Teacher-learner Interaction Research Articles

"I Learned as I Went": an online distance education case study.

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.

Social Interaction and Online Learning Efficiency for Middle School Students: The Mediating Role of Social Presence and Learning Engagement.

(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; Mage = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner-instructor and learner-learner interactions and learning efficiency. Specifically, while the indirect effect of learner-instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [-0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner-learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner-learner and learner-instructor interactions on online learning efficiency was found to be unequal.

BIPA Strategies: Teaching Indonesian to the World

The primary focus of this research is to determine the effectiveness of Bahasa Indonesia for Foreign Speakers (BIPA) and to investigate the BIPA learners’ and teachers’ perspectives in identifying the issues arising during learning-teaching processes by seeking its concept, problematization, and urgency. A qualitative descriptive analysis was used as the design of this research. Data were collected through interviews, document studies, and observation. A semi-structured interview strategy was conducted to interview 35 BIPA learners and teacher informants from Yogyakarta, Bali, and Makassar. Various important materials, such as BIPA learning-teaching guidelines, syllabi, and other instruments, as well as the manual and official documents of APPBIPA, were gathered. Observations were made in a BIPA learning-teaching environment to examine teacher-learner interactions and continuing learning results. Data were analyzed using the Seiddel model. The results of this study indicate that the key problems in teaching Bahasa Indonesian to Foreign Speakers are disparities in participants’ linguistic backgrounds, the complexity of Indonesian grammatical structures, and the understanding of Indonesian culture. Thus, it is conceivable to infer that BIPA utilization in learning-teaching processes is an attempt to make BIPA learning more relevant, practical, and in line with the demands of foreign speakers interacting with local communities.

School Social Environment and Psychological Wellbeing among Learners in Junior Schools in Tharaka Nithi County, Kenya

The study sought to establish the relationship between school social environment and psychological wellbeing among learners in Junior Schools in Tharaka Nithi County, Kenya. It adopted descriptive survey and correlational research designs. Multistage sampling was used to select 377 respondents comprising of 328 grade 8 learners, 42 grade 8 class teachers and 7 Sub- County Quality Assurance and Standards Officers. Psychometric test instrument, questionnaires and interview schedules were used to collect data from sampled respondents. Reliability of the instruments was ascertained through Cronbach analysis of data obtained from a pilot study carried among 53 respondents sampled from the same study area but who were not involved in the actual study. Data was collected from 325 grade eight learners, 41 grade eight class teachers and 5 Sub-County Quality Assurance and Standards Officers (SQASO) in Tharaka Nithi County giving the study a return rate of 98.41%. Qualitative data obtained was analyzed thematically while quantitative data was analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between the variables while hypothesis was tested using regression analysis at 95% level of significance. The study established that a positive social relationship between among peers and positive interactions between learners and teachers catalyze the social environment which promotes junior school learners psychological wellbeing. It concluded that the school’s social environment is negatively and significantly related to the psychological wellbeing of junior school learners.The study recommended that management of public junior school in collaboration with other education stakeholders launch and monitor turn-around initiatives aimed at fostering quality school social environment for learners’ improved psychological wellbeing. Areas of focus could include workshops on peer relations, stress management techniques, seminar on teacher-learner interaction, problem-solving techniques, and goal-setting for social and academic success could be part of the initiatives.

Investigating spoken classroom interactions in linguistically heterogeneous learning groups – An interdisciplinary approach to process video-based data in second language acquisition classrooms

Speaking the local language is central for successful integration into society. The teacher's language in second language (L2) classrooms serves as a crucial tool in language learning. Heterogeneity of learners’ language proficiency levels challenges teachers to adapt their language and accompanied instructional behavior. We offer an approach to study language acquisition processes and how teachers adapt their instructional language. This article presents our language-independent guidelines for processing video-based data of classroom interactions and demonstrate their reliability in a German as Second Language (GSL) classroom. These guidelines enable transcriptions of spoken language in noisy environments and detailed annotations of non-verbal classroom behavior. We outline research avenues at the intersection of empirical education research and linguistics that become feasible through these resources focusing on studying (non-)verbal adaptation strategies of teachers for learners at different proficiency levels. Our work directly fosters the interdisciplinary study of teacher-learner interactions, teacher competencies, and language acquisition.

