Indirect Instruction Research Articles

STRATEGI DAN MEDIA PEMBELAJARAN YANG KREATIF DAN INOVATIF PADA MATA PELAJARAN AKIDAH AKHLAK DI MADRASAH

This research aims to analyze creative and innovative strategies and media in teaching Aqidah Akhlak in Madrasas. This research uses a type of library research. Research Results: Aqidah Akhlak learning strategies can be in the form of: 1) Direct Learning Strategies (direct instruction), 2) Indirect Learning Strategies (indirect instruction), 3) Interactive Learning Strategies (interactive instruction), 4) Learning Strategies through Experience (experiential learning ), 5) Independent Learning Strategy. Meanwhile, creative and innovative media takes the form of: 1) Print media, which can be in the form of textbooks, worksheets, or modules that can be used by teachers and students. 2) Audio media is implemented, for example at the MI level in phase B (Class 3) which can use audio in the form of sound speakers related to Asmaul Husna material, so that students can listen carefully and memorize it easily. 3) Visual Media can be applied in Phase D (Class VII) of MTS, such as the material "Manners of Social Media from an Islamic View". Teachers can use image media regarding various types of social media for each student by explaining each student's advantages, disadvantages, impacts of use, and etiquette in using them. 4) Audio visual media can be used at the Class

Inked: Graduate Writing Groups as Writing Centre Pedagogy

In the post-pandemic era, Canadian writing centres are ideally positioned to organise and support graduate writing groups. At the University of Toronto’s Health Sciences Writing Centre, we have begun offering a weekly, multidisciplinary graduate writing group for students in the health sciences. Inked: the Health Sciences Writing Collective aims to bridge the gap between high-commitment co-working groups and low-commitment accountability groups. We outline how the group emerged, how it addresses graduate challenges, and how it builds self-efficacy and community among members. We argue that this move to group-centred, indirect instruction presents an exciting direction for writing centre pedagogy in Canada.

“If I were the mother…”: fostering perspective taking in German teacher education

Higher perspective taking skills are associated with better social functioning and improved social relationships. Generally, teachers are willing to take the perspective of their students, but it is unclear whether the same is true for the perspective of parents. As communication and conflicts with parents are pervasive, the motivation and willingness to adopt the perspective of parents in counseling situations should be promoted during university teacher training. Therefore, we investigated the promotion of perspective taking among teachers in training and focused mainly on perspective taking toward parents. We developed a case-based learning task in which teachers in training from Freie Universität Berlin (N = 515) prepared for a fictitious upcoming consultation with a mother about her son. Because it is unclear if direct instruction for perspective taking is necessary in order to promote it, we also used indirect instruction to investigate whether preparing for the consultation under these instructions fostered the willingness to adopt the perspective of students and parents. In the direct instruction participants were directly told to take the perspective of the fictitious mother when evaluating and developing formulations for the consultation. The indirect instruction did not mention the concept of perspective taking but asked participants to focus on the comprehensibility of the formulations. We obtained three measures: the willingness to take a perspective, the attitude toward another person, and the emotional and empathic language used in written texts. With our main result we demonstrated that the willingness to adopt the perspective of both students and parents could be significantly promoted by both instructions. We further demonstrated that a higher willingness to take another’s perspective is associated with a more positive attitude toward the mother, as well as increased positive emotions and empathic concern. Additionally, we replicated results of a previous study showing a generally higher willingness to take the student perspective prior to the intervention. Results are discussed regarding the benefits of promoting perspective taking, especially toward parents, in teacher education.

