Instructional Strategies Research Articles

A comparative exploration of virtual reality’s role in Mandarin intercultural communicative competence development

Purpose Intercultural communicative competence (ICC) is important when different cultural speakers learn Mandarin as a Foreign Language (MFL). The use of virtual reality (VR) has been shown to be effective for improving ICC. Hence, this study investigates a production-based instructional strategy where students use VR to view and create VR environments with cultural elements for learning MFL to determine if this strategy was effective with the current cohort of students (2023). In addition, it would be investigated whether there was a difference in ICC between the 2019 cohort and the 2023 cohort. Design/methodology/approach The study employed a quasi-experimental method to assess ICC using the Survey of student’s Intercultural Competence (SSIC) and gauged the improvement within the 2023 cohort. Next, the ICC between the 2023 and 2019 cohorts was compared to determine if there was a significant difference. Data was analysed using paired-samples t-tests and thematic analysis for the open-ended responses. Findings There was a significant improvement in ICC after the intervention for the 2023 cohort, which was supported with the open-ended response. However, the t-test results indicated no significant difference in ICC between the 2019 and 2023 cohorts. However, the 2023 cohort seemed to be more motivated, confident and eager to continue using VR. The findings indicate that VR when combined with an appropriate pedagogy could improve students ICC. Originality/value The use of VR and this production-based instructional strategy could be used in other languages and could possibly be used to improve linguistic and communication skills.

Investigating Effective Educational Strategies in Healthcare for Managing Chronic Diseases

Still major causes of concern for health worldwide include chronic illnesses such diabetes, heart disease, and high blood pressure. Using efficient teaching strategies helps one to control these disorders and raise patient outcomes. With the major objectives of improved patients’ capacity to regulate their own health, stick to their treatment plans, and make wise decisions, this paper investigates the impact of many instructional strategies in healthcare environments. Among the techniques applied are extensive research of the pertinent literature, case studies, and surveys sent to patients and medical professionals. We investigate how effectively various approaches of instruction—digital platforms, in-person counselling, group sessions—work using both qualitative and quantitative data in a mixed-methods approach. The findings reveal that patients far more participate in their treatment and illness control when tailored, patient-centered instruction with group support and interesting technology is used. Regular follow-up instruction helps patients to stick to their medicines and reduces connected issues related to their disease. To improve patient outcomes and reduce the long-term costs of chronic illnesses for healthcare systems, customised learning approaches must thus be included into their treatment. To achieve long-lasting improvements in treatment for chronic diseases, the study reveals that healthcare professionals must devise fresh approaches to teach that fit the interests and particular health needs of their patients.

"Enhancing Students' Learning Activities Through Role-Playing Method in PKn Lessons Subject for Fifth Grade at Muhammadiyah 2 Limboto Elementary School, Gorontalo Regency"

Low student learning activity is one of the challenges in education, particularly in Civics Education (PKn). This study aims to analyze the effectiveness of the role-playing method in improving student learning activity in Grade V at SD Muhammadiyah 2 Limboto, Gorontalo Regency. This research employs a classroom action research (CAR) method with a cyclical design, consisting of two cycles, each comprising three meetings. The study subjects were 20 students, including 9 boys and 11 girls. The results indicate that before the intervention, only 30% of students were actively engaged in learning. After implementing the role-playing method, student learning activity gradually increased. In Cycle I, learning activity improved from 45% in the first meeting, 55% in the second meeting, and 65% in the third meeting. The increase continued in Cycle II, reaching 70% in the first meeting, 75% in the second meeting, and 90% in the third meeting. The findings suggest that the role-playing method can be an effective instructional strategy to enhance student engagement and learning activity. Therefore, teachers are encouraged to integrate this method into the teaching process to create a more interactive and enjoyable learning environment.

Does Reading Performance Vary According to Available Working Memory Capacity and Syntactic Parsing Skills?

This study investigates the relationships among working memory (WM), syntactic parsing ability (SP), and L2 reading performance across varying proficiency levels. A cohort of 120 L1-Persian EFL learners was categorized into beginner, intermediate, and advanced proficiency groups based on their IELTS scores. Participants completed a reading span test, a sentence segmentation task, and a reading test to measure WM, SP, and L2 reading ability, respectively. Statistical analysis revealed significant differences in syntactic parsing and reading abilities across proficiency levels, with advanced learners outperforming their intermediate and beginner counterparts. Moreover, significant relationships were identified between WM, SP, and L2 reading performance among participants in the beginner group, while such relationships were not observed in the intermediate and advanced groups. Additionally, the results identified SP as a robust predictor of L2 reading performance, specifically within the beginner proficiency level, suggesting that syntactic parsing abilities substantially contribute to variations in L2 reading outcomes at this proficiency level. Focusing on the intricate interplay between cognitive resources and reading processes, these findings underscore the essential role of syntactic parsing in enhancing L2 reading comprehension among beginner learners, highlighting the necessity for targeted instructional strategies to support the development of these skills.

