Classroom Activities Research Articles

Where’s the fun in that? Building an authentic, inclusive, serious-yet-playful learning development framework

At the University of the West of Scotland, one of the ways in which first year students engage in exploring academic, personal, and professional literacies is through an embedded and contextualised credit-bearing module that runs alongside subject specific study. The module offers students opportunities to explore aspects of identity, values, and motivations as part of long, thin, scaffolded engagement running over two terms, and provides a mutable space for student-led discussion on a breadth of aspects of longitudinal transition support, becoming, as well, a space to engage with learning development principles and practices. In so doing, learning experiences within the module are at once guided and exploratory, presenting a risky safe space (Boyd, Wilson and Smith, 2023) for students to use in their transition towards increased autonomy and confidence. This session considered how the flexibility of the learning and teaching spaces created in the module (physical and virtual) allows for both reinforcement of formal structures/ requirements such as assessment processes (the serious part) as well as the freedom to negotiate personalised, aspirational, agentic, experimental learning experiences (more playfully intended). The session shared examples of classroom activities and presented learner feedback. Delegates were invited to share reflection on their own experiences of designing and delivering similar experiences and contribute to a fuller understanding of the value of maintaining balance within the serious-play spectrum.

A Study of Factors That Affect Chinese Tertiary EFL Learners’ Willingness to Communicate in Class

Classroom interaction characterizes communicative language teaching. Effective classroom interaction promotes second language acquisition (SLA) and serves as an important means of using the language especially for students in a foreign language context. Willingness to communicate (WTC) has received constant attention since its application to the SLA field in the 1990s. Students’ WTC ensures the quantity and quality of classroom interaction. By analyzing the data from an end-of-year questionnaire in an ordinary Chinese college English class, the present study aims to examine Chinese non-English major students’ general attitudes towards classroom communication activities and two major categories of factors, namely Teacher Factors and Task Factors, that influence students’ WTC in English classes from students’ perspective. The results show that the factors affecting WTC in college English classrooms are multidimensional, with Teacher’ s Emotions (being patient, encouraging, guiding, positive, happy, lively, passionate, trust), Teacher’ s Professional qualities (content selection, class organization, pronunciation, wait-time) and Task Content (usefulness, degree of difficulty, interest) having relatively greater effects. At the end of the paper, direction for future research is given. Second/foreign language teachers are advised to conduct further classroom research and actively regulate these factors for a more interactive English class and thus improve students’ class participation and learning efficiency.

Comparison of perception indicators of the gaming chatbot with puzzles tasks for teaching programming with perception indicators of other educational tools

Digital Game-Based Learning (DGBL) can be very effective. However, not all digital educational tools are equally effective in different learning situations, for learners of various backgrounds and various disciplines.The aim of the article is to compare the attractiveness, complexity and perceived usefulness of a gaming chatbot with puzzle tasks designed to teach programming with the same indicators of other educational tools.To conduct the study, a gaming chatbot with puzzle tasks, working in individual and team modes, a computer game, as well as a non-gaming chatbot for preparing for seminars and testing were developed and used in the process of teaching programming. The 1st year bachelor’s students of the educational program “Information Security” of the Faculty of Information Technology and Big Data Analysis at the Financial University under the Government of the Russian Federation used these digital educational tools and then evaluated their attractiveness, complexity, and usefulness.Several conclusions were drawn from the study. First, the use of game mechanics and the gaming chatbot with puzzles tasks significantly increases interest in the educational tool, so gaming chatbot has advantages over games and non-gaming chatbots. Second, the attractiveness evaluation of the gaming chatbot exceeded the corresponding evaluation of workshops. Both individual and team modes of gaming chatbot proved to be equally interesting, useful, and challenging for students. Consequently, the gaming chatbot can be used outside the classroom as well as in classroom activities. Third, if different types of gaming chatbot tasks, including those related to writing program code, are incorporated into the gaming chatbot, it will increase the usefulness of the chatbot.The results of the study contribute to the development of digital game-based learning using chatbots, particularly in teaching informatics and programming, and can help to increase the attractiveness of workshops and student engagement in general. The findings may be of practical interest to informatics and programming teachers.

