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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

Aduwa-Ogiegbaen & Iyamu (2006) based their study on three questions (a) Do secondary school teachers use instructional resources frequently in teaching English language? (b) Do the English Language teachers use appropriate methods in teaching English Language frequently? (c) Do secondary school students in Nigeria learn English language in an environment conducive to learning? The main instruments used for this study were a questionnaire and observation schedules. The researchers designed the questionnaire by generating a list of items, which solicited students' responses on teaching strategies, instructional resources/media used by the teachers and the teaching-learning environment. The specifications for each of the two data collection instruments used in the study were as follows: (a) Questionnaire: This instrument had four sections dealing with demographic. (b) Observation: Research assistants were trained to observe each classroom and some classroom proceedings during administration of the questionnaire noting the features or characteristics of the learning environment. Based on their results they claimed that the public secondary schools in Nigeria were far behind time in offering multiple pathways to the teaching and learning English as a second language. Public secondary schools in Nigeria should be provided with adequate and a variety of instructional media, technologies such as audio and video recordings, language laboratories and computers. These instructional media can be more effective teaching tools for English Language lessons as they offer an authentic learning experience when interwoven with existing curriculum.
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65 Lee mas

Supporting Teachers in the Gamification Process of Learning Situations

Supporting Teachers in the Gamification Process of Learning Situations

Resumen: Este cap´ıtulo describe de forma resumida el contexto, la motivaci´on, los ob- jetivos, y la metodolog´ıa de este Trabajo Fin de Master (TFM): Los videojuegos son ca- paces de transmitir sensaciones a los jugadores (p.ej. tensi´on o diversi´on), fomentando su consumo e interacci´on. La gamificaci´on consiste en abstraer los elementos de los video- juegos que producen estas sensaciones e incluirlos en otros contextos. Concretamente, en el contexto de la educaci´on se ha demostrado que la gamificaci´on puede afectar entre otros aspectos, a los resultados de aprendizaje, al comportamiento, a la motivaci´on, y a la involucraci´on de los estudiantes cuando realizan una actividad. Debido a la evoluci´on de la tecnolog´ıa, las actividades de aprendizaje de hoy en d´ıa pueden involucrar entornos de aprendizaje virtuales, herramientas de terceros y diferentes tipos de espacios 1 . Sin em- bargo, actualmente no existe una propuesta que permita gamificar situaciones de apren- dizaje con estas caracter´ısticas. Por eso, consideramos que existe un salto entre estas herramientas frecuentemente utilizadas en educaci´on y los sistemas existentes capaces de gamificar actividades de aprendizaje. Como consecuencia, el objetivo principal que se propone alcanzar (ver Fig. 1.2) es: “Ayudar a los profesores a crear situaciones de apren- dizaje gamificadas que pueden incluir recursos y herramientas comunes en educaci´on y que pueden involucrar diferentes espacios f´ısicos y virtuales”. Para conseguir tal objetivo, la metodolog´ıa utilizada en este trabajo ha sido la conocida como “M´etodo de Ingenier´ıa”, realizando finalmente una prueba de concepto con un prototipo desarrollado.
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86 Lee mas

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

In the same context, the Content-Based Instructions approach to second language teaching was studied by Richards and Rodgers (2001, p. 204-220) refer ”t o an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllables”. Although content is used with a variety of different meaning in language teaching, it most frequently refers to the substance or subject matter being learned or communicated through language, rather than the language used to transmit it. In addition, CBI Stoller (1997) provides a list of activities classified according to their instructional focus. The classification categories she proposes are: language skills improvement, vocabulary building, discourse organization, communicative interaction, study skills, synthesis of content materials and grammar. The subject matter-core states that organization of the curriculum is consequent from the subject matter, more than from forms, functions, situations or skills. Authentic language and texts are used. Central material texts, video tapes, audio recording and visual aids are chosen
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55 Lee mas

4. Strong Shot, a Student Centred Designed Videogame for Learning English Vocabulary. Paginas: 29 - 43. E. Gamboa, M. Trujillo y D. Chaves.

4. Strong Shot, a Student Centred Designed Videogame for Learning English Vocabulary. Paginas: 29 - 43. E. Gamboa, M. Trujillo y D. Chaves.

