scholarly journals A case study of teachers’ efforts towards learning problems in virtual EFL class during Covid-19 school closure

2021 ◽  
Vol 6 (2) ◽  
pp. 1-14
Author(s):  
Muhammad Yani ◽  
Kamaluddin Yusra ◽  
Khusnul Khotimah
Keyword(s):  
Empirical Studies ◽  
English Teachers ◽  
School Closure ◽  
Pedagogical Practices ◽  
Learning Problems ◽  
Future Research ◽  
Global Pandemic ◽  
Teaching Learning ◽  
Almost All

The Covid-19 has been deemed a global pandemic affecting almost all sectors, particularly in education. Learning activities have been forced to relocate virtually due to the school closure. This study aimed at exploring teaching-learning problems felt by English teachers and their efforts to overcome those problems during the school closure in a state senior high school in West Lombok. Designed in a case study, two English teachers were voluntarily recruited using convenience sampling. The data for this study were gathered from observation, interviews, and documentation. Informed by the theory of Community of Inquiry (CoI) and previous empirical studies, the data were analysed using four stages of the interactive model. The investigation revealed that during the virtual teaching, teachers experienced considerable internal and external pedagogical glitches. It was also uncovered that the teachers disclosed some endeavours to maintain teaching, social, and cognitive presence in the instruction to surmount the nested pedagogical problems. However, their efforts were observed inadequate and left some room for improvement on how teachers could effectively serve in the virtual pedagogical practices. Some implications and future research directions are discussed accordingly. DOI: 10.26905/enjourme.v6i2.6463

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

Contributions and Future Directions of Software Reviews

2011 ◽  
pp. 281-290
Author(s):  
Yuk Kuen Wong
Keyword(s):  
Final Section ◽  
Empirical Studies ◽  
Future Research ◽  
Future Directions ◽  
Software Reviews ◽  
Industry Survey

This chapter presents theoretical and methodological contributions. It also addresses the limitations of the empirical studies (i.e., industry survey and case study). Discussions of future research are presented in the final section of this chapter.

Demonstrating Positive, Learner-Centred Assessment Practice in Professional Development Programmes

2020 ◽  
pp. 880-894
Author(s):  
Patrick Baughan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Pedagogical Issues ◽  
Assessment Practice ◽  
Good Assessment ◽  
Seven Principles ◽  
Teaching Learning ◽  
Almost All ◽  
Distinctive Role

The purpose of this chapter is to examine the role that professional development programmes for higher education lecturers and teachers can play in promoting positive, learner-centred assessment practice. Whilst they vary in their coverage, these programmes address a broad range of teaching, learning and other pedagogical issues, and almost all include assessment and good assessment practice as a key component of their curriculum. Therefore, this chapter is used to explain and argue that professional development programmes can and should have a key and distinctive role in developing and sharing innovative assessment practice. The argument is supported by drawing on series of seven principles and ideas, as well as a single-institution case study. Points and arguments are also supported with a range of theory, literature and examples, as well as the experience of the author in working on one programme of this type.

scholarly journals English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

scholarly journals The Online Learning Strategies: A Case Study On English Teachers in East Nusa Tenggara Province-Indonesia

2021 ◽  
Vol 3 (11) ◽  
pp. 39-44
Author(s):  
Gracia M. N. Otta
Keyword(s):  
High School ◽  
Online Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
School Teacher ◽  
English Teachers ◽  
Face To Face ◽  
Face To Face Learning ◽  
Teaching Learning

During the covid 19 pandemic, online learning, and its terms are not strange things in East Nusa Tenggara. The establishment of Learning from home was started from March to June 2020 to prevent the spread of Covid-19. This research is a case study of eleven English teachers who serve in certain areas around East Nusa Tenggara; five teachers of Senior High School/Vocational School, five teachers of Junior High School, and one Elementary School teacher. Its purpose was to describe the methods in the English teaching-learning process in a pandemic situation. The data of this descriptive study were obtained through WhatsApp non-facial interviews and analyzed by reducing and categorizing similar results. The results showed that the teachers applied two methods, both offline and online.  From March to June 2020, the teachers managed their classes in the online process by using some applications. Whereas, in the Uneven Semester 2020-2021, the safe areas return to face-to-face learning in limited learning duration. The most prominent obstacle in online learning was the limitation of gadgets since the students did not have adequate tools. Financially, parents' income has decreased for they could not meet the needs of internet data packages. Students who returned to their hometown also experienced problems regarding network services. These conditions cause more obstacles to teachers in managing online classes. Therefore, teachers implemented several strategies to solve these obstacles by creating a WhatsApp group or arranging them into small groups based on their locations and there were students with smartphones to browse for materials or send the assignments. In addition, students were allowed to consult and collect the assignments at school based on scheduled agreements. The situation continues to Even Semester 2020-2021 and gradually turned to limited face-to-face meetings at school in the Uneven Semester 2021-2022.

Digitalisation in the Public Sector

2019 ◽  
Vol 10 (2) ◽  
pp. 35-52
Author(s):  
Leonardo Maxwell ◽  
Ezgi Taner ◽  
Gideon Mekonnen Jonathan
Keyword(s):  
Public Sector ◽  
Research Agenda ◽  
Empirical Studies ◽  
Future Research ◽  
Research And Practice ◽  
The Public ◽  
Factors Influencing ◽  
Administrative Leaders ◽  
Public Organisations

Digitalisation in the public sector has attracted the attention of political and administrative leaders as well as researchers. Empirical studies suggest that most of the digitalisation efforts fail to achieve the intended efficiency, transparency, and responsiveness of the public sector. While digitalisation is a hot research agenda, only a few studies explored the issue in public organisations. This study, therefore, attempts to address the gap in the literature and identify the factors influencing digitalisation in the public sector. A case study is conducted at one of the largest state-owned enterprises in Liberia, the National Social Security and Welfare Corporation (NASSCORP). The data collected through interviews and examination of internal documents were analysed thematically. The study resulted in the identification of 13 factors influencing digitalisation in the public sector, which are related to technology, organisation as well as the environment. The contribution of the study to research and practice is presented along with the potential future research opportunities.

