Pub Date : 2024-03-29DOI: 10.20319/ictel.2024.142143
Mounia Benjelloun
Listening is one of the most challenging skills for language learners; although they spend time listening to the teacher, their fellow students, and recordings, they are rarely exposed to listening strategies, which can help them become more effective and efficient listeners. Teaching methods mainly focus on productive skills compared to the listening skill, which has been considered the least understood and the most overlooked, until recently. (Nation & Newton, 2009). As a result, students encounter listening comprehension challenges and lack the appropriate language skills needed to complete listening and speaking tasks successfully. This study is, therefore, an attempt to investigate the impact of top-down and bottom-up listening strategies on improving Moroccan university students’ listening comprehension and language skills. Two groups of students, a controlled and an experimental, belonging to the same year and field took part in this study. Both groups were exposed to a pre-listening and a post-listening test, followed by speaking tasks. They were also exposed to listening tasks for about twelve weeks. The experimental group, however, were explicitly taught listening strategies for all stages of the listening tasks. This study adopts a qualitative approach to compare and analyze the results. Preliminary findings reveal that generally, both the controlled and experimental group improved their listening skills for gist. However, the use of bottom-up listening strategies has significantly proved effective in helping students of the experimental group to develop their listening comprehension for specific information and their oral production, which was more meaningful and efficient than that of the controlled group
{"title":"THE USE OF TOP-DOWN AND BOTTOM-UP LISTENING STRATEGIES TO IMPROVE MOROCCAN UNIVERSITY STUDENTS’ LISTENING COMPREHENSION AND LANGUAGE SKILLS","authors":"Mounia Benjelloun","doi":"10.20319/ictel.2024.142143","DOIUrl":"https://doi.org/10.20319/ictel.2024.142143","url":null,"abstract":"Listening is one of the most challenging skills for language learners; although they spend time listening to the teacher, their fellow students, and recordings, they are rarely exposed to listening strategies, which can help them become more effective and efficient listeners. Teaching methods mainly focus on productive skills compared to the listening skill, which has been considered the least understood and the most overlooked, until recently. (Nation & Newton, 2009). As a result, students encounter listening comprehension challenges and lack the appropriate language skills needed to complete listening and speaking tasks successfully. This study is, therefore, an attempt to investigate the impact of top-down and bottom-up listening strategies on improving Moroccan university students’ listening comprehension and language skills. Two groups of students, a controlled and an experimental, belonging to the same year and field took part in this study. Both groups were exposed to a pre-listening and a post-listening test, followed by speaking tasks. They were also exposed to listening tasks for about twelve weeks. The experimental group, however, were explicitly taught listening strategies for all stages of the listening tasks. This study adopts a qualitative approach to compare and analyze the results. Preliminary findings reveal that generally, both the controlled and experimental group improved their listening skills for gist. However, the use of bottom-up listening strategies has significantly proved effective in helping students of the experimental group to develop their listening comprehension for specific information and their oral production, which was more meaningful and efficient than that of the controlled group","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"42 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365537","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 : 2024-03-15DOI: 10.20319/pijtel.2024.81.3546
S. Daula, G. Khan, G. Ramesh, M. M. Reddy
Mostly the term unanimous would be more apt to coin as Internet of Things to be most promising technology which has grown many inner branches like Internet of Medical Things and so on. Managing or maintaining of storage of the IoT based components gets crucial for work over of pace for handling along with reaction of selected gadgets. The manuscript supports Priority Based Memory or Storage Balancing (PBMB) procedure in successful treatment of storage to work on the pace of reaction of the actuator gadgets. The memory adjusting plan is based upon successive AI calculation that breaks down the occasional way of behaving of the device in dealing with demands. In view of the examination, the accessible memory space is designated and liberated for getting demands and putting away data. The growing experience is convinced through time-subordinate transmission conduct perceptions. The utilized memory leads technique works in a flexible manner for changing time-essential and non-concede merciful applications by restricting storing and access delay at the device level. The proposed methodology is intended to restrict memory misuse, organization delay and to assemble of the solicitation handling rates.
