Involving Classroom Observations Research Articles

Learners’ and teachers’ perspectives on the use of code switching in Geography teaching and learning

Language of instruction stands as a crucial element in fostering learners’ comprehension of any subject matter. Prior studies indicate that learners’ limited proficiency in the English language is among the factors influencing their performance in Geography. The present study delved into the impact of code switching in the domain of Lesotho’s geography education, drawing insights from both learners’ and teachers’ viewpoints. Drawing on Hoffmann’s theory of code switching, the study employed explanatory sequential mixed method research design, which involved classroom observations, focus-group interviews as well as in-depth interviews with grade 10 learners and teachers respectively. Findings indicate that code switching in geography education improves learners’ comprehension by improving their proficiency in subject-specific terminology. However, an over-reliance on code switching must be avoided as learners can lose their ability to employ geography vocabulary. This study suggests that the Lesotho Education Language Policy could be revised to include the selective use of mother tongues in teaching and learning.

Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

Online Collaboration and Writing Proficiency: A Study of Omani EFL Students at UTAS-Salalah

This mixed-methods study examined the impact of online collaboration on developing academic writing skills among English as a Foreign Language (EFL) students in Oman, with an emphasis on student perspectives. Participants were 8 Level 3 students from the Preparatory Studies Center at the University of Technology and Applied Sciences in Salalah. Furthermore, this study adds to the continuing scholarly discourse around the influence of emerging technologies on the writing performance of students. It focuses on the students' viewpoint, which is sometimes overlooked in most English as a Foreign Language (EFL) educational contexts. Data collection involved classroom observations, text analysis, and semi-structured interviews. Quantitative data was analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The results of the analysis of the students' writing revealed that the impact of online collaboration resulted in an enhancement in the students' overall writing performance compared to the scoring of their first drafts. Nevertheless, the implementation of the method resulted in enhanced performance among students in the sub-skills of grammar and vocabulary while content and organization skills remained unchanged. Interviews highlighted perceived benefits of online cooperation for enhancing writing practices and skills. Students affirmed the value of collaboration as a practical tool to build communication and writing proficiency. This study contributes insights on leveraging technology to empower EFL writers from the learner’s viewpoint. Further research should explore optimal strategies for implementing online collaborative writing instruction.

A dual analysis study of classroom interactions in Japan and South Africa

The demands of raising education at a classroom level to international standards require a nuanced analytical lens involving multiple perspectives to contribute to the best practices. Most classroom research adopts a singular perspective, usually from researchers who are familiar with the nuances of the classroom context under study. In other words, published studies involving classroom observations are often analyzed by insiders who already have the insight to understand the situated dynamics of the classroom interactions they analyze. While this is an important analytical orientation, this stance may overlook important insights about teaching and learning that outsiders’ perspectives may be able to identify. The study employed a qualitative approach. Which was guided by the dialogic interactive theory. The methodological approach in Japan was face-to-face semi-structured interviews while in the South African context, virtual data generation methods were employed to interview teachers on the classroom interactions with students. The study population was English students, while in South Africa it was health course teachers who taught students from various health professions. A total of eight teachers were purposively recruited in South Africa with one student participant in Japan. Findings revealed similarities and differences in dialogic interactions and the interpretation of such interactions. Participants from both contexts had deliberate silence and reluctance to speak which was interpreted differently by the teachers, and lack of reciprocal and purposive engagements by students. Based on the dialogic interactive theory, it can be concluded that the aspirations to achieve an inclusive quality of education can best be achieved when teachers are transparent about the expected interactions for all the tenets of the dialogic theory to be achieved. It is therefore recommended that broader conversations about the analysis of situated dynamics of classroom interaction be encouraged to yield critical insights for education towards the attainment of inclusive quality education.