IT ambidexterity for business processes: the importance of balance

2018 ◽  
Vol 24 (4) ◽  
pp. 862-881 ◽  
Author(s):  
Carl Simon Heckmann ◽  
Alexander Maedche
Keyword(s):  
Business Process ◽  
Process Management ◽  
Business Processes ◽  
Empirical Studies ◽  
Future Research ◽  
Content Type ◽  
It Resources ◽  
Multiple Case ◽  
Underlying Mechanisms

Purpose In highly dynamic industries, business processes require exploitation, i.e. activities that are associated with an increase in productivity through automation, standardization, integrated architectures, and the usage of existing IT resources. As a complementary capability, exploration is needed, i.e. the ability to flexibly implement new and innovative IT resources (Lee et al., 2015). The purpose of this paper is to use the concept of ambidexterity, which is researched intensively outside the domain of business processes (e.g. Gibson and Birkinshaw, 2004; Tang and Rai, 2014), to address this paradoxical trade-off within business processes. Design/methodology/approach The paper follows a qualitative approach. A multiple case study comprising 11 interviews and additional document analysis in six organizations is conducted in the German energy sector to examine the proposed framework. Findings This paper shows the importance of balancing exploitative and explorative business process IT (BPIT) capabilities. The process-theoretical outcome of this study is the BPIT Capability Framework that provides explanation for the interaction between exploitation and exploration. Research limitations/implications This study contributes to the understanding of how to build ambidextrous BPIT capabilities by explaining the underlying mechanisms for feedback loops that occur in cases of imbalance. The scope of the conducted study presents a limitation and thus future research is encouraged to further validate the findings of this paper. Originality/value By drilling down to the process level, this paper addresses the gaps that limited empirical studies have in business process management research (Recker and Mendling, 2015) and the focus on business processes that is lacking from the literature on organizational IT management (Gregory et al., 2015).

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

scholarly journals Exploring Intermediate School Aged Children's Perceptions with Regards to Their Experiences of Their Physical Education Classes

2021 ◽  
Author(s):  
◽  
Michelle Esterhuizen
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Physical Activities ◽  
Pedagogical Practices ◽  
Future Research ◽  
Education Curriculum ◽  
Intermediate School ◽  
Area Of Interest

<p>The benefits of students participating in good quality physical education (PE) classes within their schools can impact other areas of their lives. The quantity of PE classes available to students, the level of choice, the range of activities and PE pedagogical practices need to be considered in order to maximise student participation and enjoyment levels in PE. The overall aim of this thesis was to determine what perceptions and experiences intermediate aged children have of their physical education classes. The objectives were concerned with the quantity of physical education classes that the students received, the level of choice the students had regarding the types of activities they participated in during PE, whether the students were aware of the possible association between physical fitness and their academic performance and whether the students felt they had an extensive variety of activities available to participate in during their physical education classes. This research utilised a survey based methodology, employing the use of a questionnaire that was completed by a total of 336 children, aged between 11 and 13 years from one Waikato Intermediate School. The findings suggested that the students were generally satisfied with the quality of their PE classes, but they recommended that some adjustments are made to their physical education curriculum and pedagogical practices. Some of these changes, included having PE more regularly, having more choice regarding the types of activities they take part in during PE, and having more diverse types of physical activities. A trend that emerged at the data analysis stage was the number of students, (both boys and girls), who were only interested in continuing on with participation in PE when they get older out of the fear of becoming fat. This issue and some of its consequences are discussed in more detail. Recommendations are made about PE and for further research. The nature and scope of this case study should be seen as a stepping stone for future research into this area of interest, particularly focussing on the experiences and perceptions of the students themselves.</p>

scholarly journals Revisiting the implementation of active learning pedagogy in EFL classrooms

2020 ◽  
Vol 7 (1) ◽  
pp. 223-236
Author(s):  
Merina Devira
Keyword(s):  
Active Learning ◽  
Qualitative Method ◽  
Lesson Plan ◽  
English Teachers ◽  
Influential Factors ◽  
Pedagogical Practices ◽  
Classroom Observations ◽  
Teaching Learning ◽  
Learning Principles ◽  
English Subject

The present study investigated the current development of active learning pedagogy implementation, focusing on the English subject, at high school classrooms in Langsa, Aceh, Indonesia. It focused on English teachers’ pedagogical practices undertaken at the classrooms during the lessons and the factors impeding the construction of active learning methodology. A qualitative method was used, which employed the instruments of classroom observations, interviews, and lesson plan reviews. It was conducted in four lessons at three different high schools located in eastern Aceh, Langsa. The participants of this study were four English teachers and eleventh grade students who were actively involved in the observed English lessons. The findings showed that the dominant teachers’ role and students’ engagement in the class teaching-learning practices were not yet incorporated as active learning principles. Then, there was a lack of teachers’ understanding on the concept of active learning pedagogy, less provided trainings on active learning methodology, no provision of teaching-learning media at classrooms, and individual students were considered as influential factors in implementing an active learning pedagogy in these classrooms. Hence, future researchers are recommended to conduct an adaptation or re-evaluation to the active learning methodology that has been used all these times in order to be more practical and appropriate with Indonesian classroom contexts.

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