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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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questions or comments to
IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2017
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Volume 3, No. 2, June 2017
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Engagement of ESL Students with a Science Course Delivered in English with an Emphasis on Assessment Using a Learning Management System
David B. McKay and Bradley J. Young
Rabdan Academy, Abu Dhabi, United Arab Emirates
Abstract
—The use of an LMS provides the potential for a particularly rich engagement of students with material in ways which can best suit, or at least supplement, their preferred learning styles. A course in environmental science was conducted with freshman ESL students where there was a heavy emphasis on on-line assessment using an LMS. The main pedagogical strategy was to allow 24/7 access to the material and allow students to practice both their reading of complex multiple choice questions along with reading and writing the explanations to these questions. Student success was high in terms of on-line invigilated assessment. Interestingly, the frequencies of student engagement with the on-line multiple choice aspects of the course were highly skewed, coinciding with deadlines for submission. Student success in an oral defence was high and strongly correlated with multiple choice results. In contrast, despite students having access to written model answers and marking schemes, performance on written components of the exams was not strongly correlated with performance in multiple choice components. In-depth interviews with students gave insight into students’ strategies in engaging with the LMS in general and the on-line tests in particular.
Index Terms
—ESL, English as second language, LMS, Learning Management System, assessment
Cite: David B. McKay and Bradley J. Young, "Engagement of ESL Students with a Science Course Delivered in English with an Emphasis on Assessment Using a Learning Management System," International Journal of Learning and Teaching, Vol. 3, No. 2, pp. 95-100, June 2017. doi: 10.18178/ijlt.3.2.95-100
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