Classroom Procedures Research Articles

Critical Review of Common Issues in Classroom Procedure of Vietnamese Classroom in The New Era

Critical Review of Common Issues in Classroom Procedure of Vietnamese Classroom in The New Era

AN ANALYSIS OF EFL STUDENTS’ SPEAKING ANXIETY (A CASE STUDY AT PABUARAN 1 JUNIOR HIGH SCHOOL IN BANTEN)

Studies show that speaking anxiety is a common challenge for many students of English as a Foreign Language (EFL). Therefore, this research was conducted to explore levels of speaking anxiety, factors contributing to students' anxiety, and coping strategies. Utilizing a qualitative approach with a case study design focuses on 36 eighth-grade students at SMPN 1 Pabuaran. Instruments include a close-ended questionnaire, semi-structured interview, and observational sheet, complemented by data-collecting techniques such as questionnaires, interviews, observations, and documentation. The finding reveals that 3 participants (8%) indicated high anxiety, 16 participants (45%) indicated moderate anxiety, and 17 participants (47%) indicated low anxiety. Factors contributing to anxiety include personal and interpersonal anxieties, and classroom procedures. Students employ coping strategies such as preparation, relaxation, and positive thinking. It can be inferred that students are experiencing low levels of speaking anxiety, with two main factors including personal and interpersonal anxieties and classroom procedures. The strategies employed can serve as a reference for other students in managing their anxiety and improving their speaking skills.

Impact of teaching quality on student achievement: student evidence

Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students' achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers' quality indicators) and the dependent variable (students' grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students' scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students' scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students' mathematics scores. Accordingly, suggestions are made for further research and practice.

Challenges in Instructional Supervision: A Phenomenological Study of Master Teachers in Cabuyao

This study explored the lived experiences of master teachers in the City Schools Division of Cabuyao, focusing on the challenges they encountered in instructional supervision. The research aimed to identify specific issues faced by master teachers and propose solutions to enhance teacher effectiveness and professional growth. A phenomenological qualitative research approach was employed, utilizing homogenous purposeful sampling. Ten master teachers who supervised schools with low National Achievement Test results in 2021-2022 participated in the study. Data were analyzed using Interpretative Phenomenological Analysis, generating key themes from the participants' experiences. The analysis revealed three major themes: Time Management and Issues with Lesson Exemplars, Incorrect Classroom Management Practices and Pedagogical Approaches, Addressing Negative Feedback from Teachers, and Lack of Awareness of New Strategies. These themes highlighted challenges such as time management, classroom procedures, pedagogical approaches, and managing teachers’ reactions to feedback. The study suggested that school heads and master teachers should focus on enhancing teacher effectiveness, fostering professional growth, and addressing strengths and shortcomings identified during supervision. Emphasis was placed on developing teaching skills through self-awareness and positive behavior reinforcement. The importance of fostering reflection and generating improvement ideas without judgment was also highlighted. Based on the findings, a program for master teachers and teachers was proposed to address the critical needs of effective supervision in educational settings, aiming to support consistent improvements and a more effective teaching approach.

REPRESENTATIONS OF VIETNAMESE ETHNIC MINORITIES IN NEW HIGH SCHOOL ENGLISH TEXTBOOKS

In Vietnamese boarding schools for ethnic minority students, learners use national textbooks, primarily designed to serve the major group - Kinh students. Therefore, representations of Vietnamese people and culture in these textbooks may mainly focus on this group, and consequently lead to unfamiliarity and loss of interest among students (Cunningsworth, 1995). In international contexts, representations of ethnic groups in English textbooks have been found problematic (Bassani, 2015; Kim & Ma, 2018; Yamada, 2006, 2010). In Vietnam, this issue has not received sufficient interest except for only one study into this type of representations by Dinh (2014), who reveals that the Vietnamese culture in old high school English textbooks was mainly of Kinh people. To address this research gap, this study was conducted to investigate the representations in new high school English textbooks and the accompanying teachers’ books. Employing qualitative approach and quantitative approach, with the underlying procedures adapted from the study by Weninger and Kiss (2013), the researchers identified certain problems. Some noteworthy findings are the underrepresentation compared to Vietnamese people and culture, the absence of some groups, and the limited range of contextual topics. From the results, it is recommended that teachers make modifications to classroom procedures and materials, and textbooks designers incorporate ethnic minorities with more diverse topics.

