Integrating drama into education: theoretical foundations and contemporary challenges

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. 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Students must have communication skills to communicate their ideas and thoughts. The communication skill of students plays a role in physics learning because it can change the learning situation in a better direction. In addition to communication skills, collaboration skills must also be owned by the students in the learning of physics, one of which is used to conduct observations in groups. The purpose of this research is to know the relationship between communication skills and students’ collaboration skills, especially in physics. This research is experimental and the sample was taken by purposive sampling technique. In the results, there is a very high relationship between communication skills and students’ collaboration. The score students’ communication skills was 0.876, indicating that there was a direct relationship between students’ communication and collaboration skills, where students’ communication skills increase with the increasing of collaboration skill. Additionally, learning used of video tracker software created new knowledge and skills.

This article explains how students' communication skills can be enhanced by using the jigsaw-style cooperative learning model with air pollution material and atmosphere content. The jigsaw-style cooperative learning model involves students working in small groups to achieve learning objectives. The purpose of this study was to enhance students' communication abilities in comprehending and conveying information about air pollution and atmosphere. Classroom action research (CAR), which is conducted over two learning cycles, is the research methodology employed. Students teaching environmental chemistry courses in their sixth semester made up the study's sample. The data analysis used was the non-parametric paired sample wilcoxon signed-rank test with the SPSS application and the effect size test with microsoft excel application. The research findings showed that there was a significant difference in the use of the jigsaw cooperative learning model to improve students' communication skills. The effect size of the increase was in the moderate category on the indicator of listening to information with a value of r = 0.39, communicating ideas clearly with a value of r = 0.63, and the interlocutor who understood the message with a value of r = 0.61. As a result, students' comprehension and communication skills regarding the air pollution and atmosphere increased with the development of a learning model that emphasizes cooperation and communication within the framework of environmental learning is significantly aided by this study.

This study aims to explore the effectiveness of innovative technology-based learning in improving students' communication skills in English learning at SMA Tribhakti Tanggulangin. The background of this study is based on the low level of student engagement and communication skills in conventional learning. The innovative learning implemented integrates technology such as learning applications, interactive videos, and online discussion platforms to create a dynamic and collaborative learning environment. The research method uses a descriptive quantitative design with a quasi-experimental approach, involving 60 grade XI students who are divided into experimental and control groups. The results showed that the experimental group that participated in technology-based learning experienced significant improvements in speaking and listening skills, compared to the control group that used traditional methods. In addition, students in the experimental group reported higher levels of engagement, felt more confident in communicating, and were more motivated in learning English. This study also identified that obstacles such as internet access and devices were still obstacles, although the benefits of using technology were much more dominant. The conclusion of this study confirms that English learning that combines innovative and technological approaches can have a positive impact on improving students' communication skills significantly and enjoyably.

Background. Vocabulary limitations were identified as a major barrier to students' communication skills and language learning.Purpose. To improve students' vocabulary mastery at Adameesuksavittaya School, Krabi, Thailand, with a focus on Arabic language mastery. Vocabulary limitations were identified as a major barrier to students' communication skills and language learning. Method. With a qualitative case study approach, vocabulary cards were applied as a supplementary learning method. Data were collected through direct observation, interviews, and questionnaires to assess the effectiveness of this method.Results. The results showed significant improvements in vocabulary mastery, student engagement in learning, and students' confidence in using Arabic. Vocabulary cards were not only effective in classroom learning but also supported language use in daily interactions. Teachers and students gave positive responses, with this method creating a more interesting and interactive learning atmosphere.Conclusion. This study concludes that vocabulary cards are an effective tool to improve students' vocabulary mastery and communication skills, and recommends its use in other educational settings. Further research is recommended to explore the application of this method in various educational contexts.

Creativity and communication are skills that need to be emphasized and taught to students to prepare them to face global challenges in the 21st century. The purpose of this study is to determine the achievement of students' creativity and communication skills in implementing physics learning at school and to test the instrument using the Rasch model analysis. This research is a survey research with the cross-sectional method. This study involved 46 respondents at SMAN 1 Lembah Melintang. The instrument used was a questionnaire with a total of 11 items. Based on data analysis, it was found that the level of students' creativity skills in learning physics was still low compared to students' communication skills. The results of the validity of the instrument using Rasch analysis showed that the value of raw variance data in the dimensionality table was 58.9% with a good category, so it can be concluded that the instrument in this study can be used to identify students' creativity and communication skills.

