Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of... more Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of teaching and language learning. This also affects how teachers design particular assessment for students’ learning process in a multimodal environment of the contemporary classroom. However, the construction of multimodal assessment and its effects on students’ learning outcomes particularly on their oral performance is still inconclusive. Taking into account Wiliam’s (2011) strategies for successful formative assessment practice and the advancement of Computer-mediated Communication (CMC) use in learning, this paper illustrates the emergence of students’ oral presentation as multimodal assessment in language classrooms particularly at tertiary level, and provides insights for teachers to design and develop a rubric for assessment. Specifically, this paper argues that despite its challenges in classroom practice, this alternative assessment can be used to assess students’ multimodality ...
Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of... more Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of teaching and language learning. This also affects how teachers design particular assessment for students’ learning process in a multimodal environment of the contemporary classroom. However, the construction of multimodal assessment and its effects on students’ learning outcomes particularly on their oral performance is still inconclusive. Taking into account Wiliam’s (2011) strategies for successful formative assessment practice and the advancement of Computer-mediated Communication (CMC) use in learning, this paper illustrates the emergence of students’ oral presentation as multimodal assessment in language classrooms particularly at tertiary level, and provides insights for teachers to design and develop a rubric for assessment. Specifically, this paper argues that despite its challenges in classroom practice, this alternative assessment can be used to assess students’ multimodality ...
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To... more Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.
Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of... more Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of teaching and language learning. This also affects how teachers design particular assessment for students’ learning process in a multimodal environment of the contemporary classroom. However, the construction of multimodal assessment and its effects on students’ learning outcomes particularly on their oral performance is still inconclusive. Taking into account Wiliam’s (2011) strategies for successful formative assessment practice and the advancement of Computer-mediated Communication (CMC) use in learning, this paper illustrates the emergence of students’ oral presentation as multimodal assessment in language classrooms particularly at tertiary level, and provides insights for teachers to design and develop a rubric for assessment. Specifically, this paper argues that despite its challenges in classroom practice, this alternative assessment can be used to assess students’ multimodality ...
Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of... more Abstract: The pervasiveness of digital media technologies has significantly shifted the notion of teaching and language learning. This also affects how teachers design particular assessment for students’ learning process in a multimodal environment of the contemporary classroom. However, the construction of multimodal assessment and its effects on students’ learning outcomes particularly on their oral performance is still inconclusive. Taking into account Wiliam’s (2011) strategies for successful formative assessment practice and the advancement of Computer-mediated Communication (CMC) use in learning, this paper illustrates the emergence of students’ oral presentation as multimodal assessment in language classrooms particularly at tertiary level, and provides insights for teachers to design and develop a rubric for assessment. Specifically, this paper argues that despite its challenges in classroom practice, this alternative assessment can be used to assess students’ multimodality ...
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To... more Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.
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