Active Learning: English Language Teaching via Write Share Learn Strategy

Year 2020, Volume: 5 Issue: 3, 214 - 220, 01.07.2020

Cavide Demirci Mehmet Akcaalan

https://doi.org/10.24331/ijere.732948

Abstract

The aim of investigation is to examine opinions of 11th grade high school students via “write, share,
learn strategy” of active learning approach in language teaching. The students were asked some
questions so as to determine their opinions for the strategy. The questions for the students were
created by three English teachers and a university instructor. The students in the research studied in
the 11th grade and their class size consisted of 20 students. The application of the write, share and
learn strategy was lasted in 5 lessons time in two weeks. So as to apply the active learning strategy
smoothly, the music lesson classroom of the school was used by admittance of school principal. It
may be understood that the students’ satisfaction about the lesson was compelled to rise by the
active learning strategy. Write, share and learn strategy of active learning pedagogy has an
importantly strong effects on students’ learning perceptions. The results demonstrate that
compounding these aspects of active learning may support teachers to teach efficaciously and so
students can acquire actively in learning settings

Keywords

Active Learning, English Language Teaching, Write Share Learn Strategy

References

• Açıkgöz, K. (2003). Aktif Öğrenme, Eğitim Dünyası Yayınları, 5. Edition, İzmir. Adkins, J. K. (2018). Active learning and formative assessment in a user-centered design course. Information Systems Education Journal, 16(4), 34. Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. Cell biology education, 4(4), 262-268. Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE—Life Sciences Education, 8(3), 203-213. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Bates, R. (2007). The Future of teacher education: challenges and opportunities. Townsend, T. &Bates, R.(Eds.). Handbook of teacher education: globalization, standards and professionalism in times of change. PO Box 17, 3300 AADordrecht, the Netherlands. Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Carvalho, A. (2016). The impact of PBL on transferable skills development in management education. Innovations in Education and Teaching International, 53(1), 35-47. Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7. Christensen, C. R., Garvin, D. A., & Sweet, A. (1991). Education for judgment: The artistry of discussion leadership. Cambridge, MA: Harvard Business School. Demirci, C. (2003). Fen bilgisi öğretiminde etkin öğrenme yaklaşımının erişi, tutum ve kalıcılığa etkisi. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara. Demirci, C. (2017). The Effect of active learning approach on attitudes of 7th grade students. International Journal of Instruction, 10(4), 129-144. https://doi.org/10.12973/iji.2017.1048a Demirci, C., & Düzenli, H. (2017). Formative value of an active learning strategy: technology-based think pair-share in an EFL writing classroom. World Journal of Education, 7(6), 63-74. doi:10.1080/14703297.2015.1020327. Demirci, C., & Düzenli, H. (2017). Formative Value of an Active Learning Strategy: Technology Based Think Pair Share in an EFL Writing Classroom. World Journal of Education, 7(6), 63-74. Felder, R. M., & Brent, R. (2009). Active learning: An introduction. ASQ higher education brief, 2(4), 1-5. Gillham, B. (2000). Case study research methods. Bloomsbury Publishing. London: Continioum House. Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Association for Supervision and Curriculum Development, 1250 North Pitt Street, Alexandria, VA 22314 (Stock No. 1-94027, $14.95).. Hyun, J., Ediger, R., & Lee, D. (2017). Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms. International Journal of Teaching and Learning in Higher Education, 29(1), 108-118. Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active Learning: Engaging Students to Maximize Learning In An Online Course. Electronic Journal of E-Learning, 15(2), 107-115. Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49(1), 121-133. Naithani, P. (2008). Reference framework for active learning in higher education. Higher Education in the Twenty-First Century: Issues and Challenges, 113-120. O’Grady, A., Simmie, G. M., & Kennedy, T. (2013). Why change to active learning? Pre-service and in-service science teachers’ perceptions. European Journal of Teacher Education, 37(1), 35-50. Orak, S., & Demirci, C. (2018). Application Examples and Student Views on Active Learning Approach Integrated with Branches of Art. Cypriot Journal of Educational Sciences, 13(1), 53-65. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168 9830.2004.tb00809.x Saban, A. (2000). Öğrenme öğretme süreci. Ankara: Nobel Yayın Dağıtım. Saban, A., & Ersoy, A. (2016). Eğitimde Nitel Araştırma Desenleri,(1. Baskı) Ankara: Anı Yayınları. Scheyvens, R., Griffin, A. L., Jocoy, C. L., Liu, Y., & Bradford, M. (2008). Experimenting with active learning in geography: Dispelling the myths that perpetuate resistance. Journal of Geography in Higher Education, 32(1), 51-69. https://doi.org/10.1080/03098260701731496 Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational psychology review, 24(4), 569-608. Sroufe, R., & Ramos, D. P. (2015). Leveraging collaborative, thematic problem-based learning to integrate curricula. Decision Sciences Journal of Innovative Education, 13(2), 151-176. Stover, S., & Ziswiler, K. (2017). Impact of active learning environments on community of inquiry. International Journal of Teaching and Learning in Higher Education, 29(3), 458-470. Stover, S., & Ziswiler, K. (2017). Impact of active learning environments on community of inquiry. International Journal of Teaching and Learning in Higher Education, 29(3), 458-470. Virtanen, P., Niemi, H. M., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers’ professional competences. Australian Journal of Teacher Education, 42(12). Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes (E. Rice, Ed. & Trans.). Werner, J. M., Scovotti, C., Cummings, R. G., & Bronson, J. W. (2018). Building a Case for Active Learning: The Use of Lecture vs. Other Classroom Activities at LMBC. Journal of Learning in Higher Education, 14(1), 7-15.