final respondents of the study. Results revealed that the student’s motivational factors during the pandemic were described as having much influence while most of the respondents obtained their educational performance in their master’s degree as very good. Motivational factors were significantly correlated to the educational performance of the respondents based on their GWA. The study suggests that students should be motivated to pursue graduate education, especially in the dimension of social stimulation. Graduate school professors should also understand and be able to assess the degree of motivation of their students in their every-week classes, in which they will be able to contribute affirmations, inspiration, and drive to their students. Further, it is also recommended that students must be inspired to excel and obtain excellent grades in their graduate education.
{"title":"Graduate Students’ Motivational Factors and Educational Performance in Pursuance of Higher Education during COVID-19 Pandemic","authors":"Marjorie S. Velasco, J. C. V. Villanueva, Manuel R. Guerrero","doi":"10.32996/bjtep.2022.1.2.8","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.2.8","url":null,"abstract":"The descriptive study aimed to determine the motivational factors and educational performance of graduate students in an online environment during the COVID-19 pandemic. Using a survey questionnaire, data were gathered from 140 students pursuing a master’s degree in a private higher educational institution in the Philippines during the School Year 2021-2022, which served as the final respondents of the study. Results revealed that the student’s motivational factors during the pandemic were described as having much influence while most of the respondents obtained their educational performance in their master’s degree as very good. Motivational factors were significantly correlated to the educational performance of the respondents based on their GWA. The study suggests that students should be motivated to pursue graduate education, especially in the dimension of social stimulation. Graduate school professors should also understand and be able to assess the degree of motivation of their students in their every-week classes, in which they will be able to contribute affirmations, inspiration, and drive to their students. Further, it is also recommended that students must be inspired to excel and obtain excellent grades in their graduate education.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129169968","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 aim of this research is to examine the effective use of pictograms in the Ojo Local Government Area of Lagos State, Nigeria. A simple sampling technique was used to select twenty-five (25) nursery and primary school teachers in four (4) schools, a questionnaire was used to collect data, and a simple percentage and chi-square (x) were used to analyze the data. The result reveals that there is a significant difference between children taught with pictograms and the children taught without them. It is therefore suggested that all the pre-school teachers and caregivers should use pictograms to teach the learners for a better understanding and effective learning, the government should provide instructional materials (pictogram) for public schools, and private school owners should provide the necessary instructional materials needed, and teachers and caregivers should use pictograms effectively for a better result.
{"title":"Effective Use of Pictograms in Early Childhood Care and Education: A Study of Selected Nursery Schools in Ojo Local Government Area of Lagos State, Nigeria","authors":"ADENIYI, KIKELOMO, Mafikuyomi, Johnson Adewole, Mafikuyomi, Oluwafemi Deborah, Chukwudiegwu, Chimezie Evangeline","doi":"10.32996/bjtep.2022.1.2.6","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.2.6","url":null,"abstract":"The aim of this research is to examine the effective use of pictograms in the Ojo Local Government Area of Lagos State, Nigeria. A simple sampling technique was used to select twenty-five (25) nursery and primary school teachers in four (4) schools, a questionnaire was used to collect data, and a simple percentage and chi-square (x) were used to analyze the data. The result reveals that there is a significant difference between children taught with pictograms and the children taught without them. It is therefore suggested that all the pre-school teachers and caregivers should use pictograms to teach the learners for a better understanding and effective learning, the government should provide instructional materials (pictogram) for public schools, and private school owners should provide the necessary instructional materials needed, and teachers and caregivers should use pictograms effectively for a better result.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131294132","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 : 2022-06-10DOI: 10.32996/bjtep.2022.1.2.4
Armin Haluti, Hamzah B. Uno, N. Abbas, I. Djakaria, Syamsu Qamar Badu, Arwildayanto Arwildayanto, N. Djafri
This study aims to identify the teacher-made mathematics learning media on integer arithmetic in elementary school. Employing a quantitative description approach with descriptive statistics for data analysis, this study obtained the data from tests and interviews. The result revealed that from 12 students who were given the test, there were 11 students who obtained above minimum mastery criteria set by the school, which is 75 or 91.6% of students who completed. Additionally, classical completeness reached 86.6%, above the provisions. All in all, teacher-made media is particularly effective in building up student's learning outcomes in primary school.