EFL Student Teachers’ Beliefs about Language Teaching Approaches and Instructional Practices

The crucial role of beliefs in shaping language teachers’ performance has been well-documented. By contrast, research focusing on EFL student teachers’ beliefs about language teaching approaches is still sparse, especially their manifestation in instructional practices. This study aimed to investigate the beliefs of English student teachers in Ukraine regarding language teaching approaches and document any similarities and differences with their actual performance. The data were collected through a researcher-designed questionnaire, reflective journals, and lesson observations, which allowed for a comparison between the student teachers' stated beliefs and their observed practices. The findings revealed that the participants identified with recent methodological thinking, endorsing the principles of communicative language teaching. The questionnaire data indicated a statistically significant difference in the beliefs of student teachers, suggesting a preference for contemporary language teaching approaches over traditional, with a medium effect size. Nevertheless, while the respondents expressed a preference for meaning-focused over form-focused instruction, they experienced difficulties in interpreting how these are implemented in practice. Specifically, they professed advocacy for classroom procedures and techniques associated with both contemporary and traditional language teaching and used them non-discriminately during lesson observation. In this respect, their beliefs and teaching practices align. Additionally, the participants demonstrated conversance with and reported implementing a repertoire of contemporary approaches and methods. However, the observation of their instructional practices did not consistently demonstrate strict adherence to communicative language teaching, as features of traditional teaching methods were visible. Therefore, the results suggest a partial alignment between the student teachers’ beliefs and their actual performance. Overall, by opening a window into student teachers’ mental lives, these findings highlight the likely trajectory of their professional development and the support required by them to bridge the gap between their beliefs and classroom practices.

Gender tengligini ta'minlashda pedagoglarning roli

Teaching is a career in the modern era where teachers operate in social settings in addition to academic ones. We have included lessons on gender issues in our curriculum. Therefore, a teacher needs to have solid understanding of gender issues. A teacher is a force for change; they uphold gender equality in the classroom and, by influencing the next generation of thinkers, eradicate stereotypes from society. Based on instructional materials, a teacher develops techniques to build a gender-friendly attitude. Gender constructivist educators embrace innovative approaches, scrutinize classroom procedures, and cultivate a shift in perspective to establish a school environment that affords equal treatment to males and girls. Education institutions must provide a program where teachers receive training on gender issues and are made aware of the concerns in order to empower students to challenge societal gender stereotypes and biases. This will help students develop good attitudes toward gender issues. Encouraging gender equality in our society is a well-organized program on gender issues. Thus, the knowledgeable instructor needs to promote and draw attention to a culture that is gender-friendly.

Adopting Project Based Learning in Translation Class to Facilitate Translator Emergent Competences

Background: 
 The teaching of language-related skills in universities and colleges needs to equip students with relevant skills suitable for work after graduation. One way of building students’ skills to meet the related industry’s demands is by adopting project based learning (PBL) in teaching. There have been several studies on the topic of PBL in translation courses, but none of them have provided a step-by-step classroom procedure.
 Methodology: 
 The study was a case study to describe the model of project-based learning adopted in the English Department of one Polytechnic in Java island, Indonesia. The object of the study was the Localization and Transcreation class. The data sources included the teacher and 24 sixth-semester students taking the class. Questionnaires and interview were used for the data collection. The questionnaires were used to know the students’ perceived competences. The interview was used to get more information on how the PBL was conducted and students’ further opinion about it. Before a class was started, the students were asked to fill in the provided questionnaire on the status of their competence at the time. Then, the PBL was employed to teach the class. After the PBL was done, the students were asked to fill in the same questionnaire to report their competences at the time. The researcher analyzed the results. Finally, an interview was conducted with the teacher and three students who answered the questionnaire most comprehensively.
 Findings: 
 The findings of this study show that PBL could be employed to teach translation in vocational higher education and the students saw PBL positively. Based on the students’ opinion, this research found that PBL in the translation class helped students develop their translation skills, teamwork skills, workplace skills, communication skills, and self-confidence.
 Conclusion: 
 In conclusion, PBL employed in the translation class has shown its effectiveness in improving students’ translation and other competences.
 Originality: 
 The Ministry of National Education of the Republic of Indonesia has promoted project-based learning. To date, no clear model has been developed for the teaching of translation in Indonesian universities. This article describes project-based learning developed and practiced in a Polytechnic and how students react and the improvement of their competences or skills.

