IOJET - International Online Journal of Education and Teaching
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READING UNDER INVESTIGATION: DISPOSITIONS OF UNIVERSITY STUDENTS IN AN EFL SETTING
No full textMetacognitive awareness in reading has been subject to much concern in various language levels and learning environments. This study aims to explore university students’ metacognitive awareness of reading strategies in English as a foreign language from both qualitative and quantitative aspects. The study adopted a mixed method approach to explore the reading dispositions of 187 preparatory class students who were enrolled in Adana Science and Technology University. Students’ metacognitive awareness for reading was investigated under Global Reading Strategies, Problem-Solving Strategies, Support Strategies, and General Reading Tendencies sub-categories. Data obtained from the study revealed students’ various reading habits which provided insights from their perspectives and implications for the learning and teaching processes in the context of preparatory programs at university level.
TOWARDS INTERCULTURAL COMPETENCE: MODELS AND FRAMEWORKS FOR DEVELOPING ESOL LEARNERS’ INTERCULTURAL COMPETENCE IN IRELAND
No full textWithout the study of culture, second language acquisition is not complete (Kramsch, 1993). Teaching about culture raises the learners’ awareness of the target culture and compares it with the home culture, providing an intercultural competence (Ibid). Due to the growing number of immigrants in Ireland (CSO Ireland, 2017), there is also an increasing number of immigrant learners in the English for Speakers of Other Languages (ESOL) providers in Ireland. The successful integration of these learners into Irish society depends on the successful development of their intercultural competence. This paper aims to provide insight into the models and frameworks for developing intercultural competence through the use of English language teaching materials in an Irish context. The paper involves presenting four models-based frameworks. The frameworks consider increasing content knowledge, sharpening mental skills, fostering attitudinal skills and increasing awareness which constitute the four fundamental components of intercultural competence. The paper endeavours to contribute to the vibrant global conversation among professionals about how to develop intercultural competence. Most significantly, however, it attempts to support teachers in incorporating cultural elements into their teaching materials effectively and appropriately
THE EFFECT OF SONGS ON PRIMARY SCHOOL STUDENTS’ MOTIVATION
No full textIn language classes songs have been used for many years. Many studies have pointed out that students can take advantage of music in classes in terms of learning grammar, pronunciation and vocabulary. This study aims to explore the role of using songs on students’ motivation in primary level. The dominant/sequential design of the mixed methods approach was applied to the study. The quantitative data were elicited with a quasi-experimental design and qualitative data were collected by means of observations. The data were collected from the students of a state elementary school in a rural area of Denizli province during the winter semester of 2017-2018 education year. The participants were 25 5th graders; 17 girls and 8 boys. Descriptive analyses were used in order to form the frequencies and percentages of the quantitative data. For the observation data, a matrix was created in Microsoft Word to calculate the average scores of three dimensions of motivation, participation, interest and attention. The perceptions of the observers were elicited and analyzed by means of content analysis. The results of the research showed that the students were more motivated and eager to participate into the activities when songs were used in their classes. The perceptions of the students and teachers were similar.Keywords: Motivation, songs, young learners, interest, learning Englis
PERCEPTIONS OF ELT STUDENTS ON THEIR LISTENING AND NOTE TAKING SKILLS
No full textNotetaking is regarded as an academic skill necessary to pursue ones academic studies. Note taking while listening to lectures is a challenging activity for non-native speakers studying in a foreign language. It is advised that non-native students should be trained in listening and note taking which will help them to improve their listening comprehension and notetaking skills. Also, it is indicated that students express a positive opinion about such training (Flowerdew & Miller, 1992; Hayati & Jalilifar, 2009; Crawford, 2015). This study aimed to investigate first year English Language Teaching (ELT) students’ perceptions on their progress in listening and notetaking. It was conducted with 61 Freshman ELT students. Data were collected through a questionnaire comprised a 3 point Likert scale with 8 items including aspects such as using abbreviations and symbols, noting down only important information, and organizing main ideas and details. 1 open ended question was also used in the questionnaire to support the quantitative data. According to the results, students expressed the most progress in writing down important words, separating and recognizing main ideas, and using abbreviations and symbols.
