发布求助
文献互助 智能选刊 最新文献

Handbook of Research on Curriculum Reform Initiatives in English Education最新文献

筛选
英文 中文
Self- and Peer-Assessments in the Iranian Context 伊朗背景下的自我与同行评估
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH016
A. Rezaee, Enayat A. Shabani
{"title":"Self- and Peer-Assessments in the Iranian Context","authors":"A. Rezaee, Enayat A. Shabani","doi":"10.4018/978-1-5225-5846-0.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH016","url":null,"abstract":"Assessment is an integral part of any education. Traditionally, pen-and-paper examinations have been widely used all over the world, although new trends in assessing language ability have put more emphasis on learner autonomy and participation. Self-assessment and peer-assessment are two concepts that have been introduced in alternative assessment. However, teachers in the Iranian context may be reluctant to put these assessment types into practice because they are seen as authority handover. This systematic review examines the research literature on self- and peer-assessment in ELT settings in Iran. Results indicate that enacting these assessment types in the Iranian context is by no means authority handover, and that teachers and students generally have positive attitudes towards them. The review indicates that both self- and peer-assessments can enhance student autonomy in learning and assessment and increase teaching effectiveness. Implications for the Iranian classroom are discussed.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121935395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Multiple Intelligences Theory Applied to Folklore in Omani EFL Teaching 多元智能理论在阿曼语民俗学教学中的应用
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH004
S. Naqvi, Asfia Khan
{"title":"Multiple Intelligences Theory Applied to Folklore in Omani EFL Teaching","authors":"S. Naqvi, Asfia Khan","doi":"10.4018/978-1-5225-5846-0.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH004","url":null,"abstract":"Howard Gardner's theory of multiple intelligences (MI) precipitated a revolutionary change in the process of teaching and learning. Previous theories of intelligence had merely measured the intelligence quotient (IQ), but Gardner's theory offered a fresh perspective on intelligence, supporting a pluralistic view of mind that incorporates diverse aspects of cognition and individual learners' cognitive styles. MI theory, therefore, has the potential to guide EFL/ESL teachers in addressing all manner of learners, developing their intelligence, and encouraging autonomy. This chapter defines the theory, while examining its origins and importance within EFL/ESL. Insights are offered on how MI can be applied particularly in tertiary-level EFL teaching and learning in the Omani context. These insights are then tied to Oman's rich cultural heritage by concluding with a lesson plan featuring folklore-based activities that range across the four language skills and cater to different kinds of intelligence.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123333035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Cognitive Style-Inclusive Approach as a Means of Learner-Centered EFL Teaching Mode Implementation 以学习者为中心的英语教学模式实施的认知风格包容方法
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH008
Aleksandra V. Soboleva
{"title":"A Cognitive Style-Inclusive Approach as a Means of Learner-Centered EFL Teaching Mode Implementation","authors":"Aleksandra V. Soboleva","doi":"10.4018/978-1-5225-5846-0.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH008","url":null,"abstract":"This chapter describes a methodology for developing English as a foreign language (EFL) communicative skills with respect to students' cognitive styles in the context of intercultural communication. A cognitive style-inclusive approach is now considered one of the most efficient ways to tailor teaching frameworks to the needs of each student. The chapter explores a number of psychological and pedagogical conditions that contribute to the efficient implementation of a learner-centered paradigm in the context of EFL education at the university level. Such aspects as students' involvement in the intercultural context, modelling the conditions of intercultural dialogue, the variability of content types and forms of learning activity, the complexity of information processing strategies, and polymodal cognitive experience are described, and their potential value for the developed methodology analyzed. Ways these can support students' communicative and cognitive development in EFL courses, in addition to teachers' efforts to create a rich and effective learning environment, are explored.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126269203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Omani English Language Learners' Perceptions of Interactive and Online Listening and Speaking Activities 阿曼英语学习者对互动式在线听说活动的认知
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH009
Melissa Rebekah Bodola
