Learning Program Research Articles

Complex Instruction: developing teachers’ professional knowledge and practice in Brazil

ABSTRACT ‘Programa de Especialização Docente Brasil’ (PED Brasil) is a learning and professional development program in mathematics or science education for primary or secondary in-service schoolteachers. Designed to be a teacher education program that addresses issues related to educational quality and equity in racially, socially, and academically diverse Brazilian schools, PED Brasil intended to craft a program with a signature pedagogy that could be capable of shaping the ways of thinking and acting in the teaching profession. PED Brasil does it by integrating different dimensions of knowledge and demonstrating various aspects of professional practice, considering the democratic society we aim to build. In this paper, we analyse how PED Brasil has adopted Complex Instruction as its signature pedagogy.

Influence of Emerging Trends in Human Resource Management on Employee Performance of Nandi County Government, Nandi County, Kenya

There has been a rise of many emerging trends and issues in all sectors and organizations globally, and the human resource management field was not an exception. Therefore, this study sought to establish the influence of emerging trends in human resource management on employee performance within the Nandi County Government. The study was guided by the following objectives: to assess the influence of professional development and to determine the influence of information technology on employee performance. The findings of the study would enable the county government to understand how emerging trends influenced the performance of their employees and served as a reference point for prospective researchers. The study was anchored on the theory of performance and resource-based theory. It adopted both quantitative and qualitative research approaches. The study design was descriptive research design, and the target population was 222. The sampling adopted included stratified and simple random sampling techniques. The sample size of the study was 143, determined using the Yamane method. Structured questionnaires and interview guides were used to collect data, which were analyzed through descriptive and inferential statistics, including mean, standard deviation, and linear regression. The analyzed data were presented in tables, charts, and graphs. The study found that professional development emerged as a significant influencer, with a coefficient of 0.402 and a standardized coefficient of 0.421, suggesting a positive influence on employee performance through investments in professional growth. This influence is supported by a high t-value of 4.612 and a p-value of .000. Information technology similarly demonstrates a notable influence, with a coefficient of 0.383 and a standardized coefficient of 0.392. The statistical significance is reinforced by a t-value of 3.286 and a p-value of .000. The study concluded that employees perceived training programs related to the management information system positively. Further, the study concluded that there is a strong commitment among employees to pursue higher academic qualifications, indicating a culture of continuous learning within the Nandi County Government. The study recommended that comprehensive continuous learning programs be developed and implemented to encourage and support employees in pursuing higher academic qualifications and professional certifications. It also recommended that customized managerial training programs should be created to align with the specific competencies needed in the Nandi County Government Enhancing the IT infrastructure and accessibility in the County Government.

The Impact of Vocabulary Clustering on Facilitating Vocabulary Development Among Saudi EFL Learners

The current study sought to investigate how organizing new vocabulary through semantic, ‎thematic, or unrelated sets could affect the learning process among Saudi EFL learners. The ‎majority of EFL teachers and materials writers seem to introduce and cluster new words according to a ‎particular type of semantic relationship (e.g., vegetables, body organs, car parts, or house parts) or a thematical relationship (e.g., a hotel room reservation, visiting a doctor's clinic, going to the post office, or at the train station). ‎Participants in the current research were 149 EFL students from the Preparatory Year Program (PYP) at Al-Imam Mohammad Ibn Saud Islamic University (IMISIU), Riyadh, Saudi Arabia. The design of this study was a pretest-treatment and posttest-delayed post-test. Two ‎types of clustering of new vocabulary were explored: semantically related sets and semantically ‎unrelated sets, which were constructed to identify how organizing new vocabulary could affect ‎the learning process among Saudi EFL learners. The findings of the study showed that both semantically ‎related (SR) and semantically unrelated (SU) sets ‎ seemed to help in learning new words. Nonetheless, ‎those new words behaved differently one week after the treatment. Moreover, the SR group scored significantly better on both delayed tests than ‎their ‎counterparts. Furthermore, the study's outcomes failed to indicate any interfering effect of ‎teaching and studying semantically relevant terms simultaneously in an actual classroom setting.‎ This study concluded with recommendations for teaching and learning programs to ‎develop ‎students' conceptual understanding of organizing new vocabulary that affects the learning ‎process among Saudi EFL learner’s context.‎

