Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "instruction" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 108
Tytuł:
AUGMENTING THE READING CURRICULUM: ALTERNATIVE VIDEO TECHNOLOGY STRATEGIES
Autorzy:
Hewgley, Gary Dean
Powiązania:
https://bibliotekanauki.pl/articles/955863.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
video
reading instruction
Opis:
Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.
Źródło:
Teaching English with Technology; 2015, 15, 4; 44-51
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LITERACY EDUCATION IN THE DIGITAL AGE: USING BLOGGING TO TEACH WRITING
Autorzy:
Tanti, Miriam
Powiązania:
https://bibliotekanauki.pl/articles/941242.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
blogging
writing instruction
literacy
Opis:
Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct “well structured and well presented” (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).
Źródło:
Teaching English with Technology; 2012, 12, 2; 132-146
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KAHOOT IT OR NOT? CAN GAMES BE MOTIVATING IN LEARNING GRAMMAR?
Autorzy:
Zarzycka-Piskorz, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/955501.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
gamification
Kahoot
grammar instruction
Opis:
Gamification is not a very new concept. It is the use of game elements and game design techniques in a non-game context. It is used in various contexts for various purposes. There is strong evidence that shows the relationship between game playing and increased motivation. More and more learning games emerge and bring a promise to help to learn a language. There are certain game elements that could be used in non-game contexts to trigger effective player engagement as well as persistence and motivation to win/learn. The paper outlines the influence of specific game elements onto players, presents the motivational aspects of game involvement, and investigates what game elements could be responsible for increasing motivation to participate and engage in a grammar learning game. All of these are investigated on the example of a Kahoot.it online game, which was used with the General English language course students attending the classes in The Modern Languages Centre at the Pedagogical University, Cracow, Poland. The main objective of the research paper is to observe and assess how the students’ motivation increases – if – to learn and practise grammar and how effective this mode of learning is. It also presents the teachers’ evaluation of the design process, its implementation and recommendations for further use.
Źródło:
Teaching English with Technology; 2016, 16, 3; 17-36
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AN INNOVATIVE ALTERNATIVE TO PROVIDING WRITING FEEDBACK ON STUDENTS’ ESSAYS
Autorzy:
Hynson, Yvonne T.A.
Powiązania:
https://bibliotekanauki.pl/articles/941299.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
screencasts
feeback
writing instruction
Opis:
Over three semesters screen casts were successfully used with Elementary English language learners for writing feedback and peer learning. As a result, accuracy improved and students were more engaged in redrafting. Amongst improvements noted were all the students started passing their final writing assessments. Screen casts have conventionally only been used for scaffolding instructions or content. As well as allowing greater autonomous learning and increasing peer learning, it is postulated this methodology actually reduces the teacher’s work load and is as efficient as audio or handwritten feedback.
Źródło:
Teaching English with Technology; 2012, 12, 1; 53-57
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
Autorzy:
O. Qader, Ramyar
Arslan, Fadime Yalcin
Powiązania:
https://bibliotekanauki.pl/articles/955462.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Flipped Classroom Instruction
English as a foreign language
traditional instruction
writing skills
Opis:
The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
Źródło:
Teaching English with Technology; 2019, 19, 1; 36-55
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Opportunities to Learn in Physics Instruction in the Czech Republic: Findings of the IRSE Video Study
Autorzy:
Janík, Tomáš
Najvar, Petr
Najvarová, Veronika
Trna, Josef
Novák, Petr
Powiązania:
https://bibliotekanauki.pl/articles/48527842.pdf
Data publikacji:
2012-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
opportunities to learn
physics instruction
video-based research on instruction
video study
Opis:
The paper presents findings of the IRSE Video Study Physics, a research project that was carried out in the Institute for Research in School Education at the Faculty of Education of Masaryk University in Brno. Physics instruction was analysed in the conceptual framework of opportunities to learn. The sample consisted of 62 lessons of physics taught at various lower-secondary schools in Brno, the Czech Republic. The lessons were video-recorded, transcribed and coded, and the data were analysed with regard to the aspects under investigation. The paper presents findings on: a) organisation of classroom activities; b) sequencing of the teaching process; c) using didactic tools and media; d) using experiments. The results show that lower-secondary physics instruction is teacher-oriented to a great extent, which is indicated by the organisation of classroom activities. Modern media (ICT, audio and video recordings) were scarcely employed: the teachers’ primary didactic tool was the blackboard. The teachers did not employ experiments very often – when an experiment occurred, it tended to be the teacher to carry it out.
Źródło:
The New Educational Review; 2012, 28; 102-114
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating academic achievement of English medium instruction courses in Turkey
Autorzy:
Altay, Mehmet
Curle, Samantha
Yuksel, Dogan
Soruç, Adem
Powiązania:
https://bibliotekanauki.pl/articles/2051511.pdf
Data publikacji:
2022-03-21
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction
academic success
Turkish medium instruction
general English proficiency
higher education
Opis:
This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 1; 117-141
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ELF or NELF? English pronunciation standard preferences among younger generation of Polish speakers
Autorzy:
Buczek-Zawiła, Anita
Powiązania:
https://bibliotekanauki.pl/articles/2081164.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
pronunciation
ELF
NELF
instruction
standard
Opis:
The ongoing debate as to the English pronunciation model to be selected for training both at academia and for school in Poland remains unresolved. At school not much is done in terms of pronunciation training per se, with frequent acceptance of poor performance, and only occasional excursions into more subtle distinctions and features. It appears that English teachers follow implicitly the idea of a simplified instructional model of English as a Lingua Franca (ELF) of Jenkins (2000), with the Lingua Franca Core pronunciation component. Until recently, no reasonable, well-argued-for alternative was available. Now, the model suggested in Szpyra-Kozłowska (2015) termed Native English as Lingua Franca (NELF) fulfils the needs of professional and ordinary users of English. This paper reports on the preferences as to the desirable standard in pronunciation instruction among younger generation of Poles. The subjects have been selected among the adolescent speakers of Polish and learners of English as a Foreign Language. The focus will be more on the reasons behind the stated preference. The survey analysis reveals rather high aspirations among the sample, as well as reasonably realistic judgments as to their own performance. The prevailing attitudes seem to agree with the idea behind the NELF concept.
