Classroom Strategies Research Articles

Teachers' Utilization of Mobile Learning Applications for Instruction and The Students’ Classroom Performance Towards Strategic Guidelines in The Classroom

This paper is in order to determine the situation of teachers' utilization of mobile learning applications for instruction and the students’ classroom performance on classroom strategy, this paper investigates the strategies of students in Yulin University of Shaanxi Province for teachers' use of mobile learning applications in teaching evaluation. The interviewed students' assessment of the relationship between their teachers' use of mobile learning applications in teaching and classroom performance was identified. In this study, structured survey and quantitative analysis were used to collect and compare data. At least 375 students were randomly selected as the study sample. The results are as follows: 1). Majority of the student respondents are male of not more than nineteen years of age representing Grade 1. 2). Students believe that their teachers frequently use the mobile learning applications in the classroom resulting to an effective utilization of the application in the teaching-learning process.3). Female students have better assessed the utilization of mobile learning applications in their classrooms than the male students. On the other hand, students’ age and grade level did not make significant differences in their perceptions on how their teachers utilized the applications. 4). Students generally exhibited fair to good classroom performance based on their recent evaluation. 5). The use of mobile learning applications in the teaching-learning process did not make significant impact on the classroom performance of the students. This paper is of great significance in improve teaching practices, improve learning outcomes, and promote responsible and effective technology integration. It empowers educators, provides information to administrators, addresses data privacy concerns, and promotes the overall advancement of educational technology and its impact on society.

Evaluating the Efficacy of Code-Switching as a Strategy for Enhancing ESL Instruction

In this study I aim to evaluate the effectiveness of code-switching (CS) as a strategy to enhance teaching English as a second language and the usefulness of CS in enhancing students’ language acquisition, comprehension, and communication skills. The study sample included 52 English language teachers at Technical and Vocational Training Corporation in different colleges. I use a mixed-methods approach, which is a content analysis method of collecting data on the use of CS, as well as a questionnaire to collect information from English teachers about their experiences with CS in enhancing language acquisition, comprehension, and communication skills. The results showed that teachers believe that CS is a useful strategy in the ESL classroom. Moreover, there was a difference in the levels of CS in the classroom, which could be attributed to differences in teachers’ educational experiences, the level of the students' language acquisition they were teaching, and their teaching styles. The percentage of CS ranged from 13.5% to 25.7%, which indicates different degrees of reliance on CS as a communication tool.

Effective Social-emotional Learning Strategies in the Online University Classroom

With the increasing prevalence of online education, especially since the pandemic, there is a growing need to explore effective strategies for fostering social-emotional learning (SEL) in virtual university classrooms. The key components of SEL are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In this study, the researcher explores effective SEL strategies in online university classrooms. Although researchers have widely investigated the topic of SEL programs in K-12 settings, few have focused on SEL strategies in adult-level or university settings, specifically for online environments. In this qualitative, phenomenological study, the researcher investigates professor perceptions regarding effective SEL strategies in university online environments. Participants in the study are professors with experience teaching at the graduate or undergraduate level in a private university in Tennessee. The researcher collects data from a questionnaire, semi-structured interviews, and a focus group discussion. Several strategies emerge as effective in promoting SEL, including sympathy building, supportive environment, and building connections. By implementing these strategies, educators can effectively promote SEL in online university classrooms, thereby enhancing the overall well-being of students, academic success, and readiness for the online environment. However, further research is warranted on the implementation of these strategies in diverse online learning environments.

أثر استخدام استراتيجية الصف المقلوب في تنمية النمو المعرفي بوحدة الغذاء لدى أطفال الروضة

This study aimed to reveal the effect of using the flipped classroom strategy in developing the cognitive growth of the food unit among kindergarten children. The experimental method was used with a semi-experimental design, one-group, on a research sample consisting of (22) children from the third level from the Kindergarten Teachers Training Center in the city of Jeddah. The two researchers prepared a pre-post cognitive test for the food unit. The results of the study revealed that there are statistically significant differences between the mean scores of the children of the experimental group in the pre and post applications to measure the growth of basic and higher thinking skills among kindergarten children in the food unit, and the differences came in favor of the post application. The study also recommends training and encouraging kindergarten and early childhood teachers to use the flipped classroom strategy in the educational process.

