Purpose-This study investigated rural English teachers' perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners. Methodology-The study employed a qualitative approach to provide a holistic view of the phenomena being studied. Two English optionist teachers and two non-optionist teachers volunteered to participate in the study. The first investigation was based on audio-taped interview sessions with the teachers, and the second enquiry was grounded in video-taped class observations. The raw data from these instruments were used for qualitative content analysis, which resulted in the proposed Affective Literacy Framework for Rural Young Learners (ALFRYL).
Purpose – This paper is part of a larger study which explored postgraduate students talk around academic texts via Facebook (FB). Our exploration is largely guided by the idea of reading as a social practice. In this paper, we specifi cally focus on the students’ refl ections of their online experience of talking around academic texts. Method – The qualitative data used in this paper were derived from students’ reflective diaries, students’ FB interactions, and informal conversations and were collected from a group of students (27) attending a master’s class in distance learning mode. Thematic analysis was conducted to examine the themes that emerged to represent their refl ections. Findings – The students’ reflections were grouped into two major categories: convenience and facilitation of learning. Students’ reflection on the convenience afforded by the FB talk centered mainly on the idea of distance and time. Their reflections on the facilitation of learning were broken down into the following themes: safe environment to explore, social support, self-regulation and autonomy. A separate category, “FB entries need responding”, was assigned to students’ comments about the importance of lecturer’s and group members’ feedback. Value – This study revealed the potential of FB as a convenient, safe and an informal avenue for students to share their understandings and reading-related problems. The informal nature of their FB experience supported free exploration of ideas without the worry of having to appear “clever”.
This is an ethnographic qualitative research of which three main objectives are to describe the 1) advanced, 2) intermediate, and 3) low metacognition levels in solving mathematics problem. In conducting the research, purposive sampling technique was used to determine the research subjects that were the students (i.e. the students with advanced, intermediate, and low metacognition levels) of X IPA 3 class of SMA Negeri 2 Surakarta. The data were collected through observations, documentations, and interviews in which the data validity was measured using triangulation between the sources and the methods used. Afterwards, the data were analyzed inductively. The results of this research suggested that: 1) students with advanced metacognition level are able to perform all the characteristics of awareness aspect in indicator A1, three characteristics of evaluation aspect of indicator E1, and two characteristics of regulation aspect in indicator R1, 2) students with intermediate metacognition level are able to perform four characteristics of awareness aspect in A1, two characteristics of evaluation aspect in E1 indicator, and two characteristics of regulation aspect in R1, 3) students with low metacognition level are able to perform two characteristics of awareness aspect in A1, two characteristics of evaluation aspects in E1, and one characteristic of regulation aspect in R1.
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