Enhancing Students’ Writing Ability Through Error Analysis Concept: A Classroom Action Research

This research intends to find out if teaching students through the Error Analysis Concept (EAC), which covers omission, addition, mis-formation, and mis-ordering, improves their writing skills in any way. The study was conducted in two cycles using classroom action research as the research design. Planning, carrying out, observing, and reflecting were all included in each cycle. Twenty-six junior high school students in the second grade served as the study's subjects. Observation sheets and test writing were employed as data collection tools. The analysis of student writing improvements involved comparing scores between cycles. The outcome demonstrates that employing EAC improved the writing abilities of the students. This proves by comparing the score starting from pretest (56.56), cycle I (63.02) and Cycle II (68.52). As a result, the pre-research, cycle I, and cycle II mean scores for each type of error are 13.38, 7.54, and 5.50, respectively. It implies that students can reduce the amount of writing errors they make. In other words, that the students' writing skills have improved significantly. Furthermore, the process of teaching and learning is impacted by the application of the EAC. Since students' performance significantly improved and that incorporating the concept of error analysis into classroom activities had numerous advantages.

Pemanfaatan Media Cetak dan Sosial untuk Meningkatkan Literasi dan Numerasi Siswa di Desa Namanjahe

This research aims to improve students' literacy and numeracy skills in Namanjahe Village through the utilization of print and social media. The approach used is participatory action research, where researchers are directly involved in activities to address the educational challenges faced by students. Based on interviews and observations, several issues were identified, such as low literacy rates, limited use of educational technology, and a pragmatic mindset that hinders mathematical thinking. The action plan includes introducing print media and social media in classroom activities, demonstrating how to use blogs, creating engaging learning environments, and participating in religious education activities at TPQ Al-Hidayah. The results of the program show that the use of diverse media can stimulate student interest and help improve their literacy and numeracy skills. However, consistent support and follow-up are still needed to ensure long-term impacts on student learning outcomes.

Воспитательный потенциал театральной деятельности в формировании личности ребенка

The research aims to summarize and systematize information about the educational potential of theatrical activity in shaping the child’s personality. The article highlights the most effective and readily applicable methods of theatrical pedagogy that have a personality-shaping property, as well as techniques that possess educational and developmental functions. Theatrical activity is considered as a tool for the spiritual-moral, social-cultural, and artistic-aesthetic upbringing of the individual. Its advantages compared to traditional forms of educational work are: its spectacle and aesthetic appeal; emotionality and the possibility of experiencing catharsis; the syncretism of educational and developmental components; its interactive nature; and the variety of techniques and technologies used. As a result of the research, it has been revealed that theatrical activity fully meets the age-related needs of children and adolescents, has a high capacity for adaptation, making it possible to use it within classroom and extracurricular activities. The educational potential of theatrical activity is high; it contributes to the full and harmonious formation and development of the child’s personality.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

PlantGIFT: An Effective Teacher Workshop Model for Translating Experimental STEM Research into Hands-on Classroom Activities for Middle and High School Students

PlantGIFT: An Effective Teacher Workshop Model for Translating Experimental STEM Research into Hands-on Classroom Activities for Middle and High School Students

Multimodal Academic Discourse Socialization: Examining Geoscience Students’ Disciplinary Knowledge Construction and Socialization at a Canadian University

Abstract This ethnographic multiple-case study examines how undergraduate students are socialized into the disciplinary norms, values, and practices of a geoscience course at a Canadian university. Transcending logocentric assumptions about academic discourse, this article advances a broader domain of inquiry––multimodal academic discourse socialization––which foregrounds the polysemiotic nature of academic socialization. This approach examines not only linguistic but also a wider range of semiotic resources, including gestural, visual, material, and spatial ones, among others. To understand geoscientists’ disciplinary norms, values, and communicative practices, ethnographic data (classroom observations, semi-structured interviews, course-related artefacts) were thematically analysed. Focal students’ geoscience poster presentation performances were also analysed using multimodal interaction analysis to scrutinize micro-level instantiations of disciplinary practices. Findings highlight how students were socialized into geoscience ‘observations and interpretations’ through a recurrent multimodal classroom activity, which was also reflected in micro-level multimodal practices enacted in students’ geoscience poster presentations. This study emphasizes that multimodal enactments constitute a crucial dimension of disciplinary practices and values connected with learning to think, view, and represent knowledge as geoscientists.