{"title":"Implementation of Teacher-Made Mathematics Learning Media on Integer Counting Operations","authors":"Armin Haluti, Hamzah B. Uno, N. Abbas, I. Djakaria, Syamsu Qamar Badu, Arwildayanto Arwildayanto, N. Djafri","doi":"10.32996/bjtep.2022.1.2.4","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.2.4","url":null,"abstract":"This study aims to identify the teacher-made mathematics learning media on integer arithmetic in elementary school. Employing a quantitative description approach with descriptive statistics for data analysis, this study obtained the data from tests and interviews. The result revealed that from 12 students who were given the test, there were 11 students who obtained above minimum mastery criteria set by the school, which is 75 or 91.6% of students who completed. Additionally, classical completeness reached 86.6%, above the provisions. All in all, teacher-made media is particularly effective in building up student's learning outcomes in primary school.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130004755","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 : 2022-06-10DOI: 10.32996/bjtep.2022.1.2.5
Gamar Abdullah, R. Utina, A. Lukum, M. Pikoli, E. Nusantari, A. H. Odja, F. M. Yusuf
The present study aimed to explore the antecedent planning of metacognitive strategy-based natural sciences learning in elementary schools in Gorontalo City. It employed an evaluative descriptive approach and the Stake's Countenance evaluation model. The research subjects were the teachers of the selected elementary schools. Further, the data was collected through observation, study documentation, and interviews. Meanwhile, the data analysis technique in this study was carried out in a qualitative descriptive manner. The qualitative data were analyzed using thematic analysis by comparing data at one stage of the Countenance Stake model. The study found that the metacognitive strategy-based lesson plan arrived at the "adequate" category (68.90%).
{"title":"Planning of Metacognitive Strategy-Based Natural Sciences Learning in Elementary Schools","authors":"Gamar Abdullah, R. Utina, A. Lukum, M. Pikoli, E. Nusantari, A. H. Odja, F. M. Yusuf","doi":"10.32996/bjtep.2022.1.2.5","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.2.5","url":null,"abstract":"The present study aimed to explore the antecedent planning of metacognitive strategy-based natural sciences learning in elementary schools in Gorontalo City. It employed an evaluative descriptive approach and the Stake's Countenance evaluation model. The research subjects were the teachers of the selected elementary schools. Further, the data was collected through observation, study documentation, and interviews. Meanwhile, the data analysis technique in this study was carried out in a qualitative descriptive manner. The qualitative data were analyzed using thematic analysis by comparing data at one stage of the Countenance Stake model. The study found that the metacognitive strategy-based lesson plan arrived at the \"adequate\" category (68.90%).","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130363749","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 : 2022-05-19DOI: 10.32996/bjtep.2022.1.2.3
Rejie F. Palmos
This descriptive research aimed to identify the varied conflict management styles among WVSU students enrolled in three teacher education special projects. The respondents were selected using the random sampling method. A Filipino-based standard questionnaire checklist developed by the Miriam College Center for Peace Education on interpersonal conflict management styles was utilized. Results revealed that ESGP-PA (4P’s granter) and the Diploma on ECE had a “problem solving” conflict management style as an entire group or when classified according to certain categories. The Associate in ECE possessed “aggression” towards their interpersonal conflict management as an entire group and when classified according to certain categories. No significant differences were noted in the respondents' interpersonal conflict management styles when classified according to certain categories. Therefore, the dominant style employed by the two special projects is problem-solving, and one is aggression. As a recommendation, there is a need to propose a Peace Education Program that places more emphasis on the effective problem-solving process in facing conflicts with peers, future co-workers, and other people for better interpersonal relationships.
