scholarly journals EDUCATING TEACHERS FOR CONTENT AND LANGUAGE INTEGRATED LEARNING IN KAZAKHSTAN: DEVELOPING POSITIVE ATTITUDES

2018 ◽  
Vol 76 (2) ◽  
pp. 140-158
Author(s):  
Artyom Sergeyevich Dontsov ◽  
Elena Ivanovna Burdina
Keyword(s):  
Teaching And Learning ◽  
Self Esteem ◽  
Learning Motivation ◽  
State University ◽  
Integrated Learning ◽  
Affective Component ◽  
Affective Filter ◽  
Positive Attitudes ◽  
The Republic ◽  
Teachers Attitudes

The aim of the present research is to identify whether teachers' attitudes towards the use of Content and Language Integrated Learning (CLIL) in the Republic of Kazakhstan can undergo significant changes if they study a course introducing them to the fundamentals of CLIL. Despite the country's plans to adopt English as one of the languages of education, stakeholders’ attitudes towards teaching through the medium of this language remain rather skeptical. A survey was held among Master’s degree students majoring in Education (n = 59) at Pavlodar State University before the course and after its completion. Since it is the affective component that largely determines the quality of attitudes, the levels of participants' anxiety, self-esteem and motivation were used as the indicators. The tools for measuring these variables were the State-Trait Anxiety Inventory, Dembo-Rubinstein's Method of Self-esteem Measurement and Dubovitskaya's Diagnostics of Learning Motivation Orientation. The end-of-course results show a marked reduction in the level of participants' state anxiety, a growth in self-esteem in terms of the readiness to use CLIL, and a shift towards intrinsic motivation. It is argued that for attitudes shift to take place, it is necessary to adopt a constructivist approach to teaching and learning. Keywords: content and language integrated learning, CLIL, attitude, teacher training, affective filter, anxiety, self-esteem, learning motivation.

scholarly journals Implementasi Model Pembelajaran Ekonomi Berbasis Kompetensi Dengan Pendekatan Kontekstual

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Tejo Nurseto
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Economic Science ◽  
State University ◽  
Participatory Action ◽  
Study Program ◽  
Frequent Use ◽  
The Subject ◽  
High Level

This research was intended to know the extent of contextual approaches (Contextual Teaching and Learning) able to overcome practical problems in compliance with the students’ ability to construct a concept/meaning from what they learned. The scope of this inquiry included the implementation of contextual approaches to the subject of Introduction to Economic Science in Economic Cooperative Education Study Program of Business Education Department of Faculty of Social Science of Yogyakarta State University. This was a participatory action research. The action research was implemented in the academic years of 2003/2004 for the subject of Introduction to Economic Science. This research was conducted in several steps as follows: Planning, Action Implementation, Control and Evaluation, and Analysis and Reflection. The results show that: (1) in the first cycles, the ways of answering questions, answers the students present are not qualified, the frequency of expressing opinions tends to be minimum, and the interaction among students are low. Due to lack of time in accordance with the grouping and student classification spending too much time, 2 CTL methods can be used to improve: the students’ participation in discussing the results of the discussion conducted, the students’ way in revealing describing oral description review, the students’ capability in constructing concept/meaning. In applying CTL, it is found some weaknesses as follows: the frequent use of CTL method makes the students saturated, the use of CTL method requires more cost, it is good for creating media or doing observation, for the students with high level of learning motivation it is exciting for they regard that they have chance to deliver more opinions, and those with low level of learning motivation it makes them passive and talking to themselves (not interested).

scholarly journals The effect of the use of mathematics course in terms of prospective teachers’ attitudes toward mathematics and their beliefs on the nature, teaching, and learning of mathematics

2019 ◽  
Vol 9 (3) ◽  
pp. 697-728
Author(s):  
Hayal Yavuz Mumcu ◽  
Meral Cansız Aktaş
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Attitude Scale ◽  
State University ◽  
Attitudes Towards Mathematics ◽  
Elective Course ◽  
The Subject ◽  
Teachers Attitudes ◽  
Mathematics Course

