Classroom Techniques Research Articles

Motivational Strategies in ESL Classroom: Malaysian ESL Teachers' Beliefs and Practices

Motivational strategies are widely known as a practical method that is very much needed, especially in motivating students, to learn the second language. Therefore, this study is conducted to investigate further the ESL novice teachers' beliefs and practices on the motivational strategies used in the ESL classroom. The research was done among 40 ESL novice language teachers by distributing questionnaires that consist of closed-ended questions. The quantitative data was then analyzed using SPSS software to obtain descriptive statistics. This study's findings revealed the teachers' beliefs on the importance of the selected motivational strategies and how frequent they practice and implement the strategies in the ESL classroom. Therefore, it is hoped that this research would provide more insights for language teachers on the use of motivational techniques in the L2 classroom.

The impact of utilizing the flipped classroom technique to teach students football skills including stopping and rolling the ball

The best types of learning are those that generate interaction in the educational environment and stimulate interest in knowledge. This makes the educational process more enjoyable and dynamic, filled with projects and readings in a learner-centred approach rather than a teacher-centred one. One of the most prominent indicators of this in educational systems is the emergence of the term e-learning, which relies on providing educational materials to students via mobile phones, computers, or social media. There are many e-learning methods that depend on the use of modern technologies, such as the flipped classroom approach. This approach aims to use e-learning effectively in learning, applying it with a new vision at home and in school lessons. Particularly when it is well designed by engaging the learner in the learning process and involving them in a positive, productive manner, encouraging them to understand the content and providing them with practical experience in self-learning outside the lesson's scope. From this, the researcher observed a lack of utilisation of educational curricula among students, in addition to the need to introduce curricula and strategies to achieve better results. He must see the researcher go through this experience by introducing the inverted class strategy in learning the extinguishing and rolling skills of football on a sample of students (the first stage) at the Faculty of Physical Education at the University of Babylon and using the process of the trial with the unintentional and the experimental with the two tribal and post.

The learning effects of flipped classroom on nursing student’s vital signs knowledge, skill, and satisfaction: Post-test only control group study

The Traditional lectures optimize the passive learning, where students attend passively, however, lacking a deep understanding of the lecture material. Consequently, an innovative teaching approach is necessary to develop student engagement, active learning, and critical thinking skills. The aim of the study is to evaluate the effect of flipped classroom on knowledge, skill, and satisfaction about vital signs nursing procedure. A post-test only control group design study was carried out in College of Nursing, Muhayil. King Khalid University, Kingdom of Saudi Arabia, during May 2024. The study population consisted of 63 second year Baccalaureate nursing students. A Simple random sampling technique was adopted to recruit samples in an experimental and control group. An Experimental group received flipped class model teaching and the control group received traditional method of teaching about vital signs nursing procedure. Knowledge was assessed using self-reported questionnaire, and skill by checklist also Satisfaction about the teaching method was assessed using 5-point likert scale. It is shown that there is a significant difference in the scores for skill (M=9.87, SD=.42), Knowledge (M=7.68, SD=2.24) and satisfaction (M=43.07, SD=5.65) among traditional and Flipped class students. This study suggests that the teachers can be implement flipped classroom technique along with the traditional method of teaching.

Crafting Language for Culinary Excellence: Customizing ESP Content to Align with Student and Industry Needs

The alignment of English for Specific Purposes (ESP) materials with the needs of students and the culinary industry is crucial for preparing graduates to excel in the competitive fields of tourism and hospitality. In particular, essential English language skills such as culinary terminology, effective communication in professional kitchen environments, and writing recipes or menus in English should be addressed more in existing curricula. This study aimed to assess the relevance and practicality of current ESP materials within the context of culinary education at an Indonesian university. Using a qualitative descriptive approach, the research involved 40 second-semester students who had completed a course in Professional English, along with 11 waitstaff from hotels and restaurants in West and North Sumatra. The findings revealed significant gaps in the current materials, particularly in areas critical for international customer service and multicultural teamwork, such as food presentation, customer interaction, and sanitation practices. The study concludes that English learning materials must be tailored to meet the general needs of English learners and the specialized demands of the culinary industry. Incorporating relevant terminology, practical communication skills and industry-specific content is essential for better preparing students for professional roles in catering and hospitality. The research suggests that focused classroom techniques on communication and specialized vocabulary can guide educators in developing more effective ESP materials for the culinary field.

