Classroom Strategies Research Articles

Enhancing Pedagogical Strategies for Multilingual Classrooms in Foreign Language Education: Training Lecturers for Linguistic Diversity and Language Variation

Lecturers play a huge role in the teaching of foreign languages across universities. As such, their training in language diversity and variation remains a significant tool in enhancing pedagogical strategies for multilingual foreign language classroom. This study focused on the analysis of different ways in which the training of foreign language lecturers can enhance pedagogical practices for multilingual foreign language classrooms. A total of 151 lecturers and 112 university non-academics staff members drawn from departments of foreign languages participated in this quantitative survey. Data was gathered using digitally developed questionnaire. There was a wide diversity of viewpoints from participants on instructional methods, such as peer instruction, outlining objectives explicitly, and continuing one's education. There are major and far-reaching implications of this research. One major takeaway from the research is how vital it is that lecturers of foreign languages get diversity training as part of their ongoing training and certification. Recognizing the need of such training allows schools to proactively provide lecturers with the tools they need to accommodate a student population that is becoming more diverse. In conclusion, this research sheds light on the difficulties and potential of teaching a foreign language to a population with a wide range of linguistic background. The research sheds light on the need of training for language diversity and the difficulty of maintaining order in a multilingual classroom. Lecturers and universities may better prepare students for success in a globalized world by addressing these issues and developing more welcoming, responsive, and successful foreign language classes.

Critiquing Journal Articles in Writing Classrooms and Its Effect on English Major Students’ Argumentative Writing Development

Despite all the attempts to convince teachers and school authorities to support critical thinking (CT) skills in school settings, the application of CT skills has not reached a satisfactory point. Using a quasi-experimental design, the present study attempted to examine the effect of critiquing journal articles on English major students’ argumentative writing abilities. To develop CT skills among language learners and improve their argumentative writing abilities, the strategy of critiquing journal articles was applied to a semester of foreign language writing classroom instruction of the experimental group for the results to be compared later with the performance in a control group. This comparison was made through the analysis of covariance, which revealed that the experimental group performed significantly better than the control group in writing argumentatively. This, in turn, demonstrated that critiquing journal articles as a pedagogical strategy in classrooms could significantly affect English as a foreign language learners’ argumentative writing performance.

Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications

AbstractFocusing on English‐as‐a‐foreign‐language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English‐language teaching from the findings. This study proposes the initiation‐response‐follow‐up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.

Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution

Feedback has a crucial position in supporting the success of teaching and learning processes in English as Foreign Language (EFL) classroom setting. In addition, research in this essential topic should be conducted continuously. Most research on topic have been done at schools or even universities. Only few studies concentrate in non- formal education institution such as English courses. Therefore, it is reasonable to conduct this study. Employing qualitative research, this study invited eight English teachers at non-formal education institution. The study used interview as the instrument to collect data and thematic content analysis to analyze the data. The findings displayed that the participants faced challenges and having strategies in providing feedback for students. The result revealed that teachers find challenges like inappropriate response from the students and insufficient time to make it happen fully. Then, the strategies implemented to fulfill these challenges are sharing appreciation towards students’ work at the beginning, making a clear follow-up session as well as having a clear information to students, and creating a direct comment to students’ work and also adding some notes. This study will contribute more not only for non-formal education institution but also for formal education in general. Furthermore, other aspects, such as teaching approach as well as the method used may be considered as important to adjust with these findings.

Strategi Mapping Classroom dengan model Quantum Teaching Untuk Meningkatkan Percaya Diri Tampil di depan Publik Untuk Generasi Kota Batam

The urgency of this activity is to increase the courage of the younger generation to appear with good communication in front of the public. The purpose of this activity is to train the younger generation who are students to be able to communicate. The problem that occurs is the lack of confidence to appear in front of the public, the benefit of this activity is that the training participants are expected to be able to appear in front of the public individually or in groups. The target of this activity is that participants display artistic creativity uploaded on social media, namely tiktok. generation to run the wheels of Indonesia EMAS for that it is necessary to carry out activities that can improve their abilities. There were 350 participants, the training technique used the Mapping Classroom Strategy approach so that participants could communicate in small groups as the first step. Then the material is given using the Quantum Teaching model which involves speakers and participants to explore talents that can be presented and staged in publications on social media.

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

This mixed-methods study was used to examine the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. A sample of 126 experienced K-12 educators from the northeastern US completed (a) a demographic survey, (b) a teachers’ self-efficacy survey, and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that teachers’ use of academic performance feedback, efficacy beliefs in student engagement, and employment of both student-directed and direct instructional practices predicted teachers’ self-perceptions about being able to adapt instruction for their ELL population. Qualitative data were obtained from 10 participants who self-rated as having high self-efficacy and classroom strategy use. Themes included foundational requirements, school leadership, specific instructional strategies, and knowing how to apply these strategies with ELLs. The triangulated results revealed that when school leaders provide professional learning opportunities that support a truly inclusive curriculum and collaborative time in which to plan with colleagues, there is a positive impact on teachers’ self-efficacy to instruct ELLs.