The aim of this study is to examine the effect of the use of mathematics course on the prospective teachers’ attitudes towards mathematics and their beliefs on the nature, teaching and learning of mathematics and also to explore their opinions about the subject course. The results of the study were also interpreted according to the academic achievement variable. The study was prepared according to the mixed embedded experimental design and the study group is formed with 40 prospective teachers who take the use of mathematics compulsory elective course in a state university in Turkey. The Mathematical Attitude Scale, the Beliefs Scale about Mathematics Teaching and Learning and Student Opinion Form were used in the study. It was found that the prospective teachers who took the subject course differed significantly and positively in their attitudes towards mathematics, enjoyed mathematics more after the course and had more confidence in themselves by defeating their fears. The use of mathematics course made prospective teachers to deviate from traditional beliefs and have more constructive beliefs about mathematics. Besides, the effect of the course on the attitudes and beliefs of the prospective teachers with different academic achievement levels did not differentiate.

scholarly journals Identifikasi Faktor-Faktor Yang Mempengaruhi Motivasi Belajar Mahasiswa Pada Program Studi S1 Pendidikan Ekonomi Angkatan 2015 Fakultas Ekonomi Universitas Negeri Gorontalo

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Israfani Logiswara Lagili ◽  
Usman Moonti ◽  
Melizubaida Mahmud
Keyword(s):  
Factor Analysis ◽  
Social Relationships ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Economics Education ◽  
Motivation To Learn ◽  
State University ◽  
Study Program ◽  
Sense Of Security ◽  
Self Actualization

This research aims to identification of factors that influencethe motivation of student learning on the study program S1Economic Education, batch of 2015,Faculty of Economics,State University of Gorontalo. By Knowing the factors thatinfluence the motivation to learn can provide useful informationin teaching and learning process. The date in thisstudy was obtained by distributing questionnaires to studentsof Economics Education , batch of 2015 Faculty of Economics,State University of Gorontalo, therefore , the data of thisresearch are primary data.The analytical teachnique used is Factor Analysis. The resultof factor analysis shows that the most influential aspect towardstudents learning motivation is physiology of 93,4%.The next factor that influences is the desire to gain recognition/recognition 87,2%, and social relationships with friends80,6%. While the lowest aspect that affesct the studentslearning motivation sense of security in learning 75,8% andthe desire to self-actualization by 75%.

Análisis de los factores que determinan el rendimiento académico de los estudiantes universitarios

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
David Germán Batallas González
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Performance ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
State University ◽  
Degree Of Satisfaction ◽  
Santa Elena ◽  
Estudiantes Universitarios

Las dificultades en el rendimiento académico en el proceso de enseñanza-aprendizaje con los estudiantes Universidad Estatal Península de Santa Elena   han sido objeto de investigación por los profesionales de esta universidad. El objetivo de este trabajo fue mostrar el nivel de rendimiento académico de los estudiantes  de tercero y cuarto años de dicho centro. Para la puesta en marcha de la experiencia, se utilizaron tres grupos de alumnos, 6 correspondiente al 3er  nivel y 5 grupos al 4to. . Se concluyó que los niveles de motivación por parte de los docentes tiene un buen grado de satisfacción tanto en el desarrollo de sus clases, así como la  motivación para realizar trabajos fuera de ella. Palabras claves: Dificultades, rendimiento académico, enseñanza aprendizaje, motivación,   Analysis of factors that determine the academic performance of college students    Abstract The difficulties in academic achievement in the process of teaching and learning with students Santa Elena Peninsula State University have been investigated by the professionals of  this  university.  The  objective  of  this  work  was  to  show  the  level  of  academic performance of students in third and fourth years of the center. For the implementation of the experience, three groups of students, 6 for the 3rd level and the 4th 5 groups were used. .  It  was  concluded  that  levels  of  motivation  among  teachers  has  a  good  degree  of satisfaction both in the development of their classes as well as the motivation for work elsewhere.  Keywords: Difficulties, academic achievement, teaching and learning, motivation, satisfaction.

