Problem Solving & ELT
Alsamani, A.-A. S. & Ayman, S. D.-A. (2016). Introducing Project-Based Instruction in the Saudi ESP Classroom: A Study in Qassim University. English Language Teaching. 9(1), 51-64. ERIC, EBSCOhost Retrieved February 17, 2016 from http://eds.b.ebscohost.com/eds/detail/detail?sid=965a9bbb-e584-4630-9d82-e2d04082628e%40sessionmgr112&vid=0&hid=122&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=EJ1087117&db=eric.
This paper examines the impact of introducing an integrative pedagogical approach in the ESP classes on developing the English language vocabulary and suggests a framework for an ESP course-design employing students' project work based on the analysis of learners' needs. The study revealed the effectiveness of the suggested project-based ESP course on developing the English vocabulary for the target subjects and demonstrated that project based instruction enhanced the teaching and learning of ESP and developed new study habits for learners by promoting self-directed, independent, cooperative learning as well as out-of-classroom learning.
Arıkan, E. E., & Ünal, H. (2015). Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students. Educational Sciences: Theory & Practice, 15(5), 1403-1416.
The authors examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students. They also assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing a based on the participants' experiences with problem posing re also explored.
Best, L. (1997). The Nature of Teaching and Learning in the Multimedia Laboratory Classroom: Process, Activity, Problem-Solving, Engagement. Retrieved February 17, 2016 from ERIC, EBSCOhost. The paper discusses how multimedia interactive laboratory classroom can transform the teaching and learning experiences. It also comments on activities, engagement, active learning, the roles of teachers and students, as well as broadening the scope of knowledge, and assessment.
Bransford, J.D. & Stein, B.S. (1993). The IDEAL problem solver (2nd ed.), New York: Freeman.
The focus of the source is on problem solving strategies. One of the models presented in the material is called IDEAL which signposts the steps leading to the efficient solution. The Ideal Problem Solver offers an effective, methodical approach for resolving problems based on the IDEAL (Identify, Define, Explore, Act, Look) model.
Brown, C. L., Cady, J. A., & Taylor, P. M. (2009). Problem Solving and the English Language Learner. Mathematics Teaching in the Middle School, 14(9), 532-539.
The authors present some techniques that can be used to enhance mathematics instruction for English language learners. They also suggest the strategies, such as scaffolding instruction and accommodating students’ linguistic needs to increase their mathematics achievement.
Choudhury, A. S., & Dutta, A. (2015). Exploring higher secondary students' perceptions for the implementation of in the English classroom in Assam. Language in India, (10), 35. Retrieved February 17, 2016 from http://www.languageinindia.com/oct2015/anindyastudentperception.html.
The authors of this paper report on a study that aimed examining the feasibility of implementing task-based language teaching methodology, a contemporary offshoot of the much-hallowed learner-centered communicative language teaching, in the English language classroom at the higher secondary in Assam. They report the findings with regard to the perceptions of higher secondary students. According to the authors, 40% of the respondents liked learning by problem-solving (learning by doing). 47, 2 % ‘agreed’ and ‘strongly agreed’ that they would find their English language course more interesting if it engaged them in classroom activities and tasks.
Cao, L. (2012). A Feasibility Study of of College English in Chinese EFL Context. English Language Teaching, 5(10), 80-91.
This study is grounded in Jane Willis' TBL framework and examines its effects on the improvement of EFL learners' writing competence. It is revealed that the integration of Jane Willis' TBL framework can help students solve some problems related to composing, and thereby significantly improve their writing competence.
Developing Students’ Problem Solving Skills in the Multilevel ESL Class. Retrieved February 10, 2016 from online.org/documents/Prob%20 Solv% 20Handout.pdf
These webinar materials focus on problem solving techniques and problem solving scenarios for various levels. In addition, they contain a problem solving lesson planning checklist, tips for problem solving lesson planning and a problem solving lesson plan template.
Developing Students’ Problem Solving Skills in the Multilevel ESL Class. Practice Developing a Problem Solving Lesson. Retrieved February 8, 2016 from http://www.calpro-online.org
These webinar application-oriented material provides the ways of study groups: formulation of groups in problem solving lesson, practicing how to state the problem, identify solutions, consequences and determine with the “best” solution. It also suggests a set of follow up activities.
Heine, L. (2010). Problem Solving in a Foreign Language. Berlin: De Gruyter Mouton.