Videogames have the capability to create an imaginary world that absorbs player’s full attention, therefore they have become the new way of playing (Michael, 2006). Furthermore, videogames have clear rules, objectives and challenges that have to be overcome (Bergeron, 2006), and involve repeating actions in different contexts, increasing levels of difficulty and complexity, and providing reinforcement of earlier introduced content (Godwin-Jones, 2014; Lim, 2008; Betrus & Botturi, 2010). Consequently, success enhancement, motivation, attention and engagement may be achieved using video games within a learning process (Zea, Sanchez, & Gutierrez, 2009; Reinders & Wattana, 2014; Godwin-Jones, 2014; Prensky, The motivation of gameplay The real twenty-first century learning revolution, 2002).
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15 Lee mas

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

There is a variety of teaching resources that help teachers to accomplish their goals. Davies & Pearse (2011) describe some of them such as the board, which is the most universal and basic piece of classroom equipment, however, teacher´s writing on the board should be clear, and the use of the board organized; wall-charts and cue- cards can be made at home using pictures cut out of magazines and other sources. Wall-charts can consist of scenes, or separate but related pictures. They can be used for work on new language items, and for conversation or guided composition work; realia should be not restricted to such things as pens and books. The learner´s own possessions can often be used, as well as things you take to class specially; audio- cassettes can bring realistic or authentic listening material into the classroom. These may include songs, which most learners like; the use of video will depend on some extent on whether you have it permanently available in your classroom or can use it only occasionally. In either case, teacher should consider carefully what objectives are in using it, and not use it because it is available.
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75 Lee mas

he influence of large classes in the English language teaching-learning process in Italian high-schools

he influence of large classes in the English language teaching-learning process in Italian high-schools

20 This research adopted the Ex-post Facto design. The sample comprised all secondary schools and senior secondary school teachers. Five hundred teachers and two thousand students of public schools were randomly selected through stratified random sampling technique. Researchers used instruments developed by themselves called class size pressure questionnaire and teachers’ work quality questionnaire. Teachers filled in the first questionnaire which was made up of demographic data and information on class size. Students replied to the second questionnaire composed by 2 sections. Section A contained demographic data, section B consisted of 18 items which measured the teachers’ work quality in terms of teaching, assessment of students’ academic performance, and classroom control. After experts in the profession ensured the validation, then a test-retest reliability method was applied to get reliability estimate. Data analysis was done using ANOVA.
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55 Lee mas

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

This research “The influence of large classes in the English language teaching- learning process in Ecuadorian high schools” is aimed to determine whether or not large classes affect the English language teaching-learning process in Ecuadorian high schools. Three research questions were proposed to carry out the investigation; and, a questionnaire was structured and applied to two hundred nine students from three public educational institutions and one private high school in the city of Quito who were selected at random. They were attending to eight year of basic to third year of secondary and their ages oscillated between 12 and 18 years old.
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48 Lee mas

Factors influencing motivation in the English teaching-learning process

Factors influencing motivation in the English teaching-learning process

To encourage self-confidence in students, we must be clear as teachers about the importance of the following aspects; Every student has a talent, every student is different, teachers have to understand that our profession does not end in the exercise of giving some theoretical content, we are dealing with people, therefore, we have to educate on the basis of individuality and also the Collectively educating with the positive sense of curiosity, that is, motivating them to always ask questions of everything that they are not clear, many times, a student does not make questions for fear of made the ridicule. Therefore, whenever a student raises his or her hand to ask, we can congratulate you for asking an interesting question and give an explanation that will help the whole group.
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97 Lee mas

Raising cultural awareness in the process of language learning

Raising cultural awareness in the process of language learning

The investigation was completed using research questions; however, as happens in many investigations, there were some problems in doing it, such as an enormous amount of information to choose from, making it very difficult to select the most adequate questions for this project. At the beginning a questionnaire for students was also contemplated, but during the investigation it became obvious that the most important factor in this work was the opinion of the teachers because of the complexity of the theme.The English teachers are obviously the most appropriate people for helping to raise cultural awareness in the process of language learning among the students, and the researcher has already observed positive results: on The Day of the Dead ( Todos Santos) two of the teachers who had answered the questionnaire organized an activity to raise the students‘knowledge of their own culture, which seems to indicate that there has been a change in their attitudes.
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76 Lee mas

The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The space is also a big concern when working with large classes; the more students are in the class, the less space they will have to work in. Most of the participants of the study have shown agreement with how they are grouped to do something and how tasks are performed in the available space in terms of easiness. 84.94% in the first case just mentioned, and more than 80% in the second case confirm that fact, which also means that the teachers are exerting a good management over the class. It is clearly visible that the group, partner and individual activities are the ones that fit situation of the classes surveyed here. Roger (1983) mentions some ways to optimize the classroom space by arranging the students’ desk in different forms, all meant to ease the class communication.
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54 Lee mas

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

After that , the field research started . Two public high schools of the city of Cariamanga were selected. The survey aimed to determine whether or not large classes affect the English teaching-learning process. The students were asked an open – ended question about the effect of large classes on them which were classified into three major areas: instructional, psychological and social. The gathered data was registered in tables, to do this, the quantitative method was taken into account. The research techniques used in this study were: Questionnaire , Note-taking. Instruments like questionnaire and tables were also applied. To analyze the results of this
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51 Lee mas