Teacher's Non-Verbal Communication In EFL Classroom

The objectives of this study were to find out the kinds of teachers nonverbal communication used in EFL classroom, find out the kinds of teacher’s nonverbal communication that male and female students like most and investigate the perceived influence of teacher’s non-verbal communication on students. The research was conducted through descriptive qualitative method involving classroom observation, questionnaire and interview. The subject of the research consisted of two teachers, a male and a female English teacher and 20 students of SMPN 4 Marioriawa. The data gathered had been analyzed through data analysis proposed by Miles and Huberman (1994) namely data reduction, data display and conclusion drawing. The result of this research revealed that there were 8 kinds of nonverbal communication that commonly used by teachers of SMPN 4 Marioriawa namely physical appearance, kinesics, oculesics, vocalics, haptics, proxemics, chronemics and olfactics. Findings also show that there are some differences between the kinds of nonverbal communication that are preferred by male and female students. Those differences can be seen on the students’ perspective on teacher’s physical appearance, chronemics and vocalic. Furthermore, each kind of nonverbal communication has different impact toward students’ learning domains that are cognitive, affective and psychomotor. The proper use of nonverbal communication helps teacher to deliver material easier. Physical appearance, kinesics, vocalics and proxemics can increase student’s cognitive domain. Meanwhile physical appearance, kinesics, oculesic, haptics, chronemics and olfactics can improve students’ affective domain including motivation, enthusiasm and behavior. And proxemics can improve students’ psychomotor domain including skills. Keywords : EFL Classroom; Male and Female teacher; Nonverbal Communication

Enhancing Collaborative English Speaking Skill Development for Primary Students of UK Academy Ba Ria: Strategies, Impact, And Future Directions

The research paper titled ” Enhancing collaborative English speaking skill development for Primary students of UK Academy Ba Ria: strategies, impact, and future directions” investigates the efficacy of collaborative teaching methods in enhancing English speaking skill among primary students. Rooted in the socio-cultural theory of Vygotsky (1978) and the cooperative learning model of Johnson and Johnson (1999), this study delves into the collaborative efforts between native and Vietnamese teachers in a bilingual educational setting. Through a mixed-methods approach involving classroom observations, teacher interviews, and student speaking assessments, the research underscores the pivotal role of collaborative teaching strategies in fostering a conducive environment for language skill development. The findings illuminate the positive impact of cooperative instruction on students’ speaking abilities, accentuating the importance of teacher collaboration and shared expertise. The study sheds light on the specific strategies employed by teachers, such as co-planning, team teaching, and interactive activities, which create a language-rich environment conducive to speaking skill enhancement. The collaborative approach fosters students’ engagement, active participation, and confidence in using spoken English. The implications of the research extend to curriculum design, teacher training, and educational policies, emphasizing the need for intercultural competencies and effective communication skill among educators. The study contributes to the body of knowledge in English language education and provides practical insights for enhancing language instruction and collaborative teaching practices in a bilingual primary school context.

Enhancing Academic Communication Skills Through Classroom Interaction: A Case Study of Secondary Schools in the Tahoua Region of Niger

Enhancing Academic Communication Skills Through Classroom Interaction: A Case Study of Secondary Schools in the Tahoua Region of Niger

