By using TT as a learning resource, teacher hopes the student can notice the target language input given, negotiate the meaning, and practice the language by responding the teacher’s instructions. Through this way, students are expected to be facilitated and have a big chance to be active in teaching and learning process so that they can improve their knowledge about l... ... middle of paper ... ...ions of using code switching in FL teaching of eleventh grade students of SMA N 1 Ponorogo in the Academic Year of 2013/2014. 4. The Significances of Research The result of the study is expected to the beneficial for: 1. Students This study is expected to give students an awareness of increasing their language acquisition by using code switching.
Formative assessment is a collection of practices that lead to some action that improves learning. It is the use of the information gathered, and how it is used to adjust teaching and learning that makes it formative. A study by Black and William (1998a, 1998b) revealed that the largest achievement gains used classroom discussions, classroom tasks, and homework to determine student learning and the action that would be taken to improve learning and/or correct misunderstandings, descriptive feedback with guidance, and students developing self- and peer-assessment skills. Formative assessments are a powerful tool for teachers and students alike. Some examples of formative assessment include summarizing activities, questioning, conferences, and response journals (Chappuis, 2009).
I view students’ L1 as an asset that often aids them in acquiring their second language and brings diversity to the classroom. More importantly, it is part of students’ identity and thus should be respected and valued. Therefore, I do not dismiss and prohibit the use of L1. Rather, I look for ways to integrate it in the learning process. For example, I can ask students to listen to or read certain materials in their L1 to later produce an essay or an oral report in English.
Are there any statistically significant differences in the speaking performance of English as foreign language ninth grade students that can be attributed to the teaching method used (project based learning verses conventional method)? 2. What are ninth grade students' attitudes towards the project based learning program? 1.4 Significance of the study: The findings of this study might prove the effectiveness of the project-based approach in an English learning environment as follows: 1- As for teachers, the results of this study are expected to be guidance for teachers in constructing and using Project Based Learning activities to teach speaking in schools in order to make teaching English lessons more interesting for students and teachers. 2- Regarding students, the Project Based Learning method is expected to raise the students' motivation and interest in learning English.
The alternative option that gives educators a baseline to accessing students skill sets would be formal assessment, such as standardized testing. A positive to IRI would be it informal nature. There is more pressure attached to standardized testing which could potentially affect their scores. IRIs give teachers one on one time with their students, which allows for a rapport to be established with each child. They also provide further information to shape lessons and the materials used in the classroom.
Language Acquisition Principles for ELL Students Abstract Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently.
This paper is going to introduce the topic in three aspects. In the first part, the literature review will include the interaction with the parents, the teachers and peers respectively. The second part is the implications of the int... ... middle of paper ... ...e language proficiency of pre-school children. The previous researches show that through interaction with parents, especially mothers, teachers and peers, the grammar, semantics and lexis of the L2 have been improved in certain degree. Given the positive effect of the interaction to the language proficiency, parents and teachers should apply the interaction skills in teaching the young children L2.
As we consider information technology on education, we should also consider some implications of that technology to both students and teachers. What kind of an impact does this technology have for these two groups of people? My research paper will show the relationship of positive effects between the students and teachers in relationships of their academic performances, including a meaningful experience as well as the students with learning disabilities. Furthermore, this paper will discuss the positive effects of the application of Information Technology in classrooms. The combination of this technology and education can create a more advanced learning environment.
Teachers are needing to teach students how to transfer their thoughts and writing to an ICT format, as well as provide stud... ... middle of paper ... ...acies to Support Writing Instruction is a guide for teachers to incorporate new literacies into their classrooms. It outlined the differences between previous and new literacies while providing numerous online resources and teaching ideas. I believe that technology cannot replace all aspects of the classroom, and that traditional writing assignments are still needed. However, as a teacher, I know that the new technology and literacies can improve my students learning and better prepare them for after schooling. Therefore, I will incorporate both traditional and new literacies into my classroom.
Formative assessment is becoming a new force in the whole education system, particularly in the primary classroom as a way to improve teaching and learning (Hall & Burke, 2004). However, it is still not clear that whether formative assessment brings a positive outcome to student learning. One may note that students’ experience of assessment practice is a vital source of information on the nature of the relationship between formative assessment and learning (Weurlander et al, 2012). In order to better understand the relationship between students’ academic performance and the practice of formative assessment in classrooms so that more suitable education policy could be formulated with clearer insights, we would do a research in a local primary school to see the effect of formative assessment on learning by exploring students and teachers’ experience in the implementation of formative assessment. The specific research questions are as