Peer mediation for conflict management: a Singaporean case study

The burgeoning interest in conflict and its management has recently begun to impact on schools and school systems worldwide. Motivated by a concern for increasing levels of violence in schools and student�student conflict, many school administrators are looking at conflict management programs as a means of dealing with the problem. Most of the more widely used programs have their origins in the United States; their appropriateness and effectiveness in other countries and cultures is, at best, unknown, and in some respects open to conjecture. In this paper the cultural appropriateness of a peer mediation program in a primary school in Singapore is the subject of investigation. The study also addresses, in an exploratory manner, the effectiveness of peer mediation as a mechanism for student�student conflict management

The efects of peer corrective feedback trainning in face to face interaction and synchronousvideo-based computer-mediated comunication

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This quasi-experimental study was conducted in a private school, in Santiago, Chile, with four groups formed by 9th graders with the same L1 (Spanish) immersed in an EFL context. The purpose of the study was to examine ways in which the potential of peer interaction on learning is maximized. Specifically, the study examined two instructional techniques, both of which have been gaining increasing attention from second language acquisition researchers: (a) training learners how to correct each other (corrective feedback: CF), and (b) synchronous communicative interaction via video-based computer-mediated communication (SVCMC). Participants were divided into four groups depending on their experimental conditions. Group A (SVCMC+CF training) engaged in communicative peer interaction via SVCMC and received CF training. Group B (SVCMC-CF training) was given the same peer interaction tasks but did not receive any CF training. Groups C (FTF+CF training) and D (FTF-CF training) engaged in the same tasks in face-to-face in the classroom while only Group C received CF training. The intervention period lasted two weeks, consisting of four classes of 45 minutes for each of the four groups. The analysis involved (a) learners’ interactional behaviors, namely, language-related episodes, (b) their developmental outcomes with pre- and posttests focusing on past tense and locative usages, and (c) their perceptions based on exit questionnaire with close- and open-items. The results of this study reflected 3 main findings in peer interaction, corrective feedback, and SVCMC. With regard to interactional patterns (peer interaction), corrective feedback training promotes collaboration and so FTF environments, yet in SVCMC dominant patterns were more likely to arise. Meanwhile, CF training helped enhance learners’ language development as their results in the post-test were higher than in the pre-test and, in turn, SVCMC groups outperformed FTF groups. Concerning students’ perceptions, they overtly expressed positive beliefs regarding Peer Corrective Feedback and SVCMC activities. In short, clear differences were found among groups with different interventions resulting in distinct patterns, L2 development outcomes, and learner perceptions.Este estudio cuasi-experimental fue conducido en un colegio privado en Santiago de Chile, con cuatro grupos formados por estudiantes de primer año medio, cuya lengua nativa es el español. Los estudiantes estuvieron inmersos en un contexto EFL. El propósito del estudio fue examinar medios por las cuales el potencial de la interacción entre pares en el aprendizaje sea maximizado. Específicamente, este estudio examinó dos técnicas instructivas, las cuales han recibido recientemente atención paulatina de los investigadores en el campo de la adquisición de un segundo idioma: (a) capacitar a los estudiantes en como corregir a sus pares (retroalimentación), e (b) interacción comunicativa sincronizada a través de video conferencias (ICSV) mediadas por computadores. Los participantes fueron divididos en cuatro grupos según sus condiciones experimentales. El Grupo A (ICSV+ capacitación en retroalimentación) involucrado en interacción comunicativa— entre pares— a través de ICSV y recibieron instrucción en retroalimentación entre pares. Al Grupo B (ICSV – capacitación en retroalimentación) se le dio las mismas tareas, pero no recibió capacitación en retroalimentación. El Grupo C (cara a cara + capacitación en retroalimentación) y el Grupo D (cara a cara – capacitación en retroalimentación) participaron en las mismas tareas cara a cara en la sala de clases mientras que solo el Grupo C recibió capacitación en retroalimentación. El periodo de intervención fue de 2 semanas, compuesto de 4 clases de 45 min para cada uno de los grupos. Este análisis involucró (a) comportamientos interaccionales de los estudiantes, es decir, episodios relacionados con el lenguaje, (b) los resultados que reflejaron el desarrollo del lenguaje de los estudiantes fueron obtenidos mediante una evaluación previa a la intervención y otra posterior a la intervención; las evaluaciones se enfocaron en el uso del pasado simple y locativos, finalmente (c) las percepciones de los estudiantes obtenidas mediante un cuestionario de preguntas cerradas y abiertas. Los resultados de este estudio reflejaron 3 hallazgos principales en cuanto a interacción entre pares, retroalimentación, e ICSV. En cuanto a los patrones interacciónales (interacción entre pares), la retroalimentación y la comunicación cara a cara resultaron promover la colaboración, a diferencia de ICSV en la cual los patrones dominantes tuvieron más probabilidades de surgir. Mientras tanto, la capacitación en retroalimentación ayudó al mejoramiento del desarrollo del lenguaje de los estudiantes ya que sus resultados a lo largo de las evaluaciones pre y post presentaron un alza y, en consecuencia, los grupos que interactuaron a través de ICSV superaron a los grupos que interactuaron cara a cara. Tomando en cuenta las percepciones de los estudiantes, ellos expresaron abiertamente ideas positivas en cuanto a las actividades la capacitación en retroalimentación e ICSV. En resumen, diferencias claras fueron encontradas entre los grupos con diferentes intervenciones resultando en distintos patrones de interacción, resultados en el desarrollo del lenguaje, y percepciones de los estudiantes

