International Journal of Instruction
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Unfolding the Potential of Technology-Enhanced Task-Based Language Teaching for Improving EFL Students’ Descriptive Writing Skill
No full textThe chief purpose of the research was to investigate the influence of a technologymediated task-based language teaching on students’ descriptive writing performance in a Thai English as a Foreign Language (EFL) context. The technological application used in the study was the FlipGrid application which is a free online platform from Microsoft. The participants of the study involved a purposively selected 29 2nd year university students enrolled at one of the provincial universities located in the North Eastern part of Thailand. The study employed an explanatory sequential mixed-methods type of research involving both quantitative and qualitative parts. Quantitative data were collected from the students’ pre-and post- writing performances and four descriptive writing quizzes whilst qualitative data were gathered from the semi-structured interview’ responses of the students. Study findings found that descriptive writing performance in terms of task response, coherence-cohesion, grammatical range and accuracy, and lexical resource, were significantly improved as indicated on students’ pre- and post- test results. Furthermore, all four writing quizzes revealed an increasing trend with “grammatical range and accuracy” as the most improved writing component whilst “coherence-cohesion” was the least improved one. Meanwhile, the qualitative results disclosed that students felt that TBLT approach with FLipGrid application was the most pedagogically innovative and a learner-centered approach that trains them to become more collaborative, communicative, and interactive, enabling them to produce effective descriptive written products. Suggestions for possible research agenda with regard to technology-enhanced TBLT are also proposed and practical implications are suggested
Effectiveness of Flipped Classroom Pedagogy in Programming Education: A Meta-Analysis
No full textThe flipped classroom has generated considerable interest in programming education in recent years. This meta-analysis aimed to assess the effectiveness of a flipped classroom and traditional methods in teaching programming courses and the impact on students’ performance, problem-solving abilities, and behavioural outcomes, and to analyse the specific discipline, students’ type, students’ level, and publication sources in the relevant studies. Articles published between 2010 and 2021 were searched carefully in six academic databases, comprising Web of Science, IEEE Xplore Digital Library, ScienceDirect, NCBI Databases, and Springer Link. Peer-reviewed articles written in English were selected and screened according to the inclusion criteria. All the vital data were extracted and stored in Microsoft Excel and meta-analysis was performed using the Comprehensive Meta-analysis (CMA) software. A total of 101 articles were retrieved while 27 of them met the inclusion criteria and were subjected to the meta-analysis. Flipped classroom improved students’ achievement in programming courses with statistically significant effect size (g = 0.56; p < 0.001, 95% confidence interval; 0.33-0.79) compared to traditional teaching method. The flipped classroom also favoured behavioural outcome (satisfaction) in programming education. Programming subject areas had a significant moderating impact on the effect sizes. Overall, evidence of publication bias was lacking in this study. The findings and implications of implementing flipped classrooms in programming education were highlighted. More studies are needed to elucidate the effect of flipped classroom model on various dimensions of programming students’ learning outcomes to support comparative research in future
Demystifying the Impact of Teachers’ Qualification and Experience on Implementation of Differentiated Instruction
No full textAccording to many educators, teachers’ knowledge and experience are identified as key factors that facilitate effective classroom instruction. The aim of this study was to investigate the role of teachers’ experience and qualifications in the implementation of differentiated instruction (DI). The study employed convergent mixed method design with 400 teachers surveyed, out of which 16 were interviewed, and 8 teachers’ classroom teaching sessions were observed. Both quantitative and qualitative approaches were used to analyze data collected from instruments that were adapted from previous studies. The survey data were analyzed using inferential statistics of ANOVA, while interview transcripts were analyzed using content analysis method, and observation checklists were analyzed using a mixed approach. Findings of these analyses showed that there is no significant difference in teachers’ implementation of DI based on their experience, while teachers’ qualifications showed otherwise. These findings indicate the importance of teachers’ pre-service and in-service professional development in the area of differentiated instruction. Further research is required to confirm and crossvalidate these findings in other educational contexts
Exploring the Need for Using Science Learning Multimedia to Improve Critical Thinking Elementary School Students: Teacher Perception
