Cette thèse relève de la didactique de l’anglais. Il s’agit d’une étude exploratoire des représentations et attitudes de 170 lycéens, relative à l’introduction et l’utilisation du baladeur MP3 en ...cours d’anglais. Notre démarche d’investigation a reposé sur une approche systémique de la situation d’apprentissage. Afin de mettre au jour l’attitude des apprenants, nous avons utilisé des questionnaires. Nos résultats ont mis en évidence l’absence d’unanimité dans l’acceptation du baladeur MP3 en cours d’anglais. Une utilisation régulière du baladeur MP3 dans la vie quotidienne ne prédispose pas à son appropriation dans un contexte scolaire. Le baladeur MP3 n’est pas un objet réel – c’est un artefact qui se reconstruit selon les usages. Notre étude a également montré que les représentations de l’objet technologique chez les apprenants dépendaient de leurs représentations des autres éléments de la situation d’apprentissage.
This PhD thesis concerns the learning/teaching of the English language. It consists in an exploratory study of 170 high school students’ beliefs and attitudes as regards the introduction and use of an MP3 player in English classes. Our investigation was based on a systemic approach of the learning context. In order to expose the learners’ attitude, we used questionnaires. Our results highlighted the absence of consensus in the acceptation of the MP3 player in English classes. A frequent use of the MP3 player in the daily life does not involve its appropriation in a school context. The MP3 player is not a real object – it is an artefact that is reconstructed according to the uses. Our study also showed that the learners’ beliefs of the technological object depended on their beliefs of the other elements belonging to the learning context.
Based on the theories from social constructivism, task-based learning, and social psychology on attitudes, this paper reports and analyzes an investigation into learners’ attitudes to ...language-productive tasks via Internet relay chat (A-LPT via IRC). Data were collected by questionnaires and interviews from international students learning English language in a British university. Results reveal learners hold positive A-LPT via IRC, which can be developed with the lack of any component(s) of attitudes and be influenced by many factors via the social interaction. It is also shown that learners’ A-LPT via IRC are strongly related to the attitudes to Internet relay chat in language-productive tasks (A-IRC in LPT), weakly to the frequency of IRC, computer or Internet in everyday use, and rarely to the history of IRC everyday use. Simultaneously, learners hold positive attitudes to most of the task-criterial features, especially the interactive, authentic and interesting tasks and those with native speakers’ participation, multi-skill and multi-ability involvement, and comfortable engagement.
The thesis of this study is that Classical studies at the University of Malawi, Chancellor College, has been taught with almost no reference to its African context, yet the Classical world, as ...Ogilvie (1979:2) observed ‘is far removed in time, geography, and philosophy from the world of Africa'. Classics in Malawi is currently taught as in the West, with which it has immediate ties, but if there are to be meaningful gains on the part of students learning Classics in Malawi, we need to contextualise its teaching. The purpose of this study was to identify ways in which Classics teaching at undergraduate level in Malawi might be strengthened in order to make the learning of Classics more meaningful and relevant to the Malawian context, by bridging the gaps between Classical Antiquity and African cultures. The comparative approaches explored will facilitate revision of the University of Malawi Classical Studies curriculum to fulfil the needs and interests of Malawians with the main purpose of contextualising Classical Studies in Malawi. The thesis consists of five chapters which deal with issues relating to Classics teaching in Malawi, namely: the evolution of Classical Studies in Malawi and its challenges; the need to change with the times; views of Latin/Classics teachers about Latin teaching at secondary level; attitudes and perceptions of undergraduate Classics students at Chancellor College to Classics, their perceptions about skills and Classics teaching in general; and views from Classicists from other universities on Classics teaching in general. The main comparative element in the thesis draws on analysis of similar issues in a wide variety of other institutions, including in the UK, the USA, Asia and Africa. Literature relating to Classics pedagogy and Comparative Education approaches, specifically Bereday's Model, has been reviewed. In addition, Classical Reception theory and Social Constructivism theory, particularly with regard to pedagogy, have been surveyed. The study used purposive sampling. Five types of samples and their corresponding data capturing instruments were used, broken down in the following categories: two types of interviews (one involving Malawian Latin or Classics teachers at secondary level, and the other universities' Classics lecturers); review of various documents of international universities' Classics programmes; lecture observations for Classics; and student questionnaire interviews administered to University of Malawi Classics students. The research was a mixed-method design, combining both quantitative and qualitative data analysis, but overall, the study was more qualitative than quantitative. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using the thematic analysis method. These analyses were followed by discussions of the findings of both quantitative and qualitative data. The major conclusions and implications of the study point to the need for a curriculum review of all Classics courses to ensure that Classics becomes more relevant in the Malawian context.