Error patterns in student translations: A study of grammatical issues in higher education

The importance of learning English has grown significantly in response to its role as a global means of communication. Mastery of English, particularly its grammatical aspects, is essential for effective communication and is often developed through formal education, such as university programs. This study examines the grammatical competence of undergraduate English Literature students during the 2022/2023 academic year, as reflected in their translation texts. The study analysed 11 translation texts selected from the population using Corder’s superficial basis error classification framework, encompassing four types of errors: omission, addition, selection, and ordering. The classified data were further analysed using general English grammar theories. The findings reveal significant grammatical errors in the students' translations: 49 errors of omission (48%), 7 errors of addition (7%), 40 errors of selection (30%), and 5 errors of ordering (5%). These results highlight specific areas of grammatical difficulty faced by students, offering insights into the need for targeted instructional strategies to improve their grammatical proficiency. This research underscores the importance of error analysis in enhancing the quality of English language education in higher learning institutions.

EFFECTS OF COLLABORATIVE-TEAM AND INDIGENOUS-INSTRUCTIONAL STRATEGIES ON PUPILS’ ACHIEVEMENTS IN MATHEMATICS AT BASIC EDUCATION LEVEL IN SOUTH-EAST GEO-POLITICAL ZONE, NIGERIA FOR SUSTAINABLE DEVELOPMENT

The design adopted in this study was quasi-experimental design using a pretest-posttest, control group with 3 X 2 factorial matrix. The variables of the study comprised independent variable (instructional strategies operated at three levels), moderating variable (gender operated at two level) and dependent variable (achievement in Mathematics). The population of the study consisted all primary three pupils in the five states (Anambra, Imo, Abia, Enugu and Ebonyi) of South- East geopolitical zone in Nigeria. Sampling was carried out at multi-stage levels. Two states were randomly selected, the primary schools in each of the selected states were clustered according to the local government areas. One local government areas were randomly chosen from each of the selected states making a total of two local government areas. Three (3) primary schools were randomly chosen from each of the selected local government areas making a total of six (6) primary schools. The selected schools were randomly assigned treatments. The intact classes of the selected primary schools were used for the study. The sample size was one hundred and forty-four pupils (144). Three stimulus treatment packages (Collaborative Team Instructional Package (CTIP), Indigenous Instructional Package (IIP) and Conventional Instructional Package (CIP). Mathematics Achievement Test (MAT with Lawshe’s Content Validity Index 0.85; r = 0.89) was developed by the researchers and served as a response instrument. Data were analysed with Analysis of Covariance (ANCOVA) using pretest as covariates. The findings of the study showed that instructional strategies showed a significant effect on pupils’ achievement in Mathematics. Pupils taught with bilingual instruction (F (1, 137) = 123.161, p<0.05) produced better performance than those taught with collaborative team and foreign language instructions. The study concludes that bilingual instruction produced a better performance than collaborative team and convectional instructions. The study recommends that bilingual instructional strategy should be used by Mathematics teachers in Basic schools to produce better achievement in Mathematics.

STEM Faculty Professional Development: Measuring the Impact on College Student Grades and Identifying Critical Program Components

ABSTRACTHigher education institutions commonly provide faculty professional development (PD) in teaching and learning, with the goal of enhancing student outcomes by improving instructional quality. Yet few existing studies link PD participation with student outcome measures. Empirical evidence on the impact of PD on student performance in higher education, particularly in STEM (Science, Technology, Engineering, and Mathematics) education is limited. Using institutional data from a large state university in California, we address this gap by estimating the impact of two online PD programs on student performance: an asynchronous program about developing online courses, open to faculty from all disciplines; and a synchronous program designed exclusively for STEM faculty, concentrating on STEM‐specific challenges and active learning strategies in online instruction. Using a difference‐in‐difference approach, our results indicate that both PD programs improved student grades, while only the STEM‐specific PD improved DFW rates and addressed equity gaps. To explain the difference in results between the two PD programs, we invoke a theoretical model positing that to improve student outcomes, faculty PD must teach strategies known to improve student performance, it must teach that content in ways known to improve faculty learning, and it must support faculty as they implement new strategies.

