Students’ motivation types in the smart approach to ESP instruction

Šimonová, Ivana; Procházková, Zuzana; Lorenc, Vladimir; Škoda, Jiřı́

doi:10.14742/ajet.6677

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…In our opinion, further research activities should focus on how students of various learning styles or motivation types cope with online distance learning, whether/how learners with special educational needs can be educated online distance, etc. In the Czech Republic, the initial steps have been done, e.g., Simonova et al 2021b , or Gybas et al 2021 . These are the research problems that should be solved on the national level as minimum because large samples are needed for researching single types of learners, and for generalization of results.…”

Section: Discussionmentioning

confidence: 99%

Re-thinking the online distance instruction based on students’ feedback

et al. 2022

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During the covid-19 pandemic, schools at all levels were often closed and online distance instruction (ODI) was applied. The main objective of this research was to discover the main didactic features of online distance instruction; and based on the collected data to define didactic recommendations towards improving the quality of the process. Five hypotheses were set that evaluated students’ opinions in the areas of teachers’ support for learners within ODI, types of sources exploited within ODI, means used for practising and fixing new knowledge within ODI, assessment of learners’ performance within ODI, and students’ feedback on ODI. In total, 272 respondents from upper secondary and higher education institutions participated in the research. Each respondent described the process of online distance instruction in two courses they selected of 64: (1) in a course that they appreciated, liked, enjoyed, and considered efficient from the point of view of their learning; (2) in a course that caused them discomfort in learning, as it was conducted in a way that did not suit them, and their learning did not bring the expected learning outcomes. Data were collected via a questionnaire; Chí-square test, adjusted residuals, and t test for comparison of means were calculated. Before the research started, teachers were trained in online distance instruction. Therefore, we expected that they will be competent in designing online distance courses and the courses will follow didactic principles. The results discovered significant differences in the frequency of occurrence of observed features in courses that received positive feedback compared to those having negative evaluation. However, some exceptions were detected.

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Section: Discussionmentioning

confidence: 99%

Re-thinking the online distance instruction based on students’ feedback

et al. 2022

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“…Finally, learners' motivation to learn drove them to be more willing to invest their energy and effort in activities and affected learning behaviour during the process of participation (Simonova et al, 2021;Yu & Lee, 2015). It should be noted that the participants in this study were teachers.…”

Section: Implications For Researchmentioning

confidence: 91%

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

Ma¹,

Du²,

2022

AJET

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The rise of teacher training in online interactive learning environments has contributed to teachers’ professional development and brought new vitality to the informatisation of education. Many researchers have reported that there is a participation gap in online interactive learning environments. Research on the factors influencing this is very important. Social network prestige, which measures the degree to which learners gain peer attention in directed social networks, is one of the important metrics to characterise the participation gap. In this study, we offered an online teacher training course, and 1438 in-service teachers from primary and secondary schools attended. Among them, we selected 457 in-service teachers who participated in the three peer assessment activities as the final participants. To analyse the factors influencing learners’ social network prestige in online peer assessment, we first conducted a partial least squares structural equation modelling analysis to construct a model of factors influencing social network prestige. Then, we adopted several semi-structured interviews to investigate learners' perspectives to provide an in-depth analysis of the factors influencing social network prestige. The purpose of this study was to gain insight into the participation gap in online interactions and make effective suggestions on how to improve learning performance in online peer assessment. Implications for practice or policy: Course designers could improve the design of the introduction to peer assessment to motivate learners and enhance their acceptance of the activities. Course designers could reduce participation gap by assigning work from low-prestige learners to high-prestige learners in a non-mandatory way later in the course.

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“…ESP teaching can promote the organic combination of professional and disciplinary education so that students can better master English for specialized purposes [7][8]. At the same time, it allows English to serve the students' own professional and career development so that they have both an international perspective and the ability to use English to participate in transnational communication [9][10].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Teaching Mode of English for Specialized Purposes (ESP) in Colleges and Universities under the PDCA Model

2024

Applied Mathematics and Nonlinear Sciences

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In this paper, ant colony algorithm and genetic algorithm are combined and applied to the teaching mode of English for Special Purposes (ESP) in colleges and universities, and the optimization of the teaching mode is realized through the PDCA model. The iteration speed of ant colony algorithm is better than that of genetic algorithm in the early stage. In comparison, the iteration speed of genetic algorithm is better in the later stage. By fusing these two algorithms, their respective advantages can be maximized. The study takes two computer science classes as an example, first conducts a needs analysis of the ESP course, and finds that the ratings in English foundation, learning materials, learning mode, and quiz mode are all higher than 5.5. By comparing the final exam scores of the experimental and control classes, it was found that the average score of the practical class was 3.5 points higher than that of the control class, which indicated that the ESP teaching of the PDCA cycle effectively improved the students’ academic performance. The average score of students’ recognition of the ESP teaching model of PDCA cycle was 4.252, while the ratings in satisfaction, participation in classroom interactions, and learning effect were all over 4.1. The analysis of learning motivation shows that “for better employment”, “for promotion”, and “to pass the exam” are the top three motivations for students to choose to learn English for computer science majors, with scores of 175, 174, and 170, respectively. This study effectively demonstrates the potential of combining ACO and Genetic Algorithm in education.

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Students’ motivation types in the smart approach to ESP instruction

Cited by 5 publications

References 17 publications

Re-thinking the online distance instruction based on students’ feedback

Re-thinking the online distance instruction based on students’ feedback

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

Exploring the Teaching Mode of English for Specialized Purposes (ESP) in Colleges and Universities under the PDCA Model

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