International Journal of Instruction
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Improving EFL Non-English Majors’ Pronunciation via a Flipped Classroom: A Modular Approach
Get PDFDespite common pronunciation challenges faced by Chinese non-English majors, research on incorporating technology-enhanced language learning within a flipped classroom framework to improve their English pronunciation remains scarce. This study aimed to explore the effectiveness of a flipped classroom module in enhancing the English pronunciation of this demographic group. A quasiexperimental design under the quantitative approach was employed, involving 100 undergraduate students divided into an experimental group with 49 students and a control group with 51 students. The experimental group received 14 weeks of teaching utilizing a flipped classroom module, which included pre-recorded pronunciation lessons for self-study before class and in-class interactive activities such as pronunciation drills. Meanwhile, the control group received the same duration of English pronunciation instruction but through traditional methods, consisting mainly of lectures and minimal practice. Independent samples t-tests and paired samples t-tests were employed to determine any significant differences between the two groups based on the pre-and post-test results evaluating English pronunciation. Results showed that the experimental group demonstrated a significantly higher improvement in English pronunciation after the intervention, with a significant level of 0.008 and a large effect size of 1.043. The study concludes that integrating technology into the flipped classroom model can significantly improve language skills, particularly pronunciation, among EFL learners
Effects of Teacher Response on Learners’ Writing Development, Ideal L2 Writing Self, and Writing Engagement
Get PDFResearch on responding to students’ writing in the second language (L2) domain has grown enormously over the past twenty years and has expanded to include studies that examine how teacher responses affect language learners’ affective states. Following this line of research, the current study investigated the effect of different types of teacher response on L2 learners’ writing development as well as their ideal L2 writing self (IL2WS) and writing engagement. A total of 103 intermediate students of four intact classes were recruited, each receiving either feedback, feedforward, feedback and feedforward, or no response. Participants received their respective responses on five writing assignments, completed the IL2WS questionnaire and Writing Engagement Scale, and wrote two assignments as pretest and posttest. Data analysis indicated that all three experimental groups developed their writing proficiency from pretest to posttest. It was found that the Feedback+Feedforward group performed significantly better than all other groups, and the Feedback and Feedforward groups could outperform the Control group but not each other. Moreover, the results showed that groups receiving feedforward alone and in combination with feedback improved in terms of IL2WS and engagement. These results imply teachers should be familiarized with the concept of feedforward and encouraged to employ feedforward in tandem with feedback to help learners make greater learning gains
Knowledge, Self-efficacy and Effectiveness in Leveraging Blended Delivery System: A Study of Higher Education Teachers
Get PDFWith the increasing shift to blended learning environments, there is a need to understand how teachers are navigating this transition. To address this gap, this paper looked into the knowledge, self-efficacy, and effectiveness of teachers in adopting to blended learning delivery systems. Employing a descriptivecorrelational research design, and using a survey-questionnaire, a total of 54 tenured faculty members from various disciplines participated in the study recruited through complete enumeration. Descriptive statistics were used to analyze the data, and Pearson’s correlation coefficient was applied to explore relationships between key variables. Key findings revealed that teachers demonstrated strong knowledge, particularly in the flexibility required to create dynamic, innovative learning environments that align with the demands of the digital age. In terms of self-efficacy, respondents reported very high confidence in their ability to align online courses and effectively use technological resources. Furthermore, the study identified significant correlations between teachers' knowledge of time management and their self-efficacy in migrating course content online, both of which were positively related to teaching effectiveness. The results provide valuable insights for educational leaders and course designers in blended learning environments. The findings highlight the importance of supporting teachers with the necessary resources and training, particularly in areas of time management and content migration, to enhance teaching effectiveness in blended learning settings. This study contributes to the understanding of factors that influence successful adaptation to blended teaching and offers practical recommendations for enhancing teacher performance and student learning outcomes
Investigating the Role of Virtual Reality to Support Community Engagement
No full textVirtual Reality (VR) interfaces are known to provide users with immersive experiences to support tasks such as training or developing an understanding of topics in various domains. However, research relating to using VR to learn about unfamiliar settings and supporting attitudes towards these settings, particularly through lower-cost VR technology is limited in nature. In this article, we describe an exploratory study to investigate low-cost VR technology use on attitudes toward community engagement activities. We selected the issue of homelessness, due to the prevalence of this issue in the city where the study took place. We focused on the experiences of conducting community engagement activities as part of the study. Ten participants experienced becoming homeless through an immersive VR application. In order to investigate the impact on attitudes, a community engagement instrument along with perspective-taking subscale were presented to participants prior to and after the VR experience. Statistical analysis revealed significant differences in both the attitude and behavior subscales, suggesting a positive change in intention to participate in their community and to make a difference based upon the VR experience. Implications from the work relate to the design of a procedure which can be used by educators and researchers alike, to determine the attitudinal impacts of VR environments, along with providing awareness of the benefits and practicalities of utilizing low-cost VR technologies within a classroom environment
