New learning spaces and transformations in teacher pedagogy and student learning behavior in the language learning classroom

Research output: Contribution to journalReview article

3 Citations (Scopus)

Abstract

Many Malaysian classrooms have been redesigned to include technology and foster the development of twenty first century learning. The availability of this platform and the new learning space created by redesigning the language classroom has opened up new and exciting possibilities for teaching and learning the English language. This paper will investigate if the new learning space has impacted teacher's pedagogical strategies and student's learning behavior and engagement for English language teaching and learning. A qualitative approach employing a multiple case study research design was taken and data was collected using classroom observations, teacher interviews and teacher and student focus group discussions from eight English language teachers and 37 students. Findings reveal significant transformations in teachers' teaching approaches, use of class activities and on students' learning behavior and outcomes. Technology did feature in the learner centric approach with students functioning as facilitators and allowing more student participation and interaction. The use of multimedia and online materials helped make learning more interesting and improved student attention in class. Students in turn were more focused and engaged in the collaborative tasks and also reported developing better peer relationships and learning from each other.

Original languageEnglish
Pages (from-to)29-40
Number of pages12
Journal3L: Language, Linguistics, Literature
Volume23
Issue number4
DOIs
Publication statusPublished - 1 Jan 2017

Fingerprint

learning behavior
classroom
teacher
language
learning
student
English language
Teaching
Classroom Language Learning
Pedagogy
Student Learning
group discussion
twenty-first century
research planning
multimedia
participation
interaction
interview

Keywords

  • Learner behavior
  • Redesigned learning spaces
  • Teacher pedagogy
  • Teaching and learning
  • Technology

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Literature and Literary Theory

Cite this

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title = "New learning spaces and transformations in teacher pedagogy and student learning behavior in the language learning classroom",
abstract = "Many Malaysian classrooms have been redesigned to include technology and foster the development of twenty first century learning. The availability of this platform and the new learning space created by redesigning the language classroom has opened up new and exciting possibilities for teaching and learning the English language. This paper will investigate if the new learning space has impacted teacher's pedagogical strategies and student's learning behavior and engagement for English language teaching and learning. A qualitative approach employing a multiple case study research design was taken and data was collected using classroom observations, teacher interviews and teacher and student focus group discussions from eight English language teachers and 37 students. Findings reveal significant transformations in teachers' teaching approaches, use of class activities and on students' learning behavior and outcomes. Technology did feature in the learner centric approach with students functioning as facilitators and allowing more student participation and interaction. The use of multimedia and online materials helped make learning more interesting and improved student attention in class. Students in turn were more focused and engaged in the collaborative tasks and also reported developing better peer relationships and learning from each other.",
keywords = "Learner behavior, Redesigned learning spaces, Teacher pedagogy, Teaching and learning, Technology",
author = "Nambiar, {Radha M.K.} and {Mohd Nor}, {Nor Fariza} and Kemboja Ismail and Shahirah Adam",
year = "2017",
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doi = "10.17576/3L-2017-2304-03",
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T1 - New learning spaces and transformations in teacher pedagogy and student learning behavior in the language learning classroom

AU - Nambiar, Radha M.K.

AU - Mohd Nor, Nor Fariza

AU - Ismail, Kemboja

AU - Adam, Shahirah

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Many Malaysian classrooms have been redesigned to include technology and foster the development of twenty first century learning. The availability of this platform and the new learning space created by redesigning the language classroom has opened up new and exciting possibilities for teaching and learning the English language. This paper will investigate if the new learning space has impacted teacher's pedagogical strategies and student's learning behavior and engagement for English language teaching and learning. A qualitative approach employing a multiple case study research design was taken and data was collected using classroom observations, teacher interviews and teacher and student focus group discussions from eight English language teachers and 37 students. Findings reveal significant transformations in teachers' teaching approaches, use of class activities and on students' learning behavior and outcomes. Technology did feature in the learner centric approach with students functioning as facilitators and allowing more student participation and interaction. The use of multimedia and online materials helped make learning more interesting and improved student attention in class. Students in turn were more focused and engaged in the collaborative tasks and also reported developing better peer relationships and learning from each other.

AB - Many Malaysian classrooms have been redesigned to include technology and foster the development of twenty first century learning. The availability of this platform and the new learning space created by redesigning the language classroom has opened up new and exciting possibilities for teaching and learning the English language. This paper will investigate if the new learning space has impacted teacher's pedagogical strategies and student's learning behavior and engagement for English language teaching and learning. A qualitative approach employing a multiple case study research design was taken and data was collected using classroom observations, teacher interviews and teacher and student focus group discussions from eight English language teachers and 37 students. Findings reveal significant transformations in teachers' teaching approaches, use of class activities and on students' learning behavior and outcomes. Technology did feature in the learner centric approach with students functioning as facilitators and allowing more student participation and interaction. The use of multimedia and online materials helped make learning more interesting and improved student attention in class. Students in turn were more focused and engaged in the collaborative tasks and also reported developing better peer relationships and learning from each other.

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KW - Teaching and learning

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