Advancement Of Teaching Research Articles

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

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

Fostering Inclusive and Effective Education: Insights from Bangladesh

The inaugural issue of the 50th volume of Teacher's World: Journal of Education and Research features a collection of eight scholarly articles that explore the challenges and opportunities within Bangladesh's education sector. These articles address various facets of education, such as the struggles of marginalized communities, digital learning, and pedagogical advancements. The thematic synthesis of these articles offers significant insights into the diverse dimensions of education, encompassing issues from the obstacles faced by marginalized groups to the impacts of digital learning and innovative teaching methods. Bangladesh confronts numerous challenges in promoting inclusive and practical education due to its diverse socio-economic landscape. Economic inequalities, gender disparities, infrastructure deficiencies, and technological gaps impede students' access to quality education. The analysis of the selected articles highlights that government initiatives aimed at equitable resource allocation and inclusive education can bridge existing gaps. Strengthening community engagement can address local educational needs, ensuring accessibility and tailored support. Additionally, innovative teaching methods, such as the flipped classroom model and experiential learning, can enhance student engagement and learning outcomes. The role of public-private partnerships in mobilizing resources, expertise, and technology is crucial for improving educational infrastructure and quality. Collaborations between the government, private sector, and NGOs can create comprehensive solutions to educational challenges. Addressing these challenges and leveraging opportunities requires a multifaceted approach involving policy reform, community engagement, innovative teaching methods, and strategic partnerships. By fostering inclusive and practical education, Bangladesh can pave the way for a brighter and more equitable future for its students. Furthermore, participation in global educational initiatives and networks can introduce new perspectives, resources, and best practices, enriching the local education system and fostering continuous improvement. Teacher’s World: Journal of Education and Res arch, 50(1): 1-5

A Training Program for Evaluating Chinese Music Instructors’ Leadership Competencies in Universities in Chongqing, China

Background and Aims: The need for effective leadership within Chinese music education departments in Chongqing universities. This program likely aims to develop and assess leadership competencies specific to the unique context of Chinese music instruction, aligning with broader goals of enhancing educational quality and organizational effectiveness in higher education institutions. This study investigates leadership competencies among music instructors in higher education in Chongqing, China, utilizing a multi-institutional cross-sectional approach to discern the current and desired leadership competencies essential for effective music education. Methodology: By applying the Priority Needs Index (PNI) analysis, the research identifies exemplary pedagogical performance and collaborative teaching as pivotal areas that necessitate development to meet the evolving demands of music education. Results: The findings emphasize a significant inclination towards student-centered educational paradigms, highlighting the importance of creativity, emotional intelligence, and collaboration in contemporary music education. This shift underscores the necessity for pedagogical evolution and integrating innovative teaching methodologies. By pinpointing key leadership competencies and underscoring the critical role of professional development, this study contributes to the broader dialogue on enhancing music education in China. Actionable recommendations include the development of courses integrating leadership and innovation skills, establishing professional development programs emphasizing student-centered methodologies, and forming strategic partnerships with music organizations to expose educators and students to real-world leadership scenarios. These initiatives aim to foster a culture of innovation and adaptability, ensuring music education aligns with the demands of the 21st-century music profession. The study contributes to the ongoing conversation on enhancing music education leadership in Chinese higher education, providing insights for pedagogical advancement and professional development. Conclusion: The study emphasizes a move in music education toward student-centered methods and promotes the blending of creativity, emotional intelligence, and teamwork. By delineating fundamental leadership skills and promoting career advancement, it provides practical suggestions for promoting creativity and flexibility, enhancing the conversation about enhancing music education leadership in Chinese higher education.

Embracing Opportunities and Navigating Challenges: Teaching Pronunciation in the EFL Context of Nepal

English is a vital medium for international communication and academic progress in Nepal, making the mastery of pronunciation crucial for students aiming to thrive in a globalized world. This study explores the intricate landscape of pronunciation instruction in English as a Foreign Language (EFL) settings, examining various perspectives, challenges and effective teaching methods. Factors influencing pronunciation acquisition include learners’ native language, exposure to the target language, motivation and instructional strategies. Pronunciation instruction covers phonemes, intonation, stress, rhythm and connected speech, all essential for effective spoken communication. Challenges in teaching pronunciation involve neglect, first language interference and reception issues, highlighting the need for innovative teaching strategies. Effective methods include minimal pairs, modeling and imitation, audio recordings, phonetic symbols, pronunciation drills, visual aids, error correction, contextualization and integration with other language skills. This study emphasizes the importance of a holistic approach to pronunciation instruction, raising awareness of its role in language education, and promoting continuous professional development for educators. Future research should explore innovative pronunciation teaching methods, considering new trends in language education and pedagogical advancements. By prioritizing pronunciation instruction and using evidence-based practices, educators can help learners achieve greater fluency, accuracy and confidence in spoken communication within diverse linguistic and cultural contexts.