Computer literacy is a significant component of language teachers’ computer-assisted language learning (call) knowledge. Despite its importance, limited research has been undertaken to analyze factors which might influence language teachers’ computer literacy levels. This qualitative study explored the perspectives of 39 Iranian efl teacher trainers on possible challenges to EFL teachers’ computer literacy development. The findings suggest that the teacher trainers considered the role of computer literacy as important in efl teachers’ professions. The teacher trainers reported a couple of challenges to EFL teachers’ development of computer literacy as well as measures to eliminate the effects of these challenges. In addition, the trainers did not have sufficient computer knowledge to prepare efl teachers for teaching in call courses. The findings further indicated that the participants perceived that EFL teachers need to be trained for developing their computer literacy. However, the trainers did not have consensus on including computer literacy training for teachers in mainstream teacher training programs. Finally, computer skills related to using the Internet and language teaching software tools were regarded as necessary for EFL teachers to acquire. The study would have implications for the improvement of mainstream teacher training programs in Iran and other countries.

Critical thinking is one of the most demanded skills for educational goals, job security, and problem solving in the lifelong process of 21st - century learners. Thus, various specialised courses in education have adopted approaches that integrate critical thinking throughout the curriculum. From the perspective of English language teaching, teachers, researchers, and syllabus writers are committed to the development of learners’ language acquisition through critical thinking as a language pedagogical approach. Empirical studies have frequently demonstrated a high positive correlation between leaners’ critical thinking skills and their language proficiency gains. However, in the Asian EFL context of higher education, the practice of critical thinking skills in language classrooms is not yet well supported widely. In order to clarify the essential place of critical thinking in EFL education, through the insightful discussion on the relevant literature background, this critical review of the literature suggests ways to improve English language teaching that incorporate critical thinking in three major areas: (1) language teaching instructional strategies that incorporate critical thinking, (2) language teaching materials that incorporate critical thinking, and (3) pedagogical content knowledge about critical thinking skills for language teachers. Therefore, this study aims to raise awareness among teachers, researchers, educational scholars, and regional and national authorities in the Asian EFL higher education context about the representation of critical thinking in language programs and teacher training in the roadmap for future English language education.

Collaboration and communication are two types of 21st-century skills that are very important for students to have. By having good communication and collaboration skills, students can build a wider network in the future, which is useful to support their lives. Students' communication and collaboration skills can be known through various activities, one of which is the involvement of students in project-based learning. The purpose of this study is to determine the effect of a modified project-based learning model on students' collaboration and communication skills. The project-based learning that we did focused on the project of making a smart solar system. This research is a type of development research, with a mixed method research method. We developed a modified project-based learning model. The data collection process was carried out by conducting in-depth interviews, and in-depth observations, supported by literature studies. In addition, we also used a measurement questionnaire to provide a numerical assessment of students' collaboration and communication skills. Based on the research conducted, we found that the modified project-based learning model can be used to determine the extent of students' communication and collaboration skills. Where the measurement results show good criteria in some indicators and sufficient on several other indicators.

Design and Validation of Patient-Centered Communication Tools (PaCT) to Measure Students’ Communication Skills

Background. To maximize both, a learning model is needed that can combine them, such as the Jigsaw learning model. Aims. The objectives of this research are to: (1) identify the application of Jigsaw learning model assisted by e-Leaflet to communication skills; (2) analyze the differences in communication skills in students who use e-leaflet assisted learning model and those who use Leaflet assisted learning model; (3) analyze student responses during the implementation of Jigsaw learning model assisted by e-Leaflet. Methods. This study used a quasi-experimental method with a Nonrandomized Control Group Pretest-Posttest Design involving two classes at SMAN 1 Dukupuntang. The sample was selected through purposive sampling. Data collection was done through observation, e-Leaflet product assessment, communication skills test, questionnaire, and interview. Result. The results showed that: (1) the activity of students in the experimental class was excellent, and their communication skills were higher than those in the control class; (2) based on the analysis of test scores, there was a significant difference in students' communication skills; and (3) students' responses to the Jigsaw learning model assisted by e-Leaflet were high in terms of the effectiveness of e-Leaflet, involvement in the Jigsaw model and communication skills. Conclusion. This study confirms that the Jigsaw learning model, assisted by e-Leaflet, can improve students' activity and communication skills, although its application still presents obstacles. Implementation. The application of the Jigsaw model requires more attention to student characteristics and the provision of adequate facilities and technology to ensure the learning process runs optimally

