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Wyświetlanie 1-2 z 2
Tytuł:
Students’ perceptions of flipped classroom-mediated task: insights from an Indonesian post-earthquake EFL writing pedagogy
Autorzy:
Husnawadi
Powiązania:
https://bibliotekanauki.pl/articles/2097671.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Flipped Classroom-Mediated Task
EFL
TBLT
Opis:
Despite its positive impact on students’ learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students’ learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret’s and Ortega’s (2014) technology-mediated task framework, aimed to garner students’ perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach.
Źródło:
Teaching English with Technology; 2021, 21, 1; 8-28
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integrating project-based learning, task-based language teaching approach and YouTube in the ESP class: a study on students’ motivation
Autorzy:
Rodríguez-Peñarroja, Manuel
Powiązania:
https://bibliotekanauki.pl/articles/2087195.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
ESP
PBL
TBLT
ICTs
multimodal input
Opis:
ESP courses have been considered as crucial for the academic training of future professionals in different areas of knowledge. Their broad spectrum mainly includes the mastery of a foreign language, the learning of specific terminology, and the development of skills related to students’ career needs. Recent research has examined the implementation of the task-based language teaching approach, the design and accomplishment of projects, and the use of technology for the enhancement of digital competence. Nevertheless, few studies have addressed the combination of these three key elements in the ESP class and its effects on students’ motivation. This study examines the effects of merging of project-based learning sequenced into different communicative tasks on ESP students’ motivation. A research project was designed and structured in communicative tasks integrating the use of YouTube as a source of multimodal input. To measure motivation, an adaptation of the intrinsic motivation questionnaire was administered to students. Results reveal high mean scores in the motivation subscales studied along with positive correlations between motivation and participants’ academic performance. These findings may contribute to the body of research that appraises the value of merging different teaching methodologies and approaches for the teaching and learning of ESP disciplines.
Źródło:
Teaching English with Technology; 2022, 22, 1; 62-81
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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