Volume 16, Number 02

Full text of Volume 16, Number 02 of Reaching Through Teaching.https://digitalcommons.kennesaw.edu/rtt/1037/thumbnail.jp

Standardised library instruction assessment: an institution-specific approach

Introduction We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. AnalysisDescriptive statistics were generated by the assessment tool. Results. The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores

The scaffolding of group work in teaching English as a foreign language (EFL) in Indonesian primary classrooms

Drawing on sociocultural theory, this study aimed to investigate a teacher’s scaffolding of peer-supported learning when teaching English as a foreign language (EFL) in Indonesian primary classrooms. The interactive skills of speaking and listening are in need of attention in countries such as Indonesia. To address this limitation in Indonesian EFL practice, this study sought to examine the strategies that are currently used to facilitate students’ interactive communication skills. Moreover, the scaffolded group work was implemented to improve current EFL practices and engage students in spoken interaction involving listening, speaking, and thinking skills. Grounded in collaborative, participatory research, this study was conducted over a three-month period. This thesis provides a detailed account of the design and implementation of group work in one Indonesian tutorial centre, involving one EFL teacher and 32 students from two classes. Data for the study included video-recorded classroom observations, teacher interviews, participants’ self-reflections, and audio recordings of students’ group conversations. The data were analysed using Flanders’ (1964) interaction analysis categories (FIAC) and Mercer’s (1994) typology of talk. The combination of data analyses revealed that the existing strategy used by the teacher did not provide students with sufficient opportunities to participate in classroom interaction. With the support of the school principal, the researcher and teacher collaborated to design a scaffolded group-work strategy to improve current EFL practices. The teacher introduced group work as a pedagogical change to gradually establish self-regulated learning or student agency. Analysis of the implementation of the scaffolded group work revealed new opportunities for the students to explore their language and thinking. The current study offers evidence of how peer-supported learning can contribute to EFL development and instruction. Specifically, the findings highlight evidence that peer-supported learning can facilitate students’ listening and speaking, promote the use of dialogic skills in language learning, and encourage students to be independent learners. This research contributes to both the conceptualisation and practical implementation of peer-supported learning for young learners, especially in Indonesian EFL primary classroom settings. This is the first study of its kind in Indonesia, and will therefore add important knowledge to inform professional practises of primary English teachers in this context

Reflection And The Distance Language Learner

This research examines the role of critical reflection in learning theories and the relationship between Kolb's learning cycle and notions of the 'good' language learner, the deep approach to learning and autonomous learning in the context of adult, part-time, distance language learning. This group of learners is under-represented in the research literature. The research takes an exploratory-interpretative approach. Open University Language students had been invited by their tutors to use materials based on Kolb's learning cycle, designed to encourage critical reflection in order to enhance learning. In-depth interviews explored the experience of users and non-users. Course materials were examined for evidence of encouragement and support for critical reflection and autonomy. The research aimed to establish what OU language learners do to develop productive and receptive language skills and the extent to which they demonstrate capacities of critical reflection and autonomy. It examined the extent to which these capacities were developed via course materials and assignments and the impact of the style and pace of study. It considered whether these capacities could be enhanced by the project materials, as well as the influence of tutors' expectations and approaches. The majority of interviewees exhibited considerable functional activity except in writing skills. They demonstrated characteristics of the 'good' language learner, elements of a deep approach and features of autonomous learning. This contrasted with a surface approach to coursework and assignments, brought about by excessive workload and the controlled, anxiety-provoking nature of assessment. Analysis of assignments also suggested they were likely to evoke a surface approach. Course materials advocated reflection, self-assessment and self-evaluation, but did not support this via teaching or practice and offered few decision-making opportunities.Students exercised the capacity for critical reflection and autonomy to varying degrees. Those who had used the proj ect materials appeared more likely to make decisions about their learning, and set specific goals. The project materials were judged a straightforward framework for reflection. Tutors were positive about the materials but appeared to give little attention to critical reflection. Their concerns about time constraints and student workload may have confirmed student perceptions and discouraged use of the project materials. The research suggests broadening the notion of the 'good' language learner. It proposes more explicit development of learning strategies and the capacity for critical reflection within course materials and tutorials, and giving more attention to the nature and impact of assessment in order to foster 'active', deep, autonomous learning