Learning Strategies in Making Video Project Assignments in ESP Class

Ferdian, Nurizzi Riqfi

doi:10.29300/ling.v5i1.1918

Cited by 5 publications

(5 citation statements)

References 7 publications

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“…The lecturer should implement both quizzes and assignments to improve students' engagement and motivation in learning English. Video project assignments contribute to the language proficiency level of ESP students [20]. The video project may give more advantages to students, as students will learn information technology and collaboration.…”

Section: Discussionmentioning

confidence: 99%

Need Analysis in Learning English for Preservice Biology Teacher

Riyanto¹,

Bachtiar²,

Jufri³

et al. 2022

Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)

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The English language is increasingly important for the teaching profession in the globalization era. Remarkably rapid development in science and technology needs teachers to catch up with development for their science teaching materials. All standard science books and publications are in English. In contrast, many preservice Biology teacher students have difficulties in learning English. This present study was qualitative research aimed to describe students' needs and expectations in learning English for academic purposes (EAP). The sample consists of 111 students in the second semester of the Biology Education Study Program. Google-form questionnaires were applied to collect data via a social networking group. The results of the study revealed that there was a mismatch between students' objective and EAP. Most students (67.57%) want to improve their speaking skills. The study also found that very few students (<3%) think they need to learn reading skills, despite most of them (52.52%) have low level of vocabulary and grammar mastery. Reading materials and videos are learning resources that are as important as the lecturer. Assignments and quizzes are both among the most beneficial learning activities for the students. Students' expectations to learn speaking skill can be used to achieve other EAP objectives, such as reading and writing skills.

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Section: Discussionmentioning

confidence: 99%

Need Analysis in Learning English for Preservice Biology Teacher

Riyanto¹,

Bachtiar²,

Jufri³

et al. 2022

Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)

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show abstract

“…The students' statements in face to face CF were line with Ellis (2009) who believed that a communicative approach in CF can contribute to language learning by fostering learner motivation and ensuring linguistic accuracy. In addition, in the middle of theirconversations and during teacher-student interactions, participants preferred to receive explicit and immediatecorrections (Lee, 2013).Importantly,the use of interpersonal cooperation strategies were deliverysystems for knowledge to students and asmeans for them to demonstrate that feedback was able to assist everystudent in coordination of collaborative learning process (Ferdian, 2019). It can be seen that teachers might have different ways to give CF butthey should know that the focus of CF was as important and long-term impacts on language development.…”

Section: Communicative Corrective Feedbackmentioning

confidence: 99%

ESP Students’ Preferences in Learning English: Face to Face Corrective Feedback vs Online Corrective Feedback

Ferdian¹

2020

JETAL

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ABSTRACT The current study aims to explore the students’ preferences on face to face corrective feedback vs online corrective feedback in ESP class. It is an attempt to investigate if they prefer to be corrected directly face to face by teachers or they like to be provided online corrective feedback by the teachers. To do so, a questionnaire was distributed to a group of students who are taking English for Specific Purposes and also focus group discussion was used in order to find out their beliefs toward their corrective feedback preferences. Totally, 50 students who were taking ESP courses at State Polytechnic of Subang participated in this study. The results from the questionnaire analysis revealed that the students preferred their teachers to use face to face corrective feedback, with an overall mean (x̄ = 3,95) in learning effectiveness, (x̄ = 4,12) in learning accuracies, and (x̄ = 4,02) in learning experiences. The focus group discussion revealed the students’ beliefs in their corrective feedback preferences, they believed that the teachers should be able to guide their learning, use communicative ways, and encourage them by using their learning preferences. The study suggested that taking these preferences into consideration could help students to increase their confidence in learning English. Keywords: Corrective Feedback, Face to face, Online, English Learning

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“…However, even before COVID-19, several researchers (Walters, 2015;Schofield, 2017; suggest that student-generated video creation assessments are an innovative and emerging form of assessment in higher education. In affirmative, (Ferdian, 2019) concluded from the research that assigning students to make video project assignments was a powerful pedagogy that could benefit in developing students'learning skills.…”

Section: Introductionmentioning

confidence: 99%

Educating the Law of Conveyancing Students Through Students-Generated Video Assessment: A Way Forward

Bakar¹,

Mansor²,

Othman³

et al. 2023

IJARPED

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Law students at the university are taught substantive and procedural law subjects to prepare them for law practice. Thus, during physical class, the students' assessments are dominated by applications, legal opinions, and essay writings. Online assessments during online class (ODL) require more than just copying and pasting cases or lecture notes. In line with the motivation theory, students shall indulge in their reading and preparing assessments to nurture a comprehensive understanding besides an interest in the substantive or procedural law. Therefore, it is imperative not only to analyse students' video-generated assessment as an effective mode of assessment but also to determine the appropriate rubric. The creation of a video requires mind, inspiration, and interest to mould up throughout the editing process. Answering problems posed to them through video production incorporates knowledge, analytical assessment of the issues, and concluding the findings to ensure every aspect of the issues is addressed. This paper aims to evaluate whether video assessment during ODL is in line with the theory of motivation that enhanced students' understanding of online classes. This is qualitative research whereby a doctrinal method is engaged that reflects a better perception by students for video assessment compared to applications of law through writings. As such, 209 students from the Faculty of Law, Universiti Teknologi MARA were selected as the respondents. This study concluded that using video creation as a form of assessment enhance law students' communication skill to impart professional legal advice through a creative role-play. This exercise allows the students to improve their understanding of conveyancing law and procedure in a more casual yet effective method. To ensure efficacy, the rubric for video assessments shall be clear, precise, and lecturers should convey their reflections to students. It is also important for educators to find out whether the findings of

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Learning Strategies in Making Video Project Assignments in ESP Class

Cited by 5 publications

References 7 publications

Need Analysis in Learning English for Preservice Biology Teacher

Need Analysis in Learning English for Preservice Biology Teacher

ESP Students’ Preferences in Learning English: Face to Face Corrective Feedback vs Online Corrective Feedback

Educating the Law of Conveyancing Students Through Students-Generated Video Assessment: A Way Forward

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