Effective Learning Environment Research Articles

Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education

This paper examines how multilingual education strategies can be applied within STEM classrooms to bridge linguistic gaps and enhance learning outcomes. It reviews various teaching approaches incorporating multiple languages in conveying scientific concepts, aiming to improve accessibility, and understanding for students from diverse linguistic backgrounds. The analysis includes case studies of schools successfully implementing multilingual STEM programs, highlighting the benefits and challenges of such educational practices. Multilingualism presents challenges and opportunities in science education, particularly in bridging the gap between STEM (Science, Technology, Engineering, and Mathematics) subjects and linguistic diversity. This review provides an overview of the key themes and findings from a review of multilingual teaching approaches in science education. The review highlights multilingual students' challenges in STEM education, including language barriers that may impede their understanding of complex scientific concepts. It also examines the importance of addressing these challenges through innovative teaching approaches that leverage students' linguistic diversity as a strength rather than a limitation. Key findings from the review include the effectiveness of bilingual education models, such as content and language-integrated learning (CLIL), in enhancing students' scientific literacy and language proficiency. These models allow students to develop their STEM knowledge and language skills in tandem, leading to improved academic outcomes. The review also discusses the role of culturally responsive teaching in engaging multilingual students in STEM subjects. By incorporating students' cultural and linguistic backgrounds into the curriculum, educators can create more inclusive and effective learning environments that cater to the diverse needs of learners. Overall, the review highlights the importance of adopting a multilingual approach to teaching STEM subjects, which recognizes and values students' linguistic diversity. By embracing multilingualism in science education, educators can help bridge the gap between STEM and linguistic gaps, ultimately promoting more significant equity and inclusivity in STEM education.

Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators

Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t-tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers.

AI-powered smart assistants: Your key to self-learning success

This research aims to develop a prototype of a smart assistant system for independent learning activities based on Artificial Intelligence. Web-based instructional design (WBID) approach is used in research to develop intelligent assistant systems. Artificial Intelligence-Learning Analytics helps students make important decisions and creates an effective and efficient learning environment while still building learning independence. The method used is a research and development (R&D) approach. The findings of this research are an intelligent assistant system in independent learning activities assisted by artificial intelligence in the form of the AILA ChatBot application. In the end, this research concludes that the ChatBOT application developed in this research is used to provide recommendations for using AI applications to students, which are then implemented and integrated into SPOC/MOOC.

THE CROSSENS METHOD AS AN ELEMENT OF EDUTAINMENT. USE IN CHEMISTRY LESSONS

The purpose of this paper is to reveal the features of using the interactive crossense tool as an element of edutainment in chemistry classes and highlight the advantages and difficulties of their use. The following scientific methods are used in this paper: the literature screening; the experts’ opinions on the educational trends; definition of the essence of the researched concepts «crossense», «edutainment»; generalization and systematization of scientific sources to determine the state of the problem; comparison of different approaches and identification of leading research concepts. Computerization and access to the Internet in an open knowledge society opens up new opportunities for learning, involving students in an active learning process and stimulating their development. Edutainment, as a contemporary method of learning with interactive technologies and entertainment elements, has become an effective tool for improving education and preparing students for the demands of the modern world. The use of new media and entertainment methods in education provides an exciting and effective learning environment that contributes to the development of various skills and preparation for the challenges of the modern world. The popularity of the crossense method as a component of edutainment indicates the need to introduce innovative approaches to learning, especially in the field of chemistry, to ensure the interest and effectiveness of learning. The importance of introducing the crossense method into the chemistry learning process is highlighted, and its effectiveness in engaging students in the subject and increasing their success is demonstrated. By using the analysis of practical examples and scientific studies, it is demonstrated how the application of the crossense method can make chemistry learning exciting and effective. It is noted that with the development of ICT, elements of edutainment have become extremely popular and successful among different age groups, which contributes to increasing interest in learning and improving its results among participants of the educational process. The school students survey results concerning their attitude to crossense are presented. It was established that the majority of respondents have a positive attitude towards the use of crossense in chemistry lessons.

