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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 29 1 Exploring a flipped classroom approach in a Japanese language classroom : a mixed methods study. Prefume, Yuko Enomoto, 1958-. - 2016 BASE Show details 2 Literary heritage and place building for communities : the case of Allier, France Le Bel, Pierre-Mathieu; Fournier, Mauricette In: “What does Heritage change ?” ; https://halshs.archives-ouvertes.fr/halshs-01344965 ; “What does Heritage change ?”, troisième conférence biannuelle organisée par Association of Critical Heritage Studies., Jun 2016, Montréal, Canada (2016) BASE Show details 3 以任務導向教學提升國小五年級學生英語口語能力之行動研究 ; An Action Research of Implementing Task-Based Instruction on 5th Graders to Promote English Oral Competence 葉蘭思; YEH, LAN-SZE. - 2016 BASE Show details 4 國小人權議題權利與責任教學之行動研究 ; Action Research on Human Rights Issues in the Elementary School Student when the Rights and Responsibilities of Teaching 陳偉潔; Chen, Wei-Chieh. - 2016 BASE Show details 5 Critical Cultural Student Affairs Praxis and Participatory Action Research Poon, OiYan A.; Squire, Dian D.; Hom, Delia Cheung... In: Education Publications (2016) BASE Show details 6 Dones marroquines i aprenentatge de català. Anàlisi sociològica des d’una perspectiva de gènere ; Moroccan women and Catalan language learning. A sociological analysis from a gender perspective Paquita Sanvicén Torné In: Treballs de Sociolingüística Catalana; Núm. 26 (2016): Les llengües en les tecnologies de la informació i la comunicació; 269-284 (2016) BASE Show details 7 Translating evidence-based guidelines to improve feedback practices: the interACT case study Barton, Karen L.; Schofield, Susie J.; McAleer, Sean. - : BioMed Central, 2016 BASE Show details 8 Exploring an appropriation of reader-response theory for teaching and learning English literature in Vietnam Nguyen, Ha Thi Thu. - 2016 BASE Show details 9 The development of vocational English materials from a social semiotic perspective: participatory action research Widodo, Handoyo Puji. - 2016 BASE Show details 10 The Art of Possible: Experiences of Critical Pedagogy at a Higher Education Institution in the Sultanate of Oman Chirciu, Alina Rebecca. - : University of Exeter, 2016. : EDD TESOL, 2016 BASE Show details 11 Collaborating with English teachers in developing and implementing a context-sensitive communicative approach in Taiwanese EFL secondary school classes Chen, Yi-Mei. - : University of Exeter, 2016. : Education, 2016 BASE Show details 12 Vocabul-AR-y: Action Research Project of Aurasma to Support Vocabulary Ogawa, Tori Ann. - 2016 BASE Show details 13 Toward an Empirically-generated Typology of Weblog Genres Maryl, Maciej; Niewiadomski, Krzysztof; Kidawa, Maciej In: CLCWeb: Comparative Literature and Culture (2016) BASE Show details 14 Teaching subjects as languages: academic English development in the multilingual post-primary classroom Collins, Mandy Jane. - : University College Cork, 2016 BASE Show details 15 "In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts Abdul Samat, Norhanim. - : University of Waikato, 2016 Abstract: This thesis looked at the impact of process drama implementation in two English language-learning contexts in the southern part of Malaysia. My aim of this study was to examine whether process drama was a possible method for producing learners who are more confident in speaking English. This study attempted to fill a gap in using process drama in ESL contexts particularly in Malaysia. The school system in Malaysia that expects students to do well in reading and writing exams has encouraged many teachers to neglect teaching the speaking component. Moreover, students are only tested on the spoken component in a standardized way that can be memorized before they leave high school for tertiary studies or for career purposes. Generally, it is rare to find novelty and authenticity in the teaching speaking in second language classrooms. The challenge for teachers in Malaysia is to motivate students so that they participate actively in classroom discussions and to build up students’ confidence levels so that they can use English without feeling self-conscious about the errors they make. The research took the form of a mixed method action research case study where I used a class of secondary school students and a class of undergraduate students as the contexts for my study. Participants were 31 students enrolled in a Basic Communication class at a public university and 32 secondary-school students at a public school in the southern part of Malaysia. Data collection lasted three months. Quantitative methods were adopted to find out the impact of process drama on the participants, while qualitative methods sought the perceptions of the participants with regard to the intervention program implemented. The tools I used for data collection were pre- and post-questionnaires, pre- and post-tests, the PRCA-24 (Personal Report of Communication Apprehension), the Non-Verbal Immediacy Self-Scale Report (NIS-S), individual interviews, stimulated recall interviews, journal entries and transcriptions of video and audio data. The statistical Package for Social Science (SPSS) and thematic analysis were used for analysing data. Results indicated a positive attitude change and heightened motivation and confidence levels, and positive affect and social emotional skill effects, thus confirming earlier research findings showing that process drama can be a successful tool for second language learning in different contexts. The intervention appeared to improve the communicative ability of both groups. The study also found that in general the language performance of the secondary-school participants did not significantly improve over the course of the intervention. In fact, their self-perception of their level of satisfaction showed that they were not satisfied with their overall writing and speaking performance. One possible reason for this lack of change was because they were used to learning English via ‘chalk and talk’. On the other hand, findings from participants from the undergraduate class proved otherwise. They were satisfied with their overall writing, speaking, listening and reading performance. In fact, they perceived that their language abilities had improved. This self-perception was consistent with results of the pre- and post- tests that aimed at assessing their language competence. On the whole, the pre- and post-tests findings indicated that the process drama intervention coincided with an improvement in these undergraduate learners’ accuracy and fluency in language use. This research has several important pedagogical implications, particularly for the Malaysian context. First, this research explored the use of process drama in an area where process drama has never been used as a classroom pedagogy. The findings of this study have the potential to influence the development of new policies involving the Ministry of Education and the Ministry of Higher Education. If process drama cannot be used as pedagogy by itself, perhaps it can be incorporated into the present English syllabus to complement the textbooks used at different levels. In addition, higher learning institutions may consider offering process drama as a credit-earning subject. Many undergraduates in tertiary institutions need more exposure to spontaneous spoken language to prepare them for their future careers. Such institutions should recognise that students whose proficiency levels are only average are likely to benefit the most from process drama. Keyword: action research; case study; competence; confidence; learning; Malaysia; mixed methodology; motivation; non-verbal; process drama; secondary school ESL class; undergraduate ESL class URL: https://hdl.handle.net/10289/10820 BASE Hide details 16 Using action research to explore technology in language teaching: International perspectives Burns, A; Kurtoglu-Hooton, N. - : The British Council, 2016. : London, 2016 BASE Show details 17 Teacher practitioner research: Reflections on an online discussion Wyatt, M; Burns, A; Hanks, J. - : T E S L - E J, 2016 BASE Show details 18 Performing the advocate bilingual teacher : drama-based interventions for future story-making Caldas Chumbes, Blanca Gabriela. - 2016 BASE Show details 19 Cultural studies, pedagogy and reimagining multicultural education : working with teachers to effect change in schools Watkins, Megan (R10473). - : U.S., Routledge, 2016 BASE Show details 20 An exploration of embedding intercultural knowledge to engage students in Chinese language learning : a bilingual beginning teacher's Xingzhi/action research project Wang, Xiaoyan. - 2016 BASE Show details Page: 1 2

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