PROGRESSIVE APPROACHES TO DANCE EDUCATION: ADVANCEMENTS IN TEACHING METHODS

PROGRESSIVE APPROACHES TO DANCE EDUCATION: ADVANCEMENTS IN TEACHING METHODS

Elevating Reading Comprehension: Tailored Techniques for Non-English Majors

Reading comprehension is essential for language acquisition and academic success, as it allows students to access information across all subjects. While numerous studies have examined the impact of various reading techniques on student comprehension, the process by which lecturers select and implement these techniques remains underexplored. This study addresses this gap by investigating the decision-making processes of lecturers when choosing techniques for teaching reading comprehension, particularly in non-English departments. Utilizing qualitative methods, including online surveys, semi-structured interviews, and observations, data were collected from lecturers at the Language Center of Universitas Muhammadiyah Malang. The findings reveal a two-stage selection process, with student English proficiency as the primary consideration, followed by their academic majors. Additional factors influencing technique selection include age, behavior, attitude, classroom environment, and course content. These insights are valuable for curriculum developers, lecturers, and researchers aiming to enhance language teaching practices and curricular development, ultimately leading to improved student outcomes and pedagogical advancement.

A LETTER FROM SPECIAL EDITION EDITOR IN CHIEF - DR. DEEPASHREE CHOUDHURY

Dear Readers and Contributors, It is with great pleasure that I welcome you to the special edition of the International Conference on Multidisciplinary Aspects of Built Environment (ICoMABE) 2024. This special issue, curated to coincide with the conference held from June 20-22, 2024, brings together pioneering research and innovative practices in the fields of architecture, urban planning, material technology, and pedagogical advancements in spatial design. The tracks covered in this edition—ranging from sustainable urban development and smart city designs to cutting-edge building materials, disaster-resistant structures, and pedagogical innovations—reflect the breadth of the built environment’s challenges and opportunities. As we navigate the evolving landscape of our cities, these topics are not only timely but critical for shaping a resilient, inclusive, and sustainable future. The built environment is facing an era of unprecedented change, driven by rapid urbanization, climate challenges, technological advancements, and evolving societal needs. ICoMABE 2024 serves as a timely platform to address these critical issues through a multidisciplinary lens, bridging the gaps between architecture, urban planning, construction technologies, and design education. As we confront the challenges of sustainable development, carbon-neutral construction, and the demand for smarter, more inclusive cities, this conference has become a significant gathering point for professionals, academics, and innovators committed to shaping the future of our built spaces. The need for such a conference is underscored by the increasing complexity of today’s urban environments. The convergence of design, technology, and sustainability is no longer optional but essential in creating resilient and equitable spaces that meet the demands of diverse populations. ICoMABE 2024 emphasizes not only the exploration of innovative solutions but also the importance of integrating sustainability into all aspects of planning and development. By bringing together thought leaders from across disciplines, this conference fosters the exchange of knowledge and ideas necessary to address the multifaceted challenges facing the built environment today. The discussions and research presented here aim to shape policies, inspire groundbreaking designs, and influence future practices in creating livable, sustainable, and future-ready environments. ICoMABE 2024 has provided a platform for researchers, practitioners, and educators to share their expertise, and I am excited to present the key findings, insights, and discussions that emerged from this event. The articles selected for this special issue highlight the multidisciplinary nature of the built environment and emphasize the importance of collaboration between academia and industry to foster meaningful change. This edition includes thought-provoking explorations into sustainable urban design, innovations in material science, and the integration of technology in design education. As editor, I have been privileged to work closely with the authors, whose contributions have demonstrated outstanding originality and relevance to the global context of our built environment. I would like to extend my heartfelt gratitude to all the contributors, reviewers, and the organizing committee of ICoMABE 2024 for their unwavering support and dedication. I hope that this special issue will not only inspire future research and innovation but also serve as a valuable resource for scholars, practitioners, and students in our field.