Competitive Team-Based Learning (CTBL): A Revolutionary Approach to Contemporary Language Teaching/Education

This article dissects part of the socio-educational/political background to my innovative approach to Language Teaching/Education namely Competitive Team-Based Learning (CTBL), which he formulated based on his seminal edu-political theories. (See, 2023) It then clarifies certain misgivings regarding integrating the element of competition within cooperative learning settings to pave the way to a to-the-point introduction to CTBL. The article also discusses – at length – distinguishing features and characteristics of CTBL with reference to the present methods and approaches like Communicative Language Teaching (CLT) and particularly Cooperative Learning (CL) methods. It also throws light on the mechanisms underlying the implementation of CTBL in real classroom situations and illustrates presentations and classroom techniques in classes where this approach may be applied by teachers. Moreover, the article highlights the kind of design, objectives, evaluation system, syllabi, materials, tasks, and activities emphasized by CTBL. Importantly, the significance of motivation in CTBL settings has been thrown into sharp relief. Finally, the article gives a glimpse of the importance of CTBL for today (language) classes in our complicated competitive world context, and elaborates the howabouts of its contribution to significant changes in our societies, for peace making and compassionate civilizations building. CTBL makes it possible via bringing that sort of changes in our students’ minds first.

Perceptions of Higher Education Teachers Concerning Experiential Learning: An Exploratory Inquiry

Experiential learning leads to intense and profound learning by involving students in any task. Employers prefer graduates who have learnt through various forms of experiential learning. However, in current academic scenario in higher education, experiential learning in higher education institutions is still restricted.Therefore,the major aim of the current work was to explore insights of university teachers regarding experiential learning in terms of their awareness of experiential learning, classroom practices and challenges to implement in classroom This study polled teachers across the general public sector universities of Punjab, Pakistan via thirteen questions based survey involving 208 teachers. The study concluded that collaborative learning is widely used strategy in the classroom as compared to other approaches of experiential learning. Classroom structure, such as overcrowded class, inadequate time, challenge to complete the syllabus, and teachers’ own reluctant attitude, were found to be the most significant barriers to utilize experiential techniques in classroom. Therefore, the study recommends to divide a large number of students in groups for better implementation of various form of experiential learning like project-based learning. Science departments be provided sufficient funding to involve students in project-based learning. Students be provided hands-on experiences in classroom and labs.

Classroom Techniques for Soft Skills Development of International Business Students

Classroom Techniques for Soft Skills Development of International Business Students

The Use of Story-Telling Techniques in Classroom: An Empirical Study at Thai Nguyen University

This study investigates the perceptions and experiences of English language teachers and students regarding the use of storytelling techniques in language education. Quantitative data were collected through surveys from 187 students to assess their beliefs regarding the effectiveness of storytelling in enhancing language areas and motivation. Additionally, qualitative interviews were conducted with 12 English language teachers to explore their perspectives on the challenges and benefits of incorporating storytelling into language instruction. Quantitative findings reveal that students generally perceive storytelling as highly effective in enhancing vocabulary acquisition and communicative skills, with varying opinions regarding its impact on grammar enhancement and motivation. English language students tend to exhibit higher levels of motivation and engagement compared to Chinese language students and bi-language students. Qualitative interviews highlight the importance of careful planning, time management, and narrative selection for effective implementation of storytelling techniques. Overall, the study underscores the multifaceted benefits of storytelling in language learning and emphasizes the importance of integrating storytelling activities into language education programs to meet diverse student needs

Can we learn together? Challenges and opportunities of teaching public administration in a binational classroom in Latin America during the COVID-19 pandemic

How can Latin American students learn more effectively how different governments address similar public problems? This region shares similarities in terms of culture and history. However, Latin American students study only their public policies and public administration based on the notion that each administrative system has its own particularities. This paper analyzes the results of a comparative learning experience among undergraduate students of two universities in the region, taking advantage of the “virtual” classroom that emerged amid the COVID-19 crisis. In this context, we developed a semester-long group project with students from two universities: Chile and Colombia. The results presented in this paper show that the activity was successful and meaningful for the students. This article intends to present this pedagogical experience and add to the limited literature on the pedagogy of public administration in Latin America, particularly the application of active learning techniques in a public affairs classroom.

