Class Instruction Research Articles

Developing A Course Book of F&B Service for Enhancing Instruction in Tourism Class

The purpose of this research is to develop a product and this research uses the research and development method level I from Sugiyono (2019). The steps in developing this research are (1) Potential and problems (2) Literature study (3) Gathering information (4) Design product (5) validate product (6) Design is assessed. The instruments used in this research were observations sheet, lists of interview, and questionnaires. The observation sheet was used to observe the needs and problem that facing by the vocational school students. The lists of the interview were used to make sure the needs of teachers and students. And the questionnaire was used for product validation/product valuation by experts. Based on the recapitulation of experts’ judgment validation, it showed that the developing course book of food and beverage services obtained the best category with score 116 obtained from the first expert, 120 obtained from the second expert, and 123 obtained from the third expert, so the mean score is 119,6. It can be concluded that the mean score is greater than 104.88 with the best category, so the material developed is valid or gets the best category and suitable for students, but there are some points that must be revised based on comments from experts

Strategies for Reducing Oral Communication Apprehension in English: A Qualitative Study of Jordanian Undergraduates

Speaking is a basic element in acquiring any language. The ability to communicate orally in the English language is the most significant skill, but many second language learners face particular constraints in mastering it. The purpose of this qualitative study was to learn about and comprehend Jordanian students' coping mechanisms and strategies for overcoming and reducing their own English language Oral Communication Apprehension (OCA), both inside and outside the classroom, as well as their suggested strategies. A sample of undergraduate students was selected from various programmes at the Hashemite University (HU) in Jordan where English is the medium of instruction. A qualitative research method was used to elicit the students' viewpoints and coping mechanisms with regard to their fear of speaking in English, either with their instructors in class or outside the classroom. The results of this study revealed that undergraduates at HU employed five key coping strategies to manage and reduce oral communication anxiety when speaking in English in or outside of the classroom. These strategies are interpersonal interaction, building self-confidence, practice and preparation, external motivation, and faking it. The results revealed that students confronted with unavoidable communication scenarios adopt self-calming techniques to mitigate the effects of OCA.

The Impacts of Foreign Language Anxiety on Students in English-Medium Instruction Classes in the Central Region Universities, Vietnam

This study investigates the anxiety frequency of students in English-medium instruction classes and its relationship with gender and English performance. The questionnaire was administered to 300 students in three universities in Central Vietnam. The follow-up interviews and classroom observations were conducted to obtain more insights into the research problems. The results revealed that the EMI students had moderate levels of anxiety. The most provoking causes of students’ anxiety were worries about making mistakes, inconfidence during speaking tasks and fears of negative judgment from peers and teachers. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between students’ foreign language anxiety levels and their English competence. No statistically significant relationship was found between male and female students. The study provides several pedagogical insights for curriculum designers, educators and teachers to improve the quality of English-medium instruction courses in the Vietnamese context.

Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.

PROBLEM-BASED LEARNING ASSISTED BY SCROLLING PICTURE MEDIA TO IMPROVE THE THIRD-GRADE ELEMENTARY STUDENTS’ SKILLS IN WRITING EXPRESSION

This paper describes the improvement of third-grade elementary students’ writing skills of expression (instruction, announcement, appreciation, and invitation) of grade 3 elementary students by applying a problem-based learning model assisted by Scrolling Picture media. The research method used was classroom action research. The research was conducted in two cycles. Each consists of four stages, namely planning, acting, observing, and reflecting. The results indicate an increasing average of students' skills in writing expressions (instruction, announcement, appreciation, and invitation) in class. An increasing average score of writing expression skills was 71 when the pre-test results increased to 93 in the post-test of cycle I. In this cycle, the average score increased to 22 or 31%. Meanwhile, students who have reached the Minimum Completeness Criteria have also increased from 46% to 89%. In cycle II, otherwise, the student’s skills to write expressions increased compared to the cycle I post-test, which was from 93 in the post-test of cycle I increased to 98 in the post-test of cycle II. In this cycle, the average score increased by 5 or 5.3%. Meanwhile, students who have reached the Minimum Completeness Criteria also increased from 89% to 100%. It is considered satisfying enough for teachers and researchers as the indicator has been achieved successfully. It can be concluded that there is an increasing average value of expression writing skills by applying the problem-based learning model assisted by Scrolling Picture media. The increase is also seen in the students’ enthusiasm and motivation in participating in learning,carrying out responsibility, and conducting cooperation in finishing the tasks provided by the teacher.