Gamification as a Didactic Motivator in Low-Resource Public English as a Foreign Language (EFL) Classrooms in Ecuador

The present article explores the feasibility and impacts of Gamification as a motivational tool in classrooms within low-resource public institutions in Ecuador, particularly in teaching English as a Foreign Language. By integrating game design elements into the educational process, teachers tend to enhance student motivation, thus creating a more effective environment for language learning. Traditionally, educators in Ecuadorian public institutions face challenges in engaging students in their classes, often due to outdated teaching methodologies and limited access to educational and technological resources. This study focuses on how gamification can increase student motivation and foster a more stimulating and enjoyable learning environment in low-resource settings concerning English as a Foreign Language instruction. Through the incorporation of gaming elements, teachers can improve language acquisition, student engagement, and encourage collaborative learning, as evidenced by previous studies. The utilization of a qualitative-deductive approach allowed for data collection through an extensive literature review across various educational contexts. Results suggest that Gamification offers a promising perspective for overcoming challenges in traditional education, promoting active student participation. Additionally, the findings highlight the potential of Gamification to revolutionize teaching practice and enrich the entire educational experience.

Negotiating the complexities of English language teaching in a religiously rooted environment: Indonesian pesantren teachers’ perspectives

Abstract. In the dynamic landscape of language education, understanding the perspectives of educators within unique cultural and educational contexts becomes imperative for fostering effective learning environments. This qualitative study explores the perceptions and challenges faced by English language teachers in pesantren schools in Indonesia, where cultural, religious, and linguistic dimensions intricately influence language education. Through in-depth interviews, the research uncovers the complexities teachers navigate in balancing cultural preservation with the imperative of equipping students with English language skills. Findings highlight how English language teachers navigated the integration of ELT practices with students’ context and needs, primarily aiming to convey the importance of learning English, aligning it with Islamic teachings and dispelling misconceptions about its compatibility with religious principles. The study underscores the necessity for tailored pedagogical strategies and contributes insights to the discourse on language education in culturally rich settings.Keywords: English language teaching, teachers’ experiences, Indonesian pesantren

Enhancing Interdisciplinary English Learning: A Systematic Review of the HyFlex Model's Strategies, Challenges, and Implications

This systematic review offers a thorough analysis of the existing research on the utilization of the HyFlex (Hybrid-Flexible) learning model in interdisciplinary English courses. Drawing insights from 24 empirical studies published from 2008 to 2023, the review aims to showcase successful tactics for enhancing the HyFlex methodology while pinpointing notable deficiencies in its integration within the context of interdisciplinary English education. The review reveals promising strategies, such as leveraging peer interactions, utilizing authentic assessments, and implementing discipline-specific guidelines. However, it also uncovers critical gaps, including insufficient research on the model's effectiveness, a lack of frameworks for assessing higher-order skills, and challenges in facilitating meaningful discourse across modes. The review further highlights the need for more robust faculty training, consistent institutional support, and greater accessibility and inclusiveness for diverse student populations. To address these gaps, the review recommends the development of comprehensive assessment frameworks, investment in faculty training, integration of work-integrated learning, and implementation of blended synchronous approaches. By addressing these areas, the HyFlex model can be optimized to create more inclusive, flexible, and effective learning environments for students in interdisciplinary English courses. This review provides a solid foundation for understanding the current research landscape and identifies key areas for future development, offering valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and learning outcomes.

Preferred Learning Model in Studying English as a Foreign Language During Post-Pandemic Period: Blended Learning, Online Learning, or Face to Face?

Objective: Before and During the Covid-19 pandemic, students in Indonesia experienced face to face learning, online learning, and blended learning. Since the students have experienced those three learning models, this study was conducted to investigate the learning model that is preferred by the students during post-pandemic period and identify the reasons why they chose a particular learning model in learning English as a foreign language context. Method: To achieve that research objective, this study was conducted by following a mixed-methods study method, the sequential explanatory design. The researchers started this study by collecting the quantitative data to identify the learning models preferred by the university students in Bali when they have an English class during post-pandemic period. Then, it was followed by collecting qualitative data to explain why the students preferred a certain learning model for the English class. The respondents of the study were 100 lecturers and 200 university students. The researchers collected the study data through questionnaires and interviews. The questionnaires were delivered using Google Forms, and the interviews via Google Meet. Results and Discussion: The study reveals that most lecturers and students preferred the blended learning model to teach and learn English. In general, the selection of the learning model preferred by the lecturers and students was influenced by educational and health factors. Therefore, it can be concluded that the students’ preference on selecting a learning model is not influence by the educational reasons only. Research Implications: Face to face instruction is crucial in an education process, because a real teacher-student interaction will happen through face to face instruction. Thus, blended learning is more preferable by the students than e-learning. Originality/Value: Previous studies on blended in Indonesia were conducted to reveal the effectiveness of blended learning education for the broader use of blended learning in modern learning. Only a few studies were conducted to reveal their effectiveness in limited face-to-face learning during the post-pandemic of Covid-19. Therefore, this study mainly focused on investigating the effectiveness of blended learning during the implementation of limited-face to-face learning in Indonesia during the post-pandemic of the covid-19 pandemic. This study was necessary because the findings can guide educators to develop a more effective learning environment.

