Teaching Support Research Articles

Insights into Enhancing English Pronunciation and Vocabulary through Drilling and Word Repetition Techniques

Effective pronunciation and vocabulary acquisition are essential in English language learning, particularly for non-native speakers. Drilling and word repetition techniques are widely regarded as effective strategies for enhancing linguistic skills. This study examines the implementation and perceived effectiveness of these techniques in improving pronunciation, vocabulary, and comprehension among eleventh-grade students at SMK Swadhipa 1 Natar, Lampung Province, Indonesia. Using a qualitative descriptive approach, data were collected through a structured questionnaire comprising 25 questions, designed to assess students’ confidence, interest, and perceptions of the effectiveness of these methods. Out of 60 students, 29 participated, sharing valuable insights into their experiences and attitudes toward drilling and repetition techniques. The findings reveal that these methods are effective in improving pronunciation, grammatical understanding, and text comprehension. They also boost students’ confidence and interest by offering opportunities for repeated practice and corrective feedback. However, challenges such as pronunciation difficulties and a lack of confidence were reported, highlighting the need for adaptive and supportive teaching practices. This study underscores the importance of integrating repetitive learning approaches into English instruction to foster effective and engaging learning experiences.

Development of Higher Vocational Education and Innovative Talent Cultivation Practices in a Selected University in Haikou City, China

This study explores the implementation of higher vocational education (HVE) reforms and innovative talent cultivation practices in Haikou City, China. Using mixed methods, the research examines administrative strategies in global perspectives, curriculum development, faculty development, infrastructure and resources, research and innovation, and student support services. The findings revealed that while institutional efforts were generally rated as "Implemented," areas such as faculty development and collaboration were perceived as strengths, whereas research, student support, and innovative teaching methods required further enhancement. Significant differences in perceptions were observed based on demographic factors such as age, educational attainment, sex, and grade level, emphasizing the need for inclusive and equitable strategies. Correlation analysis underscored the interconnectedness between higher vocational education developments and talent cultivation practices, with global perspectives and curriculum development strongly linked to teaching innovation and ethical education.

Supportive teachers, active students: Is teacher support a promising key to engaging students with and without migration backgrounds?

Students with and without migration backgrounds differ in terms of their achievement. One approach to reducing the gap between the two groups may be through equal participation in classroom discourse. Here, supportive teaching behavior can be particularly important for promoting student participation. Especially teacher support after a student has made a mistake, the so-called error culture in the classroom, could pave the way for students to become active participants. In this study, we analyzed whether error culture as a facet of teacher support could be a promising key to engaging students with and without migration backgrounds. To investigate the generalizability of the process across different subjects, we examined video data from 20 eighth-grade classrooms of academic-track secondary schools in both German Language Arts and Mathematics (N = 387 students). The results from nested hierarchical linear models indicate that error culture is related to student participation in German Language Arts but not in Mathematics. Interestingly, students with and without migration backgrounds did not differ in terms of their participation in classroom discourse. Furthermore, teachers’ positive error culture supported students’ participation irrespective of their migration background. Therefore, we encourage teachers to continue to pay attention to their error culture as this seems relevant for all students in the classroom.

Developing a Business Intelligence Strategy to Support Teaching and Learning in Higher Education: The Virtual Business Intelligence Competency Centre (vBICC)

Developing a Business Intelligence Strategy to Support Teaching and Learning in Higher Education: The Virtual Business Intelligence Competency Centre (vBICC)

Pembelajaran dengan Layanan Bimbingan Klasikal Teknik Case Method dalam Upaya Meningkatkan Tanggung Jawab Akademik Siswa

This study is motivated by the low levels of academic responsibility among students, which remains challenging in the educational environment. The study aims to evaluate the effectiveness of classical guidance services using the case method technique to improve students' academic responsibility. The research employed a quantitative approach with a pre-experimental design, specifically a one-group pretest-posttest design. The intervention was conducted in seven sessions over one month, involving 32 eleventh-grade students selected through purposive sampling. Data were collected using an academic responsibility scale developed based on Mergler's (2017) theory, with instrument validity ranging from 0.323 to 0.503 and reliability of 0.778. The analysis results using a t-test showed a t-value of 12.673 with a p-value <0.001, indicating that classical guidance services using the case method technique effectively enhanced students' academic responsibility. These findings can serve as a reference for developing strategies to improve students' academic responsibility and support teaching and learning activities in schools. Future research will explore different variables, interventions, and methods to broaden insights and compare findings