Teacher questions: A comparative analysis between English‐medium and Basque‐medium lessons at university

AbstractIn this article we present a comparative study in which we analyzed teacher questions in two different languages of instruction, namely, English‐medium instruction (EMI) and Basque‐medium instruction (BMI) classes at university. For this purpose, we videotaped and analyzed two teachers who delivered 29 lessons forming a corpus of 39 h of recording. The tool used for classroom observations and for the analysis was the Communicative Orientation of Language Teaching observation scheme, which was then followed by statistical analyses. Results revealed that the language of instruction did not exert an influence on questioning practices, since there were no significant differences between EMI and BMI lessons. However, results revealed teachers and their teaching style as an influential variable when it came to questioning. In both languages the most utilized types of questions were Display Questions, followed by Convergent Referential Questions, which indicated that lower‐order questions predominated over higher‐order questions. As for pedagogical implications, we highlight the need for teacher training so that lecturers become aware of the importance of promoting interaction in the classroom through questions, as well as the positive impact of asking higher‐order questions that entail a cognitive challenge for the students.

PENGELOLAAN KELAS DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI KELAS VIII SMP NEGERI 3 KARAWANG BARAT

Islamic education is currently provided in a classroom setting in SMP Negeri 3 West Karawang's eighth grade. In addition to data analysis utilizing the Miles and Huberman Models, the aim of this study is to ascertain how PAI instructors in class VIII at SMP Negeri 3 Karawang Barat use classroom management strategies. The study's findings demonstrate that a permissive strategy is utilized to regulate classrooms. Positive punishment is used to coach children in class VIII in behavior management, and individual and group issues frequently cause learning barriers. Additionally, the teacher's remedies involve fostering a peaceful environment in the classroom.

Effectiveness of the functions of classroom orchestration systems: A systematic review and meta-analysis

Researchers have designed a series of classroom orchestration systems (COSs) to support teachers' real-time classroom management of multiple social planes. However, few studies have systematically summarized the implementation of COSs’ general functions (teacher awareness, class instruction, and student coordination) and investigated the effect sizes of COSs on teachers and students. This work identified 67 systems and 22 empirical papers reporting 57 studies with effect sizes to address the research gaps. The qualitative analyses summarized the foci and implementation methods of each general function. The quantitative analyses showed that the overall effects of COSs were medium: g = 0.603 for studies with the no-treatment control, g = 0.536 for studies with the treatment control. No publication bias existed, and the results were robust. Moderator analyses determined two important moderators (teacher awareness and measurement type) of the effects. Overall, the current study revealed the effectiveness of COSs in broad contexts and explained how teacher, machine and student could work together in classroom to some extent.

Extensive viewing and L2 vocabulary learning

Abstract This article presents two classroom-based studies lasting one academic year: Study 1 with beginner learners of English as a foreign language and Study 2 with intermediate learners. In each study, learners in the comparison and experimental groups were introduced to new vocabulary through regular explicit instruction in class, but only those in the experimental group additionally watched subtitled (Study 1) or captioned (Study 2) television series where the new vocabulary appeared. Lexical gains, computed for each academic term, showed an overall positive effect of television viewing, although more differences between groups were found towards the end of the intervention, and more significant results were obtained in Study 2. These longitudinal data provide relevant information on the role of extensive viewing for language learning in instructional settings, which is often missed in one-off studies outside and inside the classroom.

Prospect and challenges of integrating indigenous knowledge systems into the Natural Science curriculum in schools

The study explored the prospect and challenge of integrating Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum in schools. An interpretivist research philosophy was employed to guide the data collection process that utilized a qualitative research approach and a case study research design. Interviews and focus group discussions were used to collect data from purposively selected NS Heads of Departments (HODs), NS teachers and Head masters in Phongola schools. Findings revealed that IKS has benefits in the NS curriculum, such as contextualising education and acting as learners’ prior knowledge, promoting diversity in class and making it possible for teachers to use field trips and traditional visual materials when delivering instruction in NS classes. Findings also revealed that integrating IKS into the NS curriculum faced challenges like a lack of government commitment to review education policies, lack of IKS study material in schools and extinction of IKS. It was recommended, that the Department of Basic Education should review its policies and integrate IKS as a full knowledge strand in the NS curriculum, document IKS as a full knowledge stand in the NS text books and incorporate IKS in teacher training programmes. Schools should use IKS custodians in communities as resource persons and also involve parents to help their children with their homework on IKS related topics and activities.