EXPLORING THE CONNECTION BETWEEN SECOND LANGUAGE VOCABULARY LEARNING STRATEGIES AND VOCABULARY KNOWLEDGE
No full textThe present study sought to explore and identify vocabulary learning strategies that lead to the attainment of depth of vocabulary knowledge in a second language. For the purpose, 110 Bulgarian language learners of English took Qian and Schedl’s (2004) depth of vocabulary knowledge test and completed a related survey. After dividing the sample into a limited knowledge group and a superior knowledge group, the data were analyzed through discriminant function analysis which showed eight vocabulary learning strategies as significantly associated with the superior knowledge group. These strategies were named linguistically-driven strategies since they involve regular attention to linguistic features, including: paradigmatic associations (synonyms, antonyms), morphological structure (prefixes, roots, and suffixes), syntagmatic associations (collocations) and pronunciation. The results suggest that regular use of linguistically-driven vocabulary learning strategies helps build deep knowledge of second language vocabulary.Keywords: vocabulary learning strategies, depth of vocabulary knowledge, second language teaching, second language learning
CHILDREN’S SONGS CREATION TECHNIQUE DEVELOPMENT FOR KINDERGARTEN TEACHERS
No full textThis study aims to produce a creation in a form of techniques to create decent children’s songs used by kindergarten teachers. In addition, this study also aims to produce an advance creation in the form of technical guidebooks that can facilitate kindergarten teachers in creating children’s songs. Data obtained from experts’ evaluations consisting of one material expert and two teaching experts. In addition, the data were also obtained from product trial conducted in three steps; individual trial conducted on Al-Fadholi kindergarten and kindergarten group III – IGTKI Lowokwaru sub-district Malang Indonesia. One group pretest posttest design is conducted within the product trials. Based on the experts’ evaluations data and product trial related to the feasibility and effectiveness of the product obtained the result of creating children’s songs technique for kindergarten teachers is very feasible and effective to be applied. It is shown from the overall score of 1368 with percentage of 85,5% in excellent category. From the description, it can be defined that result of creating children’s songs technique for kindergarten teachers is very feasible and effective to be applied. The score is 688 with percentage of 86% in excellent category. For the technical guidebook of children’s songs trial result shows that posttest’s result is better than the pretest’s result, quantity is obtained with a score of 60 with a percentage value of 81.08% in a very good category, and obtained a score of posttest 211 with a percentage value of 71.28% in good category. This indicated that technical guide product obtained can ease kindergarten teachers to understand the process of creating children’s songs, thus the development required to be done. Keywords: Children’s songs creation techniques, kindergarte
THE EVALUATION OF NATURE EDUCATION TRAINING
No full textWithin the scope of “Nature Education” project by TUBITAK Science Department, which aims to provide a wide ecology vision and teach the language of nature to young research assistants from different departments, master and doctorate students and scoutleader teachers; in July, five years time the Project of “Ecology-Based Nature Education around Göksu Valley and Delta” was carried out. 149 people participated in this program. In the research, qualitative and quantitative research methods are used together. A form consisting of 20 questionnaires and 3 open-ended questions was used and the obtained data were analyzed. Codes were created in the direction of the answers given to the open-ended questions, and the opinions of the participants were interpreted by associating the generated codes. As a result of this research, the participants’ expectations of the nature education projects were met and achieved the result of leaving it with a vision of a wide ecology
THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS
No full textSimilar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. The aim of this study is to examine the effects of flipped classroom model on learning achievement and students’ anxiety towards their courses. The true experimental design was used in this study. The study was conducted with the participation of 61 undergraduate students taking the physics course. In the in-class component of the flipped classroom model, while the student response system was used with the experimental group, it was excluded during the study conducted on the control group students. Several data were collected from the physics achievement test, the physics anxiety questionnaire, and semi-structured interviews. The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model. The results have shown that, in comparison to the control group students, the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly. Furthermore, it has been determined that the experimental group students had a positive perception of student response system’s utilization in class. This study may provide aid for lecturers in integrating the student response system to the flipped classroom model.Keywords: flipped classroom, student response system, learning achievement, anxiety
IDENTIFYING UNIVERSITY STUDENTS’ PERCEPTIONS OF ‘ENGLISH’ THROUGH METAPHORS
No full textThis study aims to identify university students’ perceptions of English through of metaphors. This is a qualitative study with phenomenological design. The data were collected from 342 first grade university students at a state university through a semi-structured form, in which the participants were asked to complete the sentence “English is like… because…”. The data were analyzed through content analysis method. Besides identifying positive, negative and neutral metaphors, the data were also analyzed in terms of participants’ gender, faculty and high school type as well as forming categories of metaphors based on their rationales. Some of the main results of the study include; more than half of the students created negative metaphors, male and female participants’ percentages of positive and negative metaphors are close to each other, the faculties with the higher frequency of positive metaphors are faculties of technology, fine arts and law while the faculties with the higher frequency of negative metaphors are faculties of medicine, engineering and veterinary medicine. 15 different categories of metaphors are formed. The results of the study are expected to guide practitioners by informing them on students’ perceptions of English and help them adjust teaching-learning practices.
HONG KONG TEACHERS’ ENGLISH ORAL INPUT IN KINDERGARTEN CLASSROOMS
No full textOral input has long been recognised as a key factor influencing second language acquisition in early childhood. Children rely heavily on oral input to learn new words and develop phonological awareness of a language. However, in the context of English teaching in Hong Kong kindergartens — which feature diversity in language use in the classroom — little work has been done on the oral input given to children. This study examined the English oral input of teachers in Hong Kong kindergarten classrooms. It investigated the amount and features of teachers’ English oral input, and how the input affected the conditions for English language learning. Classroom observations were conducted monthly for three months with one native speaking (NS) and two non-native speaking (NNS) kindergarten teachers together with a total of 44 Chinese-speaking children. The research used the Oral Input Quality Observation Scheme developed for systematically collecting oral input and output data from the teachers and children respectively. The results show that the learning activities did not seem to be hindered by the different pronunciations of the NS and NNS teachers. However, the NS teacher tended to use a broader variety of vocabulary and a richer amount of English than the NNS teachers. Both the NS and NNS teachers demonstrated limitations in pedagogical skills in teaching the children English pronunciation. The implications of the results are discussed in relation to the context of English teaching in Hong Kong kindergartens