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learning strategies</title> <meta name="description" content="Search results for: teaching and learning strategies"> <meta name="keywords" content="teaching and learning strategies"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teaching and learning strategies"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 12826</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teaching and learning strategies</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12826</span> Effects of Teaching Strategies on Students Academic Achievement in Secondary Physics Education for Quality Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collins%20Molua">Collins Molua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the effect of Teaching Strategies on Academic Achievement in Secondary Physics Education as a quality assurance process for the teaching and learning of the subject. Teaching strategies investigated were the interactive, independent and dependent strategies. Three null hypotheses were tested at p< 0.05 using one instrument, physics achievement test(PAT).The data were analyzed using analysis of covariance (ANCOVA).Results showed that teaching strategies have significant effect on students achievement; the joint effect of the teaching strategies was also significant on students achievement in Physics. The interactive teaching strategies was recommended for teaching the subject and the students should be exposed to practical, computer literacy to stimulate interest and curiosity to enhance quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=assurance" title=" assurance"> assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/93246/effects-of-teaching-strategies-on-students-academic-achievement-in-secondary-physics-education-for-quality-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12825</span> Investigating Mathematics Teachers' Knowledge of the Effective Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zafer%20F.%20Alshehri">Zafer F. Alshehri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated mathematics teachers' knowledge of the effective teaching strategies at the Southern Region of Saudi Arabia. Specifically, it aimed to identify a list of the effective strategies of teaching mathematics; the extent of mathematics teachers' knowledge of these strategies; and the differences (if any) of mathematics teachers' knowledge of these strategies regarding scientific degree, teaching experience, and educational sage. To achieve that, the researcher used the descriptive approach for preparing a list of effective mathematics teaching strategies and developing a questionnaire of a sample of (240) mathematics teachers. As a result, there were differences in teachers' knowledge of the effective teaching strategies, which ranked as a low, and the highest knowledge was in favor of higher degrees. In addition, there were a few recommendations and suggestions for developing mathematics teachers' knowledge of effective teaching strategies, such as involving in workshops of mathematics teaching strategies, integrating technology into mathematics teaching, and using research findings in the instruction process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20knowledge" title="mathematics teaching knowledge">mathematics teaching knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teachers" title=" mathematics teachers"> mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20mathematics%20teaching%20strategies" title=" effective mathematics teaching strategies"> effective mathematics teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/22233/investigating-mathematics-teachers-knowledge-of-the-effective-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12824</span> Strategies to Improve Learning and Teaching of Software Packages Among Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Moridpour">Sara Moridpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering students need to learn different software packages to meet the emerging industry needs. Face-to-face lectures provide an interactive environment for learning software packages. However, COVID changed expectations of face-to-face learning and teaching. It is essential to enhance the interaction among students and teachers in online and virtual learning and teaching of software packages. The proposed study introduces strategies for teaching engineering software packages in online and hybrid environments and evaluates students’ skills by an authentic assignment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20software%20packages" title="teaching software packages">teaching software packages</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment." title=" authentic assessment."> authentic assessment.</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/148220/strategies-to-improve-learning-and-teaching-of-software-packages-among-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12823</span> Active Learning Strategies to Develop Student Skills in Information Systems for Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Filomena%20Lopes">Filomena Lopes</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Fernandes"> Sandra Fernandes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Active learning strategies are at the center of any change process aimed to improve the development of student skills. This paper aims to analyse the impact of teaching strategies, including problem-based learning (PBL), in the curricular unit of information system for management, based on students’ perceptions of how they contribute to develop the desired learning outcomes of the curricular unit. This course is part of the 1st semester and 3rd year of the graduate degree program in management at a private higher education institution in Portugal. The methodology included an online questionnaire to students (n=40). Findings from students reveal a positive impact of the teaching strategies used. In general, 35% considered that the strategies implemented in the course contributed to the development of courses’ learning objectives. Students considered PBL as the learning strategy that better contributed to enhance the courses’ learning outcomes. This conclusion brings forward the need for further reflection and discussion on the impact of student feedback on teaching and learning processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning%20strategies" title=" active learning strategies"> active learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20development" title=" skills development"> skills development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment" title=" student assessment"> student assessment</a> </p> <a href="https://publications.waset.org/abstracts/174033/active-learning-strategies-to-develop-student-skills-in-information-systems-for-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174033.