Face Recognition Based Attendance System

In colleges, universities, organizations, schools, and offices, taking attendance is an important tasks that must be done on a daily basis. The majority of the time, it is done manually, such as by calling by name or by roll number. The goal of this project is to create a Face Recognition-based attendance system that will turn this manual process into an automated one making our task easy. This project meets the requirements for bringing modernization to the way attendance is handled, as well as the criteria for time management. This device is installed in the classroom, where and student's information, such as name, roll number, class, section, and photographs, is trained and is also available for teachers and staff attendance. The images are extracted using Open CV a library of python. Before the start of the corresponding class, the student can approach the machine, which will begin taking pictures and comparing them to the qualified dataset. The image is processed as follows: first, faces are identified using a Haarcascade classifier, then faces are recognized using the LBPH (Local Binary Pattern Histogram) Algorithm, histogram data is checked against an established dataset, and the device automatically labels attendance. An Excel sheet is developed, and it is updated every hour with the information from the respective class instructor.

A Pilot Study: The Impact of Phonics Instruction Application on Phonemic Awareness within Reading and Vocabulary Abilities of Elementary School English Teaching

This study investigated whether phonemic awareness within vocabulary and reading abilities changed after phonics instruction. Pre-test, treatment of phonics instruction, and post-test were implemented to measure the impact of phonics instruction on English teaching in an elementary school. Fifty Chinese students who performed little English proficiency at the beginning of second grade participated in this study. This study, conducted as a pilot-study before a main one investigating two groups of experimental group and control group, had a quantitative experiment design for a group of fifty students exploring Pre-test and Post-test effects of two different conditions: phonemic awareness within vocabulary and reading abilities, respectively. SPSS 19.0 was employed in quantitative data analysis. Overall, it was proved in this pilot-study that the EFL learners who experienced phonics instruction class had more meaningful improvement and higher average scores on their vocabulary and reading abilities. From the test results and the interviews with the students and their parents, it is indicated that the EFL learners’ phonemic awareness within reading and vocabulary abilities has been increased. At pre-test, no students performed well in 1) reading short passages as a test of authentic word pronunciation and phonemic awareness in distinguishing words within monograms and 2) oral English test examining English conversation and also vocabulary recognition. At post-test, the average scores of the students with phonics instruction class were improved meaningfully by around 10% in the two different individual conditions that the ones in the Pre-test. Implications in this study are that phonics instruction would be needed for increasing phonemic awareness as well as the significance of phonics instruction in English language teaching.

0203 Time-In-Bed Classroom Challenges: Incentivizing Undergraduate Students to Improve Sleep During Final Exams Week

Abstract Introduction Late bedtimes and all-nighters are ingrained into student culture, especially during final exam week. We previously found that extra credit incentives “to sleep 8 hours” encouraged longer sleep durations in small-sized classes. The current work investigated whether a modified approach—extending one’s time-in-bed—was scalable to larger-sized classes and dependent on the size of the incentive. Methods Across two studies, 129 undergraduate students completed baseline actigraphy and sleep diary monitoring early in Fall 2021 or Fall 2022. At the end of the semester, students could opt to take a time-in-bed challenge to earn large-sized (8 points; Study 1) or medium-sized (5 points; Study 2) extra credit on their final exam if they maintained an average time-in-bed of nine hours (or average total sleep time of eight hours). A smaller-sized extra credit (2 points) could be earned if the overall benchmarks were not met but one still improved on their baseline sleep duration by 20 minutes or sleep efficiency by 3%. Participants provided informed consent and the class instructor was kept blinded until after exams were graded. Results Most students attempted the time-in-bed sleep challenge (Study 1: 86.79%; Study 2: 92.11%). In Study 1, large-sized extra credit encouraged a 66 minute/night improvement in actigraphy-defined total sleep time from early-semester baseline (6.72 ± 1.18 hours) to final exams week (7.82 ± 0.89 hours; p<.001). In Study 2, a medium-sized extra credit opportunity improved actigraphy-defined total sleep time by 46 minutes/night from baseline (6.69 ± 0.80 hours) to finals week (7.46 ± 1.12 hours; p<.001). The interaction with incentive size was non-significant (p>.05). Sleep efficiency was similar across timepoints in Study 1 (83.6 ± 5.35 to 82.8 ± 5.18, p>.10) and Study 2 (82.9 ± 6.1 to 82.9 ± 6.47, p>.10). Students did not have to sacrifice total sleep time to perform well on their final exams (rs<.10); interestingly, students with higher sleep efficiencies performed better on their final exams (r=.28, p<.05). Conclusion The all-nighter culture of final exam week can be overcome by creating incentives for students to prioritize nighttime sleep. Support (if any) National Science Foundation (1920730 and 1943323).

