European Journals of Education Studies
Not a member yet
6296 research outputs found
Sort by
BOTTOM-UP LISTENING SKILLS: EFL TEACHERS’ PERCEPTIONS AND CLASSROOM PRACTICES
Get PDFResearch suggests that in many EFL classrooms, teachers give scant attention to the teaching of bottom-up listening skills while emphasizing top-down strategies. The purpose of this study is to address this imbalance by investigating EFL teachers’ perceptions of bottom-up listening skills and their teaching practices. A primarily quantitative mixed-methods approach was employed to collect data from 25 Moroccan EFL secondary school teachers via an online questionnaire. Quantitative data were analyzed to examine teachers’ beliefs regarding bottom-up listening and their reported classroom practices, with comparative analysis by years of teaching experience. A thematic analysis of the open-ended responses was utilized to gain deeper insights into teachers' perceptions. The findings reveal that teachers recognize the role of bottom-up skills in listening comprehension. However, most of them reported that in practice, they prioritize top-down activities over explicit bottom-up listening instruction. Many teachers indicated that time constraints, curricular demands, and lack of training or materials discourage intensive focus on bottom-up skills. These results align with prior research showing that listening instruction tends to focus on comprehension questions and overall understanding. The implication is that a more balanced approach to teaching listening is required to better facilitate comprehensive listening development. Article visualizations
GYMNASTICS FOR ALL: A TOOL FOR SOCIAL INCLUSION
Get PDFGymnastics for all (GFA) is categorized as an inclusive practice due to the diversity of participants, their age, gender, ability, the use of music, choreography, and materials, as well as the number of participants. The fact that this form of sport is non-competitive, and, therefore, is not based on performance, makes it possible for people with disabilities to fully participate in it. The scientific literature has cited many advantages of this practice, including social cohesion, wellbeing, improved creativity, and health. The purpose of this paper is to explore the application of GFA to individuals with disabilities. An example of a group of individuals with Down syndrome is presented. Article visualizations
AN EVALUATION OF PARENT-IMPLEMENTED INTERVENTION MEASURES FOR SPEECH AND LANGUAGE DELAY AMONG 3-5 YEARS OLD IN NAIROBI CITY COUNTY, KENYA
Get PDFThe study aimed to evaluate home factors for intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County, Kenya. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed a purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analyzed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. While some parents recognized signs such as articulation problems and difficulty following directions, others demonstrated uncertainty or limited understanding. A significant proportion of parents (71.4%) had heard of speech therapy, indicating a moderate level of awareness. However, awareness of local services offering speech and language therapy was relatively low, with only 42.9% of parents being aware of such services. Multivariate analysis of the study revealed significant associations between parental knowledge, intervention measures, and speech development outcomes among children with speech and language delay in Kawangware, Nairobi City County. It was concluded that parent-implemented speech and language intervention measures play a crucial role in improving communication skills among children with speech and language delays. Therefore, it is recommended that future intervention efforts in the study area prioritize parental training and support to enhance the effectiveness of speech and language interventions. Additionally, collaboration between professionals and parents should be encouraged to ensure comprehensive and holistic support for children with speech and language delays in Kawangware, Nairobi City County. Administrators should collaborate with healthcare providers and community organizations to provide outreach programs and educational workshops for parents. Article visualizations
NEUROPSYCHOPEDAGOGICAL INTERVENTION WITH THE RUBIK’S CUBE: IMPACT ON EXECUTIVE FUNCTIONS AND CORTICAL ACTIVITY IN EARLY ELEMENTARY SCHOOL CHILDREN
