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1

Students’ perceptions of themselves as readers and the concept of reading

100%

Renuga M., Kanchana Mala B.

The New Educational Review

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2015

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vol. 41

86-97

EN

The study was conducted on 122 first-year engineering students at the tertiary level to explore the students’ perceptions of themselves as readers and the concept of reading. Data collected by open-ended brainstorming interviews with the students were classified according to the themes and presented in tables. The result of the study demonstrates that most of the students at this level wish to be good readers since they feel that reading improves their personality, word power and employability skills. The presented study aimed at finding the opinions of young adults because in the present age, more emphasis is put on the role of the learner in the language learning process. As language learning is primarily a learner-oriented activity, learners’ preferences influence their learning. Interest on the part of the reader plays a vital role in developing the habit of reading. Hence, learners’ needs and interests should be taken into consideration for effective learning and teaching to take place. Thus, the study shows that it is appropriate to understand students’ conception of reading for promoting their interest in reading and enhancing their reading skills.

2

PROSPECTIVE PRIMARY SCHOOL EFL TEACHERS’ BELIEFS ABOUT “FLIPPING”

88%

Fernández-Carballo M. V.

Teaching English with Technology

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2021

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vol. 21

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issue 1

48-59

EN

Our paper focuses on the implementation of the flipped classroom model with the students of the subject ICT for EFL teaching and learning at a Spanish university. This pedagogical approach, generally speaking, reverses the traditional learning environment by delivering instructional content outside the classroom and working on it in class. The ultimate goal of our research is to evaluate the aforementioned model, used with a sample of 40 students, through a mixed-method approach. To this aim, a satisfaction survey (Gilboy, Heinerichs & Pazzaglia, 2015) plus two open-ended questions were administered to participants in the study. The results obtained, through both quantitative and qualitative techniques, reveal that the majority of the students completing the evaluation preferred the flipped method compared with the traditional one.

3

Students’ Perceptions on Learner-Centered Teaching Approach

88%

Treesuwan R., Tanitteerapan T.

The New Educational Review

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2016

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vol. 45

151-159

EN

There is growing evidence that the traditional “instruction-centered approach” to learning is not producing the desired learning outcomes in students. Many institutions of higher education in Thailand make it their main thrust to enable their students to become critical, independent thinkers and have the sense of ownership in the learning process. Most schools have shifted the focus in the classroom from conventional teaching to facilitating effective learning. This study centered on the impact of adopting the “learner-centered approach.” Fifty students studying Industrial and Logistics Management at North Bangkok University took part in the assessment. The case study method was utilized and quantitative as well as qualitative data were generated with the use of a questionnaire and semi-structured interviews. Findings revealed that the implementation of “Learner-Centered Education” enhanced the learning outcomes and contributed to the attainment of quality education for the university.

4

Undergraduate Translation Students’ Perceptions of Online Learning during the COVID-19 Pandemic

75%

Burkšaitienė N.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 1

381-399

EN

Aim. The Covid-19 pandemic has caused unprecedented challenges at all levels of education. Higher education institutions across the globe had to move traditional campus-based learning online as it was the only available option to continue academic activities. Students’ perceptions of online learning during the Covid-19 crisis have been investigated in many fields of study, however, little known research has been conducted in the field of Translation studies. To fill in the gap, small-scale research was carried out at a University in Lithuania. It aimed to examine undergraduate translation students’ perceptions of learning online during the Covid-19 pandemic. Methods. To carry out the research, qualitative methodology was used. The data was drawn from 23 translation students’ essays and analysed using inductive content analysis. Results. The study resulted in the identification and description of two major categories and five subcategories that revealed the students’ experience of online learning during the pandemic and their perceptions of its positive and negative impacts. Conclusion. The results demonstrate that all study participants perceived online learning both as a positive and negative experience with the number of the student-reported negative impacts being slightly bigger than that of the positive ones. The findings of this research are important; yet they do not allow for wide scale generalisations as the study was conducted on a small sample. Originality. The present study contributes to the research in the field by providing new insights into the impacts of online learning during the Covid-19 pandemic as seen from the students’ perspective.

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2 The New Educational Review

1 Journal of Education Culture and Society

1 Teaching English with Technology

1 Burkšaitienė N.

1 Fernández-Carballo M. V.

1 Kanchana Mala B.

1 Renuga M.

1 Tanitteerapan T.

1 Treesuwan R.

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1 2021

1 2016

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Students’ perceptions of themselves as readers and the concept of reading

PROSPECTIVE PRIMARY SCHOOL EFL TEACHERS’ BELIEFS ABOUT “FLIPPING”

Students’ Perceptions on Learner-Centered Teaching Approach

Undergraduate Translation Students’ Perceptions of Online Learning during the COVID-19 Pandemic