scholarly journals A Didactic Approach to Writing Skills in a Technical Learning Environment

2016 ◽  
Vol 22 ◽  
pp. 1191-1196 ◽  
Author(s):  
Dana Rus
Keyword(s):  
Learning Environment ◽  
Writing Skills ◽  
Technical Learning

scholarly journals METODE SUGGESTOPEDIA DAN IMPLIKASINYA DALAM PEMBELAJARAN BAHASA ARAB KETERAMPILAN MENGARANG (INSYĀ’)

2020 ◽  
Vol 4 (01) ◽  
pp. 1-30
Author(s):  
Fakturmen Fakturmen
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Learning Strategies ◽  
Research Method ◽  
Writing Skills ◽  
Learning Objectives ◽  
Instructional Media ◽  
Related Literature ◽  
Learning Techniques ◽  
Innovative Learning

One of the innovative learning methods today is the Suggestopedia method. This article aims to examine the theory of suggestopedia and its implications in learning Arabic writing skills (insyā’). The research method of this article uses a literature review. Sources of data obtained from the exploration of literature related literature studies. Data is examined critically and deeply through data triangulation. The results of the analysis of this article are that the suggestopedia method has implications in learning Arabic writing skills (insyā’) on several aspects, including aspects of learning objectives, aspects of learning techniques, aspects of learning strategies, aspects of instructional media, aspects of the learning environment, and aspects of learning levels.

scholarly journals Student biocuration projects as a learning environment

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1023
Author(s):  
Katherine E. Thurlow ◽  
Ruth C. Lovering ◽  
Sandra De Miranda Pinheiro
Keyword(s):  
Gene Ontology ◽  
Learning Environment ◽  
Writing Skills ◽  
Formal Training ◽  
Literature Analysis ◽  
Essential Tool ◽  
The Future ◽  
University College London ◽  
Survey Responses ◽  
Student Projects

Background: Bioinformatics is becoming an essential tool for the majority of biological and biomedical researchers. Although bioinformatics data is exploited by academic and industrial researchers, limited focus is on teaching this area to undergraduates, postgraduates and senior scientists. Many scientists are developing their own expertise without formal training and often without appreciating the source of the data they are reliant upon. Some universities do provide courses on a variety of bioinformatics resources and tools, a few also provide biocuration projects, during which students submit data to annotation resources. Methods: To assess the usefulness and enjoyability of annotation projects a survey was sent to University College London (UCL) students who have undertaken Gene Ontology biocuration projects. Results: Analysis of survey responses suggest that these projects provide students with an opportunity not only to learn about bioinformatics resources but also to improve their literature analysis, presentation and writing skills. Conclusion: Biocuration student projects provide valuable annotations as well as enabling students to develop a variety of skills relevant to their future careers. It is also hoped that, as future scientists, these students will critically assess their own manuscripts and ensure that these are written with the biocurators of the future in mind.

scholarly journals AKTYWNOŚCI STYMULUJĄCE REFLEKSJĘ W NAUCZANIU JĘZYKA PISANEGO W WIRTUALNEJ KLASIE

Neofilolog ◽  
2019 ◽  
Vol 2 (42/2) ◽  
pp. 201-214
Author(s):  
Iwona Mokwa-Tarnowska
Keyword(s):  
Learning Environment ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Learning Process ◽  
Meaning Making ◽  
Writing Skills ◽  
Virtual Learning Environment ◽  
Self Assessment ◽  
Lifelong Learners ◽  
New Knowledge

The paper aims to show how to engage students attending an online language course in various activities which by stimulating reflection enhance the learning process and result in better learning outcomes. By blending cognitivist, constructivist, constructionist and behavioural ideas, course developers and tutors can produce materials and use methods which satisfy the varied needs of adults who want to improve their writing skills. Such a blend leads to a unique design, which can be achieved by tools available in a virtual learning environment. Course participants will be more adequately prepared for writing genuine texts in the future through use of such activities as working with authentic resources integrated with different tasks and assignments to stimulate reflection; studying under the supervision and guidance of the tutor; participating in collaborative projects to promote learner autonomy; developing new knowledge through meaning-making discussions; doing peer review as well as summative, formative assessment, and self-assessment. Experience of these ways of working will help the participants to eventually become self-regulated, lifelong learners.