The Effectiveness of a Strategy Training Course in Enhancing Language Skills of Indian Engineering Students

In the contemporary professional landscape, engineers are confronted with the dual imperative of not only excelling in the core subject expertise but also possessing linguistic competence to remain competitive in the global job market. The current employment scenario is marked by raise in demand but decline in the number of qualified professionals graduating from colleges. Graduates are now expected to embody the qualities of techno-managers, adept at multitasking in their roles. Relying solely on technical skills has proven inadequate for many individuals. Recognizing the evolving job market requirements, it became apparent that students must excel in communication, particularly English communication skills, to thrive professionally. Effective communication fosters the development of confidence, astuteness, and outward skills in students. Language acquisition is a lifelong, active process that commences at birth. Textbooks play a crucial role in achieving the objectives of a course, serving as prominent elements in the teaching process. Language learning, facilitated by learning strategies, involves a set of tactics individuals employ to take control of their learning processes. In today's educational landscape, teachers play a pivotal role in enhancing strategies in second or foreign language classrooms. Their responsibility extends to facilitating learning among students and making their thinking processes visible. Effectively teaching a second language (L2) requires educators to consider the unique needs and backgrounds of each learner. By doing so, they can employ methods that help students in utilizing strategies to enhance their L2 learning experience. This paper provides insights into the trailblazer learning strategies that augment the language skills repertoire.

Artificial intelligence robots based on machine learning and visual algorithms for interactive experience assistance in music classrooms

This article aims to study the application of artificial intelligence robots based on machine learning and visual algorithms in music classroom interactive experience assistance. In artificial intelligence robots, mobile adaptive networks can be used to optimize the perception and decision-making abilities of robots. By continuously learning and adapting to environmental changes, robots can better understand and respond to the interactive needs of music classrooms, providing more accurate and targeted auxiliary services. By learning and analyzing rich training data, robots can possess higher-level cognitive and comprehension abilities. In terms of music recommendation, the K-nearest neighbor algorithm is used to recommend music works that are suitable for students. By analyzing students’ music preferences and learning needs, robots provide personalized music recommendations to students based on this information, helping them better participate in and enjoy music classes. By applying machine learning and visual algorithms to music classroom interaction experiments, artificial intelligence robots based on machine learning and visual algorithms have the potential to assist in music classroom interaction experience, and teaching optimization strategies for music classrooms have been proposed.

Incorporating Artificial Intelligence and MALL Strategies in EFL Classrooms: Interactive Pedagogical Praxis

Incorporating Artificial Intelligence and MALL Strategies in EFL Classrooms: Interactive Pedagogical Praxis

Planning for Equitable Student Sensemaking: An Examination of Preservice Teachers’ Noticing of Elementary Science Lesson Plans

ABSTRACT Designing and analyzing lesson plans is a ubiquitous practice in teacher education, and yet we know little about how preservice teachers (PSTs) notice elements of their lesson plans that afford opportunities for supporting equitable student sensemaking. We investigate how the use of a tool, a framework for supporting equitable sensemaking, guided 36 PSTs to notice four features of equitable sensemaking in their plans. Qualitative analysis of PSTs’ comments about their plans generated a coding rubric and three associated levels for noticing. These levels included (1) paying little to no attention to explicit strategies and making assumptions about the ways that traditional classroom practices might facilitate equitable sensemaking; (2) attending to some strategies but providing few details; and (3) attending to and making connections between specific moves and broader principles and practices of supporting equitable student sensemaking. Guided by the tool, PSTs were able to provide elaborate details about their plans to design instruction to engage students in authentic scientific work focused on investigating and explaining phenomenon (feature 4) and to position students as knowers (feature 2), but they struggled to discuss explicit ways to leverage students’ lived experiences in their science lessons (feature 3) and facilitate equitable engagement and participation (feature 1). This suggests that even with the use of a tool, it may be challenging for PSTs to attend to and describe in detail strategies for leveraging students’ out-of-school lives and interests for science learning and explicit classroom strategies for making learning accessible and engaging for all.

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England

A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole‐school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.

The Influence of Social Context on EFL Learners’ Identity Construction: A Case Study of Three College Students in Jeju

Objectives This study aims to examine second language (L2) learners’ identity constructions considering the so-cial contexts of Jeju. In particular, this study explores how English learners are positioned in Jeju society, how their investments in learning English change depending on their positions, and how their investments influence the for-mation of L2 identity. Methods Data from the participants’ journal writings and interviews were analyzed to examine their identity con-structions in the process of English learning using the poststructuralist concept of positions, the unequal relations of power, and investments in learning English. Results Motivation is frequently socially constructed in various sociocultural contexts, and it needs to be under-stood in connection with the unequal relations of power. This study shows that the participants’ different positions had a significant impact on their investments in learning English. Also, the participants in this study established multiple identities in various contexts of Jeju depending on their positions influenced by the unequal relations of power, which may constrain their English learning opportunities. Conclusions Language learners’ marginalized positions can influence their investment and identity constructions, so it is important to develop pedagogical strategies that enhance language learners’ positions. This study is sig-nificant because it has implications for educators to understand how language learners resist or negotiate lan-guage practices in a given classroom, and re-examine their classroom strategies to find ways to improve language learners’ investments with more powerful positions.