The Implementation of Technique Used by Teacher to Develop Students’ Speaking Skill: A Case Study at Muhammadiyah University of Surakarta in 2023/2024

Techniques are a way to assist students to explore and increase their ability. This study aimed to describe (1) the classroom techniques used by teacher and their purposes, (2) the teacher’s role in implementing the techniques, and (3) the elements of speaking improved in implementing the techniques. This research used a case study qualitative method. The subjects are English teachers instructing third-semester speaking classes in the English Education Department at Muhammadiyah University of Surakarta in 2023/2024. The researcher used observation, interview, and documentation to collect the data. The result of the research showed that teachers used some techniques in teaching speaking, such as conversation drill, debate, role play, and presentation. Debate and conversation drill is mostly used by the English teachers in teaching and learning speaking. Teachers’ role in implementing technique in teaching speaking are as controller and tutor. Elements that need to be improved in implementing techniques in teaching speaking, namely fluency and accuracy, then grammar, vocabulary, and pronunciation. The implementation of conversation drill and debate technique as a teaching technique developed the students’ speaking performance in terms of accuracy dealing with acceptable pronunciation, correct grammar, and appropriate word choice as well as making possible chance to students to work cooperatively, brainstorm ideas, develop vocabulary, and read to support an opinion. The researcher suggests that teachers use various techniques as it encourages students in speaking

Innovative Approaches to LSRW Skills Development Using PowerPoint Presentations: A Review

This study aims to investigate how using PowerPoint helps language learners with their speaking, listening, reading, and writing skills. Multimedia components, interactive exercises, and structured information in PowerPoint can significantly improve a variety of language abilities, according to a study based on a review of a bibliography that includes the majority of the pertinent literature. Theoretical frameworks that shed light on the benefits of utilising PowerPoint presentations to enhance language instruction include constructivism theory, multimodal learning theory, and cognitive load theory. Therefore, classroom techniques, multimodal learning environments, and accessibility enhancements should be taken into consideration as new study subjects, according to the post. One of the suggestions to be given to teachers is to provide interactive presentations that engage pupils. Furthermore, educators might employ the skill of incorporating assignments that engage every student and enhance their language competence. Teachers can help to create an inclusive, productive teaching and learning environment that addresses the necessary abilities to convey LSRW by using PowerPoint.

Transforming Education: Enhancing Student Performance and Satisfaction through the Flipped Classroom Method

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

Implementing Improvisation Techniques to Teach Spoken English at Undergraduate Level: A Classroom Action Research

The present study investigated the effectiveness of the implementation of improvisation techniques in the English language classroom to enhance the speaking skill of the students of BS level at the university of the Punjab, Lahore, Pakistan. The improvement in students’ speaking scores and the betterment of the classroom ambiance were the two target goals of this research. The study employed the collaborative classroom action research design by following the Kemmis’ and Mctaggart (2004) spiral model as theoretical framework. The subject of the study was the first semester students of BS Secondary Education, University of the Punjab. The study carried out in two cycles where each cycle was based on four stages i.e. planning, action, observation and reflection. The results of the speaking exam show the significant progress of students speaking competence. Their average grades were increased from 2.43 in pretest scores to 3.23 during first cycle and 3.78 in the second cycle. It indicates a noticeable improvement. The Students’ cooperation, response and active participation in the activities in the whole teaching learning process highlights the higher motivation level and learning spirits after the implementation of the improvisation techniques. It was evidenced by their participation rates of 78.6% in cycle 1 and 88.6% participants in cycle 2.

