International Journal of Instruction
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Effects of Applying Drama-Based Activities in Speaking Classes on EFL Students’ Speaking Performance
No full textThe purpose of this study is to investigate the effects of applying drama-based activities in speaking classes on high school English as a foreign language (EFL) students' speaking performance in terms of grammar, vocabulary, pronunciation, fluency and discourse management; and their perceptions of implementing dramabased activities in speaking lessons. This quasi-experimental study which used the mixed method approach was conducted with the participation of sixty eleventhgrade students at a high school in Can Tho city. The quantitative data from the results of the pre-test and post-test were done to find out the effects of applying drama-based activities on high school EFL students’ speaking performance. The quantitative and qualitative data from the questionnaire and interviews focused on students’ perceptions of implementing drama-based activities in speaking lessons. The findings of the study reveal that drama-based activities had positive effects on students’ speaking performance, especially in term of discourse management and students had positive perceptions of implementing drama-based activities in speaking lesson
Student Perspective of Classroom and Distance Learning during Covid-19 Pandemic: Case study
No full textThe covid-19 pandemic is labelled as a worldwide health concern, chiefly impacting the process of education. E-learning becomes a significant substitute to reform and restructure the whole traditional learning system. With that being said, teachers and students are required to change their learning and teaching methods, related manners and behaviours, evaluation methods, or more of the same. This learning-based reform creates numerous benefits to the education process. However, these reforms still cause frustrations and tensions among both the teaching activities’ beneficiaries and the actors of the education process. The current study aims to analyse the perspectives of the students on the classroom education acquired through distance learning amid the lockdown period of the covid-19 pandemic. The results of the study show that students have a positive perception of using e-learning and thus accept this new learning system in schools and universities. Empirically, the results of the study demonstrate that e-learning is a significant choice of learning at the level covid-19 crisis and other crises in the future. The current research paper’s results give a hand in facilitating the mission of the educational institutions and policymakers so that this online-learning process is appropriately taken to the next level
Trauma Healing Based on Local Wisdom: Traditional Games to Reduce Students Post-Traumatic Stress Disorder
No full textThis research reports the effectiveness of traditional games in reducing posttraumatic stress disorder or PTSD in elementary school students. The study employed a quantitative approach and experimental method with a one-group pretest-posttest design. The research sample was 5 and 6 graders of elementary school students, which involved 85 students in total. The intervention was carried out through several stages, namely Beginning a Group, The Transition of a Group, Working in a Group, and Terminating of a Group. The instrument used to measure the effectiveness of the intervention was the problem checklist of PTSD and in this study, the instrument was analyzed to determine its validity in measuring the effectiveness of the intervention. The data obtained were analyzed using the RASCH Model with the WINSTEP application. The results show that the instrument used to measure the intervention has excellent reliability and meets the unidimensionality requirements. However, items number 1 and 54 were declared invalid. In addition, traditional games are concluded to be effective in reducing stress disorders in students. This change occurred in the majority of students which even give a significant impact on some students. However, most of the students still had no change and even tended to have an increased post-traumatic stress disorder. Based on these findings, it is expected that traditional games can be beneficial primarily to reduce post-traumatic stress disorder
The Level of Conceptual and Procedural Knowledge in Mathematics and Its Relationship to Creative Thinking among Gifted Students
No full textThe present study aimed at measuring the levels of conceptual and procedural knowledge in mathematics among seventh grade gifted students in King Abdullah II schools for Excellence. In addition, this study aimed to investigate the association between the levels of conceptual and procedural knowledge on one hand and the level of students’ creative thinking on the other hand. A sample of 224 seventh grade students were recruited in this study. To collect data, the researcher used a conceptual knowledge achievement test (20 items), a procedural knowledge skills test (20 items) and Torrance Creative Thinking Test (TCTT). The results revealed the seventh-grade gifted students had a moderate level of conceptual knowledge and a moderate level of procedural knowledge. In addition, it was found that there is a statistically significant positive correlation between conceptual knowledge and creative thinking and a statistically significant positive correlation between procedural knowledge and creative thinking. The study concluded that both conceptual and procedural knowledge are significantly and positively associated with gifted students’ creative thinking. The study recommended adoption of more recent teaching strategies to improve the levels of both conceptual and procedural knowledge, in addition to the level of creative thinking among gifted students in Jordan
Effects of Listening Strategy Instruction Incorporating Intensive and Extensive Listening on Listening Skills and Metacognitive Awareness
No full textThis study aimed to examine the effects of listening strategy instruction incorporating intensive and extensive listening on undergraduate hospitality students’ listening skills and metacognitive awareness. The design of the study was an embedded experimental mixed-methods design. The participants were 10 firstyear students in the hospitality program whose English proficiency was, on average, low. Listening pre-tests and post-tests including, a listening achievement test and a metacognitive awareness listening questionnaire (MALQ), were administered to participants. During the intervention, students were asked to keep a student reflective journal. At the end of the intervention, a one-on-one semistructured interview was conducted with participants individually. The quantitative analysis showed that after being exposed to the intervention for 9 weeks, listening skills and metacognitive awareness statistically and significantly improved. The qualitative analysis revealed that the use of listening strategies can facilitate listening comprehension. In addition, the findings of the present study emphasized the need forlistening strategy instruction for low proficiency learners
Factors Influencing Teachers’ Uses of New Technologies: Mindsets and Professional Identities as Crucial Variables
