It is no wonder that inquiring is an important skill. This paper deals with a research which was intended to see if respect and encouragement could solve the problem of students＇ self-confidence to inquire in the EFL...It is no wonder that inquiring is an important skill. This paper deals with a research which was intended to see if respect and encouragement could solve the problem of students＇ self-confidence to inquire in the EFL （English as a Foreign Language） classroom. The research involved a secondary group of students whose self-confidence to ask questions was considered low by the teacher and research collaborators. The data were collected through observation, questionnaire and interview. Based on a pre-observation, problem sources had been identified, i.e., the students were afraid of being thought of as ＂looking for sensation only＂, afraid that their classmates would laugh at them, worried of being judged as arrogant or pretentious, did not want to be considered stupid, and wondered if they could produce qualified questions. Teachers believed that fear of asking questions is part of the Indonesian students＇ culture. The research team agreed upon the way to handle the problem--by respect and encouragement procedure. The first session implementing the procedure was not successful enough in raising the students＇ self-confidence. Though students had already started to address some questions of this stage, their behaviors did not seem to be improved. They were still afraid, doubtful and unhappy with questioning, which were the signs of lacking of confidence. However, the next cycle was in general a success. The students＇ questions increased considerably. They looked more enthusiastic, passionate and happier in response to teachers＇ invitation to inquire, showing that their self-confidence for asking questions has developed.展开更多
This paper reports a case study of my self-development in applying Information Communication Technology （ICT） to teaching. I analyzed my own growth from three perspectives： technical confidence and competence, peda...This paper reports a case study of my self-development in applying Information Communication Technology （ICT） to teaching. I analyzed my own growth from three perspectives： technical confidence and competence, pedagogical development and self-efficacy. Classroom observation, interviews, reflective journals and questionnaires were used to explore how professional self-development occurred when I changed my teaching belief in teaching, and how I understood the development as a practicing teacher in learning by teaching. I participated in various projects based on action research in order to meet the challenges of the teaching reform in the new era. The results indicate that teachers can develop their informational quality and professional competence in applying ICT in teaching.展开更多
文摘It is no wonder that inquiring is an important skill. This paper deals with a research which was intended to see if respect and encouragement could solve the problem of students＇ self-confidence to inquire in the EFL （English as a Foreign Language） classroom. The research involved a secondary group of students whose self-confidence to ask questions was considered low by the teacher and research collaborators. The data were collected through observation, questionnaire and interview. Based on a pre-observation, problem sources had been identified, i.e., the students were afraid of being thought of as ＂looking for sensation only＂, afraid that their classmates would laugh at them, worried of being judged as arrogant or pretentious, did not want to be considered stupid, and wondered if they could produce qualified questions. Teachers believed that fear of asking questions is part of the Indonesian students＇ culture. The research team agreed upon the way to handle the problem--by respect and encouragement procedure. The first session implementing the procedure was not successful enough in raising the students＇ self-confidence. Though students had already started to address some questions of this stage, their behaviors did not seem to be improved. They were still afraid, doubtful and unhappy with questioning, which were the signs of lacking of confidence. However, the next cycle was in general a success. The students＇ questions increased considerably. They looked more enthusiastic, passionate and happier in response to teachers＇ invitation to inquire, showing that their self-confidence for asking questions has developed.
基金sponsored by Research Project ZDJG-1209/1308Teachers' Developing Center of Beijing Institute of Fashion Technology
文摘This paper reports a case study of my self-development in applying Information Communication Technology （ICT） to teaching. I analyzed my own growth from three perspectives： technical confidence and competence, pedagogical development and self-efficacy. Classroom observation, interviews, reflective journals and questionnaires were used to explore how professional self-development occurred when I changed my teaching belief in teaching, and how I understood the development as a practicing teacher in learning by teaching. I participated in various projects based on action research in order to meet the challenges of the teaching reform in the new era. The results indicate that teachers can develop their informational quality and professional competence in applying ICT in teaching.
