Integrating pedagogy with technology to ramp up active learning in EAP writing class

Man Ching Mary Cheng

Research output: Unpublished conference presentation (presented paper, abstract, poster)Conference presentation (not published in journal/proceeding/book)Teaching and learningpeer-review

Abstract

Technology-enhanced active learning is more prevalent in higher education. Chickering and Gamson (1987, p.3), early advocates of active learning, included “using active learning techniques” as one of seven principles of good practice in undergraduate education. Utilizing freely available student response system, i.e. clicker, is believed a relatively new interactive approach to promote active learning in class (e.g. Bruff, 2009; Blasco-Arcas, Buil, Hernández-Ortega, & Sese, 2013; Martyn, 2007). With a view to maximise meaningful student responses, build abundant practice opportunities for students to practise the skills related to the learning objectives, and provide useful and contingent feedback, a formative assessment tool – Pear Deck has been trailed to support existing principles of good teaching. This study examines strategies in using Pear Deck, an easy-to-implement tool on Google, to enable teacher to engage and interact with students in an EAP (English for Academic Purpose) course for year 1 undergraduate students and a disciplinary English course in proposal writing for year 3 undergraduate students in computer science. This study utilized students’ self-report questionnaire, teacher observation, and focus group interviews as data collection methods. The finding shows that using Pear Deck increased students’ focus in class, and increased student ambitions for success. This method thus has found to have a positive impact on student motivation. Findings on the effectiveness of feedback and reflection processes will be discussed. The teacher’s evaluation of the design process, its implementation and recommendations for further use will also be presented. The outcomes contribute to developing students’ writing and communication competence in a supportive and collaborative learning environment. This presentation will hopefully be of interest to academics who intend to turn to dynamic technology-enhanced active learning approach. References Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110. Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. San Francisco: John Wiley & Sons. Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3-7.
Original languageEnglish
Publication statusNot published / presented only - 4 Dec 2019
Event6th CELC Roundtable - National University of Singapore, Singapore, Singapore
Duration: 4 Dec 20185 Dec 2019
http://www.nus.edu.sg/celc/programmes/Roundtable2019/index.html

Conference

Conference6th CELC Roundtable
Country/TerritorySingapore
CitySingapore
Period4/12/185/12/19
Internet address

Keywords

  • EAP
  • technology-enhanced active learning

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