Emotional Literacy of Elementary School Teachers: A Study on Science Learning with Problem-Based Learning (PBL) and Homogeinity Psycho Cognition (HPC) Program

In the 21st century era, students learn not only to live now but also to live in the future, which is full of dynamics and the surge of globalization. Schools should strive to create a social-emotional environment that supports the development of students' emotional aspects, including by implementing relevant social-emotional learning. Emotional literacy with problem-based learning (PBL) and homogeneity psycho cognition (HPC) learning programs is an unexplored research field in Indonesia, especially in biological science learning in elementary schools and even at higher levels. This research was conducted to explore PBL programs and emotional literacy in depth. This research aims to examine the influence of the PBL learning model with HPC strategies on the emotional literacy of elementary school students in Ambon City. This research is quasi-experimental research, where emotional literacy is the dependent variable and the PBL learning model while HPC strategies is the independent variable. The research results show that there is no difference in emotional literacy between the treatment groups. This means that the implementation of the 2013 curriculum and the Merdeka curriculum in elementary schools have made positive contribution to the learning and emotional environment of elementary school students. Thus, any learning model no longer affects students' emotional literacy. Keywords: emotional literacy, PBL with HPC strategy, emotional environment, elementary schools

Designing platforms for digital object-based learning

Over the last decade, object-based learning programs have become a staple of museum collections. These programs encourage and allow patrons to engage with a series of curated objects, offering educational experiences through tactile exploration. Naturally, they are focused on having their audience engage with the physical objects themselves (Chatterjee & Hannan 2016). Applying museological practice and object-based learning in the digital context requires not just presenting digital replica of physical objects, but scaffolding their presentation and platform with purpose, intent, and understanding of the strengths and pitfalls of digital delivery (Beetham & Sharpe 2013; De Kluis, Romp, & Land-Zandstra 2024). As such, digital object-based learning platforms and programs purposefully designed for remote learning and online delivery fill a unique niche in the higher education space and are beginning to come into their own. At Macquarie University, objectbasedlearning.com (an initiative of the Faculty of Arts and stewarded by its Learning Design and Production team) was relaunched in late 2023 following an extensive redesign, with learning designers, academics, and students now working together to provide new remote learning opportunities and experiences for the classroom. This presentation introduces the audience to the refurbished website, explains the ethos behind its redesign with an eye to evolving learning spaces and remote learning, and explores the site’s current and future applications and projects as a case study for designing digital object-based learning. The site was designed with future utility and outreach at its core, offering flexibility in how it presents and categorizes digital objects, and a site layout which reflects the needs of its target audience – schoolteachers. The NSW Stages 5 and 6 Curriculum informs the website’s design, determining how objects are grouped, how users navigate the site, and what information and metadata is prioritized, developed, and displayed. Since its relaunch, the website has been utilized in schools and faculties in NSW to deliver object-based learning experiences and classes. While it is too early to publish on outcomes of the project, early feedback has been positive, and new teaching initiatives have developed around the platform. In 2024, student interns at Macquarie were challenged to develop educational materials, lessons, and workshops which took advantage of the potential of technology-enabled object-based learning. These artefacts were designed to give students a unique object-based learning experience, removing the boundaries of physical distance, financial constraints, and fragility of objects. Moreover, student interns involved in the photogrammetric scanning of objects for the website were themselves enjoying an object-based learning experience, engaging with their materiality and learning how best to present the object in a digital environment.

The impact of a large language model-based programming learning environment on students’ motivation and programming ability

The impact of a large language model-based programming learning environment on students’ motivation and programming ability

A risk-based approach to mitigating the Gen(AI) challenge to assessment integrity