Mobile Learning Activities for Students’ English Learning Engagement in China

Although mobile-assisted language learning (MALL) activities have the potential to foster student engagement, few studies have investigated the influence of such activities on undergraduate students’ engagement in College English learning in China, particularly in a newly developed, post-pandemic hybrid learning environment. This study adopted a mixed methods design to examine the influence of mobile learning on student engagement and explored students’ lived experiences of using MALL activities for English learning. For the study’s quantitative data collection, 206 students completed an online questionnaire that included questions regarding motivation and active learning strategies. Ten students participated in the photo-production visual method and semi-structured personal interviews. Findings show that MALL activities enabled a unique opportunity to enhance students’ active engagement and knowledge construction by multiple ways of information sharing and language practices. Easy access and effective ways of communicating on learning apps intrinsically motivated students to participate in language learning. Through mobile learning platforms, students were scaffolded by their instructor or more knowledgeable peers in a more instant, visual, specific, and affective manner. Collaboration among students was not exemplified among undergraduate learners and the challenge of self-regulation in using cellphones was uncovered. These findings are significant for educators and decision-makers to lessen the stereotype of cellphones for learning and recognize the benefits of making use of personal devices for catering to individual learners’ needs, fostering connections, elevating engagement, and increasing English skills. A new MALL model is put forward

From on-site to online class: the role of mediation in online teaching simulation

[EN] This paper presents the findings of a pilot study that explored the relationship between mediation and teaching simulation activities during a postgraduate course for CLIL (Content and Language Integrated Learning). A controversial factor of the experiment was the overall lockdown that happened in Spain during the Spring through Summer of 2020. These extenuating circumstances compelled the lecturers to innovate by transforming a traditional on-site classroom practice into an online training opportunity. There were forty-two participants in the English language training for the content teacher's course. This pilot project was taught at the Catholic University of Valencia. The pilot study's outcomes were the display of feasibility of the curricular adaptation by providing (1) CLIL teaching simulation planning, (2) teaching simulation assessment sheet and (3) questionnaire responses, all of them closely related to mediation and online education. The analysis of the data collected through the study outcomes yielded positive effects of the methodology used. Therefore, the initial results suggest the possibility of this curricular update. We recommend developing the connection between mediation, online instruction and CLIL teacher training opportunities by applying the lessons learned in an authentic school settingPolyakova, O.; Pastor García, B. (2021). From on-site to online class: the role of mediation in online teaching simulation. Journal of Language and Education. 7(4):172-182. https://doi.org/10.17323/jle.2021.11678S1721827

Mediated activity and the role of technology in peer-to-peer learning at the University of Fort Hare

Includes bibliographical references.The following calls for research into the ways in which South African university students use technology for peer-to-peer learning (Czerniewicz and Brown, 2005). This study aims to explore the ways in which students mediate one another's learning and the ways in which they use (and don't use) information and communications technology (ICT) to do so. This study provides a snapshot of eleven University of Fort Hare students' peer-to-peer learning strategies. In exploring this phenomenon in context, the social and cultural factors are analysed using Activity Theory, most notably building on the work of Sharples et al (2007). Semi-structured interviews were conducted with students identified as early adopters of ICT for peer-to-peer learning, selected from 375 respondents to the Access and Use Survey questionnaire (Czerniewicz and Brown, 2007). An analytical framework was developed using categories developed from high-level Activity Theory concepts. Sub-categories were developed using key concepts from Sharples, Taylor and Vavoula (2007), Laurillard's (2003) work, as well as, inductively and deductively in relation to the data, following Hardman's (2008) approach. Three key peer-to-peer learning patterns were identified: A group of students preparing for an exam or a test were found to adopt cooperative learning strategies, while students working together towards a tangible output, such as an assignment, adopted collaborative learning strategies. Peer-to-peer tutoring was found to occur where one student is assisted by a moreable peer. Most interviewees' peer-to-peer learning activities were found to occur face-to-face, and the extent and level of interviewees' ICT use was less than anticipated. The findings are not generalisable beyond this small sample, but serve to advance understanding of the processes involved in students' peer-to-peer learning practices

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Facebook and english learning student's engagement

Today Facebook is considered as one of the most popular platforms for online social networking among youth. They spend much of their time surfing on it with different purposes. Thus, it is essential to integrate social networking tools with the education, and language learning cannot be the exception. The use of Facebook in EFL classrooms has been subject to some researches which have identified a big number of advantages related to its use. The fundamental objective of this study was to analyze to what extent the use of Facebook engages students to enhance their English. Specifically, this qualitative study examined a group of thirty four students who attend the 9th class at la Institución Educativa Técnica Comercial de Santo Tomás. The sources of data for this action research and case study investigation included a survey, a focus group and document collection inspection. Analysis of data revealed that Facebook used as a symbolic mediation increased these students’ engagement in the foreign language classes. Nowadays students find the foreign language to be meaningful and interesting to learn due to the authenticity and variety of the activities proposed to be carried out, as well as the use of the language promoted with real and social purposes more than academic ones. Working cooperatively to achieve goals was also part of this experience. Making decisions, reaching a consensus, posting the activities having in mind the deadlines and giving support to others could be mentioned as some of the benefits obtained from the group work.MaestríaMagister en la Enseñanza del Ingle