GIST-Education and Learning Research Journal最新文献_第8页

Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills 运用数字形成性评价评价英语学习者的英语口语能力

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GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.1001

Zeynep Çetin Köroğlu

{"title":"Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills","authors":"Zeynep Çetin Köroğlu","doi":"10.26817/16925777.1001","DOIUrl":"https://doi.org/10.26817/16925777.1001","url":null,"abstract":"As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72380268","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

Keefektifan Model Pembelajaran Konstruktivis Berbasis Ugi (Siri ’Na Pesse) untuk Meningkatkan Karakter Siswa 以Ugi为基础的构建学习模式的有效性(Siri ' Na Pesse)可以提高学生的性格

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GIST-Education and Learning Research Journal Pub Date : 2021-01-29 DOI: 10.33096/ELJOUR.V2I1.94

Subaedah Subaedah, Andi Banna, Nuraeni Abdullah, Ahmad Muladi Multazam

{"title":"Keefektifan Model Pembelajaran Konstruktivis Berbasis Ugi (Siri ’Na Pesse) untuk Meningkatkan Karakter Siswa","authors":"Subaedah Subaedah, Andi Banna, Nuraeni Abdullah, Ahmad Muladi Multazam","doi":"10.33096/ELJOUR.V2I1.94","DOIUrl":"https://doi.org/10.33096/ELJOUR.V2I1.94","url":null,"abstract":"Saat ini, Siswa cenderung meniru budaya asing karena mereka hebat dan mereka mempengaruhi hilangnya pengakuan terhadap nilai-nilai budaya lokal mereka. Guru perlu menjadi inovatif dalam menyajikan materi pengajaran dengan cara yang efektif dan memperkenalkan budaya Bugis. Penelitian ini bertujuan untuk Mengembangkan Karakter Siswa dengan menerapkan Model Pembelajaran Konstruktivis Berbasis Ugi (Siri ’Na Pesse) di Sekolah Dasar Negeri Lalabata, Distrik Tanete Rilau, Distrik Barru. Jenis penelitian ini adalah penelitian eksperimental. Penelitian ini melibatkan 25 siswa yang berada dalam satu kelas. Penilaian dievaluasi dan diklasifikasikan oleh guru berdasarkan standar kurikulum Indonesia terbaru. Kemudian, analisis deskriptif digunakan untuk menggambarkan mean dan standar deviasi tanda. Hasil penelitian menunjukkan model pembelajaran konstruktivis berbasis Ugi melalui siri 'na pesse meningkatkan karakter siswa pendidikan dasar secara efektif. Implementasi model pembelajaran konstruktivis berbasis Ugi melalui siri 'na pesse dan post test menunjukkan bahwa 100% siswa meningkatkan karakter. Uji-t berpasangan menunjukkan bahwa ada perbedaan yang signifikan secara statistik antara tanda rata-rata dari pra dan pasca-tes untuk setiap tahap karena semua hipotesis nol ditolak pada tingkat signifikansi 5%. Dengan demikian, analisis statistik berfungsi sebagai bukti bahwa model pembelajaran konstruktivis berbasis Ugi melalui siri 'na pesse efektif dalam meningkatkan karakter siswa.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76183939","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

Analisis Perilaku Peserta Didik Slow Learner (Studi Kasus Di MTsN Makassar) 慢学习者行为分析(MTsN Makassar案例研究)

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GIST-Education and Learning Research Journal Pub Date : 2021-01-28 DOI: 10.33096/ELJOUR.V2I1.93

Ratika Nengsi, Abdul Malik, Andi Fadilah A Natsir

{"title":"Analisis Perilaku Peserta Didik Slow Learner (Studi Kasus Di MTsN Makassar)","authors":"Ratika Nengsi, Abdul Malik, Andi Fadilah A Natsir","doi":"10.33096/ELJOUR.V2I1.93","DOIUrl":"https://doi.org/10.33096/ELJOUR.V2I1.93","url":null,"abstract":"Kajian tentang kesulitan belajar peserta didik dalam pembelajaran adalah hal penting untuk memberikan pendidikan yang sesuai dengan kebutuhan, hasil penelitian yang telah di laksanakan, maka peneliti dapat menyimpulkan hasil deskriptif penelitiannya dalam dua hal, yaitu perilaku siswa yang mengalami slow learner dalam pembelalajaran adalah lambatnya peserta didik slow learner dalam memahami suatu materi yang dijelaskan membutuhkan waktu yang lebih lama dibandingkan dengan temannya yang lain sehingga target-target pencapaian pembelajaran ada yang tidak dapat tercapai. Selain itu kefokusan dari peserta didik slow learner yang sulit dan membutuhkan waktu untuk membuat fokus di awal pembelajaran. efektivitas strategi yang digunakan guru dalam mengatasi slow learner pada peserta didik MTsN Makassar adalah guru melakukan pembelajaran kelompok, melakukan tutor sebaya antar peserta didik, pemberian penguatan, pendekatan khusus seperti privat khusus, pemberian nasehat dan motivasi kepada peserta didik yang mengalami slow learner. Adapun faktor pendukung yang di rasakan oleh guru dalam mengatasi slow learner pada peserta didik, yaitu ikatan yang terjalin antar peserta didik sangat baik, sehingga memudahkan guru dalam melakukan strateginya. Selain itu kemauan belajar dan partisipasi dari peserta didik itu sendiri yang menjadi salah satu faktor pendukung. Selain faktor pendukung ada pula faktor penghambat yang di hadapi oleh guru dalam mengatasi slow learner pada peserta didik di MTsN Makassar, yaitu keterbatasan waktu.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76765469","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