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12822</span> Lectures in Higher Education Using Teaching Strategies and Digital Tools to Overcome Challenges Faced in South Africa by Implementing Blended Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thaiurie%20Govender">Thaiurie Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Shannon%20Verne"> Shannon Verne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Fourth Industrial Revolution has ushered in an era where technology significantly impacts various aspects of life, including higher education. Blended learning, which combines synchronous and asynchronous learning, has gained popularity as a pedagogical approach. However, its effective implementation is a challenge, particularly in the context of the COVID-19 pandemic and technological obstacles faced in South Africa. This study focused on lecturers' teaching and learning practices to implement blended learning, aiming to understand the teaching and learning strategies used with the integration of digital tools to facilitate the blended learning approach within a private higher educational institution in South Africa. Using heutagogy and constructivism theoretical frameworks, the study aimed to uncover insights into the lecturer’s teaching and learning practices to overcome challenges in designing and facilitating blended learning modules. Through a qualitative analysis, the themes of student engagement, teaching and learning strategies, digital tools, and feedback emerged, highlighting the complexities and opportunities in a blended learning classroom. The findings emphasize the importance of tailoring methods to students' needs and subject matter, aligning with constructivist principles. Recommendations include promoting professional development opportunities, addressing infrastructure issues, and fostering a supportive learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20tools" title=" digital tools"> digital tools</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/186127/lectures-in-higher-education-using-teaching-strategies-and-digital-tools-to-overcome-challenges-faced-in-south-africa-by-implementing-blended-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12821</span> Active Learning: Increase Learning through Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihan%20Albayati">Jihan Albayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Abdullah"> Kim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster focuses on the significance of active learning strategies and their usage in the ESL classroom. Active learning is a big shift from traditional lecturing to active student engagement which can enhance and enrich student learning; therefore, engaging students is the core of this approach. Students learn more when they participate in the process of learning such as discussions, debates, analysis, synthesis, or any form of activity that requires student involvement. In order to achieve active learning, teachers can use different instructional strategies that are conducive to learning and the selection of these strategies depends on student learning outcomes. Active learning techniques must be carefully designed and integrated into the classroom to increase critical thinking and student participation. This poster provides a concise definition of active learning and its importance, instructional strategies, active learning techniques and their impact on student engagement. Also, it demonstrates the differences between passive and active learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/65881/active-learning-increase-learning-through-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12820</span> The Correlation between Self-Regulated Learning Strategies and Reading Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thu%20Ha">Nguyen Thu Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Vu%20Viet%20Phuong"> Vu Viet Phuong</a>, <a href="https://publications.waset.org/abstracts/search?q=Do%20Thi%20Tieu%20Yen"> Do Thi Tieu Yen</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thi%20Thanh%20Ha"> Nguyen Thi Thanh Ha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This semi-experimental research investigated the correlation between 42 English as a foreign language (EFL) sophomores' self-regulated learning strategies (SRL) use and their reading comprehension in the Vietnamese context. The analysis from TOEIC reading tests with SPSS 25.0 indicated that there are substantial differences between the post-test reading scores between the experimental group and the control group; therefore, SRL impacts the reading comprehension of EFL participants. Contrary to the alternative hypothesis, teaching learners SRL approaches had a statistically significant influence on reading comprehension. The findings may aid educators in teaching reading comprehension as an essential skill and in using SRL to improve reading comprehension and achievement and enhance reading comprehension aids for language students and instructors. They should equip educators with a variety of instructional strategies which assist academics in preparing learners for lifetime language study and independence. Moreover, the results might encourage educators, administrators, and policymakers to capitalize on the effects of teaching SRL strategies by providing EFL teachers with preparation programs and experiences that help them improve their teaching methods and strategies, especially when teaching reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=correlation" title="correlation">correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20proficiency" title=" reading proficiency"> reading proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20strategies" title=" self-regulated learning strategies"> self-regulated learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=SRL" title=" SRL"> SRL</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEIC%20reading%20comprehension" title=" TOEIC reading comprehension"> TOEIC reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/160434/the-correlation-between-self-regulated-learning-strategies-and-reading-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12819</span> Pre-Service Teachers’ Experiences and Attitude towards Children’s Problem Solving Strategies in Early Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitayo%20%20Ogunsanwo">Temitayo Ogunsanwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving is an important way of learning way of learning because it propels children to use previous experiences to deal with new situations. The purpose of this study is to find out the attitude of pre-service teachers to problem-solving as a strategy for promoting early mathematics learning in children. This qualitative study employed a descriptive design to investigate the experiences of twenty second-year undergraduate early childhood education Pre-service teachers in a teaching practice and their attitude towards five-year-old children’s problem-solving strategies in mathematics. Pre-service teachers were exposed to different strategies for teaching children how to solve problems in mathematics. They were taken through a micro teaching in class using different strategies to teach problem-solving in different topics in the five-year-old mathematics curriculum. The students were then made to teach five-year-olds in neighbouring schools for three weeks, working in pairs, observing and recording children’s problem-solving activities and strategies. After the three weeks exercise, their experiences and attitude towards children’s problem-solving strategies were collected using open-ended questions and analysed in themes. Findings were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning" title=" early mathematics learning"> early mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/60439/pre-service-teachers-experiences-and-attitude-towards-childrens-problem-solving-strategies-in-early-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12818</span> The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hassan%20Seyyedrezaei">Seyyed Hassan Seyyedrezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title="e-assessment">e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a> </p> <a href="https://publications.waset.org/abstracts/29752/the-application-of-ict-in-e-assessment-and-e-learning-in-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12817</span> Project and Module Based Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingyu%20Hou">Jingyu Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a new teaching and learning approach-project and Module Based Teaching and Learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice, and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20and%20module%20based" title=" project and module based"> project and module based</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=module%20based%20teaching%20and%20learning" title=" module based teaching and learning"> module based teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/5984/project-and-module-based-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">492</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12816</span> How To Get Students’ Attentions?: Little Tricks From 15 English Teachers In Labuan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suriani%20Oxley">Suriani Oxley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All teachers aim to conduct a successful and an effective teaching. Teacher will use a variety of teaching techniques and methods to ensure that students achieve the learning objectives but often the teaching and learning processes are interrupted by a number of things such as noisy students, students not paying attention, the students play and so on. Such disturbances must be addressed to ensure that students can concentrate on their learning activities. This qualitative study observed and captured a video of numerous tricks that teachers in Labuan have implemented in helping the students to pay attentions in the classroom. The tricks are such as Name Calling, Non-Verbal Clues, Body Language, Ask Question, Offer Assistance, Echo Clapping, Call and Response & Cues and Clues. All of these tricks are simple but yet interesting language learning strategies that helped students to focus on their learning activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=paying%20attention" title="paying attention">paying attention</a>, <a href="https://publications.waset.org/abstracts/search?q=observation" title=" observation"> observation</a>, <a href="https://publications.waset.org/abstracts/search?q=tricks" title=" tricks"> tricks</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a> </p> <a href="https://publications.waset.org/abstracts/34654/how-to-get-students-attentions-little-tricks-from-15-english-teachers-in-labuan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34654.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">566</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12815</span> Implementation Principles and Strategies of Bilingual Teaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinfen%20Chen">Chinfen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to focus on the challenges and doubts encountered in the implementation of ‘bilingual teaching in some fields of courses’, and propose implementation principles and strategies from the four areas of curriculum design, teaching strategies, teaching language application, and bilingual teaching implementation and operation, as a school The administrative team considers when planning bilingual teaching and also clarifies teachers' doubts about the implementation of bilingual teaching to enhance their willingness and confidence to participate in bilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education%20policy" title="bilingual education policy">bilingual education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion" title=" language immersion"> language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20bilingual%20education" title=" partial bilingual education"> partial bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge%20and%20target%20language%20acquisition" title=" content knowledge and target language acquisition"> content knowledge and target language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20teaching." title=" inquiry-based teaching."> inquiry-based teaching.</a> </p> <a href="https://publications.waset.org/abstracts/186675/implementation-principles-and-strategies-of-bilingual-teaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12814</span> Teaching Professional Competences through Projects: Experiencing Curriculum Development through Active Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Flavio%20Campos">Flavio Campos</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Masmo"> Patricia Masmo</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Yamamoto"> Fernanda Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The report presents a research about teaching professional competencies through projects, considering the student as an active learner and curriculum development. Considering project based-learning, the report articulate the result of research about curriculum development for professional competencies and teaching-learning strategies to help the development of professional competencies in learning environments in the courses of National Learning Service in São Paulo, Brazil. There so, intend to demonstrate fundamentals to elaborate curriculum to learning environment, specific about teaching methodologies to enrich student-learning process, using projects. The practice that has been taking place since 2013 indicates the needs of rethinking knowledge and practice in courses that prepared students to labor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competencies" title=" professional competencies"> professional competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20based-learning" title=" project based-learning"> project based-learning</a> </p> <a href="https://publications.waset.org/abstracts/50502/teaching-professional-competences-through-projects-experiencing-curriculum-development-through-active-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50502.