scholarly journals TEACHERS’ REFLECTIVE JOURNAL ANALYSIS OF IPAD BASED LANGUAGE LEARNING THROUGH THE ACTIVITY THEORY FRAMEWORK

2018 ◽  
Author(s):  
Tsoghik Grigoryan
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
Reflective Journal ◽  
Theory Framework

Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis

Open Praxis ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 469
Author(s):  
Judy Corinne Noeline Pullenayegem ◽  
K. Radhika M. De Silva ◽  
Buddhini Gayathri Jayatilleke
Keyword(s):  
Activity Theory ◽  
Process Approach ◽  
Learning Context ◽  
Theory Analysis ◽  
Learner Engagement ◽  
Distance Learner ◽  
Log Files ◽  
Writing Course ◽  
Open And Distance Learning ◽  
Theory Framework

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an Advanced Writing Skills course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström’s activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants’ engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.

scholarly journals Cyber victimization within the Routine Activity Theory Framework in the Digital Age

2022 ◽  
Vol 40 (1) ◽  
pp. 265-291
Author(s):  
Solbey Morillo Puente ◽  
Iván Neftalí Ríos Hernández
Keyword(s):  
Activity Theory ◽  
Significant Influence ◽  
Digital Age ◽  
Routine Activities ◽  
Routine Activity Theory ◽  
Educational Policies ◽  
Routine Activity ◽  
Cyber Victimization ◽  
Victimization Questionnaire ◽  
Theory Framework

This quantitative-based research determined whether the routine activity theory influences cyber victimization. To measure the dimensions of the theory, defined as exposure to a motivated offender, suitable online target, and absence of a capable guardian, a valid and reliable questionnaire was used. The cyber victimization questionnaire developed by Álvarez-García, Dobarro, and Núñez was applied to 1,285 students selected at random from schools in Colombia. Findings: 46% are identified as exposed to a motivated offender, 37.5% are suitable online targets, and 29.8% have no capable guardians. The interdependence of these three elements revealed that 3.9% of students are at risk due to their routine activities, which had a significant influence on cyber victimization. It is proposed that these findings should be considered in the design of communicative and educational policies aimed at a responsible use of technologies.

A case study of one teacher’s introduction to task-based language teaching

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ariatna ◽  
Rod Ellis
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teacher Educators ◽  
Research Study ◽  
Language Teaching ◽  
School Teacher ◽  
Practitioner Research ◽  
Reflective Journal

Abstract This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.

The Activity System of Higher Education Students Using Technology

2013 ◽  
pp. 54-78
Keyword(s):  
Higher Education ◽  
Activity Theory ◽  
Division Of Labour ◽  
Education Students ◽  
Activity System ◽  
Use Of Technology ◽  
Theory Framework ◽  
The U.S ◽  
Technology In Higher Education

This chapter presents a review of studies and reports of students’ use of technology in higher education published primarily in the U.S. and Canada from 2005 to 2012. The review is conducted using an Activity Theory framework that organizes information from the literature according to the components of the activity system—subject, tools, object, norms, community, division of labour, and outcomes. The chapter concludes with a summary of the activity system and limitations of the approach.

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