scholarly journals Stavovi nastavnika o inkluzivnom odgoju i obrazovanju

2019 ◽  
Vol 13 (1) ◽  
pp. 92-104
Author(s):  
Matilda Karamatić-Brčić ◽  
Tea Viljac
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Education Policies ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
Role Of Teachers ◽  
Teachers Attitudes

The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.

scholarly journals Teachers’ Attitudes toward Using Interactive Whiteboards in English Language Classrooms

2015 ◽  
Vol 8 (12) ◽  
pp. 176 ◽  
Author(s):  
Amani K. Gashan ◽  
Yousif A. Alshumaimeri
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Whiteboards ◽  
Teaching English ◽  
Novel Technology ◽  
Positive Attitudes ◽  
Language Classrooms ◽  
Teachers Attitudes

<p class="apa">Educational technology plays an increasingly important role in the teaching and learning process. Successful integration is the goal of any new educational technology. The interactive whiteboard (IWB) can be effectively used by teachers to enhance the effectiveness of their lessons. This study explored the attitudes and insights of Saudi female teachers regarding the use of IWBs when teaching English as a foreign language (EFL). It also investigated possible obstacles they may face during their use of this novel technology.</p><p class="apa">Data was collected by distributing questionnaires to forty three teachers at different girls’ schools in Riyadh. The results indicated that participants in this study demonstrated positive attitudes toward using the IWB in the EFL classrooms. The results also showed that teachers consider IWBs to be useful devices for enhancing the teaching and learning process and for designing new instructional situations. IWB-based lessons were perceived to be more comfortable for teachers in teaching English. However, teachers stated that they faced some technical obstacles in their use of IWBs.</p><p class="apa">The current study recommended that EFL classes should be equipped with all supplicants of the IWBs. It also suggested that training is important for teachers to deal with the technological devices. EFL teachers need more training to learn how to resolve technical and system problems; they also need to understand how to use all the options offered by the IWBs.</p>

scholarly journals Indonesian University Students’ Perception and Expectation towards ICT Use in Learning English as a Foreign Language

2019 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Tubagus Zam Zam Al Arif
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Sampling Technique ◽  
State University ◽  
Ict Use ◽  
Positive Attitudes ◽  
Learning English

This study aims to know the use of ICT frequency and purposes among EFL university students. It is also examines the students’ perception and expectation towards ICT use in learning English as a foreign language. This research applied quantitative approach with a survey research design. The data were collected from a survey which involved 337 students who were selected using stratified random sampling technique from 13 faculties of a state university in Jambi, Indonesia. The instrument used in collecting the data was a questioner adapted from Tri and Nguyen (2014). Data collected were analyzed by using SPSS 23 in form of descriptive quantitative. The findings indicated that the students spent more time in using ICT for general purposes than English learning purposes. On the other hand, they showed positive attitudes towards the use of ICT in learning English. The students perceive that ICT has the important role in improving their English language skills, and they expected that the teachers use ICT more frequently in teaching and learning process. Furthermore, they expected that campus can provide sufficient equipment and ICT access in each classroom in order to make the learning process become effective.

scholarly journals Modeling of content and language integrated learning for students of economics

2021 ◽  
Vol 97 ◽  
pp. 01009
Author(s):  
Elena Rodionova ◽  
Svetlana Firsova ◽  
Fliura Garifullina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Statistical Processing ◽  
Educational Process ◽  
Professional Activity ◽  
State University ◽  
Integrated Learning ◽  
University Of Technology ◽  
Teachers And Students ◽  
Global Language

