Brainstorming as a Way to Approach Student-centered Learning in the ESL Classroom

Unin, Norseha; Bearing, Polin

doi:10.1016/j.sbspro.2016.05.450

Cited by 41 publications

(38 citation statements)

References 6 publications

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“…The given scientific research involves the analysis of theoretical material concerning the methods of teaching foreign languages for special purposes and their effectiveness. The results of scientific literature analysis have shown that the most widely used methods in teaching foreign language in modern educational practice can be identified as: the method of project [11,12], case studies [13,14], ICT [15][16][17][18][19], brainstorming [20,21], the role-playing method [22,23], tandem [24,25], extensive reading [26], the method of podcasts [27,28], the associative method [29,30] training in collaboration or cooperative learning, collaborative learning [31,32], sliding [33], the method of contrastive linguistics [34], discussions [35], dilemma [36], jigsaw reading [37], the method of theatre production [38], SCRUM [39], round table [40], peer review [41,42] mnemonics [43,44], the grammar-translation method [45], the direct method [45], the method of reading [45], the audio-lingual method [46], Dr. West's flipped learning or lipped classroom [47,48]; content and language integrated learning (CLIL) …”

Section: Methodsmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

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Section: Methodsmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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“…A study reveals that brainstorming is responsible for the generation of different ideas within the specified time frame given in the classroom (Unin, 2016). Therefore, the technique of brainstorming can be used to encourage the students for sharing their thoughts and ideas with each other.…”

Section: Resultsmentioning

confidence: 99%

“…It was found that students were more involved Arab World English Journal www.awej.org ISSN: 2229-9327 220 and motivated during brainstorming sessions when they were given an opportunity to speak and express their ideas (Unin, 2016). The students really enjoyed when they were given a picture and asked to complete the story.…”

Section: Resultsmentioning

confidence: 99%

Teaching Writing to Second Language Learners: Bench-marking Strategies for Classroom

Journal¹,

Hussain²

2017

Preprint

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This study assesses teaching writing skills to the second language learners by utilizing benchmarking strategies of classroom. The study has used mixed approach of qualitative and quantitative analysis to evaluate learning and writing skills of second language among 400 students from different primary and secondary schools in Riyadh. The teachers were instructed to fill an assessment form to evaluate skills of students in learning second language through Benchmarking techniques of brainstorming, fable writing, speed writing, loop writing, and mini saga. The data was analyzed using a statistical software (SPSS) 20.0 version. Cross tabulation technique has been applied on the data collected through questionnaires to observe the appropriate responses of the teachers. The results revealed that 75% of the students were interested in learning writing in second language. Brainstorming technique (56.3%) was found to be most popular among the students and teachers. The majority of the teachers (84.4%) believe that acquiring writing skills is the toughest task for the second language learners. Moreover, brainstorming (p=0.000), narrating fables (p=0.002), and loop writing (0.000) were significant among students for learning second language. It has been concluded that the technique of brainstorming was effective among the students to learn writing skills in second language. Keywords:second language, brainstorming, loop writing, speed writing, mini saga, fable writing IntroductionThe development of second language skills among the students has always been an interesting task. The process of writing suggests that the students are actually taught how to write with coherence, acceptable spellings, and appropriate grammar structure in second language (Freedman et al., 2014).The strategies for classroom refers to the second language learning sense, which has been introduced to the complex shifts made by second language speakers. These strategies can be different in nature, which include cognitive learning strategies and metacognitive learning strategies (Cohen, 2014). Students need to personally get involved in writing exercises to make the learning experience valuable. In the second language learning classrooms student motivation is enhanced by explaining them the steps involved in effective writing (Santangelo& Graham, 2015). The writing activities need to be geared according to the needs and interests of the students. Moreover, these activities should be linked to the real life whenever possible.

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“…A aprendizagem centrada no aluno tem como foco conectar a sala de aula e os alunos à vida; nela o professor é considerado um orientador "Coaching", ajudando e orientando os alunos a atingirem os objetivos propostos pelos alunos e pelo professor, e encorajar os estudantes a assumirem um papel ativo no processo de aprendizagem (OVERBY, 2011;UNIN;BEARING, 2016). …”

Section: Introductionunclassified

Aprendizagem ativa na formação continuada docente: relatos de experiências

Passos

Nobre

Maissiat

2018

RIAEE

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RESUMO:Este trabalho faz um breve relato da experiência da aplicação de abordagens pedagógicas baseadas na aprendizagem ativa e centrada no aluno, com ênfase em métodos colaborativos em curso de formação inicial e continuada para professores. Esse curso foi intitulado "Oficina de Aprendizagem Ativa: a experiência finlandesa de educação centrada no aluno". Ele é resultado do trabalho de desenvolvimento realizado durante a fase final do curso "VET

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Brainstorming as a Way to Approach Student-centered Learning in the ESL Classroom

Cited by 41 publications

References 6 publications

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

Teaching Writing to Second Language Learners: Bench-marking Strategies for Classroom

Aprendizagem ativa na formação continuada docente: relatos de experiências

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