Effects Of Classroom Instruction Research Articles

Students’ Involvement Analysis towards Teachers’ Teaching Reflection and Its Impact on Classroom

Analyzing students' involvement in teachers' teaching reflection can offer valuable insights into the effectiveness of classroom instruction. By encouraging students to participate in the reflection process, teachers can gain a better understanding of their strengths and areas for improvement. This study aimed to investigate students' involvement in teachers' teaching reflection and its impact on classroom. The participants of this study were 20 students of Madrasah Tsanawiyah NW Sikur. This study used qualitative descriptive research approach. There are two sorts of data sources in qualitative research: primary resources and secondary resources. The result revealed that students generally responded positively to being involved in teachers' teaching reflection. In conclusion, the analysis of students' involvement in teachers' teaching reflection and its impact on the classroom highlights the significant role students can play in shaping effective teaching practices and fostering a conducive learning environment.

Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional ParticleYoin Spontaneous Peer Conversation

AbstractThe present study examines the development of L2 interactional competence (Hall et al. 2011) focusing on JFL learners’ use of a Japanese interactional particle yo in spontaneous conversation with native speaker peers. More specifically, this study aims to investigate the instructional effectiveness for the learners’ ability to use the particle yo as an epistemic marker for joint stance taking (Morita 2015, 2018) in interaction. The study implements pragmatics-focused instruction, incorporating awareness-raising and conversational activities, in a third-semester Japanese class for one semester. Qualitative analysis focused on the learners’ ability to deploy yo in activity-relevant participation including an assessment activity (Goodwin and Goodwin 1992) and evidence for their use of yo that extends beyond the instructional content. The findings revealed that the instructed learners increasingly became able to use yo in various stance-indexing activities such as assessment, news telling, highlighting epistemic gap between participants toward the ongoing topic. Learners’ emerging interactional competence reflects their ability to use yo as an interactional resource for co-constructing stance and intersubjectivity as they engage in conversation with NS peers.

Revisiting Classroom Practices in East Asian Countries: Examination of Within-Country Variations and Effects of Classroom Instruction

Background/ContextEast Asian schools receive much attention for the comparatively high achievement of their students. To account for this success, scholars and commentators advance broad claims about the rote character of instruction or the complexity of classroom practice, typically generalizing to an entire nation. Yet little is known about the variation in classroom practices within East Asian countries and how classroom organization affects student achievement.Purpose/ObjectiveThis study extends the previous literature on East Asian classrooms by considering the heterogeneity of classroom organization within societies. It focuses on four aspects of classroom instructional practice: complex instruction, procedural instruction, teacher-centered instruction, and student-centered instruction. This study asks the following research questions: (1) To what extent do classroom instructional practices in East Asian countries differ in terms of overall prevalence and within-country variation, compared with to practices found in other nations? (2) How are classroom instructional practices associated with student achievement within East Asian countries, controlling for student, classroom, and school background variables?Research DesignDrawing from the Trends in International Mathematics and Science Study (TIMSS) 2007 data, I examine how the country means and within-country variation of the four aspects of classroom instructional organization in five East Asian countries—Chinese Taipei, Hong Kong, Japan, Korea, and Singapore—compare with those in the other 45 nations in the sample. Then, I focus on two particular East Asian countries that display vastly different school structures, Japan and Singapore, to examine how classroom practices covary with student achievement within these nations.Findings/ResultsEast Asian classrooms do tend to be more intensely teacher- centered and display less complexity than in other nations on average. But classrooms with more complex and student-centered instruction within East Asian societies display higher achievement; an opposite association is found when comparing between-country relationships worldwide. At the same time, these positive effects observed in East Asia diminish when characteristics of schools and the social- class backgrounds of students are taken into account, similar to patterns long observed in the West.Conclusions/RecommendationsWhile classroom practices prevalent in East Asian countries are often celebrated as predictive of stronger achievement—or criticized for their rigidity and not importable to the West—these findings reveal greater variability than previously understood and suggest that classroom practices interact with social- class backgrounds and student achievement in more complex ways. And East Asian nations face educational challenges similar to those observed in the United States and other developed countries. Once we acknowledge the commonality as well as the differences, cross-national research would allow us not only to better understand perennial educational problems and the assumptions we hold about classroom practices, but also inform valid implications for policy and practice.