{"title":"PERFORMANCE ANALYSIS OF PRIORITY BASED MEMORY BALANCING TECHNIQUES IN IOT USING MACHINE LEARNING","authors":"S. Daula, G. Khan, G. Ramesh, M. M. Reddy","doi":"10.20319/pijtel.2024.81.3546","DOIUrl":"https://doi.org/10.20319/pijtel.2024.81.3546","url":null,"abstract":"Mostly the term unanimous would be more apt to coin as Internet of Things to be most promising technology which has grown many inner branches like Internet of Medical Things and so on. Managing or maintaining of storage of the IoT based components gets crucial for work over of pace for handling along with reaction of selected gadgets. The manuscript supports Priority Based Memory or Storage Balancing (PBMB) procedure in successful treatment of storage to work on the pace of reaction of the actuator gadgets. The memory adjusting plan is based upon successive AI calculation that breaks down the occasional way of behaving of the device in dealing with demands. In view of the examination, the accessible memory space is designated and liberated for getting demands and putting away data. The growing experience is convinced through time-subordinate transmission conduct perceptions. The utilized memory leads technique works in a flexible manner for changing time-essential and non-concede merciful applications by restricting storing and access delay at the device level. The proposed methodology is intended to restrict memory misuse, organization delay and to assemble of the solicitation handling rates.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"126 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237833","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 : 2024-03-15DOI: 10.20319/pijtel.2024.81.6475
I-Hsuan Kuo, Tung-Fu Hsueh, Dr. Chiu- Cheng
This study aims to explore the current status of bilingual education implementation in high schools in Taiwan. This study formulated interview topics based on different aspects of bilingual education and interviewed six relevant personnel through the literature analysis and qualitative in high schools. It included principals, teachers and students in order to understand the impact of bilingualism on the influencing factors and implementation difficulties. The conclusions drawn are as follows: First. Bilingual education policies and supporting measures will affect the progress and implementation effectiveness of bilingual education. second. It is helpful for schools to set clear bilingual education goals. third. There are differences in the effectiveness of bilingual education for students in general high schools and technical high schools. Fourth. The preparation of bilingual teachers and the community are the key to the success of bilingual education. fifth. Creating an immersive learning environment can improve the effectiveness of bilingual teaching. sixth. The urban-rural gap and insufficient resources are major obstacles to promote bilingual education. seventh. If teacher spend too much time on teaching English, it will affect students ‘acquisition of professional subject knowledge. eighth. Bilingual teaching causes burden on teachers and affects their willingness to promote it.
{"title":"RESEARCH ON BILINGUAL EDUCATION IN TAIWAN’S HIGH SCHOOLS","authors":"I-Hsuan Kuo, Tung-Fu Hsueh, Dr. Chiu- Cheng","doi":"10.20319/pijtel.2024.81.6475","DOIUrl":"https://doi.org/10.20319/pijtel.2024.81.6475","url":null,"abstract":"This study aims to explore the current status of bilingual education implementation in high schools in Taiwan. This study formulated interview topics based on different aspects of bilingual education and interviewed six relevant personnel through the literature analysis and qualitative in high schools. It included principals, teachers and students in order to understand the impact of bilingualism on the influencing factors and implementation difficulties. The conclusions drawn are as follows: First. Bilingual education policies and supporting measures will affect the progress and implementation effectiveness of bilingual education. second. It is helpful for schools to set clear bilingual education goals. third. There are differences in the effectiveness of bilingual education for students in general high schools and technical high schools. Fourth. The preparation of bilingual teachers and the community are the key to the success of bilingual education. fifth. Creating an immersive learning environment can improve the effectiveness of bilingual teaching. sixth. The urban-rural gap and insufficient resources are major obstacles to promote bilingual education. seventh. If teacher spend too much time on teaching English, it will affect students ‘acquisition of professional subject knowledge. eighth. Bilingual teaching causes burden on teachers and affects their willingness to promote it.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"77 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238168","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 : 2024-03-15DOI: 10.20319/pijtel.2024.81.7699
László Dávid Szabó, Kinga Horváth
Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behavior that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research was to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool. The purpose of the research was to assess how students see the teacher's classroom activities and how the teachers see themselves, and also to see whether there is a difference between the teacher's point of view and that of the students'. The questionnaire contains 48 items. The QTI measurement tool can serve as a valuable source of information for teachers in comparing their self-assessment with the student's view, which can obviously enhance their professional development.