Enhancing Social-Communication and Behavior Skills in Adolescents with Intellectual Disabilities through Computerized Cognitive Training
No full textAlthough it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 & 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes
Synergistic Effect of Learning Environments, and Familial Factors on Generation Z Learners’ Academic Achievement in Science
No full textThis descriptive-predictive study examined the interplay among learning environment factors (school, home, and community), familial factors (socioeconomic status and family relations), and academic achievement of 186 randomly selected Generation Z (Gen Z) learners. Factorial analysis demonstrated significant impacts of school and home learning environments on science academic achievement, while the community environment, in isolation, lacked significant effect. Interaction effects emphasized synergies between school and community, as well as school and home environments. However, there was an absence of a three-way interaction, suggesting limited combined impact. Analysis of data further unveiled a significant, large main effect of family relations on academic achievement, while economic and social status showed no significant impact. The interaction between family relations and social status was statistically significant which indicates a more substantial combined influence on science academic achievement than individual factors. Multiple linear regression analysis identified four significant predictors – positive family relations, higher family social status, and robust home, and community support – contributing to a model explaining 49.4% of variance in their science academic achievement. These results emphasize the importance of nurturing home and community environments, alongside fostering strong family relationships, as pivotal factors in Generation Z learners' academic pursuits
Future Teachers' Perceptions towards Incorporating Board Games to Teach Mathematical Skills in History Classes
No full textLiterature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher’s beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problem- solving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning
Trends in Chemistry Education Research on Student Transformation in the Philippines: A Meta-analytic Review
No full textCreating innovative methodologies and interventions in chemistry education is essential to promote positive student transformation outcomes. Although chemistry educators are key in utilizing its potential in the classroom, very little is known about its efficacy in teaching and learning. This study aims to determine the current research trends in chemistry education. It examines the effect of chemistry education research findings included in the meta-analysis on using varied teaching methodologies on student transformation outcomes. A systematic review and meta-analysis of a pool of studies related to chemistry instruction in the Philippines and through on site or online browsing were conducted. Results show that the country's pedagogical trend in chemistry education centers mainly on cooperative and inquiry-based learning, which aligns with and supports the framework and goals of 21st-century teaching. Results suggested that chemistry teachers can consider employing one of the various pedagogies and methods that effectively improve students' cognitive and affective outcomes. Heterogeneity test warrants that significant differences exist between the grouped features. The effect size data are directly influenced by the significance of the test derived from each study. Studies with significant results tend to have a larger effect size and significantly affect the study variables
Hybrid Learning (HL) in Higher Education: The Design and Challenges
No full textThe covid-19 outbreak is spreading in the world fast, forcing states worldwide to transform into digital services, including education services. This study aims to investigate the design and challenges of Islamic universities in implementing HL. Hybrid Learning (HL) denotes a mixture of face-to-face (FTF) learning in the classroom with online learning through application assistance. In this study, the researcher used a qualitative descriptive method using open questions, documentation, and observation. In collecting data, researchers used critical reflection and triangulation. The study's results delineate that the HL design in Islamic universities in West Nusa Tenggara is imposed with FTF and online learning. Online learning design is prescribed using various features such as maximizing various applications, including zoom applications, LMS, Google Classroom, Whatsapp Group, etc. Students who savor online learning are students in the fifth semester and up, while students who undergo the FTF learning system are freshman and second-year students. This arrangement is because students in that semester have never felt the stall and orientation of lectures. Meanwhile, students who can make online appointments and FTF are those who are undergoing the final project. The challenges in HL include lecturers having difficulty constructing learning tools, students' low motivation and willingness to learn, unstable and unevenly distributed internet access, and students' economic conditions who experience difficulties. In FTF, lecturers and students have difficulty interacting because government policies prohibit crowds, social distancing, and must wear facemasks. Therefore, students, parents, and colleges must synergize to make the HL process successful
Analysis of Stylistic and Grammatical Errors in PhD Students´ Research Paper Manuscripts
No full textThe ability to publish research papers is a must for scientists nowadays. Ideally, at the very beginning of their career, young researchers, PhD students, should be instructed in writing research papers and should get feedback on their texts. In this study, the first manuscripts from 22 doctoral students, non-native English speakers, 223 pages were analysed for errors in grammar, spelling, punctuation, and style. For each type of error and each student, the average per page was calculated. The most frequent errors were identified in using articles, formal features, missing information, and the use of inappropriate words. Individual students showed significantly different levels, which reflected their previous language training and the approach (responsibility) to completing the task. The results will be used to modify the course in Academic Writing (more attention paid to the most frequent errors) and individual work with students