EIKI Journal of Effective Teaching Methods
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Proposed Framework for enhancing Intercultural Communicative Competence in Bangladeshi ELT textbooks: ICC framework for ELT textbook of Bangladesh
No full textIn an attempt to address the commercial, instrumental, and generalizing aspects of the English for Today (EfT) textbook series, the official ELT textbooks locally produced for Class 1-12, this paper proposes an intercultural communicative framework for their construction and improvement. This framework builds on the elements of previous recommended frameworks from different nations, incorporating essential elements that are crucial in the Bangladeshi context. This study seeks to make clear which components of ELT textbooks should be added in order to enhance Bangladeshi students’ intercultural and communicative competencies based on the shortcoming of the present English for Today textbooks. The framework suggests the textbook should be divided into sections such as pre-text, text, images, and post-text activities. Here the pre-text should be based on knowledge, abridged extracts or authentic texts need to be included from multicultural contexts aligned with comprehensive images and finally post-text activities are intended to develop skills, attitudes and cultural awareness. The authors clearly outlined the roles of the teachers, students, and potential threats in every step of pre-text, text, images, and post-text exercises. To our knowledge, such type of framework has not yet been prepared or published for ELT textbooks in Bangladesh
A Case Study on Enhancing Pragmatic Competence in EAP Learners: Examining the Impact of Targeted Instruction in Request Speech Acts
Get PDFThis article examines the role of pragmatic instruction on developing pragmatic competence in English for Academic Purposes (EAP) learners, particularly focusing on the speech act of requests. While research has long explored various factors influencing pragmatic competence, including instructional methods, this study specifically addresses how targeted pragmatic instruction impacts learners over time. Conducted as a qualitative longitudinal study, this research examines changes in learners’ pragmatic performance over a four-week period, during which participants completed both written and oral discourse completion tasks. Findings suggest that pragmatic instruction significantly enhances learners’ pragmatic abilities. Notably, participants have demonstrated a greater range of request strategies supportive moves, reflecting increased awareness of the social and cultural implications of their requests. These findings indicate the vital role of pragmatic instruction in enhancing learners’ ability to adapt their language use based on social variables such as power dynamics and distance. The study also highlights the importance of integrating pragmatic instruction into EAP curricula to improve learners’ communicative competence, enabling them to navigate both academic and social interactions with greater sensitivity and appropriateness
Studying Away Post COVID-19 and Beyond: Making High Impact Learning Practices Equitable
Get PDFHalfway through the Spring 2020 academic year, many institutions canceled face-to-face classes in response to the COVID-19 pandemic. During this in-person to online transition, educators had to rethink how studying away could be offered to undergraduate students. Technology allowed some to provide study away opportunities, incorporate inclusive pedagogies, diversify the student study away population, and specifically target students traditionally underrepresented in study-away/study-abroad programs. This includes students who are first-generation, of color, from working-class families, and with disabilities. In doing so, the author of this work was able to provide high-impact learning practices for diverse students and expose students to the research process while studying away, via an online asynchronous course. Here, the author shares some practices of leading a fully online study away course via video site visits, virtual student travel, and expert interviews. This work is important as it advances the literature on the pedagogies and practices of Interdisciplinary educators
Exploring AI-Driven Adaptive Feedback in the Second Language Writing Skills Prompt: AI Technology in Language Teaching
No full textRecent developments in the field of artificial intelligence have changed CALL in the last decade, especially in terms of L2 writing. Therefore, the current research focuses on the extent to which AI-based adaptive feedback technologies in CALL improve L2 writing skills. It discusses the work AI does, the means it uses, and the theories it is based on when providing adaptive feedback, in light of the context, focusing on the role it plays in shaping particular educational pathways. The paper provides an overview of AI-integrated CALL tools that provide a measure of the tool’s effectiveness in generating useful feedback that helps in teaching L2 writing to meet real-world needs. Research findings and studies from different contexts support the use of these tools to improve learners’ L2 writing performance. Issues related to the use of AI-based adaptive feedback will also be addressed, including privacy, algorithm, and learner acceptance issues. By recommending the use of AI technology in language teaching, accompanied by human feedback, this study presents a constructive and moral model of how AI can be used without compromising its learning effect. Consequently, the results of the study show the potential benefits of using AI to generate adaptive feedback in improving L2 writing due to the immediacy, individualization, and possibility of iterating the feedback, which can help revolutionize language learning
A Systematic Review of the Effect of Financial Management Practices on Service Delivery in Secondary Schools
Get PDFIn this systematic review analysis design, we explore the available peer-reviewed literature on the effect of financial management practices on service delivery in African secondary schools. Specifically, we reviewed the effect of budgeting, auditing and financial internal control on the service delivery in secondary schools. Study findings reveal that budgeting ensures effective implementation of education programs. In addition, the activities in the secondary school system are adequately planned and allocate resources apportioned to ensure effective execution and implementation. Besides, audits of school accounts result in good financial management and effective control mechanism that ensures overall operational efficiency. From the results of this review, we hereby suggest that Head teachers need to manage financial resources more responsively for effective performance and fulfilling of institutional needs, those of the teachers, students and other stakeholders of respective secondary schools. It is very crucial for school administrators and support staff in charge of finances and resource mobilization to regularly attend professional development course in order to acquire relevant financial skills and competencies required for effective management of resources in the school so as to tremendously improve on the quality of secondary schools’ service delivery