Pedagogical Strategies in Teaching and Learning through English as Medium of Instruction at Lower Primary Level in Rwanda

This study investigated about pedagogical strategies in teaching and learning through English as medium of instruction at lower primary level in Musanze District, Rwanda, through the phenomenological design. Out of 117 schools, the study sampled six schools, based on their location and status. Out of the population of 3738 subjects, the respondents were 12 teachers and 317 learners. Instruments for data collection included non-participant classroom observations, semi-structured interviews with teachers and focus group discussions with learners. Data analysis took place thematically by grouping information into categories and sub-categories based on the types of information they held. The study concluded that after the re-introduction of English as Medium of Instructions, teachers and learners opted specific strategies to enhance the teaching-learning interaction. While teachers code switched from Kinyarwanda and English and vice versa, poor translation or interpretation led to misconception and misunderstanding of intended meaning. On the other hand, the learners’ strategies included memorization, constant repetition, learning through songs and games, group work discussions and debates. Based on the conclusions, the study recommends that teachers should strive to improve their level of proficiency in English as Medium of Instruction by attending English training sessions organized by the Rwanda Basic Education Board (REB). Learners need to minimize the use of memorization, which does not provide room for critical thinking. Finally, REB has to prepare strategic manuals with recommended teaching and learning strategies for effective interaction during the teaching-learning process.

Factors Influencing Class Satisfaction in Online and Offline Blended Classes - Focusing on Digital Competence, Interactions between Teachers and Learners, and Interactions between Team-members

The class environment in 2022 is based on full face-to-face classes in accordance with the easing of social distancing, but many instructors and learners are conducting a mixture of non-face-to-face and face-to-face classes. In the post-COVID-19 class environment, a plan to effectively apply online and offline blended classes is needed. This study analyzes how college students' digital competence, teacher-learner interaction, and team-member interaction affect class satisfaction in online and offline blended classes. The research subjects of the study were students of four-year university E located in Gyeonggi-do. Data were collected through an online survey method between June and July 2022. The analysis method was frequency analysis and descriptive statistical analysis. In addition, correlation analysis was conducted to confirm the validity of variables and to confirm multicollinearity. Moreover, factor factor analysis was conducted to confirm the validity of the measurement tool developed in this study. Finally, multiple regression analysis was conducted to verify the influence of college students' digital competence, teacher-learner interaction, and team-member interaction on class satisfaction of online and offline blended classes. As a result of the study, it was found that interaction factors between teacher-learners and team-members, excluding digital competency, affect class satisfaction in online and offline blended classes. These results suggest that to improve class satisfaction in operating online and offline blended classes in the post-COVID-19 era, it is necessary to come up with teaching strategies that can enhance interaction between teacher-learners and team-members.

Pedagogical Strategies Limitations and Practices Leading to Improved Teacher-Learners’ Classroom Interactions through English in Lower Primary Schools of Rwanda

Strategies employed by teachers and learners in lower primary schools in Rwanda were judged insufficient and ineffective, as learners’ learning performance, especially in rural schools, was still unsatisfactory in examinations set in English. The study aimed to investigate the limitations of the strategies used by teachers and learners in their English classroom interactions and to propose effective practices to enhance teacher-learner interactions in lower primary grades. The constructivism theory guided this study, employing a mixed method with a sequential exploratory research design. The research population consisted of 56,691 people, including 56,125 learners, 449 teachers, and 117 head teachers of primary schools in Musanze District. A sample of 115 respondents, including 109 teachers and six head teachers, were randomly selected. Semi-structured interviews with 18 teachers and 6 school head teachers yielded qualitative data, while 91 teachers completed a written questionnaire, which provided quantitative data. Thematic analysis helped to treat qualitative data, and descriptive statistical analysis by cross-tabulation was utilized in quantitative data cleaning and analysis. Findings revealed that strategies employed in teacher-learner classroom interactions present some limitations to effective teaching and learning through English. Furthermore, various practices, including special preparatory programs in preschool centers, improved methodology for pre- and in-service teachers’ training on the English language, and an emphasis on practical tasks to equip learners with sufficient knowledge and skills to solve school and real-life problems, were suggested. The study recommended the collaboration and cooperation of multiple educational partners during the implementation of the proposed practices. The proposed practices are expected to have a great impact on the journey of re-examining and re-contextualizing teaching and learning in Rwandan schools.

