690 results on '"STUDENT journals"'
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2. Investigation of STEM Supported Engineering and Design Experiences of Students Participating in 'Design and Innovation Workshop' in the Context of Situational Interest Theory
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Ibrahim Benek, Ismail Donmez, and Sahin Idil
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This study aims to examine the engineering and design-supported STEM (Science, Technology, Engineering, and Mathematics) experiences of students who participated in the "Design and Innovation Workshop" organized at the Science and Art Center (SAC) during the semester break. The experiences and perceptions of 17 students (10 males and 7 females) were analyzed in depth in this study, which was conducted using a phenomenology design from qualitative research methods. Semi-structured interview form, student diaries, field notes and STEM product drawing form were used as data collection tools. The research findings showed that students' participation in design and engineering-based STEM activities enhanced their problem-solving skills, creativity and teamwork. The theory accompanying the research suggests that these activities increase students' interest and motivation in STEM disciplines. The research results suggest that design and innovation workshops can positively influence students' attitudes and skills towards STEM fields.
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- 2024
3. Vocabulary Notebooks as a Noteworthy Powerful Instrument in Technical Vocabulary Learning
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Megi Plaku and Viola Karapici
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This research paper attempts to investigate the organization and effectiveness of vocabulary notebooks by distinguishing several benefits the implementation of this technique brings in the acquisition of technical terminology through an "English for Specific Purposes course". When tackling with language learning, it is needless to emphasize the noteworthiness and the importance of vocabulary in this process. Appertaining to technical terminology, this plays entirely pertinent. Various studies have concluded that vocabulary notebooks (henceforth VN) efficiently expose different learners' strategies within this single strategy, which led us to research VN. These research data were obtained mainly by applying the observational research technique, a vocabulary oral and written exam, and a comprehensive questionnaire on the effectiveness of the Vocabulary Notebook. Mechanical Engineering, Textile Engineering, and Hydrotechnical Engineering students at the Polytechnic University of Tirana were selected to obtain the data. The observation is partly overt and partly covert. Students of Mechanical Engineering and Textile Engineering (75 students) are the treatment group wherein the Mechanical Engineering students are an overt group and the Textile Engineering students serve as the covert observational group while on the other hand, the Hydrotechnical Engineering (45 students) students are the control group. The data were obtained during and at the end of the semester. Throughout the observation all along the 1st semester, it was perceived that most of the students organized their VN by utilizing mainly Microsoft Word downloaded on their Smart Phones, while the rest used the traditional paper notebook to organize their technical VN. The organization of the VN reflected the strategies each of the students implemented to learn technical terminology. At the end, students were tested on their acquired terminology through an oral and a short-written exam and then a questionnaire was handed to them. The students of the overt group making use of a digitalized form of a Notebook resulted to have acquired most of the technical vocabulary. In the main, the overt group outperformed the covert group on the acquisition of technical vocabulary, while the control group's score on the oral exam was significantly below, compared to the all-inclusive treatment group. Students' questionnaire revealed that overall students had a positive approach to this strategy and they embraced the autonomy acquired throughout the semester by implementing this strategy. With the exception of the effectiveness on vocabulary acquisition, which was on higher levels, this strategy proved itself once again to be an enhancer and promoter of learner autonomy. [Note: The page range (315-334) shown is incorrect. The correct page range is 315-333.]
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- 2024
4. The Impact of Peer-Collaborative Strategic Reading and Reflective Journal Writing on Orchestrated Reading Strategy Use and Comprehension
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Lakshmana Rao Pinninti
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Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data were collected from 72 ninth-grade participants, employing a pretest-posttest comparison group design, through Reflective Journals, Reading Comprehension Test, and the Survey of Reading Strategies. The experimental group (n=36) participated in strategy training, while the comparison group (n=36) had regular study hours. Reflective journals show that the experimental group improved in rationalizing the conditional knowledge of strategies, using strategy clusters, employing responsive actions, specifying the details of strategy use and verbalizing the reading process. Findings also indicate that the experimental group outperformed the comparison group in post-test in comprehension and frequency of strategy use. The findings imply that reading strategy instruction models and teachers can increase the collaborative and reflective nature of strategy training to develop students' strategic reading and comprehension.
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- 2024
5. Improving Global Competence in Classroom-Based Experiential Learning Activities
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Lee, Juyoung, Kobia, Caroline, and Son, Jihyeong
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The purpose of this research was to develop learning activities to improve global competence for a classroom-based course in the field of clothing and textiles and explore how those activities affected the global competence of college students. To achieve this goal, the researchers proposed the following objectives: (a) develop learning activities on global competence and (b) explore the influences of newly proposed learning activities on the global competence of college students. The authors analyzed students' reflective essays to identify themes through constant comparative analysis. The authors found participants learned about the Japanese culture through diverse aspects of global competence--affective, cognitive, and behavioral dimensions--throughout the semester via these learning activities. The authors also found informal writing could work as a starting point, where students were slowly exposed to a different culture, and reflective essays worked as a final summarizing phase where students could think further about their learning process related to global competence. This research is significant in terms of providing an empirical example of how to increase global competence in classroom-based courses. Additionally, scholars and teaching practitioners can gain insights from this study on how to improve global competence for the future workforce in a global economy.
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- 2023
6. Student Teachers' Reflections on Semiotics in Grade 3 isiXhosa Literacy Lessons
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Magangxa, Pretty N. and Geduld, Deidre C.
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Background: Globally, teaching practice has been at the heart of teacher education programmes. For quality teaching and learning, literacy student teachers are expected to develop metacognitive attributes and critical thinking to integrate theory and practice. Because of the dominance of autonomous models in literacy teaching and learning nationally and internationally, literature continues to report poor literacy attainment, especially for indigenous language learners. Contrasting this deficit view, this article employed languaging as a lens to describe student teachers' reflections on their interactions with Grade 3 learners using multimodal and linguistic repertoires, which they both bring from socio-cultural contexts as well as utilisation of embodied representational modes. Aim: To explore how Foundation Phase (FP) student teachers used languaging and semiotic modes to enhance literacy teaching and learning in Grade 3 classrooms. Setting: An Eastern Cape Institution of Higher Education. Methods: In this qualitative study, four purposely selected FP isiXhosa Home Language student teachers used reflective journals to articulate their individual and peer classroom literacy practices. Data were thematically analysed. Results: Findings revealed the importance of acknowledging authentic and diverse linguistic resources that learners bring from their socio-cultural backgrounds as well as the use of multimodal literacies in the classroom context. Conclusion: This study concludes that languaging allowed learners and student teachers to exploit multimodalities and linguistic repertoires that they bring from their socio-cultural backgrounds. Contribution: This study demonstrates the pedagogical literacy strategies that created live dialogical engagements between student teachers and learners. These can be useful to teacher educators as well as teachers in the Foundation Phase contexts and thus improve literacy teaching and learning, especially in indigenous languages.