Co-created augmented reality app and its impact on the effectiveness of learning a foreign language and on cultural knowledge

This paper addresses the limited exploration of the impact of virtual and augmented reality on the learning process, particularly within the context of foreign language learning among young learners. Motivated by this research gap, the EULALIA, conducted from 2019 to 2023 (2019-1-IT02-KA203-063228), sought to evaluate the efficacy of integrating technology in language education. Specifically, the study investigates the influence of virtual and augmented reality on foreign language learning, examining its effects on subjectively assessed cultural knowledge, and workflow during classes, as perceived by educators. Involving 239 learners, the study employed a pre/post survey methodology, wherein participants provided feedback before and after working with the EULALIA application or traditional learning methods. The quantitative analysis of survey data was complemented by semi-structured interviews with participating teachers, providing additional insights. The results indicate a statistically significant increase in cultural knowledge among the group utilizing augmented reality. The findings suggest a positive impact on students’ learning progression, and workflow during classes. This research contributes valuable insights into the potential of integrating virtual and augmented reality in language education, offering a foundation for future pedagogical advancements.

Crafting An AI-Powered Adaptive E-Learning Framework: Based on Kolb's Learning Style

In the contemporary educational realm, the convergence of pedagogical advancements with machine learning presents a profound opportunity for transformation. This in-depth exploration delves into the complexities of constructing an adaptive e-learning platform, seamlessly integrating Kolb's learning preferences with state-of-the-art machine learning techniques. At the core of this initiative lies the certification module, meticulously scrutinized to bolster its effectiveness in acknowledging student accomplishments. With a focus on personalized education driven by machine learning for error analysis, learner profiling, and content adaptation, this amalgamation reshapes the educational landscape, offering bespoke and dynamic learning journeys. By proposing an intelligent and dynamic adaptive learning system, this study addresses the constraints of passive and one-size-fits-all platforms, aiming to discern and furnish personalized learning environments tailored to the unique needs of individual learners within the hybrid teaching paradigm.

Considering the Development and Evaluation of Engineers as Teachers

Engineering faculty are required to teach but are rarely trained in evidence-based practices in teaching and learning. While many faculty often mirror how they were taught and slowly develop their curriculum and skills over time, the methods for their development cannot keep pace with the rapidly changing landscape of engineering classrooms. This includes changes in students’ needs, pedagogical advances, and the technology accessible to students. In response to the need for training, development, and continuous improvement of engineering faculty’s teaching beyond the limited feedback that student and peer evaluations provide, our department piloted a program offering 18 different options for teaching development activities. Faculty could choose from these options to enhance their teaching practices. Three focus groups were conducted with a total of 12 faculty participants to iterate and improve upon the piloted program. Qualitative analysis of these focus groups, involving multiple phases of coding and general theming of the focus group transcript data, revealed more than just the faculty’s impressions of the piloted program. Our analysis revealed that two value systems exist when it comes to teaching and teaching development: what is valued personally by a faculty member and what is valued systemically by the department, college, university, or field they work within. The identification of these two distinct value systems revealed that misalignments exist between them. What faculty personally value about their teaching and teaching development might not be valued by the systems in place, and vice versa. We present examples of how faculty discuss these two value systems and explore the implications of conflicting value systems, as well as opportunities for departments to enhance alignment between these value systems to boost faculty motivation for regular engagement with teaching development practices.

Innovations, Best Practices, and Distinctiveness in Academics – A Case of Srinivas University

Purpose: Improving Quality in higher education institutions including universities is important as both supporting infrastructure, technology, and the perception of stakeholders are changing. This paper aims to examine and showcase the unique approaches, exemplary practices, and distinctive features within the academic framework of Srinivas University. Through rigorous research and analysis, the article seeks to elucidate how innovative strategies and best practices contribute to the university's academic success, serving as a valuable case study for educators, administrators, and stakeholders in higher education. Methodology: Exploratory research method is used to collect and analyse relevant information using appropriate analysis frameworks. Results/Analysis: The case study presents a comprehensive analysis of various aspects of academic innovation and best practices within Srinivas University. Firstly, it scrutinizes innovations in curricular aspects, highlighting the university's endeavours to enhance curriculum relevance and responsiveness to industry needs. Secondly, it explores innovations in teaching-learning and evaluation methods, showcasing the university's commitment to pedagogical advancement and student-centric approaches. Thirdly, it examines best practices in academics, emphasizing the institution's effective strategies in student support, faculty development, and research promotion. Furthermore, the article evaluates the institutional distinctiveness in academics, emphasizing Srinivas University's unique attributes and competitive advantages. Utilizing the SWOC analysis framework, the ability of the university to plan and implement innovations and best practices is critically assessed, revealing strengths, weaknesses, opportunities, and challenges. Outcome/Value: The article offers postulates of recommendation, providing actionable suggestions to further enhance the university's academic excellence and institutional distinctiveness. Type of Paper: Exploratory research analysis.

