Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection

Chung, Edsoulla

doi:10.1177/21582440211071084

Cited by 6 publications

(2 citation statements)

References 54 publications

(89 reference statements)

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“…Teachers who stick to the syllabus can be hindered to creatively pick more authentic materials, more updated issues to be discussed in classroom and thus failed to stimulate the learners' engagement in classroom tasks. With proper teaching strategies, and topics presented for language exercises, along with the application of collaborative learning, learning goals can easily be achieved in addition to the provision of more enjoyable classroom (Chung, 2022;Slaughter et al, 2022;Y. Zhang, 2022).…”

Section: Discussionmentioning

confidence: 99%

Building EFL Learnersâ€™ Confidence and Belief System through Collaborative Learning: The Power of Topics of Interest

nasmilah¹

2022

scr. j. j. linguist. engl. teach.

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This paper discusses how tasks and activities in collaborative EFL learning promote learnersâ€™ confidence and belief system to perform better in their productive skills of English especially â€˜speakingâ€™. It is generally believed that learnersâ€™ lack of confidence is the main constraint when â€˜speakingâ€™ becomes the objective of an EFL lesson in addition to their lack of vocabulary and knowledge of grammar rules. Furthermore, belief system that they share as EFL learners plays crucial roles in shaping all the elements that contribute to success in EFL learning. This paper reveals (1) how tasks and activities developed by teachers at some universities in South Sulawesi build EFL learnersâ€™ confidence in speaking, and (2) how those teachers involved direct the EFL learnersâ€™ belief system to optimize the grab of English as a foreign language, the language that is believed to assist them realize their expectation to gain at least one of the widely offered scholarships, and (3) How topics of interest enhance learnersâ€™ participation in classroom that leads to success in language learning. Taking 124 students and 4 teachers from 4 universities comprising 4 classes as participants, and by utilizing several instruments such as questionnaire, interview, classroom observation and stimulated-recall, this pure qualitative study claims that teachersâ€™ role in practicing their pre-developed activities along with the implementation of collaborative learning has greatly assisted the learners to develop stronger self- confidence and strengthen their belief system about their capability in EFL learning, especially speaking. It is also revealed that topic of interest is an essential teaching aspect which raises the awareness of the learners about the power of their metacognitive strategies in learning a second language.

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Section: Discussionmentioning

confidence: 99%

Building EFL Learnersâ€™ Confidence and Belief System through Collaborative Learning: The Power of Topics of Interest

nasmilah¹

2022

scr. j. j. linguist. engl. teach.

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“…Teachers who stick to the syllabus can be hindered from creatively picking more authentic materials, and more updated issues to be discussed in the classroom, thus failing to stimulate the learners' engagement in classroom tasks. With proper teaching strategies, topics presented for language exercises, and the application of collaborative learning, learning goals can easily be achieved in addition to the provision of a more enjoyable classroom (Chung, 2022;Slaughter et al, 2022;Y. Zhang, 2022).…”

Section: Discussionmentioning

confidence: 99%

Scales of Online Learning Readiness: Empirical Validation of Factors Affecting EFL Learners in Online Learning during Covid-19 Pandemic

Mahayanti,

Putro,

Widodo

et al. 2022

scr. j. j. linguist. engl. teach.

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Although extensive research has been carried out on university studentsâ€™ online learning readiness, very little attention has been paid to online learning readiness of foreign language learners. Examining the learners' readiness get involved in online learning becomes more fundamental to conduct in this current Covid-19 pandemic since online learning is the only alternative to run educational programs at every level. This study set out to investigate the construct validity of a scale to measure EFL learners' readiness in online learning during covid-19 pandemic. The scale was construdted based on the theories underlying students readiness in online learning. Both exploratory and confirmatory factor analyses were used to empirically validate the scale. A total of 682 undergraduate students from seven universities in Indonesia participated in the study by completing in the google form-based scale. The results of the study showed that the scale comprised of 24 items that converged into a five-latent factor with an acceptable fit. These results are expected to be a consideration basis in planning, implementing, and evaluating EFL online learning programs in the Indonesia context.

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A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning

Chung

Evans

2022

System

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Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection

Cited by 6 publications

References 54 publications

Building EFL Learnersâ€™ Confidence and Belief System through Collaborative Learning: The Power of Topics of Interest

Building EFL Learnersâ€™ Confidence and Belief System through Collaborative Learning: The Power of Topics of Interest

Scales of Online Learning Readiness: Empirical Validation of Factors Affecting EFL Learners in Online Learning during Covid-19 Pandemic

A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning

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