Translanguaging in multilingual classrooms: a case study analysis

This research paper investigates the utilization of translanguaging practices in multilingual classrooms and its impact on language learning and academic achievement. Drawing upon a case study analysis conducted in diverse educational settings, the study aims to explore the benefits and challenges associated with the implementation of translanguaging pedagogies. The research design involved classroom observations, interviews with teachers and students, as well as document analysis of instructional materials. The findings of the study underscore the positive effects of translanguaging on various aspects of language development and academic engagement. The use of translanguaging strategies in multilingual classrooms facilitated language learning by promoting meaningful communication, scaffolding comprehension, and fostering a supportive language environment. Students demonstrated increased motivation and participation, as translanguaging allowed them to access and express complex ideas in their native languages, bridging the gap between their home languages and the language of instruction. Moreover, translanguaging practices proved to be instrumental in enhancing content understanding across subject areas. By leveraging students’ linguistic repertoires, teachers were able to facilitate comprehension of complex concepts and provide contextualized explanations, resulting in improved academic performance. Translanguaging also supported the development of critical thinking skills, as students were encouraged to compare and contrast ideas across languages, fostering a deeper understanding of concepts and fostering cognitive flexibility. However, the implementation of translanguaging pedagogies in multilingual classrooms was not without challenges. Language policy constraints and standardized testing requirements posed barriers to the widespread adoption of translanguaging practices. Teachers faced challenges related to their own linguistic competencies, as well as limited access to professional development opportunities focused on translanguaging strategies. Additionally, concerns were raised about the potential stigmatization of students’ native languages and the need for a balanced integration of translanguaging with the development of the target language. The findings of this study contribute to the understanding of translanguaging in multilingual education and have implications for educators and policymakers. Based on the results, it is recommended that educators receive comprehensive training on translanguaging pedagogies, including strategies for integrating translanguaging practices effectively within the curriculum. Language policies should be revisited to provide flexibility and support for translanguaging approaches, acknowledging the value of students’ home languages in the learning process. Further research is needed to explore the long-term effects of translanguaging on language development, academic achievement, and students’ socio-emotional well-being.
 In conclusion, this research highlights the benefits of translanguaging practices in multilingual classrooms, emphasizing their role in enhancing language learning and academic achievement. By harnessing students’ linguistic resources and creating inclusive learning environments, translanguaging emerges as a valuable pedagogical approach that can positively impact multilingual education.

Exploring the Influence of Classroom Interaction on Academic Communication Skills in Secondary Schools: A Case Study of Selected Senior High Schools in the Tahoua Region

This study explored the relationship between classroom interaction and academic communication in secondary schools. The study was prompted by the low proficiency in English and French observed among students in the Faculty of Education in Tahoua after seven years of secondary education. The study adopted a mixed-methods research approach to uncover the reasons behind this situation, including classroom observations, semi-structured teacher interviews, a student questionnaire, and a controlled experiment. Data (quantitative and qualitative) were analysed through descriptive and inferential statistics and an inductive thematic approach. The study involved classroom observations in English and French language classrooms. In addition, the students (1391) were separated into two groups for the experiment: an experimental group that utilised interactive teaching methods and a control group that followed traditional methods. The results of the three-month experiment revealed that the experimental group exhibited enhanced oral communication skills compared to the control group, suggesting that classroom interaction is a key factor in academic communication. The findings of this study underline the importance of incorporating interactive teaching strategies in the classroom to enhance student communication skills.

효과적인 대학 작문 지도를 위한 대화 전략 검토

The most active area of university writing education research from 2005 to 2017 was writing guidance. Research published from 2005 to 2011 focused mainly on the identity and goals of university writing education and included discussions on writing in the disciplines. Since 2013, there has been a trend of assessing various writing approaches. Nevertheless, efforts to ensure systematicity and specificity of university writing instruction are still required. This is because it remains unclear how teaching strategies and methods can be implemented effectively in classroom settings, even though previous research has suggested tools such as assessment criteria or a feedback system. Therefore, in this study, the types of conversation strategies used in writing conferences were synthesized and classified. This study used a general qualitative research method with ethnographic data collection involving classroom observations, interviews, and document analysis. The types of conversation strategies were selected and divided into cognitive and affective strategies.

Deconstructing the myth of Standard German: Navigating language ideologies in the L2 German university classroom

AbstractPrevious research has established a connection between Standard Language Ideology (SLI) and prestige and power and has highlighted the existence of a dominant cultural narrative that idealizes Standard High German as a provider of cultural elevation and unity, viewing nonstandard Germanic varieties as exotic. Nevertheless, scholars have likewise emphasized the importance of familiarizing L2 German students with the standard and nonstandard regional and dialectal varieties that are widely used within and across Germanic‐speaking countries. Through a grounded ethnographic approach involving classroom observations and interviews, the study suggests that the L2 German university students observed seemed to believe in the superiority of Standard German despite efforts by their instructors to counter this belief. The study extends previous research by illustrating L2 German instructors' negotiation strategies, used to highlight the communicative legitimacy of German and Austrian dialects to their students.

