Teachers’ Perceptions of Using Drama- and Other Action-Based Methods in Language Education

This article examines teachers’ perceptions of the use of drama- and other action-based methods in teaching a foreign or second language in Finland. Prior research reveals that much foreign language teaching is textbook-based and does not utilize the target language effectively. International research on drama- and action-based methods shows that these instructional techniques are beneficial to student learning and language acquisition. The data for this study were collected through an online questionnaire with closed and open questions and analyzed inductively with content analysis. The findings indicate that a majority of the participants (n=130) used action-based methods regularly. Teachers used these methods because they believed they improve student learning, increase motivation, and liven up lessons. However, teachers lacked training in action-based methods and some also felt there is no time for these methods in busy schedules. Using drama methods was much less common than other action-based methods, such as different word games with movement. The findings show that although textbooks provide ideas for dramatized reading of texts, teachers found most activities online or made them up themselves. Drama and other action-based methods should be incorporated into teacher education and language textbooks so that teachers would gain confidence and competence in using them and have easy access to different, even more complex activities.Peer reviewe

Applying knowledge translation concepts and strategies in dementia care education for health professionals: recommendations from a narrative literature review

Introduction: Dementia education programs are being developed for health professionals, but with limited guidance about what works in design and content to promote best practice in dementia care. Knowledge translation (KT) is a conceptual framework for putting evidence to work in health care. This narrative literature review examined the question: What does the field KT offer, conceptually and practically, for education of health professionals in dementia care? It seeks to identify the types of strategies currently used within education to facilitate effective KT for the wide range of health professionals who may be involved in the care of people with dementia, plus explore enablers and barriers to KT in this context. Methods: From 76 articles identified in academic databases and manual bibliographic searching, 22 met review criteria. Results: The literature synthesis indicated four hallmarks of successful KT-oriented dementia education for health professionals: (1) multimodal delivery, (2) tailored approaches, (3) relationship building, and (4) organizational support for change in the work setting. Participatory action frameworks were also favored, based on interactive knowledge exchange (eg, blended learning) rather than passive unidirectional approaches alone (eg, lectures). Discussion: The following six principles are proposed for educating health professionals in dementia care: (1) Match the education strategy to the KT goal and learner preferences; (2) Use integrated multimodal learning strategies and provide opportunities for multiple learning exposures plus feedback; (3) Build relationships to bridge the research-practice gap; (4) Use a simple compelling message with formats and technologies relevant to the audience; (5) Provide incentives to achieve KT goals; and (6) Plan to change the workplace, not just the individual health professional

Perseverance and Play: Making a Movie for the YouTube Generation

In place of a traditional library orientation lecture at Fairfield University, librarians created a choose-your-own-adventure movie for use in the classroom with an audience response system (ARS), allowing students to vote using clickers. The library administration took a risk by sponsoring the project, but the library director believed in her staff and let us run with our ideas. When we proposed the movie, we did not have an idea for the script; we simply knew we wanted to make a movie and show it in class. Why did we decide to do this when the status quo wasn\u27t disastrous? Like people in any industry, we were pushing ourselves to change with the times, to make our information delivery more engaging—entertaining even. Working under the charge to constantly evaluate and assess our instruction program, we questioned whether it mattered if librarians or professors liked the lecture. Who was the audience after all? If we were going to be successful, we had to captivate our students, the Millennials, by showcasing the library, its spaces and its services, as the answer to many of their varied needs: social, educational, and recreational. In pursuit of this end, we worked with the Media Center, recruited student filmmakers, employed plenty of brainstorming, wrote a successful script, and produced Fairfield Beach: the Library. The ingredients were simple: perseverance and play. What follows is how we put them together

THE USE OF MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TECHNOLOGY IN ENGLISH CLASS

The purpose of this research is to find out the Use of Mobile Assisted Language Learning (MALL) Technology in English classes. The problem of this research is how was the use of mobile-assisted language learning (MALL) technology in English classes. The method in this study is a qualitative method. Research techniques are carried out by means of observation, interviews, and documentation. Interviews were conducted with English teachers who teach in class VII.I. This research was conducted at SMP Negeri 2 Penukal. The results of the study stated that based on the results of the documentation obtained from the data of students who had carried out WhatsApp group activities in semester 1, and data on students who are doing WhatsApp groups in semester 2 when viewed from the results, self-management and students' motivation are very strong in conducting WhatsApp group learning, students are very active in WhatsApp groups activities, because this was done during a pandemic, until now finally the use of cellular technology is still being implemented at SMP Negeri 2 Penukal. Thus the use of mobile technology is very important to be applied in schools as a medium of distance learning. Makes it easier for teachers to give assignments to students, and control students to be more active in learning

The International Dimension of African Economic Growth

The paper sheds light on the importance of the international dimension for African economic growth. While existing evidence points to a positive impact of openness on growth, the appropriate dynamics of the implications are yet to be captured. The beneficial effects of exports are confirmed for African economies, though available evidence suggests that it is the manufacturing component that seems to really matter for growth. International shocks in the form of terms of trade declines; economic instabilities of capital (investment) and imports; world interest rates; real exchange rate misalignment; and external debt all appear to exercise adverse implications for growth in Africa.International, Africa, Growth