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Articles 1 - 4 of 4
Full-Text Articles in Language and Literacy Education
Implementing Transformative Education With Participatory Action Research: A Review, Niroj Dahal
Implementing Transformative Education With Participatory Action Research: A Review, Niroj Dahal
The Qualitative Report
I write this review of the book, Implementing Transformative Education with Participatory Action Research, for readers, writers, and novice and veteran researchers in various social sciences disciplines and educational landscapes. The book explores using Participatory Action Research (PAR) to implement transformative education. The book argues that PAR can be used to create contextualized, sustainable, and student-centered learning environments. It offers invaluable insights from experts who have actively worked on innovative approaches to school transformation. The book also provides practical guidance and research-based strategies to help scholars effectively navigate challenges and implement transformative education. Overall, the book is a valuable …
The Problem-Based Learning Approach Towards Developing Soft Skills: A Systematic Review, Sadia Deep, Ali Ahmed, Nazia Suleman, Muhammad Zahid Abbas, Uzma Naza, Hina Shaheen, Abdul Razzaq
The Problem-Based Learning Approach Towards Developing Soft Skills: A Systematic Review, Sadia Deep, Ali Ahmed, Nazia Suleman, Muhammad Zahid Abbas, Uzma Naza, Hina Shaheen, Abdul Razzaq
The Qualitative Report
In this paper, we review systematically the role of problem-based learning (PBL) in developing soft skills in Technical and Vocational Education and Training (TVET) and other fields of studies. The Systematic Literature Review (SLR) includes the most recent empirical, review, and conceptual studies from TVET and other multiple fields of studies including medicine, humanities, and engineering between the years of 2001 and 2016 collected from four databases. A qualitative method was used to accomplish the systematic review. After the collection of articles, the selected studies were analyzed through thematic analysis. From this review, we concluded that PBL as an instructional …
Should An Effective Language Learning Be Through The Development Of Just One Language Skill?, Victor Daniel Gil Vera Vdgv, Bairon Jaramillo Valencia, Nancy Biviana Cardona, María Alejandra Cifuentes, Shirley Alejandra Jimenez, Laura Marcela Martínez
Should An Effective Language Learning Be Through The Development Of Just One Language Skill?, Victor Daniel Gil Vera Vdgv, Bairon Jaramillo Valencia, Nancy Biviana Cardona, María Alejandra Cifuentes, Shirley Alejandra Jimenez, Laura Marcela Martínez
The Qualitative Report
This paper is intended to identify how teachers’ emphasis on writing influence the learning process in an English class, taking into account that the development of the four language skills is essential for learning a second language to gain an effective communication. this study adopts some main concepts related to English teaching and learning, which are: language skills, writing and learning process. Then, in order to recognize this educational case, this study follows a qualitative approach, a hermeneutic paradigm and a case study, using a non-participant observation, a participant observation, a semi-structured interview and some task-based learning (TBL) sessions which …
“If Our English Isn’T A Language, What Is It?” Indonesian Efl Student Teachers’ Challenges Speaking English, Mukhlash Abrar, Amirul Mukminin, Akhmad Habibi, Fadhil Asyrafi, Makmur Makmur, Lenny Marzulina
“If Our English Isn’T A Language, What Is It?” Indonesian Efl Student Teachers’ Challenges Speaking English, Mukhlash Abrar, Amirul Mukminin, Akhmad Habibi, Fadhil Asyrafi, Makmur Makmur, Lenny Marzulina
The Qualitative Report
Research on students’ skill speaking English in a non-English speaking country such as Indonesia is limited. The purpose of this phenomenological study was to document Indonesian EFL student teachers’ experiences in speaking English at one public university in Jambi, Indonesia. Data came from demographic questionnaires and semi-structured interviews obtained from eight participants. We organized our analysis and discussion around Indonesian EFL student teachers’ perspectives and the contexts in which experiences they encountered emerge. Our analysis of the text revealed overarching themes and sub-themes including (1) language barriers (vocabulary, pronunciation, grammar, and fluency); (2) psychological factors (anxiety, attitude, and lack of …