Instructional Interventions Research Articles

The Impact of [Meta] Talk about Writing on Metalinguistic Understanding and Written Outcomes: A Review

Classroom talk about language use may support young writers’ capacity to enact choice and control over their written production and is thus a key pedagogical tool in writing instruction (Myhill & Newman, 2016, 2019). However, relatively little is known about the nature of learning transfer in writing instruction, particularly how what is spoken in the classroom influences learners’ written outcomes. This paper, therefore, examines the L1 (first language) and L2 (second and additional language) literature for evidence of how talk about writing influences learners’ metalinguistic understandings (knowledge about language use) and writing choices. It also draws out from the literature approaches that promote the kinds of talk conceived of as impactful in the development of these understandings about and for writing. The findings might usefully inform pedagogical and methodological approaches to instructional interventions that seek to both establish and advance the impact of talk about writing.

Do Beliefs About Intelligence Drive Engagement in Online Learning?

This study investigates the relationship between students’ beliefs about intelligence (fixed vs. growth mindset) and their engagement and behaviour in an online learning platform. The data was collected from 28 students enrolled in COMP90082 – Software Project subject at The University of Melbourne. Students’ beliefs about intelligence were measured through a survey administered during the first week, while their online learning behaviours were captured through clickstream data from the learning management system. The study adopted a two-fold approach: first, students’ learning strategies were identified through cluster analysis of their online session duration. By examining over 41,000 learning actions —such as accessing course materials, participating in discussions, and completing assignments— three distinct learning strategies emerged: “light”, “light-intensive”, and “intensive.” Subsequently, the relationship between these learning strategies and students’ beliefs about intelligence was examined using data visualisation techniques, chi-square tests, and logistic regression models. The findings revealed that students with a growth mindset were more likely to adopt intensive and engaged learning approaches within the online platform. Conversely, those with a fixed mindset tended to exhibit lower engagement levels and less intensive learning strategies. The study may contribute to the growing literature on the psychology of online learning and highlight the potential for tailoring instructional interventions and platform design to foster a growth mindset, thereby enhancing student engagement and academic success in digital learning environments.

Supplemental Material for Instructional Intervention Effects on Interleaving Preference and Distance During Self-Regulated Inductive Learning

Supplemental Material for Instructional Intervention Effects on Interleaving Preference and Distance During Self-Regulated Inductive Learning

Classroom Instruction During Study Abroad: A Comparative Exploration of Chinese Second Language Acquisition

AbstractExploring the underinvestigated area of instruction during study abroad, this article offers a quantitative study of linguistic development among second language university learners of Chinese during a semester in China. A comparison is made between learners following task‐based language teaching and a comparison group following a traditional approach at two proficiency levels. Spoken task data are analyzed within the framework of complexity, accuracy, and fluency. Quantitative findings point to enhanced linguistic development on the various measures used over the course of instruction abroad across the groups irrespective of instructional treatment and proficiency level. However, relative differences between the two groups point to an advantage of task‐based learning in a study‐abroad context. The findings are discussed in relation to the insights they allow into the role of different instructional treatments during study abroad, along with some directions for future research.

Identifying Key Instructional Practices in Rational Number Interventions: A Systematic Review and Meta-Analysis

Impacts of rational number interventions among U.S. students in Grades 3 through 9 with mathematics difficulties are examined using a systematic review and meta-analysis. The primary goal of the meta-analysis was to identify instructional practices that are key drivers of student impacts. From approximately 1,200 published and unpublished study records, we identified 28 studies that met our inclusion criteria and coded the interventions for their instructional practices, intervention characteristics, and study design features. The random-effects mean effect size across all 28 studies (90 effect sizes) was 0.68 ( SE = 0.08, p < .001, 95% confidence interval [CI]: [0.51, 0.85]). The 95% prediction interval was −0.36 to 1.8. Using meta-regression techniques, we found the teaching of mathematical language ( β = 0.50) and the use of the number line ( β = 0.47) during intervention to be significantly associated with positive impacts when adjusted for controls. We discuss implications for intervention practice and study limitations along with the challenges of examining complex, multifaceted interventions.