Designing a classroom-level teacher dashboard to foster primary school teachers’ direct instruction of self-regulated learning strategies

Designing a classroom-level teacher dashboard to foster primary school teachers’ direct instruction of self-regulated learning strategies

Code-switching and Language-mixing among the AFL students of Chennai: Influence of Mother Tongue on the Use of Arabic as the Second Language

Issues surrounding the use of foreign languages and mother tongues (code-switching) in language classrooms have garnered significant research interest. This study explores the factors driving code-switching among students and teachers during various phases of interaction in an Arabic as a Foreign Language (AFL) classroom. The investigation focuses on mother tongue interference and its impact on learning Arabic as a second language at The New College, Chennai, India. Identifying these challenges is essential to address the needs of students striving to master Arabic effectively. Using a quantitative survey method, the study analyses written examination scripts from high-performing, average, and low-performing students. The tests assess grammar, spelling, sentence structure, and punctuation. Data were analyzed using descriptive statistics, with tools like Microsoft Excel and SPSS used to calculate the percentage and frequency of language errors. The findings revealed four major error types: grammar (49%), spelling (24.4%), sentence structure (22.2%), and punctuation (4.4%). These results underline how interference from the Tamil mother tongue influences students' Arabic learning. The study highlights the need for tailored instructional strategies to address language errors stemming from native-language interference. By understanding the specific areas where students struggle, educators can better facilitate their language acquisition. The research underscores the importance of considering the linguistic background of learners in second language instruction and offers recommendations to enhance teaching methodologies, ultimately improving students’ proficiency in Arabic.

Transforming Learning Experiences With Advanced Educational T echnology Solutions

The rapid advancements in educational technology have transformed the landscape of learning, necessitating innovative solutions to enhance learner engagement and accessibility. This study examines the development and application of advanced educational technology solutions aimed at revolutionizing learning experiences. The objective is to explore how cutting-edge tools, including adaptive learning systems, artificial intelligence, and virtual reality, can address traditional educational challenges and foster personalized learning environments. Employing a mixed-methods research approach, this study integrates quantitative analysis of learner outcomes with qualitative feedback from educators and students to evaluate the effectiveness of these solutions. The findings reveal significant improvements in learner engagement, comprehension, and retention when utilizing technology-enhanced platforms compared to conventional methods. Furthermore, the integration of real-time analytics enables educators to tailor instructional strategies effectively, promoting inclusivity and accessibility across diverse learning communities. The research concludes that advanced educational technology solutions are pivotal in bridging the gap between traditional education models and the evolving demands of modern learners, offering scalable, efficient, and learner-centric approaches to education. This study contributes to the growing body of knowledge in educational software engineering by highlighting the potential of technology-driven innovations to reshape the future of education, providing actionable insights for stakeholders in academia, industry, and policy-making.

The effectiveness of a program based on differentiated instruction strategies to develop entrepreneurial skills among students

This study investigates the effectiveness of a program based on Differentiated Instruction (DI) in developing entrepreneurial skills among third-grade female students. A quasi-experimental design with experimental and control groups was used to achieve this objective. The study sample consisted of 60 randomly selected students: 30 students in the experimental group and 30 students in the control group. The study tools included a DI-based program of 15 sessions with three sessions dedicated to each skill (planning, decision-making, team management, innovation and responsibility) for the experimental group. In addition, an entrepreneurial skills test comprising 25 items distributed across five main skills was used. The study results show statistically significant differences at 0.05 between the mean scores of the students in the entrepreneurial skills test in favor of the experimental group after calculating the validity, reliability, difficulty, and discrimination indices. This result indicates the program's effectiveness in developing entrepreneurial skills among third-grade female students. The study recommends the inclusion of entrepreneurial skills in the curricula of the early grades in elementary education and the employment of DI strategies in the educational process. The findings highlight the potential for early introduction of entrepreneurial education and provide actionable recommendations for integrating such skills into elementary curricula.

(Dis)Connected Generation

College students have a variety of temptations that can keep them from making the most of their learning in and out of the classroom. Moreover, students’ habits and behaviors related to mobile device use can hinder their learning and can stymie faculty’s effective teaching practices. To explore these issues, we conducted a phenomenological study to examine first-year college students’ responses to questions about mobile devices to determine how faculty can improve classroom engagement. Findings included that students recognize the distraction that mobile devices have on their learning yet need more self-management skills to ensure that technology does not disrupt the focus required to learn. Students also revealed that they did not see the use of mobile devices in the classroom by other students as impeding their ability to learn. The implications of these results point to an opportunity to develop instructional strategies that can help students develop better self-regulation that could positively impact learning.

