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The Interplay Between Student Led Discussions and Argumentative Writing
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| Pengarang | : | Wagner, Christopher J. ,Parra, Ossa Marcela,Proctor, Patrick C. |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 438-449 |
| Abstrak | : | Abstrak tidak tersedia. |
The Role English Language Institutes In Iran
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 428-437 |
| Abstrak | : | Abstrak tidak tersedia. |
Framing the Teaching of Academic Language to English Learners: A Delphi Study of Expert Consensus
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 418-427 |
| Abstrak | : | Abstrak tidak tersedia. |
EFL Learners Perceptions of Mobile Assisted Feedback on Oral Production
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 408-417 |
| Abstrak | : | Abstrak tidak tersedia. |
Contemporary intellectual structure of CSCL research (2006–2013): a co-citation network analysis with an education focus
| Pengarang | : | Tang, KY., Tsai, CC. & Lin, TC. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 335-363 |
| Abstrak | : | This present study endeavors to discover the scholarly communication structure in the CSCL knowledge domain. To explore the intellectual structure of contemporary literature of CSCL research from 2006 to 2013, over a thousand research papers indexed in the leading journal publications and conference proceedings were retrieved from WOS. Accordingly, this paper adopted a series of methods to analyze these research articles from macro to micro level, including document co-citation analysis (DCA), exploratory factor analysis (EFA), and social network analysis (SNA). As a result, a total of 7,552 and 2,180 co-citation ties were obtained from 403 to 66 source papers, respectively. In addition, six intellectual subfields within the CSCL literature were extracted, namely: (1) representation, discourse & pattern, (2) factors influencing CSCL, (3) intervention and comparison, (4) critical reasoning, (5) process of social construction, and (6) design and modeling of CSCL. Central documents and publications within contemporary CSCL research were identified and presented in the undirected co-citation networks from both macro and micro perspectives. Furthermore, the dissemination of underlying subfields and pivotal documents serving as a boundary-spanning role were discussed. This is the very first attempt to integrate the bibliographical method, statistical analysis, and visualization techniques in relation to contemporary CSCL research. Further discussion and research directions for future CSCL study are provided. |
An examination of CSCL methodological practices and the influence of theoretical frameworks 2005–2009
| Pengarang | : | Jeong, H., Hmelo-Silver, C.E. & Yu, Y. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 305-334 |
| Abstrak | : | The goal of this research is to provide an overview of CSCL methodological practices. CSCL is a vibrant interdisciplinary research field where several different theoretical and methodological traditions converge. Given the diversity of theoretical and methodological traditions that co-exist in CSCL, it is important to document the kinds and range of methodological practices and examine how they are related to the diverse theoretical perspectives in the field. In the current study, we examined CSCL research methodology in terms of (1) research designs, (2) research settings, (3) data sources, and (4) analysis methods. We then examined how these dimensions are related to the theoretical frameworks of the research. A content analysis was carried out based on empirical CSCL studies published in seven leading journals of the field during 2005–2009. The analysis identified the dominant CSCL research practices. We found that the modal CSCL study used descriptive designs that were carried out in classroom settings, typically collected questionnaires and/or analyzed the data quantitatively. CSCL research methods, however, were also quite diverse and eclectic, as researchers used range of data collection and analysis practices. Methodological practices were influenced by the theoretical framework of the research. A cluster analysis examined how these practices co-varied and revealed four distinctive method-theory clusters. Remaining methodological challenges of the field are discussed along with suggestions to move the field toward meaningful synthesis. |
When Statues Come Alive: Teaching and Learning Academic Vocabulary Through Drama in Schools
| Pengarang | : | Cannon, Anneliese |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 383-407 |
