Learning and Teaching Using ICT in Secondary Schools

Woollard, John

doi:10.4135/9781446278741

Cited by 5 publications

(5 citation statements)

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“…Oral skills are used to improve speech intelligibility for effective communication (Richards & Rodgers, 2001); (Shafa et al, 2020); (Yaumi, Sirate, & Patak, 2018); (Xhomara & Shkembi, 2020); and (Pongsapan & Patak, 2021). According to (Ellis, 2007); (Anjaniputra, 2013); (Firmansyah & Valatansa vegian, 2019); (Maulana, 2021), speaking skill is the ability to speak up and to express idea structurally in any kinds of situation. (Anjaniputra, 2013); (Firmansyah & Valatansa vegian, 2019); and (Tambunan, Lubis, Andayani, & Sari, 2021) state that speaking skill is that one does activity to report acts or the ability to express a sequence of idea fluently using precise vocabulary and or appropriate words.…”

Section: English Speaking Skillsmentioning

confidence: 99%

“…Optimizing the integration of podcasts as a learning tool offers an efficient and practical approach to augmenting students' speaking abilities (Sepduwiana et al, 2022;Wachid, 2021). Furthermore, podcasts provide an avenue for instructors to assess various performance variables, including memory limitations, distractions, shifts in attention and interest, errors, and hesitation phenomena (Ellis, 2007;Said & Yusof, 2015;Hasbullah et al, 2018;Muhammad et al, 2019). By repeatedly reviewing students' podcast performances, instructors can identify patterns of repetition, false starts, pauses, omissions, and additions (Yuliyanto et al, 2020;Wachid, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Integrating Compulsion Strategy to Improve Students’ English-Speaking Skills Through Podcast

Hasbullah,

Dabamona,

Aulya

et al. 2023

Interference

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Abstract. This study aims to explore the integration of compulsion strategy and podcasts in improving the students’ English-speaking skills. It’s a teaching challenge in integrating appropriate strategy and media to upgrade students’ English-speaking skills. This study used a mixed-methods to explore the students’ English-speaking skills in integrating the compulsion strategy. A test investigated 42 English students at the Tarbiyah faculty of IAIN Sorong, Indonesia. It tested fluency, vocabulary, pronunciation, and grammar through podcasts. The results showed that most students achieved significant improvement in English-speaking skills after integrating them. The questionnaire was focused on humanism methods: structured planning, regular control, learners’ management, training, the building of interactions, reflection on achievement progress, and re-evaluation of improvement progress. It showed that 86 percent decided strongly agreed and were interested in learning speaking skills utilizing compulsion strategy through podcasts. An interview investigated six respondents whether the compulsion strategy and podcasts could improve students’ English-speaking skills or not. It indicated that most students acquired advantages: enthusiasm to learn English, high self-confidence, and interest in compelled methods using humanism approaches in the teaching process. Therefore, it is recommended to use a compulsion strategy in collaboration with podcast media for teaching and learning English as a foreign language. Keywords: Compulsion Strategy, Podcasts, English-Speaking Skills, Teaching and Learning, Humanism Approaches

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Section: English Speaking Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integrating Compulsion Strategy to Improve Students’ English-Speaking Skills Through Podcast

Hasbullah,

Dabamona,

Aulya

et al. 2023

Interference

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“…Si observamos la Tabla 3, veremos los resultados globales de vehicularización tanto en inglés como en valenciano, sobre el total de 1.345 PLC de centros públicos y privados subvencionados con fondos públicos analizados, podremos analizar también la evolución desde el primer curso de EP (1PRI) hasta el último (6PRI). (Fabregat, 2018;Oliva, Trujillo, y Rubio, 2018;Sanmartí, 2007;Vollmer, 2007). Según Trigo-Ibáñez, Ponce, y Romero-Oliva (2021) es esta idea la que llevó a abogar por la consideración de la competencia en comunicación lingüística desde una visión transdisciplinar y, en consecuencia, a plantear el PLC como "un elemento unificador de estrategias y actuaciones para la mejora de la competencia lingüística que también sirve para garantizar los principios de igualdad y equidad" (Trujillo y Rubio, 2014).…”

