| 1 |
From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
|
|
|
|
In: L2 Journal, vol 14, iss 1 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Student Centered Language Teaching: A Focus on Student Identity
|
|
|
|
In: All Graduate Plan B and other Reports (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
|
|
|
|
In: Australian Journal of Teacher Education (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Early Learning Teacher Collaboration and Classroom Transitions: A Qualitative Case Study
|
|
|
|
In: Doctoral Dissertations and Projects (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
|
|
|
|
In: Journal of Catholic Education (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Getting Our Act(ivism) Together: Understanding and Fostering Secondary and University Teacher Advocacy Collaborations
|
|
|
|
In: Dissertations, Theses, and Student Research: Department of English (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Teacher collaboration in CLIL contexts: challenges and good practices
|
|
|
|
In: Studies in Linguistics, Culture, and FLT, Vol 1, Pp 78-89 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Minding the Gaps: Effectively Supporting Language Learners with Special Needs
|
|
|
|
In: INTESOL Journal; Vol. 18 No. 2 (2021): INTESOL Fall 2021, Volume 18; Issue 2 ; 2373-8936 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Understanding Professional Learning Communities in a Middle Years Setting: A Case Study ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
|
|
|
|
In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Teacher Leaders, Coaches, and Teachers: A Case Study of Micropolitics in Data Team Meetings
|
|
|
|
In: Doctoral Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Fostering learner autonomy in an EFL Malagasy context
|
|
|
|
Abstract:
This research intends to bring insights into learner autonomy in a Malagasy EFL setting. Despite being a topic of research in language education for about four decades, learner autonomy is still almost unknown in countries like Madagascar. Most empirical studies on learner autonomy have taken place in either ESL settings in Western countries or EFL settings in some Asian countries. Very little research has been conducted in African developing countries. In order to foster learner autonomy in a Malagasy setting, the research encompassed two main phases. Phase one focused on exploring the existing conditions for learner autonomy in a Malagasy rural school; while phase two aimed to promote one dimension of learner autonomy with student teachers through a “reflective learning” course. Phase one examined the affordances of learner autonomy in a Malagasy rural school. It investigated three dimensions of learner autonomy, namely self-initiation, self-regulation, and independence, via class observations and interviews with four EFL teachers. The data revealed some elements of autonomy. Self-initiation was fostered through encouragement and opportunities to learn outside class, while independence (from teachers) was mainly promoted through peer collaboration. Though the presence of the elements was not consistent, the fact that they were promoted at all implies possibilities to further exploit them in such a setting. Self-regulation - composed of planning, monitoring, and self-evaluation - was not promoted probably due to the teachers’ unawareness of its importance, and their lack of experience with self-regulation as former learners. The aim of phase two was to promote self-regulation at a Teacher Training College among a group of 22 first-year EFL student teachers as participants. A nine-week “reflective learning” course was designed to achieve three main objectives: (1) to help the student teachers improve their self-regulation skills via reflective journal writing, in order (2) to help them improve their writing proficiency. In addition, experiencing the benefits and the challenges of reflective learning would lead them (3) to be aware of the significance of self-regulation on their own writing and/or learning in general, and on their future teaching. To reach these objectives, the student teachers were given writing tasks and reflection prompts to answer before, during, and after the writing tasks. Each of the writing task was a 200-word argumentative essay, and was repeated twice or three times in order to facilitate the student teachers’ self-evaluation. The pre-task prompts intended to help them plan their writing (including goal setting), the during-task prompts helped them monitor, and the post-task prompts helped them self-evaluate. A session of group discussion was held each week to allow peer collaboration. The writing tasks, the journal reflections on the tasks, on the group discussions, along with journal reflections on the course were included in portfolios. The findings of phase two revealed that reflective learning was conducive to the development of the student teachers’ self-regulation of writing. They became aware of their difficulties, which they turned into goals. This awareness enabled them to develop strategic behaviour and a sense of responsibility towards their learning in general. They also realised their capability to improve with little help from teachers, which triggered positive affect. Moreover, they generally improved their writing performances mainly thanks to the sense of responsibility, the positive affect, and the habit of paying attention to details, which they had also developed throughout the course. Furthermore, reflective learning influenced their perspectives on teaching. The development of self-regulation and that of the improvement of writing varied from one student to another. In order to have a more in-depth analysis of such development (or lack of development), two case studies were used to illustrate the variations and the possible reasons behind such variations. The research leads to a few teaching implications. Firstly, learner autonomy has its place in developing countries like Madagascar. Secondly, the development of learner autonomy should be included in teacher training so that teachers know and value its benefits and challenges, based on their own learning experience. Thirdly, not every student would reach the same level of autonomy in a given time. Weaker students may need more guidance in terms of strategies than other students.
|
|
Keyword:
affordances; EFL Malagasy context; learner autonomy; peer collaboration; self-regulated learning; teacher autonomy
|
|
URL: http://hdl.handle.net/10063/9389
|
|
BASE
|
|
Hide details
|
|
|
| 13 |
Exploring the Impact of Teacher Collaboration on Student Learning: A Focus on Writing
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2020)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN
|
|
|
|
In: Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Учитель и ученик: позитивное мышление как профилактика эмоционального выгорания ...
|
|
Борисова, Е.Н.. - : Автономная некоммерческая организация высшего образования «Российский новый университет», 2019
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
|
|
|
|
In: ETSU Faculty Works (2019)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Examining EFL Learners’ Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia E-book Dialogic Environments
|
|
|
|
In: Graduate Theses and Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Commitment of teachers in a digital learning project to reduce school failure in STEM and linguistic subjects
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
: EXAMINING THE ROLES OF COLLABORATIVE CULTURE:CONTENT BASED INSTRUCTION AND TEACHER EFFICACY ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
: EXAMINING THE ROLES OF COLLABORATIVE CULTURE:CONTENT BASED INSTRUCTION AND TEACHER EFFICACY ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