Classroom Procedures Contribute To The Activation Of Teaching Methods

Classroom Procedures Contribute To The Activation Of Teaching Methods

WORKLOAD OF ELEMENTARY TEACHERS: A MEDIATING EFFECT IN EMOTIONAL INTELLIGENCE AND WORK PERFORMANCE AS BASIS FOR STRESS MANAGEMENT PROGRAM

In order to build a stress management program, this study aims to determine the workload of elementary teachers as a mediating effect on emotional intelligence and work performance. Descriptive-correlational research is used in this studys quantitative methodology to examine the relationship between the variables being studied. The investigations focus on the connections between teachers workloads, emotional intelligence, and work performance made this methodology appropriate. During the academic year 2021–2022, the respondents worked as public elementary school teachers at Bagong Silang Elementary School, Estrella Elementary School, and Langgam Elementary School, all located in the City of San Pedro Area 5. Results indicate that the workload level of teachers is interpreted as moderately high to very high in terms of ancillary functions, classroom procedures, professional growth, counselling and mentoring, coordination activities, and community social services. It may imply that some teachers are overworked and given excessive workloads, whereas other educators may not feel this way and be able to effectively manage their workload. When it comes to self-awareness, self-management, social awareness, and relationship management, the teacher has very high emotional intelligence. It suggests that they foster resiliency, is emotionally intelligent, and balance their personal and professional lives. Then, it appears that teacher work performance is very satisfactory in terms of individual performance commitment and review form rating. The following conclusion was reached in light of the aforementioned findings. A teachers emotional intelligence and workload in various areas are significantly correlated. According to the findings, there is a link between a teachers emotional intelligence and workload related to things like classroom procedures, professional development, counselling and mentoring, and coordination tasks. Therefore, as the amount of work in these areas increases, a teacher might become more emotionally intelligent. Its crucial to remember that the correlation shown in this table does not necessarily imply causation and that other factors may have an impact on a teachers emotional intelligence. However, these results offer crucial insight into how workload and emotional intelligence relate to the teaching profession. School administrators and heads should monitor all teachers to ensure workloads are sufficient, balance and divide workloads, provide support and programs for professional development, be resilient and emotionally intelligent, screen applicants, assign roles and responsibilities consistent with the course, and focus research on teachers ancillary functions.

Integrating pragmatic competence to english language classes

In the pedagogy of language education, the importance of teaching English pragmatic competence has received considerable attention lately. As an attempt to contribute to the literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Uzbek EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classroom procedures and practices. In order to achieve the study objectives, a mixed pragmatic competence and other types of competence.

The Role of Games in Enhancing EFL Students' Vocabulary Acquisition Wagdi Rashad Ali Bin-Hady

The aim of this paper review is to explore the advantages of (digital) games for developing EFL students' vocabulary acquisition. Moreover, this review discusses some of the most widely games used to enhance students' vocabulary acquisition and introduces them to EFL instructors so they can be widely used in their classroom teaching practices. The present review also explores the essential classroom procedures needed for incorporating games in the classroom teaching. It is found that games make lessons' enjoyable to students, minimize students' anxiety, help students recall vocabulary easily and naturally, and bring context to the classroom. The review also revealed that games such as The Sims, and Semantic Boggle are amongst the most widely used games for vocabulary retention. Teachers are advised to use the suitable vocabulary games for teaching vocabulary and link the games with the course content. The present paper review recommends the inclusion of games in English curriculum and classroom teachings.

