International Journal of Instruction
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Supporting EFL Listening Ability and Vocabulary Acquisition with Lyrics Training App
No full textThe purpose of this study is to investigate the effectiveness of lyrics training as an alternative learning tool for enhancing English as a Foreign Language (EFL) listening skills. A total of 34 freshman students from a university in Taiwan participated in this study. A mixed research method was employed to collect data from multiple sources including pre- and post-test scores measuring listening and vocabulary proficiency, analysis of students' lyrics training tasks, classroom observations conducted by the researchers, and an end-of-semester course evaluation survey. The quantitative data analysis revealed a statistically significant improvement in students' English listening and vocabulary acquisition skills. Additionally, the qualitative data analysis demonstrated significantly positive perceptions among students regarding the utilization of the LyricsTraining app. Students expressed enthusiasm for this innovative approach to language learning, highlighting the enjoyable and interactive nature of the app. These results indicated that engaging with music and lyrics in a structured manner positively impacted students’ learning outcomes. Based on these findings, it can be concluded that the LyricsTraining app serves as an effective medium for enhancing students' EFL listening ability and vocabulary acquisition. The combination of engaging with music, lyrics, and interactive exercises through the app proved beneficial in improving students' language skills
Tools For The Development of Emotional Intelligence: Cognitive Native Language Teaching
No full textThe study is devoted to the establishment of connections between teaching the native language and the emotional intelligence of students. It proved a statistically significant positive effect of the cognitive native (Ukrainian) language teaching on students' emotional awareness, managing one's emotions, self-motivation, empathy, and recognizing other people's emotions. The study describes the method of cognitive native (Ukrainian) language teaching that is based on integrating college students' mental and communicative activities. The participants of the pedagogical experiment were 312 students and 16 teachers from various educational institutions in Ukraine. Hall's method assessed the impact of the cognitive native (Ukrainian) language teaching on students' emotional intelligence. Empirical data were analyzed statistically (significance level 0.05): the Pearson test for confirming the normality of group distributions and the Student's criterion for estimating averages. Statistical analysis showed statistical uniformity of EG and CG at the beginning of the experiment; the significance of changes for the scales "emotional awareness," "self-motivation, " and "empathy" in the middle of the study; and the statistical significance of changes for all scales after the experiment
Effect of WhatsApp-based Tasks on Developing EFL Students’ Writing Skills
No full textThe emergence of task-based language teaching (TBLT) and the development of MALL technology have been two of the most significant trends in TESOL. However, investigating how MALL combined with TBLT can promote EFL learners’ writing abilities is still lacking in the literature. In light of this, this study examines the effect of WhatsApp-based tasks on EFL learners’ paragraph writing performance of 66 Moroccan secondary school students. The participants were randomly assigned to the control (n=32) and experimental groups (n=34). While the control group taught writing in the traditional method using the process writing approach, the experimental group were taught writing through tasks in a WhatsApp-based instruction mode where participants chatted, shared and commented on each other tasks for one semester. To collect data, a writing test was used as a pre- and post-test to assess the participants’ performance in both groups. The findings, based on Independent T-Tests (SPSS-26), indicated that the experimental group outperformed the control group in the overall writing performance as well as in the five targeted writing subskills: content and ideas, appropriate organisation, variety of vocabulary, accurate use of language, and accurate use of mechanics (Reid, 1993; Brown, 2006). As a result, this suggested the pedagogical impact of MALL and TBLT, as an innovative mode of delivery challenging traditional structure-based models, on EFL learners’ paragraph writing performance
Students’ Perceptions of Project-Based Learning in K-12 Education: A Synthesis of Qualitative Evidence
No full textAs an engaging instructional approach, project-based learning has gained prominence as a means of adapting K-12 education to a changing world. However, research assessing the effectiveness of project-based learning has primarily focused on teachers, whereas studies on students' perceptions of project-based learning have been limited to isolated cases. This review aimed to provide a comprehensive synthesis of qualitative and mixed-approach studies that investigated K-12 students’ perceptions of project-based learning. A metaethnography approach was employed to identify, evaluate, and combine the findings of the 14 peer-reviewed studies. These studies were selected based on an extensive search of databases such as Web of Science, ERIC, and ScienceDirect. Six themes were identified to reflect K-12 students’ perceptions of project-based learning: enhancing 21st-century skills, enhancing enthusiastic engagement, fostering interdisciplinary integration, time consumption, evoking initial jitter, and content insufficiency. Additionally, two research gaps were identified, with the majority of studies conducted among senior high school students in Europe and Asia. In conclusion, this synthesis highlights the effectiveness of project-based learning in promoting essential contemporary skills. However, caution is advised regarding challenges, such as content insufficiency. Stakeholders should consider targeted support and resource adequacy to optimize project-based learning benefits for diverse students
The Development of Reading Literacy Using Metacognitive Reading Strategies with Analysing Text Structure