In the evolving landscape of higher education, emerging technologies such as Generative AI (GenAI) present both opportunities and challenges. The rapid increase in access to, and sophistication of, GenAI poses significant challenges for our institution and the wider sector (Bearman & Luckin 2020, Bobula 2024, Chan & Hu 2023). The most immediate of these challenges is the increased risk to the existing approaches used to assure that students achieve the stated outcomes of their learning experiences. Director of Higher Education Integrity Unit, TEQSA, Dr Helen Gniel argues ‘We are entering an age where institutions can no longer ensure the integrity of every single assessment, and it makes sense to think at that bigger level […] what are the mechanisms that you have in place to be confident that an individual has demonstrated the learning outcomes to receive that degree’(TEQSA information request: AI risk mitigation, webinar, 21 March 2024). While higher education institutions are exploring opportunities to realise the potential benefits of GenAI, our immediate focus is on mitigating these risks. This poster describes institutional Programmatic Assessment Security Project (PASP) at the University of Newcastle (UON), a pioneering four-stage initiative designed to address academic integrity risks associated with inappropriate uses of GenAI in summative assessment (Lodge 2024). Academic integrity risks in this context refers to the potential for students to engage in academic misconduct by using GenAI tools in ways that violate institutional policies or ethical standards for assessment. These risks pose a threat to the validity and reliability of summative assessments, potentially compromising the integrity of academic qualifications and the learning process itself. Led by the central teaching and learning support unit, in collaboration with the Artificial Intelligence Working Group (AIWG) a group of expert practitioners and academic stakeholders at UON, the PASP aims to secure assessments across a program of study, assuring student attainment of program learning outcomes. This innovative approach aligns with the sector’s focus on programmatic assessment and supports compliance with regulatory requirements, including TEQSA’s mid 2024 request for institutions to submit a detailed action plan to mitigate the risks that GenAI poses to the integrity of awards (TEQSA 2024). This poster showcases exemplary innovation in practice through the PASP, advancing research and practice in technology-enhanced learning (TEL). The PASP employs a risk-based approach, identifying seven risk factors for inappropriate student use of GenAI in assessment tasks. The first step in this project involved Course Coordinators completing an Assessment Reflection Survey, guiding them to reflect on individual assessment tasks in relation to these risk factors. The survey data were then used to compile an understanding of the varying levels of assessment risk across the institution’s programs. The PASP will deliver a defined series of secure assessments, delivered at key moments across a program of study to assure student attainment of program learning outcomes. This poster provides insight into UON’s contemporary and agile approach to TEL and assessment redesign, with potential for staff at other institutions to adopt similar responses.

Perception of translation competence among master’s degree graduates in translation and interpreting: a quantitative study

ABSTRACT In a global context increasingly prone to e-learning formats at all levels of education, especially in and after the context of the COVID-19 pandemic, the acquisition of skills in distance learning programmes should not differ from the ones in onsite learning programmes. The main objective of this study is to analyse the perception that master’s in translation and interpreting (TIS) graduates have of the competences acquired during their studies offered by higher education institutions in Spain. This will be done by means of a questionnaire that uses a 4-point Likert scale to collect evaluations of different issues related to the translation skills of 256 graduates. Our results indicate that the mode of study (face-to-face or distance) does not influence graduates’ perceptions. Finally, we conclude that the graduates’ perception is positive.

“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

ABSTRACTThis paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from asset‐ and deficit‐based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset‐based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.

Learning program enhances rehabilitation professionals’ perceived ease of using 3d printing: a pilot randomized controlled trial

The pilot study evaluated whether a learning program enhances a positive perception of 3D printing technology in rehabilitation professionals. Physical therapists, occupational therapists and speech-language-hearing therapists were recruited from a rehabilitation department in a middle-sized hospital. Participants were randomized to the control group (n = 13) or the intervention group (n = 14). An eight-week learning program consisted of a lecture on using a 3D printer and related software, a group discussion to integrate 3D printing into their clinical practices, and the implementation in their workplace. Outcome measures included the perception of 3D printing technology assessed by the Japanese version of the modified Technology Acceptance Model questionnaire for 3D printing technology (TAM-J). Assessment time points were pre-and post-intervention. As a result, all participants in the intervention group became capable of producing 3D-printed customized assistive devices. In the within-group analyses, the intervention group showed significant improvements in the TAM-J perception ease of use score (p = 0.012) with a large effect size (r = 0.75). Between-group analyses showed that the intervention group gained an additional improvement in the TAM-J perception ease of use score (p = 0.027) with a moderate effect size (r = 0. 43), indicating a significant improvement in the perceived ease of use of 3D printing technology in the intervention group. These observations suggest the 3D printing learning program could provide rehabilitation professionals with a positive perception of the technical aspect of 3D printing in their workplace.