Speech Recognition Software Contributes to Reading Development for Young Learners of English

Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL support plus the Reading Tutor. Oral reading fluency was assessed by the DIBELS measure. Fluency was also calculated by the program, and grade level of materials mastered was assessed by the software's logs. Both groups made significant gains in oral reading fluency and grade level of materials mastered, according to measures internal to the software. For one period, gains in fluency following experience with the program appeared to have been slightly larger than gains with regular classroom instruction and EAL support only.

The effectiveness of classroom instruction ‘at home’ versus study abroad for learners of English as a foreign language attending primary school, secondary school and university

Given the growing importance of English as a lingua franca, this study examines which context (classroom instruction in the students' home country vs. studying abroad in an English-speaking country) better facilitates the acquisition of English by learners of different ages: children, adolescents and adults. Participants (N = 197) completed several tests before and after their respective programmes so that we could explore their development of English oral and written skills in terms of fluency, lexical and syntactic complexity and accuracy. Results show that the ‘study abroad’ (SA) context is superior to the ‘at home’ (AH) context, especially for the development of oral skills. Additionally, when learning context is not considered, older students surpass younger students. However, when both learning context and age are taken into account, results reveal that younger SA participants tend to do better than older SA participants regarding oral skills, whereas results are less clear concerning written skills. Three important implications can be drawn from the present study: (1) there should be more SA programmes targeting children and adolescents; (2) primary and secondary schools should offer students the possibility of studying abroad for a term or two; (3) given the significant economic and educational implications, SA programme organisers should take into account factors that impede or facilitate the learning of foreign languages in order to maximise the effects of these stays abroad.

Effects of classroom instruction on students’ understanding of quadratic equations

Two hundred and thirty-one students in six Grade 9 classes in two government secondary schools located near Chiang Mai, Thailand, attempted to solve the same 18 quadratic equations before and after participating in 11 lessons on quadratic equations. Data from the students’ written responses to the equations, together with data in the form of transcripts of 36 interviews with 18 interviewees (a high performer, a medium performer, and a low performer from each of the six classes), were analysed. Using a rubric for assessing students’ understanding, the analysis revealed that at the post-teaching stage students improved their performance on quadratic equations and had a better understanding of associated concepts than they had at the pre-teaching stage. However, many were still confused about the concepts of a variable and of a “solution” to a quadratic equation. After the lessons, most students had acquired neither an instrumental nor a relational understanding of the mathematics associated with solving elementary quadratic equations.

Effects of Classroom Instruction on Student Performance on, and Understanding of, Linear Equations and Linear Inequalities

Two-hundred and thirty-one students in 6 Grade 9 classes in 2 secondary schools in Thailand attempted 54 pencil-and-paper tasks related to linear equations and linear inequalities immediately before and after they participated in 13 lessons on those topics. Students' written responses, and transcripts of pre- and postteaching interviews with 18 interviewees (a high-performer, a middle-performer, and a low-performer, from each of the 6 classes), were analyzed, the aim being to identify changes in student understanding. At the postteaching stage, students improved their performance and had a better understanding of associated concepts than they had at the preteaching stage. However, many remained confused about the meaning of an inequality and about what solutions to an inequality represented. Six months later, students in low- and medium-stream classes performed only slightly better than they had performed at the preteaching stage.

A Comparative Study of Multimedia Personal Computing and Traditional Instruction in a Business School Curriculum

This study compares the effectiveness of classroom instruction and multimedia personal computing MPC instruction to teach undergraduate business school majors the principles of Lotus 1-2-3, WordPerfect 5.0, and dBase III+. The effectiveness of three interactive videodisc courses was compared to the effectiveness of regular, traditional, lecture classes TI. For this study, two groups of approximately 55 students each, were randomly selected from 15 sections of an introductory, undergraduate, business school program. For all three courses the posttest scores of the MPC students were higher than those of the TI students; in two of those cases, the differences were statistically significantly higher. In addition, there was no difference in the total average learning time for both groups. Students in the MPC group, surveyed about their learning experience, indicated exceptionally positive attitudes towards the courses they had used and to MPC in general.

