Comparison of primary four students’ perceptions towards self-directed learning and collaborative learning with technology in their English writing lessons

Choy, Doris; Cheung, Yiu-ming

doi:10.1007/s40692-022-00220-4

Cited by 9 publications

(5 citation statements)

References 55 publications

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“…The inhibiting and renewal factors contribute in the same pattern to the composition of narrative texts, namely by making a direct contribution to the words and an indirect contribution to the words, sentences, and texts. This is based on the theory that the high-level executive function of planning can support the process of text production and reading comprehension (Choy & Cheung, 2022;Wubalem, 2021). However, the findings of this study are contrary to this theory, as there was no contribution found due to planning on any level of narrative text composition.…”

Section: Discussioncontrasting

confidence: 71%

Role of Executive Functions in Improving Students' Narrative Text Writing Ability

Zahra,

Sumiyadi,

Cahyani

et al. 2023

IJLTER

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This research was motivated by the low ability of students to engage in narrative writing. The purpose of this research was to examine the role of executive function in the process of students writing narrative texts and to investigate the contribution of executive function to various aspects of narrative text composition. The research method used in this study was a factorial analysis design to find out which executive functions contribute the most to the students' narrative writing skills. The participants of this study were 250 elementary school students with an age range of 9-12 years old. The data collection was carried out through several tests. The tests conducted assessed the transcription skills, language skills, and executive functions involved in the students' writing process, specifically using menggunakan CLAN (Computerized Language Analysis), Mean Length of T-unit in words (MLTUw), and the ERRNI test (Expression, Reception and Recall of Narrative Instrument). The research findings show that executive function contributes directly and indirectly to the students' narrative writing abilities. Aspects of the constraints encountered, updating, and planning contribute directly to both the long and short aspects of the text. In addition, the constraint and renewal aspects indirectly contribute to the length of the text, the level of complexity of the sentences, and the quality of the story content. The implication of this research is that a teacher must be able to optimize the implementing function, namely by planning, revising, and reviewing the students' abilities using various writing strategies and methods. The development of this executive function is very beneficial for students in relation to improving their writing skills, especially the writing of literary texts.

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Section: Discussioncontrasting

confidence: 71%

Role of Executive Functions in Improving Students' Narrative Text Writing Ability

Zahra,

Sumiyadi,

Cahyani

et al. 2023

IJLTER

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show abstract

“…Hughes and Morrison [41]; Kim and Lee [32]; Alwadaeen and Piller [6]; Indrastyawati and Wu [44]; Choy and Cheung [54]; Labonté and Smith [51].…”

Section: Physical Environment and Technological Resourcesmentioning

confidence: 99%

“…This method seemed to be more effective than teacher-led discussions in class. Choy and Cheung [54] and Labonté and Smit [51] found that technologies used in the learning environment, such as tablets, online writing assistant tools and online notice boards, significantly increase school students' positive attitudes toward self-directed learning. As Hughes and Morrison [41] and Kim and Lee [32] argued, the physical space of a classroom is also important in the educational process; therefore, the conditions that enable a learner to move in their physical environment and communicate are as important as what materials and means they have.…”

Section: Hughes and Morrisonmentioning

confidence: 99%

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Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Vaičiūnienė,

Kazlauskienė

2023

Education Sciences

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Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed.

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“…Positive impressions of ICT in the classroom and their influence on student success would, of course, be associated with the deployment of smartphone technology in the classroom (Fuchs, 2021a;Wilson et al, 2022). Educators that favor studentcentered learning, which places the emphasis on the student rather than the teacher, may be more likely to promote smartphone technology in the classroom since it allows for greater levels of self-directed learning (Choy and Cheung, 2022). Furthermore, teachers that favor inquiry-based learning, in which students must probe deeper into more open-ended issues, may be more amenable to introducing smartphone technology into the classroom (Deák et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Using an extended technology acceptance model to determine students’ behavioral intentions toward smartphone technology in the classroom

Fuchs

2022

Front. Educ.

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The modern classroom takes on numerous forms and expands beyond the traditional brick-and-mortar walls. Educators are increasingly expected to integrate information and communications technology (ICT) and e-learning into the modern classroom. Several variables may influence instructors’ decision-making processes about ICT integration in the classroom. Smartphone technology provides students with accessibility, the ability to communicate with others, as well as to engage with classroom material. The study aims to examine how a variety of factors (perceived usefulness, perceived ease of use, subjective norm, and attitude) influence behavioral intention toward the use of smartphone technology. Two hundred and ninety survey responses were analyzed to identify the relationship between these factors based on an extended technology acceptance model. The empirical results of the study revealed that subjective norms and attitudes are significant predictors of behavioral intention toward the use of smartphone technology. The article concludes by presenting implications for educators, policymakers, and education researchers derived from the academic and practical discussions based on the findings.

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Comparison of primary four students’ perceptions towards self-directed learning and collaborative learning with technology in their English writing lessons

Cited by 9 publications

References 55 publications

Role of Executive Functions in Improving Students' Narrative Text Writing Ability

Role of Executive Functions in Improving Students' Narrative Text Writing Ability

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Using an extended technology acceptance model to determine students’ behavioral intentions toward smartphone technology in the classroom

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