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12813</span> Effective Strategies for Teaching English Language to Beginners in Primary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Musa%20Kamilu">Halima Musa Kamilu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the effective strategies for teaching English language to learners in primary schools in Nigeria. English language development is the systematic use of instructional strategies designed to promote the acquisition of English by pupils in primary schools whose primary language is not English. Learning a second language is through total immersion. These strategies support this learning method, allowing pupils to have the knowledge of English language in a pattern similar to the way they learned their native language through regular interaction with others who already know the language. The focus is on fluency and learning to speak English in a social context with native speakers. The strategies allow for effective acquisition. The paper also looked into the following areas: visuals that reinforce spoken or written words, employ gestures for added emphasis, adjusting of speech, stressing of high-frequency vocabulary words, use of fewer idioms and clarifying the meaning of words or phrases in context, stressing of participatory learning and maintaining a low anxiety level and boosting of enthusiasm. It recommended that the teacher include vocabulary words that will make the content more comprehensible to the learner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective" title="effective">effective</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=beginners%20and%20primary%20schools" title=" beginners and primary schools"> beginners and primary schools</a> </p> <a href="https://publications.waset.org/abstracts/33176/effective-strategies-for-teaching-english-language-to-beginners-in-primary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12812</span> Improving Learning and Teaching of Software Packages among Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Moridpour">Sara Moridpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To meet emerging industry needs, engineering students must learn different software packages and enhance their computational skills. Traditionally, face-to-face is selected as the preferred approach to teaching software packages. Face-to-face tutorials and workshops provide an interactive environment for learning software packages where the students can communicate with the teacher and interact with other students, evaluate their skills, and receive feedback. However, COVID-19 significantly limited face-to-face learning and teaching activities at universities. Worldwide lockdowns and the shift to online and remote learning and teaching provided the opportunity to introduce different strategies to enhance the interaction among students and teachers in online and virtual environments and improve the learning and teaching of software packages in online and blended teaching methods. This paper introduces a blended strategy to teach engineering software packages to undergraduate students. This article evaluates the effectiveness of the proposed blended learning and teaching strategy in students’ learning by comparing the impact of face-to-face, online and the proposed blended environments on students’ software skills. The paper evaluates the students’ software skills and their software learning through an authentic assignment. According to the results, the proposed blended teaching strategy successfully improves the software learning experience among undergraduate engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20software%20packages" title="teaching software packages">teaching software packages</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning%20and%20teaching" title=" blended learning and teaching"> blended learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title=" authentic assessment"> authentic assessment</a> </p> <a href="https://publications.waset.org/abstracts/160407/improving-learning-and-teaching-of-software-packages-among-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160407.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12811</span> Japanese Language Learning Strategies : Case study student in Japanese subject part, Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pailin%20Klinkesorn">Pailin Klinkesorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed to study the use of learning strategies for Japanese language among college students with different learning achievements who study Japanese as a foreign language in the Higher Education’s level. The survey was conducted by using a questionnaire adapted from Strategy Inventory for language Learning or SILL (Oxford, 1990), consisting of two parts: questions about personal data and questions about the use of learning strategies for Japanese language. The samples of college students in the Japanese language program were purposively selected from Suansunandha Rajabhat University. The data from the questionnaire was statistically analyzed by using mean scores and one-way ANOVA. The results showed that Social Strategies was used by the greatest number of college students, whereas Memory Strategies was used by the least number of students. The students in different levels used various strategies, including Memory Strategies, Cognitive Strategies, Metacognitive Strategies and Social Strategies, at the significance level of 0.05. In addition, the students with different learning achievements also used different strategies at the significance level of 0.05. Further studies can explore learning strategies of other groups of Japanese learners, such as university students or company employees. Moreover, learning strategies for language skills, including listening, speaking, reading and writing, can be analyzed for better understanding of learners’ characteristics and for teaching applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategies" title="language learning strategies">language learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese" title=" Japanese"> Japanese</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a> </p> <a href="https://publications.waset.org/abstracts/9489/japanese-language-learning-strategies-case-study-student-in-japanese-subject-part-faculty-of-humanities-and-social-sciences-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12810</span> A Survey of Some Technology Enhanced Teaching and Learning Techniques: Implication to Educational Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullahi%20Bn%20Umar">Abdullahi Bn Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the years curriculum planners and researchers in education have continued to seek for ways to improve teaching and learning by way of varying approaches to curriculum and instruction in line with dynamic nature of knowledge. In this regards various innovative strategies to teaching and learning have been adopted to match with the technological advancement in education particularly in the aspect of instructional delivery through Information Communication Technology (ICT) as a tools. This paper reviews some innovative strategies and how they impact on learner’s achievement and educational development in Nigeria. The paper concludes by recommending innovative approach appropriate for use in Nigerian context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20delivery" title=" instructional delivery"> instructional delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20laboratory" title=" virtual laboratory"> virtual laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20design" title=" educational design"> educational design</a> </p> <a href="https://publications.waset.org/abstracts/23780/a-survey-of-some-technology-enhanced-teaching-and-learning-techniques-implication-to-educational-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">483</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12809</span> Student Motivation as an Important Factor in Teaching and Learning English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Asibu%20Abu">Deborah Asibu Abu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It is one of the most important ingredients in teaching and learning yet it does not come by chance; it involves necessary strategies appropriate to achieve a common goal. In learning, the psychological attention of the student is very important. This helps them to imagine whatever is being taught for a