Spontaneous mentalizing in patients with schizophrenia – a meta-analysis

IntroductionMentalizing helps us to understand the behaviour of others in our everyday social interactions. Spontaneous mentalizing without explicit instructions refers to representing mental state attribution. Several studies have described social cognitive deficit in schizophrenia, which largely determines the functional outcome of the disease.ObjectivesTo better understand the involvement of spontaneous mentalizing in schizophrenia, we consider it important to summarize the results of studies that used indirect instruction to measure spontaneous mentalizing performance in schizophrenia.MethodsIn our meta-analysis, we conducted a systematic search of four large databases (MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials [CENTRAL], Web of Science). A total of 14 articles were involved.ResultsBased on our findings, the performance of patients with schizophrenia is significantly weaker than in the average population for both scripts with mentalizing interactions (MD: -0.63; 95%CI (-0.90, -0.35); p=0.0021), and with goal-directed movements (SMD: -0.55; 95%CI (-0.97, -0.13); p=0.02). The intentionality of expressions used by patients with schizophrenia is significantly lower compared to the average population (for both animations with complex social interactions: MD: -0.99; 95% CI (-1.39, -0.59); p=0.0003; and with goal-directed movements: MD: -0.31; 95% CI (-0.53, -0.08); p=0.0218). We have found no significant difference neither in appropriateness nor in intentionality of verbal terms between the two goups in the case of animations with random movements.ConclusionsBased on the meta-analysis, we found poorer performance in schizophrenia in spontaneous mentalizing. We also found poorer performance in tasks with goal-directed movements used as control tasks, suggesting a more pervasive impairment of mentalizing in schizophrenia. These deficits may affect the functional outcome of the disease and could potentially have therapeutic implications.Disclosure of InterestNone Declared

Teachers' Perspective of Teaching Language Features in High School: A Qualitative Research

This study was intended to explore in depth how language features are taught in High School. Qualitative research was used in this study as the research design. The subject of the study was the teacher who has been trained to teach by using the newest curriculum, Independent Curriculum. The data were collected by using two interviews and two observations. The result of this study finds that the teacher understood the language features in a genre-based approach based on the curriculum. The teacher had known that the English lesson was taught by using a genre-based approach. Furthermore, the teacher could teach the language features by following the steps of the genre-based approach. She also structured the tasks communicatively. It is in line with the characteristics of genre-based approach. To sum up, the researcher finds some findings in this study. The teacher follows the steps of a genre-based approach in teaching language features. The process of teaching was delivered inductively. This also means that the teacher applied to focus on meaning. Additionally, the teacher also used indirect instruction. It means the teacher applied student-centered learning. All these indicate that in teaching language features, the teacher follows the rules of the curriculum.

Direct and indirect instruction in educational robotics: a comparative study of task performance per cognitive level and student perception

Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students’ perceptions, and students’ gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13–14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran’s Q-test, Mann–Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning.

A pragmalinguistic study of the strategies in motivational discourse (Based on Mark Zuckerberg’s Harvard commencement speech)

The present paper addresses the main pragmalinguistic strategies employed by speakers within the framework of motivational discourse. Motivational discourse is defined as a verbal and non-verbal influence on the person to positively change their attitudes, actions and behaviour. The research specifically focuses on Mark Zuckerberg's 2017 commencement speech to Harvard graduates. The study uses discourse analysis to pinpoint different linguistic and pragmatic methods as well as the main speech acts that Zuckerberg uses in order to motivate and inspire his audience. The researchers identify the strategies of praising, gratitude, humour, identification with the audience or inclusion strategy, direct or indirect instruction, storytelling, recognition and acknowledgment of others' success as the main pragmalinguistic tools used in motivational discourse. From the perspective of the types of speech acts employed in motivational discourse, we adhere to Searle's classification of speech acts (representatives or assertives, directives, commissives, expressives and declarations) since this typology of illocutionary acts contributes to a comprehensive analysis of motivational discourse. In these terms, the researchers observe the predominance of expressive, assertive and directive speech acts in motivational discourse. These interactions are successful at influencing the interlocutors' behavior and attitudes favorably. The study can be used as a foundation for further research into various formats of motivational discourse to better understand other techniques and strategies used to influence people's attitudes and behaviors.