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- 2023
7. Reflective Teaching Impact upon Pre-Service English Teachers' Professional Development: A Systematic Review
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Marcia F. Velasquez, Angie G. Capajaña, Patricio H. Ramirez, and María D. C. Córdova
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This systematic review aims to document, analyze and synthesize the latest research related to reflective teaching and professional development in pre-service English teachers. The reasoning behind this review is to substantiate that acquiring a reflective teaching practice can be the best alternative for novice teachers to open their minds, renovate their teaching methodologies and knowledge, and adapt their teaching practice to be able to become outstanding language educators. Thirteen articles have been systematically reviewed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline and five exploration issues emerged: (a) the relation between reflective teaching and professional development, (b) reflective teaching benefits, (c) the efficacy of reflective teaching, (d) the continuity of reflective teaching and (e) reflective teaching strategies. The obtained results show different advantageous benefits such as learning from peers by sharing similar experiences, structure and restructure of new teaching knowledge, and the development of continuous resilience to deal with and overcome difficulties in the professional practice. This review suggests that future research should concentrate on programs addressing the importance of being reflective by introducing the topic before teaching practicum which is key for faster integrated professional development.
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- 2023
8. Narrative World Building: Creative Applications for Gamification in Study Abroad
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Ashley Lear
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This study examined a cohort of 12 study abroad participants taking a course on video game topography and narrative in Salamanca, Spain, to determine how inhabiting and co-creating narrative worlds as part of the coursework might impact the experiences of the students inside and outside of the classroom as they engaged in mandated and optional cultural engagement activities, such as museum tours and excursions to historical sites. Students completed two gameful learning activities: 1) they co-created their own narrative game world in a group game proposal assignment drawing upon research from storytelling through game environments, and 2) they created independent digital journals of their experiences through the perspective of a gaming avatar chosen at the beginning of the course. Results from pre- and post-self-report surveys indicate that the game proposal assignment allowed students to develop stronger connections with one another while conducting research that gave them additional context for their cultural surroundings. However, those same students criticized participation in pre-defined environments or activities within the photo journal assignment that they perceived to lack authenticity. Future iterations of similar course designs should establish the course content and context as a foundation before enabling students to co-author the course's game narrative. Assessment of learning outcomes beyond self-reports is also recommended.
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- 2024
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9. Learners' Diaries as a Tool for Teachers' Assessment in Teletandem
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Cavalari, Suzi Marques Spatti and Aranha, Solange
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The purpose of this chapter is to present the assessment practice carried out by means of learning diaries within institutionally integrated teletandem, a bilingual model of Virtual Exchange (VE) embedded into foreign language courses at São Paulo State University (UNESP), in Brazil. Teachers read learners' diaries on a weekly basis and provide one-to-one feedback related to (1) telecollaborative learning processes, (2) difficulties and affective factors, and (3) linguistic aspects. This asynchronous form of assessment in the form of teachers' feedback on learners' diaries not only guides each individual learner's autonomous learning, but also allows teachers to select relevant information to be used in synchronous group discussions and teaching in face-to-face lessons.
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- 2022
10. Exploring the Role of Reflective Diaries as a Formative Assessment Strategy in Promoting Self-Regulated Learning among ESL Students
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Alabidi, Suzan, Owais, Amjad, Alabidi, Farah, and Taani, Osama
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This qualitative study was conducted in a private school in Abu Dhabi, the United Arab Emirates, to explore the role of reflective diaries as a form of formative assessment in promoting self-regulated learning (SRL) among English as a Second Language learners. Specifically, the study aimed to discover the impact of reflective diaries on students' cognition and metacognition as well as the role they play in increasing students' motivation. Data were collected via semi-structured interviews with six students from grade six and reflective diaries from twenty students. Zimmerman's cyclic model of self-regulated learning and Vygotsky's Social Constructive theory were used as frameworks for understanding the role of reflective diaries in promoting self-regulated learning. Using a thematic analysis, two categories of themes emerged as research questions one: what is the effect of a reflective diary on students' cognition/epistemological beliefs? (comprehension of knowledge and utilization of knowledge); and two categories of themes emerged as research question two: what is the effect of a reflective diary on students' metacognition? (awareness of knowledge and regulation of cognition); one theme emerged as research question three: what is the role of reflective diaries in increasing students' motivation? (attending to feelings). The study identifies its limitations and recommendations for future research.
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- 2022
11. PGCE Students' Learning through Reflective Journaling during Teaching Practice: An Exploratory Study
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Segalo, Letlhoyo and Dube, Bekithemba
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In the study reported on here the reflective journals of student teachers enrolled for the Postgraduate Certificate in Education (PGCE) were explored to determine what new learning they had acquired during their teaching practice. Reflection is a process of reviewing an experience of practice to analyse it for improvement. In this way, reflective journals could be viewed as a tool that moulds and harnesses the professional development of student teachers. Critical emancipatory research was adopted to reflect on student teachers' journaling as an important assessment tool to be used to empower students with pedagogical content to convey knowledge to learners. In the study we purposively sampled a selected group of 10 PGCE students' reflective journals. We found that students' reflective journals are important tools that shape student teachers' professional identities during teaching practice. Furthermore, we found that student teachers' journaling is an emancipatory platform that allows students teachers to think independently and innovatively to free their thoughts on real teaching and learning situations. We recommend that teacher training institutions should emphasise the importance of journaling in teacher training programmes with a focus on critical thinking and problem-solving innovation.
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- 2022
12. Teaching Religious Moderation to Pre-Service Teachers: An Indonesian Case Study
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Yedi Purwanto, Endis Firdaus, and Achmad Faqihuddin
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This case study investigated the enactment of a religious moderation literacy project for pre-service teachers of Islamic education at a university in Indonesia. Ten student teachers who participated voluntarily in an online tutorial session and a field trip program to the village where the community embraced interfaith tolerance were interviewed. They wrote reflective journals and collected photographs after joining the field trip. The data were analyzed using thematic analysis. The study found that the pre-service teachers improved their awareness of religious tolerance, felt empowered to act as tolerant teachers, and found leadership to be important for leading a peaceful life.