Highschool Student Engagement in Active Learning Classrooms

This descriptive analytical on-going study examines the engagement of the Indonesian high school students as they participated in the classroom activity, particularly in whole class discussion settings. The engagement is investigated in three measures, the word count, unprovoked student talk and turn count. While the focus is on student talk, teacher talk will also be measured with the purpose of examining the interaction and to serve as a comparison to the measures of the student talk. The participants will be 380 students of grade 10-12 who enrolled in a private High School. Data was extracted from the recording of 30 meeting sessions. The engagement was ascertained based on an analysis of transcripts from the classroom observation. And from these transcripts, the three the measures of engagement, word count, unprovoked student talk and turn count were counted. The findings of this study were the ratio of 5:1 classroom talk where the teacher dominated the classroom talk, and the low engagement in terms of unprovoked student talk and turn count in the whole class lecture and discussion settings. Recommendation on classroom procedure was provided.

An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level

Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by three researchers. The results showed that instructional or content question types were much more commonplace than regulative questions (related to classroom procedures). Confirmation check, display and referential questions, which belong in the instructional category, were not posed to fulfil their intended pedagogic goals, a limitation accentuated by students’ trend to provide short responses. These results reveal the need to design teacher training courses aimed at developing teachers’ interactional abilities. Since questioning practices varied considerably between lecturers, customized training sessions should also be considered.

Undergraduate students' perceived success factors on learning: An online flipped classroom for designing pervasive games

This study aims to identify undergraduate students' perceived success factors in designing a pervasive game using an online flipped classroom approach. Since the context coexisting with the Covid-19 epidemic, online teaching has become the new norm. Implementing the flipped classroom approach to online teaching is quite different from traditional teaching. Furthermore, teaching pervasive game design online with a flipped classroom procedure is undoubtedly a great challenge. After successfully applying the online flipped classroom approach to design pervasive games, a series of one-on-one interviews were conducted with 34 students, in which the data were analyzed using grounded theory. Through the analysis process of open coding, axial coding, and selective coding, six influential factors were found to determine the success of online flipped classrooms for pervasive game design, i.e., professional guidance, a clear mission, autonomic learning, mutual communication, team cooperation, and instrument strategy. These factors influence and link to each other, in which each factor plays a vital role in pre-class, in-class, and after-class learning. These six factors were integrated to form a preferred learning model advocated in this study, which can be referred to by other teaching and learning contexts similar to the flipped classroom for pervasive game design.

Insights into listening strategy use in ESL classes: An exploratory study

This quantitative investigation of listening strategies includes 56 non-English majors from a public institution in Vietnam. The research instrument was a modified version of the Listening Strategy Questionnaire developed by Dang, T. H. et al. (2021), which was based on the frameworks of Oxford (1990) and O'Maley and Chamot (1990). The research question was addressed using descriptive statistics such as mean score and standard deviation and a one-sample T-test. Findings indicate that students employed high frequency listening strategies, particularly using socio-effective strategies, more frequently than cognitive and metacognitive ones. Individual strategies for reducing fear, predicting, acquiring resources, practicing repeatedly, and collaborating with others were the most prevalent. This research provides teachers and students with insight into effective listening strategies and classroom procedures. Educators may better understand strategies for boosting the efficiency of their listening comprehension efforts and using the knowledge they currently possess to address listening-related issues.