No full textThe improvement of the use of digital technologies (DTs) by teachers still needs to delve deeper into how some difficulties are related to a more general view that teachers have of the teaching profession and themselves as teachers. The goal of this article is to go further in this knowledge identifying different types of DTs use and relating them with conceptions and beliefs of teachers about teaching and themselves as teachers. A literature review and a mixed methods empirical research study were conducted. The research study combined interviews and a questionnaire, the former aiming to produce biographical narratives of participant teachers, and the latter revealing how participant teachers are currently using digital technologies. Findings indicate that teachers want to use new technologies to improve teaching, but they still feel a lack of knowledge regarding its pedagogical potential and its rules of use in the classroom. Two main types of use were identified - a restrictive and an expansive type. These types of use relate to a number of teachers’ beliefs and conceptions - about innovation in their professional work, students, colleagues, leaderships, school projects, educational policies and job satisfaction – allowing to argue that different types of use correspond to different mindsets and professional identities. Being an issue of identity, promoting teacher adherence to digital technologies, requires a kind of training able to transform the individual teacher as a professional and therefore needs to be accompanied by means of close incitement and support
Second Chance Schools in Portugal and Spain: Educational Proposals for Students in Greatest Vulnerability
No full textSecond chance schools (SCS) were created with the aim of improving access to employment for young people who had dropped out of school early and were at risk of social exclusion. The purpose of this article is to identify alternative educational proposals to those applied in the general education system that are offered in the SCS in two southern European countries: Portugal and Spain. The article is also aimed at identifying commonalities and peculiarities in these educational offers. For this purpose, qualitative research has been carried out, especially by means of semi-structured interviews with the heads of almost all the entities in both countries, 24 in Spain and 6 in Portugal. After categorizing its content through a qualitative data analysis computer program, it has been found that there are seven essential elements in the work carried out by SCS: the establishment of an affective and trusting bond with young people, the search for personal growth, the commitment of educators, the use of attractive methodologies, the personalisation of teaching, the active participation of students and the investment in the relationship with their surroundings. These elements could also be the basis of a transformative educational proposal for mainstream schools
Socio-cultural Implications of Self-Determination and Achievement Goal Theory Constructs of Motivation among Fijians athletes with Disabilities
No full textFijian athletes with disabilities have been given scant attention in terms of empirical research. This study used the theoretical underpinnings of the selfdetermination and achievement goal constructs of motivation to examine motivation and goal structures among Fijian athletes with disabilities with the overarching aim being to develop motivation profiles of these athletes. This study attained this by using two self-report measures (SMS-28 and TEOSQ) which are validated measures in the field of sports psychology. Purposive sampling was used, as participants had to meet the inclusion criteria and Fijian athletes with disabilities (N= 101, mean age =26, SD= 11) completed the self-report questionnaires. Cluster analyses revealed three meaningful clusters and as expected majority of Fijian athletes were grouped into the most self-determined category indicating positive athlete behavioral characteristics. Repeated measures ANOVA and cluster analyses were used. Findings indicated that the current sample were more task than ego goal oriented. Further, it was established that majority participants exhibited qualities aligned with the most self-determined cluster profile. These findings have significant implications for sports educators, coaches, leaders in disabilityinclusive sports to use sports as a positive tool to promote inclusive sports education and empower Fijian athletes with disabilities
Virtual Learning Communities Mediated through Instagram: PreTeachers as Creators of Environments through Visual Narratives
No full textScientific literature shows that from an educational perspective, one of the constraints of using social media is that trainee teachers tend to refrain from assuming an active role in any educational context, despite themselves being significant consumers of non-professional content on social media This study aims to analyse the perception of students of the Master's Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at a University in Spain on an experience mediated by Instagram in order to determine factors related to motivation, creativity and intention to use it in the future. The methodology employed implemented an experience based on a four-phase sequence. A questionnaire was administered as a pre-test, and post-test and correlations were carried out using Spearman's statistic, the statistical difference with Mann-Whitney and multiple linear regression with the input method. This allowed for the influence of their role as creators of visual narratives on their future practice as teachers to be analysed. In terms of the results, the most notable were the marks for awareness of the process carried out, views on the usefulness of the activity and opinions on motivation. The use of Instagram and other social networks for future activities was significantly valued, considering the methodology used allowed creativity to flourish. This is a relevant indicator and demonstrates a significant gap in educational studies regarding future secondary education teachers' trends and social media profiles. Although they are familiar with these networks, the results show that they have yet to be incorporated into their professional world
The Contribution of Saudi Public Universities to the Promotion of their Students’ Lifelong Learning Culture
No full textThe 2030 Agenda for Sustainable Development has revitalized the concept of lifelong learning and re-linked it to its human origins, especially Sustainable Development Goal 4 (SDG4) which calls for ensuring “inclusive and equitable quality education and promoting lifelong education opportunities for all”. Motivated by this goal, this study explored the contribution of Saudi public universities to the promotion of their students’ lifelong learning culture (hereafter LLC). To this end, the perceptions of 252 senior students and 168 postgraduate students on the contribution of their universities to the promotion of their LLC, the obstacles to the promotion of this culture in universities, and ways to enhance the universities’ potential to promote students’ LLC were surveyed. The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis. Data was collected by means of a questionnaire administered to 420 students enrolled in undergraduate and postgraduate programs in theoretical and applied colleges at three Saudi public universities. There were also follow-up interviews with 15 students to elaborate on their perceptions. The results revealed that the participants’ rating of Saudi universities’ contribution to the promotion of their students’ LLC was high with a total mean of 4.17 out of 5. However, the participants reported several obstacles to the promotion of LLC in Saudi universities. These included, lack of academic courses addressing LLC, separation between the majors available to the students and the requirements of the labor market, and poor communication between the university and the private sector to finance lifelong learning programs