No full textDistance learning during this pandemic really needs teaching media, especially on abstract science material. This study aims to investigate the teacher's needs for Science Learning Multimedia (SLM) to Improve Critical Thinking Elementary School Students. First, a survey was adopted to 156 teachers from several elementary schools in Jakarta to explore the extent to which the need for SLM was selected by purposive sampling. Second, semi-structured interviews with 10 teachers to obtain direct and valid information. This research focuses on certain aspects, namely 1) Types of media commonly used. 2) Classification of material that is difficult for students to understand, 3) teachers' perceptions about the need for using science learning multimedia to support science learning and 4) teachers' perceptions about the need for using science learning multimedia to support students' critical thinking. Data were examined using quantitative and qualitative methods. In addition, interview analysis resulted in emerging themes related to several conditions raised by teachers to use SLM effectively. These conditions include 1) SLM material, 2) SLM interactivity, 3) ease of use, 4) and the approach used. Findings show that most teachers agree to develop effective and flexible media in exploring abstract science concepts so that students' critical thinking skills increase. This SLM also needs to pay attention to the above conditions. In conclusion, interactive multimedia based on scientific inquiry in science learning is feasible to be developed and applied in the teaching and learning process. This research can also be a reference and input for educators, especially elementary school teachers in creating models and learning media that are active and fun
The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement
No full textVocational education is a learning process to enhance and explore potential so that graduates are prepared to work with competencies specific to their fields. Learning strategies that align with the desired results are required to achieve these abilities. It is vital to modify learning so that students are at the center of its activities because now, lecturers still have a dominant position in vocational education. In student-centered learning (SCL), a type of instruction, students are viewed as independent, active learners. Following these ideas, students are expected to learn complementing technical capabilities and soft skills. Instead of being the primary knowledge source, lecturers will serve as facilitators and learning partners. Problem-based learning (PBL) and inquiry-based learning (IBL) are two teaching strategies that use SCL. While the PBL approach teaches students how to adapt and solve issues in learning, the IBL approach aims to help students build the capacity for systematic and logical thought. A quantitative methodology and a 2x3 factorial quasi-experimental research design were used in this study. The findings revealed that (1) there was a substantial difference in learning outcomes between students who were taught using IBL, PBL, and traditional methods, and (2) there was a significant difference in learning outcomes between students who were high and low in involvement in learning, (3) there was no significant difference in learning outcomes between students taught using the IBL method and the traditional method, (4) there was no significant difference in learning outcomes between students taught using the IBL method and the conversion method, and (6) there was no significant difference in learning outcomes between students who are taught using the IBL method
The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course
No full textStudies have proven that gamification in learning can increase motivation and engagement, however, since the pandemic broke out and instruction was held fully online for a long time, its effectiveness has been under question. The motivation was also reportedly decreased in long-term gamified classes. Nonetheless, in gamification research, teaching presence (TP) as the predictor of success in distance instruction has not adequately been included. The study investigated the effects of TP on students’ motivation and performance in a long-term online gamified EFL listening class. Teaching Presence and eMUSIC motivation framework were used to guide the research. A mixed-method with quasiexperimental design and thematic analysis was employed to mine quantitative and qualitative data respectively. Two groups of treatment and control of 42 freshmen, 28 females and 14 males aged 17-19 taking Listening for General Communication 2 were involved in the study. Independent samples t-test and one-way repeated measures ANOVA by SPSS 27 were used for the analysis of quantitative data; meanwhile, thematic analysis with NVivo 12 was used for the analysis and interpretation of qualitative data. The study revealed that TP was relatively able to maintain students’ motivation and enhance performance in a long-term gamified EFL listening class. The findings recommend similar research focusing on three other language skills and Caring subscale of eMUSIC motivation
The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic
No full textThe purpose of this study is to compare the impacts of two different modes of epeer feedback on the students’ writing skills to see which mode should be better used to train the students’ writing skills. The current study included 66 first-year students from the University of Foreign Language Studies in Danang City, Vietnam. The quasi-experimental research design was employed in the study. The two groups were taught how to compose a paragraph writing with peer comments in two rounds (1st & 2nd drafts). One group used Moodle (LMS), while the other used Facebook for e-peer feedback. Data collection was from pre-and post-tests for quantitative analysis. The research indicated that both types of e-peer feedback had a significant influence on students' writing abilities. However, the Moodle peer comments had little effect on students' writing length, but the e-peer remark on Facebook had a considerable impact. Post-test comparisons show that students who conducted peer comments on Facebook were considerably more diverse than their peers who conducted them in Moodle
Pre-service Science Teachers’ Emphases and Views about Science Education Curriculum
No full textUnderstanding the conformity between curricular beliefs and implemented curricular goals are considered one alternative way to assess pre-service teachers’ preparedness for in-service teaching. In this research, the curriculum emphases of the pre-service science teachers and views about science education curriculum were evaluated. 213 pre-service science teachers from seven Teachers Education Institutions (TEI) have participated in the study. The research design “Concurrent Triangulation Research Design” was utilized. Knowledge development in science was given the most emphasis by the pre-service science teachers, while fundamental of science was given the least emphasis. Among the inter-rater responses to the open-ended question, the results also revealed that knowledge development in science was emphasized by the highest number of pre-service teachers, while fundamental of science was emphasized by the least number of preservice teachers. The high emphasis given by the pre-service teachers on the importance of knowledge development in science as compared to fundamental science shows that the curricular beliefs of the pre-service teachers conformed to one of the curricular goals of science education, which is to develop students’ scientific knowledge. One challenge emerged during the analysis is how the curricular beliefs, which are known to be progressive in learning, transpire to actual teaching practices
Developing Thai Speaking Skills of Chinese Students Using Vocabulary Learning Strategies
No full textThe purpose of this research was to develop teaching and learning management using vocabulary learning strategies. This study mainly uses the vocabulary expansion method to improve 37 freshmen in the course of Thai Language speaking in majoring in Chinese Language International Education. The researcher created a vocabulary table and lessons related to the students' daily lives to help them practice speaking Thai. A rubric scoring was used as a research tool to measure their Thai speaking skills, and it was divided into 2 parts: 1) vocabulary knowledge and 2) the ability to apply vocabulary. A total of five assessments were conducted over 12 weeks. The statistical method used to analyze the data was repeated measurement ANOVA with a covariate, using the scores of speaking skills in the previous semester as the covariate variable. The results showed that the Thai speaking skills of these Chinese students had effectively been improved according to their vocabulary knowledge development after the experiment using the vocabulary expansion strategies
Conceptualizing Case-based Simulation Framework: Evidence from Electrical Technology in TVET Case Study
No full textThis study was conducted to generate the Electrical Case-based Simulation (CBS) framework that contributes to the transformation of TVET learning pedagogical practices. CBS is believed to be able to enhance the ability of TVET students in soft skills required by the industry, such as thinking skills and problem solving skills. This study used case study design through a mixed-method approach. A total of four electrical technology curriculum implementers from a vocational college had participated in this study. Evaluation of the case-based simulations were made by experts using questionnaires whereby the absolute agreement among them was then determined using Intraclass Correlation Coefficient (ICC). A high value of agreement was obtained for both the CBS process and structure categories. The qualitative data was thematically analyzed. Three themes (achieve electrical course learning outcomes, opportunity to learn and related to electrical technology of content) had emerged for the process category and five themes (enhance electrical technology students’ thinking skills, workplace situation, students’ engagement, enhance electrical students’ problem solving skills and trigger learning activities) for the structure category. From the ICC results and the curriculum implementers views, it can be construed the case-based simulations reflected the workplace situations. In conclusion, this study contributes to the creation of electrical CBS framework that can be used as a guide for curriculum implementers and industry to support the transformation of TVET education in Malaysia