Designing L2 pronunciation instruction activities for primary school learners

Abstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong. Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022), the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers. This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.

SECONDARY SCHOOL PHYSICAL SCIENCE TEACHERS’ BELIEFS ON THE PURPOSES AND GOALS OF SCIENCE TEACHING: THE PRESENCE OF CULTURAL MYTHS

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers’ beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers’ beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers’ implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs. Keywords: constructivist physical science education, purposes and goals of science teaching, teachers' beliefs, cultural myths in physical science education

Effect of Dramatic Storytelling on Emergent Literacy in EFL: Evidence from the UAE Kindergartens

ABSTRACT Adopting a combination of quasi-experiment and formative research design, this study developed, implemented, and evaluated an intervention model that provided the kindergartners with intensive experiences with dramatic storytelling. The samples were 200 children from 10 classes of three kindergartens in Abu Dhabi, the UAE, with 107 in intervention classes, and 93 in control classes. The intervention program covered four English dramatic stories that were taught in 16 sessions in eight weeks. The dramatic storytelling sessions were characteristic of use of print copy of storybook and dramatization. Quantitative data were collected through structured observation of the child’s classroom activities and parent survey on the child’s learning EFL at home. General linear model repeated measures revealed that the main effects of group (intervention and control) and time (pre- and post-intervention) in predicting the mean scores of the composite of classroom activities and the child’s action to learn EFL at home were significant. This study offered a micro-curriculum model of a dramatic storytelling approach to EFL teaching, which may serve as a conceptual framework for developing kindergarten-based EFL curriculum in the UAE and similar contexts.

Teaching quantum mechanics using Ant–Man

Abstract The integration of popular culture, particularly superhero films, into physics education has gained traction as a means to enhance student engagement and comprehension. In this paper, we present a pedagogical approach aimed at introducing quantum mechanics concepts to high school students using the superhero paradigm, focusing on Ant–Man. Our approach addresses the lack of resources utilizing quantum physics in superhero films by outlining a sequence of activities centred around the Uncertainty Principle, position, momentum, superposition of states, and the Planck scale. Through a series of classroom activities, students were encouraged to reflect on quantum mechanical concepts, propose solutions to fictional scenarios inspired by superhero narratives, and apply their understanding to new problem–solving situations. Analysis of student responses indicates that the activities effectively stimulated introductory discussions and curiosity about quantum mechanics, suggesting potential for further exploration and adaptation in physics education.

Enhancing the learning experience by empowering medical students to co-create learning tools and classroom activities.

This study aimed to enhance the learning experience among medical students by empowering them to co-create learning tools and classroom activities. A cross-sectional study was conducted with 10 participants from Year 2 of the new curriculum volunteering to participate in this study. Five were selected based on their diversities and empowered to design learning tools and class activities. Student satisfaction was presented as mean scores. A comparison of self-confidence scores in subjects learned before and after the class was analyzed using the paired t-test. Comparisons of multiple-choice question (MCQ) scores before and after the class between Years 2 (n = 96) and Year 3 of the previous curriculum attending inclass teaching (n = 98) were analyzed using the independent sample t-test. A high level of satisfaction (M=87.5, SD=15.7%) and significant improvements in student self-confidence in subjects learned between before (M=46.4, SD=20.8%) and after (M=82.7, SD=16.9%) the class were noted (t (223) = -23.73, p<.001). Additionally, Year 2 students achieved significantly higher MCQ scores after the class (M=85.6, SD=19.0%) compared with the scores from Year 3 (M=77.3, SD=23.6%) (t (190) = 3.32, p<.001). Empowering medical students to co-create learning tools and class activities could positively enhance their learning experience. The result of this study addressed the importance of student empowerment with well-designed student-centered learning strategies based on their learning environment. Additional qualitative research is required to better understanding the "why" and "how" behind the findings of this study.