Learning American Pronunciation: A Case Study from Latvian Experience

In the context of studying the acquisition of Latvian by children from ethnic minorities in Latvia, we had the opportunity to follow a related instance of acquisition, a young Latvian, Dainis (age 14 years 9 months), immersed in English in high school. The aim of our article is to make sure that good American pronunciation learning opportunities come directly from using language inside and outside the classroom. Our emphasis was on pronunciation, in part because the school provided academic instruction in reading and writing English but only indirect instruction in pronunciation. Consequently, changes in Dainis’s pronunciation of English resulted primarily from exposure and a natural tendency to use the ambient language. We compared Dainis’s reading of a passage from a newspaper in September and January; the speech was transcribed and analysed using the Kay Elemetrics Computer Speech Laboratory (CSL), following standard laboratory procedures. Even in this short period of time, we found considerable changes in fluency accompanied by a more American version of vowels, particularly in unstressed syllables and function words. He had studied standardised English in Latvia and now had to fit into American society. The article analyses sound pronunciation but also focuses on stress, sound quantity and tension. The school that Dainis attended is situated in a relatively small college town in southeastern Ohio. Students at the school come from quite diverse backgrounds. Some are from rural families of limited means; others are the children of academics or graduate students, sometimes using English as a second language; finally, there are children of lawyers and others in various professions and townspeople. The speech patterns of these groups differ considerably, but all are considered acceptable within the school setting. English language instruction at school emphasises reading, writing, vocabulary, and other academic approaches firmly based on American English practice. In his daily experiences, Dainis was exposed to all these varieties. It is impossible to say what effects this variety may have had in creating a model of American English pronunciation for Dainis. Furthermore, Dainis was the only Latvian speaker in his school, so he had no choice but to use English to manage his daily affairs. The results of our experiment are summarised and described in the following groups: 1) Sporadic pronunciation errors; 2) Consonantal substitutions; 3) Speech rate and phrasing; 4) Vowel durations; 5) Vowel formant values. The main conclusions: 1. Even a short period of exposure proved adequate for some changes in pronunciation towards the ambient American model. 2. Dainis spoke more fluently and rapidly in January than in September. 3. Dainis’ vowel durations began to approximate American durations, particularly for lax vowels and in unstressed syllables, both in multisyllabic words and function words. This pattern is characteristic of English, so it is probably salient to learners. 4. Dainis showed a tendency to modify vowel quality in unstressed positions towards formant values characteristic of schwa. His unstressed vowel productions were also considerably shorter. 5. Over the period of four months, Dainis did not modify the pronunciation of consonants, either approximating difficult American segments or American allophones. 6. Dainis’s stressed vowel quality did not change appreciably, perhaps because discrepancies from the American model were inconsequential for successful communication. 7. Although Dainis did not receive specific instruction in pronunciation, using the ambient language both in and out of class still provides opportunities for learning. 8. Our research results show that the language environment is very important; therefore, the new reform in education, when all educational institutions in Latvia change their language of instruction to Latvian, could be evaluated as positive. Though our report is quite preliminary, we hope it provides insight into the importance of the common national language use. The results of the studies confirm the conviction that it is the use of language in a given linguistic environment that is very important; therefore, the new reform in education, when all educational institutions in Latvia step by step change the teaching language to Latvian, is positive.

Indirect exposure to argumentative genre: a methodological approach to improving thesis statements (The case of Kosovo first semester undergraduate students)

The purpose of this study was threefold: (a) to create an original student corpus of the argumentative writings of first-year undergraduate students; (b) to describe the differences among student writing (with a focus on thesis statements) at two stages of the first semester, based on essays obtained at two different times; (c) to investigate the effectiveness of indirect instruction of argumentative writing during the first semester. The results of the study indicate that there were slight differences in the effectiveness of the indirect instruction, which included introducing argumentative essay samples, free-writing activities and discussions. The results further indicate that the writings of stage one and stage two, respectively, were not notably different when it came to composing a thesis statement. Relatively few students included a sentence to resemble the structure and function of a thesis statement. The findings of this study reveal that students are not aware of certain linguistic patterns present in written argumentation. It is obvious from the study that in order for students to create thesis statements, which is an inevitable argumentative writing skill in academia, Needs-based Learning should be integrated across the implemented methods of teaching. The results have implications for the syllabus and course materials.