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

Seventy one students totally agreed that they feel they can act competitively with other students which correspond to 39% of the population. Fifty two students agreed with this statement, which correspond to 29% of the population. Thirty seven students partially agreed with this statement, which corresponds to 21%. Meanwhile, twenty students disagreed with this statement, which correspond to 11%. In all the observed classes, students were motivated to learn English when the topic was interesting according to their age. When TPR activities were done, they were very competitive and tried to answer any question; however, the physical space was not appropriate for them. When the teacher was doing competitive activities, there was no time to cheat or bother in class; yet controlling discipline was very hard. Harmer agrees with Richards (2001) TPR is a language teaching method built around the coordination of speech and action.
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89 Lee mas

University students training and their organization

University students training and their organization

The structure of training community is based on merging the goals addressed to the personality, student and teacher. The convergence of instructor and student’s goals depends on the level of education of students. The dynamicity of education and its procedural direction in the flow of executing educational programs is determined given the quality of innovation, mental factors especially the value of instructors and students’ attitude towards cooperation and common activities. Setting the goals of education is a monitoring process. The instructor updates educational goals based on relationship, perspective, continuity and the approach to the goals. The effectiveness of whole educational process depends on precise timing and educational goal setting besides the learning goals.
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7 Lee mas

The influence of large classes in the English language Teaching-learning process in Ecuadorian public high school, estudio realizado en el colegío fiscal ¨Francisco Campos Coello¨, canton Guayaquil, provincia del Guayas, en el año lectivo 2013 2014

The influence of large classes in the English language Teaching-learning process in Ecuadorian public high school, estudio realizado en el colegío fiscal ¨Francisco Campos Coello¨, canton Guayaquil, provincia del Guayas, en el año lectivo 2013 2014

opportunities for students to learn from each other and through more meaningful feedback from their teachers. Group work offers enormous potential. It can be used for oral work, decision-making tasks, joint reading tasks, listening tasks, cooperative writing and many other things. It also has the great advantage of allowing different groups of student be doing different things in the same classroom. Teachers should change their methods in dealing with large classes and they should adopt new strategies, for example, arranging the class in groups (five students per group) could help solving this problem.
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58 Lee mas

The Recognition as a Quality Methodology Proposal in the Learning ProcessEl reconocimiento como propuesta metodológica de calidad en el aprendizaje

The Recognition as a Quality Methodology Proposal in the Learning ProcessEl reconocimiento como propuesta metodológica de calidad en el aprendizaje

title El reconocimiento como propuesta metodológica de calidad en el aprendizaje.. title The Recognition as a Quality Methodology Proposal in the Learning Process.[r]

2 Lee mas

How effective is cooperative learning in the EFL/ESL teaching/learning process?

How effective is cooperative learning in the EFL/ESL teaching/learning process?

Cooperative Learning could be an adequate strategy for the English learning in a large classroom with heterogeneous learners.- According to (Hall, 1994) “Cooperative learning explores the benefits to work in large groups with heterogeneous learners. Larger groups are good because they provide more people for doing big tasks; they increase the variety of people in a group in terms of skill, personalities, background, and they reduce the number of groups for the teacher to monitor”. This point has its advantages and disadvantages, Shindler, J. 2009 for example claims that a study showed that in groups of mixed ability, low-achieving students become passive and do not focused on the task.
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7 Lee mas

Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Be

Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Be

the lesson, block and annual plans as the base, which allows them going forward, backward, or even remain more time than planned on a determined lessons to review, repeat and reinforce, if it was necessary. In addition, since a plan gives a wide view of the total school year, the lessons can continue faster depending on the level of students assimilating the topics. Moreover, planning permits teachers to have a historical report of the past and coming lessons, besides having a complete view of the whole year, considering teachers and students ’ roles and needs to adjust changes and improvements to have a successful teaching- learning process. About this Butt (2009, p. 1-2) states, “The key to good teaching, purposeful class management and the achievement of sustained educational progress lies in effective planning. Learning does not occur by chance ”
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124 Lee mas

Toward Multimodal Analytics in Ubiquitous Learning Environments

Toward Multimodal Analytics in Ubiquitous Learning Environments

City Ads is also useful to illustrate some of the advantages and limitations of the orchestration system for MMLA. The main advantage is that it did not require the ad- hoc embedding of additional instruments or data sources beyond those already employed by the teacher and the students in previous editions of the situation. Other MMLA approaches tend to require artificial settings, with many sensors, video- cameras, beacons, etc., in order to capture different types of pieces of evidence about what it is happening. On the contrary, in City Ads, all the information was gathered from the very same tools and devices that the participants were naturally using in the learning situation (VLE, mobile phones, etc.). Moreover, most of the tools were existing tools, many of them already known by the participants (e.g., their usual VLE, Web 2.0 tools, etc.).
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8 Lee mas

Analysis of the Impact of Problem Based Learning: An Innovation in the Teaching Learning Process to Enhance the Development of Writing Abilities in the English Language Edición Única

Analysis of the Impact of Problem Based Learning: An Innovation in the Teaching Learning Process to Enhance the Development of Writing Abilities in the English Language Edición Única

The focus of this study was to analyse the impact of Problem Based Learning in the innovation of the teaching-learning process in the English language, in order to enhance the developmen[r]

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