Pedagogical Strategies - Essay Example

Technology, collaborative learning “peer modelling”, situational learning, and instruction are some of the common pedagogical strategies that can be used to enhance learning, student motivation and cognition. Students who are learning English as a second language will always have some difficulty in passing on an intended meaning while speaking (John and Sutherland, 2005). Furthermore, teachers are not able to pass on their intended meaning in language classes purely by speaking to students. Most researchers agree that pedagogical strategies like the one mentioned above are highly beneficial to students of English as a second language. In this section the pedagogical strategies used as interventions in our study are discussed with a focus on how they can enhance learning, cognition and motivation of students who are learning English. One of the most interesting developments in pedagogical strategies involves integrating technology in delivering instruction. In particular Information communication technology present new learning possibilities never encountered before in the field of education. Educators appreciate the fact that ICT competency is essential for individuals to fully play their part in today’s society and economy (Jung, 2005). Teaching has become exciting once more due to the opportunities availed by ICT as a pedagogical strategy. ICT provides a range of technologies which are now very user-friendly and portable to assist in the learning process. Furthermore, ICT connects students to the world beyond their classroom where there are many opportunities for learning. The use of ICT pedagogical strategies has been associated with a number of critical benefits to student learning. First, technology as a pedagogical strategy enables the creation of new learning environments. In this blended learning environment, students can both learn synchronously and asynchronously. In particular ICT enable language students overcome language barriers. Kenning (2007) defines this barrier as a difficulty in articulating an intended meaning. Through ICT students can learn from the comfort of their homes or can connect to other learning environments beyond their classrooms. On the other hand ICT provides tools that make learning and teaching more efficient and effective. Through ICT, teachers are able to better prepare and program learning, assess and report on students' progress. Through ICT learning is also directed and negotiated with the learners. According to Hongye (2004), using ICT as a pedagogical strategy leads to an expansion of learning depth and nature. In most learning communities students have different cultural backgrounds, individual and developmental differences which learning has to adapt to. Through ICT students become more interested in various aspects of learning and new learning goal are discovered. Students are able to access expert programs that are not available in a normal classroom setting. Through ICT students are now able to analyze and represents information resulting in new ways of meta-cognition. Collaborative learning as a pedagogical strategy also makes use of ICT to extend learning partnerships and ease group communication (Murray and Barnes, 1998). Through ICT it has been shown that the quality of learning is greatly enhanced and the learning community expanded. Through ICT, students learning receive input from teachers, experts and other learners in the online community (Kenning, 2007). Another way that ICT contributes to the motivation of learners is that it gives them an opportunity to contribute ideas in their area of learning. Through ICT use in the classroom a number of advantages are realized for learning. First, ICT enables teachers import real world problems and experiences in to the classroom. For example students of English can be introduced to the main areas of language difficulty by being shown real life experiences of people experiencing communication difficulties (Somekh, 2008). This is illustrated by animation programs that are used by teachers to abstract and analyze ideas in language classes. Secondly, multimedia software avail opportunities to further explore issues and ideas. Thirdly, Information technology avail programs that can enable teachers customize and individualize learning to cater for the learning needs of diverse individuals in a group of learners (Hongye, 2004). Collaborative learning the other pedagogical strategy used in this research has been widely linked to higher degree of accomplishment among learners. Johnson et al (1981) associate collaborative learning where poor students are left behind with higher levels of self-esteem. In the views of Slavin (1983), all learners progress at the same pace in contrast to competitive learning where poor students are left behind. The win-lose situation of competitive learning is completely eliminated in collaborative learning environments. In collaborative learning both mediocre and superior students benefit equally from the learning. Allwright, 1984, argues that the assistance student get from each lead to the formation of a supportive community and consequently higher achievement by individual members. Students who are improving exhibit higher levels of self-esteem than those who are making no progress. Schunk and Miller (2002) associate learning progress with an increased feeling that one is able to perform well. Satisfaction with the learning experience is one of the factors that motivate student engagement in learning. Being human, students are more pleased with activities where their contribution is valued. In collaborative learning students are the owners of the learning process, this providing a further motivation to ensure collaborative learning activities succeed (Allwright, 1984). People who have a history of failure are more greatly impacted by involvement in collaborative group, which support them to overcome past failures. In contrast making a student a mere passive recipient of information remains unpopular and dissatisfying to learners. In English as a foreign language learning collaborative learning provides opportunities for students to converse and improve their speaking skills. Secondly, greater interest in the subject matter arises from these interactions (Billett, 2003). Through collaborative learning students are also able to think more critically and retain most of the information that is taught. In turn, students become more successful learners and their attitudes become more positive towards the subject matter as they have enhanced self-esteem (Gutman, Sameroff and Eccles, 2002). Motivated students are thus more willing to fully immerse themselves in learning meaning the cycle of improving performance continues (Gutman, Sameroff and Eccles, 2002). Furthermore, student accomplishment in collaborative learning environments are shared, meaning the whole groups and individual member are motivated by the progress of the individual. References Allwright, R. L. (1984). The Importance of Interaction in Classroom Language Learning*. Applied linguistics, 5(Jung, 2005), 156-171. Billett, S. (2003). Vocational curriculum and pedagogy: an activity theory perspective. European Educational Research Journal, 2John, P., & Sutherland, R. (2005). , 6-21. Gutman, L.M., Sameroff, A., & Eccles, J.S. (2002). The academic achievement of African American students during early adolescents: An examination of multiple risk, promotive,and protective factors. American Journal of Community Psychology, 30, 401–428. Hongye, L. (2004). Pedagogy versus ICT: Who drives who?-On the teaching methodologies for internet & multimedia-based English teaching mode [J]. Foreign Language World, 4, 004. John, P., & Sutherland, R. (2005). Affordance, opportunity and the pedagogical implications of ICT. Educational Review, 57Murray, L., & Barnes, A. (1998). , 405-413. Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of coop-erative, competitive, and individualistic goal structures on achievement: A meta-analysis.Psychological Bulletin, 89, 47–62. Jung, I. (2005). ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide. Educational Technology & Society, 8(Jung, 2005), 94-101. Kenning, M. M. (2007). ICT and language learning: From print to the mobile phone. Palgrave Macmillan. Murray, L., & Barnes, A. (1998). Beyond the “wow” factor—evaluating multimedia language learning software from a pedagogical viewpoint. System, 26(Jung, 2005), 249-259. Schunk, D.H. & Miller, S.D. (2002). Self-efficacy and adolescents’ motivation. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents. Connecticut: Information Age Publishing. Slavin, R. (1983). Cooperative learning. New York: Longman. Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In International handbook of information technology in primary and secondary education (pp. 449-460). Springer US. Read More