Using instructive simulations to teach young students simple science concepts: Evidence from electricity content

This research aimed to determine the effectiveness of applying instructive simulation experiments (SE) to the development of deeper conceptual understanding, retention of static electricity contents, and engagement of 4th-grade students. The correlation between student achievements and engagement was examined. 76 4th graders (10–11 years) were assigned to one of the groups: direct – DI + SE (DSE) and indirect instruction – II + SE (ISE) group. The results indicate that the ISE group showed significantly better achievements on the highest cognitive level compared to the DSE group. The application of SE had a significantly greater impact on the perceived behavioral, cognitive, and agentic engagement of the ISE group compared to the DSE group. A positive correlation was observed between student engagement and achievements.

Hearing Education in Agriculture: Re-Evaluating Interest, Needs, and Growth.

Agricultural mechanic student's perceptions of noise levels are above recommended exposure limit. Direct and indirect exposure to decibel levels in a laboratory setting aids in shaping student perceptions. Student perceptions can be affected by changes in course instruction. Safety in agricultural laboratories is of the highest concern for teachers and instructors. While there is a known safety concern with hearing in agriculture, a deficiency in the attitudes and perceptions relating to the output of decibels of tools in agricultural laboratory settings has been identified. This research focuses on hearing and noise levels in an agricultural mechanics laboratory by exposing students directly and indirectly to noise levels through project-based learning and informational posters throughout the laboratory. Pre- and post-course data are used to address students' perceptions of noise level outputs and willingness to wear hearing protection. Pre-course responses show a disconnect between perceptions of noise levels and the given threshold for wearing hearing protection. This perception gap closed over the semester as post-course responses show an increase in correct tool to threshold responses. The frequency of responses aligned with the National Institute for Occupational Safety and Health's recommended hearing protection threshold also shows growth. While there is still a knowledge gap that needs to be addressed, we feel that the exposure provided through both direct and indirect instruction throughout the course can lead to knowledge gained and perceptions changed.

Student teachers’ interactional language: Changes and improvements through guided self-reflection during the internship period

This case study aimed to investigate the changes in student teachers’ (STs) interactional language during their internship at local schools. The student teacher interactive language was measured using the analytical tool of improved Flanders interactive analysis system (iFIAS), and an intervention and interview were conducted afterward. The study found that the student teacher’s interactive language keeps changing: the ratio of teacher language (TL) is increasing, while the ratio of student language (SL) and silence are decreasing; the teacher’s direct instruction gradually shifts to indirect instruction; the number of positive integration grids (PIG) grows larger, while the number of defect grids is getting smaller; and the teacher asks more valid questions and makes more positive comments. The overall change did not come naturally, but due to the mentor’s instruction, the ST’s self-reflection, and the researchers’ prompt feedback of the iFIAS after each lesson. The study quantified the ST’s classroom language using iFIAS to provide a visualized understanding of the language. The findings can provide a reference value for future research on the interactive language of student teachers.

Lecturer's Online Instructional Strategies in English Speaking Class during COVID-19 Pandemic Period at IAIN Palopo, South Sulawesi

The study aimed to find out the types of online instructional strategies, Lecturer’s perception, how to conduct online speaking class, the impact of online instructional strategies on students speaking activity and Lecturer’s online instructional strategies implementation. The research was conducted through qualitative research with descriptive analysis at IAIN Palopo. The result revealed that direct instruction, indirect instruction, ADDIE Model and Mahmood’s strategy were the types of online instructional strategies were applied in English speaking class, meanwhile, Lecturer’s perception were classified into three aspects: place of origin of the students, poverty issues, and students’ attitude toward online learning. To conduct English speaking class Lecturer utilized online learning platform. The findings revealed there were seven students faced technical problems on online learning, and it was contrasting with other thirteen students. Poverty issues, internet connectivity, neglected area, limitation time, lack of infrastructural development and lack of students’ motivation were technical problems which impacted online learning on English speaking class at IAIN Palopo.