LEARNING ASSESSMENT AMONG COLLEGE STUDENTS AND ITS RELATION TO CLASSROOM PERFORMANCE

This paper examines the relationship between learning assessment among college students and classroom performance. It explores the different methods of assessment used in higher education settings, their impact on student learning, and how they influence student performance in the classroom. The study suggests that effective assessment practices enhance student engagement, motivation, and understanding of the subject matter, ultimately leading to improved academic performance. The paper concludes by providing recommendations for educators to implement effective assessment strategies in college classrooms.

Latinx Teachers Engaging Students, Parents, and Families

ABSTRACT Classroom teachers and certified English as a Second Language (ESL) teachers struggle staying current with pedagogical approaches and strategies to work with diverse student populations. In order to support Culturally and Linguistically Diverse (CLD) students’ success in the classroom, teachers must implement effective teaching strategies. Teaching without knowing the students’ background knowledge is problematic for all students. To this end, this study explored (a) how teachers who graduated from a federally funded bilingual and bicultural education program engage in justice agendas for their CLD students, (b) the things these in-service teachers attribute as barriers and support systems in their social justice work, and (c) the educational strategies the in-service Latinx teachers value in their role as advocates in their social justice work. Qualitative and Critical Qualitative Research (CQR) was our overarching framework to examine participants’ experiences regarding social justice. Latino/a Critical Race Theory/LatCrit was our theoretical framework with trenzas y mestizaje (braids and mixture) as the methodological framework. Data collection was based on testimonios collected through individual pláticas and group pláticas (formal and/or informal conversations) elicited by the use of tesoros (treasures). Data was analyzed and interpreted through Trenzas y Mestizaje and LatCrit. Specifically, data analysis was achieved through braiding the participants’ experiences and/or testimonios. The following prominent themes emerged: (a) Effective classroom strategies, (b) Parent and family involvement, (c) Relationships, (d) Barriers as pre-service and in-service teachers: Resilience. The findings of this study indicate that all participants described their effectiveness as teachers through the implementation of specific strategies, intrinsic motivation for teaching Culturally and Linguistically Diverse Students (CLDs), and the sense of commitment to being role models to their students. Additionally, the findings indicate how the participants were able to overcome barriers through resilience, support from colleagues, administrators, and family members. These participants/Latinx teachers have been teaching advocating, informing, and engaging their students, parent, and families for the past seventeen years, by providing them with resources and strategies to navigate the U.S. education system.

Using Flipped Classroom Strategy to Improve EFL Student Teachers' Acquisition of CALL Technological Terms

Using Flipped Classroom Strategy to Improve EFL Student Teachers' Acquisition of CALL Technological Terms

Factors influencing students’ academic achievement: evidence from University of Ha’il Kingdom of Saudi Arabia

The current study's goal is to determine the effect of "student interest," "perceived self-efficacy," and "learning motivation" on undergraduate students' CGPA. The present investigation employed a quantitative methodology, utilizing a cross-sectional survey delivered through an online Google Form that participants self-administered. The current study's target demographic was undergraduate students at a public university. In this survey, 230 undergraduate students took part. The variable combination predicted approximately 39.6% of the overall variance in predicting the CGPA. The predicted regression model in the study was significant (F(3,226 = 50.960, p 0.001), and it discovered that other than "students' interest," only two factors significantly predicted the outcome variable CGPA. However, "student interest" has a positive but negligible effect on the CGPA. It is recommended that teachers use effective classroom strategies to assist students in raising their interest, learning motivation, and self-efficacy to accelerate their academic achievement.

Effect of Flipped Classroom Strategy Versus Conventional Teaching Methods on Academic Achievement, Self-confidence, and Perception of Nursing Students

Effect of Flipped Classroom Strategy Versus Conventional Teaching Methods on Academic Achievement, Self-confidence, and Perception of Nursing Students

Using cluster analysis to identify procrastination and student learning strategies in a flipped classroom

Flipped classrooms are becoming increasingly important in higher education. While their value over traditional practices has been identified, it is possible to implement a flipped classroom in many ways. Therefore, research needs to consider the distinct ways flipped classrooms are structured to identify their relative effectiveness. The usefulness of flipped classrooms is reduced when students’ procrastination in the pre-class phase, resulting in a lack of student engagement with online resources. This paper uses a cluster analysis of log-file data from three cohorts of a flipped classroom module, involving 169 undergraduate business students, to identify their learning strategies. It considers when students first begin to access online material and relates this to the timing of their classes and assessments. Two distinct learning strategies were identified. Prepared students accessed online resources as expected in advance of flipped classes. Assessment-focused students used the available resources after class to prepare for impending assessments. Prepared students performed significantly better than those that were assessment focused. In addition, there was more engagement with video-based material over text-based resources and also more engagement when assessments were weekly and low-stakes rather than terminal and higher-stakes. Concsequently, the way in which flipped classrooms are structured can reduce the level of student procrastination present and improve the effectiveness of this method.