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- 2024
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13. How an e-Learning Course Was Created to Support Primary Teachers' Facilitation of Student Reflective Practice through Educational Vlogging
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Ken Molloy and Yvonne Crotty
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This article explains how teachers can use educational vlogging as a tool to facilitate students' reflective practice in primary schools. Vlogging is a short duration video recording that engages the learner in critical self-reflection. The widespread accessibility of digital devices in Irish schools offer primary teachers opportunities to use vlogging as a tool to enable students to reflect on their learning, and gather learning analytics that provide insight into the learning process. The Educational Entrepreneurial Approach (EEA) (Crotty, 2014) to action research was employed to show how examining a COVID-19 school news broadcasting project provided the rationale for developing and creating an e-learning course. This course consisted of fifteen educational videos that aimed to enable teachers to facilitate student vlogging in a disadvantaged primary school. Research data was gathered through reflective journaling and validated through meetings between me as researcher (Author 1), my Supervisor (Author 2), and fellow students on the MSc. in Education and Training Management (eLearning) colleagues -- hereafter referred to as MEME. Findings offer insights into the benefits and limitations of educational vlogging and detail how creating the e-learning course, "Vlogging in the Primary School," was transformative for me and for the school. The outcomes indicate that educational vlogging can potentially benefit teachers and students in Irish primary schools and beyond.
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- 2024
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14. Personal Reflective Diaries with Group-Friendly Criticism: Empowering Pre-Service Teachers
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Anat Abramovich and Hadas-Shelly Huber
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The study examined the effect of the use of 'personal reflective diaries' and 'group-friendly criticism' to assess professional development and self-empowerment among 47 Israeli final-year pre-service teachers in a seminar course, and later on, perceptions and insights during their practicum and their internship year. Content analysis of holistic summations, a questionnaire, and interviews yielded two participant types: 'purposeful' and 'late bloomer.' For both, four main themes emerged: (1) ability to face difficulties; (2) teaching and class management strategies; (3) beliefs and insights about the teacher's role; and (4) sense of efficacy. Participants stated that fear and uncertainty had turned into satisfaction and empowerment, with growing empathy towards their students. Overall results showed that in-depth focus on one difficulty while using reflective diaries together with group-friendly criticism helped both types of participants deal with their difficulties successfully, while developing strategies and insights for their future as teachers.
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- 2024
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15. Using the Taoist Philosophy of Ziran-Wuwei to Reconcile the Nature-Technology Dichotomy in Outdoor Intercultural Learning: A Mini-Ethnography of an Ocean-Crossing Sail-Training Expedition
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Yujun Xu
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This paper provides an alternative lens of viewing digital technologies and networked spaces in outdoor intercultural learning, by introducing the Taoist philosophy of Ziran (nature) and Wuwei (inaction). The application of digital technology to outdoor learning has become prevailing and triggered critical debates and discussions among scholars and practitioners. The majority of the perspectives are, however, oriented in Western ideologies, and very rarely has any research considered this issue in the context of outdoor intercultural learning. A mini-ethnographic study was conducted to reconcile the nature-technology dichotomy during an EU-exchange sail-training voyage. Methodological implications are provided for conducting fieldwork in outdoor learning research, in line with the Ziran-Wuwei principles. The findings suggest that educators and facilitators follow the dialectical, relational, and contextual orientations to manage the (non)use of digital devices to maximise learners' outdoor experiential engagement and reflections.
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- 2024
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16. Using a Video Diary in Teacher Training First-School Practice
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Ingrid Koni and Liina Lepp
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In teacher training, it is important to support prospective teachers as they become reflective practitioners. The aim of the study was to discover what, in the opinion of student teachers, are the advantages and disadvantages of using a video diary for learning purposes compared to a written diary. A questionnaire was used to collect data from 34 student teachers, which was then analyzed using qualitative content analysis. In the opinion of student teachers, the advantages of the video diary format were authenticity, team-building facilitation, efficiency, novelty, professionalism, and historical value. The disadvantages were related to anxiety, technical issues and digital competence, usage demands for location, text composition, and hesitation regarding possible video circulation.
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- 2024
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17. Triangulating Written and Oral Ego-Documents -- Autobiographical Sources of Diocesan Pre-Seminary Pupils: Challenges and Opportunities
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Ulrich Leitner
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In recent years, biographical interviews with former pupils have become important sources for boarding school history. This raises the question as to whether these retrospective sources can be combined with contemporary written material and how to go about that. This paper argues for a triangulation of written with oral sources and the related methods of historical biography research and reconstructive social research. The combination of data and methods turns boarding school history into an interdisciplinary project that poses new challenges for research. At the same time, it also offers a way to a deeper understanding of boarding school history and its long-term effects.
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- 2024
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18. Using the Flipped Classroom and Learning Diary to Enhance Learning in Higher Education: Students' Experiences of Flipping the Basics of Law Course
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Hyttinen, Mikko and Suhonen, Jarkko
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In this study involving blended learning in higher education, a Basics of Law (5 ECTS) course was implemented using a flipped classroom approach and a learning diary. Forty-six (N=46) students participated in a study that evaluated the students' experience of the course implementation. The specific objective of the study was to analyze students' opinions on how the flipped classroom, learning materials, and learning diary were experienced and how these could be developed. Quantitative and qualitative data were analyzed, and students felt the flipped classroom was a practical model for promoting learning in blended learning and legal courses. The flipped classroom and learning diary were expressed to promote students to reflect on learning and deepen their understanding of the subject. The flipped classroom encouraged students to take a more active role in their learning process and enhanced their self-directing skills. The learning diary allowed the whole learning process to be considered in the assessment, and it was suitable to be used instead of an exam. The importance of well-designed course materials and face-to-face classes emerged from the responses. For development purposes, the classroom activities should be carefully pre-planned to activate students for joint discussions and exchanging of ideas. As the main contribution, this study supports that the learning diary is effective in enhancing learning along with the flipped classroom and verifies that the use of these together can be recommended. This research also highlights that the instructor's inspiring and coaching attitude has a positive impact on students' learning motivation.
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- 2022
19. Blogging as an Instrument for Co-Creation and Collaborative Learning in University Education
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Medero, Gema Sánchez, Albaladejo, Gema Pastor, Medina, Pilar Mairal, and Solana, María José García
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A number of university educators decided to implement an experience "pilot": the co-creation of a blog with students in which they disseminated some topics of the subject "Spanish political system", taken as part of a joint honors degree in law and political science from the Faculty of Political Sciences and Sociology of the Complutense University of Madrid. Four professors and 42 students participated in this experience. In the first phase, the students, under the supervision of the professors, collaboratively developed each of the assigned topics. To do so, the professors explained the dynamics, provided them with a series of resources, trained them in collaborative work techniques, supervised the whole process, and resolved all their doubts. In a second phase, they jointly evaluated one subject to see the possible deviations that had occurred with respect to the initial model, in order to be able to correct them in the rest. In addition, the professors conducted a student survey to measure teamwork and the impact of the blog, the results of which were shared with the participants and at specialized conferences. Thanks, this pilot program has shown that blogging is an important technological tool for the transformation and improvement of teaching and learning processes, and that it encourages the active role of students and promotes their collaborative learning, generating knowledge with and for students.
