Temat: Classroom - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Perception of the Classroom Climate from the Perspective of Teachers and Pupils
Autorzy:: Müller de Morais, Marianna
Pindešová, Monika
Tematy:: classroom environment
classroom atmosphere
classroom climate
classroom climate determinants; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/2004920.pdf Link otwiera się w nowym oknie
Opis:: The article deals with the issue of the classroom climate, sets forth its determinants and various approaches to its study. Then it presents selected results of research aimed at finding out differences in classroom climate perception from the perspective of teachers and their pupils at primary school. It also proposes various recommendations for educational practice.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 2.

Tytuł:: Coping with Misbehaviour and Discipline – the Teachers’ Perspective
Autorzy:: Pyżalski, Jacek
Tematy:: classroom management
classroom discipline
students’ misbehaviour; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/28765672.pdf Link otwiera się w nowym oknie
Opis:: The paper presents the results of the questionnaire study concerning teachers approaches toward misbehaviour of the students and discipline in the classroom. The sample consisted of 143 teachers from three types of schools (primary schools, middle and secondary schools. The data presented and discussed in this article will cover the topic of teachers’ self evaluation in the field of coping with misbehaviour and discipline and the frequency of particular kinds of misbehaviour experienced by the teachers.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 3.

Tytuł:: Learning Anxiety in the Language Classroom
Autorzy:: Zybert, Jerzy
Tematy:: Language Classroom; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/916779.pdf Link otwiera się w nowym oknie
Opis:: It has generally been acknowledged that anxiety is an affective factor that plays a significant role in any learning. A highly specific type of anxiety, foreign language classroom learning anxiety, has been distinguished and recognised as quite common among foreign language learners (Horwitz et al. 1991). The article provides some theoretical considerations related to the issue and presents findings from research on it conducted among Polish secondary school students of English. Conclusions include some practical suggestions for language teachers.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Transferring ELT Knowledge to the Classroom – Results of a Study
Autorzy:: Koblowska, Magdalena
Tematy:: ELT
Classroom; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/916792.pdf Link otwiera się w nowym oknie
Opis:: The author has been struggling with problems, the most worrying of which ahs always been the students’ inability to transfer the knowledge and skills they should have acqui ed during the course to the English language classroom. In an attempt to find out the possible reasons for such a situation the author made a small-scale survey, the results of which are presented below.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 5.

Tytuł:: Dynamics of classroom WTC: Results of a semester study
Autorzy:: Mystkowska-Wiertelak, Anna
Tematy:: willingness to communicate
language classroom
communicative behaviour
classroom context; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780513.pdf Link otwiera się w nowym oknie
Opis:: The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre & Legatto, 2011; MacIntyre, Burns, & Jessome, 2011; Mystkowska-Wiertelak & Pawlak, 2014). The changes in the intensity of L2 learners’ readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulating or hindering WTC (e.g., Cao & Philip, 2006; Pawlak & Mystkowska-Wiertelak, 2015; Peng, 2014). Many of empirical explorations of L2 learners’ WTC, although representing the ecological perspective, provide solely a snapshot of classroom reality, thus generating a question if such one-at-a-time picture frame can sufficiently accommodate diverse factors that impinge on learners’ readiness to engage in communication. The application of a longitudinal design was thus dictated by the author’s intention to gather information on WTC ebbs and flows not only during single lessons but also continuing over a number of lessons conducted throughout a semester of study, which allowed for exploring a wider spectrum of conditions that affect WTC of advanced learners of English attending speaking classes. Detailed lesson plans, interview and questionnaire data were used to interpret WTC fluctuations reported by the participants at 5-min intervals in the course of 7 lessons. Qualitative and quantitative analysis of the data revealed that the intensity of communicative behaviour depends on an intricate interplay of personal and group-related factors, with a special role ascribed to the instructor whose knowledge of the group characteristics and needs coupled with didactic skills can greatly contribute to increasing WTC in the classroom.
Dostawca treści:: Biblioteka Nauki

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na półce

Skocz do pozycji: 6.

