Autor: Istiarto Djiwandono, Patrisius - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: HOW SAMR-BASED VOCABULARY TEACHING SHAPES VOCABULARY LEARNING STRATEGIES
Autorzy:: Istiarto Djiwandono, Patrisius
Powiązania:: https://bibliotekanauki.pl/articles/955955.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: SAMR
digital technology
language teaching
vocabulary strategies
Opis:: The study was aimed at identifying the learners’ vocabulary learning strategies as they were engaged in tasks assigned along the SAMR model. A class of EFL learners was taught vocabulary with the assignments following SAMR. The model led them through four stages: substitution, augmentation, modification, and redefinition. The results showed that the learners increasingly used digital technology to accomplish their tasks. Their strategies were relatively more diverse, too. The metacognitive and social strategies, however, did not emerge substantially in their report.
Źródło:: Teaching English with Technology; 2020, 20, 4; 41-58
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA
Autorzy:: Ginting, Daniel
Djiwandono, Patrisius Istiarto
Woods, Ross
Lee, Debra
Powiązania:: https://bibliotekanauki.pl/articles/955790.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: autonomous learning
online learning
MOOC
independent learning
Opis:: An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.
Źródło:: Teaching English with Technology; 2020, 20, 1; 60-79
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

Artykuł

Informacja