Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and wo...Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.展开更多
In this research,we investigated the effect of peer instruction method on the first course mathematics education students’academic achievement and the attitudes of students by using peer instruction method.The implem...In this research,we investigated the effect of peer instruction method on the first course mathematics education students’academic achievement and the attitudes of students by using peer instruction method.The implementation was carried out seven weeks with 60 participants in an introduction to mathematics analysis lesson in Suleyman Demirel University in Kazakhstan.Two first course groups were randomly assigned to treatment and control groups.The final results were obtained to measure students’academic achievement and questionnaires used to indicate attitudes towards peer instruction.Data were analyzed,using analysis of t-test(p=0.029)with an alpha significance level of 0.05.The results of final questions indicated,peer instruction has a significant positive effect on students’achievement in the introduction to mathematics analysis course and the results of questionnaires demonstrated peer instruction(PI)has a positive impact on peers’understanding by making learning interesting and interactive,and it also creates conducive atmosphere in the class.展开更多
文摘Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.
文摘In this research,we investigated the effect of peer instruction method on the first course mathematics education students’academic achievement and the attitudes of students by using peer instruction method.The implementation was carried out seven weeks with 60 participants in an introduction to mathematics analysis lesson in Suleyman Demirel University in Kazakhstan.Two first course groups were randomly assigned to treatment and control groups.The final results were obtained to measure students’academic achievement and questionnaires used to indicate attitudes towards peer instruction.Data were analyzed,using analysis of t-test(p=0.029)with an alpha significance level of 0.05.The results of final questions indicated,peer instruction has a significant positive effect on students’achievement in the introduction to mathematics analysis course and the results of questionnaires demonstrated peer instruction(PI)has a positive impact on peers’understanding by making learning interesting and interactive,and it also creates conducive atmosphere in the class.