Speaking Anxiety of Students of Parit Baru English Village

This Research aims to find out the kinds and sources of speaking anxiety of the Students of English Parit Baru Village, Sungai Raya Regency in the academic year of 2021. This research used the descriptive qualitative method. Ten students from different grades of primary school around Parit Baru village were involved in this research. This research used a semi-structured interview and field note as the tool of collection data. data collection used an observation about students’ behavior during class that direct students to become Anxiety. The result showed that the kinds of speaking anxiety of English Parit Baru Village students were trait anxiety, where several students keep silent when the tutor ask them, students incapable to express their feelings, ideas, and thought; situation-specific anxiety when the tutor ask students to speak they sometimes can do it, in other condition or topics they also incapable to speak; state anxiety, when students ask by their tutor to speak suddenly, they cannot control their nervousness. Furthermore, the sources of speaking anxiety from personal anxiety can be overcome by actively of students during learning; interpersonal anxiety students need any motivation to learn speaking skills; teacher belief about language learning can be manifest by a good impression of teacher during teaching. For classroom procedure, the class needs to be relaxed; language testing derived from fear, shame, and doubt of the students.

Optimizing Classroom Youtube Channel As A Learning Platform To Encourage Students Speaking Practice

YouTube as has become undeniable learning sources for students and teachers. It provides them with abundant videos that can support online and offline learning process. Besides exposing to audio visual media, YouTube enable students to display their speaking videos and get respond from teachers and friends. The respond can be in the form of giving a thumb or positive comment to their speaking performance. This can boost students motivation and confident in creating videos and encourage them to practice speaking. Therefore, this study proposes the idea of utilizing Classroom YouTube channel to encourage students’ speaking practice by allowing them to upload their videos, watching their friends’ speaking performance, collaborate, and learn to have online interaction and appreciation to their friends’ speaking performance. Further, it shows the steps of activating classroom YouTube channel to be an interactive learning platform and the procedures in an online classroom based on its theoretical perspectives

Major English Students' Perceptions on English Language Learning at University Level

English occupies an outstanding position both in academic and non- academic sectors of Nepal. Therefore, it is taught both as a compulsory and major subject from the basic to advanced level in the Nepalese academic institutions. Thus, this study finds out the attitudes of the students studying bachelor first year in a constituent campus, under Tribhuvan University, Nepal. To address this objective, this study has adopted the phenomenological design under the qualitative research approach. The required information was collected from six students studying major English under the faculty of education, Tribhuvan University, Nepal. The purposively selected informants were interviewed and three classes were observed to obtain information. The data were processed, analyzed, interpreted and presented in three distinct themes as reasons for studying the English language, instructional procedure and course contents and classroom environment and learning aids. The results explicated that the major English students in the faculty of education have positive attitudes and motivation to English language learning. They are satisfied with the English teachers' instructional approaches and classroom procedures. Yet, they recommend bringing improvements in syllabus designing, content arrangements, classroom environment and individualized instruction in the classroom.

The Effectiveness of Cooperative Group Learning in an English Language Classroom at a Private College in Kuala Lumpur

The focus of this research is to study cooperative group learning as one of the types of grouping procedures in the language proficiency classroom. It will investigate the possible learning outcomes of cooperative groups including students’ academic achievements in their test scores in an English language classroom context. Besides that, this research will study the cooperative group learning attitudes and interest at the individual and group level. There are three learning strategies that are commonly used in a classroom. They are competitive, individualistic, and cooperative models of structuring students’ interaction in the classroom. In a competitive model, students will work against each other. While, in an individualistic model, students work alone with limited interaction in achieving their individual goals. However, in a cooperative model, students would work together to achieve common goals. A cooperative learning model refers to the use of a classroom technique in which students work on learning activities in small groups and receive feedbacks or recognition based on their performance. The task structure is the mix of activities that make up the learning effective Cooperative learning theory is applicable when students work together in a small group to ensure everyone can participate on a collective task that has been clearly assigned. The five essential components of cooperative learning are positive interdependence, face to face interaction, individual accountability, interpersonal and small-group skills, and group processing. This small-scale study will mainly look at four research questions to analyse the outcome of the cooperative group learning to help teachers and learners of ESL to have an effective lesson in the ESL classroom.