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- 2022
20. The Effects of Writing in a Class Blog on Saudi EFL Students' Attitudes towards Writing in English
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Alenezi, Sultan Samah A.
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This case study aimed to explore Saudi EFL students' attitudes towards learning writing by using blogging in practicing their writing activities and tasks. It also sought to measure the effectiveness of blogging as an effective approach to enhance student's writing abilities. The participants in this study were five students second-year undergraduate EFL students studying in the Department of English in Saudi university. The participants had completed a writing skills course as a compulsory course in their study program. A semi-structured interview was used to acquire data for this case study in order to learn about learners' blogging experiences. The semi-structured interview data were analyzed thematically. The findings showed that the learners' attitudes were positive toward using the class blog as a beneficial approach in EFL writing classes. Furthermore, they confirmed that their English writing skills improved as a result of blogging. Additionally, they mentioned that blogging enabled them to build an interactive learning environment in which they could share their experiences and perspectives with their peers and learn from one another. Finally, the study, emphasizes the importance of using blogging in EFL writing classes and recommends that blogging to be part of writing teaching curricula at the university level.
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- 2022
21. Identifying Challenges in Virtual Teams: A Case Study of Teamwork in a Game-Based Learning Environment
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International Association for Development of the Information Society (IADIS), Syynimaa, Kirsi, Lainema, Kirsi, and Lainema, Timo
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Game-based learning (GBL) environments are shown to support open-ended inquiry, collaborative learning, shared knowledge creation and decision-making processes. The study at hand focuses on examining students' descriptions of problematic situations and collaborative learning in a virtual simulation game. We were interested in what kinds of challenges the students encounter in virtual teamwork in GBL. Data of the study stems from gaming sessions in which teams of 5-7 students worked in a virtual learning environment and steered their simulation companies' supply chain in real-time. Students' reflection assignments were analyzed with qualitative content analysis. Our results show that during the sessions students encountered communication challenges, collaboration challenges, organizing challenges and skills and competence issues. As all these are typical for modern dispersed collaborative work, we can state that the game-based course of this study provided the students with opportunities to rehearse and solve these challenges in a virtual working context. Our results emphasize the importance of providing students an opportunity to exercise collaboration and problem-solving skills in authentic, safe and inspiring settings, and that simulation games represent a feasible context for this.
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- 2022
22. Enhancing Students' Attitudes toward Biology Using Consensus and Cooperative Reflective Journal Writing Educational Strategies
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Adejimi, Saheed Ayodeji, Nzabalirwa, Wenceslas, and Shivoga, William A.
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Biology is a core and required science subject offered at the upper secondary school level in the Nigerian educational system. However, students' attitude towards the subject is poor, a trend probably due to the use of teacher-centred educational strategies. Scholars have thus advocated for the need to adopt innovative educational strategies to enhance students' attitude towards biology. This study investigated the use of consensus and cooperative reflective journal writing educational strategies in enhancing students' attitudes towards biology in two Local Government Areas (LGAs) within Ibadan Metropolis of Oyo State, Nigeria. The study adopted a quantitative pre-test-post-test, control group quasi-experimental design involving a 3x2 factorial matrix, with a positivist paradigm. Purposive sampling was used to select six schools across the LGAs while an intact class of upper secondary school II students was selected from each of the schools for a total of 305 participants. Two instruments, the Biology Attitude Questionnaire (BAQ) and the Students' Verbal Ability Test (SVAT) were used during the study. The data generated were analysed using the Analysis of Covariance (ANCOVA). Results showed that, treatments enhance students' attitudes toward biology. Results also revealed that students' verbal ability had effect on students' attitudes toward biology. The interaction between treatment and verbal ability was not significant to enhance students' attitudes toward biology. The two strategies, therefore, enhanced students' attitude towards Biology in the two LGAs within Ibadan metropolis of Oyo State, Nigeria. The two strategies should therefore be adopted in teaching Biology to upper secondary school students in Nigeria and elsewhere.
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- 2022
23. Elements of Young Adult Literature in Prescribed Novels for Malaysian Schools
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Govindarajoo, Mallika Vasugi, Nesamany, Sundari Subasini A/P, and binti Azlan, Rynnaas
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This article presents the results of a study carried out to explore the elements of Young Adult Literature (YAL) present in the prescribed texts for Malaysian secondary school English as a second Language (ESL) students (3rd cycle). The three novels studied were; "Captain Nobody" by Dean Pitchford, "Sing to the Dawn" by MinFong Ho and "Dear Mr. Kilmer" by Ann Schraff. The lens of reader-response literary theory was used for the study. Sampling was purposeful with six young adult Malaysian university undergraduates participating in the study. Data came from participants' in-depth written journal reflections during the reading of all three novels as well as from follow-up semi-structured qualitative interviews. The study found that all three novels discussed themes and events that were reflective of YAL such as family relationships and friendship. Two of the novels, "Sing to the Dawn" and "Dear Mr. Kilmer" had young adults as protagonists with significant instances of conflict between dependence and independence. The portrayal of the young adult protagonists also reflected the growth into mental and emotional maturity throughout the course of the novels although descriptions of their appearances and mannerisms were not clearly evident. There was however a positive resolution at the end of all the novels and the actions and decisions of the main young adult characters were major factors in the outcome of the conflict. The findings from this study primarily the presence of YAL elements would guide future decisions by curriculum planners on choices of suitable material in upper secondary ESL classrooms.
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- 2021
24. Improving Students' Inquiry Skills in Islamic Education through 'Hikmah' Pedagogy and Community of Inquiry
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Hussien, Suhailah, Wahab, Mohd. Kaziman Abd, and Hashim, Rosnani
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Purpose: Empowering students has become one of the primary goals of education in the 21st century. The current trend of education is moving towards student-centred and independent learning. The core success of student empowerment lies in the teaching and learning approaches used to engage students. Thus, the present study aims to examine how "Hikmah" pedagogy, a philosophical inquiry approach, empowers students through the development of a community of inquiry and students' inquiry skills in learning Islamic Education. Method: This study employed a case study design on a Form 4 class comprising 24 students. The method of data collection involved classroom observation and students' reflective journaling. Analysis of classroom discourse was conducted according to Bloom's Taxonomy to identify higher-order levels of thinking engaged by the students. Meanwhile, students' journals were analysed thematically to examine how "Hikmah" pedagogy empowered their thinking. Findings: The study found that after four "Hikmah" pedagogy sessions, students' thinking improved from lower-order to higher-order thinking (HOT) based on the students' level of questions posed in the "Hikmah" sessions. Questions posed by the students also indicated an improvement in terms of the quantity and quality of the questions. Finally, analysis of the students' journals showed that students found "Hikmah" pedagogy a provoking approach that continuously engaged them to be independent in their thinking. This is most useful when learning Islamic Education since it deals with many abstract concepts that require deep understanding. Significance: Results of the study have shown that "Hikmah" pedagogy can empower students by improving their HOT, developing their inquiry skills and independent thinking, which directly assist in realising the objectives of Islamic Education, which are to understand, internalise and practise Islamic principles and values.