TEACHERS’ PERCEPTIONS OF INSTRUCTIONAL GUIDANCE IN ONLINE MATHEMATICS TEACHING

The purpose of the research was to examine teachers’ perceptions of the re- quirements and benefits of using indirect versus direct instruction in online mathematics teach- ing and its relation with socio-educational variables. Also, it is examined whether, compared to other subjects, teachers more often apply a certain type of instruction in mathematics classes, and what teaching materials and tools for communication they use when applying direct and indirect instruction in online mathematics teaching. The results showed that teachers perceive the benefits and requirements of indirect instruction compared to direct instruction, and this perception is a slightly determined by levels of their education and work experience. About half of teachers, use direct instruction more often in online mathematics classes, compared to the other subjects. They use a wide range of teaching materials and tools for communication. The results have implications for the further professional development of teachers in the domain of using direct and indirect instructions in mathematics teaching.

Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama

Ensuring the optimal (adequate) level of instructional guidance in teaching natural sciences in primary education is of utmost importance for the proper acquisition and application of knowledge. The goal of this paper is to examine the contribution of direct hands-on instruction relative to an indirect one on student achievement regarding the movement and properties of materials in classes of integrated natural sciences (classes of the World around Us and Science and Social Studies). The research tasks include a comparative analysis of the quality of students' knowledge acquired with the application of direct in relation to indirect hands-on instruction, as well as the analysis of the permanence of that knowledge. The following methods were used in the research: theoretical analysis method, descriptive-analytical method, and experimental method. The research technique is testing, and the instrument is knowledge tests (pre-test, post-test, and re-test). The research sample consisted of 94 students of the third grade of primary school, divided into two groups: E1 (application of indirect hands-on instruction) and E2 group (application of direct hands-on instruction). The results of the research indicate that the students of the E1 group achieved somewhat better and more lasting knowledge about the movement and properties of materials in relation to the students of the E2 group. However, a significant difference between their achievements was observed only at the cognitive level evaluated in the post-test. This leads to the conclusion that both types of hands-on instructions should be applied in the third grade when teaching the content related to the movement and properties of materials. In addition, greater preference should be given to indirect over direct hands-on instruction because it not only provides an opportunity for students to have better achievement, but also it enables a greater degree of independent research and experimental work.

The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong

ABSTRACT The main purpose of this study was to examine the effectiveness for L2 English learners of a new direct approach to segmental pronunciation instruction that combined articulatory instruction with abdominal enhancement techniques. The participants were Cantonese speakers in Hong Kong, where the school curriculum relies chiefly on indirect instruction within a task-based language teaching (TBLT) framework. Thus a second purpose of the study was to examine whether the direct approach may be a useful addition to the Hong Kong curriculum. Randomly-assigned experimental and comparison groups of recent school graduates completed pronunciation tasks embedded within a TBLT framework. However, the experimental group had direct attention drawn to the segmental sounds, including advice and feedback on how to produce them, while the comparison group did not. Both groups completed a pretest/posttest reading-aloud task. The segments targeted in this test (and in the instruction) involved selected long vowel/diphthong sounds, voiced fricative consonants, and /t/ and /d/ in syllable-final consonant clusters. Results showed the experimental group significantly outperformed the comparison group overall and in each of these segmental categories, highlighting the importance of the direct articulatory–abdominal instruction. The results also suggested such instruction should be given greater attention in the Hong Kong curriculum.

EXPLORING THE IMPLEMENTATION OF ENGLISH TEACHER’S TEACHING STRATEGIES

This research-based article is anchored on the investigation of the implementation of English teacher’s teaching strategies. It was aimed to find out what teaching strategies that the teacher used and how they were implemented in the classroom. This qualitative study used a descriptive approach. The participant and the subject was an English teacher teaching grade 8 in senior high school in Purwokerto. The data were collected through observation, interview, and documentation. They were analyzed using a triangulation method. The results show that the English teacher used such strategies as indirect instruction, interactive study, and direct instruction in their teaching learning process. The implementation of direct instruction was rarely used. On the reverse, the realization of indirect instruction was quite frequently used in the form of problem-solving. Meanwhile, the actualization of interactive instruction strategy covered brainstorming, group work, and role-play. The conclusive finding suggests that the implementation of those teaching strategies create enjoyable and effective learning atmosphere and therefore facilitate to achieve favorable learning objectives.

