EIKI Journal of Effective Teaching Methods
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An Investigation into First-Year English-Majored Students’ Perceptions of the Use of Role-Play Technique in English Speaking Classes at Dong Nai University
Get PDFDeveloping speaking skills remains a major challenge for many first-year English majors, particularly in EFL contexts where real-life speaking opportunities are limited. This study explores the perceptions of first-year English-majored students at Dong Nai University regarding the use of the Role-Play technique in English speaking classes. The main aim of the study is to examine how Role-Play influences students’ motivation, confidence, and overall speaking ability, as well as to identify the challenges they face when engaging in such activities. To achieve this, a quantitative approach was used, and data were collected from 75 students through structured questionnaires. The results show that most students found Role-Play to be enjoyable, motivating, and effective in improving their fluency, vocabulary, pronunciation, and creativity. Additionally, students appreciated the opportunities Role-Play provided for more natural and meaningful communication. However, some difficulties were also reported, including low confidence, limited vocabulary, and lack of preparation time. Despite these challenges, the findings suggest that Role-Play is a valuable technique in enhancing speaking skills when used with proper guidance and classroom support. The study concludes that incorporating Role-Play into English speaking lessons can create a more dynamic and student-centered learning environment that fosters greater participation and language development
Participation Level in Different Seating Zones and Experiences with Row-and-column Arrangement in EFL Speaking Class
Get PDFThe influence of seating factors, an aspect of classroom management, on student participation and learning experiences has long been a topic of research interest in EFL contexts. This quantitative study examines the students’ seating preference, the potential influence of seating zones (front, middle, back) on classroom participation level in EFL presentation classes, and the students’ overall experiences with the row-and-column seating arrangement. Forty-one second-degree English lan-guage students at the English Department, Hanoi University, reported their seating preference, reasons for their choice, perceived in-class participation level, and learning experiences (classroom interaction, comfort, and concentration). The data were analyzed using descriptive analysis and one-way analysis of variance (ANOVA). Half of the participants preferred the middle rows, possibly because this zone enabled them to engage in learning without the pressure of being in close proximity to the instructor. The participants had an inclination to sit in their habitual seat or near a friend. The ANOVA results suggest no statistically significant difference in the participants’ per-ceived participation as a function of their seating zone. Notably, the row layout facilitated instruc-tor-student interaction yet posed difficulty for the students to maintain quality communication with their peers, which hinders learning in a class characterized by groupwork. From an educational standpoint, these findings call for careful consideration of which seating arrangement to be em-ployed in EFL speaking classes of different natures
From Chalkboard to Chatbot: The Future of Physics Education through Artificial Intelligence Integration
Get PDFThis paper explores the transformative potential of artificial intelligence (AI) in reshaping physics education. Traditional methods, often reliant on lecture-based instruction and rote memorization, are increasingly inadequate for meeting the diverse needs of today’s learners. By contrast, AI offers adaptive, personalized learning experiences that can improve student engagement and comprehension. Tools such as chatbots, large language models (LLM), and AI-driven simulations facilitate inquiry-based learning, support real-time feedback, and enable dynamic visualization of complex concepts. The integration of AI into physics education not only enhances cognitive development but also fosters inclusivity by accommodating varied learning styles. Furthermore, AI-powered assessment systems improve efficiency and reduce bias while providing individualized feedback. The paper also discusses the ethical implications and the need for strategic implementation, teacher training, and equitable access to technology. Drawing on recent empirical studies, this research presents a compelling case for the thoughtful integration of AI as a catalyst for educational innovation in physics, promoting a more interactive, student-centered, and effective learning environment. Ultimately, the shift from chalkboard to chatbot signifies a broader pedagogical transformation with the potential to redefine the future of science education
Public School Teachers’ Perceptions of Entrepreneurial Leadership Skills Among School Heads in the Philippines
Get PDFThis study investigated how public school teachers in the Philippines perceive the importance of entrepreneurial leadership skills among their school heads. Using a quantitative descriptive design, the research data was collected from 50 public elementary and secondary school teachers in one of the school districts in Iloilo province with the modified Entrepreneurial Leadership Questionnaire (ELQ) as the primary assessment tool to assess the perceived level of importance of entrepreneurial leadership skills among school heads focusing on the five core leadership traits: risk-taking, team orientation, resourcefulness, innovation, and vision. The findings of this study revealed that all five indicators were perceived as highly important, with no significant differences in how each was rated, suggesting that all indicators are equally important in the context of school leadership. Among these, team orientation and risk-taking stood out as the most valued, underscoring the importance of resourcefulness, innovation, and vision. The results also indicate that entrepreneurial leadership holds a high level of significance in leading public schools, as it plays a key role in enhancing school performance, increasing teacher engagement, and fostering adaptability in educational settings. This suggests that capacity-building programs and policy enhancements are needed to better integrate entrepreneurial leadership into school leadership in the context of Philippine education
Use of Games Designed with an Interdisciplinary Approach in Primary School Turkish and Mathematics Lessons
Get PDFThis research aims to examine the effects of games designed with an interdisciplinary approach on the use of games in Turkish and mathematics courses on the success of 2nd-grade students in these courses. For this purpose, action research, one of the qualitative research methods, was used in the study and the data collected as a result of the semi-structured interview with the teacher who carried out the application was analyzed through content analysis. As a result of the analysis, it was examined under the subheadings ‘skills developed through interdisciplinary games’ and ‘association skills developed through interdisciplinary games’, and these titles were used as subthemes based on the codes during the analysis. However, another finding, the use of interdisciplinary games in educational activities, was examined in two categories: factors originating from teachers and the concept of interdisciplinary games themselves. As a result of this, the codes of ‘thematicity and naturalness’ in the context of factors originating from the interdisciplinary game concept itself, in the context of factors originating from teachers, the codes of ‘prejudice, difficulty being seen and awareness’ were reached. In the current research, it was determined that games designed with an interdisciplinary approach were significantly effective in teaching Turkish and mathematics disciplines and enriched learning situations
When AI enters Moroccan primary schools: what uses, challenges, and prospects for tomorrow\u27s education?