EXPLORING EFFECTIVE METHODS FOR TEACHING THE FRENCH LANGUAGE: A COMPREHENSIVE REVIEW

This article delves into various methodologies employed in teaching the French language, aiming to assess their effectiveness and suitability for diverse learning environments. Drawing upon recent research and pedagogical advancements, it explores traditional and modern approaches, emphasizing communicative and immersive strategies. The review underscores the importance of adopting a multifaceted approach to cater to the diverse needs and learning styles of students, thereby enhancing language acquisition and proficiency.

The Developmental Trajectories of the Pre-School Education System in Kazakhstan from 1991 to 2022

This study examines the evolution of the pre-school education system in Kazakhstan between 1991 and 2022. The period marks a significant transition post-independence, reflecting changes in educational policies and practices. The research employs a historical and analytical approach to understand the various phases of development in the Kazakhstani pre-school education sector. It highlights key reforms, including curriculum changes, pedagogical advancements, and integration of technology. The study also analyzes the challenges faced during this period, such as funding issues, teacher training, and rural-urban disparities. The findings suggest that while substantial progress has been made, further efforts are necessary to ensure accessibility and quality across the country. This research contributes to a deeper understanding of Kazakhstan's education reform journey and provides insights for policymakers and educators in similar contexts.

DIGITAL TECHNOLOGY'S EFFECT ON TEACHING AND LEARNING

Digital technology has had a big impact on how teaching and learning are done in different areas of education. It has been demonstrated that incorporating educational technology into teaching and learning procedures improves their efficacy (Qurat-ul-Ain et al., 2019). According to Qurat-ul-Ain et al. (2019), it is essential for raising productivity, efficacy, and pedagogical advancements that are beneficial to education. Interactive learning experiences are made possible by educational technology, which offers new ideas and uses beyond simple digital resource storage and transfer (Tuma et al., 2021). Furthermore, by providing a variety of learning opportunities and encouraging co-creative thinking abilities, digital technologies have been shown to support collaborative creativity in language instruction (Sastre et al., 2022). Even while technology offers many advantages, there are still issues with how to integrate it into the classroom. According to several studies, it's critical that teacher educators act as role models and encourage educators to use technology (Matthew et al., 2002). Furthermore, emphasis has been placed on the role that educational leaders play in helping students acquire digital citizenship and technology use (Baydar, 2022). In order to maintain teaching and learning as the primary focus in the face of technological improvements, schools must establish technology leadership. (In Davies, 2010). Moreover, the integration of technology in education has been linked to favorable consequences, including expedited and effortless learning and the promotion of inclusive, sustainable education (Uygur et al., 2020). Divergent viewpoints exist about the efficaciousness of technology in education. While some contend that technology can augment learning, others maintain that specific domains of knowledge, such as physical education, cannot be satisfactorily imparted through technological means (Aprilo et al., 2023). All things considered, incorporating technology into education necessitates a thorough comprehension of both its possible advantages and disadvantages, highlighting the necessity of ongoing professional development and assistance for teachers (Karakaş & Hidiroğlu, 2022).

Preceptor: o profissional de saúde-educador do século XXI

Abstract Introduction: It is a fact that the pedagogical advancements in professional healthcare education have not resulted in better quality of care. However, healthcare work as a source for a preceptor’s education and awareness as an educator-healthcare provider rises as a path to follow. Design: Based on the involvement in daily work activities, a preceptor offers teaching opportunities; plans, controls and guides the process; stimulates the student’s reasoning and active attitude; performs technical procedures; moderates case discussions; observes, assesses a student performing their activities and analyzes their performance; advises and supervises a student’s professional and personal growth; collaborates in the identification of ethical problems and their possible solutions; and sets limits and creates possibilities for the use of artificial intelligence. Conclusion: A preceptor - a clinical teacher - turns the work environment into appropriate educational moments to provide better healthcare to the population.

Research on the Path of Improving Physical Education Teaching in Colleges and Universities Based on Deep Learning

Abstract This research investigates the application of deep learning to college physical education, proposing an innovative teaching methodology that significantly improves outcomes by fostering students’ practical skills and innovation. We introduce a structured deep learning model encompassing four stages and twelve instructional steps, employing an “independent-cooperative-inquiry” modality in real-world teaching scenarios. Through empirical assessment in various T colleges, notable enhancements were observed in student attitudes toward physical education, collaborative spirit, and physical health, culminating in a 92% satisfaction rate with the teaching approach and an 85% boost in learning effectiveness. Adopting a deep learning-based pedagogy in physical education elevates teaching quality and enriches students’ comprehensive abilities, charting a new course for the pedagogical advancement in this field.