simple understanding, nonetheless, many students will be able to imagine how the environment is in social studies or how the bones or plant is, in integrated Science but will find it difficult to imagine what subject-verb agreement or phrases and clauses actually looks like until they are motivated or with the use of TLM’s to stir their interest to learn and forever remember. For students to be able to receive the motivation they need, there must be an effective relationship between the teacher and the student as well as the use of strategies for effectual execution of achievable goals. Every teacher must understand the importance of motivation by applying various kinds of teaching methodology, especially in the English Language as a subject. Hence this paper suggests some important factors necessary for student’s motivation in teaching and learning English Language, it handles what teaching method is, types of motivation, educational curriculum structure of many, what suitable teaching methods can achieve, appropriate teachers’ disposition, learning environment as tool for motivation and some other domestic factors that can also influence student motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20language" title="english language">english language</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationship" title=" teacher-student relationship"> teacher-student relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20structure" title=" curriculum structure"> curriculum structure</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title=" learning environment"> learning environment</a> </p> <a href="https://publications.waset.org/abstracts/183260/student-motivation-as-an-important-factor-in-teaching-and-learning-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12808</span> The Use of Modern Technology to Enhance English Language Teaching and Learning: An Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazilet%20Alachaher%20%28Benzerdjeb%29">Fazilet Alachaher (Benzerdjeb)</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the chalkboard to the abacus and beyond, technology has always played an important role in education. Educational technology refers to any teaching tool that helps supports learning, and given the rapid advancements in Information Technology and multimedia applications, the potential to support the teaching of foreign languages in our universities is ever greater. In language teaching and learning, we have a lot of to choose from the world of technology: TV, CDs, DVDs, Computers, the Internet, Email, and Blogs. The use of modern technologies can enrich the experience of learning a foreign language because they provide features that are not present in traditional technology. They can offer a wide range of multimedia resources, opportunities for intensive one-to-one learning in language labs and resources for authentic materials, which can be motivating to both students and teachers. The advent of Information and Communication Technology (ICT) and online interaction can also open up new range of self-access and distance learning opportunities The two last decades have witnessed a revolution due to the onset of technology, and has changed the dynamics of various industries, and has also influenced the way people live and work in society. That is why using the multimedia to create a certain context to teach English has its unique advantages. This paper tries then to analyse the necessity of multimedia technology to language teaching and brings out the problems faced by using these technologies. It also aims at making English teachers aware of the strategies to use it in an effective manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategies%20English%20teaching" title="strategies English teaching">strategies English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technology" title=" multimedia technology"> multimedia technology</a>, <a href="https://publications.waset.org/abstracts/search?q=advantages" title=" advantages"> advantages</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantages" title=" disadvantages"> disadvantages</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title=" English learning"> English learning</a> </p> <a href="https://publications.waset.org/abstracts/11185/the-use-of-modern-technology-to-enhance-english-language-teaching-and-learning-an-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12807</span> Omani PE Candidate Self-Reports of Learning Strategies Used to Learn Sport Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Al-Rawahi">Nasser Al-Rawahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims at determining self-regulated learning strategies used by Omani physical education candidates to learn sport skills. The data were collected by a self-regulated learning theory questionnaire. The sample of the study comprised of 145 undergraduate physical education students enrolled in the department of physical education at the College of Education, Sultan Qaboos University. The findings of the study revealed that the most commonly used strategies for learning sport skills by Omani physical education candidate are ‘the effort learning strategies, planning learning strategies and evaluation learning strategies’. However, the reflection learning strategies, self-monitoring and self-efficacy learning strategies were revealed as the least used strategies by the PE candidates in learning and acquiring sport skills. Based on these findings, suggestions and recommendations for future research were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20candidates" title=" physical education candidates"> physical education candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20theory" title=" self-regulated learning theory"> self-regulated learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/10271/omani-pe-candidate-self-reports-of-learning-strategies-used-to-learn-sport-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">614</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12806</span> Perceived Needs on Teaching-Learning Activities among Basic Education Teachers as Reflected in Their In-Service Teacher Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristie%20Ann%20Jaca-Delfin">Cristie Ann Jaca-Delfin</a>, <a href="https://publications.waset.org/abstracts/search?q=Felino%20Javines%20Jr."> Felino Javines Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers especially those who are teaching elementary and high school students need to upgrade their teaching practices in order to become effective and efficient facilitators of learning. It is in this context that this study is conducted in order to present the perceived teaching-learning activities needs among basic education teachers in the three campuses of the University of San Carlos, Cebu City, the Philippines as expressed during their In-Service Teacher Training. The study employed the quantitative-qualitative research design and used the researcher-made survey questionnaire to look into the ten items under Teaching-Learning Activities to determine which item teachers need to be trained and retrained on. The data were solicited during the teachers’ In-Service Teacher Training period conducted in May 2015. It was found out that designing interesting and meaningful classroom activities, strategies in teaching and assessment procedures were identified as the most needed areas teachers want to be included in their in-service training. As these expressed needs were identified, the teachers’ in-service training must a venue for teachers’ instructional development needs to be addressed so as to maximize the students’ learning outcomes <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=in-service%20teacher%20training" title="in-service teacher training">in-service teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20needs" title=" perceived needs"> perceived needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20activities" title=" teaching-learning activities"> teaching-learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/87715/perceived-needs-on-teaching-learning-activities-among-basic-education-teachers-as-reflected-in-their-in-service-teacher-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12805</span> Language Learning Strategies to Improve English Speaking Skills among High School Students: A Case Study at Vo Minh Duc High School in Binh Duong Province, Viet Nam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Du%20T.