{"title":"TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS","authors":"László Dávid Szabó, Kinga Horváth","doi":"10.20319/pijtel.2024.81.7699","DOIUrl":"https://doi.org/10.20319/pijtel.2024.81.7699","url":null,"abstract":"Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behavior that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research was to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool. The purpose of the research was to assess how students see the teacher's classroom activities and how the teachers see themselves, and also to see whether there is a difference between the teacher's point of view and that of the students'. The questionnaire contains 48 items. The QTI measurement tool can serve as a valuable source of information for teachers in comparing their self-assessment with the student's view, which can obviously enhance their professional development.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"3 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239265","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 : 2024-03-15DOI: 10.20319/pijtel.2024.81.0116
Mohamed El Tahir Osman
This research is part of a comprehensive project whose goal is to analyze and activate the interconnected elements within the education system that foster student empowerment in the Sultanate of Oman. The project proposed that sustained enhancements in the education system hinge on a collection of interlinked subsystems or factors that collectively boost overall school performance and student learning (Osman, 2023). The primary aim of this investigation was to scrutinize the interrelated elements capable of expanding the educational environment and contributing to long-lasting improvements in schools. The study adopted a descriptive-analytical approach, combining both qualitative and quantitative data analysis techniques. The study's sample comprised 110 educators and administrators from the participating experimental schools. The results indicate that the 13 factors examined in the proposed model make significant contributions to viable school improvement. Nevertheless, the importance of these factors varies from one to another. Based on these findings, it can be argued that activating all interrelated elements within the education system is imperative for achieving enduring improvements in student learning over time. Therefore, it is crucial to systemically enhance the performance of all interconnected factors within the education system.
{"title":"EXAMINING INTERRELATED DRIVING FORCES FOR SUSTAINABLE SCHOOL IMPROVEMENT","authors":"Mohamed El Tahir Osman","doi":"10.20319/pijtel.2024.81.0116","DOIUrl":"https://doi.org/10.20319/pijtel.2024.81.0116","url":null,"abstract":"This research is part of a comprehensive project whose goal is to analyze and activate the interconnected elements within the education system that foster student empowerment in the Sultanate of Oman. The project proposed that sustained enhancements in the education system hinge on a collection of interlinked subsystems or factors that collectively boost overall school performance and student learning (Osman, 2023). The primary aim of this investigation was to scrutinize the interrelated elements capable of expanding the educational environment and contributing to long-lasting improvements in schools. The study adopted a descriptive-analytical approach, combining both qualitative and quantitative data analysis techniques. The study's sample comprised 110 educators and administrators from the participating experimental schools. The results indicate that the 13 factors examined in the proposed model make significant contributions to viable school improvement. Nevertheless, the importance of these factors varies from one to another. Based on these findings, it can be argued that activating all interrelated elements within the education system is imperative for achieving enduring improvements in student learning over time. Therefore, it is crucial to systemically enhance the performance of all interconnected factors within the education system.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"44 186","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236876","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 : 2024-03-15DOI: 10.20319/pijtel.2024.81.1726
David A. Gann
Among the foundations of critical thinking in EFL is the ability of language learners to be able to express their views in terms of predictions and outcomes. It is all the more important in science universities such as the institution where the author teaches. Nine Japanese first-year university students in Japan, participated in a study involving an extended experiential learning project, using physical objects and observable phenomena. While students’ general use of premise and conclusion markers markedly improved, problems in their construction of hypothetical premises persisted. I will discuss the types of problems and offer explanations for why these problems continue to occur, and I will suggest ways in which instruction on hypothetical premise construction may be improved.
{"title":"THE VARIETY OF PROBLEMS IN JAPANESE STUDENTS’ HYPOTHETICAL PREMISE CONSTRUCTIONS","authors":"David A. Gann","doi":"10.20319/pijtel.2024.81.1726","DOIUrl":"https://doi.org/10.20319/pijtel.2024.81.1726","url":null,"abstract":"Among the foundations of critical thinking in EFL is the ability of language learners to be able to express their views in terms of predictions and outcomes. It is all the more important in science universities such as the institution where the author teaches. Nine Japanese first-year university students in Japan, participated in a study involving an extended experiential learning project, using physical objects and observable phenomena. While students’ general use of premise and conclusion markers markedly improved, problems in their construction of hypothetical premises persisted. I will discuss the types of problems and offer explanations for why these problems continue to occur, and I will suggest ways in which instruction on hypothetical premise construction may be improved.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"20 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240791","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 : 2024-03-15DOI: 10.20319/pijtel.2024.81.4763
Olufemi Stephen Idowu, Ogundeko, Ibukun Raphael
Teachers, especially teachers of English language face considerable challenges when teaching reading at the various school levels. Reading is the act or process of receiving and interpreting information in language via the medium of print. This paper identifies some of the challenges encountered by English teachers while instructing and facilitating the teaching and learning reading among secondary schools generally special focus on Nigeria. It highlights the multifaceted nature of the challenges, encompassing area such as diverse student intellectual abilities, insufficient cognitive engagement, language barriers. This paper review various studies on reading and in Nigerian schools, identify recurrent problems and the gaps relating to cognitive challenges. It explores potential solutions to mitigate these flaws, emphasizing the pivotal importance of tailored instructional strategies and tooling, collaborative approaches between parents/guardian and managements of school, and the integration of active technological apparatus to the system. The paper recommended that, regular workshops with a cognitive approach should be organized for all teachers of English to enable them handle reading effectively, this training will create a drive-in teacher to ensure that students under their tutelage are fluent readers. More so, in- service training should also be an integral part of continuing teacher education and teachers should be supported in order to increase their level of confidence when teaching reading.
