Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

Chandran, Gayathree; Hashim, Harwati

doi:10.4236/ce.2021.121010

Cited by 4 publications

(3 citation statements)

References 31 publications

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“…Kaprva (2019) in her documentation research on the importance of English in the modern world has figured that English language functions as the medium for all aspects of living such as globalization, education, career, travel, culture and even in technologies. In the education field, English is now a language of education (Chandran & Hashim 2021). Children will start to learn English language from preschool up until in their phase tertiary education level.…”

Section: English For Autism and Its Importancementioning

confidence: 99%

English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

Hashim¹,

Yunus²,

Norman³

2021

AWEJ

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To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

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Section: English For Autism and Its Importancementioning

confidence: 99%

English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

Hashim¹,

Yunus²,

Norman³

2021

AWEJ

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“…In this sense, having a good command of terminology is vital. English is currently a language of instruction in the sphere of education (Chandran & Hashim, 2021). According to (Chu et al, 2020), parents and educators have a part to play in assisting language learners with autism on their path to language proficiency.…”

Section: Introductionmentioning

confidence: 99%

How to Improve English vocabulary for Students with Autism?

Susanti

2024

IJAER

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A B S T R A C T Children with Autism typically have trouble speaking with others, their linguistic abilities can still grow and improve. This study aimed to determine whether teaching students with autism English vocabulary using the TEACCH technique may assist those with Autism in developing an enjoyment and excitement for learning simple English vocabulary, correctly recognizing the words, and incorrectly mentioning the terms with the appropriate pronoun. This study employs a combination of qualitative and quantitative methods for its analysis. This school offers educational services to students with Autism, mainly through the TEACCH technique for learning simple English vocabulary. The research will focus on ten children who have autism spectrum disorder as its subjects. The TEACCH approach is used in educational activities conducted with students with Autism who speak English. This method incorporates both the photograph and the actual object. An initial test, a follow-up test, and an observation sheet collected the data. Several exercises are carried out in English learning vocabulary activities, such as pairing the object or things and mentioning the pronoun words in the appropriate context. The findings indicated that autistic students were highly interested in acquiring simple English vocabulary from other autistic students. The fact that the total Score on the post-test was 82% demonstrates that it was higher than the Score on the pre-test, which was 65.5%. They reacted appropriately and communicated effectively despite the challenges they faced. In addition, students start to take a greater interest in concentrating on their instructor.

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“…They cannot communicate effectively if they have a limited vocabulary (Erniwati et al, 2021). As we know, Vocabulary is a crucial component of any language, playing a crucial role in both teaching and learning processes (Ramadini & Halimah, 2019) (Gayathree & Harwati, 2021). The student still finds it hard to remember and quickly forgets the new vocabulary given by the teacher (Mohammad, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teaching Method: The Use of Engage, Study, and Activate (ESA) on Students’ Vocabulary Mastery

Ishak

2024

Humanit. Lang. Int. J. Linguist. Humanit. Educ.

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The purpose of the research is to investigate whether the Engage, Study, and Activate (ESA) method was effectively used by eighth grade students for vocabulary mastery. The researcher used quantitative approach by the design of this study was quasi-experimental research to determine the effectiveness of the Engage, Study, and Activate (ESA) method on vocabulary mastery. The population of the research consisted of 205 students, and the sample of the research was the eighth grade of SMP Negeri 5 Tangerang for the academic year 2021-2022, which consisted of 60 students. The results of the research showed that the students’ vocabulary in the pre-test and post-test differed significantly, up to 20 percent. After receiving the treatment, their vocabulary significantly improved. This can be seen from the average pre-test results in the experimental class of 61.6 and the average post-test of 74.13. The mean of the pre-test results in the control class was 58.66, and the average post-test results were 64.26. The value of the t-test was greater than the t-table (5.40 > 2.00). It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It can be concluded that the use of the Engage, Study, and Activate (ESA) method is effective in improving vocabulary mastery.

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Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

Cited by 4 publications

References 31 publications

English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

How to Improve English vocabulary for Students with Autism?

Teaching Method: The Use of Engage, Study, and Activate (ESA) on Students’ Vocabulary Mastery

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