低水平国际学生在线教学中文化反应教育的有效性

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Elaine Khoo, X. Huo
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引用次数: 0

摘要

学术英语水平较低的国际学生在阅读课程材料和写作作业方面面临挑战。他们的挑战在远程学习中加剧,因为他们留在自己的国家,沉浸在他们的母语中,这可能与学术英语相去甚远。为了调查文化响应教学法对在线国际学生的影响,从安大略省南部一所大型大学的学习者驱动,教师促进(LeD-InF)支持计划中收集了定量和定性数据。这种完全在线交付的卓越阅读和写作(RWE)计划是由一个长期存在的课外计划重新设想的,该计划旨在解决学生的学术英语阅读,写作和批判性思维需求。在RWE在线项目2020年秋季学期周期的8个小组(总入学人数为154人)和2021年冬季学期周期的9个小组(总入学人数为226人)中,在所有小组中,接受文化响应教学法额外支持的干预小组的写作产出和参与指标最高。(学生声音和经验的)文本数据也强化了文化响应教学法在促进学生体验、构建身份、促进学习者能动性、提高满意度、改善学生学习感知和实现变革包容性方面的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning
International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of culturally responsive pedagogy for international students online, quantitative and qualitative data were collected from a learner-driven, instructor-facilitated (LeD-InF) support program at a large university in southern Ontario. This fully online delivery of the Reading and Writing Excellence (RWE) program was re-envisioned from a long-running co-curricular program that addressed students’ academic English reading, writing, and critical thinking needs. Among eight groups (with the total enrolment of 154) in the Fall 2020 academic term cycle and nine groups (with the total enrolment of 226) in the Winter 2021 academic term cycle of the online RWE program, the intervention groups that were additionally supported with culturally responsive pedagogy had the highest volume of writing output and engagement metrics among all groups. The text data (of student voices and experiences) also reinforces the efficacy of culturally responsive pedagogy in facilitating student experience, constructing identities, promoting learner agency, increasing satisfaction, improving students’ perceptions of learning, and realizing transformative inclusivity.
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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