{"title":"Omani English Language Learners' Perceptions of Interactive and Online Listening and Speaking Activities","authors":"Melissa Rebekah Bodola","doi":"10.4018/978-1-5225-5846-0.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH009","url":null,"abstract":"Online learning calls for a revolution in course development for English language teaching. This chapter examines the effects of interpersonal interaction, computer-mediated tasks, and podcasting on engagement in listening and speaking activities by exploring instruction that promotes fluent and accurate speech, in addition to the potential benefits of employing student podcasts as authentic listening materials. Fifty-one L1 Arabic English language learners (ELLs) from an intermediate English cohort of the Foundation Program for English Language (FPEL) at Sultan Qaboos University (SQU) in Oman responded to a 24-question online survey that addressed their perceptions of classroom-based and online listening and speaking activities. To further ascertain students' motivations, the researcher interviewed a focus group of seven learners from the cohort and examined willingness to engage in speaking activities inside the classroom and as part of extracurricular activities. Findings suggest an influence of foreign language anxiety (FLA) on participation.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126664359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bringing Back the L1 From Exile 从流放中带回L1
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH005
Fajer M. Bin Rashed
{"title":"Bringing Back the L1 From Exile","authors":"Fajer M. Bin Rashed","doi":"10.4018/978-1-5225-5846-0.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH005","url":null,"abstract":"This chapter examines the effectiveness of second and foreign language learners using their L1 within their zone of proximal development to improve their L2 acquisition, and explores the usefulness of assessing specific L1 language skills to provide a more accurate analysis of learner acquirement. This theoretical approach will be examined in light of Lev S. Vygotsky and Vivian Cook's concepts of using the L1 in teaching and assessing the L2. One of these methods is the “new concurrent method” which identifies “code-switching” as a one of its important elements in creating real life situations in the classroom. In addition to theory, this chapter provides practical ESL/EFL assessments and trends of their application. By briefly exploring some of the justifications behind banning the L1 in ESL/EFL classrooms, the chapter criticizes and refutes the pedagogical claims and assumptions made throughout the reform movement which have affected many generations of students and influenced teacher training and instruction for a number of years.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128142738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Evaluation of Preposition Representation in the Omani Basic Education ELT Textbooks 阿曼基础教育英语教材中介词表达的评价
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH018
R. Al-Mahrooqi, Faisal Al-Maamari, C. Denman
{"title":"An Evaluation of Preposition Representation in the Omani Basic Education ELT Textbooks","authors":"R. Al-Mahrooqi, Faisal Al-Maamari, C. Denman","doi":"10.4018/978-1-5225-5846-0.CH018","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH018","url":null,"abstract":"The chapter employed a corpus-based approach to evaluate the representation of prepositions in the Omani Basic Education English language teaching (ELT) school textbooks in Grades 1-4. In doing so, it sought to investigate English preposition distribution patterns in the textbooks in order to understand more about how Omani learners are introduced to them. To achieve this, a corpus of Omani ELT school textbooks was used and a qualitative page-by-page content analysis performed through manual content analysis. Findings indicate that prepositions were not presented with enough frequency for learners to be adequately exposed to them across all grades. Moreover, results suggest that the textbook writers have not considered the frequency distribution of patterns of prepositions during the textbook design phase. Practical implications of these results are offered.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134585522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Plurilingual Approach to Language Education 语言教育的多语方法
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH006
Carl Vollmer, Benjamin Thanyawatpokin
{"title":"A Plurilingual Approach to Language Education","authors":"Carl Vollmer, Benjamin Thanyawatpokin","doi":"10.4018/978-1-5225-5846-0.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH006","url":null,"abstract":"English education around the world is moving in a communication-based and task-oriented direction. Plurilingualism principles state that non-native language varieties should be used in the classroom along with encouraging students to freely mix and code switch between languages in order to facilitate communication from the students and raise motivation to use language. The suggestions for language classrooms include welcoming the students' home language into the classroom, actively encouraging students to use knowledge of other languages besides English or the student L1, and focusing on preserving the flow of conversation by allowing students to mix languages freely when speaking. The authors provide several snapshots of how they utilize plurilingualist principles in their own classrooms. Classrooms that are included in the snapshots range from high school to an after-school elementary student program for teaching English. While the observations come mainly from EFL classrooms in Japan, the hope is that the suggestions can be applied in classrooms in other countries.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122338335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Local Implementation of International Baccalaureate in the Japanese Secondary School System 国际文凭在日本中学系统的本地实施