Health-Enabling Technologies to Assist Patients With Musculoskeletal Shoulder Disorders When Exercising at Home: Scoping Review.

BackgroundHealth-enabling technologies (HETs) are information and communication technologies that promote individual health and well-being. An important application of HETs is telerehabilitation for patients with musculoskeletal shoulder disorders. Currently, there is no overview of HETs that assist patients with musculoskeletal shoulder disorders when exercising at home.ObjectiveThis scoping review provides a broad overview of HETs that assist patients with musculoskeletal shoulder disorders when exercising at home. It focuses on concepts and components of HETs, exercise program strategies, development phases, and reported outcomes.MethodsThe search strategy used Medical Subject Headings and text words related to the terms upper extremity, exercises, and information and communication technologies. The MEDLINE, Embase, IEEE Xplore, CINAHL, PEDro, and Scopus databases were searched. Two reviewers independently screened titles and abstracts and then full texts against predefined inclusion and exclusion criteria. A systematic narrative synthesis was performed. Overall, 8988 records published between 1997 and 2019 were screened. Finally, 70 articles introducing 56 HETs were included.ResultsIdentified HETs range from simple videoconferencing systems to mobile apps with video instructions to complex sensor-based technologies. Various software, sensor hardware, and hardware for output are in use. The most common hardware for output are PC displays (in 34 HETs). Microsoft Kinect cameras in connection with related software are frequently used as sensor hardware (in 27 HETs). The identified HETs provide direct or indirect instruction, monitoring, correction, assessment, information, or a reminder to exercise. Common parameters for exercise instructions are a patient’s range of motion (in 43 HETs), starting and final position (in 32 HETs), and exercise intensity (in 20 HETs). In total, 48 HETs provide visual instructions for the exercises; 29 HETs report on telerehabilitation aspects; 34 HETs only report on prototypes; and 15 HETs are evaluated for technical feasibility, acceptance, or usability, using different assessment instruments. Efficacy or effectiveness is demonstrated for only 8 HETs. In total, 18 articles report on patients’ evaluations. An interdisciplinary contribution to the development of technologies is found in 17 HETs.ConclusionsThere are various HETs, ranging from simple videoconferencing systems to complex sensor-based technologies for telerehabilitation, that assist patients with musculoskeletal shoulder disorders when exercising at home. Most HETs are not ready for practical use. Comparability is complicated by varying prototype status, different measurement instruments, missing telerehabilitation aspects, and few efficacy studies. Consequently, choosing an HET for daily use is difficult for health care professionals and decision makers. Prototype testing, usability, and acceptance tests with the later target group under real-life conditions as well as efficacy or effectiveness studies with patient-relevant core outcomes for every promising HET are required. Furthermore, health care professionals and patients should be more involved in the product design cycle to consider relevant practical aspects.

Interactive and Indirect Instruction in Developing Critical Thinking Skills of Grade 10 in a Flipped Science Classroom

Interactive and Indirect Instruction in Developing Critical Thinking Skills of Grade 10 in a Flipped Science Classroom

Etymological Elaboration in Chéngyǔ 成语 Teaching The Role of Opacity, Type of Instruction, and Competence Level

As a sub-type of Chinese idioms, chengyu 成语 play an important role in Chinese teaching. This study tested the effectiveness of etymological elaboration in relation to the type of instruction (direct or indirect), the degree of transparency of the chengyu, and the participants’ proficiency level. 48 post-elementary and 53 pre-intermediate learners were divided into three groups, one control and two experimental groups. The experimental groups attended to a 30-minute treatment, then a post-test was submitted to all the participants. Statistical and qualitative analysis revealed that indirect instruction was significantly more effective than direct instruction, independently from the participants’ competence level, and that opaque chengyu were more easily retained than transparent chengyu.