Now showing 1 - 10 of 53
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Assessing multimodal literacy: Test examples
    (Office of Education Research, National Institute of Education, Singapore, 2022) ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Tan-Chia, Lydia
      359  370
  • Publication
    Open Access
    Multiliteracies 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, Len
    We 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.
      1617  965
  • Publication
    Open Access
    Multiliteracies 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 Min
    ;
    Lee, Wen Yen
  • Publication
    Unknown
    Multiliteracies 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 Cheng
    ;
    Khairunnisa Khairudin
      704  345
  • Publication
    Open Access
    Curriculum and assessment mismatch: Examining the role of images in literacy assessments
    (2021) ;
    Tan, Jia Min
    In light of the shift towards incorporating multimodality in the curriculum, it is of interest and value to examine the extent in which multimodal literacy is assessed in national and international literacy tests. This is so as to surface any misalignment between the two and highlight gaps which curriculum planners and assessment designers can address. Given the significant influence that the nature of assessment has in shaping classroom practices and teaching priorities, it is imperative that assessment is aligned with curriculum goals. Our paper examines the assessment items in the visual text comprehension in Singapore’s national examinations, the GCE O’ Level and the Primary School Leaving Examination (PSLE), for the English Language exam, as well as the literacy components of PISA and PIRLS reading items. We adopt the approach of an earlier study by Unsworth, Cope and Nicholls (2019) and position our work as a replication study, extended to a new context. In adopting a common approach, we hope to offer an independent verification of the framework, analyses and findings from the earlier study and contribute towards consolidating and building up proven practices in the analysis of text-image relations within the field of multimodal studies. Our results similarly show an overall low proportion of test items that deal with images and image-language relations in the Singapore and international assessments. While the proportion of questions where the image is essential or supports answering the question is higher for the Singapore GCE O’ Level exams, the role of images in the PSLE and international assessments is limited, which suggests a greater focus on assessing multimodal literacy is required. As curriculum reforms to incorporate multimodality in education become more commonplace around the world, we argue that attention on assessment must be the next frontier of change.
      124  189
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with advertisements lesson package for Secondary One G3
    (Office of Education Research, National Institute of Education, Singapore, 2022) ;
    Tan-Chia, Lydia
    ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Chin, Ann Ann
      495  225
  • Publication
    Open Access
    Apps for English language learning: A systematic review.
    (University of Nicosia (Cyprus); Maria Curie-Skłodowska University (Poland), 2024) ;
    Toh, Weimin
    This 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.
      24  94
  • Publication
    Open Access
    Value 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-Ling
    WiREAD+ 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.
      15  430
  • Publication
    Open Access
    The scalability readiness of WiREAD+: Perspectives of learners from three educational contexts
    (2022) ; ; ;
    Jonathan, Christin
    ;
    Tan, Jennifer Pei-Ling
    WiREAD+ 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.
      126  157
  • Publication
    Metadata only
    Value and challenges in using a collaborative critical reading and learning analytics system: A cross-case analysis of two high schools
    (2023) ;
    Jonathan, Christin
    ;
    ; ;
    Tan, Jennifer Pei-Ling

    Knowledge Building is a pedagogical approach emphasizing students' collective responsibility to continuously improve their community knowledge. Various emotions may arise during Knowledge Building activities because of students’ diverse ideas, theory-building and cognitive disequilibrium and equilibrium. These emotions may differ in inquiry threads at different discourse development levels. An inquiry thread is a sequence of notes addressing the same problem or topic. This study examines the frequency and sequential patterns between undergraduate students’ productive and improvable Knowledge Building inquiry threads recorded in Knowledge Forum. We found that emotions reflected in inquiry threads tend to be self-repeated. A series of positive and negative activating emotions were reflected in productive collaborative inquiry threads, suggesting students engaged in the discussion despite conflicting ideas and various emotions. On the other hand, improvable collaborative inquiry threads displayed activating to deactivating emotion transitions, such as joy to boredom, which shows that students might disengage from the discussion.

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