Navigating Entrepreneurial Horizons: Students Perspectives Analysis of the Entrepreneurial Competences in Teaching Context

Entrepreneurship education largely influences the social and economic dimensions of many countries. In the framework of development, frequent changes seek to discover the most effective way of adopting and integrating educational services to meet the requirements of the labour market. This paper aims to analyse entrepreneurial competence in a teaching context from the students’ perspectives. The main objective of the research study aims to measure students’ attitudes towards entrepreneurial intentions, as impacted in an entrepreneurial teaching context. Additionally, it seeks to highlight the significance of the entrepreneurial competence of the lecturing team that goes beyond traditional teaching methods and focuses on fostering an educational environment. As entrepreneurial competence guides opportunity identification by combining skills, knowledge, and attributes and developing them into values, it bridges the gap between teaching and learning, preparing the students to cope with the challenges of the entrepreneurial world. The data were gathered by administering a structured questionnaire that focuses on the perspectives of students in the third cycle of study. The disseminated questionnaire included closed-ended questions related to the entrepreneurial education context, the entrepreneurial competence of the lecturing team, and entrepreneurial intentions. The results of this study demonstrate that the relationship between the entrepreneurial competence of lecturers and entrepreneurial education is crucial for fostering a dynamic and effective learning environment to enhance the entrepreneurial intentions of the students.

Analysis of the Need for Development of a Virtual Space for Student Guidance and Counseling

This research aims to develop an innovative virtual space for academic guidance as a means of increasing student competency. The development method involves interactive design and the integration of information technology to create an engaging and effective learning environment. In addition, this research will evaluate the impact of using this virtual space on improving students' academic skills, as well as analyzing their perceptions and experiences during the guidance process. It is hoped that the results of this research can make a significant contribution to the development of innovative academic guidance methods and support increasing student competence in this digital era.

Enhancing language acquisition through personalized learning: The role of collaborative filtering and recommender systems in TESOL

This paper explores the transformative potential of Collaborative Filtering (CF) and Recommender Systems (RS) in Teaching English to Speakers of Other Languages (TESOL). By leveraging data-driven insights from learner interactions, these technologies offer personalized learning experiences that significantly enhance language acquisition, engagement, and retention. Through empirical evidence and quantitative analyses, we demonstrate the positive impact of CF and RS on learners' proficiency, vocabulary acquisition, and communicative competence. The integration of CF and RS into TESOL not only facilitates adaptive learning pathways but also addresses practical implementation challenges, including privacy, ethical concerns, and technological barriers. This study underscores the efficacy of personalized learning recommendations in creating more engaging, efficient, and effective language learning environments.

Evaluating the Learning Effectiveness of A Blended Teaching Model of College English Using A Decision Tree Algorithm

The learning effectiveness of a blended teaching model of college English, utilizing a decision tree algorithm, demonstrates promising outcomes. This model combines traditional classroom instruction with online learning components, allowing for personalized and interactive learning experiences. By employing decision tree algorithms to analyze student data and performance metrics, instructors can tailor instructional strategies to individual learning styles and needs. This data-driven approach facilitates targeted interventions, adaptive feedback, and optimized course materials, ultimately enhancing students' English language proficiency and academic success. The blended teaching model harnesses the power of technology and data analytics to create dynamic and effective learning environments in college English education. \College English education. The HGBT-DT model combines genetic algorithms, blended teaching methods, and decision tree algorithms to tailor instructional strategies to individual student needs. Through a comprehensive study involving 100 students, we demonstrate the efficacy of the HGBT-DT model in enhancing language proficiency and critical thinking skills. Results indicate a significant improvement in student performance, with an average post-test score increase of 15 points compared to pre-test scores. Additionally, the HGBT-DT model achieves an optimization score of 0.90, indicating a high level of effectiveness in optimizing teaching strategies. Furthermore, decision tree analysis reveals personalized teaching recommendations, leading to improved student outcomes across diverse learner profiles. This study highlights the potential of the HGBT-DT model to revolutionize teaching practices and promote personalized learning experiences in College English education.

