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Lim, Fei Victor
Preferred name
Lim, Fei Victor
Email
victor.lim@nie.edu.sg
Department
English Language & Literature (ELL)
ORCID
67 results
Now showing 1 - 10 of 67
- PublicationOpen AccessValue and challenges in using a collaborative critical reading and learning analytics system: A cross-case analysis of two high schools(International Society of the Learning Sciences, Inc., 2023)
; ;Jonathan, Christin; ; Tan, Jennifer Pei-LingWiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new to the intervention design. We report on a cross-case analysis of the two schools, focusing on perceived ease of use and usefulness for learning, and reflect on the value and challenges of enacting WiREAD+ across schools of varying prior experience. Drawing from the findings of this cross-case analysis, we consider how we can support the wider adoption and deployment of the system across schools and settings by highlighting obstacles that new participants who might trial such new learning analytics systems might face.25 448 - PublicationOpen AccessMultiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with The Lost Thing lesson package for Secondary One G1(Office of Education Research, National Institute of Education, Singapore, 2022)
; ;Tan-Chia, Lydia ;Nguyen, Thi Thu Ha ;Tan, Jia MinLee, Grace Maria447 248 - PublicationOpen AccessMultiliteracies in the Singapore English Language classroom: Designing learning(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022)
; ; ; ;Tan-Chia, Lydia ;Nguyen, Thi Thu Ha ;Tan, Jia Min ;Peters, Charles Matthew ;Adams, Jonathon ;Towndrow, Phillip A. (Phillip Alexander)Unsworth, LenWe report on the Phase 2 research activities and findings of the NIE/OER Educational Research Funding Programme and MOE CORE 3 project titled 'Integrating Multiliteracies into the English Language Classroom'. The project has two Phases: Phase 1 from March 2019 to December 2019 and Phase 2 from January 2020 to December 2021.
The purpose of this project is first to understand how multiliteracies, specifically multimodal literacy, are currently taught in the English Language subject classroom in Singapore schools and then second, to develop an instructional approach, informed by Systemic Functional Theory, multiliteracies, and multimodality studies, to teach multimodal literacy for upper primary and lower secondary students.
The study adopts a design-based research approach which involved the team of researchers working closely with the teacher-participants in the co-design of lesson packages. The goal of design-based research is to develop contextually-sensitive pedagogical practices and instructional strategies with a focus on the teacherparticipants’ professional learning and growth in the process.1736 1012 - PublicationOpen AccessThe scalability readiness of WiREAD+: Perspectives of learners from three educational contexts(2022)
; ; ; ;Jonathan, ChristinTan, Jennifer Pei-LingWiREAD+ is a web-based collaborative critical reading and learning analytics environment to scaffold learning and motivate students to develop richer dialogue and quality interactions with peers around multimodal texts. This paper reports on the pilots to scale up the use of WiREAD+ beyond the original context of Secondary School English Language (EL) learning to three distinct educational settings, namely, EL in a primary school, English Literature in a junior college (pre-university), and a tertiary-level Discourse Studies course. We report on learners’ perceptions in response to the use of the system and reflect on the potential and challenges in scaling up the system across different educational contexts, specifically on the three augmentations to the system which we have designed to improve its scalability readiness. Drawing from the findings of the pilot studies, we briefly discuss how we can support the wider adoption and deployment of the system across schools and settings.154 196 - PublicationOpen AccessMultiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Rats’ Nests lesson package for Primary Four(Office of Education Research, National Institute of Education, Singapore, 2022)
; ;Tan-Chia, Lydia ;Nguyen, Thi Thu Ha ;Tan, Jia Min ;Lim, Lynn Lay ChengKhairunnisa Khairudin750 489 - PublicationOpen AccessUnderstanding the role of caregiver-child pedagogical questioning in Singaporean children’s school readiness and achievement(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2024)
; ; ; ;Towndrow, Phillip A. ;Peters, Charles Matthew ;Adams, Jonathon ;Nguyen, Thi Thu Ha ;Tan-Chia, Lydia ;Tan, Jia MinUnsworth, Len37 210 - PublicationOpen AccessMultiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Ten lesson package for Primary Five(Office of Education Research, National Institute of Education, Singapore, 2022)
; ;Tan-Chia, Lydia ;Nguyen, Thi Thu Ha ;Tan, Jia MinLee, Wen Yen747 465 - PublicationOpen AccessMultiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Making Ice Cream lesson package for Primary Four(Office of Education Research, National Institute of Education, Singapore, 2022)
; ;Tan-Chia, Lydia ;Nguyen, Thi Thu Ha ;Tan, Jia Min ;Lim, Lynn Lay ChengKhairunnisa Khairudin726 680 - PublicationOpen AccessApps for English language learning: A systematic review.(University of Nicosia (Cyprus); Maria Curie-Skłodowska University (Poland), 2024)
; Toh, WeiminThis article reports on a systematic review of research studies published from 2010 to 2021 on the use of apps for learning in the secondary English as a Second Language (ESL) classroom. We extracted relevant information such as the studies’ country/region, research design, sample size, students’ age, apps’ names to conduct a thematic analysis to associate the types of apps and their learning outcomes. The findings suggest that quiz apps support vocabulary acquisition, puzzle apps support vocabulary and grammar learning, platform apps support reading and writing development, augmented reality apps support increased engagement, and virtual reality apps support development of listening and speaking skills. The factors involved in the effective use of apps for learning in the English classroom include the use of quality apps to support the teacher’s pedagogy, the profile and readiness of students to engage in digital learning, and the recognition that a classroom ecology is needed for effective integration of digital resources for teaching and learning.59 176 - PublicationRestrictedCultivating laterality in learning communities in Singapore education system: Scaling of innovation through networked learning community(Office of Education Research, National Institute of Education, Singapore, 2020)
; ; ;Kwan, Yew Meng; ;Imran ShaariCheah, Yin HongCultivating teachers to be active and agentic learners is crucial for contemporary teacher education (Lipponen & Kumpulainen, 2011). Those teachers’ qualities are essential in preparing students’ future readiness in an increasingly complex world (P21 Framework Definitions, 2015). In fact, both learning principles and evidence from practice inform us that purposeful collaboration in networked learning communities (NLCs) encourage teacher agency to learn (Lieberman & Wood, 2003; Muijs, West & Ainscow, 2010). As a complement to the literature, we are interested in the development of social relationships among teachers, which enables and facilitates their learning. We propose “laterality” – the relations and networks among peers (e.g., teachers) as an important concept to characterize NLCs.
Studies on laterality, which have shown to support teacher learning, are usually found in the decentralized systems where individuals are the best entities to form these networks to support each other’s growth (Hargreaves & Goodman, 2006; Muijs et al., 2010). Thus, developing laterality from the bottom-up becomes natural in the decentralized contexts (Granovetter, 1973). Despite considerable theoretical promise of laterality and its increasing prevalence in practice, we wonder whether teacher laterality matters in the centralized education systems, and if it does, how it grows.382 19