This book re-examines the basis of Content and Language Integrated Learning from a cognitive perspective and gives an overview of the foundations of problem solving, thinking and language processing. The author also investigates the language and content-focused cognitive processes of learners during task solving, and reveals the effects of the use of an L2 on conceptual thought and semantic processing.
Hermanowicz, H. (1961) A critical look at as. Retrieved February 4, 2016 from http://www.ascd.org/ASCD/pdf/journals/edlead /el_196102_hermanowicz.pdf
The aim of this article is three-domain oriented: to describe some interpretation regarding problem solving as a method, to reveal some curriculum implications and to emphasize some of the contributions of problem solving as a method to overall educational process.
Kahn, G. (2012). Open-Ended Tasks and the Qualitative Investigation of Second Language Classroom Discourse. Journal of Ethnographic & Qualitative Research, 6(2), 90-107.
This paper reports on a qualitative, classroom-based study that is grounded in Vygotskyan sociocultural theory and incorporates an open-ended task framework. Open tasks are defined by the authors as tasks designed to take shape in a collaborative work of teachers and students through exploratory problems. The authors emphasize the importance of investigating students’ participation in open-ended communicative activities because of the emerging foci of open task discourse that allow negotiating intersubjectivity and foster building of new knowledge in learners' zones of proximal development (ZPDs).
Lehti-Eklund, H. (2013). Code-switching to first language in repair--a resource for students' problem solving in a foreign language classroom. International Journal of Bilingualism, (2), 132.
The author discusses the conditions of learning repair practices in an FL classroom. According to the author, learning a language in a classroom can be regarded as gradual changes in language use that are accomplished through participation in collaborative work.
Leong, Y. H., Yap, S. F., Quek, K. S., Tay, E. G., Tong, C. L., Ong, Y. T., & ... Noorhazman, N. M. (2013). Encouraging problem-solving disposition in a Singapore classroom. International Journal of Mathematical Education In Science & Technology, 44(8), 1257-1267.
This paper explores how research lessons can help students learn the skills of the topic and develop a problem-solving disposition.
McDonough, K., & Fuentes, C. G. (2015). The Effect of Task and Task Conditions on Colombian EFL Learners' Language Use. TESL Canada Journal, 32(2), 67-79.
This paper reports on a classroom study that examines whether English L2 writers' language use differs depending on the writing task (operationalized as paragraph type), and task conditions (operationalized as individual or collaborative writing). The texts written by English L2 university students in Colombia (N = 26) in response to problem/solution and cause/effect writing tasks were compared in terms of analytic ratings, use of target grammatical clauses, and accuracy. Results indicated two significant factors, namely a writing task and a task condition with collaborative texts more accurate than individual texts.
Problem Solving Strategies. (n.d.). Retrieved February 7, 2016 from http:// www.lorainccc.edu/current+students /advising +and+counseling/ counseling/ problem+solving.htm
The steps of problem solving process are presented in the material with further questions for the analysis. Moreover, presented problem-solving strategies can be implemented to aid the problem solver to overcome the hardships and achieve their goal.
Teaching problem-solving skills. Retrieved February 10, 2016 from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills This document on the website of the Centre for Teaching Excellence of the University of Waterloo provides some insights into Wood’s problem-solving model and examines the principles for teaching problem solving.
Venema, J. December 2006. in the EFL classroom: Some problems and how to solve them.The Internet TESL Journal, Retrieved February 8, 2016 from http://iteslj.org/Techniques/Venema-EFL Discussions. html
The source highlights the importance of taking appropriate steps to address students ‘problems in language learning. A list of potential problems and possible solutions is provided.fit from an analytic approach this encourages.
Vista, A., Care, E., & Griffin, P. (2015). Development of an online test of problem solving ability that minimizes the extraneous differential effects of language background and subsequent validation through a large-scale DIF analysis. International Journal of Educational Research, 6971-87.
This paper presents a test of problem solving ability. The test was designed to minimize the differential effects of language background. Large-scale data are presented in order to determine the validity of this test through differential item functioning (DIF) analysis.
Wuttke, E. & Wolf, K. D. (2007). Developing an instrument for identifying a person’s ability to solve problems: results of a pilot study. European Journal of Vocational Training, 41(2), 84-102.
The source contains the characteristic components of complex problem solving processes .The clues are presented on how to structure the learning environment to boosta person’s ability to solve problems.
Yavuz, F., Degirmenci, N., Akyuz, S., Yılmaz, H., & Celik, O. (2015). Problems and Activities in Skills in EFL Classrooms; from Tradition to a more Comprehensible Input. Procedia - Social and Behavioral Sciences, 197(7th World Conference on Educational Sciences), 930-932.