INVESTIGATING THE IMPACT OF ONLINE VS. BLENDED LEARNING ON VOCABULARY LEARNING: EVIDENCE FROM IRANIAN INTERMEDIATE EFL LEARNERS

This study aimed to examine the effect of online vs. blended learning on improving vocabulary learning among Iranian intermediate EFL learners. The current study followed a quasi-experimental, pretest-posttest control group research design. The researchers selected a sample of 120 EFL intermediate learners from a private English Language Institute in Lahijan, Iran for this purpose. The researchers divided the participants into three groups of 40 students each. The researchers used three instruments: 1) a Solution Placement Test (SPT), 2) a Vocabulary pre-test 3), and Vocabulary post-test. The control group only learned vocabulary through traditional lecture methods and face-to-face teaching. The LMS instructional model and the blended learning instructional model were used to teach vocabulary to the online learning group and the blended learning group, respectively. After 10 weeks, students were tested again using a before and after design. In the L2 vocabulary test, both the online and blended learning groups performed better than the control group, in addition, no significant difference was observed between the online and blended learning groups. That is, both online and blended learning instructions have been effective in the development of EFL learners’ vocabulary learning and have had a statistically significant effect on the vocabulary learning of Iranian intermediate EFL learners. The researchers suggest that EFL students can benefit from learning L2 vocabulary through online and blended learning. The findings have practical implications for teacher education programs to promote prospective teachers’ interest and willingness to implement web-based systems. The findings also have important implications for web-based application developers. They should consider a clear model for blended learning and teachers should have the right to choose a blended learning model that suits their teaching contexts to manage the classroom and provide a more effective learning environment.

Post-Pandemic Shifts in English Language Teaching: Challenges and Perceptions in Online Learning Environments

Online learning has significantly transformed lecturers' methodologies and students' learning experiences in English Language Teaching (ELT). This qualitative case study explores the perceptions and challenges of online ELT in the post-pandemic context, aiming to inform the design of effective future online learning environments. Data were gathered through document analysis, unstructured questionnaires, and semi-structured interviews with six lecturers and ninety students from the English Language Education Study Program at Universitas Mahasaraswati Denpasar. Findings indicate that online ELT has enhanced flexibility and accessibility, boosting learners' self-confidence and fostering self-directed and reflective learning through structured educational presentations. However, challenges persist, including the need for lecturers to maintain student engagement and provide effective feedback online, ensuring that even disengaged students participate actively. Additionally, the objectivity of online assessments and the technological divide are critical concerns. The study underscores the necessity of meticulously addressing these challenges and perceptions to cultivate more dynamic and inclusive online ELT classrooms in the future.

Improving Economic Learning Outcomes Through Problem-Based Learning Using Augmented Reality Media

This study discusses the improvement of economic learning outcomes through a problem-based learning approach using Augmented Reality (AR) media. With a focus on the application of innovative concepts in education, this study explores how the combination of an effective problem-based learning approach and engaging AR technology can improve students' understanding of economic concepts. The results show that the use of AR in economics learning can significantly improve student engagement, concept understanding, and learning outcomes. In addition, the problem-based learning approach also proved effective in improving students' critical thinking and problem-solving skills. Despite challenges related to technology availability and teacher training, the conclusions of this study emphasize the importance of integrating AR technology and innovative learning approaches in creating a more engaging and effective learning environment in the context of economics education. Further research is needed to optimize the use of this technology and evaluate its effectiveness in various educational contexts.

Building a Supportive Learning Environment: The Role of Psychology in Increasing Student Motivation and Engagement

A conducive and supportive learning environment is essential in increasing student motivation and engagement. Psychology, as a science that studies human behavior and mental processes, has an important role in understanding and creating an effective learning environment. The aim of this research is to understand how psychology can play a role in building a supportive learning environment, as well as to explore effective strategies in increasing student motivation and engagement in it. In this study, research was conducted using a qualitative method with a literature study approach as a data collection technique. After the data is collected, data analysis is carried out through three stages, namely data reduction, data presentation, and conclusion drawing. The findings of this research show that psychology plays an important role in understanding students' needs and characteristics, building positive relationships between teachers and students, and creating a conducive learning atmosphere. Strategies for building a supportive learning environment based on psychological understanding include providing meaningful and relevant learning, giving students opportunities to learn actively and independently, providing positive and constructive feedback, building positive relationships between teachers and students and creating a learning atmosphere. conducive and safe