{"title":"“Peace For P’s”: Interpersonal Conflict Management Styles of Students in Three Teacher Education Special Projects","authors":"Rejie F. Palmos","doi":"10.32996/bjtep.2022.1.2.3","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.2.3","url":null,"abstract":"This descriptive research aimed to identify the varied conflict management styles among WVSU students enrolled in three teacher education special projects. The respondents were selected using the random sampling method. A Filipino-based standard questionnaire checklist developed by the Miriam College Center for Peace Education on interpersonal conflict management styles was utilized. Results revealed that ESGP-PA (4P’s granter) and the Diploma on ECE had a “problem solving” conflict management style as an entire group or when classified according to certain categories. The Associate in ECE possessed “aggression” towards their interpersonal conflict management as an entire group and when classified according to certain categories. No significant differences were noted in the respondents' interpersonal conflict management styles when classified according to certain categories. Therefore, the dominant style employed by the two special projects is problem-solving, and one is aggression. As a recommendation, there is a need to propose a Peace Education Program that places more emphasis on the effective problem-solving process in facing conflicts with peers, future co-workers, and other people for better interpersonal relationships.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121421395","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 : 2022-05-14DOI: 10.32996/bjtep.2022.1.2.2
Reima Al-Jarf
This study investigates the status of grade inflation in language and translation courses in Saudi Arabia. Analysis of the pass rates and percentages of students who obtained Grades A+, A, B+ and B in 70 English language skills and translation college courses, in addition to the English course scores of students in grades 1 to 11 at a private school, showed evidence of grade inflation at the school and college levels as revealed by the high pass rates and high percentages of students obtaining Grades A+, A, B+ and B in most courses. Responses to a questionnaire-survey by a sample of schoolteachers and language and translation college instructors showed several factors contributing to grade inflation such as: school and university administrators’ tendency to raise students’ marks and course grades and exercising pressure over instructors to pass the students. There are misconceptions about educational quality. Administrators correlate high quality with high pass rates, regardless of the learning outcomes. Instructors worry about students and parents’ complaints if some students fail. They worry about being investigated and about losing their job. Instructors would like to be liked by the students, be popular and get good ratings on the students’ course evaluation forms. Instructors give easy questions and are lenient in grading. Exam results do not reflect individual differences and distinctions. The grading system produces a high pass rate as 60% of the course marks are allocated to attendance, assignments, quizzes, and class work. Exams focus on a small portion of the course/textbook material. Many course topics are not covered by the tests. Tests contain few easy questions that measure rote memorization and recall rather than higher-level thinking skills. Prior to exams, students enrolled in General English courses are given practice tests with similar questions to the final exam (in form and content). Hence, students know what to expect on the final exam. The study gives some recommendations for combating grade inflation at Saudi schools and universities.
{"title":"Grade Inflation in Language and Translation Courses at Saudi Schools and Universities","authors":"Reima Al-Jarf","doi":"10.32996/bjtep.2022.1.2.2","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.2.2","url":null,"abstract":"This study investigates the status of grade inflation in language and translation courses in Saudi Arabia. Analysis of the pass rates and percentages of students who obtained Grades A+, A, B+ and B in 70 English language skills and translation college courses, in addition to the English course scores of students in grades 1 to 11 at a private school, showed evidence of grade inflation at the school and college levels as revealed by the high pass rates and high percentages of students obtaining Grades A+, A, B+ and B in most courses. Responses to a questionnaire-survey by a sample of schoolteachers and language and translation college instructors showed several factors contributing to grade inflation such as: school and university administrators’ tendency to raise students’ marks and course grades and exercising pressure over instructors to pass the students. There are misconceptions about educational quality. Administrators correlate high quality with high pass rates, regardless of the learning outcomes. Instructors worry about students and parents’ complaints if some students fail. They worry about being investigated and about losing their job. Instructors would like to be liked by the students, be popular and get good ratings on the students’ course evaluation forms. Instructors give easy questions and are lenient in grading. Exam results do not reflect individual differences and distinctions. The grading system produces a high pass rate as 60% of the course marks are allocated to attendance, assignments, quizzes, and class work. Exams focus on a small portion of the course/textbook material. Many course topics are not covered by the tests. Tests contain few easy questions that measure rote memorization and recall rather than higher-level thinking skills. Prior to exams, students enrolled in General English courses are given practice tests with similar questions to the final exam (in form and content). Hence, students know what to expect on the final exam. The study gives some recommendations for combating grade inflation at Saudi schools and universities.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126307831","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 : 2022-04-07DOI: 10.32996/bjtep.2022.1.2.1
K. Kamarudin, N. Djafri
This research aimed to explore and analyze the implementation of educational policies in scout extracurricular activities at State Vocational Schools in Gorontalo City. The study employed a qualitative method with a phenomenological approach. The study was done through action in the field and phenomena observation with the object studied by direct interaction. The results showed that in the implementation of educational policies in scout extracurricular activities, there were still some vocational schools in Gorontalo city that had not included all classes in scouting activities; besides, the coaches and budgets were relatively inadequate. The results of interviews showed that some classes did not join the scouting activities in the current year because the activities had been taken last year Furthermore, the infrastructure to support activities was still limited. This indicated that this scout extracurricular activity must be supported by efforts to make improvements. Thus, this study provides an effort to construct a model for implementing activities in determining human resources and financial resources. As a result, scout supervisors can be fulfilled in schools and can achieve well implementation of educational policies on scout extracurricular activities.