Bibliometric Analysis of CEFR-Based Strategies in University-Level Speaking Instruction

A bibliometric analysis was conducted on CEFR-based strategies in university-level speaking instruction, based on data from 43 publications from 2014 to 2024. The CEFR's significant global influence on curriculum design, teaching methodologies, and assessment practices was substantiated. The data revealed an increase in the number of publications in 2016, 2019, and 2022, with a decline in other years. This pattern is likely influenced by external factors, such as the impact of the global pandemic caused by the SARS-CoV-2 virus. The primary focus was on linguistic and cultural dimensions, with "Language Communication and Culture" representing the most highly-cited publication. The most frequently cited sources, such as "Speaking Teaching" and the "International Journal of Emerging Technologies in Learning (iJET)," emphasized the integration of technology in language instruction. Co-authorship analysis revealed the existence of well-established regional collaborative networks, which underscored the importance of collaborative efforts. The analysis confirmed the CEFR's enduring impact on speaking education and identified trends and gaps, which highlighted the need for greater international collaboration and diversity to enhance effective language teaching practices and inform policy decisions.

Enhancing mathematical critical thinking through the core instructional model: The role of emotional intelligence

This study investigates the effects of the CORE instructional model on enhancing students’ critical thinking skills in mathematics, focusing on the moderating role of emotional intelligence. Critical thinking and emotional intelligence are pivotal in mathematics education, enabling students to analyze, evaluate, and solve complex problems while managing cognitive and emotional challenges. Despite their importance, traditional teaching methods often fail to address these dimensions effectively, necessitating innovative pedagogical approaches. A quasi-experimental design was employed to compare the effectiveness of the CORE model with conventional teaching methods among eighth-grade students. The study also examined the interaction between teaching methods and emotional intelligence levels. Data were collected through a critical thinking test and an emotional intelligence questionnaire, analyzed using descriptive and inferential statistics. Results showed that the CORE model significantly outperformed conventional methods in fostering critical thinking skills. Students with higher emotional intelligence achieved superior outcomes under the CORE model, leveraging self-regulation and reflective practices. Even students with lower emotional intelligence showed notable improvements compared to traditional methods. These findings highlight the importance of integrating cognitive and emotional dimensions into instruction. This study contributes to educational research by demonstrating the CORE model’s efficacy and offering insights into its alignment with emotional intelligence. Implications for tailored instructional strategies and future research directions are discussed.

How undergraduate engineering students regulate their learning: a qualitative comparison between different strategy users

ABSTRACT While decades of research from cognitive psychology provided insight into effective learning strategies for long-term learning, there is a discrepancy between what research recommends and what students do. We investigated first-year engineering students’ knowledge and use of learning strategies, and how they experience and adapt to learning strategy instruction. We conducted three focus group discussions with 18 students and took an in-depth qualitative approach of thematic analysis and crafted stories. While all students showed accurate knowledge about effective learning strategies, only highly self-regulated students also used these strategies outside class. Idiosyncratic ideas or a minimal effort approach towards studying hindered effective strategy use during self-study. The crafted stories provided an in-depth insight into factors that drive engineering students to apply specific learning strategies (or not) and their openness towards behaviour change based on teacher instruction: students’ self-concept and study motivation, student–teacher interaction, and the role of assessment as driver for learning.

Teaching Social Studies in High Schools, Knowledge Construction versus Knowledge Transmission Methods

Teaching to transform lives requires both high-quality content and effective instructional strategies. This study examines the instructional designs that Social Studies teachers use to meet the subject’s requirements. It illustrates how both teacher-centred and learner-centred approaches align with the constructivist teaching model. Various teaching strategies were tested to determine how students engage in constructing knowledge. Using a descriptive mixed-method design, the study explored the instructional methods utilized in teaching Social Studies. It recruited 84 Social Studies instructors from 14 government senior high schools in the Central Region of Ghana, and 1,400 students. The key finding is that relying solely on one instructional technique – whether teacher-centred or learner-centred – limits students’ ability to actively create knowledge. However, when teacher-centred and learner-centred strategies are combined, starting with a teacher-centred approach and concluding with a learner-centred approach, it is more likely to promote active participation and effective learning.