%20Tran">Du T. Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Quyen%20T.%20L.%20Hoang"> Quyen T. L. Hoang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of language learning strategies in second language acquisition has received increased attention across several disciplines in recent years. Language learning strategies have been shown to occur in many studies over the passing years with the aim of improving the efficiency of language learning. Following previous studies, this study endeavors to scrutinize language learning strategies employed by the students at Vo Minh Duc high school and the effect of motivation on students’ learning strategy choices. The responses are examined quantitatively and qualitatively to enhance their validity and reliability. Data are collected from 342 students’ responses to the questionnaire, interviews with ten teachers and fifteen students, and classroom observations. The findings reveal that students’ motivation has an enormous impact on the choice of language learning strategies. The results simultaneously show that students use many language learning strategies to enhance their communicative competence, but the most frequently used ones are cognitive and affective ones. Significant correlations among types of learning strategies and the influence of motivation on the choices of language learning strategies were consistent with previous studies. The study’s results are expected to be beneficial to teachers of English and students in terms of narrowing the gap between the students' language learning strategies and their teaching methodologies preferences and sketching out the best strategies to enhance students’ speaking skills. The implications of these findings and the importance of viewing learners holistically are discussed, and recommendations are made for ongoing research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=memorization%20strategies" title=" memorization strategies"> memorization strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20strategies" title=" cognitive strategies"> cognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20strategies" title=" affective strategies"> affective strategies</a> </p> <a href="https://publications.waset.org/abstracts/161039/language-learning-strategies-to-improve-english-speaking-skills-among-high-school-students-a-case-study-at-vo-minh-duc-high-school-in-binh-duong-province-viet-nam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12804</span> Exploring Teaching Strategies Utilized by Primary School English Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belyihun%20Muchie">Belyihun Muchie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching strategies significantly influence the effectiveness of language teaching practices. Macro/micro ELT strategies realizes the practicality of language teaching in the classroom, where the teacher and students play together. The study aimed to identify teaching strategies employed by primary English language teachers in EFL classrooms. It also analyzed the alignment of teaching strategies with the contemporary language teaching approaches and principles. More over, the study evaluated primary English language teachers' perceptions of the challenges and benefits of implementing innovative teaching strategies. The study used a descriptive survey research design with mixed methods approaches and convergent parallel mixed methods of data collection and analysis. Ten primary schools were selected conveniently, including 60 teachers in total. To collect the adequate data classroom observation, questionnaire and document analysis were used. From the analysis, it was found that primary school English language teachers were not teaching English using innovative teaching strategies. Hence, the alignment of their teaching strategies with the principles and syllabus of the English subject was mismatched. Finally, although there were hindrances of employing innovative teaching strategies, teachers’ commitment of trying much alternatives, was found to be less. They voiced concerns about the erosion of respect for the teaching profession, low salaries, lack of incentives for best practices, insufficient teaching resources, and autocratic leadership within schools. Therefore, as teachers found it increasingly difficult to teach English, it was concluded that primary school English language teachers were not employing innovative ELT strategies in their EFL classroom for effective language teaching in Ethiopia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT%20strategies" title="ELT strategies">ELT strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20survey%20research%20design" title=" descriptive survey research design"> descriptive survey research design</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20teaching%20strategies" title=" innovative teaching strategies"> innovative teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20English%20language%20teachers" title=" primary school English language teachers"> primary school English language teachers</a> </p> <a href="https://publications.waset.org/abstracts/194798/exploring-teaching-strategies-utilized-by-primary-school-english-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194798.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12803</span> Creating a Multilevel ESL Learning Community for Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When offering conventional level-appropriate ESL classes for adults is not feasible, a multilevel adult ESL class can be formed to benefit those who need to learn English for daily function. This paper examines the rationale, the process, the contents, and the outcomes of a multilevel ESL class for adults. The action research discusses a variety of assessments, lesson plans, teaching strategies that facilitate lifelong language learning. In small towns where adult ESL learners are only a handful, often advanced students and inexperienced students have to be placed in one class. Such class might not be viewed as desirable, but with on-going assessments, careful lesson plans, and purposeful strategies, a multilevel ESL class for adults can overcome the obstacles and help learners to reach a higher level of English proficiency. This research explores some hand-on strategies, such as group rotating, cooperative learning, and modifying textbook contents