GIST-Education and Learning Research Journal最新文献_第9页

EFL Students’ perceptions on Gender Stereotypes through their Narratives 英语学生叙事对性别刻板印象的认知

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.836

Jhonatan Vásquez-Guarnizo, Maribel Chía-Ríos, Mairon Felipe Tobar-Gómez

引用次数: 2

Challenges in the Design and Implementation of an English Placement Test for a Colombian Public University 哥伦比亚公立大学英语分班考试设计与实施的挑战

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.825

Alexánder Ramírez

引用次数: 1

Voices of the Har-of-Hearing about their L2 Acquisition Struggles: A Case Study 聋哑人关于二语习得困难的声音:一个案例研究

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.822

Rigoberto Castillo, L. S. Florez-Martelo

{"title":"Voices of the Har-of-Hearing about their L2 Acquisition Struggles: A Case Study","authors":"Rigoberto Castillo, L. S. Florez-Martelo","doi":"10.26817/16925777.822","DOIUrl":"https://doi.org/10.26817/16925777.822","url":null,"abstract":"In the context of advocacy of the rights of minorities, communities should learn more about the learning rights of students who experience hearing loss. This paper reports a qualitative case study that looked into the perspectives and retrospectives on learning in integrated classrooms of three hard of hearing participants. They identified problems of the reproduction of inequalities such as lack of special arrangements to meet their needs. The purpose of this study is to contribute to the understanding of how these learners struggled and made sense of their schooled L2 learning. For the Hard of Hearing, listening goes beyond perceiving sounds. Their interpretation draws on attitudes, affectivity, body language, and context. They hear with their ears but listen with the other senses. They require analyzing the environment, the facial expression, how people talk, the tone of voice, the behavior, the movements, the place and the moment to figure out messages; words alone are insufficient. Participants insisted that their invisible disability requires specific pedagogies and the support of communities. The results of the study fell in three dimensions: The Affective Dimension referred to family, classmates and teachers’ empathy, or lack of it, towards their condition. The Communicative Dimension involved the participants’ perception of communication with teachers, classmates, and their self-perception of communication. The Attitudinal Dimension involved the perception of the attitude of teachers, institutions, and their own attitudes towards L2 learning. The results suggest that 1. HHs feel capable of mastering an L2 in integrated classrooms, 2. Language policies and standardized exams misrepresent the HHs’ capabilities, and 3. Classroom equity demands material selection and methodological adjustments.","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":"79462443","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

Situating Local Literacies at the core of ELT Curriculum in Higher Education 将地方文化定位于高等教育英语课程的核心

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GIST-Education and Learning Research Journal Pub Date : 2020-12-21 DOI: 10.26817/16925777.830

Yuly Andrea Nieto-Gómez, Amparo Clavijo-Olarte

{"title":"Situating Local Literacies at the core of ELT Curriculum in Higher Education","authors":"Yuly Andrea Nieto-Gómez, Amparo Clavijo-Olarte","doi":"10.26817/16925777.830","DOIUrl":"https://doi.org/10.26817/16925777.830","url":null,"abstract":"This qualitative interpretive study carried out with four EFL teachers in an EAP course at a private university in Bogotá, Colombia addresses the disconnection that exists between curricular content and the life of students in education. From our understanding of literacy as a sociocultural practice we proposed a pedagogy that immersed teachers and students in community explorations to study local issues informed by different disciplines. Therefore, this study describes the ways teachers designed and implemented curriculum using community assets (Kretzmann & McKnight, 2003) to develop student agency. The issues addressed by students in their inquiries included improving civic practices in the cycling route; fostering river preservation; environmental issues with garbage in Bogotá; and possibilities to access higher education for young populations in Colombia. Using a grounded theory approach, we collected and analyzed data from class discussions, curricular units, semi-structured interviews and class observation. Findings reveal that community explorations fostered students’ agency towards studying social issues and promoted the construction of context-embedded opportunities for learning using students’ realities and topics of local relevance (Canagarajah 2005). The target language was used to reflect, pose problems, produce texts and participate in social reflections within an academic environment. \u0000 ","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":"81426919","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

Pendidikan Perguruan Tinggi Era 4.0 Dalam Pandemi Covid-19 (Refleksi Sosiologis) 社区大学教育在Covid-19大流行中的4.0年。