Identifying challenges and best practices for implementing AI additional qualifications in vocational and continuing education: a mixed methods analysis

ABSTRACT As artificial intelligence (AI) increasingly integrates into various industries and educational sectors, there is a growing need for an AI-ready workforce. This study, focusing on a novel AI additional qualification in Germany, investigates the underexplored challenges and best practices regarding the learning software, the learning contents, and the didactic design. Addressing the research question ‘What are the teaching and learning experiences in AI additional qualifications, and to what extent do these experiences align?’, we adopted a mixed methods analysis. This entailed interviews with four educators and self-reported questionnaires with 73 learners, triangulating both groups’ findings for comprehensive insights. Key outcomes from this study demonstrate a significant alignment in teaching and learning experiences, particularly in terms of shared challenges. The findings significantly contribute to AI curriculum development and continuing vocational education and training practice. They underscore the necessity for robust and visually engaging learning software, as well as learning content that primarily covers AI basics with practice-oriented examples. Another best practice emerges for blended learning formats, favouring a greater emphasis on face-to-face instruction complemented by teacher-supported self-directed learning. Future research should focus on balancing theoretical and practical knowledge in AI curricula, preparing teachers for AI content delivery, and optimising teacher-learner interactions.

Chinese university EFL learners’ perceptions of a blended learning model featuring precision teaching

ABSTRACT The present quantitative study aims to explore how students perceived the incorporation of precision teaching with Pinpoint, Record, Change, and Evaluation (PRCE) in a blended English course. This study surveyed 80 non-English majors at a Chinese university and utilised a questionnaire that focused on online learning experience, interaction, teaching quality, and evaluation, and overall satisfaction. The analysis of students’ responses showed that the blended design based on precision teaching gained positive learner perceptions due to its greater spatial and temporal flexibility, accessibility, targeted classroom instruction, increased learning autonomy, and more learner-instructor interaction. This study also established that learners’ positive attitudes towards blended learning featuring precision teaching were significantly linked to teaching quality and evaluation. The findings are discussed in alignment with those of earlier research, and practical implications for foreign teaching and learning in Chinese universities are also provided.

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.

Building belonging in online classrooms: relationships at the core

ABSTRACT Understanding students' sense of belonging in Higher Education is crucial for designing courses that improve retention, learning, and wellbeing outcomes. With the rise of online learning, educators face new challenges in fostering belonging in virtual environments. This study delves into the experiences of twenty postgraduate students in online learning settings. Through surveys, focus groups, and interviews, participants shared insights about their online learning experiences, their feelings of isolation or inclusion, and the aspects of online learning that helped keep them engaged. The findings reveal a complex cross-hatching among the themes of learner-instructor interaction, learner-learner interaction, and learner-content interaction, with the subject architecture and pedagogy enabling meaningful relational connections with both peers and instructors resulting in enhanced sense of belonging. By examining how online strategies and environments can be used to support students’ connections, we demonstrate how universities could reduce student attrition, enhance student wellbeing, and improve student achievement.

