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Arnantawut Tiang-uan – Anatolian Journal of Education, 2024
Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Active Learning
Rajab Esfandiari; Mohammad Hossein Arefian; Ricky Lam – International Journal of Language Testing, 2025
Although researchers have used practical procedures for developing professional teacher education, such as reflective practice and action research, the role of learning-oriented assessment (LOA) in building an active learner-centered pre-service teacher education has received scarce scholarly attention. Hence, the purpose of this study is to…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Peer Evaluation
Shaista Irshad Khan; Shawana Fazal; Farrukh Nazir – SAGE Open, 2025
This qualitative study investigated the perceptions of prospective teachers on critical thinking (CT) skills before and after completing the Functional English (FE) course at the Bachelor of Education Honors (B.Ed. Hons) and Associate Degree in Education (ADE). A purposive sampling technique was employed to select 40 participants, with eight…
Descriptors: Preservice Teachers, Teacher Education Programs, Honors Curriculum, Critical Thinking
Nurul Farihah Rosli; Nur Nabila Azman; Nurul Ajleaa Abdul Rahman; Goh Ying Soon – Novitas-ROYAL (Research on Youth and Language), 2025
This study develops a student-centered project-based learning (PJBL) model tailored to enhance English writing skills for ESL learners by addressing challenges and leveraging effective strategies identified through their experiences. A qualitative case study approach was employed, and data were collected from nine ESL learners in Malaysia through…
Descriptors: Student Centered Learning, Student Projects, Active Learning, Writing (Composition)
Najib Bouhout; Aziz Askitou; Karim Es-soufi – Education and Information Technologies, 2024
Teaching with technology is the pillar of online Higher Education pedagogy. However, it remains unclear if and how online teaching practices influence the development of students' soft skills and the role of caring teaching in this process. To address this gap, this study examined the relationship between the domains of the Technological…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Soft Skills, Online Courses
Fearn, Lesley J. – Teaching English with Technology, 2023
Young people today face an uncertain future. English as a Foreign Language (EFL) teachers in state education are investing their expertise in Online Community Projects (OCPs) as a digital mediation tool to help their students acquire intercultural awareness and experiment with new uses for technology. This qualitative study employs analytic…
Descriptors: Online Courses, English (Second Language), Second Language Learning, Second Language Instruction
Wu, Wen-Chi Vivian; Manabe, Kinnosuke; Marek, Michael W.; Shu, Yu – Journal of Research on Technology in Education, 2023
This study aimed to foster development of the 21st-century five core competencies, including Creativity and innovation, Critical thinking and problem solving, Communication, Collaboration, and Computer-information literacy using Student-Centered Active Learning in an instructional design in which student groups created their own virtual reality…
Descriptors: 21st Century Skills, Computer Simulation, Creativity, Innovation
Alexandrowicz, Viviana – English Language Teaching, 2021
The idea of offering all children and youth an education that is experiential, student centered, engaging, and relevant to life is not a new concept (Dewey, 1938; Kolb, 1981). Preparing students with the competencies, skills, and character for full participation in the 21st century has become the vision of schools, educators, and organizations…
Descriptors: Experiential Learning, Student Centered Learning, Second Language Learning, Second Language Instruction
Asfihana, Raida; Salija, Kisman; Iskandar; Garim, Idawati – International Journal of Language Education, 2022
Project-based learning is a learner-centered process that gives freedom to the students to design their own project works. Though numerous research results on the enactment of Project-Based Learning instruction have already been reported, only a limited number have reported its enactment in a virtual learning environment. This present research…
Descriptors: Student Projects, Active Learning, English (Second Language), Second Language Learning
Marek, Michael W. – International Journal of Computer-Assisted Language Learning and Teaching, 2020
This article proposes a Standard Model of CALL, i.e., a compilation of fundamental theories and practices that should always be considered when creating an instructional design for the Computer Assisted Language Learning (CALL). This proposed model is inspired by the standard model of physics which is the widely accepted understanding about how…
Descriptors: Instructional Design, Second Language Instruction, English (Second Language), Second Language Learning
Puspitasari, Evi – Indonesian Journal of English Language Teaching and Applied Linguistics, 2020
The contribution of Project-based Learning (PbL) to 21st century learning skill development has been widely discussed by experts. This present qualitative research aims at exploring how PbL is applied in Lantern School of English Education (LSEE), an undergraduate program in Indonesia that produces an English teacher. In further, this research…
Descriptors: Active Learning, Student Projects, 21st Century Skills, Preservice Teachers
Kusumoto, Yoko – Language Learning in Higher Education, 2018
Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for…
Descriptors: Active Learning, Critical Thinking, Thinking Skills, Teaching Methods
Baghoussi, Meriem – Arab World English Journal, 2021
The Algerian educational system is competency-based; therefore, it focuses on developing learners' competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to…
Descriptors: Critical Thinking, Second Language Learning, Second Language Instruction, Foreign Countries
Ahmed, Sumaya A.; Dakhiel, Maysoon A. – English Language Teaching, 2019
The present study aimed to identify the effectiveness of learner-centered teaching in modifying attitude towards EFL and developing academic self-motivation. The sample consisted of (35) 12th grade students (in one of the high schools of Jeddah, Saudi Arabia, for the academic year 2017/2018). To achieve the study objectives, a training program…
Descriptors: Student Centered Learning, Teaching Methods, Active Learning, Cooperative Learning
Baghoussi, Meriem; El Ouchdi, Ilhem Zoubida – Arab World English Journal, 2019
To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and…
Descriptors: Active Learning, Student Projects, Competency Based Education, Student Centered Learning
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