Comparative analyses of perceived role of Content Schema and use of appropriate classroom techniques in Improving Reading

Comparative analyses of perceived role of Content Schema and use of appropriate classroom techniques in Improving Reading

ENHANCING EFL GRAMMAR PROFICIENCY THROUGH FLIPPED CLASSROOM TECHNIQUES: A STUDY AT ARRASS COLLEGE OF TECHNOLOGY

This study examines the effectiveness of implementing flipped classroom techniques to enhance the grammar proficiency of EFL (English as a foreign language) students. The research involved 80 students enrolled at Arrass College of Technology in Arrass, Saudi Arabia. The flipped classroom methodology consisted of students accessing grammar lectures and instructional materials online prior to attending face-to-face class sessions. During these sessions, students engaged in interactive activities and discussions aimed at reinforcing their learning. Data was collected through pre- and post-tests to evaluate the impact of the flipped classroom model on students' grammar skills. The findings of the study revealed a significant improvement in students' grammar proficiency following the implementation of the flipped classroom approach. This suggests that the flipped classroom model holds promise as an effective instructional strategy in language education. The results underscore the potential of flipped learning to enhance language-learning outcomes and create dynamic learning environments conducive to students' linguistic development.

The Flipped classroom technique to improve students’ understanding of concepts in Physical Chemistry coursework

Physical chemistry (PChem) students often have negative perceptions and low expectations for success in PChem, attitudes that likely affect their performance. Students mostly struggle in understanding the fundamental theoretical concepts and their application in solving complex numerical problems in PChem during their first year in undergraduate programme. To help students in learning to solve the problems related to PChem course, flipped classroom modules was implemented for small number of PChem students (CEB1023/CDB1023). The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. It is a strategy in which students must undergo self-study prior to the actual classroom. Learning materials such as video, notes and postcards would be given to students prior to the commencement of the class. While, during the class more collaborative activities to engage student learning such as group activities and face-to-face (F2F) engagement with lecturer. The main motive of this study is to increase students’ motivation and understanding of PChem course by implementing the computer technology (particularly internet applications multimedia properties) during their teaching and learning process. Besides assessing the students’ deeper understanding, the findings from this study will be utilized to assess the impact of flipped classroom as well as the effectiveness of the computer technology on students’ exam performance and motivation. Also, the findings may enhance lecturers’ understanding on how to apply the flipped classroom model in ways that are most beneficial both for students and lecturers. By combining collaborative activities and F2F approach (during the class), it would enhance students’ learning and finally becomes independent learners which is one of the main attributes of UTP graduates.

Student success and experience in a flipped, senior physical chemistry course spanning before and after the COVID-19 pandemic

A flipped classroom is typically one where some of the instruction occurs asynchronously prior to the scheduled synchronous meeting between students and the instructor. Since 2000, they have gained substantial popularity especially in STEM fields where they have been shown to have increased exam scores and reduce the number of students who fail. In the university setting, many of these studies have been performed in lower division courses. Very few studies have been conducted in senior physical chemistry courses resulting in very little data being collected on this instructional technique at this level. The purpose of this study is to assess student outcomes when flipped classroom techniques are implemented in a senior physical chemistry course. In our flipped classroom, students were expected to watch lecture videos and complete preparation exercises created by the authors prior to coming to class. Then in class, a just in time teaching model was employed prior to students working in groups to complete activities created by the authors. Seven quizzes were performed individually and in groups while three midterms and a cumulative final exam were performed individually. Grade, student opinion questionnaires and survey data collected over seven semesters from Fall 2017 to Spring 2022 will be presented. Our findings indicate that there was only one semester out of seven where the average GPA of the students was significantly higher than the control class which was taught in a traditional lecture style. According to student surveys, the students focused on the importance of the preparation questions and dismissed the importance of completing activity/homework problems given that preparation activities were assigned credit while homework was not. Given that the in-class activities/homework questions resembled the material in assessments like quizzes, midterms and final exams, while preparation questions were scaffolded formative problems meant to introduce students to the concepts to be studied during the synchronous lecture, an important link between course concepts and material on summative assessments was not made. Future changes to address this issue will be discussed as well as how COVID-19 affected students during the pandemic as well as flipped classroom instruction.