This paper reports on an investigation of podcasting as a tool for honing pronunciation skills in intermediate language learning. We examined the effects of using podcasts to improve pronunciation in ...second language learning and how students’ attitudes changed toward pronunciation over the semester. A total of 22 students in intermediate German and French courses made five scripted pronunciation recordings throughout the semester. After the pronunciation recordings, students produced three extemporaneous podcasts. Students also completed a pre- and post-survey based on Elliott’s (1995) Pronunciation Attitude Inventory to assess their perspectives regarding pronunciation. Students’ pronunciation, extemporaneous recordings, and surveys were analyzed to explore changes over the semester. Data analysis revealed that students’ pronunciation did not significantly improve in regard to accentedness or comprehensibility, perhaps because the16-week long treatment was too short to foster significant improvement and there was no in-class pronunciation practice. The podcast project, however, was perceived positively by students, and they appreciated the feedback given for each scripted recording and enjoyed opportunities for creativity during extemporaneous podcasts. Future studies might seek to delineate more specific guidelines or examine how teacher involvement might be adapted to the use of podcasts as a companion to classroom instruction.
Following the trend that has emerged in most European educational contexts, Portugal is no exception and has witnessed an increasing number of multilingualMultilingual/multicultural classrooms. ...According to the Ministry of Education, students from over 180 nationalities were enrolled in Portuguese schools in 2017. Consequently, English language teachers have had to adapt to this by acknowledging a gradual shift from the notion of correctness to appropriateness and intelligibility, reassessing the traditional learning target that focuses on native speaker norms. Thus, the scope of this chapter stems from Kirkpatrick (2007, p. 194), which advocates that “in aiming to teach and learn English in ways that would allow for effective communication across linguistic and cultural boundaries the focus of the classroom moves from the acquisitionAcquisition of the norms associated with a standard model to a focus on learning linguistic features, cultural information, and communication strategies that will facilitate communication.” This study reports the findings of two questionnairesQuestionnaire distributed to Basic and Secondary teachers (N = 133) and students (N = 100), as well as interviewsInterviews with Basic Education students (N = 15), to ascertain their awareness of and attitudes towards English language teaching, learning and use in multilingualMultilingual classrooms. Findings indicate the need for promoting teacher and learner competencesCompetence that are crucial for responding to and building upon the diversityDiversity found in today’s multilingualMultilingual English language classrooms.
Although pair and group work are commonly used in language classrooms, very few studies have investigated the nature of such collaboration when students produce a jointly written text. This study set ...out to investigate collaborative writing. The study was classroom based, and the participants (23) were adult ESL students completing degree courses. Students were given a choice to write in pairs or individually. Although most chose to work in pairs, some chose to work individually. All pair work was audiotaped and all completed texts collected. All pairs were also interviewed after class. The study compared texts produced by pairs with those produced by individual learners and investigated the nature of the writing processes evident in the pair talk. The study also elicited the learners’ reflections on the experience of collaborative writing. The study found that pairs produced shorter but better texts in terms of task fulfilment, grammatical accuracy, and complexity. Collaboration afforded students the opportunity to pool ideas and provide each other with feedback. Most students were positive about the experience, although some did express some reservations about collaborative writing.
