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All Journal ELT Forum: Journal of English Language Teaching International Journal of Contemporary Sciences (IJCS)
Reyes, Zenaida Q.
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Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring the oral communication strategies used in online classroom discussion Parcon, Richard Espino; Reyes, Zenaida Q.
ELT Forum: Journal of English Language Teaching Vol 10 No 3 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i3.47152

Abstract

This study explored the oral communication strategies used by grade 12 students in online classroom discussion. In specific, it dealt with the following research objectives: identifying the types of oral communication strategies used by the students during online classroom discussion and determining the factors that influenced the grade 12 students in using specific types of oral communication strategies. Using content analysis, the recorded discussion in an online classroom, particularly the responses of the students, were transcribed, analyzed, and interpreted. A semi-structured interview was conducted to determine the factors that influenced the students in using the specific type of oral communication strategies. Thus, the triangulation method was used. The findings of this study revealed that 18 out 34 oral communication strategies in Dornyei and Scott (1997)’s taxonomy of oral communication strategies was evidently implemented during online classroom discussion. The lack of linguistic knowledge (vocabulary and structure of English language), and the lack of confidence in using English language during online classroom discussion, combined with the inability to grasp ideas, experiencing speaking anxiety, and other external factors such as having a poor internet connection and the choice of language used by the teacher during online classroom discussion, were the factors that influenced the students in using oral communication strategies during online classroom discussion.
A Model of Teaching Metacognition in Solving Mathematical Word Problems Reyes, Joseph D.; Reyes, Zenaida Q.
International Journal of Contemporary Sciences (IJCS) Vol. 1 No. 11 (2024): September 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijcs.v1i11.11591

Abstract

This qualitative study aimed to propose a model for teaching metacognition in solving mathematical word problems, utilizing a Multiple Case Study Method. The research explored how teachers employ metacognitive strategies, focusing on two components: knowledge of cognition and regulation of cognition. The findings suggest that metacognitive instructional techniques enhance students' mathematical knowledge and problem-solving abilities. Teachers who incorporate various metacognitive strategies help students develop their own learning skills and create conditions for meaningful learning. The study concludes that connecting metacognitive teaching approaches makes math problem-solving more significant. The proposed model allows teachers flexibility in applying strategies based on their circumstances and students' needs. Importantly, the research emphasizes that mathematics teachers must have a thorough understanding of mathematical concepts to effectively implement metacognitive methods.
Co-Authors Parcon, Richard Espino Reyes, Joseph D.