Flipped classroom strategy in promoting critical thinking in social science

The research study aimed to assess the effectiveness of a flipped classroom strategy in enhancing the critical thinking skills of grade 12 humanities and social sciences students. Two approaches, pre-class and in-class activities were implemented with 80 students from Recto Memorial National High School. Overall, students had a positive perception of the flipped classroom strategy, and their performance in critical thinking tests was generally good. However, there were areas for improvement, particularly in inference and evaluation skills. The study found no significant difference in recognition and inferencing skills between the pre-class and in-class activities, but there was a significant difference in interpretation and evaluation skills. Recommendations were made for curriculum developers, supervisors, and administrators to enhance teaching methods through training and workshops, focusing on improving students' inference and evaluation skills. The adoption of the flipped classroom approach was encouraged, especially in social sciences, to make class discussions more engaging. Further research with a larger sample size or exploring different critical thinking subskills was suggested to provide more insight into the effectiveness of the flipped classroom approach.

Introducing the Social Constructions of Race, Gender, and Socioeconomic Class in a Health Sciences Curriculum

This paper discusses approaches to teaching an introductory social science course geared toward students majoring in health sciences programs. Using the methodologies and scholarship of history, sociology, anthropology, and political science, the course explores the ways in which conceptions of human identity—namely the categories of race, gender, and socioeconomic class—are socially and culturally meaningful. The authors discuss specific classroom strategies for highlighting the historical role of the natural sciences and the health professions in erecting and reifying social structures of racial, gender, and socioeconomic class hierarchy and oppression and suggest primary sources and classroom exercises to illustrate how the social construction of identity relates and contributes to ongoing health disparities. As instructors, we urge students to consider how they, as future health care providers, might apply these concepts in clinical settings to mitigate harm and promote health equity.

What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology

Understanding subjective perspectives of enjoyment in foreign language (FL) learning among diverse students can yield insights into the determinants of their enjoyment in FL learning, thus informing FL educators in tailoring their teaching strategies in FL classroom. With this aim, the current study utilized Q-methodology to explore the perspectives of Chinese university students on Foreign Language Enjoyment (FLE) in an English-as-a-foreign-language (EFL) setting. A total of 30 students participated in a Q-sort with 40 FLE-related statements, followed by Principal Component Analysis and varimax rotation for pattern extraction. Additionally, retrospective interviews with six participants provided deeper insights. The research identified four factors shaping FLE in EFL learning: informativeness, independent learning, collaborative work, and interestingness. These findings highlight the subjective nature of EFL learners' FLE perspectives, influenced by both internal factors (self-reported FL proficiency and achievement) and external factors (support from teachers and peers). Our findings suggested that educators are encouraged to tailor teaching strategies to enhance FLE in the context of EFL learning, thus improving students' learning outcomes.

Bridging Learning Experiences In and Out of School: Students’ Views

This article presents an exploratory study examining the importance that students attribute to pedagogical strategies focused on bridging learning in-and-out of school. The aim is twofold: to analyse students’ views of such strategies in different types of school (personalised learning -PL- and mirror schools), and to investigate whether different perceptions appear among three selected PL schools according to their degree of implementation of such strategies. We have administered the EPAE-A questionnaire to a sample of 3001 students (1481 from 5 PL schools, and 1520 from 5 mirror schools) to determine the value to these type of strategies for learning. The results indicate broad student agreement on the importance of connected learning strategies for learning and engagement in both groups. Moreover, our analysis reveals a certain relationship between the amount of pedagogical strategies aimed at promoting connections between in and out of school learning in the three selected cases and the perceived frequency reported in the questionnaire. In conclusion, our study highlights different elements to help teachers implement connected learning strategies in classrooms.

The Implementation of Collaborative Strategy in Teaching Students’ Speaking Skill

Effective communication relies heavily on one's speaking ability, which is crucial not only in one's native language but also foreign languages, especially challenging during the secondary school years. This study aimed to improve students' speaking comprehension through a collaborative learning approach. Using qualitative research methods, data were collected through questionnaires from eleventh grade students of SMAN 2 Muara Bungo in the 2023/2024 academic year. The sample consisted of one class, namely class XI IPA, which consisted of 36 students from a total population of 90 students. The findings demonstrate the efficacy of collaborative strategies in improving speaking comprehension, fostering students' confidence in articulating ideas during the learning process. Collaborative learning facilitates the production of more argument components, leading to a higher level of discourse. In addition, it enhances students' cognitive ability to remember, understand, apply and analyze information. Therefore, collaborative learning emerges as a promising classroom strategy to improve students' speaking comprehension. However, various challenges and variables affect students' success in utilizing collaborative strategies for English language learning.