Implementation of novel team-based and flipped classroom technique to promote self-directed learning in the first MBBS students: A mixed-method approach

Background: Globalization has significantly impacted the field of medical education. Medical students need to be more competent to adapt to diverse patient populations and medical practices, understanding the cultural differences, and overcoming the language barriers. While the cognitive domain is important, it cannot fulfill the other domains of learning (affective, psychomotor). Therefore, medical education has to be enhanced to produce well-rounded health-care professionals. Integrating traditional teaching with interactive learning methods can bridge the gap between theoretical knowledge and practical application. Flipping the classroom is one such interactive teaching method that prioritizes the needs, interests, and autonomy of students. By organizing the students into small teams to solve problems and discuss cases, it additionally encourages accountability within the team, which further enhances enthusiasm and commitment to their studies. Aim and Objective: This team-based learning (TBL) in the settings of the flipped classroom (FCR) model can promote self-directed learning (SDL), critical thinking, and pursuing lifelong learning, which was the objective of the present study. Materials and Methods: The study was conducted on 200 undergraduate 1st-year MBBS students, 100 each in the study and control groups. The study group was subjected to flipped classroom (FCR) and the control group to traditional large group teaching. A pre-class assessment (pre-test) using Google Forms, including MCQ, open-ended questions, and case-based physiology, was administered to both the study and control groups of students. In the study group, the team test was conducted in the class. Both groups were subjected to a post-test to evaluate the efficacy of the flipped classroom over the traditional lecture. Qualitative feedback and a focus group interview were taken from the study groups to get the insight of the students regarding the flipped classroom. The incorporation of seminars in the study group further enriched the contents with lucidity of concepts. Results: In the comparison of the pre-test and post-test assessment scores, there was a weighty improvement after the post-FCR session among the study group. Furthermore, the comparison of the pre-test and team-test scores revealed the effectiveness of TBL among the study group students. Thus, the amalgamated approach of FCR with TBL enhances student engagement and comprehension of course material. It also boosts SDL, empowering the students to take ownership of their learning journey. Conclusion: Thus, employing a combination of teaching and learning techniques can be more promising than didactic teaching for cultivating medical students with SDL abilities, and certainly flipped classroom and TBL can improve learning outcomes in medical education, creating a more engaging and stimulating learning environment.

EFFECTIVENESS OF FLIPPED CLASSROOM APPROACH TO THE PERFORMANCE OF STUDENTS IN MATHEMATICS 10

This study examined and measured the effectiveness of a flipped classroom method on the performance of Grade 10 learners in mathematics at Liceo de Los Baños. Quantitative research methodology, namely Quasi Experimental Research Design, is used in this study. To discover or choose respondents, match pairing techniques were used. There were two groups of students in this study: the experimental group and the comparison group. The students in the experimental group were exposed to a flipped classroom technique in which they were given an advanced video lecture with guided activities and self-activity on the day of their lesson. Students in the comparative group were exposed to the traditional approach. The study's main findings were evident. It was found out that the pretest mean score of the experimental group and comparison group were the same. The experimental group received higher points in their posttest after gathering all the relevant data. As a result, a considerable distinction between two groups was discovered. The findings revealed that learners who had prior knowledge because of a video lecture or a flipped classroom technique were more likely to improve their mathematical and logical skills. The researcher recommended using this strategy to enhance students’ ability in terms of mathematical and logical skill. Furthermore, future researchers should improve their video lesson to make it more appealing to learners to capture their attention.

Perspectives: Librarian Teaching Identities are Constructed and Contextual

Drawing inspiration from our own experiences, we find that intentional development of teaching identity through a Community of Practice (CoP) may provide opportunities for librarians’ growth as teachers. The way academic librarians think about teaching identity significantly impacts their effectiveness in the classroom, and the formation of a CoP can yield especially impactful supportive relationships, self-reflective practices, and pedagogical discussions. Through a social learning approach, we recognize the positive impact learning in community can yield; additionally, because of the role of context in teaching, we identify possibilities to address barriers to development of teaching identities. Our focus is on practical application for librarians at any professional stage to use elements of a CoP to cultivate their teaching identity and evolve classroom techniques.