The use of reflective practice towards achieving effective English language teaching at primary schools

Hashim, Siti Noor Aneeis; Yusoff, Nooraini

doi:10.11591/ijere.v10i1.20956

Cited by 8 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Figure 3 shows the comparison. The findings align with the qualitative case study by Hashim and Yusoff [43] exploring the use of reflective practice by English language teachers which emphasized continuous learning, making connections through code-switching, and using students' prior knowledge.…”

Section: Language Learning Assessmentsupporting

confidence: 80%

Scaffolding instruction for improvement in learning English language skills

Arora,

Al-Wadi,

Afari

2024

IJERE

View full text Add to dashboard Cite

Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (LLA) tasks and an observation checklist to measure the impact of the proposed practice on the improvement in the participants’ learning. The scaffolding techniques used were soft versus hard (support provided only till needed), chunking (breaking down information), modelling (giving clear examples), bridging (using prior knowledge) and contextualizing (making connections). Both the quantitative and qualitative data revealed that scaffolding instruction significantly improved the participants’ language learning skills. For sustainable education, the findings emphasize the importance of conducting scaffolding instruction in small groups, assigning pre-planned and well-structured tasks with clear instructions, and providing scaffolding ‘as and when needed’ especially in a mixed ability group of EFL/ESL students.

show abstract

Section: Language Learning Assessmentsupporting

confidence: 80%

Scaffolding instruction for improvement in learning English language skills

Arora,

Al-Wadi,

Afari

2024

IJERE

View full text Add to dashboard Cite

show abstract

“…According to more recent studies by Chung (2021) and Hashim and Yusoff (2021), which both explored the use and effectiveness of reflective dialogues in teaching professional growth, reflective dialogues could facilitate teachers to increase PCK knowledge through changes in their personal domain, like beliefs and attitude. More specifically, Chung (2021) investigated the role of dialogic reflections among Asian secondary school English language teachers and indicated that it should be viewed as an approach to teacher learning as teachers could enhance their understanding from self-reflection and others' reflections.…”

Section: Reflective Dialoguesmentioning

confidence: 99%

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Jiang

2022

rEFLections

View full text Add to dashboard Cite

Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

show abstract

“…Self-efficacy and self-reflection have been shown to contribute to English learning success in the field of language learning. (Hashim & Mohd Yusoff, 2021;Khongput, 2020;Orakcı, 2021;Puspita et al, 2014). Thus, students need to apply self-efficacy and selfreflection in the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency

Sulistyo,

Lutviana

2023

VELES

View full text Add to dashboard Cite

Effective learning activities in the classroom that motivate students toward language proficiency should be thoughtfully implemented. One notable method is task-technology fit (TTF), which combines task-based language learning (TBLL) and project-based learning (PjBL). This study explores this intersection through video project-based learning (VPBL). It seeks to understand how VPBL interventions influence students' speaking proficiency, especially in areas of complexity, accuracy, and fluency, while also examining the role of students' self-efficacy and self-reflection. Utilizing a pre-experimental design without a control group, this research was conducted among second-year students of the English Education Program at Universitas PGRI Kanjuruhan Malang in their Speaking course. 37 students participated in a speaking test prompt and answered self-reflection and self-efficacy questionnaires, while 8 students underwent a more detailed interview regarding their VPBL experience. Results showed a general enhancement in speaking proficiency, primarily due to VPBL's unique structure and the student's capacity for self-reflection. Although improvements in fluency and accuracy were noted, there was not significant progress in complexity, indicating that while students utilized VPBL for refining their speaking skills, further efforts are required to advance their linguistic intricacy.

show abstract

The use of reflective practice towards achieving effective English language teaching at primary schools

Cited by 8 publications

References 26 publications

Scaffolding instruction for improvement in learning English language skills

Scaffolding instruction for improvement in learning English language skills

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency

Contact Info

Product

Resources

About