PAG-INDO ‘SA LINAWNGAN NA SAMA: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF TEACHERS OF SAMA LEARNERS

In the heart of Davao Gulf in Southeastern Mindanao lies the pristine Island of Samal - the homeland of Sama indigenous group and have lived there since the beginning of time. The Island Garden City of Samal (IGaCoS) can be reached by ferry boat from Davao City. Learners of any indigenous group are highly influenced by their own distinct environments and experiences, the explicit exposure of Sama learners to their own Mother Tongue – Sama Language is beneficial in their pursuit of linguistic competence albeit furthers the maintenance of their cultural heritage. Hence, in 2016, the Department of Education implemented the IPED program that aims to teach children the history and the language of Sama. The Department of Education Island Garden City of Samal recognize the importance of providing culturally appropriate learning resources in the mother tongue for children of Indigenous Peoples such as the Sama. This will ensure that no Sama children are left behind as the K-12 Mother Tongue-Based Multilingual Education (MTB-MLE) system is implemented nationwide. The Sama have an estimated population of 32,000 and live in Island Garden City of Samal. Teachers are facing problems in the implementation of IPEd Program like lack of learning resources and lack of knowledge on indigenous knowledge systems and practices (Olpindo, 2018). In this context, the core of this study is the experiences of teachers handling Sama Learners in terms of their pedagogy focusing on communication classes. Universities produce educators that fill positions in the various supply chains of the nation’s education systems. These educators over the last four decades have emerged from their universities with very little exposure to Indigenous insights and then they inadvertently replicate either or at worse illegitimate or illinformed Indigenous content in their disciplinary field. All children are on a continuum of learning. It is essential that teachers find out where each of their students is on the continuum by developing knowledge of individual students’ learning levels and needs. (Perso, Thelma. Teaching Indigenous students: Cultural awareness and classroom strategies for improving learning outcomes. Routledge, 2020.)

Exploring Formative Assessment Strategies in the Chemistry Classroom in Secondary School: A Systematic Literature Review (SLR)

Exploring Formative Assessment Strategies in the Chemistry Classroom in Secondary School: A Systematic Literature Review (SLR)

The Application of Informatization Teaching and Flipped Classroom in the Teaching of Traditional Culture in College Languages

For the teaching of traditional Chinese culture in universities, fully utilizing existing resources for innovation is crucial to its teaching effectiveness. Hence, this study advocates for the utilization of information technology and the flipped classroom methodology in university-level traditional Chinese culture education. By thoroughly examining the fundamental goals of teaching traditional Chinese culture at universities, this paper suggests employing information technology to develop diverse educational scenarios. These scenarios encompass generating cultural contexts, simulating cultural experiences, enhancing interactive exchanges, and broadening the scope of educational materials, all aimed at enriching the pedagogical approach to traditional Chinese culture. In the stage of designing flipped classrooms for traditional Chinese culture teaching in universities, the ARCS theory was introduced. Guided by attention motivation, association motivation, confidence motivation, and satisfaction motivation, research was conducted on course content design, teaching methods and means, learning experience, feedback, and evaluation. Through the integrated application of information technology and flipped classroom strategies, our objective is to diversify the pedagogical approaches for traditional culture. This initiative is designed to boost students' comprehension and learning outcomes regarding traditional culture, foster their enthusiasm and knowledge depth in traditional Chinese cultural studies, and encourage the preservation and evolution of traditional cultural heritage.

Enhancing English Language Teaching: Strategies, Challenges, and Opportunities

Central to the article's inquiry are the innovative teaching methodologies and effective classroom strategies employed in ELT classrooms worldwide. Through a critical examination of theoretical frameworks and practical applications, the article illuminates the diverse pedagogical approaches and instructional techniques used to enhance language acquisition and proficiency among learners. From communicative language teaching to task-based learning and content-based instruction, the article explores the richness and diversity of approaches that educators employ to engage and empower language learners. The article delves into the transformative impact of technological advancements on language education. By examining the integration of digital tools, multimedia resources, and online platforms in ELT pedagogy, the article highlights the potential of technology to enhance language learning outcomes, facilitate authentic communication, and foster learner autonomy. However, it also acknowledges the challenges and complexities associated with technology integration, such as access barriers, digital divides, and the need for digital literacy skills among educators and learners. The article explores opportunities for professional development, collaboration, and research within the ELT community. By fostering a culture of continuous learning, collaboration, and inquiry, educators can enhance their teaching effectiveness, expand their pedagogical repertoire, and contribute to the advancement of knowledge in the field of language education. Through networks, conferences, and research initiatives, educators have the opportunity to engage in dialogue, exchange ideas, and explore innovative practices that promote excellence in ELT.