Źródło:
Kwartalnik Neofilologiczny; 2017, 1; 95-110
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Advance School Leadership, Progress Teaching Approach and Boost Learning: The Case of Indonesia
Autorzy:
Suryadi, Ace
Budimansyah, Dasim
Powiązania:
https://bibliotekanauki.pl/articles/2004917.pdf
Data publikacji:
2016-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
school principals
leadership
student centered instruction
Opis:
The 2013 Curriculum Reform and its effect on school practices remain a challenge for Indonesia since the roles of school leadership remain unaddressed. This study aimed to examine the effect of school leadership on instructional practices and student learning. This cross-sectional survey collected data from 1,082 students and 180 teachers from randomly selected 40 junior secondary school principals. Employing education production function models, this study found that the quality of school leadership had impacts on teachers’ ability to create student-centered instruction and consequently on student learning. Results suggest that school reforms would be even more successful, among other things, through establishing school principals as professional agents of change that help teachers transform their instructional behavior and improve learning.
Źródło:
The New Educational Review; 2016, 45; 76-86
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Autorzy:
Bataineh, Ruba Fahmi
Mayyas, Mais Barjas
Powiązania:
https://bibliotekanauki.pl/articles/955650.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL
grammar instruction
Moodle
reading comprehension
Opis:
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Źródło:
Teaching English with Technology; 2017, 17, 3; 35-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION
Autorzy:
Arifani, Yudhi
Asari, Slamet
Anwar, Khoirul
Budianto, Langgeng
Powiązania:
https://bibliotekanauki.pl/articles/955783.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
flipped instruction
collaborative writing
WhatsApp
cohesion
Opis:
Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.
Źródło:
Teaching English with Technology; 2020, 20, 1; 122-139
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
REVISION BY EXPERTS AS A STRATEGY FOR THE IMPROVEMENT AND VALIDATION OF LAMS UNITS
Autorzy:
Urgal, Candela Contero
Castaño, Antonio Brenes
Gómez, Gregorio Rodríguez
Ruiz, Miguel Ángel Gómez
Noche, Beatriz Gallego
Powiązania:
https://bibliotekanauki.pl/articles/569410.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS development
foreign languages
speaking instruction
Opis:
After concluding the design of our didactic unit “My First International Congress” in LAMS format and putting it into practice with our students, we intended to improve its didactic possibilities through the execution of an analysis by experts on language teaching. The collection of data on the assessment and perception of the experts of our unit, the analysis of these data and the results confirmed that tools such as LAMS can be quite useful in the teaching of Foreign Languages. However, it also showed that LAMS should provide teachers with devices with which students could work synchronic speaking interaction.
Źródło:
Teaching English with Technology; 2012, 12, 2; 147-164
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Higher education teachers’ attitudes towards English medium instruction: A three-country comparison
Autorzy:
Dearden, Julie
Macaro, Ernesto
Powiązania:
https://bibliotekanauki.pl/articles/781051.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction university
teacher attitudes
Opis:
We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 455-486
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WHILE CURIOSITY KILLED THE CAT ... WASN’T IT SATISFACTION THAT BROUGHT IT BACK? – EAPQUEST AS A MODIFIED VERSION OF WEBQUEST IN THE CONTEXT OF UNIVERSITY TEACHING
Autorzy:
Burzyńska, Kamila
Powiązania:
https://bibliotekanauki.pl/articles/955931.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EAP Quest
writing instruction
materials design
Opis:
The Internet provides a powerful digital learning environment for language acquisition and noticing. Thus implementation of challenging tasks to be solved by exploring the Web may sound appealing. The primary idea of the WebQuest project emphasizes data collection. The idea of the TalenQuest, however, goes beyond this traditional concept so as to draw on the richness of both ELT materials and authentic resources in terms of the target language. Consequently, TalenQuest activities may constitute effective SLA activities. Doing a web-based second language research should therefore result in enhancing one’s language areas and developing language skills. Taking all the possible advantages which may derive from taking part in a TalenQuest project into account, the implementation of this activity format in university contexts seems justified. There is a need, nevertheless, to customize the idea of TalenQuest for academic language learning specifically. Such an activity format, the EAPQuest, may have educational and motivational value especially when learners are confronted with tasks they find challenging. Writing an academic essay definitely matches the description. The aim of the article is therefore to present the concept of the EAPQuest as a motivating tool to train web-related language skills. Furthermore, an EAPQuest is sketched so as to illustrate a sample procedure. This may serve as a stimulus for designing materials and applying similar procedures into one’s own learning environment.
Źródło:
Teaching English with Technology; 2012, 12, 4; 48-67
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating the relationship between the student’s Ability and Learning Preferences: evidence from Year 7 Mathematics students
Autorzy:
Othman, Rafidah
Shahrill, Masitah
Mundia, Lawrence
Tan, Abby
Huda, Miftachul
Powiązania:
https://bibliotekanauki.pl/articles/2005000.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
ability
learning preferences
mathematics
differentiated instruction
Opis:
In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.
Źródło:
The New Educational Review; 2016, 44; 125-138
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 108

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies