Active Learning: English Language Teaching via Write Share Learn Strategy

Abstract

The aim of investigation is to examine opinions of 11th grade high school students via "write, share, learn strategy" of active learning approach in language teaching. The students were asked some questions so as to determine their opinions for the strategy. The questions for the students were created by three English teachers and a university instructor. The students in the research studied in the 11th grade and their class size consisted of 20 students. The application of the write, share and learn strategy was lasted in 5 lessons time in two weeks. So as to apply the active learning strategy smoothly, the music lesson classroom of the school was used by admittance of school principal. It may be understood that the students' satisfaction about the lesson was compelled to rise by the active learning strategy. Write, share and learn strategy of active learning pedagogy has an importantly strong effects on students' learning perceptions. The results demonstrate that compounding these aspects of active learning may support teachers to teach efficaciously and so students can acquire actively in learning settings.

Applying Active Learning Strategies to Develop the Professional Teaching Competency of Chinese College Student Teachers in the Context of Geography Education

“…More specifically, all three dimensions of the professional teaching competence, including professional knowledge, designing teaching competence, and implementing teaching competence, had progressed after the intervention. This result corresponds to that of previous research that active learning was beneficial for student teachers as it helped them to understand and develop their professional knowledge (Niiranen et al, 2020;Demirci & Akcaalan, 2020;Ishii, 2017) and improve their teaching competence (Togimin & Jaafar, 2020;Niemi et al, 2016), e.g., developing their teaching materials (Laksana et al, 2019) and implementing and practicing the theories they have learned (Namli AltKaraaslan, 2019).…”

The effect of using an active learning strategy in teaching the English language on the achievement level of primary school students: أثر استخدام استراتيجية التعلم النشط في تدريس اللغة الانجليزية على مستوى التحصيل لدى طالبات المرحلة الابتدائية

“…There are many characteristics of active learning, which serve to distinguish and uniqueness of this type of education from others, as it has made it the focus of attention of educational scientists and people in charge of the teaching and learning process to resort to its use and application and during the educational process, and these characteristics are as follows (Demirci & Akcaalan, 2020):…”

“…The study of Demirci and Akcaalan (2020) aimed to explore the eleventh graders' opinions about the active learning strategy. To achieve the study objectives, the study followed the qualitative approach, and the interview was used as a main tool for the study, and where the study population consisted of eleven high school students.…”

“…the strategy also improves students' motivation towards learning. Having that said, and in light of this, many studies were conducted with the aim of assessing the effectiveness of active learning strategy, where the study of Dafouz and Camacho (2016) found that there are statistically significant differences between students in academic achievement in favor of the group that studied using active learning strategy, and also the study of Demirci and Akcaalan (2020) recommended employing active learning strategies in teaching the English language, as well as the study of Askia (2016) concluded that active learning strategy is effective in acquiring English language skills, and from the above the study problem can be formulated in the form of the following main question:…”

The effect of science process skills of students argumentation skills

“…The number of physics questions concerning mechanics, heat, light, optics, electricity, magnetism, radiation, elasticity, etc. that need to be solved directly or offline is an obstacle that makes students more difficult in solving physics problems (Abtokhi et al, 2021;Demirci & Akcaalan, 2020;Khandagle, V & Chavan, 2017). For this reason, the teacher as a facilitator in providing and conveying knowledge must be maximal.…”