Konsep Tri Pusat dalam Pendidikan Sekolah Berbasis Pesantren: Memperkuat Dimensi Spiritual, Akademik, dan Sosial

This study aims to evaluate the implementation of the Tri Pusat concept in pesantren education at SMK Ma’arif 6 Kebumen and examine its contribution to strengthening the spiritual, academic, and social dimensions of students. A qualitative approach was employed, involving classroom observations, interviews, and document analysis. The findings indicate that SMK Ma’arif 6 Kebumen has successfully implemented the Tri Pusat concept holistically. The spiritual dimension is reinforced through religious instruction and regular religious practices. The academic dimension is emphasized through a comprehensive curriculum and practical learning. Meanwhile, the social dimension is developed through extracurricular activities and community service. The implementation of the Tri Pusat concept benefits students in their spiritual, academic, and social development. Despite challenges in implementation, continuous efforts are made to improve its effectiveness. In conclusion, the implementation of the Tri Pusat concept at SMK Ma’arif 6 Kebumen makes a positive contribution to strengthening the spiritual, academic, and social dimensions of students.

Development of a psychological empowerment measure for youth in rural Guatemala.

Psychological empowerment (PE) is conceptualized as a context-dependent construct, yet few have studied its applicability to youth in international settings. The current study used a participatory approach to design a measure of empowerment for youth from a rural, Indigenous community in Guatemala and aimed to compare this new measure to extant measures. Youth co-researchers (aged 19-22) collaborated in the development of four culturally relevant empowerment scales through a formative process involving classroom observations and focus groups. Newly developed scales and two widely used, extant scales were administered to a school-based sample of 273 youth (mean age = 14.7, SD = 1.6). Exploratory factor analysis (EFA) showed that one of the newly developed PE scales called Self-Efficacy for Community Action (SECA), which was moderately correlated with the extant scales, appeared to more effectively capture empowerment in the local context than the extant measures. These results support the notion that PE is contextually dependent and suggest that youth participation may aid in instrument design.

When documentation becomes feedback: tensions in feedback activity in Learning Management Systems

ABSTRACT Teachers’ feedback via Learning Management Systems (LMSs) is studied within the subject of social studies at upper secondary school in Sweden. A qualitative study involved classroom observations within LMSs, gathering teachers’ feedback on pupils’ submitted assignments, and semi-structured interviews with six teachers. With the support of activity theory, the interest of the study was directed towards the tensions that arise in an activity system consisting of teachers’ feedback actions in a digital assessment context. The results reveal tensions in the relationship between grading documentation in the LMS and the subject’s traditions in the form of discussions, for example. Tensions were distinguished in the interaction between a school policy of using a feedback matrix and teachers’ formative ideals. Tensions were also distinguished between teachers’ need to legitimise grades and give feedback according to formative ideals. Finally, a tension was distinguished between the time available for providing feedback and teachers’ formative ideals for giving feedback.

A case study of one teacher’s introduction to task-based language teaching

Abstract This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.

Taking action for social justice in HPE classrooms through explicit critical pedagogies

ABSTRACT Background : A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms. Purpose : To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries. Participants and Setting : The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway. Data Collection and Analysis : This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers’ practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team. Findings : The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as ‘equity not equality’, (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE. Conclusions/Implications : Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to take action on social inequities and also to teach about social injustice to prepare students to become agents for change and act on social inequities themselves, beyond HPE.

Scaffolding Students’ Learning through Teacher’s Questioning

Questioning plays a significant role in teaching as teachers’ questions can help develop students’ learning and enhance students’ engagement in the classroom. The purpose of this study was to investigate on the types of questions asked by Commercial Studies teachers and on how they used questions to scaffold their students’ learning. The study focused on three secondary schools in Brunei Darussalam. The data collection processes involved classroom observations during Commercial Studies lessons and interviews with three teachers. The findings showed that the questions asked by Commercial Studies teachers varied according to the purpose of the lessons and teachers’ perceptions on the requirements of syllabus and examinations. Teachers were observed to have used questions to scaffold students’ learning by utilising lower-level questioning which focused on remembering, understanding and applying in order to engage the students with the new content. As the students progressed, the teachers began to employ higher order questioning which focused on analysing, evaluating and creating. As part of the process of scaffolding, the teachers drew on students’ personal experiences, linked what students had known to the new content, broke the questions into parts and offered clues or hints to the students. This study also recommended for teachers to be given professional development training to further improve their questioning techniques.