{"title":"Implementation of Education Policy on Extracurricular Activities in Vocational Schools, Gorontalo City","authors":"K. Kamarudin, N. Djafri","doi":"10.32996/bjtep.2022.1.2.1","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.2.1","url":null,"abstract":"This research aimed to explore and analyze the implementation of educational policies in scout extracurricular activities at State Vocational Schools in Gorontalo City. The study employed a qualitative method with a phenomenological approach. The study was done through action in the field and phenomena observation with the object studied by direct interaction. The results showed that in the implementation of educational policies in scout extracurricular activities, there were still some vocational schools in Gorontalo city that had not included all classes in scouting activities; besides, the coaches and budgets were relatively inadequate. The results of interviews showed that some classes did not join the scouting activities in the current year because the activities had been taken last year Furthermore, the infrastructure to support activities was still limited. This indicated that this scout extracurricular activity must be supported by efforts to make improvements. Thus, this study provides an effort to construct a model for implementing activities in determining human resources and financial resources. As a result, scout supervisors can be fulfilled in schools and can achieve well implementation of educational policies on scout extracurricular activities.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129437100","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 : 2022-03-22DOI: 10.32996/bjtep.2022.1.1.10
F. Shafiei, H. Ghassemzadeh, H. Ashayeri
In this study, we examined the relationship between conceptual metaphor and recalling. For this purpose, 3 metaphorical and 3 equivalent non-metaphorical short texts were produced in 2 visual and auditory versions, and 47 participants were exposed to the short-term and long-term recalling immediately after reading/listening to the texts and one week later. Results indicated that in some cases, it is a metaphorical one that has been recalled better than its non-metaphorical equivalent in both short-term memory and long-term memory. This finding can be interpreted as evidence of the possible facilitative role of conceptual metaphors in memorization.
{"title":"Effect of Conceptual Metaphors on Memory: A Preliminary Study on the Visual and Auditory Recalling","authors":"F. Shafiei, H. Ghassemzadeh, H. Ashayeri","doi":"10.32996/bjtep.2022.1.1.10","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.10","url":null,"abstract":"In this study, we examined the relationship between conceptual metaphor and recalling. For this purpose, 3 metaphorical and 3 equivalent non-metaphorical short texts were produced in 2 visual and auditory versions, and 47 participants were exposed to the short-term and long-term recalling immediately after reading/listening to the texts and one week later. Results indicated that in some cases, it is a metaphorical one that has been recalled better than its non-metaphorical equivalent in both short-term memory and long-term memory. This finding can be interpreted as evidence of the possible facilitative role of conceptual metaphors in memorization.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126580571","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 : 2022-02-26DOI: 10.32996/bjtep.2022.1.1.9
Hammoudi Abdelhak, Chibani Romaissa
One of the challenges of 21st Century classrooms is the broad diversity of experiences, identities and intelligence students bring to class. Research in psychology and neurosciences has indicated that we should never treat students as essentially alike. Each brain is unique with a predominant intelligence, which plays a crucial role in learning. Gardner (1983) believes there are nine bits of intelligence: logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal, interpersonal, and existential. They constitute students’ preferred channels of learning. Hence, the purpose behind this article is to help teachers plan their teaching operation according to this theory so that they can respond to class diversity and improve learners’ performance. The implementation procedure consists of (1) understanding the essence of multiple intelligences theory, (2) showing teachers how to identify learners’ multiple intelligences using the McKenzie MI Inventory, and (3) suggesting a variety of activities that cater for this intelligence, boost students’ engagement, and develop the whole learner.