The authors explore students’ listening problems in their context of teaching, e.g. getting the intended meaning of their interlocutors. They also discuss the listening programs to help learners to overcome their listening problems.
This paper examines the impact of introducing an integrative pedagogical approach in the ESP classes on developing the English language vocabulary and suggests a framework for an ESP course-design employing students' project work based on the analysis of learners' needs. The study revealed the effectiveness of the suggested project-based ESP course on developing the English vocabulary for the target subjects and demonstrated that project based instruction enhanced the teaching and learning of ESP and developed new study habits for learners by promoting self-directed, independent, cooperative learning as well as out-of-classroom learning.
Arıkan, E. E., & Ünal, H. (2015). Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students. Educational Sciences: Theory & Practice, 15(5), 1403-1416.
The authors examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students. They also assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing a based on the participants' experiences with problem posing re also explored.
Best, L. (1997). The Nature of Teaching and Learning in the Multimedia Laboratory Classroom: Process, Activity, Problem-Solving, Engagement. Retrieved February 17, 2016 from ERIC, EBSCOhost. The paper discusses how multimedia interactive laboratory classroom can transform the teaching and learning experiences. It also comments on activities, engagement, active learning, the roles of teachers and students, as well as broadening the scope of knowledge, and assessment.
Bransford, J.D. & Stein, B.S. (1993). The IDEAL problem solver (2nd ed.), New York: Freeman.
The focus of the source is on problem solving strategies. One of the models presented in the material is called IDEAL which signposts the steps leading to the efficient solution. The Ideal Problem Solver offers an effective, methodical approach for resolving problems based on the IDEAL (Identify, Define, Explore, Act, Look) model.
Brown, C. L., Cady, J. A., & Taylor, P. M. (2009). Problem Solving and the English Language Learner. Mathematics Teaching in the Middle School, 14(9), 532-539.
The authors present some techniques that can be used to enhance mathematics instruction for English language learners. They also suggest the strategies, such as scaffolding instruction and accommodating students’ linguistic needs to increase their mathematics achievement.
Choudhury, A. S., & Dutta, A. (2015). Exploring higher secondary students' perceptions for the implementation of in the English classroom in Assam. Language in India, (10), 35. Retrieved February 17, 2016 from http://www.languageinindia.com/oct2015/anindyastudentperception.html.
The authors of this paper report on a study that aimed examining the feasibility of implementing task-based language teaching methodology, a contemporary offshoot of the much-hallowed learner-centered communicative language teaching, in the English language classroom at the higher secondary in Assam. They report the findings with regard to the perceptions of higher secondary students. According to the authors, 40% of the respondents liked learning by problem-solving (learning by doing). 47, 2 % ‘agreed’ and ‘strongly agreed’ that they would find their English language course more interesting if it engaged them in classroom activities and tasks.
Cao, L. (2012). A Feasibility Study of of College English in Chinese EFL Context. English Language Teaching, 5(10), 80-91.
This study is grounded in Jane Willis' TBL framework and examines its effects on the improvement of EFL learners' writing competence. It is revealed that the integration of Jane Willis' TBL framework can help students solve some problems related to composing, and thereby significantly improve their writing competence.
Developing Students’ Problem Solving Skills in the Multilevel ESL Class. Retrieved February 10, 2016 from online.org/documents/Prob%20 Solv% 20Handout.pdf
These webinar materials focus on problem solving techniques and problem solving scenarios for various levels. In addition, they contain a problem solving lesson planning checklist, tips for problem solving lesson planning and a problem solving lesson plan template.
Developing Students’ Problem Solving Skills in the Multilevel ESL Class. Practice Developing a Problem Solving Lesson. Retrieved February 8, 2016 from http://www.calpro-online.org
These webinar application-oriented material provides the ways of study groups: formulation of groups in problem solving lesson, practicing how to state the problem, identify solutions, consequences and determine with the “best” solution. It also suggests a set of follow up activities.
Heine, L. (2010). Problem Solving in a Foreign Language. Berlin: De Gruyter Mouton.
This book re-examines the basis of Content and Language Integrated Learning from a cognitive perspective and gives an overview of the foundations of problem solving, thinking and language processing. The author also investigates the language and content-focused cognitive processes of learners during task solving, and reveals the effects of the use of an L2 on conceptual thought and semantic processing.