Differentiated Instruction in In-Person Classes and the Enhancement of Analytical Thinking Skills of Grade 7 Students in Araling Panlipunan

Differentiated instruction aims to meet the individual differences and learning styles of students through different classroom management strategies. This research study investigated the utilization of differentiated instruction and the enhancement of analytical thinking skills of Grade 7 students in Araling Panlipunan in Col. Lauro D. Dizon Memorial Integrated High School. This research study employed a quasi-experimental research design specifically a Pretest-Posttest Nonequivalent Groups Design. Two regular sections consisting of eighty (80) heterogeneously-grouped learners comprised the experimental group and control group. This study utilized a homogenous convenience sampling wherein two (2) equal groups of learners from two heterogenous sections were identified. The researcher constructed three self-made semi-detailed lesson plans to cover the first three weeks of third grading period incorporated with differentiated instruction approach. Survey questionnaire and pre-test and post-test were utilized. Frequency and percentage were utilized. Mean and standard deviation was also utilized. Pearson-moment correlation was used in measuring the perception of the respondents. Furthermore, Paired Samples T-test were utilized for the pre-test and post-test instrument. Findings of the study revealed that the students perceived the use of differentiated instruction as to content, process, product, and affect/environment as "observed". The experimental group performed better compared to the control group. There is a significant difference between the pre-test and posttest scores of both the control and experimental groups. There is no significant relationship between the perception on the use of differentiated instruction and the analytical thinking skills of students in Araling Panlipunan.

Targeted teaching method combined with stepped assessment in public tennis lessons

In order to put students in the spotlight and make it simpler for them to understand and master the teaching topics, public tennis classes in colleges and universities used a combination of targeted teaching techniques and a staged evaluation method. A random sampling was used to select 200 students from public physical education classes at Zhuhai University of Science and Technology as the study population. They were divided into a control group and an experimental group of 100 students each (50 male and 50 female). The study found significant differences between the experimental and control groups in terms of forehand stroke, backhand stroke, technical movements, physical fitness, interest in learning, and motivation to learn. The use of the goal-based teaching technique in combination with the phased evaluation method has been shown to improve students' fundamental tennis skills, as well as their interest and motivation in learning. These results suggest that this teaching method could be effective in the instruction of public sports classes at universities.

A newcomer’s spontaneous translanguaging in lower-secondary physics education

ABSTRACT Research indicates that encouraging translanguaging can enhance learning in a range of contexts. However, there are few studies examining translanguaging for learning among newcomers in science education. This case study fills this research gap by examining in what ways a newcomer to the school uses translanguaging practices with his classmate to participate more fully in a linguistically diverse physics classroom, where neither the teacher nor a majority of the students share the same home language. The data comprises transcriptions of video and audio recordings and photographs from nine physics lessons (students aged 14–15 years). Translanguaging practices 1 1 In this study the languages that students use in contexts beyond the classroom are called home languages. Here we draw on Eisenschlas and Schalley (2020) who argue that in reference to languages that “home” is “not the same as “house one lives in” (i.e. the physical space), and should be understood more broadly as referring to a “point of reference from which speakers navigate the world” (p. 34). were identified and analyzed from a sociocultural perspective. Benito, the newcomer, spontaneously used English, Swedish, Spanish and Portuguese and prior knowledge in creative ways in interactions with his classmate during pair work, something that was not possible in whole class instruction. Multilingual peer dialogue, multilingual private speech and the use of multilingual artifacts increased learning opportunities. Moreover, Benito and his classmate Edin engaged in exploratory talk and demonstrated metalinguistic awareness. This study indicates that teachers who actively facilitate the use of students' multiple linguistic resources for sensemaking can contribute to a more egalitarian education and increase opportunities for learning in linguistically diverse classrooms.

Differentiated Instruction Efficiency of the Design Courses for Engineering Majors in a Smart Education Environment

The differentiated instructional strategy has been widely applied in countries around the world. However, the differentiated instruction of the design courses for engineering majors still has some barriers in term of learners, teachers, and attributes of the design courses in the smart education environment. To discuss the influences of the differentiated instructional strategy of the design courses for engineering majors on course achievement of learners in the smart education environment, a case study based on the course of “Architectural Interior Hand-painted Renderings” was conducted using two-group pre-test and post-test methods. The differentiated instructional strategy for this course in the smart education environment was designed to investigate its actual effect toward improving the learners’ course achievement, as well as its staged efficiency in preview, classroom learning, and creating learning through the student’s t-test from perspectives of its influence significance and staged efficiency. Results show that compared with traditional instructional strategy, differentiated instructional strategy can improve course achievement of learners significantly. During classroom learning, learners from the differentiated instruction class achieve significant improvements in term of “picture composition”, “line drawing”, “perspective drawing” and “color construction” compared with those during the preview. Learners further achieve significant improvements in terms of “picture composition,” “line drawing,” “perspective drawing,” and “creativity” during creating learning compared with those during classroom learning. Differentiated instruction has significant influences on improvement of the learners’ course achievement at different levels. This study provides method references to differentiated instruction design for engineering majors in smart education environment and offers a way to fulfill personalized needs of differential learners and improve teaching efficiency.