Flipped Classroom and Collaborative Work as an Inclusive Strategy in Higher Education

Objective: The aim of this research is to evaluate the implementation of the flipped classroom and collaborative work in university marketing students, in terms of academic performance, the development of cross-curricular competencies, student satisfaction and motivation, and the effective use of information and communication technologies in the learning process. Theoretical Framework: The main concepts and academic literature that underpin the research are presented, providing a solid foundation for understanding the context of the study. Method: The methodology adopted for this research is quantitative in nature, with a cross-sectional design, and exploratory and descriptive scope. Data collection was conducted using a questionnaire composed of five dimensions, in order to cover all aspects inherent to the mixed inclusive strategy that combines the flipped classroom and collaborative work in the university classroom. Results and Discussion: The results suggest that the flipped classroom and collaborative work have a generally positive impact on higher education, in line with much of the current scientific literature. However, it is also evident that careful consideration of implementation and context is necessary to maximize their effectiveness. Variations in outcomes, depending on factors such as discipline, course design, and the digital skills of the participants, are crucial aspects that must be considered. These findings underline the importance of a balanced and adaptive approach in the application of innovative methodologies in higher education. Originality/Value: This study stands out for its rigorous exploration of how the integration of the flipped classroom and collaborative work in higher education enhances soft skills and academic performance, contrasting with traditional methodologies. It underscores the relevance of adapting educational strategies to maximize the effectiveness of ICT in a contemporary and diversified learning context. Its value lies in providing empirical evidence that supports the implementation of these innovative methodologies, promoting more inclusive and effective learning environments.

The Impact of Educational Environment and Educational Strategies on Adolescents' Interpersonal Relationships

In modern society, interpersonal relationships at the adolescent stage not only have a profound impact on the development of an individual's social skills but also play a key role in his or her future career, family and social life. With the increasing research in education and psychology, adolescents' interpersonal relationship development has become a focus of attention in the fields of education and mental health. The impact of teaching and learning environments and educational strategies on adolescents' social skills and emotional development has become more pronounced, especially in an increasingly complex and diverse society. Therefore, an in-depth exploration of this topic is important for developing more effective educational policies and fostering good interpersonal relationships among adolescents. This paper analyzes in depth the influence of educational environment and educational strategies on the interpersonal development of adolescents, and through a comparative analysis of previous studies, the author finds that the creation of an open and positive educational environment has a positive influence on the promotion of the development of adolescent interpersonal relationships. Educational strategies of cooperation, communication, and content diversity play an important role in adolescents' maintenance of interpersonal relationships. The paper also points out that while existing research provides valuable insights, further research is needed on other factors that may influence adolescents' interpersonal development. The paper concludes with some recommendations for educators and policymakers aimed at creating more effective teaching and learning environments and strategies to promote healthy interpersonal relationship development among adolescents.

Political Context and Faculty Attitudes Towards High Maintenance Students in Kurdistan, Iraq

This research explores the resilience and stress levels of university students in Kurdistan, Iraq. Focusing on the educational impact within this context, the study examines the relationship between student stress and faculty engagement. Employing both Pearson correlation analysis and two-way ANOVA, the investigation provides insights into how faculty availability correlates with student stress in a politically tense environment. Key findings indicate concerns for what is known as the Pygmalion effect and underscore the need for support services that address the unique socio-political challenges. Thus, an impetus for an examination of student engagement practices, emphasizing the importance of faculty interaction in crisis-affected zones. The exegesis underscores the role of institutional support, urging educational authorities to enhance faculty management tailored to the multicultural and politically sensitive context of international education. From which, it advocates for empathy and a broader understanding of how postcolonial and post-dictatorial dynamics affect higher education. Conclusively, this article calls for ongoing research into the dynamic between political tension, student well-being, and academic success, suggesting that addressing these interconnected facets is essential for fostering an effective learning environment. It posits that understanding and improving the faculty-student engagement within can significantly enhance academic outcomes.

Exploring Practical Pedagogy in High School Biology Education: A Qualitative Study of Pre-Service Biology Teachers’ Experiences in Vietnam

<p style="text-align:justify">This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.</p>