{"title":"MITIGATING COGNITIVE CHALLENGES FACED BY TEACHERS OF ENGLISH IN TEACHING AND LEARNING READING IN NIGERIAN SECONDARY SCHOOLS","authors":"Olufemi Stephen Idowu, Ogundeko, Ibukun Raphael","doi":"10.20319/pijtel.2024.81.4763","DOIUrl":"https://doi.org/10.20319/pijtel.2024.81.4763","url":null,"abstract":"Teachers, especially teachers of English language face considerable challenges when teaching reading at the various school levels. Reading is the act or process of receiving and interpreting information in language via the medium of print. This paper identifies some of the challenges encountered by English teachers while instructing and facilitating the teaching and learning reading among secondary schools generally special focus on Nigeria. It highlights the multifaceted nature of the challenges, encompassing area such as diverse student intellectual abilities, insufficient cognitive engagement, language barriers. This paper review various studies on reading and in Nigerian schools, identify recurrent problems and the gaps relating to cognitive challenges. It explores potential solutions to mitigate these flaws, emphasizing the pivotal importance of tailored instructional strategies and tooling, collaborative approaches between parents/guardian and managements of school, and the integration of active technological apparatus to the system. The paper recommended that, regular workshops with a cognitive approach should be organized for all teachers of English to enable them handle reading effectively, this training will create a drive-in teacher to ensure that students under their tutelage are fluent readers. More so, in- service training should also be an integral part of continuing teacher education and teachers should be supported in order to increase their level of confidence when teaching reading.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"124 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237684","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 : 2024-03-15DOI: 10.20319/pijtel.2024.81.100116
J. Carreira, Naoko Shioda
This study is a preliminary study for creating teaching materials for the development of global human resources who can communicate their own (Japanese) culture, such as the tea ceremony, to the world in English. This study aims to clarify what foreigners are interested in, what they find important, and what they would like to know more about the tea ceremony to create teaching materials reflecting foreigners’ interests and concerns. The results indicated that the participating students enjoyed hands-on activities, such as actually preparing and drinking tea and learning how to eat wagashi (traditional Japanese sweets), even in an online environment. Furthermore, some students demonstrated interest not only in hands-on experiences but also in the history of the tea ceremony, distinctions between Japanese and Chinese tea cultures, and various aspects of the tea ceremony, including tea, tea utensils, traditional clothing (kimono), and the differences among tea ceremony schools. Based on these findings, it is recommended to create educational materials for Japanese university students learning the tea ceremony in English that cover not only the fundamental etiquette of the tea ceremony, but also provide comprehensive knowledge about the broader aspects of the tea ceremony.
{"title":"TEACHING JAPANESE TEA CEREMONY TO CHINESE UNIVERSITY STUDENTS: DEVELOPING ENGLISH LEARNING MATERIALS","authors":"J. Carreira, Naoko Shioda","doi":"10.20319/pijtel.2024.81.100116","DOIUrl":"https://doi.org/10.20319/pijtel.2024.81.100116","url":null,"abstract":"This study is a preliminary study for creating teaching materials for the development of global human resources who can communicate their own (Japanese) culture, such as the tea ceremony, to the world in English. This study aims to clarify what foreigners are interested in, what they find important, and what they would like to know more about the tea ceremony to create teaching materials reflecting foreigners’ interests and concerns. The results indicated that the participating students enjoyed hands-on activities, such as actually preparing and drinking tea and learning how to eat wagashi (traditional Japanese sweets), even in an online environment. Furthermore, some students demonstrated interest not only in hands-on experiences but also in the history of the tea ceremony, distinctions between Japanese and Chinese tea cultures, and various aspects of the tea ceremony, including tea, tea utensils, traditional clothing (kimono), and the differences among tea ceremony schools. Based on these findings, it is recommended to create educational materials for Japanese university students learning the tea ceremony in English that cover not only the fundamental etiquette of the tea ceremony, but also provide comprehensive knowledge about the broader aspects of the tea ceremony.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"48 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239804","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 : 2023-09-15DOI: 10.20319/pijtel.2023.72.180195
Ting-Ying Lo
The purpose of this study was to use activity theory to analyze the mathematics difficulties of indigenous low-achieving students, to develop culturally integrated mathematics remedial modules to solve this difficulty and test the student's learning outcomes. This research applied the case study method and invited twelve grade 4-5 Truku indigenous students as the participants. The research tools used for analysis included a teacher-student interview outline, an indigenous culture integration mathematics remedial teaching module, classroom videos, and reflection logs. The results showed that the difficulties of indigenous low-achieving students were among the tools, community, rule, and division of labor by activity theory analysis, which caused them to produce contradictory emotions towards mathematics. In the second stage, the study team developed an indigenous culture integrated into the mathematics remedial module to solve the difficulties. After teaching, 70% of the indigenous low-achieving students improved their math performance. The cultural dual-guidance teaching strategy expanded the indigenous students' ability to use multiple representations to solve problems, promoted confidence to present their solving method, and showed the ability to contribute to the group.
