It is also possible for them to make decisions based on data and be informed consumers of educational research, among other things. They must be able to interpret test scores (both in terms of how the test scores are derived and how the test scores are interpreted). Teachers and people who want to become teachers need to understand quantitative research if they want to be fully involved and do well in their careers. However, the majority of textbooks on action research in education place a strong emphasis on qualitative research. Social science areas such as action research have become widely attractive in education. The corpus data information indicate that the disciplines are classified according to the topic area categories developed by Scopus, namely, life sciences, health sciences, physical sciences, social sciences, and humanities ( KWARY, 2019). For this reason, teachers should be able to comprehend the disciplines both qualitatively and quantitatively. Moreover, academic writings indicate the variety of one discipline compared to another. Apart from the variety of subjects, some studies indicate that discipline varies from one to another. In-service and pre-service teachers should be proficient in the range of subjects that they will be Palavras-chave: Ensino de língua inglesa, Pesquisa quantitativa, Modelo de instrução protegido, Teoria sociocultural. Este estudo também mostra que empregar o SI como modelo de intervenção pode ajudar os professores de inglês em formação a melhorar suas habilidades de linguagem acadêmica no conteúdo ou área de assunto no contexto do inglês como língua estrangeira. Os resultados de um estudo de conteúdo qualitativo indicam que o modelo SI de conteúdo e aprendizagem de idiomas ajuda o PETS a melhorar sua linguagem acadêmica. Neste estudo, os dados foram coletados usando artefatos de trabalho dos alunos: questionários, notas de discussão em sala de aula e diários reflexivos. Setenta estudantes de Educação Inglesa matriculados no curso de Pesquisa Quantitativa no Ensino da Língua Inglesa (ELT) na Universitas Singaperbangsa Karawang, da Indonésia, se ofereceram para participar do estudo. Keywords: English language teaching, Quantitative research, Sheltered instruction model, Social cultural theory.Įste estudo emprega o modelo Sheltered Instruction (SI) e um estudo microetnográfico baseado em sala de aula para desenvolver o conteúdo (ou seja, pesquisa quantitativa no ensino de inglês) e o avanço do aprendizado de idiomas de professores de inglês pré-serviço (doravante PETS), que inclui planejamento e preparação de aulas, construção de um pano de fundo, informações compreensíveis, estratégias, interação, prática/aplicação, apresentação de aulas e avaliação. This study also shows that employing SI as an intervention model could help pre-service English teachers improve their academic language skills in the content or subject area in the context of English as a foreign language. The findings of a qualitative study indicate the SI model of content and language learning helps PETS improve their academic language. In this study, data was gathered using students’ work artifacts: questionnaires, in-class discussion notes, and reflective journals (daily notes). Seventy English Education students enrolled in the Quantitative Research in English Language Teaching (ELT) course at Universitas Singaperbangsa Karawang, Indonesia, volunteered to take part in the study. This study employs the Sheltered Instruction (SI) model and a micro-ethnographic classroom-based study to develop the content (i.e., quantitative research in English Language Teaching) and language learning advancement of pre-service English teachers (henceforth PETS), which includes lesson planning and preparation, building a backdrop, comprehensible input, strategies, interaction, practice/application, lesson delivery, and assessment.
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