IMPROVING STUDENTS’ INQUIRY SKILLS IN ISLAMIC EDUCATION THROUGH HIKMAH PEDAGOGY AND COMMUNITY OF INQUIRY

Purpose – Empowering students has become one of the primary goals of education in the 21st century. The current trend of education is moving towards student-centred and independent learning. The core success of student empowerment lies in the teaching and learning approaches used to engage students. Thus, the present study aims to examine how Hikmah pedagogy, a philosophical inquiry approach, empowers students through the development of a community of inquiry and students’ inquiry skills in learning Islamic Education. Method – This study employed a case study design on a Form 4 class comprising 24 students. The method of data collection involved classroom observation and students’ reflective journaling. Analysis of classroom discourse was conducted according to Bloom’s Taxonomy to identify higher-order levels of thinking engaged by the students. Meanwhile, students’ journals were analysed thematically to examine how Hikmah pedagogy empowered their thinking. Findings – The study found that after four Hikmah pedagogy sessions, students’ thinking improved from lower-order to higher-order thinking (HOT) based on the students’ level of questions posed in the Hikmah sessions. Questions posed by the students also indicated an improvement in terms of the quantity and quality of the questions. Finally, analysis of the students’ journals showed that students found Hikmah pedagogy a provoking approach that continuously engaged them to be independent in their thinking. This is most useful when learning Islamic Education since it deals with many abstract concepts that require deep understanding. Significance – Results of the study have shown that Hikmah pedagogy can empower students by improving their HOT, developing their inquiry skills and independent thinking, which directly assist in realising the objectives of Islamic Education, which are to understand, internalise and practise Islamic principles and values.

Avaliação da alfabetização e formação de professores alfabetizadores no Brasil: caminhos e descaminhos

Este artigo objetiva problematizar os limites e as possibilidades de dois programas de avaliação em âmbito nacional, a Provinha Brasil e a Avaliação Nacional da Alfabetização (ANA), sobre as políticas de alfabetização. As reflexões foram feitas com base na retomada de estudos desenvolvidos pelos autores, que tiveram como estratégias metodológicas: observação de aulas de docentes, avaliação dos desempenhos de alfabetizandos e análise de documentos oficiais do governo federal relativos à Provinha Brasil, à ANA e à Política Nacional de Alfabetização. As conclusões apontam que essas avaliações têm importância para a definição de políticas públicas, mas precisavam ser aperfeiçoadas quanto a: 1) observância de seleção dos itens, respeitando todos os descritores específicos; 2) revisão das escalas e de seus níveis, em função de inconsistências apontadas; e 3) indicação mais clara dos conhecimentos e habilidades esperados ao final de cada ano escolar. Também se conclui que houve uma utilização precipitada de dados da ANA para justificar a criação de uma Política Nacional de Alfabetização que desconsidera saberes teóricometodológicos diversos, construídos ao longo de vários anos nas políticas de formação de professores alfabetizadores brasileiros.

Expanding vocabulary and sight word growth through guided play in a pre-primary classroom

Background: This article is based on a study that aimed at finding out how pre-primary teachers integrate directed play into literacy teaching and learning. Play is a platform through which young children acquire language. Aim: This study uses an action research approach to understand how guided play benefits incidental reading and expands vocabulary growth in a Chinese Grade K classroom. Method: Data collection involved classroom observations, document analysis, informal and focus group discussions. Results: The results revealed the key benefits of play-based learning for sight word or incidental reading and vocabulary development. These are: (1) teacher oral and written language learning, (2) learners’ classroom engagement is promoted, (3) learners were actively engaged in learning of orthographic features of words, (4) learners practised recognising the visual or grapho-phonemic structure of words, (5) teacher paced teaching and (6) teacher assesses miscues and (7) keep record of word recognition skills. Conclusion: In the light of the evidence, it is recommended that the English Second Language (ESL) curriculum for pre-service teachers integrate curricular objectives that promote practising playful learning strategies to prepare teachers for practice.