Empowering Future Bilingual Educators: Integrating Trauma-Informed Approaches in Bilingual Teacher Education

The impact of trauma on children's social, emotional, and academic growth is profound, yet teacher preparation programs, particularly in bilingual and multicultural contexts, often lack comprehensive training in trauma-informed practices. This qualitative study investigates the integration of trauma-informed approaches into a bilingual teacher education course at a university in West Texas. The study included 59 undergraduate pre-service teachers enrolled in a course on bilingual and multicultural education. Data were collected through preliminary and concluding written interviews, alongside ongoing instructional interventions, including discussions, case analyses, and trauma-informed strategies. Initially, participants demonstrated a limited understanding of trauma, associating it primarily with extreme events such as accidents or death. Post-course assessments, however, revealed a broadened understanding, recognizing everyday traumas like poverty, bullying, and family instability. Findings suggest that integrating trauma-informed approaches significantly enhances pre-service teachers' ability to identify and apply practical strategies to support trauma-affected students. The study introduces the Trauma-Informed Bilingual Teacher Preparation Model, focusing on key components such as foundational trauma knowledge, recognizing trauma symptoms, culturally responsive teaching, creating supportive environments, and fostering teacher resilience. By embedding trauma-informed practices in teacher education, this model prepares future educators to cultivate compassionate, inclusive classrooms, particularly in bilingual and multicultural settings. The study emphasizes the importance of curriculum reform to equip teachers with the necessary skills to support both students' emotional well-being and academic success.

Nutrition nurturers: Empowering primary school children through innovative dietary education and parental engagement

Purpose: This research aims to examine effective pedagogical methods for promoting healthy dietary practices among elementary students. By reviewing the literature, the study will identify key factors influencing children's eating habits, assess treatment impacts on eating patterns and metabolism in obese children, and explore how breakfast quality affects the health of children and teenagers. Method: This study analyses pertinent literature on encouraging healthy eating habits in primary school students using a systematic review and meta-analysis methodology. Comprehensive searches of electronic databases, such as PubMed, PsycINFO, and Web of Science, are part of the systematic review process to find pertinent research published in peer-reviewed journals. The inclusion criteria cover research on instructional methods, tactics, and interventions intended to encourage primary school students to eat healthily. Result: The outcomes of the meta-analysis and systematic review point to several successful instructional methods and tactics for encouraging primary school students to eat healthily. Children's eating habits are influenced by several factors, and treatments that focus on diet and metabolic responses, especially in obese kids, seem to be working well. The study also emphasizes how important a healthy breakfast is to kids' and teens' overall health and well-being. Conclusions: The study concludes that raising lifelong good eating habits in primary school students requires comprehensive strategies incorporating nutritional education, parental involvement, and community support. The results have significant ramifications for educators, legislators, and medical professionals who work to encourage children to adopt healthy habits. To investigate the long-term impacts of interventions and create specialized tactics for a range of populations, more study is necessary.

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.

Breaking the cycle of poor critical reading comprehension: A strategy-based intervention

Critical reading comprehension is a crucial skill for lifelong learning, but many learners struggle with effectively extracting meaning from texts. This study aimed to address this issue by investigating how a strategy-based instruction intervention could impact learners’ critical reading comprehension competence. The study employed a quantitative approach with a quasi-experimental pre- and post-test control group design. The participants were 155 Grade 9 English first additional language (FAL) learners from two high schools in Gauteng, South Africa. The intervention programme was based on Bloom’s taxonomy categories for learning, teaching and assessing, modified into six strategies: (1) knowledge (pre-reading), (2) comprehension (extracting meaning), (3) application (asking questions), (4) analysis (reflection), (5) evaluation (outlining key concepts and decision-making) and (6) synthesis (summarising). Using a two-way mixed analysis of variance (ANOVA) paired sample t-tests, the study found that while both groups’ critical reading comprehension competence increased, the experimental group that received the strategy-based instruction intervention performed significantly better in the post-test, showing a significant improvement compared to the control group. The findings demonstrated that providing clear explanations, instruction and support on reading strategies can enhance learners’ critical reading comprehension, highlighting the mutual reliance between teaching and learning. The teacher’s instructional approach in guiding learners to effectively use reading strategies is crucial for enhancing critical reading comprehension in the English FAL classroom. In conclusion, the results suggest that the intervention effectively enhanced critical reading comprehension competence, and if implemented by teachers, it could potentially help break the cycle of poor critical reading comprehension among English FAL learners.Contribution: The contribution of this study lies in its provision of empirically supported perspectives and insights into the effectiveness of strategy-based instruction interventions. It emphasises the necessity of employing explicit reading comprehension pedagogies and targeted interventions, along with explicit instructional strategies, to address the reading comprehension challenges encountered by English FAL learners in South Africa and beyond.

