Supporting Young Students’ Word Study During the COVID‐19 Quarantine: ABC Scavenger Hunt

Chen, Xiufang; Greenwood, Kaitlyn

doi:10.1002/trtr.2005

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…As scavenger hunt originates from a child game, it carries game elements such as rewards, scoring, competition, time limit, set of objectives. Scavenger hunt has been used in various fields of education for purposes such as an orientation activity for freshmen (Lu et al, 2015), improving intercultural communication (Santoso, 2020), teaching academic writing (Lin et al, 2021), a word study activity (Chen & Greenwood, 2021), enhancing confidence and networking (Mazzoli, Moffit, & Mansell, 2021), second language teacher training (Zhang, 2020), and improving learner engagement (Dakroub et al, 2022).…”

Section: Gamificationmentioning

confidence: 99%

The use of augmented reality in a gamified CLIL lesson and students’ achievements and attitudes: a quasi-experimental study

Çelik

Ersanlı

2022

Smart Learn. Environ.

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The advancement of technology has provided new avenues for English language teachers to assist students in improving their language learning processes. Augmented reality is an emerging technology that can implement virtual objects into the physical learning environment. This quantitative study aimed to determine the impact of employing augmented reality in a CLIL lesson. The study also looks at EFL learners’ attitudes about the use of AR. For this purpose, 76 high school students (38 males and 38 females) have taken part in this study. The results showed that using an AR-based mobile application improved the language achievements of the learners. The learners who used AR have gathered better results in the CLIL lesson. Additionally, the learners had positive attitudes towards the use of augmented reality. They found it satisfying and engaging and were willing to use it in the future again. Based on the study findings, EFL teachers are encouraged to use AR in their classes to teach both content and the language.

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Section: Gamificationmentioning

confidence: 99%

The use of augmented reality in a gamified CLIL lesson and students’ achievements and attitudes: a quasi-experimental study

Çelik

Ersanlı

2022

Smart Learn. Environ.

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“…These have included synchronous courses, where students participate in a lecture or discussion on video platforms, and asynchronous opportunities where students work through course materials at their own pace. Researchers have studied the most effective pedagogies for online and blended teaching (see e.g., Pulham & Graham, 2018; Washburn et al, 2021) and the most effective tools and resources for online and blended teaching (see e.g., Chen and Greenwood's recent work on ABC Scavenger hunts, Chen & Greenwood, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

First and Second Conversations: Remote Learning and Interpretive Boundaries

Hassenfeld¹,

Bogard²,

Fenwick³

et al. 2022

The Reading Teacher

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This article examines the nature of student‐to‐student text discussion in a dialogically organized remote classroom. Conducted as teacher research, I investigated student talk in a PreK‐1st grade biblical literature class. In the fall of 2020, I taught a biblical literature class to a fully remote PreK‐1st grade cohort in a Jewish independent school on the East Coast. Four undergraduate research assistants from the SCRoLL education lab helped with ongoing data analysis. Through self‐study of my teaching and classroom, I discovered the ways that the remote setting shaped intensive text discussion, facilitating students' comfort stepping into their own interpretive authority and moving past the classroom fixture of teacher as interpretive authority. In the remote classroom, the students comfortably moved between the first conversation, the meaning of the text, and the second conversation, competing conventions for determining the meaning of the text. I conclude with suggestions for how teachers interested in dialogically organized classrooms can carry the assets of the remote classroom forward.

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“…In addition, to realize quality remote learning, teachers do not only focus on guiding, supervising, and teaching students but also trying to involve students' parents [8], [27]- [29]. Parents need to be the key to successful learning from home.…”

Section: Online Learningmentioning

confidence: 99%

The Appropriate Remote Learning Methods During the COVID-19 Pandemic in Rural Schools in Indonesia

Surahman¹,

Kurniawan²,

Pratama³

2021

Advances in Social Science, Education and Humanities Research

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This study investigated the remote teaching methods during the COVID-19 pandemic in rural areas of Indonesia. Research participants were seven teachers in elementary school, junior high school, and senior high school in rural areas. This study employed a qualitative method with interviews, online observation, and documentation studies as data collection techniques. The results showed that remote teaching methods were designed in online learning using instant messaging groups, teacher visits, and learning activities at meeting points at predetermined locations. The study results concluded that remote teaching in rural areas and those who experience internet connection barriers can be circumvented through visiting teacher activities and student gathering points while still following health protocols.

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Supporting Young Students’ Word Study During the COVID‐19 Quarantine: ABC Scavenger Hunt

Abstract: During the COVID-19 pandemic, an ABC scavenger hunt can be a great activity to support young students' word study while bridging home and school and fostering a positive learning environment.

Cited by 8 publications

References 4 publications

The use of augmented reality in a gamified CLIL lesson and students’ achievements and attitudes: a quasi-experimental study

The use of augmented reality in a gamified CLIL lesson and students’ achievements and attitudes: a quasi-experimental study

First and Second Conversations: Remote Learning and Interpretive Boundaries

The Appropriate Remote Learning Methods During the COVID-19 Pandemic in Rural Schools in Indonesia

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