Analyzing the Role and Impact of International Service-Learning Programs in Engineering Education: A Case Study from École Polytechnique de Bruxelles

This study examines the role and impact of international service learning (ISL) programs in engineering education, focusing on the Codepo initiative at the École polytechnique de Bruxelles. Our primary objective is to analyze how ISL programs contribute to the development of students’ technical skills and civic engagement. We describe the structure and implementation of the Codepo teaching unit, present findings from a survey conducted with 150 former students (123 answers), and analyze the results in terms of skills acquisition, added value, and lessons learned. Our findings highlight the significant benefits of ISL programs for engineering students and provide actionable insights for other institutions aiming to implement similar initiatives. Notably, our results show that international service learning, generating large commitment from the students, can contribute to an engineering school in several ways. This type of initiative aims not only to train engineers in the field of cooperation (or in other technical professions) but also to educate them as world citizens. The results also highlight that it is not enough to propose projects linked to cooperation to make it a service learning scheme: working on reflexivity, encouraging autonomy, and finding the right partners remain challenges.

Trainee pharmacists’ evaluation of the formal learning elements within the N. Ireland foundation training year

Abstract Introduction Foundation Training Year (FTY) is a 12-month programme which prepares trainee pharmacists (TPs) to develop the skillset of a registered pharmacist and aids preparation for the Common Registration Assessment (CRA) via both work-based learning and formal learning. The formal learning included within the NI FTY programme consists of development day sessions with associated pre-requisite materials, including exam-style questions. The TPs attend 13 development days which are focused on high and medium weighted topics within the Registration Assessment Framework1 . The sessions take place online and the format is that of case-based discussion and exam-style questions, as well as two mock exams. Aim The aim of this study was to analyse TPs’ evaluation of how the formal learning elements prepared them for the CRA. Methods TPs (n=128) within FTY 2022/2023 completed an end-of-year evaluation relating to the whole programme, including the formal learning elements. 128 valid responses were received. The evaluation took the form of an online questionnaire with various question types, from Likert scale style(1-9) to free-text responses and was administered via an online link emailed to TPs. No ethical approval was required as the evaluation was not a component of a research project. Results In relation to the formal learning elements of the programme, 61% of trainee pharmacists rated the pre-requisite materials for the development day sessions at 6 and above whilst 57% of respondents rated the development day sessions at this level. An increased number of respondents (86%) rated the practice exam-style questions accessed via Moodle at 6 and above with the vast majority (99%) strongly agreeing/agreeing that regular exposure to exam style questions helped them to learn on an ongoing basis, particularly for high and medium weighted registration assessment topics. TPs valued the opportunity to attempt mock exams, with 99% strongly agreeing/agreeing that the mocks prepared them to sit the CRA and helped them to identify developmental needs. Discussion / conclusion The majority of TPs valued the formal learning elements of the FTY and felt the sessions and mock exams prepared them to sit the CRA. TP experience of exposure to exam questions was overwhelmingly positive with TPs acknowledging the importance of regular exposure to this element which allows them to develop their knowledge and become proficient in answering the types of questions asked in the CRA. This provides support for the inclusion of practice exam-style questions on a routine basis in the formal learning programme to support the FTY. Limitations to the study are that TPs completed the survey prior to obtaining results for the CRA, which may have influenced their responses to the questions posed, however the N. Ireland results were higher than the national average, with 95.6% first time sitters passing the exam in June 2023. Given this data, we changed formal learning to focus primarily on high and medium-weighted topics of the Registration Assessment Framework1, delivering interactive webinars where TPs answer exam-style questions with additional supplemental learning provided, where needed, by the expert tutor. Reference 1. General Pharmaceutical Council. Registration assessment framework for sittings in 2024. 2024. https://assets.pharmacyregulation.org/files/2024-04/registration-assessment-framework-for-sittings-in-2024.pdf [accessed 3rd June 2024]

Expansive conceptualisation of the impact of continuous learning programmes: An analysis of research-based workshops in higher vocational education and training

Finnish higher education institutions offer continuous learning opportunities, including professional specialisation education programmes for the health and social sector. This article focuses on the conceptualisation of the impact of these programmes, which was the topic of discussion by education and working-life actors in research-based workshops. Drawing on the cultural–historical activity theory (CHAT) approach, the study seeks to answer the following research questions: What are the main themes through which the participants conceptualise the impact of education? How do the themes expand the conceptualisation of the impact of education? A qualitative study analysed data from the multi-professional discussions facilitated by researcher-developers in online workshops during the COVID-19 pandemic. The findings describe the impact-related discussion themes and analyse their expansive potential. Participants’ discursive actions in research-based online workshops manifest expansive conceptuali-sation on multiple dimensions, but also reveal dilemmatic impact-related questions that reflect the underlying contradictions of continuous learning programmes in the health and social sector.