A Study on Developing a Teaching Technique (A Sample of Learning-Teaching Process)
Get PDFThe aim of this study is to develop a teaching technique or pedagogical model that allows the teacher to clearly demonstrate his/her compatibility to organize and direct their learners in a pedagogical model in which the student is at the center of learning, enjoys while learning, and a pedagogical approach through which important cognitive and democratic skills are acquired. The Coloured Street Microphone technique, as a form, was developed by being inspired by the performance of the reporters who took to the streets to get people\u27s opinions on a certain subject, but it was built on the philosophical thinking structure of the teaching techniques (Six Hats Thinking Technique, Six Shoe Application Technique, Buzz Technique, Aquarium Technique) that make the student active in the learning process as logic. The technique consists of five stages: sharing the activity rules, yellow microphone stage, red microphone stage, blue microphone stage and general evaluation. The functionality of this technique has been tried to be demonstrated with an educational case study
Teaching Physics in the Kitchen: Bridging Science Education and Everyday Life
Get PDFPhysics is a fundamental branch of science that studies the fundamental principles governing the behaviour of matter and energy. Traditionally, physics has been taught in classrooms using theoretical concepts and mathematical equations. However, connecting these abstract concepts to everyday life experiences can significantly enhance students\u27 understanding and interest in the subject. This paper explores the educational potential of teaching physics in the kitchen, where various phenomena and processes can be observed and analysed. By leveraging common kitchen appliances, cooking techniques, and ingredients, students can explore concepts such as thermodynamics, heat transfer, fluid dynamics, and more. This paper discusses the benefits of teaching physics in the kitchen, provides examples of practical experiments and demonstrations, and highlights the impact of this approach on student engagement and learning outcomes
The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development
Get PDFThe Community of Practice (CoP) theory is principally anchored on active involvement of members of the community with one common shared purpose. They foster camaraderie and preform a common practice. In applied linguistics, CoP is a less explored area of language learning. By highlighting the benefits of CoP, school administrators will be able to solicit active involvement from stakeholders. A phenomenological approach was adopted to investigate the independent and dependent variables under qualitative research design. One hundred five L2 learners and 2 teacher participants served as a bridge to offer philosophical findings to the framed RQs. Features such as consultation conferences, orientation to the internal and external stakeholders and commitment to the school-based intervention are the essential features of CoP and REP. Presence of parents, donation of instructional materials, reading follow-up at home, financial support of LGU & NGO as well as close monitoring of school administrator paved the way for the increase in the academic performances. Researcher concludes that CoP theory has been found efficient in implementing REP incorporating principles of pragmatism to language development
Experimental Approach of The Problem-Based Learning (PBL) Method in Increasing Accounting Student Understanding of Budgeting Courses
Get PDFOne learning method that can be applied and, in many ways, proven to improve learning outcomes is the Problem-Based Learning (PBL) method. This research aims to analyze the effect of the PBL method on the Budgeting course and student learning outcomes (understanding of the Budgeting course). This research was carried out for six months at the Accounting Department of Politeknik Negeri Padang (PNP) and involved 57 students. The research method uses a quasi-experimental design, dividing the class into control (2A) and experimental (2B) classes, comprising 28 and 29 students, respectively. Research data was collected and analyzed using t-tests and questionnaires in the Budget course through 4 cycles (Cycles I, II, III, and IV). The results of the research after application using the PBL method were an increase in student understanding from cycle I with a value of 75.0% to 85.2% in cycles II and III, then in cycle IV, student understanding by 85.0%. Meanwhile, student learning outcomes in cycle I, namely 55% complete, increased significantly successively to 80%, 85%, and 87.5% complete in cycles II, III, and IV. The competency test score in the experimental class (90.17) is higher than that of the control class (69.35). This research concludes that the learning method with the PBL method can improve student understanding and learning outcomes in the Budgeting course for accounting students
Influence of Video Games on Children’s English Language Learning: A Case of Bangladesh
Get PDFPlaying video games has become an integral part of children’s lives now a days. The purpose of this study is to understand and measure the influence of playing video games on children’s English language learning. This exploratory study has been conducted in three steps. In the first step, a quantitative approach has been used, where data have been collected from 180 children by using a survey questionnaire. In the second step, a set of qualitative data have been collected by structured interview from 10 guardians whose children play video games on a regular basis. In the study’s third step, a two-sample t-test has been conducted to compare the English language skills of two groups of children, who played video games, and who did not. This comparison was based on the results of the children’s sudden proficiency test in English. After analyzing all the data, it is found that playing video games increases children’s basic language skills as well as grammar, spelling and vocabulary knowledge. Playing games reduce linguistic fear and enhance confidence. It is found from the statistical analysis (t-test) that the average score of proficiency test for one group, who play video games in regular basis, is higher than the average score of proficiency test of the other group, who do not play video games. So, this result demonstrates that the children who play video games are having better knowledge in English than other children. It implies that video games have a positive effect on children’s English language learning