| 41 |
Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
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In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
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| 42 |
Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
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In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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| 45 |
Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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| 46 |
THE ROLE OF METACOGNITIVE KNOWLEDGE AND INFERENCE MAKING IN SECOND LANGUAGE READING ...
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| 47 |
Perfil del profesor de inglés en Chile : quién es y qué enseña
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| 48 |
English and the Languages of Algeria: Suggestions towards a New Language Policy
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| 49 |
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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| 50 |
The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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| 51 |
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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| 52 |
The specifics of creating foreign language environment as a successful journey in educational process
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| 53 |
The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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| 54 |
The Impact of Task Modality on Collaborative Tasks in English Foreign Language Contexts : Language-Related Episodes
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| 55 |
Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom
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In: Journal of University Teaching & Learning Practice (2021)
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| 56 |
Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
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In: Journal of University Teaching & Learning Practice (2021)
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| 57 |
Social workers' management of child interpreting: a qualitative study
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| 58 |
A Case Study of EFL Learners’ Identity and Investment in a Private Educational Company in China
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In: Electronic Thesis and Dissertation Repository (2021)
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| 59 |
Chimamanda Ngozi Adichie's Olikoye a design-of-materials proposal to introduce literature in the EFL classroom
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| 60 |
Introducing Active Learning Strategies in the EFL Secondary Education Classroom: A Didactic Proposal
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Abstract:
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2020/2021 ; Throughout the history of education, many methodologies based on teaching approaches have emerged. Constructivism (Piaget, 1971; Vygotsky, 1978; Dewey, 1902; Bruner, 1901), in its pedagogical current, postulates the need to provide the student with new experiences that can overlap with their previous knowledge, to create new schemata and learn new concepts or create new ideas (Ajdini, 2021; Stapleton & Stefaniak, 2018). However, according to my personal experience during the Master’s Degree internship period, a methodology based on memorisation and repetition of content where the focus is on grammar is still widely used in learning environments (Bérešová, 2021; Meneses, 2019). This type of instruction is known as the Traditional Methodology (Nie, 2011; Saira, Zafar, Hafeez, 2021), which is currently starting to be adapted towards innovative strategies such as Active Learning by, for example, using collaborative learning or the use of technology in the classroom (Trahasch, 2004; Mashau & Nyawo, 2021). Active Learning is based on releasing the teacher from the active role in the classroom, and letting students learn from experience (Brown, 2007; Kahrhoff, 2006; Bonwell & Eison, 1991) which is a theory supported by several studies in the pedagogical area (Hoellwarth & Moelter, 2011; Prince, 2004; among others). Despite this and the fact that the current legislation in Spain, specifically in the Valencian Community governed by the LOMLOE law (2020) and the curriculum established by the Document Pont of the Generalitat Valenciana, support the Active Learning methodology, the reality within some Secondary Education classrooms is far from implementing these strategies. Nowadays, some contents continue to be taught through repetition, memorisation, and evaluation. In particular, according to the experience in my internship period in the Secondary Education School Vicent Castell I Doménech, English as a Foreign Language is currently being taught from a linguistic perspective, departing from lexical and grammatical points, decontextualising the language and making the task of mastering the language arduous (Heidari, 2011). For this reason, with the objective of a future implementation of Active Learning strategies in the secondary education classroom in the subject of English as a Foreign Language in Vicent Castell I Doménech, a proposal based on Active Learning strategies has been elaborated. This pedagogical proposal is intended to create a Mediation Plan and is designed to be implemented in the courses of the fourth level of Compulsory Secondary Education in IES Vicent Castell I Doménech. Thereby, the present Final Master’s Dissertation) focuses on the contextualisation and presentation of a Didactic Unit with these purposes.
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Keyword:
active learning; compulsory secondary education; english as a foreign language; Formació Professional i Ensenyaments d'Idiomes; Formación Profesional y Enseñanzas de Idiomas; LOMLOE; Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat; Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato; Master's Degree in Secondary Education; Vocational Training and Language Teaching
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URL: http://hdl.handle.net/10234/194729
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