Educational settings in professional health education establishments significantly shape students' academic, social, and emotional experiences. These environments encompass physical, psychological, ...and social infrastructures of programs or institutions, which jointly influence learning and development. This study analyzed the educational environment at Prince Nora University in Saudi Arabia, a renowned institution in health education.BACKGROUNDEducational settings in professional health education establishments significantly shape students' academic, social, and emotional experiences. These environments encompass physical, psychological, and social infrastructures of programs or institutions, which jointly influence learning and development. This study analyzed the educational environment at Prince Nora University in Saudi Arabia, a renowned institution in health education.The primary aim of this study was to evaluate the perceptions of the educational environment among students at Prince Nora University using the Dundee Ready Education Environment Measure (DREEM) inventory. The DREEM inventory is a renowned and validated tool designed to gauge students' perceptions across various dimensions of their educational experience.AIMThe primary aim of this study was to evaluate the perceptions of the educational environment among students at Prince Nora University using the Dundee Ready Education Environment Measure (DREEM) inventory. The DREEM inventory is a renowned and validated tool designed to gauge students' perceptions across various dimensions of their educational experience.Employing a cross-sectional survey design, the research gathered data from a sample of 321 students enrolled in the College of Health and Rehabilitation Sciences at Prince Nord University. The DREEM inventory, which measures the academic, social, and emotional aspects of the learning environment from the student's perspective, was utilized to collect the information.METHODSEmploying a cross-sectional survey design, the research gathered data from a sample of 321 students enrolled in the College of Health and Rehabilitation Sciences at Prince Nord University. The DREEM inventory, which measures the academic, social, and emotional aspects of the learning environment from the student's perspective, was utilized to collect the information.The findings from the study indicated a positive perception of the educational environment among the students, with an overall mean score of 113.84 out of 200 on the DREEM inventory. Analysis of the subscales revealed that the Student Perceptions of Atmosphere (SPoA) received the highest scores, indicating a favourable environment, while Student Social Self-Perceptions (SSSP) scored the lowest, suggesting areas that may require attention and improvement.RESULTSThe findings from the study indicated a positive perception of the educational environment among the students, with an overall mean score of 113.84 out of 200 on the DREEM inventory. Analysis of the subscales revealed that the Student Perceptions of Atmosphere (SPoA) received the highest scores, indicating a favourable environment, while Student Social Self-Perceptions (SSSP) scored the lowest, suggesting areas that may require attention and improvement.The study successfully showed the utility of the DREEM inventory in assessing the educational environment at Prince Nora University, highlighting its effectiveness as a tool for understanding student perceptions. The positive overall score suggests a conducive learning atmosphere, though the disparity in subscale scores points to potential areas for enhancement.CONCLUSIONThe study successfully showed the utility of the DREEM inventory in assessing the educational environment at Prince Nora University, highlighting its effectiveness as a tool for understanding student perceptions. The positive overall score suggests a conducive learning atmosphere, though the disparity in subscale scores points to potential areas for enhancement.The research suggests that Saudi Arabian universities should implement the DREEM inventory to assess and enhance their educational settings, ultimately delivering a comprehensive and nurturing learning experience for students.RECOMMENDATIONThe research suggests that Saudi Arabian universities should implement the DREEM inventory to assess and enhance their educational settings, ultimately delivering a comprehensive and nurturing learning experience for students.
Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID-19 pandemic. Even though online learning research has been ...advancing in uncovering student
experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K-12 student population, especially when narrowed down to different school-
year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K-12 education reacted to the mandatory full-time online learning during the COVID-19 pandemic. For this purpose,
we conducted a province-wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross-tabulation and Chi-square analysis to compare
students' online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students' online learning experiences are significantly different across school years. Foremost, policy
implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K-12 online learning. Author abstract
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