{"title":"THE INVESTIGATION OF CULTURE-INTEGRATED MATHEMATICS REMEDIAL MODULES ON INDIGENOUS STUDENTS’ LEARNING OUTCOME","authors":"Ting-Ying Lo","doi":"10.20319/pijtel.2023.72.180195","DOIUrl":"https://doi.org/10.20319/pijtel.2023.72.180195","url":null,"abstract":"The purpose of this study was to use activity theory to analyze the mathematics difficulties of indigenous low-achieving students, to develop culturally integrated mathematics remedial modules to solve this difficulty and test the student's learning outcomes. This research applied the case study method and invited twelve grade 4-5 Truku indigenous students as the participants. The research tools used for analysis included a teacher-student interview outline, an indigenous culture integration mathematics remedial teaching module, classroom videos, and reflection logs. The results showed that the difficulties of indigenous low-achieving students were among the tools, community, rule, and division of labor by activity theory analysis, which caused them to produce contradictory emotions towards mathematics. In the second stage, the study team developed an indigenous culture integrated into the mathematics remedial module to solve the difficulties. After teaching, 70% of the indigenous low-achieving students improved their math performance. The cultural dual-guidance teaching strategy expanded the indigenous students' ability to use multiple representations to solve problems, promoted confidence to present their solving method, and showed the ability to contribute to the group.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135486555","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 : 2023-09-15DOI: 10.20319/pijtel.2023.72.114124
Todd Hull
Dictation is an effective tool in facilitating foreign language acquisition. But traditional dictation, while having some benefits for acquiring a foreign language, was neither engaging for students nor did it focus on the actual, real world communication that is fundamental to the communicative approach of today. Dictogloss introduced communicative dictation and has been used widely in classrooms around the world. But, however dictation is done in the classroom, it can 1) feel to adult learners at least somewhat like something for children and 2) even when designed for adults, typical dictation topics can be perceived to be more at home in a language institute than an academic university setting. This paper will summarize types of traditional dictation, outline the characteristics of dictogloss and how it is an improvement on traditional dictation, review some of the research on its additional benefits for acquiring a foreign language, and suggest how it can be used at the university level.
{"title":"COMMUNICATIVE DICTATION FOR ADULT FOREIGN LANGUAGE LEARNERS IN UNIVERSITY ACADEMIC CONTEXTS","authors":"Todd Hull","doi":"10.20319/pijtel.2023.72.114124","DOIUrl":"https://doi.org/10.20319/pijtel.2023.72.114124","url":null,"abstract":"Dictation is an effective tool in facilitating foreign language acquisition. But traditional dictation, while having some benefits for acquiring a foreign language, was neither engaging for students nor did it focus on the actual, real world communication that is fundamental to the communicative approach of today. Dictogloss introduced communicative dictation and has been used widely in classrooms around the world. But, however dictation is done in the classroom, it can 1) feel to adult learners at least somewhat like something for children and 2) even when designed for adults, typical dictation topics can be perceived to be more at home in a language institute than an academic university setting. This paper will summarize types of traditional dictation, outline the characteristics of dictogloss and how it is an improvement on traditional dictation, review some of the research on its additional benefits for acquiring a foreign language, and suggest how it can be used at the university level.","PeriodicalId":500647,"journal":{"name":"PUPIL: International journal of teaching, education and learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135485006","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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