INTEGRAÇÃO DE TICS NA SALA DE AULA MELHORES PRÁTICAS E DESAFIOS

The constant changes in the educational landscape reveal a constant challenge in the classroom environment, driving educators to seek help in pedagogical resources that precisely adjust to the complex context of teaching and learning. In this fluid scenario, the use of meticulously planned teaching resources is configured as a crucial link between the educator, knowledge and the student, generating motivational stimuli that can have a significant impact on the effectiveness of the learning process. This study aims, in general, to investigate traditional pedagogical resources with a particular focus on Information and Communication Technologies (ICTs), and has the following specific objectives: to identify activities that act as facilitators in the educational process and to examine the importance of the work of properly trained professionals. The methodology adopted was guided by a qualitative approach, which proposes an analytical investigation, supported by a bibliographic review that explores educational technologies and their relevance to the current context. The results highlight the importance of pedagogical resources, especially ICTs, as a differentiating factor in the teaching process, since they maximize the time spent on classroom activities, thus promoting a richer exchange of experiences and expanding the connection between educator and student with regard to knowledge.

Primary Language Instruction from the Perspective of the Cooperative Principle

Generally speaking, our communication needs to communicate with others in good faith. In the process of communication, it is more important to communicate the minds of the listener and the speaker to achieve the purpose of resonance. In primary language instruction, whether teachers and students can communicate successfully determines whether classroom activities and language knowledge can be carried out smoothly. However, due to the limitations of pupils' knowledge level and the stage of learning English at the beginning, the primary school teachers have brought greater pressure. If teachers can make good use of the cooperative principle of pragmatics, students can understand the content taught by teachers, and teachers' teaching work can be carried out smoothly.

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

“I think they only study seawater”: Oceanography classroom career panel as a tool to promote geoscience career awareness

The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students’ ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students’ critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students’ career awareness.

Group Rapport Building in an Institutionaized Face-To-Face Interaction: a Case Study

When people are engaged in any interaction, they are likely to respond to each other's verbal and nonverbal cues. This responsiveness is a critical factor in the notion of rapport. In this paper, the author argues that the same human dynamics that govern everyday conversations are at play between participants in institutionalized conversations such as classroom discourse. The purpose of this study is to develop critical aspects of "conversational involvement" (Duranti, 1986; Goodwin, 1986; Gumperz, 1982; Tannen, 1985) as rapport-building devices and to provide observable phenomena that characterize rapport with participants' verbal and nonverbal cues in informal and formal conversation. In this study, nine people participated: a Korean professor of an elementary Korean language class at a major US university and eight undergraduate students whose first language is English. Three fifty-minute classroom sessions were videotaped, and segments that illustrated the teacher's and students' behaviors that facilitated rapport were transcribed and qualitatively analyzed. The author recorded the frequency of the teacher's verbal and nonverbal cues that appeared to foster rapport. This study found that the teacher shared small talk in informal before-class conversations by bringing up insignificant details about daily life. The teacher played the role of teacher during class by directing a lesson. However, she continued to utilize various rapport-building devices through selected verbal and nonverbal cues to engage her students in the conversation. In this classroom, as in everyday conversation, the participants demonstrated their desire to listen to, be responsive to, and be influenced by individuals in a certain way. The participants were part and parcel of achieving their goals in the classroom. The participants created a certain alignment to achieve their goals and signal that they were involved in the interaction. Then, the students would be able to learn the target language more through the involvement of the classroom activity, which is one of the outcomes of good rapport.

Ghana Citizenship Education: A Review from the Perspective of National Education Policy and Learning Models

This study aims to find out the perspective of national education policy and learning model of civic education in Ghana. This research uses a qualitative approach with a literature study method. The references in this study are divided into two, first, primary, namely journal articles that have high validity. Second, secondary, namely books and documents as an effort to minimize errors that are conceptual, procedural and praxis. Data analysis is gradual, namely, reduction, data display and verification. Civic education in Ghana begins at the primary level and continues through to tertiary education. The government of Ghana considers civic education an integral part of the national education system and has introduced policies and programs to strengthen civic teaching and learning throughout the education system. At the primary level, civic education is taught through social studies subjects, while at the secondary and tertiary levels it is provided as a separate subject. The Ghanaian government has also developed teaching materials and curricula dedicated to civic education, as well as conducted teacher training in integrating civic teaching into the curriculum and classroom activities. The teaching and learning model of Civic Education in Ghana emphasizes the local peaceful cultural and social context. The aim is to strengthen the values of cultural traditions and local wisdom that exist there.