Improving pharmacy professionals’ research capability and confidence: evaluation of a national e-learning course

Abstract Introduction In 2023, the Royal Pharmaceutical Society (RPS) launched nine collaborative e-Learning modules funded by the National Institute for Health Research (NIHR)1. The modules cover qualitative and quantitative research methods, how to critically analyse evidence, research ethics, research funding, and publishing research findings. The content was designed to improve pharmacy professionals’ research capability and confidence. Aim Eighteen months following the final module’s launch, this evaluation aims to analyse module uptake and user feedback to assesses the impact of the modules on pharmacy professionals’ self-reported research confidence and determine what improvement can be made. Methods All module feedback surveys had the same thirteen questions, focussing on learners’ confidence engaging with research and their thoughts on the length and interactive aspects of the modules. Open-text questions gathered qualitative data on how organisations are supporting research activity and their barriers to undertaking research. E-Learning module data, including number of users, module scores, and feedback survey responses, were exported to Microsoft Excel. Quantitative data was analysed using descriptive statistics and open text feedback were themed. Ethical approval was not required as this is a service evaluation. Results As of 06 June 2024, 835 users have enrolled in the RPS’ Research Learning Programme for Pharmacy Professionals course. Module 1 (Introduction to Research) had the highest learner numbers at 567, whereas module 5 (Quantitative methods – data collection and analysis) had the lowest at 49. Average modules scores range from 81.87% for module 3 to 93.73% for module 5. Users’ confidence conducting research noticeably improved after completing the eLearning. The whole course average saw users who rated their confidence engaging with research as “confident” or “strongly confident” raise from 29% to 60% after completing the modules. A mean of 60% of users believed the expected length; however, this value varied, with the lowest value being 48% for module 4 (Research methods – an overview). 96% of all users found activities useful to reinforce learning, and 95% reported that quizzes were "somewhat useful” or “very useful” for testing their understanding. Across all modules, 77% of users shared they would recommend the eLearning to a colleague. This value varied between modules, with the highest being 85% for module 1, and the lowest being 72% for modules 6 and 9. The open-text questions gathered valuable qualitative data. The positive feedback highlighted that users like the interactive format and that the content level was appropriate. However, noted areas for improvement were that the lack of in-module quiz feedback and a measure of success which isn’t self-assessment. Time, staff shortages, and funding were the primary barriers to undertaking research in users’ current roles/organisations. Conclusion The Research Learning Programme for Pharmacy Professionals has been reported by those who completed it to improve their research confidence, and more than three quarters would recommend the e-learning course to others. Further effort is ongoing to further disseminate the eLearning course, and to communicate the importance of understanding all aspects of research to research-active pharmacists, or those that wish to be. Reference 1. Course: The Royal Pharmaceutical Society Research Learning Programme for Pharmacists and Pharmacy Technicians | NIHR Learn. https://learn.nihr.ac.uk/course/view.php?id=1008.

ПІДГОТОВКА МАЙБУТНІХ ДОКТОРІВ ФІЛОСОФІЇ ЗА ОСВІТНЬО-НАУКОВОЮ ПРОГРАМОЮ «ТЕОРІЯ ТА МЕТОДИКА НАВЧАННЯ ХІМІЇ»