for practical purpose, and evaluate their effectiveness. The data collected in this research include Needs Assessment (beginning of class term), Mid-term Self-Assessment (5 months into class term), End-of-term Student Reflection (10 months into class), and End-of-term Assessment from the Instructor (10 months into class). A descriptive analysis of the data explains the practice of this particular learning community, and reveal the areas for improvement and enrichment. This research answers the following questions: (1) How do the assessments positively help both learners and instructors? (2) How do the learning strategies prepare students to become independent, life-long English learners? (3) How do materials, grouping, and class schedule enhance the learning? The result of the research contributes to the field of teaching and learning in language, not limited in English, by (a) examining strategies of conducting a multilevel adult class, (b) involving adult language learners with various backgrounds and learning styles for reflection and feedback, and (c) improving teaching and learning strategies upon research methods and results. One unique feature of this research is how students can work together with the instructor to form a learning community, seeking and exploring resources available to them, to become lifelong language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20language%20learning" title="adult language learning">adult language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel" title=" multilevel"> multilevel</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/48220/creating-a-multilevel-esl-learning-community-for-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12802</span> Introducing Transcending Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajeehah%20Aayeshah">Wajeehah Aayeshah</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20Higgs"> Joy Higgs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term “transcending pedagogies” has been created to refer to teaching and learning strategies that transcend the mode of student enrolment, the needs of different students, and different learning spaces. The value of such pedagogies in the current arena when learning spaces, technologies and preferences are more volatile than ever before, is a key focus of this paper. The paper will examine current and emerging pedagogies that transcend the learning spaces and enrollment modes of on campus, distance, virtual and workplace learning contexts. A further point of interest is how academics in professional and higher education settings interpret and implement pedagogies in the current global conversation space and re-creation of higher education. This study questioned how the notion and practice of transcending pedagogies enables us to re-imagine and reshape university curricula. It explored the nature of teaching and learning spaces and those professional and higher education (current and emerging) pedagogies that can be implemented across these spaces. We set out to identify how transcending pedagogies can assist students in learning to deal with complexity, uncertainty and change in the practice worlds and better appeal to students who are making decisions on where to enrol. The data for this study was collected through in-depth interviews and focus groups with academics and policy makers within academia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Transcending%20Pedagogies" title="Transcending Pedagogies">Transcending Pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20strategies" title=" teaching and learning strategies"> teaching and learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20spaces" title=" learning spaces"> learning spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/20609/introducing-transcending-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12801</span> The Teaching and Learning Process and Information and Communication Technologies from the Remote Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosiris%20Maturo%20Domingues">Rosiris Maturo Domingues</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Luissa%20Masmo"> Patricia Luissa Masmo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cibele%20Cavalheiro%20Neves"> Cibele Cavalheiro Neves</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Dalla%20Martha%20Rodriguez"> Juliana Dalla Martha Rodriguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article reports the experience of the pedagogical consultants responsible for the curriculum development of Senac São Paulo courses when facing the emergency need to maintain the pedagogical process in their schools in the face of the Covid-19 pandemic. The urgent adjustment to distance education resulted in the improvement of the process and the adoption of new teaching and learning strategies mediated by technologies. The processes for preparing and providing guidelines for professional education courses were also readjusted. Thus, a bank of teaching-learning strategies linked to digital resources was developed, categorized, and identified by their didactic-pedagogical potential, having as an intersection didactic planning based on learning objectives based on Bloom's taxonomy (revised), given its convergence with the competency approach adopted by Senac. Methodologically, a relationship was established between connectivity and digital networks and digital evolution in school environments, culminating in new paradigms and processes of educational communication and new trends in teaching and learning. As a result, teachers adhered to the use of digital tools in their practices, transposing face-to-face classroom methodologies and practices to online media, whose criticism was the use of ICTs in an instrumental way, reducing methodologies and practices to teaching only transmissive. There was recognition of the insertion of technology as a facilitator of the educational process in a non-palliative way and the development of a web curriculum, now and fully, carried out in contexts of ubiquity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technologies" title="technologies">technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20strategies" title=" teaching-learning strategies"> teaching-learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%20taxonomy" title=" Bloom taxonomy"> Bloom taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/160398/the-teaching-and-learning-process-and-information-and-communication-technologies-from-the-remote-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160398.