{"title":"Incorporating Multiple Intelligences Theory in the Learning and Teaching Operation: Teacher’s Guide","authors":"Hammoudi Abdelhak, Chibani Romaissa","doi":"10.32996/bjtep.2022.1.1.9","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.9","url":null,"abstract":"One of the challenges of 21st Century classrooms is the broad diversity of experiences, identities and intelligence students bring to class. Research in psychology and neurosciences has indicated that we should never treat students as essentially alike. Each brain is unique with a predominant intelligence, which plays a crucial role in learning. Gardner (1983) believes there are nine bits of intelligence: logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal, interpersonal, and existential. They constitute students’ preferred channels of learning. Hence, the purpose behind this article is to help teachers plan their teaching operation according to this theory so that they can respond to class diversity and improve learners’ performance. The implementation procedure consists of (1) understanding the essence of multiple intelligences theory, (2) showing teachers how to identify learners’ multiple intelligences using the McKenzie MI Inventory, and (3) suggesting a variety of activities that cater for this intelligence, boost students’ engagement, and develop the whole learner.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131393760","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 : 2022-02-17DOI: 10.32996/bjtep.2022.1.1.8
Reima Al-Jarf
A class blog was created and used as a supplement to in-class EFL writing instruction for freshman students. Topics that focused on current global events such as Ramadan in Islamic countries, the Tsunami in Japan, the Royal wedding, and refugees in Europe were posted by the instructor. The students were required to look for videos, photos or articles related to the assigned event and write a short paragraph (blog post) that describes the photo, summarizes the video and article content, or talk about the event in their own words. They also had to write their reaction to the event, and post comments and feedback on their classmates’ blog posts. The students worked on their blog posts individually, in pairs or small group. Comparisons of the posttest scores of students who blogged about current global events and those who used paper-and-pencil assignments on the same topics showed significant differences in writing improvement in favor of the blog group. In addition, students in the blog group had positive attitudes towards the blogging activity. They enjoyed interacting and collaborating with their classmates and reflecting on their own writing in response to the feedback and comments they received from other blog members. Blogging about current global events proved to be effective in raising students’ global awareness and enhancing their writing skills in EFL.
{"title":"Blogging About Current Global Events in the EFL Writing Classroom: Effects on Skill Improvement, Global Awareness and Attitudes","authors":"Reima Al-Jarf","doi":"10.32996/bjtep.2022.1.1.8","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.8","url":null,"abstract":"A class blog was created and used as a supplement to in-class EFL writing instruction for freshman students. Topics that focused on current global events such as Ramadan in Islamic countries, the Tsunami in Japan, the Royal wedding, and refugees in Europe were posted by the instructor. The students were required to look for videos, photos or articles related to the assigned event and write a short paragraph (blog post) that describes the photo, summarizes the video and article content, or talk about the event in their own words. They also had to write their reaction to the event, and post comments and feedback on their classmates’ blog posts. The students worked on their blog posts individually, in pairs or small group. Comparisons of the posttest scores of students who blogged about current global events and those who used paper-and-pencil assignments on the same topics showed significant differences in writing improvement in favor of the blog group. In addition, students in the blog group had positive attitudes towards the blogging activity. They enjoyed interacting and collaborating with their classmates and reflecting on their own writing in response to the feedback and comments they received from other blog members. Blogging about current global events proved to be effective in raising students’ global awareness and enhancing their writing skills in EFL.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127105635","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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