Tytuł:: Documentation and Management of Conflicts in Science Classrooms: Experience from Nigeria
Autorzy:: Oloruntegbe, Kunle O.
Alam, Gazi Mahabubul
Syed Zamri, Sharifah N.A.
Tematy:: science classroom
nature of conflicts
classroom management
conflict resolution; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/26469779.pdf Link otwiera się w nowym oknie
Opis:: Issues and controversies are part of student variables and characteristics in science learning. Not many teachers are prepared for the kinds of challenges that are capable of engendering new ideas and innovations when they occur in the science classroom. This study investigated the nature of conflicts that are generated in the science classroom. One hundred and four lessons taught by 15 pre-service science teachers in a few Nigerian secondary schools were analyzed. Fifteen negative conflicts were documented. The analysis of the responses to the questionnaire administered to another sample of 220 in-service science teachers not only confirmed the extent and gave the frequency of occurrences of these negative conflicts, but ranked students’ poor home background the highest cause of them. Good methods of teaching, adequately equipped laboratories, provision of an appropriate stimulating environment and training were ranked highest among the remedial strategies suggested by the respondents in tackling conflicts and controversies in the classrooms. Those useful but predictable findings are part of teachers’ customary narratives. For that reason, this study sought to constitute those surface experiences afresh and at deep level perceptions and resolve the conflicts through engaging students in out-of-school activities like visits to a science museum and community exposure.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 7.

Tytuł:: Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence
Autorzy:: Cancino Avila, Marco Octavio
Tematy:: conversation analysis
classroom discourse
classroom interactional competence
teacher-learner overlap; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780641.pdf Link otwiera się w nowym oknie
Opis:: The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Students perceptions of the incorporation of flipped learning into L2 grammar lessons
Autorzy:: Noroozi, Ahmad
Rezvani, Ehsan
Ameri-Golestan, Ahmad
Tematy:: conventional classroom
flipped classroom
sociocultural theory of learning
students’ perception; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/2097667.pdf Link otwiera się w nowym oknie
Opis:: The present study examined EFL learners’ perceptions of using flipped learning procedure in a grammar class. The participants recruited were 60 Iranian intermediate male EFL learners, randomly assigned to an experimental and a control group. The learners in the control group, having no preparation prior to class, were given direct instruction by using whiteboard with no or little use of interactivities in their grammar lessons. The instruction in the experimental group, however, featured flipped learning through WhatsApp and was augmented through in-class face-to-face discussion. Online teaching as the pre-class preparatory activity grounded the learners in the formal instruction of new grammatical concepts. The in-class time was then used by the teacher to induce learner-centered, meaningful interaction intended to render better comprehension and retention of the target grammar. The data collection instruments were College and Universities Classroom Environment Inventory (CUCEI) and a semi-structured interview. The results revealed that the participants receiving flipped learning instruction found it satisfactory, engaging, and effective. The findings add further evidence to the existing literature on flipped learning and have implications for curriculum development and pedagogy enhancement.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 9.

Tytuł:: “Can we do it Next Year?” The Impact of the Flipped Classroom Method on EFL Learning Performance
Autorzy:: Kontrimienė, Simona
Raudienė, Rasa
Čečetienė, Raminta
Tematy:: Flipped classroom
EFL teaching and learning
classroom activities
learning performance; Pokaż więcej
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Powiązania:: https://bibliotekanauki.pl/articles/57183976.pdf Link otwiera się w nowym oknie
Opis:: The flipped classroom (FC) method has been extensively adopted in STEM disciplines at the university level and garnered favorable results in synchronous learning, while less focus has been directed to its effectiveness in language teaching and learning at school. This experimental study aimed to explore how the flipped classroom approach affected EFL learning performance in the 6th grade. A 16-week semester-long flipped approach with pre-class materials and in-class interactive activities was implemented in two experimental and control EFL learner groups at a public general education school in Vilnius, Lithuania. The study found that the experimental FC group obtained significantly higher marks on five out of nine topics covered throughout the semester and, importantly, on the final mark for the marking period. In addition, the FC group employed markedly more sophisticated vocabulary and sentence structure and made fewer grammar mistakes. Lastly, the FC group exhibited more engagement, exploration, explanation, elaboration, and evaluation, the five phases that align with the constructivist flipped classroom approach.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discours Language; Classroom; Qualitative
Autorzy:: Pawlak, Mirosław
Tematy:: Language
Classroom
Qualitative; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/916740.pdf Link otwiera się w nowym oknie
Opis:: Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' attention to linguistic forms as they are engaged in primarily meaning-focused activities (cf. Long and Robinson 1998). Such a dual focus on form and meaning can, for example, result from the provision of explicit or implicit negative feedback targeting the forms that turn out to be problematic. The paper will discuss the findings of a research project which investigated the feasibility of integrating form and meaning during naturally occurring secondary school English lessons. Thirty 45-minute lessons were tape-recorded, parts of the lessons which were largely communicative in nature were identified and transcribed, and the exchanges with a dual focus of the kind described above were pinpointed and subjected to qualitative analysis. The analysis showed that it is in fact possible to integrate form and meaning during communication-focused activities, that focus on form of that kind can be used to address not only grammatical problems but also those related to lexis and phonology, and that it may be beneficial for the learners' interlanguage development.
Dostawca treści:: Biblioteka Nauki

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