Cooperative Learning Projects to Foster Reading Skills 培养阅读能力的合作学习项目

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.835

Marian Olaya, Gladys Marta Elena González-González

引用次数: 3

Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension 支持四年级学生阅读理解的计算机阅读文本

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.820

Nilgün Günbaş

{"title":"Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension","authors":"Nilgün Günbaş","doi":"10.26817/16925777.820","DOIUrl":"https://doi.org/10.26817/16925777.820","url":null,"abstract":"In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88814772","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

Educational Innovation through ICT-Mediated Teaching Strategies in the Initial Teacher Education of English Language Teachers 以ict为媒介的英语教师初级教师教育教学策略的教育创新

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.831

Luis Jesús Rincón-Ussa, Yamith José Fandiño-Parra, Andrea Margarita Cortés-Ibañez

{"title":"Educational Innovation through ICT-Mediated Teaching Strategies in the Initial Teacher Education of English Language Teachers","authors":"Luis Jesús Rincón-Ussa, Yamith José Fandiño-Parra, Andrea Margarita Cortés-Ibañez","doi":"10.26817/16925777.831","DOIUrl":"https://doi.org/10.26817/16925777.831","url":null,"abstract":"This paper describes the results of the first cycle of a co-joint research study in methodological innovation in the initial education of pre-service language teachers. The experience consisted of the implementation of several learning strategies mediated by different ICT tools. These strategies were used by three teachers, in three different academic spaces of a B.A. in Spanish and Foreign Languages during the second semester of 2018. The purpose of this implementation was to examine the value of ICT-mediated learning strategies and gaining insights into how to integrate ICTs with a process of pedagogical and methodological innovation. The results of the data analysis, which were collected through a qualitative-quantitative survey, indicate that the integration of strategies mediated by ICTs seems to be essential for methodological and pedagogical innovation because they promote the development of collaborative and cooperative learning, foster autonomy and self-directed learning. Besides, these strategies also provide a range of possibilities for bolstering the development of the capacity of agency pre-service teachers.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86350648","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

Learning Vocabulary Through Instructional Subtitled Videos 通过带字幕的教学视频学习词汇

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.841

Jorge Luis Romero-Villamil, Claudia Patricia Guzman-Martinez

{"title":"Learning Vocabulary Through Instructional Subtitled Videos","authors":"Jorge Luis Romero-Villamil, Claudia Patricia Guzman-Martinez","doi":"10.26817/16925777.841","DOIUrl":"https://doi.org/10.26817/16925777.841","url":null,"abstract":"This quantitative and qualitative research paper attempts to demonstrate to what extent instructional subtitled videos influence students’ vocabulary learning. The main objective is to know how this visual strategy contributes to increasing students’ new vocabulary power in meaningful contexts. This is an action–research study, which is based on the use of qualitative and quantitative methods. The applied data collection techniques included the following: a) a pre–test, in order to identify students’ difficulties regarding vocabulary, b) three classroom observations in which three lesson plans, based on ESA (Engage, Study, and Activate) Model, were done; c) a teacher-researcher’s diary to reflect about students’ performance in the whole implementation process was used, d) a semi-structured interview was designed in order to collect participants’ comments on subtitled videos, and e) a post-test by measuring students’ vocabulary knowledge for language improvement. \u0000The analysis of the data showed that the use of instructional subtitled videos helped students to learn vocabulary. The intervention stage helped participants to perform better on the post-test than the pre-test. The target words were contextualized and presented through the combination of sounds, images, and text, simultaneously. The data also showed that the participants considered that the videos were useful to remember the new words and to use them in meaningful communicative contexts. After discussing the findings of the study in the light of the theory, its implications and limitations, as well as some considerations for further research, were presented.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89365539","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

Influence of Discrimination in the Field of TESOL: Perspectives of Mexican EFL Teachers 歧视在TESOL领域的影响:墨西哥英语教师的视角

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.837

E. E. García-Ponce

{"title":"Influence of Discrimination in the Field of TESOL: Perspectives of Mexican EFL Teachers","authors":"E. E. García-Ponce","doi":"10.26817/16925777.837","DOIUrl":"https://doi.org/10.26817/16925777.837","url":null,"abstract":"In the last few decades, several studies have documented the discrimination that teachers face in the field of Teaching English for Speakers of Other Languages (TESOL). To date, research evidence has shown that discrimination tends to be motivated by issues concerning the native- vers. non-native language status of these professionals. However, recent evidence has suggested that discrimination in TESOL is intricate involving factors that are associated with the language status of teachers, their pronunciation, gender, race, sexual preference, age, among others. Despite the fact that this evidence has revealed the struggles of these professionals, no research discourse, to my knowledge, has shown the extent to which these phenomena impact on the professionals’ perceptions, feelings and decision making. In response to this, the present study was conducted to understand the effects and results of discrimination in the field of TESOL in Mexico from the professionals’ perspectives. Through an online questionnaire, 78 Mexican English as a foreign language (EFL) teachers were asked to describe the instances in which they felt discriminated, and how these influenced their perceptions and decision making concerning their profession. The results show that the discrimination practices impact in complex ways, showing negative effects on the professionals’ perceptions, feelings and decisions regarding their current profession. This evidence calls for more effective strategies in order to stop affecting teachers in ELT.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72885853","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

Promoting an Academic International Profile in Undergraduate Students of Psychology Programs in Colombia 促进哥伦比亚心理学专业本科生的学术国际形象

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.775

G. Torres-Escobar, Rolan Arcadio Correa-López

引用次数: 0

Task-Based Language Assessment: Implications for the Language Classroom 任务型语言评估:对语言课堂的启示

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.828

Frank Giraldo

引用次数: 2