Hermanowicz, H. (1961) A critical look at as. Retrieved February 4, 2016 from http://www.ascd.org/ASCD/pdf/journals/edlead /el_196102_hermanowicz.pdf
The aim of this article is three-domain oriented: to describe some interpretation regarding problem solving as a method, to reveal some curriculum implications and to emphasize some of the contributions of problem solving as a method to overall educational process.
Kahn, G. (2012). Open-Ended Tasks and the Qualitative Investigation of Second Language Classroom Discourse. Journal of Ethnographic & Qualitative Research, 6(2), 90-107.
This paper reports on a qualitative, classroom-based study that is grounded in Vygotskyan sociocultural theory and incorporates an open-ended task framework. Open tasks are defined by the authors as tasks designed to take shape in a collaborative work of teachers and students through exploratory problems. The authors emphasize the importance of investigating students’ participation in open-ended communicative activities because of the emerging foci of open task discourse that allow negotiating intersubjectivity and foster building of new knowledge in learners' zones of proximal development (ZPDs).
Lehti-Eklund, H. (2013). Code-switching to first language in repair--a resource for students' problem solving in a foreign language classroom. International Journal of Bilingualism, (2), 132.
The author discusses the conditions of learning repair practices in an FL classroom. According to the author, learning a language in a classroom can be regarded as gradual changes in language use that are accomplished through participation in collaborative work.
Leong, Y. H., Yap, S. F., Quek, K. S., Tay, E. G., Tong, C. L., Ong, Y. T., & ... Noorhazman, N. M. (2013). Encouraging problem-solving disposition in a Singapore classroom. International Journal of Mathematical Education In Science & Technology, 44(8), 1257-1267.
This paper explores how research lessons can help students learn the skills of the topic and develop a problem-solving disposition.
McDonough, K., & Fuentes, C. G. (2015). The Effect of Task and Task Conditions on Colombian EFL Learners' Language Use. TESL Canada Journal, 32(2), 67-79.
This paper reports on a classroom study that examines whether English L2 writers' language use differs depending on the writing task (operationalized as paragraph type), and task conditions (operationalized as individual or collaborative writing). The texts written by English L2 university students in Colombia (N = 26) in response to problem/solution and cause/effect writing tasks were compared in terms of analytic ratings, use of target grammatical clauses, and accuracy. Results indicated two significant factors, namely a writing task and a task condition with collaborative texts more accurate than individual texts.
Problem Solving Strategies. (n.d.). Retrieved February 7, 2016 from http:// www.lorainccc.edu/current+students /advising +and+counseling/ counseling/ problem+solving.htm
The steps of problem solving process are presented in the material with further questions for the analysis. Moreover, presented problem-solving strategies can be implemented to aid the problem solver to overcome the hardships and achieve their goal.
Teaching problem-solving skills. Retrieved February 10, 2016 from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills This document on the website of the Centre for Teaching Excellence of the University of Waterloo provides some insights into Wood’s problem-solving model and examines the principles for teaching problem solving.
Venema, J. December 2006. in the EFL classroom: Some problems and how to solve them.The Internet TESL Journal, Retrieved February 8, 2016 from http://iteslj.org/Techniques/Venema-EFL Discussions. html
The source highlights the importance of taking appropriate steps to address students ‘problems in language learning. A list of potential problems and possible solutions is provided.fit from an analytic approach this encourages.
Vista, A., Care, E., & Griffin, P. (2015). Development of an online test of problem solving ability that minimizes the extraneous differential effects of language background and subsequent validation through a large-scale DIF analysis. International Journal of Educational Research, 6971-87.
This paper presents a test of problem solving ability. The test was designed to minimize the differential effects of language background. Large-scale data are presented in order to determine the validity of this test through differential item functioning (DIF) analysis.
Wuttke, E. & Wolf, K. D. (2007). Developing an instrument for identifying a person’s ability to solve problems: results of a pilot study. European Journal of Vocational Training, 41(2), 84-102.
The source contains the characteristic components of complex problem solving processes .The clues are presented on how to structure the learning environment to boosta person’s ability to solve problems.
Yavuz, F., Degirmenci, N., Akyuz, S., Yılmaz, H., & Celik, O. (2015). Problems and Activities in Skills in EFL Classrooms; from Tradition to a more Comprehensible Input. Procedia - Social and Behavioral Sciences, 197(7th World Conference on Educational Sciences), 930-932.
The authors explore students’ listening problems in their context of teaching, e.g. getting the intended meaning of their interlocutors. They also discuss the listening programs to help learners to overcome their listening problems.