Positional identities negotiated within a collective identity

Abstract This qualitative study explores Japanese students’ positional identities in EMI contexts. Their positioning act is operated by the sociocultural norms of a program shared among community members. Individual semi-structured interviews were conducted with a total of 13 first-year students enrolled in an undergraduate English-taught program (ETP) at a Japanese national university. A thematic analysis of the interview data produced four main themes: (a) acting self-identification as a peripheral position, (b) hierarchy in a Japanese cohort, (c) an identity gap between the ideal self and reality, and (d) the ETP-A collective identity for membership negotiation. The study shows how participants position themselves and others based on English proficiency and academic culture, whereby students force themselves to acculturate for legitimate full participation. Such traits reflect collective identities and function as forms of sociocultural norms that determine legitimate membership. Furthermore, such norms lead to stratification between students: Japanese students identify themselves as inactive members of the ETP group with limited second-language (L2) English. Conversely, the collective identity helps them reclaim their ETP membership in Japanese-medium instruction classes with Japanese students from outside of the ETP. Japanese students’ positional identities are discussed in terms of L2 English competence and classroom culture.

Korean University Students’ Experiences and Beliefs about Medium of Instruction in English Speaking Classes

The purpose of this study is to further understand Korean university students’ perception of using English as a primary medium of instruction in English speaking classes, along with their beliefs about what language would prove the most beneficial as a medium of instruction. This study aims to present the beliefs that students hold about which language(s) should be employed and for what reasons, as well as whether these beliefs vary depending on the students’ language proficiency. This research was based on the responses given by students after having direct experience participating in English speaking classes taught in English. This study used a survey questionnaire as the primary source of data which contained multiple choice questions, a Likert-scale, and open-ended questions. Data was collected from a total of 135 predominantly first-year Korean university students who self-reported as being at the beginner and intermediate-levels. A combination of quantitative and qualitative approaches were used to analyze the data. Descriptive statistics and a series of independent sample t-tests were used for the multiple choice questions and Likert-scale questions and content analysis applied to open-ended questions. Data analysis revealed that students had positive experiences in English speaking classes taught in English. The advantages of the English-only classes included the English-rich environment, improved familiarity with English, a positive emotional response, increased attentiveness to English, and most importantly, improvement in English proficiency. At the same time, students also reported difficulties in understanding lectures and instructions and in communicating with their teachers in English. They coped by using various strategies, such as machine translators and by asking their teachers questions. However, beginner-level students were more self-reliant while intermediate-level students used a balanced use of self-sufficiency and human resources. Regarding their beliefs about what language should be used as the medium of instruction, both beginner and intermediate students believed that English should remain the primary language used in class with a moderate use of L1 being suggested. Specifically, students agreed that L1 may provide benefits in academic, affective, and managerial domains. However, beginner-level students found using L1 to be more advantageous than intermediate-level students. The findings of this study suggest employing an English medium of instruction across varying English proficiency levels in English speaking classes and discusses various methods that might be considered by teachers when employing an English medium of instruction, one of which would be allowing for the use of the students’ L1 to a moderate extent under certain circumstances.

CLASSROOM OBSERVATION IN ESP: A CASE STUDY OF MECHANICAL ENGINEERING STUDENTS’ EFL COURSE

This research work shed light on classroom observation to measure the implementation of ESP in Mechanical Engineering Course. Two lecturers of this major were observed by the writer during their English instructional classes. There was observation, syllabus document and semi-structured interview used as the instruments by the writer in gathering the data. These data were descriptively analyzed and reported to answer to the issues revealed as the background of the study. The classroom observation indicated that: 1) Both lecturers did not fully implement in their English classes; 2) All the elements of ESP, namely: needs analysis, syllabus design, teaching materials, learning activities, and evaluation needed to be developed and improved by these two lecturers; 3) There were several possible causes that made ESP implementation of these two lecturers became ineffective; a) the policy of the institution which managed English course of all non-English majors in integrated including syllabus design and text-book used, b) this policy made the lecturers difficult to modify their teaching activities and evaluation since the text-book used was not appropriate with students’ needs in this major, c) limited English prior knowledge of the students which made the lecturers hard to come to specific English without firstly equip the students with general English.