Exploring The Use of Knowledge in Language Learning

Rahmat, Noor Hanim; Rahman, Sharifah Amani Syed Abdul; Yunos, D Rohayu Mohd; Rahman, Syed Salleh Syed Abdul; Rahman, Azrul Hisyam Abdul

doi:10.6007/ijarbss/v12-i2/12268

Cited by 8 publications

(8 citation statements)

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“…Declarative knowledge or 'knowing-that' is conceptual knowledge or knowing about something (Anderson, 2014). Conditional knowledge is often more complex in combining aspects of 'knowing-when', 'knowing-why', and sometimes 'knowing-if' (Arroyo & Hunt, 2011;Rahmat et al, 2022). Conditional knowledge represents people's comprehension of why a method works or whether or not a technique is accepted (Hiebert & Lefevre, 1986).…”

Section: Creativity From Three Types Of Knowledgementioning

confidence: 99%

Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia

Hidayat

Fitriah

Mahlil³

et al. 2023

SiELE

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Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We interviewed twenty Indonesian English as a Foreign Language (EFL) teachers about the factors influencing their creativity and their motivations for teaching creatively. We identified three factors which influenced teachers’ creativity: their knowledge and teaching experiences, their motivation, and the role of technology. These three factors served as a guide for teachers regarding how they might integrate creativity into their teaching practice. Additionally, Indonesian EFL teachers believed that their creativity was necessary to assist students in learning, create an enjoyable learning experience, and encourage students to be creative. This belief appears to be partially due to the affordance of the rapidly changing digital environment which enables student-centred and self-directed learning. Finally, this study indicates that creativity is not instinctive to teachers; however, they can nurture their creativity by accepting their innovative ideas through developing their abilities to teach creatively.

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Section: Creativity From Three Types Of Knowledgementioning

confidence: 99%

Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia

Hidayat

Fitriah

Mahlil³

et al. 2023

SiELE

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show abstract

“…Reading instructors should spend more time teaching readings strategies in reading comprehension classes so learners have less difficulties. According to Rahmat et. al (2022), the teaching of strategies are needed to overcome reading comprehension difficulties.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Reading at The University: Difficulty vs Fear

Noorezam¹,

Rahmat²,

Sim³

et al. 2022

IJARBSS

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The act of reading is not a mere interaction between the reader and the text. It also involves the engagement between the reader and what he or she believes in. Readers find reading difficult because they have difficulties with the vocabulary of the target language used in the reading text. Next, some already have language barriers and understanding is hindered by language related issues such as sentence structure and or culture-related phrases. Readers fear reading because of top-down anxiety, bottom-up anxiety or even the classroom reading instructions. This study is done to investigate readers' perception of reading comprehension difficulties and also readers' fear of reading. Thirty respondents from social sciences faculty in a public university were randomly chosen for this study. The instrument used is a questionnaire. The survey has 3 sections. Section A is about demographic profile; section B is about perceived difficulties in reading comprehension and section C is about reading anxiety. This study has revealed that the difficulties in the reading comprehension were more worrying when it comes to reading. Readers did not blame their lack of vocabulary knowledge for their reading difficulty. They were not very confident when it comes to answering the reading comprehension questions. Learners were anxious when they were given texts they had no background knowledge of. This fear supersedes the other fear for bottom-up reading and classroom reading. Overall findings of the study bear interesting pedagogical implications in the teaching and learning of reading.

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“…According to Rahman (2018), there are six basic needs that underlie a social relationship, namely, affection (attachment), the need to get affection and attention. Close relationships with other people can provide feelings of security and comfort, social integration, the need to feel part of the surrounding social environment.…”

Section: Theory Studiesmentioning

confidence: 99%

“…Hill, Buunk, and Weiss (in Rahman, 2018) show us that there are many motives that underlie our attraction to other people. Uniquely, the basis of interpersonal attraction is personal and subjective.…”

Section: Theory Studiesmentioning

confidence: 99%

“…This could explain why people tend to favor beautiful women, or punish them more lightly when they do something wrong. According to Brehm and Kassin (1996) (in Rahman, 2018) there are several reasons that may be related to physical attractiveness and interpersonal attraction, namely: Getting pleasure from seeing people who are physically attractive, Beauty/handsomeness is a good stereotype, People's interpersonal skills physically attractive relatively better. This is because people usually treat people who are physically attractive in a better way.…”

Section: Theory Studiesmentioning

confidence: 99%

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Qualitative Study: Analysis of Interpersonal Relationships of Female Students Using the Niqab

Dahrul¹,

Widita²,

Sufti³

et al. 2022

J. Psychol. Persp.

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The purpose of this interpersonal relationship analysis is to make the community have an overview of the interpersonal relationships of female students who choose to wear the veil. It can be seen from the motives, factors and environmental responses to the choice of the subject who chooses to wear the veil. This study uses a qualitative approach to interpretive phenomenology. The technique used in this research uses in-depth interviews and observation. The research results show a specific picture of how the subject establishes interpersonal relationships with the environment both from a psychological and social perspective. Based on the research results, it can be seen that each subject has different problems in interpersonal relations, both from within or psychological aspects or problems from the perspective or perspective of the environment and the surrounding community.

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Exploring The Use of Knowledge in Language Learning

Cited by 8 publications

References 0 publications

Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia

Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia

Reading at The University: Difficulty vs Fear

Qualitative Study: Analysis of Interpersonal Relationships of Female Students Using the Niqab

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