Section: Asignaturas Con Enfoque Tilc Y Aicleunclassified

El tratamiento de las lenguas adicionales en el Proyecto Lingüístico de Centro: TILC y AICLE a revisión en el contexto valenciano

Castellano-Sanz

Climent

2023

Research in Education & Learning Innovation Archives

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With the approval of Law 4/ 2018 which regulates and promotes multilingualism in the Valencian education system, all schools and highschools, from kindergarten to Baccalaureate, Vocational Training and Adult Training, have elaborated a School Language Projects (SLP, in Spanish PLC), after an in-depth analysis of the specific sociolinguistic situation of each school and geographic context. Taking into account the diverse linguistic nature of the Valencian territory, 10 kindergarten and primary schools located in different geographical areas of Castellón, Valencia and Alacant have been selected, with special attention to the rural/urban duality and the presence of non-curricular languages as familiar languages. The main objective is to analyze the distribution by vehicular languages that has been made of the academic curriculum as well as to delve into the methodological approach adopted in the treatment of the different curricular languages. Specifically, the focus of this article is on determining whether the PLCs analyzed follow the Inte- grated Language Treatment (ILT), which implies addressing languages in an integrated manner and not as independent compartments (Guasch, 2010; Pascual-Granell, 2006), and the Integrated Treatment of Language and Contents (TILC in Spanish) or, where appropriate, the Integrated Learning of Contents and Foreign Languages (CLIL). Based on the analysis of the subjects taught in English and the subjects taught in the co-official language, Valencian, as a minority language in a situation of asymmetric bilingualism, the parallels and methodological differences in the approach will be established. to the didactics of two languages, with an additional character depending on the sociolinguistic contexts.

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“…People and students who lack digital literacy skills may soon find it difficult to gain access to information available online. This can be achieved by including digital literacy in secondary education [13]. Rising use of digital media in the society makes it inevitable need for digital literacy among students to succeed both in academic and professional life.…”

Section: Problemmentioning

confidence: 99%

The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

Hassan¹,

Mirza²

2021

IJEME

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The present age is the age of information. The globalization has affected every sphere of the life including education. In spite of availability of ICT infrastructure in schools, their potential is underutilized because of digital incompetence of the teachers. New digital technologies are acting as a catalyst towards improvement of learning outcome and enhancing quality of education, but only introduction of such technologies in schools for producing change and innovation is not enough, it requires digitally competent teachers to facilitate the use of ICT in education. These teachers will act as facilitators and mentors to students to lead them towards problem solving and innovation to meet the new challenges of globalization. Teachers must be able to create learning environments which are student centric and foster creativity, Meta cognition, meta-literacy, collaboration and communication in learners. Mere superficial use of ICT in teaching will not yield the required learning outcome, but the integration of ICT in pedagogy is important to enhance teaching, learning process. This can be done only when teachers are competent enough to use ICT tools and facilitate ICT integrated education. In this paper, we tried to assess the teacher's perspective about the ICT and investigate the factors responsible for resistance of teachers in using ICT in schools and suggestive measures for successful integration of ICT in the teaching process by the teachers of Rajouri district (J&K, India). The ICT skills are very important for teachers to support alternative modes of teaching, learning, i.e. e-learning, mobile learning in the present outbreak of pandemic disease caused by Coronavirus-COVID19.

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Learning and Teaching Using ICT in Secondary Schools

Cited by 5 publications

References 0 publications

Integrating Compulsion Strategy to Improve Students’ English-Speaking Skills Through Podcast

Integrating Compulsion Strategy to Improve Students’ English-Speaking Skills Through Podcast

El tratamiento de las lenguas adicionales en el Proyecto Lingüístico de Centro: TILC y AICLE a revisión en el contexto valenciano

The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

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