Research on learning and teaching of languages other than English in System

Qingsheng, Guo; Zhou, Xiaozhou; Gao, Xuesong

doi:10.1016/j.system.2021.102541

Cited by 40 publications

(14 citation statements)

References 29 publications

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“…Creative activities designed in learning tools really help students to develop their basic literacy skills. This is in line with opinion of Guo et al (2021), Hiver et al (2021), Ji et al (2022), andZhang (2022) regarding language learning for children who argues that the principle of realizing learning for students, especially children, is to focus on emphasizing the here and now, activities must be designed to get their interest. directly, learning needs a variety of activities to maintain interest and attention, teachers need to be animated, lively and enthusiastic about the subject.…”

Section: Resultssupporting

confidence: 79%

Balanced Literacy Approach-Based Learning Model Containing Thai Core Values for Basic Literacy Learning in Early Grades

Phoncai

Somprongtham

2023

iraono

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This article presents the findings of research and the development of a learning model based on a balanced literacy approach for early elementary school students' basic literacy instruction. Research and development (R&D) research that has been implemented adopts the Borg and Gall version of the development model. The research has been carried out through a preliminary study stage carried out by applying a qualitative descriptive approach; developing prototype learning models, followed by validation of material and learning experts; the evaluation was carried out by testing the implementation of the model in class I, II, and III. Data collection techniques are questionnaires, observation, interviews. Data analysis with quantitative and qualitative descriptive. The developed learning model consists of 4 stages of learning activities, namely stage I exploring sources of information, stage II implementing a balanced strategy, stage III presenting information, and stage IV reflection. The results of the model validation developed from material experts show an average score of 3.6 (very good category) and an average score of learning expert validation of 3.6 (very good category). The results of the trial implementation of the model show that the average learning achievement in class I is 91 out of an average initial ability of 84. The results of the student response questionnaire to the implementation of the learning model in class I showed an average score of 3.3 (very good category), class II showed an average score of 3.7 (very good category), and class III showed an average score of 3.5 (very good category). Overall, pupils are highly engaged in learning since this learning gives a variety of inventive and diverse literacy exercises.

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Section: Resultssupporting

confidence: 79%

Balanced Literacy Approach-Based Learning Model Containing Thai Core Values for Basic Literacy Learning in Early Grades

Phoncai

Somprongtham

2023

iraono

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“…Evaluation criteria are as follows: R@K and MAP, (1,10,20) are used as the experimental simulation criteria in this section.…”

Section: Results Analysis and Discussionmentioning

confidence: 99%

“…In terms of text, Guo et al constructed a language model through a three-layer neural network due to various shortcomings of the model [ 10 ]. In this model, the features of words can be compared with each other as real-valued vectors, and the basic concepts of text are not much different from later language models.…”

Section: Related Workmentioning

confidence: 99%

A Multimodal Model for College English Teaching Using Text and Image Feature Extraction

Zhao

Liu

2022

Computational Intelligence and Neuroscience

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The rapid development of the internet and multimedia technology in recent years has continued to push foreign language education in the direction of modern education. Multimodal education is becoming more and more important in the field of English education as an advanced educational concept in the field of language education. As a result, many English teachers have begun to emphasize the use of multimodal teaching theory in their classrooms. This paper investigates a multimodal model that incorporates text and image features, based on multimodal discourse theory, systemic functional linguistics theory, and foreign language teaching theory. This paper develops a multimodal model that can search for images and texts from various perspectives. We use an image feature bias term in the log-bilinear natural language model to influence the probability of predicting the next word based on the context, resulting in a multimodal model. The experimental results show that the proposed model, as an image-text relationship evaluation index system, has a slower search speed than other models but better search accuracy.

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“…In learning process by using Joint Construction Technique, the students were actively encouraged to use the technique in exploring their idea about the topic that had provided by the teacher (Guo et al, 2021;Hanjani, 2018;Luo, 2021). At the first, the teacher decides one genre of the text that will be taught.…”

Section: Discussionmentioning

confidence: 99%

The Use of Joint Construction Upon Writing Achievement

Arlinayanti

Sariyani

2022

JLLS

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Mastering the language, especially English, is not enough if people can only speak fluently. Students are also required to be able to produce language in written form because writing is considered essential. This study aims to analyze the significant effect on the writing ability of students who are taught using the Joint Construction technique and those who use conventional writing techniques. This research is experimental, using the post-test only control groups design. The population of this research is 224 students. Two classes were randomly selected as the research sample. The test results were analyzed through descriptive and inferential statistics. The results of the research are descriptive analysis results. The average value of the experimental group is 79.78, while the average value of the control group is 75.66. It means that the experimental group performs better than the control group. In statistical inferential analysis, a significant difference in the writing ability of students taught using the Joint Construction technique and conventional writing techniques was 2.43. So the Null hypothesis used is rejected. It was concluded that there was a significant difference in students' writing achievement between students taught using the Joint Construction technique and those taught using conventional writing techniques.

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Research on learning and teaching of languages other than English in System

Cited by 40 publications

References 29 publications

Balanced Literacy Approach-Based Learning Model Containing Thai Core Values for Basic Literacy Learning in Early Grades

Balanced Literacy Approach-Based Learning Model Containing Thai Core Values for Basic Literacy Learning in Early Grades

A Multimodal Model for College English Teaching Using Text and Image Feature Extraction

The Use of Joint Construction Upon Writing Achievement

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