No full textThe objectives of this research were to 1) develop reading literacy using metacognitive reading strategies with analysing text structure, 2) develop metacognitive reading behaviours using metacognitive reading strategies with analysing text structure, and 3) study the relation of reading literacy and metacognitive reading behaviours of Mathayomsuksa 1 students after learning by using metacognitive reading strategies with analysing text structure. The samples were 30 of Mathayomsuksa 1/1 students who enrolled Thai language subject in semester 1, academic year 2023 at Kham Kaen Nakhon School, The Secondary Educational Service Area Office KhonKaen. Research instruments were six lesson plans using Metacognitive Reading Strategies with Analysing Text, post-lesson report, teaching behaviours of teachers and learning of students report, metacognitive reading strategies with analysing text checklist, reading literacy framework process checklist and reading literacy assessment. The instruments used to evaluate the research were reading literacy test and reading behaviours questionnaire. Statistics used for data analysis were mean, standard deviation, percentage, Pearson correlation coefficient and content analysis. The findings indicated that 1) the percentage of the students’ reading literacy scores were 83.07 and 80 percentages of the students met the criteria which was at a higher level, 2) the student’s metacognitive reading behaviours were at a high level and 80 percentages of the students met the criteria at a higher level and 3) metacognitive reading behaviours and reading literacy were related after using metacognitive reading strategies with analysing text structure
K-12 Teacher’s Appropriation of Digital Technologies and Innovative Instruction Across EU: A Scoping Review
No full textThe K-12 education has lived an upsetting period where teachers have been forced to incorporate technologies intensively, bringing to light numerous issues and opportunities, whose assessment can result in educational renewal. This scoping review’s objective is to examine the positive impact of the pandemic on digital technologies appropriation and innovative instruction across EU from K-12 teachers’ point of view. Within a total of 77 articles, published between 2020 and 2022, research showed that K-12 teachers perceived the lockdown as an opportunity to increase their competences to teach through digital tools and apply novel instructional strategies. Additionally, they have progressed on digital appropriation for assessing and interacting with students and colleagues. K-12 teachers consider the pandemic as an opportunity for professional development in terms of establishment of new digital skills, despite the lack of necessary equipment and the psychological well-being creating challenges in distance education. In conclusion the Covid-19 pandemic enabled K-12 teachers to expand their professional skills to respond to the needs of future schooling
What Competences Are Promoting in University Teacher Training Programs? A Study of Spanish Public Universities
No full textThe aim of the study is to assess the extent to which university teacher training in Spain matches with the literature framework about teaching competencies in higher education. The absence of a generic definition of what it means to be a competent teacher and the need for a competency profile on which to base the study, leads to undertake an initial bibliometric review of the main educational research databases ERIC, PsycINFO and Psychology Database. The studies were selected to extract a categorical classification that allowed to code the content analysis of the training programs offered in 41 Spanish public universities in seven competencies: contentrelated competency (research), personal, pedagogical, social, communicative, digital and technological and ecological. 2425 training courses were coded and analyzed with Maxqda version 20.4.2 and Excel database. The findings show that university teachers receive more training in competencies related to technology, pedagogy, and disciplinary content-research, and less training in personal and ecological competencies. The conclusion of the study highlights the lack of consensus between literature review and programs on what constitutes good teaching among teachers and students and the fact that continuing professional development remains dependent on teacher initiative
Is It Necessary to Use Digital Tools in the Flipped Classroom to Improve the Memorization Process?
No full textMemorization is a crucial factor in effective learning and achieving educational goals. Recent research has suggested that short video sequences viewed by students before class can aid in acquiring and retaining basic concepts, thereby improving memorization and positively impacting the learning process in the flipped classroom approach. However, frequent use of digital tools among adolescents has been found to negatively impact cognitive functions such as memorization. It is worth noting that the traditional use of paper-based materials has been found to have a positive impact on memorization, particularly among learners who are easily distracted by digital devices or experience eye strain from prolonged screen use. Printed materials can offer a more tactile experience, allowing learners to physically highlight and annotate text, which can aid in the encoding and retrieval of information. This study aimed to assess the role of digital tools in the flipped classroom approach and determine if they could be substituted by paper-based materials. To achieve this, a comparative study was conducted between 35 students using digital tools in their flipped classroom (FCDS) and 31 students using paperbased materials (FCPS). The study involved administering pre-tests and post-tests to both groups to evaluate their ability to retrieve basic concepts and assess the effectiveness of their learning in life and earth sciences. The results indicate that learners were able to retrieve knowledge effectively regardless of the medium used and that the positive effect of the FCDS on recall during learning is comparable to that of the FCPS
The Effect of Mobile-based Interactive Multimedia on Thinking Engagement and Cooperation
No full textRecent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a posttreatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students’ thinking engagement and cooperation
Developing a Five-Dimensional Construct of Pre-Service Teachers’ Conceptions of Assessment
No full textResearch on teachers’ and pre-service teachers’ conceptions of assessment (CoA) has so far focused on assessment purposes and uses. However, recent decades have seen significant changes in assessment approaches that require a deeper examination of the nature and aspects of assessment concepts. The current study is a continuation of a previous qualitative study that analyzed the COA of 94 Israeli pre-service teachers before and after an assessment course. In this study, we examined these data extensively to identify and formulate key dimensions of assessment conception. Qualitative analysis of the rich datasets, including metaphors, indicates the diversity and complexity of the assessment concept. Five dimensions of conceptions were identified: (1) complexity of the assessment process, (2) emotional attitude toward assessment, (3) assessment uses and purposes, (4) teacher-student relationship in the assessment context, and (5) criticism of the educational system. The findings expand previous conceptualizations of assessment concepts and may develop a broad model and instruments for measuring CoA. This implication is significant in this era of paradigmatic shifting in the assessment field