This book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students' acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about. Values in English Language Teaching explores the complex and often contradictory moral landscape of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with dilemmas and making difficult decisions in situations often riven with conflict. It examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values are played out in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationship(s) between teacher identity and values; the meaning of professionalism and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching. All the examples are taken from real-life teaching situations--the complexity and messiness of these situations is always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States. This book will change the way teachers see language classrooms--their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators.

This research aims to describe the application of the Learning Management System (LMS), Google Meet, and PhET interactive simulations as an effort to develop student creativity and communication skills in Waves and Optics lectures. This research, which uses a one shot case study design, was carried out in the 2023 academic year (odd semester) at the Physics Education Study Program, FKIP, University of Mataram. The research subjects included all University of Jambi students who took Waves and Optics courses with code 133414. These students took part in the Independent Campus program, namely the Independent Student Exchange (ISE), with a total of 20 people. The instrument for creativity uses a product assessment sheet uploaded to the LMS, namely SPADA Unram, while the instrument for communication skills uses an observation sheet during product presentations via Google Meet. The product in question is a paper that discusses a particular topic accompanied by data from PhET interactive simulations. The assessment score for each indicator for both creativity and communication skills uses a scale of 4. The scores for creativity and communication skills are expressed in percentage form. The research results show that the average score for student creativity is 83.0 (B+ criteria), while student communication skills are 86.8 (A criteria). The lowest score in the creativity aspect is 75 (B criteria) with the highest score being 90 (A criteria). The lowest score in the communication skills aspect is 80 (B+ criteria) with the highest score being 90 (A criteria). Thus, implementing LMS, Google Meet, and PhET interactive simulations can be an alternative in developing creativity and communication skills. Optimizing learning media needs to be done to produce better creativity and communication skills

Aim: The current research was to develop a structural model of the relationship between the tendency to abuse drugs and the patterns of parent-child interaction with the mediation of students' communication skills. Method: The research method was structural equations. The statistical population included all students of Tehran universities. Among them, 600 people were selected by multi-stage random sampling method. The measuring tools of the research included Bagheri and Ghafari's Parent-Child Relationship Model Questionnaire (2012), Zargar Addiction Readiness Scale (2004) and Queendom's Communication Skills (2004). In addition to statistical description, statistical data were analyzed with the help of correlation matrix and PLS structural modeling. Result: The results showed that the endogenous variables of addiction readiness and communication skills have a strong predictive ability of the model and the model has a good fit. The control-orientation of the father has an effect on the communication skills of the studied students. But its effect on substance abuse tendency is rejected. Mother's emotional security is effective on students' addiction readiness (β=0.89, P<0.001) and communication skill is negatively and inversely effective on students' addiction readiness (β=-0.32, P<0.001). Conclusion: t Therefore, it can be concluded that the structural model of the relationship between abuse tendency and parent-child relationship patterns with the mediation of communication skills has a favorable fit.

This study aimed to overview learning strategies to create learning innovation that can improve students' high-order thinking and communication skills in science learning. This research was classified as a systematic review. The data used in this study was secondary. This study's 15 secondary data sources consist of books, proceedings, and scientific articles in reputable journals. The data analysis using Miles & Huberman analysis technique. Data analysis includes data reduction, data presentation, and conclusion. The result of this study is that problem-based learning and inquiry-based instruction is learning strategies that can improve students' high-order thinking skills. The learning strategy that can improve students' communication skills is problem-based learning. High-order thinking skills and communication skills can influence each other. It was hoped that with this research, innovative learning centered on learning models and learning media could be developed so that students have high-order thinking and communication skills with good categories in future education.