Enhancing Student Engagement through Gamification Strategies in Multi-Grade Classroom

This study aimed to enhance the level of engagement of the school’s – Alternative Learning System (ALS) Night School Program (NSP) Junior High Learners using Kahoot as Gamification in the assessment process. Specifically, the study determined the level of the NSP’s student engagement before and during the gamification intervention, highlighting the differences and incidental findings. Random sampling and descriptive statistics were utilized. The findings revealed an increase in the mean score describing the student engagement before and during the intervention. The gamification strategies implemented were beneficial to the enhancement of the student engagement. Hence, this action research considered the recommendation of gamification strategies in the multi-grade classroom to enhance the participation, collaboration, and overall engagement of the learners, especially if the students’ needs were addressed.

Practice of Transformational Leadership of School Heads and Work Performance of Teachers in Public Elementary Schools

Good leadership is significant since it is one of the motivating factors that motivate teachers to excel in providing quality education to learners. The purpose of this study is to measure the extent of the practice of transformational leadership of school heads and the work performance of teachers in public elementary schools in District V of the Division of Bacolod City. Random sampling was used to identify the 175 respondents. The study utilized descriptive, comparative, and correlational research designs and an adapted researcher-made survey questionnaire, which was validated and underwent reliability tests. The research found that school heads were perceived to have a high level of transformational leadership practice and were rated very high by Master and Grade 2 Teachers. Teachers' performance was generally outstanding, except for Grade 2 Teachers, who had very satisfactory ratings. The study concluded that there was no significant difference in leadership practices and work performance according to variable length of service, teaching position, marital status, and grade level taught. Furthermore, no significant relationship was found between the transformational leadership of school heads and teachers' work performance. Research indicates that elementary school teachers assessed their school heads as transformational leaders, and teachers demonstrated a high level of work performance. In conclusion, despite the positive effects of transformational leadership on motivation at work, it does not significantly impact teachers' performance. Thus, factors such as teaching styles and classroom strategies may significantly influence work performance.

初中英语课堂生生互动教学策略探究

初中英语课堂生生互动教学策略探究

Anxiety Sentiment Evaluation and Coping Strategies in English Audio-visual Smart Classroom Based on Artificial Intelligence

Anxiety Sentiment Evaluation and Coping Strategies in English Audio-visual Smart Classroom Based on Artificial Intelligence

Research on Teacher-Student Interaction Strategies in Junior Middle School Mathematics Classroom Based on BOPPPS Teaching Model

Research on Teacher-Student Interaction Strategies in Junior Middle School Mathematics Classroom Based on BOPPPS Teaching Model

An Analysis of the Innovation of English Teaching Strategies and Their Impact on Learning Effectiveness in the Age of Big Data

Abstract In recent years, a wealth of research on English language teaching practice has emerged in the academic community at home and abroad, mainly focusing on the use of teachers’ strategies in the English language teaching classroom and less on whether the use of strategies can enhance students’ English language learning effectiveness. In this paper, we look for the factors affecting the effectiveness of English learning from the two subjects of teachers and students respectively, identify the main variables of the study, and put forward the relevant research hypotheses. By using partial least squares regression to construct a model of research impact on learning effectiveness, a regression test is proposed that utilizes Person’s correlation analysis as a benchmark. The research data were collected by means of an online survey, and in the descriptive statistics of the variables, the content mastery measure of the sense of learning goal effectiveness scored the highest at 4.253, and the learning content explanation of the English teaching innovation was adequate. The R2 of English learning strategies and goal effectiveness sense is 0.289 and adjusted is 0.265, the F value is 378.621, and the P value is less than 0.001, which is positive and significant. The more frequently English teaching innovation strategies are used in this study, the higher the sense of goal efficacy, which can significantly improve the effectiveness of learning.

Exploration of the Construction Strategies for a Research-Oriented University Classroom

Exploration of the Construction Strategies for a Research-Oriented University Classroom

Physical Science teachers’ use of reading strategies in a South African context

Teaching in global multilingual societies requires a change of instruction concerning reading comprehension, as many learners are not instructed in their home language. Reading comprehension skills are lacking in South Africa and are discernible in subjects like physical sciences, where the text requires high levels of cognitive thinking. This study focused on improving reading comprehension using strategies like vocabulary, syntactical awareness, and text recognition, among others. An interpretative qualitative approach was chosen to determine to which extent reading strategies are used and taught in the physical sciences classroom. Semi-structured interviews and non-participant teacher observations were conducted to determine the participants’ knowledge of and ability and skill in using reading strategies. The study found that the use of reading strategies in physical sciences classrooms was limited, and the participants (physical sciences teachers) were unable to integrate many strategies to assist with reading comprehension.