Get PDFThis study explores the integration of artificial intelligence (AI) in primary education in Morocco through teachers’ perceptions, identifying current uses, major challenges, and key factors facilitating its adoption. Using a mixed-methods approach, it combines quantitative and qualitative analyses based on a questionnaire administered to 200 primary school teachers, mainly from the public sector. The results indicate that AI is perceived as a tool for enhancing pedagogical practices, particularly for lesson planning and the creation of educational content in language teaching, scientific awakening, and mathematics. However, its integration remains limited due to a lack of training, restricted access to technology and the Internet, and insufficient institutional support. Statistical analysis reveals a slightly significant tendency among experienced teachers to integrate AI more effectively into their teaching practices (r = 0.270, p < 0.01). Given these challenges, this study highlights the urgency of implementing targeted training programs and a multidimensional educational policy to fully harness AI’s potential while clearly distinguishing its uses from other digital tools
ChatGPT and DeepSeek Evaluate One Another for Science Education
Get PDFThis paper compares ChatGPT and DeepSeek in science education, highlighting their various uses. ChatGPT’s advanced language processing creates a conversational learning environment that en-courages interactive dialogue and immediate feedback, making it ideal for science discussions. However, it struggles with complex, research-based tasks, suggesting it may not be enough for ad-vanced science topics. In contrast, DeepSeek is designed for technical and scientific tasks and pro-vides a robust framework for understanding real-world applications through multimodal textual and visual interactions. DeepSeek excels at helping students understand and remember science’s difficult visual concepts. Science simulations and in-depth research benefit from DeepSeek’s Vision-Language Model and code generation and debugging optimization. The paper concludes that while each platform has its strengths, combining ChatGPT’s interactive capabilities with DeepSeek’s research-oriented features can transform science education by accommodating diverse learning styles and improving teaching
Teaching Social Studies in High Schools, Knowledge Construction versus Knowledge Transmission Methods
Get PDFTeaching to transform lives requires both high-quality content and effective instructional strategies. This study examines the instructional designs that Social Studies teachers use to meet the subject’s requirements. It illustrates how both teacher-centred and learner-centred approaches align with the constructivist teaching model. Various teaching strategies were tested to determine how students engage in constructing knowledge. Using a descriptive mixed-method design, the study explored the instructional methods utilized in teaching Social Studies. It recruited 84 Social Studies instructors from 14 government senior high schools in the Central Region of Ghana, and 1,400 students. The key finding is that relying solely on one instructional technique – whether teacher-centred or learner-centred – limits students’ ability to actively create knowledge. However, when teacher-centred and learner-centred strategies are combined, starting with a teacher-centred approach and concluding with a learner-centred approach, it is more likely to promote active participation and effective learning
Investigating the factors influencing university students’ adoption of technology for mathematics learning: A hybrid of TAM and TPB frameworks
Get PDFThis study investigates university mathematics student facilitators’ technology adoption for mathematics learning, focusing on factors that predict actual technology use (ATU), as well as identifying the types, frequency, and purpose of participants’ technology use while learning. Using a sample of 362 pre-service facilitators from Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) – Kumasi campus, and a quantitative approach, the researcher employed a hybrid of the Technology Acceptance Model (TAM) and Theory of Planned Behaviour (TPB) to analyse how perceived behavioural control usefulness, attitudes, subjective norms, and ease of use influence ATU. The results revealed heavy reliance on basic tools such as calculators and YouTube, but minimal adoption of advanced software like GeoGebra. Mostly, these tools were used to complete assignments. The regression analyses indicated that technology usefulness and ease significantly predict students’ attitudes regarding the use of digital tools for mathematics learning, where usefulness was the stronger predictor of attitude. Additionally, attitude, peers or lecturers’ influence, and students’ technology confidence collectively predict ATU. The study identifies low self-beliefs (perceived behavioural control) as critical barriers to students’ inability to use advanced digital tools when learning. Recommendations from this investigation include structured professional development, enhanced institutional support, and curriculum-integrated technology tasks that focus on advanced technology integration
The Transformative Role of Qualitative Research in ELT and Applied Linguistics
Get PDFThis paper examines the transformative impact of qualitative research on English Language Teaching (ELT) and Applied Linguistics. It highlights how qualitative research can reveal complex insights into classroom dynamics, teacher attitudes, learner identities and societal factors. This study adopted a basic descriptive qualitative approach and collected data through semi-structured interviews with active, experienced university educators in teacher education programs. The findings revealed that qualitative research effectively addresses underexplored areas, such as the impact of cultural and social factors on language acquisition and learner engagement, while also providing actionable insights for teacher training, curriculum design, and classroom practices. Participants emphasized the adaptability and depth of qualitative methods, despite challenges such as time-intensive data collection and the need for ethical rigor. This study contributes to the field by bridging theory and practice, showcasing the role of qualitative methodologies in fostering culturally responsive and inclusive teaching practices, advancing teacher professional development, and addressing real-world educational challenges. Ultimately, the study highlights the enduring relevance of qualitative research in shaping innovative pedagogical strategies and advancing theoretical knowledge in ELT and Applied Linguistics