Get PDFDifficulties in academic learning are often associated with deficits in executive functions (EFs), particularly in working memory, inhibitory control, and cognitive flexibility. Among the cognitive processes linked to EFs, rapid automatized naming (RAN) is a key indicator of lexical access efficiency and processing speed, both crucial for reading fluency and academic success. Given its importance, investigating interventions that enhance RAN performance can provide valuable insights into cognitive training strategies. This study examined the effects of a Neuropsychopedagogical Intervention (NPpI) on automatized naming ability in children aged 7 to 9 years. A total of 20 participants were randomly assigned to either an experimental group (EG, n = 10), which received the intervention, or a control group (CG, n = 10), which did not undergo any additional training. The intervention aimed to stimulate cognitive mechanisms underlying lexical retrieval and processing efficiency through structured cognitive activities. All assessments were conducted after the intervention period, ensuring that performance differences reflected the effects of NPpI. To evaluate outcomes, behavioral performance was measured using the Rapid Automatized Naming (RAN) test, assessing lexical retrieval speed and accuracy. Additionally, electrophysiological measures were obtained through electroencephalography (EEG), specifically analyzing the Theta/Alpha Ratio (TAR) in the parietal region to assess neural efficiency during cognitive processing. The results showed that children in the EG exhibited faster naming times (M = 35.18s, SD = 6.82) compared to the CG (M = 40.19s, SD = 6.03; p = 0.0232). Moreover, the EG made fewer errors (M = 1.30, SD = 0.95) than the CG (M = 2.40, SD = 1.07; p = 0.0415), indicating improved lexical retrieval accuracy. Electrophysiological findings revealed a significantly lower Theta/Alpha Ratio in the EG, particularly in the PZ electrode (EG: M = 1.88, SD = 0.68 vs. CG: M = 2.73, SD = 0.77; p < 0.01), suggesting enhanced neural efficiency following NPpI. These findings support the effectiveness of structured neuropsychopedagogical interventions in enhancing automatized naming performance and modulating cortical activity. The observed improvements in processing speed, accuracy, and neural efficiency reinforce the relevance of integrating cognitive training programs into educational settings. Future research should explore long-term effects, applicability to diverse populations, and broader cognitive outcomes to optimize intervention strategies for learning enhancement. Article visualizations
HOME EDUCATION VOICES: EDUCATION CAPITAL AND THE VALUE OF EDUCATION
Get PDFWe present findings from a survey conducted as part of research on Home Education. The study aimed to explore the motivations, values, and experiences of home-educating families. The data, collected from 27 families, representing 52 children and young people, reveal trends in home education ideology, the value placed on different aspects of learning, and the perceived increase in educational capital for individuals. While the small sample size limits generalisability, the findings provide valuable insights into the priorities and experiences of home educators and importantly, the young people. Article visualizations
EFL STUDENTS’ PERCEPTIONS OF USING TEACHERS’ AUTHENTIC MATERIALS TO DEVELOP INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LEARNING
Get PDFThis study explores the perceptions of English as a Foreign Language (EFL) students at Can Tho University, Vietnam, regarding the use of authentic materials in developing intercultural communicative competence (ICC) in English learning. The research investigates the types of authentic materials EFL teachers employ and evaluates how students perceive these materials in fostering their intercultural understanding and language skills. Utilizing a mixed-methods approach, the study combines quantitative data from a 33-item questionnaire and qualitative insights from semi-structured interviews. A total of 120 EFL students participated in the questionnaire, and 7 students were selected for in-depth interviews to provide richer, contextualized data. The results show that students highly value the use of authentic materials, including news reports, literature, and podcasts, as they significantly enhance their cultural awareness and language abilities. What’s more, students expressed that authentic materials were more engaging than traditional resources, offering practical exposure to real-world language and cultural contexts. The study also identifies some challenges faced by students, such as the complexity of the materials and the need for guidance in interpreting implicit cultural meanings. Findings suggest that incorporating authentic materials into language teaching can bridge the gap between theoretical knowledge and real-world intercultural experiences. The study offers valuable recommendations for teachers to refine their strategies in utilizing authentic materials to improve ICC in EFL contexts. Article visualizations
REIMAGINING PRIMARY PHYSICS EDUCATION THROUGH ARTIFICIAL INTELLIGENCE: PEDAGOGICAL APPLICATIONS OF CHATGPT
