Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions REGISTER JOURNAL
Chau, Meng Huat
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Two Approaches for Promoting Student Centered Language Learning: Cooperative Learning and Positive Psychology Jacobs, George; Chau, Meng Huat
Beyond Words Vol 9, No 1 (2021): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i1.3042

Abstract

This article links two approaches to promoting less competitive, more positive, and more student centered learning environments for language learners: cooperative learning and positive psychology. The article begins by explaining each of these two approaches. First, the article provides background, including research support, for cooperative learning and explains eight cooperative learning principles: maximum peer interactions, equal opportunities to participate, individual accountability, positive interdependence, group autonomy, heterogeneous grouping, teaching collaborative skills, and cooperation as a value. Second, the article supplies similar background, including research support, for positive psychology, including seven principles: relationships with others, responsibility, gratitude, positivity, strengths, kindness, and meaning. The article’s next section explores links between cooperative learning and positive psychology in language education and explains that the use of positive psychology in education frequently uses the name positive education. Then, the article presents an extensive reading activity and explains how the design of the activity draws on the eight cooperative learning principles and the seven positive psychology principles. Finally, the article explains how both cooperative learning and positive psychology support student centered language learning, and presents a student centered intensive reading activity that draws on the same eight cooperative learning principles and seven positive psychology principles.
Cooperative Learning: A Foundation for Project Work Chau, Meng Huat; Jacobs, George M
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.3426

Abstract

This article has one theme and two parts. The theme is that we humans can do more and do it more enjoyably when we cooperate. The first part of the article explains eight principles from cooperative learning, a methodology that facilitates students learning in groups of two-four members, along with the learning they do with teachers and by studying on their own. The second part describes four cooperative learning techniques, as a way to bring to life the eight principles from the first part, and also to provide readers of the article with ready-made ideas for using cooperative learning in their own teaching. This article suggests that shorter cooperative learning activities can prepare students for doing projects, and that students can do shorter cooperative learning activities as part of the work they do on projects.
Exploring the Role of Blended ELTeach Training and Institutional Support in Promoting the Professional Confidence of Indonesian Non-Native English-Speaking Teachers Syahid, Abdul; Lie, Anita; Chau, Meng Huat
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.28-58

Abstract

In recent years, there has been a growing focus on the development of language teachers; however, how to effectively support and enhance their confidence remains largely under-researched and inadequately understood. This mixed-methods sequential explanatory study explores how a four-month blended teacher training program, combined with varying levels of institutional support, may enhance English teachers' confidence in language use and understanding essential teaching methodologies. The training program integrated the ELTeach platform, a globally recognized online training resource, with in-person workshops. The study involved 250 Indonesian teachers from Islamic elementary and secondary schools; however, it primarily reports on the findings from 26 participants, divided into two equal groups based on their perceived institutional support. Participants self-assessed their confidence levels before and after training. Results from mixed ANOVA analyses indicate that ELTeach-based training significantly increased ELT professional confidence; however, perceived institutional support and the combination of training with support did not yield a significant impact. Interviews with six participants—involving three teachers before and after training and three principals after the training—showed the impact of personal factors and the dynamics within the training program. The alignment between the quantitative and qualitative findings underscored the training potential to promote teacher professional confidence, regardless of the level of institutional support. The study concludes with the implications for the development of teacher professional development, especially in promoting teacher confidence.
Co-Authors Abdul Syahid Anita Lie george jacobs George M Jacobs