The English language is considered to be the global language of communication and professional activity in the field of Economics. One of the effective techniques of professional communicative competence is Content and Language Integrated Learning (CLIL). The aim of the research is to elaborate the model of CLIL for students of Economics at the Volga State University of Technology. Such methods as theoretical (literature review, analysis, generalization, comparison, interpretation, analogy, modeling), general empiric (study and generalization of teaching practices), specific empiric (questionnaires, testing, observation, documents review) statistical (processing of questionnaires and testing results) proved successful in the course of research. The undertaken research allowed identifying the interest of the majority of teachers and students of Economics in using the English language when teaching and learning some subject-matter disciplines. Consequently, it is possible to make a conclusion concerning the necessity of taking some special measures such as preliminary language courses, meeting the organizational and financial requirements. The research results have allowed to establish that the intermediate (according to the scale ‘soft-hard’) subject-led model is the most appropriate for the implementation in the educational process of students of Economics at the Volga State University of Technology. For this purpose, the authors elaborated the conceptual didactic CLIL model.

Teachers’ Attitudes to Use of Advanced Technological Tools as Teaching and Learning Aids: From an Inter-Generational Perspective

2021 ◽  
Vol 4 (3) ◽  
pp. 329-354
Author(s):  
Nitza Davidovitch ◽  
◽  
Roman Yavich ◽  
Keyword(s):  
Generation X ◽  
Generation Y ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Digital Tool ◽  
Learning Methods ◽  
Study Program ◽  
Positive Attitudes ◽  
Research Findings ◽  
Teachers Attitudes

This study examines the perceptions and attitudes of teachers towards tablets as pedagogical aids from an intergenerational perspective. It is based on sociological theories and definitions that emphasize the disparities and the uniqueness of each “generation” as well as customary teaching and learning methods. The study compares teachers from Generation Y and Generation X and it was carried out about one year from the beginning of the COVID-19 pandemic, when all teachers regardless of “generation” were required to teach digitally. We focused on a common digital tool, the tablet, which enables diverse learning methods. A questionnaire was administered to teachers in the Israeli educational system (N = 154). The research findings showed that teachers from Generation Y (aged 26-42) have more positive general attitudes towards the use of tablets as an integral part of the study program and identify more advantages and less disadvantages than their Generation X colleagues (ages 43-65). The current research findings were compatible with research findings regarding the general attitudes of teachers towards innovative technologies and their integration in study programs in educational systems worldwide. The practical meaning of the study is that it is important to continue leading programs for integrating advanced technological appliances, and not only tablets, in the curriculum, as the generation of teachers who will be responsible for educating the younger generations and for leading these programs in particular is from the age group that has the most positive attitudes towards the subject.

scholarly journals INVESTIGATING THE EFL TEACHERS’ ATTITUDES TOWARD THE INTEGRATION OF WEB 2.0 TOOLS IN TEACHING ENGLISH AT ISLAMIC BOARDING SCHOOLS

2019 ◽  
Vol 3 (1) ◽  
pp. 272-285
Author(s):  
Supiani Supiani
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Boarding Schools ◽  
Teaching English ◽  
Web 2.0 Tools ◽  
English Class ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Almost All

The purposes of this study are to investigate EFL teachers’ attitudes toward the integration of Web   2.0 tools in teaching English at Islamic   Boarding   Schools and to examine the extent of using Web 2.0 tools in teaching English at Islamic Boarding Schools. There were 18 EFL teachers from Islamic Boarding Schools in South Kalimantan province, Indonesia participated in this study.   The data were taken from the EFL teachers were gathered by using the questionnaire, analyzed using descriptive statistics and followed up in the interview. The results of the study indicated that most EFL teachers have positive attitudes toward the integration of Web 2.0 tools in teaching English and percentages of their attitudes were high, with 75%. The findings also showed that almost all of the EFL teachers strongly agreed that Web 2.0 tools made them more efficient and interesting in the teaching and learning process at the class. The majority of EFL teachers that integrated towards Web 2.0 tools in teaching English used tools such as YouTube, Google Sites, blogs, and wikis. However, there were the barriers that were faced by the EFL namely lack of technological equipment in school, limited time at the class to explore the technology and the students were not allowed to bring communication tools at the class, so Web 2.0 tools have not been fully explored at the English class. Keywords: EFL teachers attitudes, The integration of Web 2.0 tools, Teaching English

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