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12800</span> Evaluating Learning Outcomes in the Implementation of Flipped Teaching Using Data Envelopment Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huie-Wen%20Lin">Huie-Wen Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study integrated various teaching factors -based on the idea of a flipped classroom- in a financial management course. The study’s aim was to establish an effective teaching implementation strategy and evaluation mechanism with respect to learning outcomes, which can serve as a reference for the future modification of teaching methods. This study implemented a teaching method in five stages and estimated the learning efficiencies of 22 students (in the teaching scenario and over two semesters). Subsequently, data envelopment analysis (DEA) was used to compare, for each student, between the learning efficiencies before and after participation in the flipped classroom -in the first and second semesters, respectively- to identify the crucial external factors influencing learning efficiency. According to the results, the average overall student learning efficiency increased from 0.901 in the first semester to 0.967 in the second semester, which demonstrate that the flipped classroom approach can improve teaching effectiveness and learning outcomes. The results also revealed a difference in learning efficiency between male and female students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20envelopment%20analysis" title="data envelopment analysis">data envelopment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/116495/evaluating-learning-outcomes-in-the-implementation-of-flipped-teaching-using-data-envelopment-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12799</span> Effects of the Mathcing between Learning and Teaching Styles on Learning with Happiness of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tasanee%20Satthapong">Tasanee Satthapong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to determine the relationship between learning style preferences, teaching style preferences, and learning with happiness of college students who were majors in five different academic areas at the Suansunandha Rajabhat University in Thailand. The selected participants were 729 students 1st year-5th year in Faculty of Education from Thai teaching, early childhood education, math and science teaching, and English teaching majors. The research instruments are the Grasha and Riechmann learning and teaching styles survey and the students’ happiness in learning survey, based on learning with happiness theory initiated by the Office of the National Education Commission. The results of this study: 1) The most students’ learning styles were participant style, followed by collaborative style, and independent style 2) Most students’ happiness in learning in all subjects areas were at the moderate level: Early Childhood Education subject had the highest scores, while Math subject was at the least scores. 3) No different of student’s happiness in learning were found between students who has learning styles that match and not match to teachers’ teaching styles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title="learning style">learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20style" title=" teaching style"> teaching style</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20with%20happiness" title=" learning with happiness"> learning with happiness</a> </p> <a href="https://publications.waset.org/abstracts/20750/effects-of-the-mathcing-between-learning-and-teaching-styles-on-learning-with-happiness-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">691</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12798</span> Teaching English to Students with Hearing Impairments - A Preliminary Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jane%20O%60Halloran">Jane O`Halloran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to identify the issues and challenges of teaching English as a Foreign Language to Japanese university students who have special learning needs. This study sought to investigate factors influencing the academic performance of students with special or additional needs in an inclusive education context. This study will focus on a consideration of the methods available to support those with hearing impairments. While the study population is limited, it is important to give classes to be inclusive places where all students receive equal access to content. Hearing impairments provide an obvious challenge to language learning and, therefore, second-language learning. However, strategies and technologies exist to support the instructor without specialist training. This paper aims to identify these and present them to other teachers of English as a second language who wish to provide the best possible learning experience for every student. Two case studies will be introduced to compare and contrast the experience of in-class teaching and the online option and to share the positives and negatives of the two approaches. While the study focuses on the situation in a university in Japan, the lessons learned by the author may have universal value to any classroom with a student with a hearing disability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20learning" title="inclusive learning">inclusive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20%20impairments" title=" hearing impairments"> hearing impairments</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/146770/teaching-english-to-students-with-hearing-impairments-a-preliminary-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12797</span> A Comparative Analysis of Vocabulary Learning Strategies among EFL Freshmen and Senior Medical Sciences Students across Different Fields of Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Hadavi">M. Hadavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Hashemi"> Z. Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning strategies play an important role in the development of language skills. Vocabulary learning strategies as the backbone of these strategies have become a major part of English language teaching. This study is a comparative analysis of Vocabulary Learning Strategies (VLS) use and preference among freshmen and senior EFL medical sciences students with different fields of study. 449 students (236 freshman and 213 seniors) participated in the study. 64.6% were female and 35.4% were male. The instrument utilized in this research was a questionnaire consisting of 41 items related to the students’ approach to vocabulary learning. The items were classified under eight sections as dictionary strategies, guessing strategies, study preferences, memory strategies, autonomy, note- taking strategies, selective attention, and social strategies. The participants were asked to answer each item with a 5-point Likert-style frequency scale as follows:1) I never or almost never do this, 2) I don’t usually do this, 3) I sometimes do this, 4) I usually do this, and 5)I always or almost always do this. The results indicated that freshmen students and particularly surgical technology students used more strategies compared to the seniors. Overall guessing and dictionary strategies were the most frequently used strategies among all the learners (p=0/000). The mean and standard deviation of using VLS in the students who had no previous history of participating in the private English language classes was less than the students who had attended these type of classes (p=0/000). Female students tended to use social and study preference strategies whereas male students used mostly guessing and dictionary strategies. It can be concluded that the senior students under instruction from the university have learned to rely on themselves and choose the autonomous strategies more, while freshmen students use more strategies that are related to the study preferences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20leaning%20strategies" title="vocabulary leaning strategies">vocabulary leaning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20sciences" title=" medical sciences"> medical sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a 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