ENG505 Subjective by Nimma Malik

ENG505 · SUBJECTIVE PART · BY NIMMA MALIK · Long's classroom centered

Classroom research is a recent trend that has been emerging due to severe need of designing lessons according to specific needs of learners. As pointed out by Long (1983), classroom centered research is ‘eminently practical’ because it is ‘concerned with what actually goes on in the classroom as opposed to what is supposed to go on’ (p. 284). By definition, ClassroomCentered Research (CCR) views classroom as the ‘object’ of research, and not simply the ‘setting’ for research. The CCR determines not only what happens in the classroom but also the conditions that can affect teaching and learning processes. It is observed that sometimes simple research results do not leave any impact unless they are empirically tested

Types of intelligence

Sternberg (1985, 2002) distinguishes three types of intelligence:

1. Analytical — the ability to analyze, compare, and evaluate
2. Creative — the ability to produce novel solutions to problems
3. Practical — the capacity to adapt, to shape, and to select environments suited to one’s abilities

Cognitive motivation

Cognitive motivation refers to the mental processes that drive individuals to achieve goals, solve problems, and engage in activities that they find intellectually stimulating or challenging. Unlike basic physiological drives, cognitive motivation is rooted in higher-order thinking and involves various cognitive functions such as planning, decision-making, and problem-solving.

Understanding cognitive motivation is essential for designing effective educational programs, workplace environments, and personal development strategies. By recognizing the cognitive factors that influence motivation, individuals and organizations can create conditions that foster engagement, persistence, and achievement.

Characteristics of competence

Competence encompasses a range of characteristics that enable an individual to perform tasks effectively and achieve desired outcomes. Here are key characteristics of competence:

1. Skill Proficiency
2. Knowledge
3. Ability to Apply Knowledge
4. Experience
5. Adaptability
6. Problem-Solving Skills
7. Emotional Intelligence
8. Motivation and Commitment
9. Self-Regulation

By developing these characteristics, individuals can enhance their competence and achieve success in various aspects of their personal and professional lives.

Differences in traditional and 21th century classroom environment

The shift from traditional classroom environments to 21st-century classroom environments has brought significant changes in teaching methods, learning experiences, and the overall educational atmosphere

Traditional Classroom Environment:

Role of Teacher: The teacher is the primary source of knowledge, delivering information through lectures. Student Role: Students passively receive information and are expected to memorize and recall it.

Testing: Emphasis on standardized tests and exams to measure student performance.

Grading: Grades are the primary measure of student achievement.

21st-Century Classroom Environment:

•  Role of Teacher: Teacher acts as a facilitator or guide, encouraging students to explore and discover.
•  Student Role: Students actively participate, collaborate, and engage in their learning process.
•  21st century classroom requires a learning environment where teaching and learning are facilitated and higher-order thinking skills are developed. The effectiveness of ESP learning is specific to the construction of knowledge in a social context (Duffy & Jonassen, 1991), such as, classrooms and language laboratories ‘where students join in manipulating materials and, thus, create a community of learners who built their knowledge together’ (Dewey, 1966).

Characteristics of research

Alami (2015) proposed five main characteristics of research within applied linguistics namely:

1. Empirical
2. Logical
3. Reductive
4. Planned
5. Imaginative

Whereas, McDonough and McDonough (2005) sum up research in four features:

1. interest
2. originality
3. specificity
4. Dissemination of both research questions and findings.

Nunan (2005, p. 226-227) contribution in determining the nature of the term rests on the concept of enquiry: product and process.

Write Kolb’s Learning Style Model

Kolb’s model is based on a four-stage learning cycle which proposes that the learning styles contain concrete vs. abstract and active vs. reflective dimensions. Concrete experiences rely on accommodating and diverging components as feelings specific whereas abstract conceptualization focuses on converging and assimilating as thinking and doing continuum. Both active and reflective domains are observed on the processing continuum.