The effects of classroom instruction and discussion on death penalty opinions: A teaching note

This teaching note examines the influence on death penalty opinions of participation in a college class on the death penalty. The month-long, forty-hour class included regular instruction and discussion, as well as five guest speakers with differing experiences and opinions about capital punishment. At the beginning of the class, eighty-two percent of the fifty students favored the death penalty for some people convicted of first-degree murder and eighteen percent were opposed. By the end of the class, fifty-six percent of the students were in favor, forty-two percent were opposed, and two percent were undecided. At the completion of the class, blacks were the only group to oppose the death penalty (67 percent). Comments by students and suggestions for modifying the classroom experience are provided.

An examination of attitudes about old age in a sample of elementary school children.

A sample of 318 elementary school children, divided into an experimental and control group, was the basis for an examination of the effects of classroom instruction on attitudes about aging. After a month-long experiment with a film series and class discussions, the attitudes of the experimental group were not significantly different from those of the control group. The implications of these findings, along with some reservations about the measurements used, are discussed.

Effects of Instruction on Sla: Issues and Evidence

Inverstigating the effects of classroom instruction on second language acquisition is a fascinating, but formidable, task: fascinating, because it addresses fundamental issues concerning the nature of the mental processes underlying SLA and how they are affected by different learning conditions; formidable, because of the complex, multifaceted nature of both SLA and instruction, the difficulty of establishing valid and reliable profiles of each, and the interacting effects of social context and individual variables. In this brief survey, empiricial research on the effects of L2 instruction is outlined in relation to a few basic issues. For more detailed reviews of the literature, the reader is referred to Long (1983; 1988), Pica (1983a), Ellis (1984a; 1985), and Chaudron (1988).

Effects of training on good and poor readers’ use of top‐level structure

Abstract The present study was designed to investigate the effects of classroom instruction on good and poor readers’ use of description and comparison top‐level structures for signalled and non‐signalled passages. The subjects were 52 tenth grade students, 20 good and 32 poor readers, who were randomly assigned to treatment or control conditions within regular classroom settings. Training, provided by the English teacher on four consecutive days, included the use of description and comparison top‐level structures. All subjects were tested on the fifth day using a written recall task for signalled and non‐signalled forms of comparison and description passages. Analysis of variance showed significant differences between good and poor readers on all measures; between treatment and control poor readers for use of structure and signalling; and between description and comparison passages for poor readers in both conditions. It was concluded that training in a natural instructional setting can improve poor read...

The Investigation of Language Classroom Processes

The second language classroom has long been a center of research interest. In the last several years, attempts to examine the second language classroom-to clarify how the language classroom experience differs from what is available outside the classroom and how language classrooms differ among themselves-have been increasingly guided by a shared set of goals and premises. Classroom process research is based on the priority of direct observation of second language classroom activity and is directed primarily at identifying the numerous factors which shape the second language instructional experience. The result has been a marked departure from earlier research on the nature and effects of classroom instruction in a second language. Selected studies in three areas are reviewed: the linguistic environment of second language instruction, patterns of participation in the language classroom, and error treatment. Also reviewed are recent applications of introspective (mentalistic) research to the problem of describing the second language classroom experience.

Teaching Oral Reading: A Review with Recommendations for Improving Instruction

The teaching of reading is one of the most frequently investigated curricular areas, but most studies have not contributed significantly to the ability of teachers to maximize the effectiveness of classroom instruction. Oral reading represents a particular problem area for classroom teachers. The failure of current findings to greatly enhance teaching of oral reading stems from several factors. A review of the literature revealed that, on the whole, insufficient information is provided with regard to such areas as initial assessment, pinpointing errors, curriculum readability factors, teaching strategies and the basis for selecting teaching strategies. These and related concerns are discussed, with recommendations for improving future efforts to teach oral reading.