scholarly journals PEER FEEDBACK ON WRITING SKILLS: PERCEPTIONS OF PAKISTANI ESL POSTGRADUATE STUDENTS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Muhammad Fareed, Ufaq Binte Jamal, Rehmat Ali Yousaf Zai
Keyword(s):  
Collaborative Learning ◽  
Data Collection ◽  
Learning Environment ◽  
English Language ◽  
Writing Skills ◽  
Peer Feedback ◽  
Assessment Procedure ◽  
Postgraduate Students ◽  
Collaborative Learning Environment ◽  
Esl Learners

Peer feedback is considered a reliable method in developing the learner's English language writing skills (Falchikov, 2005; Goldfinch, 2000; Moshontz, & Cooper, 2017; Sanchez, Atkinson, Koenka). It provides a collaborative learning environment, fosters learners’ autonomy and reduces anxiety among students (Phillipson, 2007; Richards& Schmidt, 2010; Stubb, 2013). Nevertheless, the use of peer feedback to improve ESL learners’ writing skills is a multifaceted process and needs pre feedback assistaance. The efficacy of peer feedback depends on a range of factors such as the learning setting, the learner, and the assessment procedure itself (Ossenberg, Henderson, & Mitchell, 2018). Various studies have suggested positive perceptions of peer feedback (Rotsaert, Panadero & Schellens, 2018; Vanderhoven, Raes, Montrieux, Rotsaert & Schellens, 2015). This study aimed to take the perceptions of Pakistani Postgraduate ESL learners’ about peer feedback on their writing skills. Before data collection, four formal feedback training sessions were conducted. This involved the participants who received peer feedback on their writings in the class. Data for this study were collected from fourteen Pakistani postgraduate level ESL students through two semi-structured focus group interviews. Before data collection, tool validation was obtained through self and expert validity procedures. The interviews were recorded and transcribed. The transcriptions were shared with the participants before data analysis. Thematic analysis of the collected data was carried out to teach the findings. The findings suggested that collaborative learning environment and peer feedback develop a sense of responsibility, learners’ autonomy, critical and analytical skills in students. The analysis of peer feedback further revealed students’ biases, non-serious attitude and lack of peer feedback skills among the learners.

scholarly journals Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students

2021 ◽  
Vol 14 (2) ◽  
pp. 20
Author(s):  
Abdullah M. Almelhi
Keyword(s):  
Creative Writing ◽  
Learning Environment ◽  
Teaching Method ◽  
Statistical Tests ◽  
Writing Skills ◽  
Control Group ◽  
Writing Performance ◽  
E Learning ◽  
Addie Model ◽  
Experimental Group

The present research aimed to examine the effectiveness of the ADDIE model as used in teaching online in the LMS of Blackboard® and its facilities such as discussion boards, forums and blogs for improving the creative writing skills of EFL college students. The researcher utilized a quasi-experimental method, involving a pretest, posttest and control group design. Sixty students were randomly selected from freshmen studying in the English department participated in the study and were assigned equally to the research groups. The experimental group was exposed to the e-learning environment, which sought to develop the students’ creative writing skills while the control group was exposed to the traditional teaching method. Using a creative writing checklist and a writing test designed to assess the specific features of creative writing (originality, accuracy, self-expression, fluency, flexibility and overall writing performance for assessing creative writing in the research participants, results of t-tests and eta square statistical tests demonstrated that there were statistically significant differences between the mean scores gained by the experimental group and those obtained by the control group writing performance post-testing to the good of the experimental group participants. Conclusions and pedagogical implications were forwarded at the end of the article.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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