Developing health-saving competence of pre-service teachers in Kazakhstan

This study's significance lies in the need for a perspective teacher who can solve educational objectives to preserve children's and teenagers’ health. In this context, it is crucial to cultivate the health-saving competence of pre-service teachers during the educational process at the university. The study has aimed to develop, implement and experimentally test educational conditions for developing health-saving competence of a pre-service teacher within the framework of the educational program of the pedagogical direction. The participants were 37 university teachers of physical education and 145 students from two universities in Kazakhstan. The proposed approaches and methods represent a process of future teacher training which includes the stages: initial, main and final. Instructional intervention was employed at the final stage: the authors developed and introduced a special course for prospective teachers titled "Development of Schoolchildren's Health and Modern Health-promoting Technologies”. Tests, surveys, and questionnaires have been used during the intervention to test the course efficiency. The majority of respondents (79%) consider it necessary to utilize health-promoting methods and techniques at different stages of the lesson in the process of teaching the discipline. The essential aspect in the study of the elective course was building upon students' existing knowledge in the fields of physical education, pedagogy, psychology, and subject-specific teaching methods, as well as enhancing their health-saving competencies. Keywords: health-saving, competence, physical education, teacher, activity.

Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention

Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention

Fostering Pragmatic Proficiency: The Influence of Explicit Instruction on Plurilingual EFL Learners’ Mastery of Hedging Devices in Canadian Academic Writing Context

Hedging academic claims is a crucial aspect of scholarly writing that presents challenges for many non-native English-speaking academic authors. Scholars, such as Hyland (2021), have emphasized the vital role of explicit instructional interventions in raising awareness about hedging devices among Plurilingual non-native English writers. This is particularly relevant considering the nuanced nature of certain hedging devices, characterized by polysemy and polypragmatics. This research aims to investigate the effectiveness of explicit instruction in enhancing the pragmatic competence of non-native English-speaking learners, with a specific focus on the acquisition and application of English modal auxiliaries as hedging mechanisms within an academic context. In this study, a group of 37 non-native English-speaking College students, representing various academic disciplines, were purposefully selected from Sommet College located in Greater Montreal area, and divided into two groups: a control group and an experimental group. The control group received conventional academic writing instruction, while the experimental group underwent explicit instruction on the use of modal auxiliaries for hedging in their academic writing. Both groups completed pretests and post-tests as part of the evaluation process. Analysis of the test scores and t-test results revealed a significant improvement in linguistic and pragmatic proficiency concerning the use of modal auxiliaries for hedging within the experimental group. Moreover, the findings demonstrated the superior performance of the experimental group in employing modal verbs for hedging purposes. The findings of this study have broader implications that reach beyond pedagogical practice, resonating with educational program administrators and curriculum developers. These results underscore the importance of including explicit instruction on hedging devices, particularly modal auxiliaries, to bolster the academic writing skills of non-native plurilingual English-speaking learners.

The Effect of Activities-Based Teaching in The English Context on EFL University Students

This study presents a pragmatic approach focusing on the meaning of speech and knowledge regarding the undergraduate students' understanding and utilization of speech act ‘request’ within the Department of English Language at the College of Arts. Quantitative approach has been employed to analyze request strategies by using an open-ended questionnaire comprising sixteen diverse scenarios to gather data on various request speech acts. The study investigates the effectiveness of instructional interventions in developing students' proficiency in this speech act. The findings from the pre-tests revealed that students exhibited comparable performance across all three strategies: direct requests, conventionally indirect requests, and non-conventionally indirect requests have been assessed in terms of both awareness and production levels. Despite the initial similarity in performance among learners, substantial improvements have been observed after the instructional phase. Specifically, individuals within the experimental group demonstrated notable enhancements in their awareness and production of requests, coupled with a decreased reliance on direct request strategies. These findings underscore the potential for pragmatics instruction rich in input to enhance learners' identification and utilization of suitable pragmatic elements within diverse social contexts. Overall, the study highlights the importance of pragmatic education in foreign language learning, suggesting its efficacy in fostering learners' pragmatic competence.

Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement

This study investigated the role of motivational regulation strategies (MRSs) in English as a foreign language (EFL) pedagogy, with a focus on Chinese university students. While prior research has explored MRSs, their specific impact on the oral proficiency of Chinese EFL learners remains under-examined. This mixed-methods research offers empirical insights, advocating for the integration of MRSs into EFL instruction to bolster students' oral proficiency. The study is bifurcated, with the first phase dedicated to cataloging MRSs' usage among Chinese university students and crafting the Speaking Strategies for Motivational Regulation Questionnaire (SSMRQ). This initial phase engaged 171 EFL students from a northern Chinese "211 project" university, employing convenience sampling. Factor analysis of participant responses culminated in a 15-item SSMRQ, spanning five dimensions: Environment Structuring (ES), Mastery Self-Talk (MST), Self-Consequating (SC), Self-Oriented Performance Self-Talk (SPST), and Externally-Oriented Performance Self-Talk (EPST). The second phase assessed the efficacy of MRSs-oriented instruction on student application of MRSs and oral English proficiency. This quasi-experimental study involved 22 consenting second-year English majors from the participating university. Data collection instruments encompassed the SSMRQ, oral English proficiency tasks, reflective journals, and semi-structured interviews. The instructional intervention spanned four weekly 30-min sessions, targeting the five MRSs' dimensions and offering feedback on oral performance. Assessments were conducted pre- and post-intervention using the SSMRQ, oral tasks, and reflective journals. Six participants, selected based on their oral English performance, were interviewed in-depth. Results suggest that the instructional intervention had a significant effect on the students' use of MRSs and their oral English proficiency. The study offers pedagogical insights into EFL speaking instruction in the higher education context, underscoring the importance of personalized teaching strategies tailored to individual learner needs. Collectively, this research introduces the SSMRQ and elucidates the pedagogical merits of MRSs-based instruction on oral English proficiency, establishing an empirical base for subsequent inquiry and pedagogical advancement in language education.

Transforming fifth graders’ misconceptions in solving probability comparison problems with purposefully designed instructional interventions

ABSTRACT Students often struggle to solve probability problems, and teaching probability is an international challenge. This study aimed to design and implement two rounds of test-based instructional interventions to support Chinese fifth graders in incrementally transforming their misconceptions when solving probability comparison problems. The intervention was purposefully designed based on the findings from two rounds of tests. The results of the single-group quasi-experiment showed that the instructional support was feasible and effective in transforming misconceptions and enhancing students’ understanding of probability concepts. The findings of this study raised community attention to Chinese students’ misconceptions that are obscured by their good performance on large-scale tests. In addition, it demonstrated the feasibility and effectiveness of purposefully designing incremental, individualized instructional interventions based on tests in promoting elementary student learning. Reflecting on the design of the instructional support, we provide pedagogical suggestions for enhancing students’ performance in probability problem-solving.

Subtypes of Dyslexia and the Current Status of Morphemic Awareness Interventions

This paper summarizes and analyses the subtypes of dyslexia, and finds that the major frameworks for dyslexia research, both in alphabetic writing system and Chinese, include three areas of delineation based on reading model theory, basic perceptual deficits, and cognitive-linguistic deficits. Then describes how morphemic awareness is measured, and the current state of research on morphemic awareness interventions for dyslexia was reviewed, and it was found that morphemic awareness instructional interventions are better, and the content of the interventions varies across researchers and subjects. Future interventions for children with dyslexia may consider the use of targeted instructional interventions for morphemic awareness.

Effects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties

Effects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

Understanding epistemological notions underlying scientific language use: a multifaceted analysis framework

Helping university students develop productive views of what characterizes good scientific research and scientific knowledge is an important objective of science education. However, many studies show that students’ views of the nature of science (NOS) do not become more informed or even become less informed after learning activities that engage students in scientific practice. This could mean that the way we teach students to conduct scientific research might unintentionally strengthen or bring about uninformed views of NOS. In this article, we argue that scientific discourse (how language is used in science) might play a role in this relation between learning scientific inquiry and uninformed views of NOS. We argue that there could be implicit notions relating to NOS underlying scientific discourse that uninformed readers might translate to uninformed views of NOS. We call these implicit notions underlying scientific language use “epistemological notions.” In this article, we further define this construct of epistemological notions, contrast it with explicit views of NOS and other related constructs, explain how we think epistemological notions might affect explicit views of NOS, and present a framework we developed to characterize them in scientific language use. It is a descriptive and interpretative analysis framework which combines, optimizes, and extends several text analysis methods, discourse analysis, and reflexive thematic analysis. We provide a guide to use the framework and point out quality criteria. We finish by advocating the framework for educational researchers interested in developing instructional interventions during which learning about science is combined with explicit reflection on NOS. Identifying epistemological notions in scientific language use could provide starting points for these activities by making explicit the translation from NOS understanding to scientific practice and vice versa.