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- 2021
25. Dialogue Journal Writing: Effects on the Quality of EFL Learners' Descriptive Writing
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Valizadeh, Mohammadreza
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This study investigated the effect of dialogue journal writing on descriptive writing performance of English as Foreign Language (EFL) learners in Turkey. Participants were 53 EFL upper-intermediate learners who were selected based on their performance on Oxford Quick Placement Test and assigned randomly to experimental and control groups. Whereas the members in the control group participated in descriptive writing pre and post-tests only, the participants in the experimental group were required to write two journals a week for one month (four weeks) in the period between the pre- and post-tests. The teacher-researcher only tried to model the correct usage of the error in her responses, but did not explicitly correct the errors or did not provide any type of explicit feedback. Results of independent sample t-test showed a significant difference between the experimental and control group regarding the overall descriptive writing performance.
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- 2021
26. Examination of Teacher Candidates' Learning Responsibility
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Altin, Mehmet
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This study aims to examine teacher candidates' learning responsibility through goal-setting activities carried out on a weekly basis. The research employed case study method, one of the qualitative research methods. The study group consisted of 36 fourth-year teacher candidates studying at a state university in the spring semester of the 2018-2019 academic year. The data were collected through diaries prepared by the researcher and kept by the participants for 12 weeks. The data were analyzed using the descriptive analysis technique and quantified with frequency distributions and percentage values. The study concludes that setting goals increases teacher candidates' learning responsibility and that Public Personnel Selection Exam (PPSE) and academic achievement concern cause teacher candidates to focus more on cognitive goals rather than other types of goals.
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- 2021
27. Pre-Service English Language Teachers' Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball?
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Pita-Castro, Angélica and Castiblanco-Rincón, Alicia
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This research study is about the way pre-service English language teachers' levels of reflectivity, proposed by Van Manen, give an account of the construction of their identity as language teachers during their pedagogical practicum in a BA program of English Language Teaching at a private university in Bogota, Colombia. This study follows the principles of narrative research to explore the way the participants live their pedagogical practicum experience. Data were collected from the participants' reflective journals and audio-recorded semi-structured interviews. Findings reveal that pre-service English language teachers possess a level of reflectivity, although they are unaware of it at the beginning of their pedagogical practicum. Thus, their identities as language teachers are constructed depending on the context, the people that are around them, and the specific time; hence, the levels of reflectivity as proposed by Van Manen are set in an incognito manner.
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- 2021
28. Implementing a Pilot E-Tandem Project at Technical University of Cotopaxi
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Guanoluisa, Fabiola Soledad Cando and Viera, Vicente Rodrigo Tovar
- Abstract
E-tandem language exchange is an online learning method that positively influences learners to gain knowledge and improve their linguistic and communicative competences. The main aim of this qualitative research was to analyze the advantages and drawbacks of an institutional, non-integrated e-tandem developed between a group of English learners from the Technical University of Cotopaxi, Ecuador, and Spanish learners from Miami University in Florida. Data were collected by using observation files and students' journals. The study shows that this e-tandem project positively influenced students' language learning, culture, and motivation. The students demonstrated positive attitudes toward language learning and interest in participating. Nevertheless, there were some drawbacks: technological problems, scheduling problems, the lack of a tutors' guide, compatibility of e-tandem partners, and a low level of the target language. We assert that most of these problems were related to the mode of implementation--institutional and nonintegrated. Furthermore, the lack of infrastructure and an administrative process affected the benefits that e-tandem offers. Based on this finding, we suggest strengthening the current project by integrating it into the curriculum so that students have a better learning experience.
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- 2021
29. Cultivation of Student Translator Autonomy in UK Higher Education
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Fang, Xiaoqing and Morris, Philip
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This study, based on two questionnaires directed to translation lecturers in UK Higher Education (HE), aims to explore the teacher awareness of learner autonomy in the UK university translation classroom, and the extent to which students of translation are encouraged to become autonomous learners. It covers six aspects of translation education, i.e., objective setting, learning strategies, resources, technology, learner reflection and assessment, and teacher's role. The results provide insights to the teachers' understanding of student choice, control and responsibility in autonomous translation learning. The findings suggest that the translation students in UK HE are offered the most choice in translation resources and technologies, and the least choice in co-deciding translation syllabi, specialized professional goal and teaching materials; they seem to share consistent control with their teachers over the whole learning process, from goal-setting, to translation task completion, group collaboration, final version and translation quality criteria decision, to self-evaluation and reflection; they are encouraged to take responsibility for their translation products, collaboration in class, for learning to translate, and learning to evaluate and reflect. Nevertheless, the importance of encouraging student self-evaluation, peer-evaluation and self reflection in UK translation education seems to be underestimated, and is recommended to be brought to the forefront of further research.
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- 2021
30. A Specific Implementation of Reflective Journals in Self-Regulating Academic Presentation Skills
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Balbay, Seher
- Abstract
Reflection journal writing is recognized as an effective learning activity in facilitating learners' self-regulative skills and abilities and their academic performance in the literature. It is evident that self-regulation is of vital importance in learning. Hence, this study aims to investigate self-reflective journal writing on university students' self-regulation strategies in a scope of academic presentation and speaking course. An exploratory mixed-method research design was adopted. The participants were selected with convenience sampling method and included 94 undergraduate students studying at a prominent English-medium instruction public university. The data was collected through an online questionnaire, and students' reflections on the 'Reflection Journal' task, which aimed to develop their awareness of the strategies that work for their own learning. Students were assigned to videotape their two main presentations during a required language course, and to keep a journal to reflect on certain points predetermined by the course instructor. The study aims to both investigate the perceptions of students about self-regulated learning in presenting, and the effectiveness of the journal task in promoting their learning. The findings indicated that the majority of students benefited from the task which helped them to reflect on their own micro-level presentation skills. This study concluded that reflective journal keeping could facilitate students' self-regulation and learning performance when developing academic presentation skills.
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- 2021
31. A Thematic Analysis of the Reported Effect Anxiety Has on University Students
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Ladejo, Jacquelyne
- Abstract
The number of university students experiencing mental health issues in the UK is increasing and a high number of students are dropping out of university as a result. Literature highlights a lack of knowledge regarding this topic and the significance in educating society. The aim of this qualitative study was to provide further insights as to why students are experiencing anxiety and into help-seeking behavior amongst university students. A thematic analysis was used to analyze a total of 118 blog entries of students discussing the impact of university on mental health. Findings highlighted three main themes: Balancing priorities, Fear of failure, and Critical incidents. These themes are discussed in terms of possible risk factors contributing to students experiencing anxiety while at university. Findings together with recommendations listed in this study offer higher education staff and institutions the opportunity to explore areas of focus and improve university students' mental health.