The article reveals the issue of training doctors of philosophy as an important condition for the development of the scientific and educational potential of modern society. The purpose of the article is to focus on the objective need to train Doctors of Philosophy in the subject specialty 014.06 Secondary Education (Chemistry) to ensure further development of the field of theory and methods of teaching chemistry and to reveal the content and structure of the educational and scientific programme «Theory and Methods of Teaching Chemistry», which is designed to ensure it. The statistical analysis of the provision of educational and scientific institutions of our country with highly qualified specialists in the theory and methodology of teaching chemistry demonstrates the objective need to train Doctors of Philosophy in the subject specialty 014.06 Secondary Education (Chemistry) of the field of knowledge 01 Education / Pedagogy both to ensure the quality of educational services at all levels of higher education and to promote the development of the scientific field of the theory and methodology of teaching chemistry as a whole. The article describes the educational and scientific programme «Theory and Methods of Teaching Chemistry» in the subject speciality 014.06 Secondary Education (Chemistry), field of knowledge 01 Education / Pedagogy, which is implemented at theVinnytsia Mykhailo Kotsiubynskyi State Pedagogical University . The purpose of the educational and research programme is to train specialists at the third (educational and research) level of higher education (eighth qualification level according to the National Qualifications Framework) who are able to formulate and solve complex scientific and practical problems in the field of theory and methods of teaching chemistry, organise and carry out research and educational activities. The programme defines the integral, general and special competences and formulates the learning outcomes to be demonstrated by a Doctor of Philosophy in the subject speciality 014.06 Secondary Education (Chemistry). The content of the educational and scientific components of the programme «Theory and Methods of Teaching Chemistry» is also revealed and the educational components that ensure the achievement of the programme learning outcomes are described.

An Educational Wildlife Game-based Learning Application for Young Learners Using Augmented Reality

These digital days, the learning curve in the educational sector is changing progressively because of technological advancements and societal demands. Technology integration, particularly, provides the ability to engage in diverse learning platforms, which then expose the learners to an immersive learning experience. This study introduced augmented reality (AR) game-based learning mobile application to young learners in exploring wildlife conservation. However, the challenge in mixing fun gameplay and essential wildlife education to foster young learner's interest in wildlife conservation can be tough. In capturing the attention of young learners, the project aims to create a captivating wildlife game application that combines education with entertainment. This project employs a prototyping method, allowing for iterative development and testing of the AR game application to ensure its effectiveness in delivering educational content. The application incorporates interactive elements such as 3D models of wildlife with vocal features and quizzes elements. Findings reveal that the application facilitated the refinement of game mechanics and educational content based on user feedback, leading to an engaging and educational final product. The results emphasize the success of the approach is not only capturing young learner's interest but also increasing their knowledge and awareness of wildlife conservation. In the future, the incorporation of other elements such as leaderboard, badges and rewards have the potential to stimulate young learners’ motivation to actively participate in the learning program.

Learning programming from the perspective of cognitive load theory

Learning programming from the perspective of cognitive load theory

AI-Driven Numerical Optimization for Carbon Footprint Reduction and Sustainable Supply Chain Management in the Fashion Industry

This study explores how AI-driven optimization can help lower the carbon footprint of the fashion industry's supply chain. By using advanced AI models, the research delves into sustainable strategies across core areas—sourcing, production, logistics, and retail—focusing on reducing emissions, energy use, water consumption, and waste. Techniques like linear programming, genetic algorithms, and reinforcement learning showcase how AI can bring about real, measurable environmental benefits. The findings reveal that these optimized processes boost energy efficiency, save water, and cut down waste, making them valuable tools for sustainable supply chain management. The study wraps up with practical recommendations for adopting AI-based models to help the fashion industry embrace sustainability more effectively.

Research on the Interactivity Effect of Case Study Teaching in the Computer Programming Class

Case teaching plays an important role in the application of computer language courses currently, .At the same time, interactive teaching methods can improve the quality of classroom teaching.Different students learn computer programming at different levels, including beginner, intermediate and advanced.For beginners, the classroom teaching process can be arranged in the form of questions and answers, and the questions and answers between teachers and students can explain important concepts and procedural structures clearly.For intermediate level students, interactive teaching can increase eye contact to improve the classroom teaching effect.For advanced learners, discussion instruction requires an optimized understanding of problem solving, and it serves as a bridge between students and teachers.

The Foundational Role of Auditory Skills in Language Mastery

This study examines the critical role of listening in foreign language acquisition, highlighting how dedicated listening practice enhances comprehension, speaking fluency, and overall communication skills. Employing a mixed-methods approach, the research combines a literature review with an observational study of 30 university students engaged in structured listening activities over six weeks. Results indicate a 25% improvement in listening comprehension scores, as well as increased confidence and pronunciation accuracy among participants. These findings underscore the value of incorporating varied auditory resources, such as native dialogues and multimedia, into language learning programs. The study concludes that listening-based practice bridges theoretical knowledge and practical application, facilitating more effective and meaningful language use.