The Application of Multimedia Network Teaching Based on Big Data in Physical Education Teaching in Colleges and Universities

Abstract The integration of educational information technology presents novel opportunities for revolutionizing traditional pedagogical approaches in college physical education (PE). This study leverages big data analytics through the application of the OpenPose algorithm to meticulously map human postural features, thereby refining instructional design within the college PE framework. In parallel, to align pedagogical resources more precisely with the unique demands of college education, a decision tree algorithm is employed to derive comprehensive user profiles from a cohort of college students, which aids in the targeted recommendation of educational materials. Moreover, this research incorporates online teaching methodologies to develop and implement a big data-driven multimedia network teaching platform tailored specifically for college sports education. Empirical evidence underscores substantial benefits following the platform’s deployment. Post-implementation metrics revealed a marked increase in both the duration and frequency of students’ independent physical activities; the proportion of students engaging in 91-120 minutes of exercise escalated by 15%, and those exercising between three to five times per week saw an increase of 16%. Additionally, the platform significantly enhanced the PE performance of students. Users of the platform attained an average score of 89.29 in their assessments, surpassing the control group’s average of 83.23, who did not utilize the platform. Consequently, this multimedia network teaching platform emerges as a formidable enhancement to college physical education, delivering significant pedagogical advancements and fostering increased physical activity among students.

Exploring the Impact of Flow Experience on College Students' Sense of Acquisition in Ideological and Political Theory Courses

In the context of China, higher education institutions, including colleges and universities, bear the significant responsibility of cultivating proficient contributors and future representatives aligned with the socialist agenda. This is achieved through the provision of ideological and political theory courses. However, students face challenges in achieving desired educational outcomes in these courses. Therefore, it is necessary to investigate the process of knowledge acquisition in ideological and political theory courses as experienced by students. This study employs a qualitative case study methodology, based on flow theory, conducted in a selected college located in Shijiazhuang, Hebei Province, China. The research aims to gather relevant insights by examining data collected from 15 participants through individual semi-structured interviews. Subsequently, the qualitative data is meticulously analyzed using MAXQDA 2020 software. The findings of this study reveal that the factors influencing college students' perception of ideological and political theory courses encompass both internal factors, such as learning behavior and learning holistic quality, as well as external factors, including teaching behavior and teaching holistic quality. Drawing on the model developed in this study to elucidate the impact on college students' sense of acquisition in ideological and political theory courses, it is posited that flow experience constitutes the core factor influencing college students' sense of acquisition, whereby the intensity of flow experienced by college students in ideological and political courses directly affects the extent of their sense of acquisition. This research expands the scholarly exploration of instructional and pedagogical advancements specific to ideological and political theory courses within Chinese tertiary education institutions. Moreover, understanding the influential factors shaping the knowledge acquisition and comprehension process among college students in these courses has the potential to contribute to innovative educational approaches and strategies.

Resilient Pedagogical Advancements: Fostering ICT Tools for Post-Pandemic ESL Learning Through Sustainable Development – A Review

Background: The COVID-19 pandemic spurred a revolutionary shift in education, notably in language acquisition. Rooted in the principles of sustainable development, this study probes the post-pandemic linguistic pedagogy, spotlighting the refinement of English as a second language's (ESL) receptive and expressive competencies within this novel framework. Method: With a targeted approach to Language Skills (LSRW) acquisition, employing 25 meticulously selected eLearning applications, it addresses the reconfiguration of English language instruction following the pandemic-induced disruption of conventional methods. Results: These digital resources facilitated unprecedented levels of engagement, ensnaring students' focus through compelling visual aids. Furthermore, they bridged the scholastic divide between educators and learners. Consequently, students found these platforms indispensable for acquiring English as a second language in the online setting. This inquiry propels a call for further investigation into harnessing technology-driven learning to enhance ESL environments, all firmly grounded in the foundational principles of sustainable development. It emphasizes the imperative of fostering environmentally conscious and socially inclusive educational practices. Conclusion: Ultimately, it stands as an invaluable compendium for English language educators worldwide, furnishing insights to surmount the pandemic-induced pedagogical hurdles and embrace the innovative learning prospects it has ushered in, while advancing the cause of sustainable development in education.

University teachers’ professional learning for academic development: Q methodology research

ABSTRACT This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university’s overall strategy. This study explored 30 university teachers’ perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to prac- tice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.