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- 2023
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32. Sparking the Academic Curriculum with Creativity: Students' Discourse on What Matters in Research Dissemination Practice
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Dierckx, Chloé, Zaman, Bieke, and Hannes, Karin
- Abstract
Despite the growing interest of academia in public outreach, little is known about what university students, among who are future researchers, take away from their academic education in terms of research dissemination opportunities. In this study, we analyzed social science students' discourses on creative dissemination practices in relation to standardized dissemination practices. Our findings reveal that student's conceptions of creative research dissemination (CRD) are diverse and influenced by varying perceptions of knowledge, the public, and creativity. Discourses on CRD are also strongly linked with values such as innovation and impact on society, but the concrete meaning of these values often remains undefined. We propose rethinking the academic context at the educational level so it offers a platform for multimodal formats of research dissemination. This would require encouraging students to take a stance toward how they envision a progressive academic future.
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- 2023
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33. Sentiment Analysis of Students' Attitudes toward Mobile Learning Activities
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Ilic, Peter
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In this research, students' sentiments and emotions embedded in their learning journals are analyzed to understand their attitudes to mobile-based lessons as they progress during an English as a Foreign Language (EFL) course. Sentiment Analysis (SA) was utilized to extract emotions and sentiment throughout students' learning experience, as expressed in their weekly online learner journals. The sentiment scores were generated from four sentiment dictionaries with different scales. The findings suggest that overall, the students had a positive sentiment and emotions toward mobile learning, consisting of anticipation, trust, joy, and surprise. The strongest negative emotion was fear, which may be explained by anxiety surrounding communication in a foreign language. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
34. Enhancing Pre-Service Teachers' Reflective Quality on Inquiry-Based Teaching through a Community of Practice
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Ketsing, Jeerawan, Inoue, Noriyuki, and Buczynski, Sandy
- Abstract
Implementing inquiry-based teaching in secondary school is often a challenge for pre-service teachers. Thoughtful reflection on their teaching experience may help future teachers address this challenge. This article examined the quality of reflection on inquiry teaching by two pre-service science teachers as they participated in a mini-Community of Practice (mCoP) with their cooperating teachers and university advisor. Findings from this study revealed the benefits of this mCoP for nurturing pre-service teachers' inquiry teaching by building a network of encouraging support from experienced teachers and by providing a supportive reflective environment. The study also showed pre-service teachers transformed their reflections from technical to reflective thinking as they matured in inquiry-based teaching practice.
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- 2020
35. Designing a New Course with a Spring Break Study Abroad Research Experience Benefits STEM Commuter Students
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Halpin, Patricia A.
- Abstract
To increase our students' access to study abroad opportunities, a full semester course was designed that embedded a study abroad trip to Belize during spring break. The course fulfills both an upper level science course for both biology and biotechnology majors and an elective course for the Global Studies minor. Ten students enrolled in the course, and students' financial aid packages covered all or partial cost of the trip for seven students. The students were divided into four groups to study the coral reef, mangrove forest, and either the rain forest of Belmopan or Punta Gorda. Guest speakers came to class prior to the trip and provided information on the flora, fauna, and marine ecosystems of Central America. In Belize, students completed a research experience, learned about Mayan and Garifuna culture, and traveled extensively within the country. In addition to learning about the ecosystems and culture of Belize, many stated they learned more about themselves and felt more prepared to step out of their comfort zones to travel internationally again. After this positive learning experience all students agreed that they would recommend the course to a friend. The students wrote blogs and presented their research findings in poster and video format at the Undergraduate Research Conference (URC).
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- 2020
36. Using Penzu™ for Academic Online Diaries to Enhance Metacognitive Skills in Higher Education
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Bort-Mir, Lorena
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Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). Students are, then, involved in metacognitive mental activities when they think about what they have learned, how they have learned it, or how they can relate it to their personal experiences, among other things. Based on this, students who develop these skills should show more appropriate strategies to know what they need to find out or do while learning. Therefore, understanding and controlling these cognitive processes may be one of the most essential skills that teachers should encourage at all academic levels (Anderson, 2002). The Guided Learning Diary (GLD, Bort-Mir, 2016) was developed as a learning diary with several aims: (i) defining the general and specific objectives of the content to be taught, (ii) developing the students' metacognitive skills through strategic questions, and (iii) promoting the development of important competences such as self-criticism, autonomous learning, self-evaluation and capacity for improvement. The GLD also allows a self-evaluation process for teachers, thus facilitating the supervision and improvement both of the contents of the course and the didactic methodology. This tool was developed and applied within the Theatre in English subject at Universitat Jaume I, embedded in the third course of the English Studies Degree, and the students' results were significantly higher than those of previous years (Bort-Mir & Silvestre-López, 2017). The present research proposes a technological turn in the application of the GLD with the use of the open-source tool Penzu™. The creation of academic online diaries with this tool may improve students' motivation while promoting meaningful and self-regulated learning in Higher Education environments, thus helping students reach academic success. Penzu™ allows this investigation to widen the scope of the GLD to the general public.
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- 2020
37. Online Transformational Learning to Develop Egyptian EFL Prospective Teachers' Pedagogical Skills during COVID-19 Pandemic
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Ghoniem, Nahed Mohammed Mahmoud and Elghotmy, Heba Elsayed Abdelsalam
- Abstract
The spread of COVID-19 pandemic has resulted in schools' closing. Egyptian prospective teachers did not have enough time to continue the actual teaching practicum in schools as a prerequisite of their preparation program. The current study aims to explore the effectiveness of online transformational learning in developing EFL prospective teachers' pedagogical skills during COVID-19 Pandemic. Based on an interpretive paradigm, this mixed method study aimed at probing into the perceptions of Egyptian EFL prospective teachers of transforming actual teaching practicum into online one. Data collection was based on a sequential mixed methods approach; thus, in the first phase of the study, the researchers administered a pedagogical skills observation checklist and a teaching practicum course manual for EFL prospective teachers in the third year English section at the Faculty of Education of Menoufia University in Egypt (n=33). In Phase Two, 15 EFL prospective teachers completed a reflective journal. Data were analyzed quantitatively and qualitatively. The findings of the current study indicated the effectiveness of the online transformational learning in enhancing EFL prospective teachers' pedagogical skills.