Online interaction in public speaking course: Implementation and challenges of MOOC in students exchange program

Three types of online interaction: Learner-Instructor; Learner-Learner; and Learner-Content, were facilitated profoundly during the public speaking class in the massive open online course using the SPADA-DIKTI learning management system. This paper explores in-depth how the online interactions occurred, the challenges, and the students' responses toward the program. The classroom setting was done fully online during one semester that consisted of 16 meetings and was participated by 40 university students throughout Indonesia. The learner-content is the most dominant interaction since the course was conducted fully online and learners completed several assignments based on the timeline. There were enough portions for learner-instructor interaction via the conference meeting class and social media group chat that allowed students to consult with the instructor directly. Although there were peer activities related to assignments and assessments, learner-learner interaction is the least happening since it can only be controlled during online synchronous meetings. Despite the students' enthusiasm for joining the course, the course objectives were not completely achieved. Only 50 % of the students passed the course and managed to complete the course learning activities. Some issues related to the workload of assignments, student motivation, and autonomous learning attitude in online courses have become problems.

Mimicking the Maestro: Exploring the Efficacy of a Virtual AI Teacher in Fine Motor Skill Acquisition

Motor skills, especially fine motor skills like handwriting, play an essential role in academic pursuits and everyday life. Traditional methods to teach these skills, although effective, can be time-consuming and inconsistent. With the rise of advanced technologies like robotics and artificial intelligence, there is increasing interest in automating such teaching processes. In this study, we examine the potential of a virtual AI teacher in emulating the techniques of human educators for motor skill acquisition. We introduce an AI teacher model that captures the distinct characteristics of human instructors. Using a reinforcement learning environment tailored to mimic teacher-learner interactions, we tested our AI model against four guiding hypotheses, emphasizing improved learner performance, enhanced rate of skill acquisition, and reduced variability in learning outcomes. Our findings, validated on synthetic learners, revealed significant improvements across all tested hypotheses. Notably, our model showcased robustness across different learners and settings and demonstrated adaptability to handwriting. This research underscores the potential of integrating Imitation and Reinforcement Learning models with robotics in revolutionizing the teaching of critical motor skills.

Dental Students' Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study.

The COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students' safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches. This study aims to examine dental students' web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning. This study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning. A multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the "learning environment" (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of "learning in preferred time" (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident. The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.

PERANAN INTERAKSI EDUKATIF DALAM PROSES BELAJAR PESERTA DIDIK MATA PELAJARAN BAHASA INDONESIA KELAS X SMKN 2 BONE

This research aims to understand the role of educative interaction in the Indonesian language learning process at SMKN 2 Bone. The research method used in this study is qualitative research. The data obtained and processed are the results of interviews with the Curriculum Vice Principal, Indonesian language teachers, and students of SMKN 2 Bone. Data collection methods used in this research include interviews, observations, and documentation conducted directly at the research site.&#x0D; The results of the research conducted by the author show that educative interaction plays a significant role in the Indonesian language learning process. In the educative interaction during the teaching and learning process, teachers play a crucial role as managers and implementers of the teaching-learning interaction. Teachers act as planners, guides, and motivators to facilitate effective interaction in the learning process. Teachers/educators play a role in creating an environment that keeps students focused on receiving lessons. In this context, teachers/educators behave professionally in performing their duties, making every effort to prevent any disturbances that could affect the students' development and never demeaning the dignity of the students. Through educative interaction, teachers/educators can successfully achieve educational goals.

Ongoing tracking of engagement in motor learning

Teaching motor skills such as playing music, handwriting, and driving, can greatly benefit from recently developed technologies such as wearable gloves for haptic feedback or robotic sensorimotor exoskeletons for the mediation of effective human-human and robot-human physical interactions. At the heart of such teacher-learner interactions still stands the critical role of the ongoing feedback a teacher can get about the student’s engagement state during the learning and practice sessions. Particularly for motor learning, such feedback is an essential functionality in a system that is developed to guide a teacher on how to control the intensity of the physical interaction, and to best adapt it to the gradually evolving performance of the learner. In this paper, our focus is on the development of a near real-time machine-learning model that can acquire its input from a set of readily available, noninvasive, privacy-preserving, body-worn sensors, for the benefit of tracking the engagement of the learner in the motor task. We used the specific case of violin playing as a target domain in which data were empirically acquired, the latent construct of engagement in motor learning was carefully developed for data labeling, and a machine-learning model was rigorously trained and validated.