Instructional Strategy for Teaching Children with Autism in the Classroom

This research looks at a number of persons who have communication problems due to various diseases. Children with autism are one of them. Because children with autism have three basic disorders: communication, social interaction, and behavior, their communication and social interaction will undoubtedly differ from those of typical children. This research will look into instructional communication for children with autism in the classroom at Rumah Autis Depok. Rumah Autis is a social institution created to fill the gap between the demand for therapeutic locations and schools for children with autism and special needs who come from low-income households. The ethnography of communication approach was used in this research because ethnography of communication focuses on communication processes that involve language and culture. The findings of this research indicated that the communication utilized by children with autism, particularly instructional communication in the classroom, is quite unique and distinct. Teachers must speak firmly but not loudly or repeatedly. Therefore, the students easily understand. Children with autism are easily distracted, and thus, the teacher does not allow wearing eye-catching clothing and headscarves in class. The research encourages communication ethnographers to reflect on fieldwork issues and gives a framework for doing so, particularly when it comes to teaching children with autism

Peer Learning Framework in The New Normal

This study proposed a framework for Virtual Peer Learning by testing Peer Learning Model to engineering students at a university in Manila during the second semester of school year 2021-2022. Guided Peer Discussions method was applied using Virtual Think-Pair-Share and Virtual Gallery Walk as teaching strategies. Convergent-parallel mixed method was used to analyze both the quantitative and qualitative data. Quantitative findings revealed that the teacher’s instructional strategies had significant relationships both with peer interaction and learning competencies. However, no significant relationship existed between peer interaction and learning competencies. In the qualitative findings, three major themes were defined: peer interaction, students’ learning competencies, and teacher’s instructional strategies and nine sub-themes emerged in describing the experiences of the participants as exposed to Guided Peer Discussions: collaboration within and between groups, challenges due to time constraints and technical issues, class engagement, skills developed, study habits, teaching methods, creating a safe environment for questioning, learning materials, and sustainability. The findings in this study provided valuable input in the development of the Virtual Peer Learning Framework.

Enhancing Second Language Vocabulary Acquisition through Self-Regulation, Spaced Repetition, and Cognitive Load Management Strategies

This study aims to investigate not only how learners perceive the effectiveness of this approach for long-term retention and practical application, but also how they experience the learning process in terms of cognitive load. Effectively managing cognitive load, the amount of information learners can process at once, is crucial for successful implementation of SR and SpR techniques. Building a strong vocabulary is essential for becoming fluent in a second language. Traditional methods like memorization often prove ineffective. Recent breakthroughs in understanding of memory and learning offer promising alternatives. such as spaced retention and spaced retrieval, believed to work even better together. The integration of SR and SpR positively influences the overall learning experience by promoting deeper cognitive engagement and better retention. Research shows that combining different instructional strategies, such as top-down and bottom-up processes, enhances vocabulary learning and retention. Cognitive load refers to the amount of information that learners can process at one time. While spaced learning offers advantages, it can be overwhelming if learners are presented with excessive vocabulary or complex retrieval tasks. As research on this combined approach continues to evolve, educators can utilize these findings to create inclusive and effective learning environments that empower L2 learners to achieve fluency and confidence in their vocabulary usage.

Influence of environmental renewal on students’ mental health development under the background of long-term online teaching

In the wake of the COVID-19 pandemic, the prevalence of online education in primary education has exhibited an upward trajectory. Relative to traditional learning environments, online instruction has evolved into a pivotal pedagogical modality for contemporary students. Thus, to comprehensively comprehend the repercussions of environmental changes on students’ psychological well-being in the backdrop of prolonged online education, this study employs an innovative methodology. Founded upon three elemental feature sequences—images, acoustics, and text extracted from online learning data—the model ingeniously amalgamates these facets. The fusion methodology aims to synergistically harness information from diverse perceptual channels to capture the students’ psychological states more comprehensively and accurately. To discern emotional features, the model leverages support vector machines (SVM), exhibiting commendable proficiency in handling emotional information. Moreover, to enhance the efficacy of psychological well-being prediction, this study incorporates an attention mechanism into the traditional Convolutional Neural Network (CNN) architecture. By innovatively introducing this attention mechanism in CNN, the study observes a significant improvement in accuracy in identifying six psychological features, demonstrating the effectiveness of attention mechanisms in deep learning models. Finally, beyond model performance validation, this study delves into a profound analysis of the impact of environmental changes on students’ psychological well-being. This analysis furnishes valuable insights for formulating pertinent instructional strategies in the protracted context of online education, aiding educational institutions in better addressing the challenges posed to students’ psychological well-being in novel learning environments.