- Published
- 2020
38. The Effect of Structured Journals on Reflection Levels: With or without Question Prompts?
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Cengiz, Canan
- Abstract
The aim of this study was to determine the effect of question prompts on the process of journal writing by comparing unstructured and structured journals from pre-service teachers in the context of a Teaching Practicum course. Four early childhood pre-service teachers in their final year of undergraduate study constituted the case of this study. The unstructured and structured journals they kept in this process were compared in terms of content and reflection levels, and a questionnaire was utilized to determine their views. The study showed that when compared to unstructured writing, the use of question prompts assisted the pre-service teachers in achieving an advanced level of reflection in their journal writing.
- Published
- 2020
39. Peace and Well-Being with Storytelling in TESOL: Exploring Peacebuilding through Voices of English Language Learners in Pakistan
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Haidar, Sham and Farrukh, Fizza
- Abstract
Storytelling was initiated, as a part of this study, in a Pakistani university's undergraduate English class, involving reflective discussions and journal writing, to create a safe space where students can raise their voices. In a collectivist society, like Pakistan, society's norms are preferred over individual agencies (Bittles & Small, 2016), which instills a "collectivist obligation" amongst the youth to follow society's ways (Watkins & Biggs, 2001, p. 282) and, ultimately, distancing critical thinking (Feyyaz, 2016) and muting disparate voices (Zaidi et al., 2016). Moreover, Pakistan, being a developing country, faces multiple social and political issues (Droogan, 2018; Saeed et al., 2014) adding further pressure on these young minds. With technology, media, and education, the country's youth, especially majors in English, have started comparing their norms with modern values (Zubair, 2006) resulting in adjustment issues (Haidar, 2021a) which require attention and ventilation. In this study, the classroom was developed as a venting space for students whereby storytelling helped students in confronting conflicts, deliberating causes and navigating solutions. Data from journaling, discussions, and students' interviews revealed these practices were helpful in attaining mental peace, developing tolerance and building stronger human connections.
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- 2023
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40. Autoethnographic Stories for Self and Environment: A Reflective Pedagogy to Advance 'Environmental Awareness' in Student Outdoor Practitioners
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Porter, Su and Couper, Pauline
- Abstract
There is increasing pressure on academic staff to enhance the graduate capabilities of students, rendering them employable as morally informed global citizens, in addition to enhancing their disciplinary knowledge, reflective practice and understanding. The BA Outdoor Adventure Education degree programme at Plymouth Marjon University, includes the module, Environmental Awareness through Adventure Sport, as one focus to engage students in the environmental ethics discourse of outdoor adventure and explore how adventure activities are managed with specific consideration to ethical environmental practices (Module Descriptor, 2016). We aim to achieve this through learning, teaching and assessment that includes journaling and autoethnography as pedagogy and research method. This approach enables students to experience nature through an adventure activity, in this instance, rock climbing. This is a human experience in a social and cultural context, in, of and for nature. Students are asked to engage with nature 'making-meaning in, about, and for the various environments' as outdoor practitioners and leaders. These lived experiences in nature have prompted us to develop a framework where future students and other outdoor leaders can develop understanding and interrogate, the multiple, complex and nuanced ways outdoor activities can engage people with nature.
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- 2023
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41. Beyond the 'I' Framework: Improving Emotional Expression and Increasing Social Connectedness among College Athletes through the Psychological Displacement Paradigm in Diary-Writing
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Hsu, Yawen, Lin, Tesu Yi, and Lu, Frank J. H.
- Abstract
This study explored the effects of a 6-week psychological displacement paradigm in diary-writing (PDPD) intervention on alexithymia and social connectedness in Taiwanese college athletes at the individual and interpersonal levels. The sample comprised 87 participants (M[subscript age] = 19.80 ± 0.75 years). After a pretest, the individual writing group engaged in individual and interpersonal PDPD twice a week for 6 consecutive weeks. A posttest was conducted after the interventions, and a follow-up test was conducted 2 months later. Both the individual and interpersonal writing groups scored lower than did the control group on difficulty identifying feelings and difficulty describing feelings in the posttest, and the effects persisted at follow-up. Moreover, PDPD contributed to an increase in social connectedness. This study provided evidence of the effects of individual and interpersonal PDPD on athletes' emotion control and emotion regulation.
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- 2023
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42. Using Mobile Technologies to Enhance Learning and Improve Student Engagement in the Dance Studio
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Alexander, Sarah, Boehm, Jeffrey D., and Glen, Neil
- Abstract
This collaboration between the dance and learning technology departments at Bath Spa University, sought to develop a dance repertoire module with the use of mobile technologies, in order to enhance collaborative and discursive opportunities for students. The introduction of mobile technologies into a face-to-face teaching environment initiated a blended model of teaching and learning whereby the technology became a partner to the existing practice. The module was taught within the first year of the BA(Hons) Dance course, with 39 female and three male undergraduate students participating over a two-year period. The purpose of the project was to apply specialist ICT knowledge to teaching spaces, in order to diversify established practices. In light of this purpose, the project design was driven by Cultural Historical Activity Theory (CHAT) whereby historically established working methods are brought to question through a new tool; the mobile application 'Coach's Eye'. Through the collection of tutor observations, student journals and post-project interviews, it was clear that Coach's Eye had facilitated a more democratic environment and greater range of activity. The extent to which the addition of technologically-supported learning improved student engagement and enhanced the learning would require further research utilising data designed for that purpose.
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- 2023
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43. U.S. Undergraduate Business Students and Short-Term Study Abroad: An Exploratory Study on Cross-Cultural Development
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Servi, James, Butz, Nikolaus T., Davis, Jason R., Brewbaker, Brooke E., and Galewski, Andrea K.
- Abstract
Employers are continually looking for graduates who show an understanding of people with diverse cultures, languages, and religions. The purpose of this exploratory study was to examine how participation in study abroad enhanced the interculturality of undergraduate business students. Participants included two cohorts of U.S. students participating in a short-term biennial study abroad program in China. The data were student' scores on The Intercultural Effectiveness Scale (IES), a 52-item Likert scale spanning nine dimensions: continuous learning, self-awareness, exploration, interpersonal engagement, world orientation, relationship development, hardiness, positive regard, and emotional resilience. The IES was completed pre and post trip. Additional data were collected from the students' open-ended journals that they wrote while participating in the study abroad program. Quantitative findings revealed that mean scores increased significantly between Time 1 (pre trip) and Time 2 (post trip) for most dimensions of the IES. Qualitative findings showed that three main themes impact student experiences: Travel, Memories, and Culture. Additional qualitative findings revealed that the Enjoyment and Challenges that students experience as part of a formal study abroad curriculum enhanced attainment of learning outcomes.