Get PDFThis study examines the pedagogical potential of Artificial Intelligence (AI), particularly big language models like ChatGPT, in elementary science education, emphasizing physics instruction. The article, which is grounded in modern constructivist and inquiry-based learning theories, explores how AI tools might assist young learners in cultivating scientific comprehension through dialogic engagement, scaffolded inquiry, and contextually enriched explanations. The analysis synthesizes previous worldwide research, demonstrating ChatGPT's ability to generate narrative-driven learning experiences, develop age-appropriate experimental activities, and rectify prevalent errors in fundamental physics concepts, including force, motion, and energy. From an educational standpoint, AI serves as both a teaching resource and a cognitive instrument, facilitating varied learning and advancing student-centered methodologies. ChatGPT's versatility enables educators to incorporate it into many educational settings, providing tailored explanations, exemplifying scientific reasoning, and fostering inquiry-based debates. The study highlights its significance in assisting non-specialist educators by offering immediate help in lesson preparation, experimental design, and formative evaluation, thus improving teacher confidence and instructional quality. Effective integration relies on providing educators with AI pedagogical literacy—competencies to critically assess AI outputs, connect them with curriculum objectives, and cultivate epistemically rich learning environments. The article warns against excessive dependence on AI, emphasizing the necessity of maintaining the primacy of teacher mediation and inquiry-based pedagogy. This paper presents AI to enhance, rather than supplant, human instruction, positioning ChatGPT as a driver of pedagogical innovation in primary scientific education. It asserts that strategically deployed AI can enhance early science education by promoting curiosity, profound conceptual comprehension, and active engagement in scientific inquiry processes. Article visualizations
THE ROLE OF EDUCATORS IN ENHANCING STUDENTS’ MENTAL RESILIENCE: PRACTICES AND RECOMMENDATIONS
Get PDFMental resilience is crucial for effective school functioning. It is a prerequisite for ensuring high academic achievements, while high-quality education enhances students' levels of mental resilience. School is considered a protective mechanism for the development of students' mental resilience, acting as a shield against problematic family environments and adverse behaviors and conditions that students generally experience. The role of the educator is crucial in absorbing all these challenges, as well as in strengthening and mobilizing students. Qualitative research was conducted with semi-structured interviews with a sample of 12 primary school teachers. Findings indicate that educators perceive their role's challenges and strive to create a supportive school environment to develop students' skills. They highlight inadequate support structures, their insufficient initial training, and the need for theoretical and practical training. They seek collaboration with specialists and parents to enhance students' mental resilience. Article visualizations
PROFESSIONAL DEVELOPMENT IN LISTENING AND SPEAKING SKILLS FOR SECONDARY SCHOOL TEACHERS OF ENGLISH: RHIZOMATIC EDUCATION
Get PDFThis study suggested a five-strand model for secondary school ELT teachers to develop teachers’ professional development (TPD) at their own pace, particularly aiming to improve teachers’ speaking and listening skills. The reasons for this PD project were given. Different theoretical models related to teachers’ career development were reviewed and compared with the assistance of AI-powered tools such as ChatGPT, Copilot, Gemini, and DeepSeek to identify common ideas aligned with previous research before constructing the suggested model. Five common strands that help build an effective TPD model have emerged, including needs analysis, workshops, practices, personal learning communities, collaboration, and assessment tools. This project also provided theoretical frameworks for teachers to construct conceptual frameworks for their own PD model design. Based on principles of rhizomatic education, resources for each strand of this five-strand model were provided as ‘doors’ for teachers to implement further explorations. Limitations and recommendations for TPD were also given in this paper. Article visualizations
INTERPRETING THE USE OF COMMUNICATIVE APPROACH AS EXPERIENCED BY LEARNERS IN PUBLIC SECONDARY SCHOOLS LEARNERS
Get PDFThis study aimed to explore the use of the communicative approach experienced by public secondary school learners in their English classes. Employing a hermeneutic qualitative research design, the study sought to understand students' perceptions, emotions, and the impact of the communicative approach on their language learning experiences. A purposive sampling method was used to select participants who could provide rich and meaningful insights. Data were gathered through in-depth interviews and observations, ensuring a comprehensive understanding of the learners' experiences within the context of language learning. The findings revealed improved student outcomes, including heightened self-confidence, enhanced communicative and English-speaking skills, a participatory approach, an interactive learning environment, and practical language application. The Communicative Approach, praised by participants, emphasized real-world communication, interactive tasks, and group activities. It fostered self-confidence, authentic language use, grammatical accuracy, active participation, language proficiency, and public speaking skills. It equipped learners with valuable skills for effective real-life communication. Article visualizations