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GIST-Education and Learning Research Journal Pub Date : 2020-07-17 DOI: 10.33096/eljour.v1i2.52

Bisyri Abdul Karim

{"title":"Pendidikan Perguruan Tinggi Era 4.0 Dalam Pandemi Covid-19 (Refleksi Sosiologis)","authors":"Bisyri Abdul Karim","doi":"10.33096/eljour.v1i2.52","DOIUrl":"https://doi.org/10.33096/eljour.v1i2.52","url":null,"abstract":"Diskursus pendidikan Perguruan Tinggi era 4.0 mengemuka hingga akhir tahun 2019 seakan hilang ditelan Covid-19. Realitas tersebut mendorong penulisan ini mengulas situasi pendidikan Perguruan Tinggi 4.0 dalam era pandemi Covid-19. Berdasarkan analisis secara reflektif sosiologis dapat disimpulkan bahwa; Pertama; pendidikan Perguruan Tinggi era 4.0 merupakan gagasan transformasi sistem pendidikan tinggi menuju digitalisasi melalui resistematisasi kurikulum akademik yang kompetibel dengan lapangan kerja industri yang mendorong desain kebijakan pengembangan disiplin ilmu dan program studi menuju Cyber University yang dapat menawarkan model pembelajaran daring distance learning dengan dukungan sumber daya dosen yang profesional, responsif dan mampu melakukan terobosan riset. Dan, kedua; pandemi Covid-19 telah menjadi koreksi penting yang menunjukkan kelemahan utama gagasan besar sistem digitalisasi kampus atau Cyber University dan sistem pembelajaran daring distance learning karena sarana sistem jaringan telekomunikasi Indonesia belum merata. Meskipun demikian, terdapat dinamika positif selama pandemi yakni terciptanya ruang akademik virtual bagi dosen dan mahasiswa melalui webinar dalam skala terbatas serta terjadi peningkatan literasi digital yang masif di daerah dengan akses jaringan yang memadai.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78586686","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: 27

Dampak COVID-19 Terhadap Dinamika Pembelajaran Di Indonesia COVID-19对印尼学习动态的影响

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GIST-Education and Learning Research Journal Pub Date : 2020-07-17 DOI: 10.33096/eljour.v1i2.53

Abdul Mansyur

引用次数: 140

Adjective-Noun Order: An Error Analysis of Colombian Learners of English 形容词-名词顺序:哥伦比亚英语学习者的错误分析

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GIST-Education and Learning Research Journal Pub Date : 2020-06-11 DOI: 10.26817/16925777.708

Andrew Connolly

引用次数: 0

Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education 将互动认同纳入英语教学课堂互动研究

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GIST-Education and Learning Research Journal Pub Date : 2020-06-11 DOI: 10.26817/16925777.714

Edgar Lucero-Babativa

引用次数: 2

The Impact of Educational Technologies in Higher Education 教育技术对高等教育的影响

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GIST-Education and Learning Research Journal Pub Date : 2020-06-11 DOI: 10.26817/16925777.711

Goretti Cabaleiro-Cerviño, C. Vera

引用次数: 19

The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation 职前英语教师语音加工的发展及语音态度的评价

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GIST-Education and Learning Research Journal Pub Date : 2020-06-11 DOI: 10.26817/16925777.712

C. Aksakalli, Oktay Yagiz

{"title":"The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation","authors":"C. Aksakalli, Oktay Yagiz","doi":"10.26817/16925777.712","DOIUrl":"https://doi.org/10.26817/16925777.712","url":null,"abstract":"This study aimed at investigating EFL pre-service teachers’ attitudes towards pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction of EFL pre-service teachers’ phonological development and, based on the findings, to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design. 107 EFL pre-service teachers participated in the phase of questionnaire responding of the study, while 86 of whom participated in the interventional phase of the study. For fourteen weeks, one of the researchers provided EFL preservice teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. The results revealed that the participants had generally positive attitudes toward proper pronunciation in target language, which means that participants agreed upon the importance of pronunciation in target language and perceive pronunciation as a vital component of language learning and teaching. As to the interventional findings, it was found that the participants displayed significant improvement in articulation of vowels and consonants. In addition, the present study also found out that the participants’ post-test scores at the suprasegmental level (word-stress, intonation comprehensibility) were significantly higher than their pre-test scores.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75080697","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