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- 2023
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44. Learning to Become a Teacher: Student Teachers' Experiences and Perceptions of a One-Year Initial Teacher Education Programme
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Gravett, Sarah and Kroon, Rika
- Abstract
The study's research question was how a one-year initial teacher education (ITE) programme could equip prospective teachers for present needs and local challenges and the demands of a fast-changing world. To this end the study explored the perceptions and experiences of student teachers who were enrolled in an ITE programme for secondary school education at a metropolitan university in South Africa. Data were generated via focus-group interviews, reflective journals, individual interviews, and questionnaires. The findings are that the student teachers developed beginner knowledge for practice, grasped the significance of reflective practice, developed a basic understanding of the complexities of teaching, and felt ill-equipped to employ a basic repertoire of pedagogical skills/tools. The implications of the study propose that a one-year ITE programme would benefit from having a sharp focus. Supporting pre-service teachers towards developing adaptive expertise in relation to becoming "learning specialists" is proposed as an organising framework for a one-year teacher preparation programme.
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- 2023
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45. Behind the Scenes: Teaching the Sociology of Tourism Abroad
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Aliaga-Linares, Lissette and Romero, Troy
- Abstract
International travel has long been considered a key pedagogical strategy for global learning. Yet very little is known about whether study-abroad experiences increase students' awareness of the impact of tourism as a global phenomenon. In this study, we assessed students' learning through a content analysis of their journals and final essays from a short-term study-abroad course that used key concepts from the sociology of tourism to explore the impact of tourism in a developing country. Findings demonstrate how thinking sociologically about travel and tourism enabled students to look "behind the scenes," fostered critical-thinking skills, helped in their self-assessment of ethnocentrism, and promoted a sense of global responsibility. We also discuss areas that merit further pedagogical attention, particularly when students struggle to unlearn preconceived ideas about poverty and inequality or resort to overgeneralizations when thinking comparatively.
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- 2023
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46. Becoming a Competent Classroom Manager: A Case-Study of a Preservice Teacher Education Course
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Velásquez, Ana M., Mendoza, Diego F., and Nanwani, Sanjay K.
- Abstract
Classroom management (CM) is one of the major challenges faced by novice teachers. We define CM as the set of actions that teachers undertake to build a classroom climate that promotes students' academic, and socioemotional competence (SEC). This study is an evaluative case study of an innovation in a CM course for students, in a teaching education undergraduate program at a private University in Colombia. Specifically, we examined the potential of a set of pedagogic strategies (i.e. active learning and reflective journals) to develop preservice teachers' SEC, CM self-efficacy and non-controlling discipline beliefs. Results from quantitative and qualitative analyses showed the potential that active learning and reflective journals have to prepare preservice teachers for the challenges of CM.
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- 2023
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47. Capturing Student Feedback Literacy Using Reflective Logs
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Coppens, Kurt, Van den Broeck, Lynn, Winstone, Naomi, and Langie, Greet
- Abstract
First-year university students are confronted with a different culture of feedback than they were used to in secondary education. Since the emphasis at university is mainly on independent learning, students need to fulfil the role of a self-regulated learner and need to develop feedback literacy to make use of the multitude of feedback opportunities. In this study, reflective logs were used to capture first-year engineering students' most impactful feedback experiences. It was demonstrated that reflective logs are a valuable instrument to provide insight into students' feedback literacy. Moreover, a significant association between the reflection level and the presence of the different feedback literacy characteristics was found. Although most of the students acknowledge the basic understandings of feedback, only about half of the reflective logs point to a more advanced use of feedback opportunities. The lack of some specific characteristics suggest that students behold a teacher-centred view of feedback. Therefore, it is important to explicitly introduce them to the contemporary learner-centred definitions of feedback so that they can recognise the variety of feedback opportunities. The study further endorses that developing reflective skills can be an important precursor to feedback literacy.
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- 2023
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48. Promoting Learner Autonomy and Improving Reflective Thinking Skills through Reflective Practice and Collaborative Learning
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Sener, Burcu and Mede, Enisa
- Abstract
In this study, the role of reflective practice and collaborative learning practice in promoting learner autonomy (LA) and improving reflective thinking skills (RT) and related learner perceptions were explored. A mixed-method design was preferred to investigate the issue, with participants enrolled in an Academic English Skills (EAP) course (N = 41). Quantitative data analysis of pre- and post-test scores of Learner Autonomy Scale (LAS) and Reflective Thinking Scale (RTS) detected no statistically significant difference in participants' learner autonomy and reflective thinking skills. However, the results of Change in Learner Autonomy Scale (CLARTS) demonstrated a statistically significant change in LA and RT. Finally, the qualitative findings obtained from student interviews supported the results of CLARTS and revealed positive attitudes of learners towards reflective practice and collaborative practice.
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- 2023
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49. Blended Learning to Foster EFL College Students' Global Literacy
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Yang, Yu-Fen and Kuo, Nai-Cheng
- Abstract
Few studies on higher education focus on how English as a Foreign Language (EFL) college students may enhance their global literacy through cross-cultural communication. This mixed methods research reports on a blended learning program with cross-cultural communication to foster EFL college students' global literacy. A sample of 97 EFL college students volunteered to participate in a large-sized onsite English course with one-on-one online discussions between college students and teachers from different countries. Scores of the pre- and post-tests on English listening and reading proficiency were collected and analyzed by Statistical Package for the Social Sciences (SPSS), while the students' reflective journals and open-ended questionnaires were collected and analyzed by content analysis. The results revealed that the blended learning activities prompted the EFL college students to develop global literacy as they were engaged in cross-cultural communication by establishing online social connections with English teachers who were from different cultural backgrounds. These students might construct new knowledge in aspects of intellectual skills/knowledge, social/cultural competencies, and ethical disposition. Based on these, the students further provided both critical (reasoning and analysis) and creative feedback (giving suggestions) on global issues (global literacy). The pre- and post-test results verified their self-reported statements from the reflective journals that their English listening and reading proficiency improved. This blended learning program opens a door for EFL college students to the world where they may build, use, and share new knowledge with global literacy, leading to learners' autonomy and English skills improvement.
- Published
- 2023
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50. Learning from Online Learning Journals (OLJs): Experiences of Postgraduate Students
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Bünyamin Bavli
- Abstract
This study aims to explore the experiences of postgraduate students, Master's and Doctoral, on using online learning journals (OLJs). In line with the nature of the study, instrumental case study was managed by the researcher as a qualitative research design in the current study. Participants include 12 graduate students, Master's and Doctoral, studying Curriculum and Instruction. The researcher administered criterion sampling, which is one of the purposeful sampling methods, to determine participants. During the data collection process, the researcher employed interviews and written documents. Semi-structured in-depth interviews and a focus group interview were held with the participants within the scope of the interview. In respect to written documents, learning journals were reviewed by the researcher. Content analysis method, which is mostly adopted for written and visual data in qualitative research, was administrated to analyse the obtained data. The results suggest that keeping regular OLJs contributed to learners emotionally, cognitively and academically.
- Published
- 2023
- Full Text
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