The Emergence and Development of Language Learning Strategies through Mediation in an EFL Learning Context

Behroozizad, Sorayya; Nambiar, Radha M.K.; Amir, Zaini

doi:10.1016/j.sbspro.2014.02.010

Cited by 3 publications

(5 citation statements)

References 5 publications

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“…." (L. [3][4][5], which are also quite close to the central thinking. In the same way, Yawolo indicated that ".…”

Section: A Assessing Write-ups For Thematic Unitssupporting

confidence: 56%

“…A thread set in motion the activity which included a number of interludes such as critiquing writeups produced by participants themselves, giving feedback on the critiques and also evaluating the online activity itself. The instructional scheme included four phases (1)(2)(3)(4). A group e-mail was created to be used exclusively in the context of the course.…”

Section: Methodsmentioning

confidence: 99%

“…Learning is social because anything that one eventually learns is first presented, directly or indirectly (incidentally) in social intercourses by the More Knowledgeable Other (MKO) (Vygotsky, 1978). From the foregoing a number of constructs are brought to bear, such as regulation which falls into three types (object, other and self [Lantolf & Thorne, 2009), internalization involving inter-psychological and intra-psychological processes (Behroozizad, Nambiar, & Amir, 2014), the zone of proximal development (ZPD), verbal thought, activity theory (Engestrom, 2001), and mediation which unites all of them. Mediation in its turn is dependent on the use symbolic tools, or signs for cognitive and material activities to occur.…”

Section: Sociocultural Theory As a Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Information Technology Integrated Education, a Hard Road to Travel for Lame Ducks: Blended Instructional Delivery, Potentials for Learning Affordances for Elt Students, Université Felix Houphouët Boigny, Côte D’ivoire

Diarassouba

2017

Int. J. Res. Granthaalayah

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Increasingly, matters relating to formal education have been moving away from secular formats to more technology-oriented ones, such as online and various distance teaching and learning networking arrangements. While advanced educational systems have been being carried in a general momentum towards these newer information technology integrated instructions, the vast majorities of countries worldwide lag behind. Such ones are those from the developing world, in general, and particularly most African countries. Among the main reasons, as it appears the culture of these newer ways of doing education and issues regarding the external environment are prominent candidates. Consequently, it is hard for all those countries to actually be on board. However, there seem glimpses of hope to benefit from advances in technological innovation even in underprivileged areas. To what extent can some forms of information technology be incorporated in education, and to what avail? Such was the central questioning which this research project tried to address. It turned out that forms of blended instructional formats were viable solutions given the many teaching and learning affordances they embody. A major contention that transpired from this study was that, based on their particular circumstances, instructors would be much better off considering the use of some forms of integration of new technologies in their instructional design than no integration at all, pending better auspices.

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“…." (L. [3][4][5], which are also quite close to the central thinking. In the same way, Yawolo indicated that ".…”

Section: A Assessing Write-ups For Thematic Unitssupporting

confidence: 56%

Section: Methodsmentioning

confidence: 99%

Section: Sociocultural Theory As a Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Information Technology Integrated Education, a Hard Road to Travel for Lame Ducks: Blended Instructional Delivery, Potentials for Learning Affordances for Elt Students, Université Felix Houphouët Boigny, Côte D’ivoire

Diarassouba

2017

Int. J. Res. Granthaalayah

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“…The findings showed that the negative comments were caused by English learning experience in their school [4]. Further, Behroozizad et al [30] reported that their school did not give many opportunities to practice and speak English among teachers and friends. Of 10 total respondents of students, there were five participants who stated negative perceptions of English.…”

Section: The Students' Motivation To Study In the Ieip Of Kampung Ing...mentioning

confidence: 96%

Driving to communicative approach: the innovative teaching speaking methods in Indonesian English immersion program

Pratiwi,

Kuswoyo,

Puspitasari

et al. 2024

IJERE

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Students’ failure to be successful English learners is primarily due to uninteresting materials that lead to demotivation in learning. This research aimed to uncover the students’ motivation to study in the Indonesian English immersion program (IEIP) of Kampung Inggris Pare and to investigate the innovative methods of teaching speaking as a communicative approach in the IEIP at Kampung Inggris Pare. This qualitative study with a micro-ethnography approach was conducted in four English course institutions by associating ten students and four teachers as participants. By having the initial interviews, the results revealed that most students perceived learning English at formal schools as unsatisfied. In comparison, the two months of observation in “the daffodils, Mr. Bob, Kresna, and Peace” English course institutions found that the teachers taught speaking by integrating the other skills and utilizing some sources. They could regulate and deliver the materials attractively based on their methods. The communicative methods employed namely teaching speaking through writing practice (TSWP), teaching speaking through listening practice (TSLP), and teaching speaking through visual media or pictures (TSVM). This study supports students learning English at the IEIP because it fits the purpose of communicative goals, which directs the students’ success.

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“…Therefore, it is possible to assume that there could not be a better environment for students to learn other than a 'mediated' classroom activity using game-based tools such as SRS, which may promote student engagement. The concept of mediation plays a pivotal role in the cognitive development of learners in educational settings (Behroozizad et al, 2012). For this research, it is theorised that the outcome; engaged learning; can be achieved with the use of SRS (physical tool) as a core mediator in teaching and learning of English language (symbolic tool).…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparison on Behavioral Patterns of Engagement Between Two Different Classroom Settings: With and Without Student Response Systems (SRS)

Nadarajan,

Muhamad

2021

AJATeL

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This study investigated the impact of student response system (SRS) on students’ engagement in English language proficiency classrooms. It compared patterns of engagement exhibited by students’ physical behaviours during language classroom activities in two different settings – with and without the use of SRS. This qualitative study gathered data through classroom observations using field notes and observational checklist. All the data were analysed qualitatively using thematic analysis approach. Altogether, three lessons utilizing SRS and three lesson without the utilization of SRS were observed and analysed. The findings showed that students’ behaviours during lessons with SRS indicated positive engagement in the classrooms unlike their behaviours during lessons without SRS. The results of this study implied that SRS could be a preferred choice of interactive, educational tools that could help educators to engage their students during the process of language teaching and learning.

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The Emergence and Development of Language Learning Strategies through Mediation in an EFL Learning Context

Cited by 3 publications

References 5 publications

Information Technology Integrated Education, a Hard Road to Travel for Lame Ducks: Blended Instructional Delivery, Potentials for Learning Affordances for Elt Students, Université Felix Houphouët Boigny, Côte D’ivoire

Information Technology Integrated Education, a Hard Road to Travel for Lame Ducks: Blended Instructional Delivery, Potentials for Learning Affordances for Elt Students, Université Felix Houphouët Boigny, Côte D’ivoire

Driving to communicative approach: the innovative teaching speaking methods in Indonesian English immersion program

A Comparison on Behavioral Patterns of Engagement Between Two Different Classroom Settings: With and Without Student Response Systems (SRS)

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