| Abstrak | : | With the high numbers of English learners (ELs) in school and rising demands for students to become proficient in academic forms of English, it is increasingly crucial for teachers to have effective, innovative tools to make content and language accessible to students. Adolescent ELs in particular are at a critical point in their educational careers, yet often underrepresented in scholarship. In this article, the author focuses on findings on academic language instruction derived from a yearlong ethnographic study of a middle school class for newcomers taught using drama-based techniques. The findings illustrate how this kind of work can engender communication and linguistic risk taking among ELs. Concepts from Bakhtin's (1981) analysis of language and power, along with the notion of embodied learning, serve as guiding ideas in examining the data. The qualitative data reveal both the problems of reductive approaches to teaching academic language and the efficacy and power of multimodal, embodied pedagogies wherein students are able to both learn critical forms of language and make them personally relevant. |
Genre Pedagogy: A Framework to Prepare History Teacher to Teach Language
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 358-382 |
| Abstrak | : | This qualitative research study examined how two novice secondary teachers drew on preservice preparation to teach language demands of their content area to bilingual learners in urban high schools in a city in the northeastern United States. Data sources included videotaped class observations, lesson plans and teaching materials, and semistructured interviews to elicit participants' perspectives on how they taught language. Findings suggest that participants integrated significant components of language teaching into content instruction, such as explicit vocabulary instruction and group activities orga- nized around structured interactions with classmates and texts, but did not consistently teach language. The implication is that novice teachers need more guidance to identify and teach linguistic features of content tasks and texts. Accordingly, this article proposes a genre- based framework to teach language illustrated with classroom scenarios that demonstrate how linguistic analysis and cognitive scaffolds can be incorporated into brief targeted activities that support both language and conceptual development. Although recommendations are based on history genres, implications of this analysis may be relevant to a broad group of researchers, teacher educators, and teachers focused on promoting disciplinary literacy in secondary content classes for bilingual learners. |
How to bring a technical artifact into use: A micro-developmental perspective
| Pengarang | : | Overdijk, M., van Diggelen, W., Andriessen, J. et al. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 289-303 |
| Abstrak | : | In order to understand how technical artifacts are attuned to, interacted with, and shaped in various and varied classrooms, it is necessary to construct detailed accounts of the use of particular artifacts in particular classrooms. This paper presents a descriptive account of how a shared workspace was brought into use by a student pair in a face-to-face planning task. A micro-developmental perspective was adopted to describe how the pair established a purposeful connection with this unfamiliar artifact over a relatively short time frame. This appropriation was examined against the background of their regular planning practice. We describe how situational resources present in the classroom—norms, practices and artifacts—frame possible action, and how these possibilities are enacted by the pair. Analysis shows that the association of norms and practices with the technical artifact lead to a contradiction that surfaced as resistance experienced from the artifact. This resistance played an important part in the appropriation process of the pair. It signaled tension in the activity, triggered reflection on the interaction with the artifact, and had a coordinative function. The absence of resistance was equally important. It allowed the pair to transpose or depart from regular procedure without reflection. |
Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 332-357 |
| Abstrak | : | The authors point to systemic-theoretical instruction (STI), which underscores the importance of abstract conceptual knowledge in schooling, and dynamic assessment (DA), in which mediators and learners function cooperatively, as examples of the theory-practice relation envisioned by Vygotsky (1987). This article proposes an interactional framework to bridge STI and DA. Mediated development (MD) emphasizes mediator-learner dialogic interaction in which the aim is not to assess emerging capabilities but rather to guide learner appropriation of concept-based instructional materials as symbolic tools for thinking. The researchers situate MD in relation to the broader Vygotskian second language research tradition, while also acknowledging the contributions of Israeli researcher Reuven Feuerstein (Feuerstein, Feuerstein, & Falik, 2010). Feuerstein's work to promote general cognitive abilities among learners with special needs closely parallels Vygotsky's research and was influential in developing this proposal of MD. The authors discuss principles of the framework and illustrate them through close analysis of excerpts of mediator learner interactions from an STI program to teach the English tense aspect system in a university-level ESL academic writing program. Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity. |