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH003
D. Coulson, Shammi Datta, Maiko Sugawara
{"title":"Local Implementation of International Baccalaureate in the Japanese Secondary School System","authors":"D. Coulson, Shammi Datta, Maiko Sugawara","doi":"10.4018/978-1-5225-5846-0.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH003","url":null,"abstract":"Japan is moving from a traditional focus on prescriptive English education towards a more forward-looking hybrid model, melding the influences of the world-class international baccalaureate (IB) curriculum into the existing Japanese educational model. In this chapter, the authors review the background and describe developments that are framing the debate regarding secondary school reform. Specifically, they investigate how IB in Japan is shaping new practices, which will be shown to have duals aims. The first is to nurture the higher-order reasoning abilities of students, in addition to analytical research and presentation skills. The second is to promote stronger English second-language acquisition. The authors also explore in what ways the introduction of IB is engendering positive changes to the English curriculum in the non-IB sector and in the university sector. This is an issue that is being keenly observed by both policymakers, educators, and the international baccalaureate organization.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115494634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Bridging the Gulf Between the Campus and Workplace 弥合校园和工作场所之间的鸿沟
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH011
S. Mehta, R. Al-Mahrooqi
{"title":"Bridging the Gulf Between the Campus and Workplace","authors":"S. Mehta, R. Al-Mahrooqi","doi":"10.4018/978-1-5225-5846-0.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH011","url":null,"abstract":"This chapter explores the way involvement in student organizations contributes to an effective form of learning, particularly at the tertiary level. This can be seen to be part of experiential learning, which has long been the backbone of western education, increasingly being implemented in universities in the Arab Gulf, where education has hitherto followed a more traditional route. Based on the theories in the literature, this qualitative research outlines the multiple roles student organizations play in a context where learning independence, mixed gender interaction, and English language use are still developing concepts. Using personal interviews with stakeholders in a university in the Arab Gulf, this chapter ascertains the extent and the way in which student organizations succeed in enabling students to move beyond traditional learning to enable self-reliance by establishing social and professional networks and offering real-time instruction in such skills as time management and cultural communication, in addition to giving opportunities to use English in real-world contexts.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115639738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Curriculum Reform Due to Project-Based Learning Methodology Implementation in Teaching an ESP Course to Russian University Natural Science Students 基于项目教学法的课程改革在俄罗斯大学自然科学专业学生ESP教学中的实施
Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5846-0.CH015
B. Zhigalev, O. Obdalova, L. Minakova
{"title":"Curriculum Reform Due to Project-Based Learning Methodology Implementation in Teaching an ESP Course to Russian University Natural Science Students","authors":"B. Zhigalev, O. Obdalova, L. Minakova","doi":"10.4018/978-1-5225-5846-0.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-5846-0.CH015","url":null,"abstract":"This chapter investigates the didactic potential of a project-based learning (PjBL) methodology as a means of modernizing curriculum and improving an ESP course at the university level. The chapter outlines in detail the main elements of the negotiated teaching framework and discusses why such a methodology is appropriate for teaching communicative competence and developing learners' performance in English in a professional context. It also presents practical devices for the implementation of the designed conceptual framework. The first part of the chapter focuses on outlining methodological aspects of the undertaken case study. The second part concentrates on the quantitative and qualitative assessment of the results of the PjBL framework intervention. Within this context, a discussion about the influence of the PjBL course implementation on 48 students is provided. The authors also specify some factors contributing to the effectiveness of the development of learners' target skills attributed to the introduction of the featured model for the ESP project-based course.","PeriodicalId":306355,"journal":{"name":"Handbook of Research on Curriculum Reform Initiatives in English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125793079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信