scholarly journals Teacher mediation in L2 classroom task-based interaction

System ◽  
2018 ◽  
Vol 74 ◽  
pp. 183-193 ◽  
Author(s):  
Phung Dao ◽  
Noriko Iwashita
Keyword(s):  
Classroom Task

Classroom Task Self-Talk Questionnaire

2014 ◽  
Author(s):  
Scott Lee ◽  
Andrea McDonough ◽  
Jo Bird
Keyword(s):  
Self Talk ◽  
Classroom Task

Classroom task analysis

1986 ◽  
Vol 13 (1) ◽  
pp. 39-41
Author(s):  
Timothy Mark
Keyword(s):  
Task Analysis ◽  
Classroom Task

scholarly journals CLIL approach in encouraging self-efficacy amongst Malaysian gifted students for Arabic tasks accomplishment

2021 ◽  
Vol 17 (2) ◽  
pp. 1001-1012
Author(s):  
Mohd Sham Kamis ◽  
Md Jais Ismail ◽  
Muhammad Nazir Alias ◽  
Damien Mikeng ◽  
Syahrul Ghani Zainal Abidin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Qualitative Study ◽  
Self Efficacy ◽  
Gifted Students ◽  
Verbal Report ◽  
The Self ◽  
The Internet ◽  
Research Questions ◽  
The Individual ◽  
Classroom Task

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta’dil, c) dam takhyir and takdir, d) dam takhyir and ta’dil. Besides, by employing the CLIL, the MGS can improve themselves because the CLIL approach encourages their self-efficacy to completely deal with the language task. The present study employs; qualitative study by using an interview, verbal report, and observation. This method is an instrument to answer two research questions. a) How the individual of MGS adapts his/ her situation to understand the four Arabic terms of the dam in Haji after undergo the three principles stages of classroom task in CLIL? b) What is the best method to memorize the four Arabic terms of the dam in Haji? In this study, three participants took part in the pilot study, and seven participants took part in the actual study. The present study revealed that the MGS in the Pusat GENIUS@Pintar Negara prefer to be independent learners by using the internet to understand the four Arabic terms and memorize by using keywords related to the four Arabic terms in performing Haji.

Music Cards

2013 ◽  
Vol 19 (5) ◽  
pp. 301-307
Author(s):  
Anne Roche ◽  
Doug M. Clarke
Keyword(s):  
Mathematical Thinking ◽  
Proportional Reasoning ◽  
Classroom Task

Students display a wide variety of creative mathematical thinking and misconceptions when they complete a classroom task that focuses on proportional reasoning.

Engaged and Interactive Peer Review: Introducing Peer Review Circles

RELC Journal ◽  
2018 ◽  
Vol 50 (3) ◽  
pp. 475-482
Author(s):  
Shaun Justin Manning ◽  
Todd Jobbitt
Keyword(s):  
Peer Review ◽  
Undergraduate Students ◽  
Review Process ◽  
Peer Review Process ◽  
Peer Feedback ◽  
Literature Circles ◽  
Classroom Task ◽  
Classroom Data

This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners in the peer review process. The authors had observed their undergraduate students were reluctant to do peer review and even more reluctant to use the comments received. To improve the peer review process, the authors decided to change it into a multi-party oral, opinion gap task. Mimicking literature circles, we put students into teams of three and asked them to follow an expanding sequence of Monologue-Dialogue- Discussion (MDD) to discuss each essay. First, one reviewer gave a brief monologue about the writing, then another reviewer joined in and they had a dialogue about the writing while the writer remained silent. Finally, only after listening to the monologue and dialogue could the writer enter the discussion to ask the reviewers about what was said, get further feedback, or explain themselves more fully. This article first explains how to run a PRC and then justifies doing PRCs by using classroom data that demonstrates how interaction during the MDD sequence refines peer feedback from vague/general to specific/detailed and encourages peer review.

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