Voices from the Young Learner Classrooms: If I Were …

Ekin, Mehzudil Tuğba Yıldız; Damar, Ebru Atak

doi:10.1016/j.sbspro.2013.09.246

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…Vadillio (1999), for instance, considers effective language teachers as those having not only a profound competence in the target language but also personal qualities such as sensitivity, warmth, and tolerance. While some researchers have attempted to investigate teacher effectiveness from teachers' point of view (e.g., Arıkan, 2010;Demiroz & Yesilyurt, 2015;Korkmaz & Korkmaz, 2013;Sandholtz, 2011), some others have examined the issue from students' perspective (e.g., Çelik, Arıkan, & Caner, 2013;Ekin & Damar, 2013;Ghasemi & Hashemi, 2011;Kourieos & Evripidou, 2013;Lee, 2010) and still, some were more interested in uncovering the differences between these two groups' viewpoints (e.g., Babai Shishavan & Sadeghi, 2009; Brosh, 1996; A. V. Brown, 2009;Moradi & Sabeti, 2014;Park & Lee, 2006;Ramazani, 2014). For instance, investigating this issue, A. V. Brown (2009) examined teachers' and their students' perceptions about effective English teachers' characteristics by administering a Likert-type questionnaire consisting of 24 items, which covered different areas of Foreign Language (FL) pedagogy.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

Alimorad

Tajgozari

2016

Sage Open

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As potential mismatches between teachers' and students' perceptions can have negative effects on students' satisfaction with the language class and even on their ultimate achievement, many researchers have attempted to identify and examine possible sources of such mismatches. In line with those investigations, the present study intended to compare the perceptions held by Iranian English as a Foreign Language (EFL) public school teachers with those of their students. To this aim, a convenient sample of teachers (N = 75) and students (N = 202) from different cities of Iran was recruited to participate in the study. Using a 50-item Likert-type questionnaire and running between-groups independent-samples t tests and a two-way ANOVA, the researchers found that students' perceptions were completely different from those of their teachers. Contrary to expectations, while students preferred a communicative approach to learning English, their teachers tended to favor a more traditional approach. Also, although high-and low-achieving students' perceptions were not statistically different, they were significantly different from those of their teachers. Moreover, male teachers held different perceptions from their female students, and female teachers' perceptions were also different from those of their male students. Findings of the study along with their implications for the practice of English teaching are also discussed.

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Section: Introductionmentioning

confidence: 99%

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

Alimorad

Tajgozari

2016

Sage Open

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“…In addition, always encouraging children and convincing them that they are able to master the material presented can also help students to increase their motivation (Vatankhah & Tanbakooei, 2014). Furthermore, children will enjoy learning if the teacher is able to use games and sing as learning strategies, using visual learning media and the latest technology in the learning process (Ekin & Damar, 2013).…”

Section: Resultsmentioning

confidence: 99%

The Cognitive Aspect Development of Matching Numbers Symbols in Children

Murni

Aslamiah

Rachmayani

2019

JK6EM

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The learning activity by using the picture and picture, make a matching model uses various goods near the children has an aim to increase the cognitive aspect development of B Group in the Anak Bangsa Marabahan Kindergarten, Marabahan sub-district, Barito Kuala District with 18 students which consist of 6 females and 12 males. The data was collected by observing the teacher, student's activities, and the development of the study results. The result of this study shows that there are various enhancements in the cognitive aspect development in matching numbers with the number symbol through the combination model of Picture and Picture, Make a Match. The result of the teacher's activity cycle 1 showed a score of 22, and in cycle IV it got a score of 41. Meanwhile, the students' activity reached up to 50% in cycle 1 and reached 82.63% in cycle IV. The cognitive development result in cycle 1 reached 49.3%, and it reached 91.67% in cycle IV.

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“…On the other hand, today, most young learners perceive that learning English will be interesting by including games in the process. The majority of young learners prefer to use games to teach English in the classroom if they were English teachers (Ekin & Damar, 2013). There is an innovative teaching strategy for using digital games in an educational setting or as a learning tool called gamification (Ling, 2018).…”

Section: Introductionmentioning

confidence: 99%

Designing Worksheet Utilizing Minecraft in Guiding the Students to Arrange Recount Text

Susanti,

Malik,

Ibrahim

2024

Int J Res Rev

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Recount texts present a notable challenge for many junior high school students learning English, as students often encounter difficulties in comprehending the complexities of this specific type of writing. This research aims to develop steps in designing worksheets assisted by Minecraft to guide students in composing recount texts. Consequently, this study seeks to provide a structured approach to utilizing the educational potential of Minecraft in the learning process of recount writing. This research and development adapted from Dick and Carey’s framework and the 6D framework of developing gamified systems by Werbach and Hunter. The result of the research showed that the worksheet utilizing Minecraft was strongly valid or could be used without revision, and the score was 91,66%. The researcher suggested the steps in designing the worksheet utilizing Minecraft to guide the students in English writing. Keywords: worksheet, recount text, minecraft, writing

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Voices from the Young Learner Classrooms: If I Were …

Cited by 4 publications

References 13 publications

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

The Cognitive Aspect Development of Matching Numbers Symbols in Children

Designing Worksheet Utilizing Minecraft in Guiding the Students to Arrange Recount Text

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