The perception of misinformation by young students from a Brazilian sociocultural context: reflections and clues for media education

Based on a doctoral study developed in the Brazilian sociocultural context, the article reflects on the perception of misinformation among young students from public and private schools. In a society permeated by the digital world in the broader context of socio-materiality, the complexity of the terms Misinformation, Fake News, and Post-truth shows the difficulty of understanding true and false nowadays. In the capitalism of data, algorithms, control, and vigilance, misinformation is an increasingly discussed theme in digital culture due to the problems created in the political, economic, social, cultural, and political spheres. The implications of this phenomenon reverberate throughout the educational ecosystem, the teaching-learning interactions and relations in the school, and other informal and non-formal educational spaces. Grounded on the dialogue between cultural studies, media-education, and youth cultures, we seek to identify young students' perceptions of misinformation to create a formative path in the media-education perspective. The qualitative and exploratory research involved an empirical dimension conducted with young students from 14 to 21 years old in Curitiba and Colombo in Paraná, Brazil. We traced the group's profile through the European Framework for Digital competencies during workshops on media education, aiming to identify and reflect on how young students receive, understand, analyze, check, and share information. The workshop analyses suggested clues to build media competencies in the youth culture contexts and how schools can/should develop a work in the perspective of media education to build a better understanding of oneself, the other, and the world, producing and sharing messages and information with more responsibility in the perspectives of citizenship and belonging.

Factors contributing to online learning satisfaction during Covid-19 pandemic in higher education in Indonesia

To prevent the transmission of COVID-19, the learning process that used to be face-to-face meetings has turned into online learning. In the online learning context, students’ satisfaction is one of the crucial aspects. However, limited research has looked at the factors contributing to students’ satisfaction in developing countries, including Indonesia. This study investigated the determinants of online learning satisfaction among undergraduate students in Indonesia during the pandemic COVID-19. A total of 267 students aged 17-28 years old (M=20.07, SD=1.40) were participated in this study through accidental sampling technique. This study applied a quantitative approach with six instruments: online learning satisfaction, online learning readiness, academic stress, learner-content interaction, learner-learner interaction, and learner-instructor interaction. Multiple regression analysis showed that only online learning readiness and learner-content interaction were contributed significantly to online learning satisfaction (R2 = .36, F (2,262) = 36.80, p .001). Furthermore, learner-content interaction had a more considerable contribution (b=1.41, p.001) to online learning satisfaction than online learning readiness (b=.15, p=.03). The theoretical and practical implications of this study are discussed.

Development of Contextual Learning Models to Improve Student's Speaking Skills

An alternative solution for students to learn in a fun way is to use a contextual learning model. The contextual learning model is expected to activate the potential of teachers and students in teaching-learning interactions. Therefore, This research aims to obtain a contextual English learning model that can improve the speaking skills of junior high school students. The method used in the study is the research and development method. The results of the research produced several conclusions. First, the resulting learning model is a Contextual Learning Model, which can be used to improve students' speaking skills. The contextual English learning model developed has components including (1) establishing meaningful relationships, (2) doing meaningful work, (3) carrying out an independent learning process, (4) collaborating, (5) thinking critically and creatively, (6) ) provide individualized service, (7) strive to achieve high standards, and (8) use authentic assessment. Second, the learning design model presents learning plans and learning procedures. The main steps are exploration (apperception), consolidation, attitude formation, and closure. Third, the contextual learning model resulting from this development is efficacious in improving students' speaking skills in learning English. High effectiveness in improving speaking skills for better students with better school rankings. The developed contextual English learning model can make it easier for teachers to carry out the English language learning process in junior high schools, improve students' speaking skills, and improve contextual learning models, especially in English subjects in junior high schools.