THE IMPACTS OF POSITIVE EMOTIONS ON ENGLISH LANGUAGE LEARNING AT THANH DONG UNIVERSITY

This action research, grounded in Fredrickson and Cohn's (2008) Broaden-and-Build Theory of positive emotions (PE), investigates the impacts of PE on English Language Learning (ELL) in a language learning context, particularly the relationship between PE, foreign language enjoyment (FLE), and language proficiency. It employs a mixed-methods approach, integrating interventions involving mindfulness practices, collaborative learning strategies, and the integration of gamified elements. The study utilizes various data sources, including a Foreign Language Enjoyment (FLE) questionnaire adapted from Dewaele and MacIntyre (2014), reflective emotion journals, and language proficiency tests. Findings reveal that fostering PE, such as creativity, social interaction, and supportive teaching, contributes significantly to foreign language enjoyment. Moreover, the correlation between FLE and language proficiency underscores the potential benefits of interventions aimed at cultivating PE. This research advocates for pedagogical approaches that prioritize the promotion of PE within the language learning context, ultimately enhancing both enjoyment and proficiency.

Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in Special, General, Gifted, and Bilingual Education Settings

ABSTRACT Autonomy is a major predictor of post-secondary education, social-emotional well-being, and positive life outcomes. Autonomy-supportive learning environments are crucial for increasing students’ behavioral, emotional, and cognitive engagement as well as preparing students for successful post-secondary outcomes. The direct teaching of autonomous learner skills is not part of the general or special education curricula. Teacher beliefs and perceptions are associated with the level of autonomy-supportive practices put forth in the classroom. Therefore, the purpose of this study is to examine the direct and indirect effects of teachers’ perceptions concerning the importance of autonomy-supportive teaching, their capacity to execute autonomy-supportive teaching behaviors, and their perceptions of their student’s ability to engage in autonomous behaviors on teachers’ self-reported implementation of autonomy-supportive teaching behaviors. This study examined teachers’ perceptions in general, special, gifted, and bilingual education settings. Results indicate that teacher beliefs and perceptions are significant antecedents of employing autonomy-supportive teaching behaviors.

An Action Research for Implementing Affective Teaching Strategies for Reducing Anxiety and Increasing Motivation in EFL Beginner Learners at Campus Liberia of Universidad Nacional (UNA) in Guanacaste, Costa Rica

This study explores the impact of teacher feedback and behavior on student motivation and performance in English as a Foreign Language (EFL) classrooms. It highlights the negative effects of harsh feedback and emotional abuse, contrasted with the positive outcomes of supportive teacher-student interactions. Using a mixed-methods approach involving surveys and classroom observations of 64 beginner EFL students, the research identifies various self-motivation techniques students use, such as positive self-statements and relaxation methods. The study also evaluates the effectiveness of a pedagogic proposal incorporating five affective teaching strategies, which significantly enhance student engagement and learning. The findings underscore the importance of a positive and empathetic classroom environment, recommending that teachers and educational institutions adopt supportive and innovative teaching methods to improve EFL education outcomes.

Caught in the rye: Novice teachers’ journeys of self-discovery and identity formation

This qualitative study explores the experiences of novice teachers as they navigate the complexities of identity formation and self-discovery during their early careers. Grounded in Transformative Learning Theory (TLT) and themes from J.D. Salinger’s The Catcher in the Rye, the research employs thematic analysis of interviews and reflective notes from eight novice teachers to uncover their emotional and professional struggles. Four key themes emerged: Alienation, identity and self-discovery, rejection of societal norms, and the search for genuine connections. Findings indicate that feelings of alienation often undermine teachers’ confidence and motivation, while self-discovery fosters resilience and adaptability. The rejection of standardized norms prompts educators to seek more meaningful teaching practices, enhancing student engagement and empowerment. Furthermore, the study highlights the significance of building authentic relationships with colleagues and students in creating a supportive teaching environment. This research underscores the need for systemic support, including mentorship and collaborative practices, to improve novice teacher retention rates. By linking literary themes to educational experiences, this study advocates for the integration of narrative inquiry in teacher training programs, ultimately contributing to a deeper understanding of the challenges faced by new teachers.

Beyond the Screen: The Lived Experiences of College Seminarians Facing Speaking Anxiety in Online English Classes

This study investigated the speaking anxiety experienced by college seminarians in online English classes. The research aimed to describe the causes, effects, and coping strategies related to this anxiety. Using a hermeneutic phenomenological approach, data were collected through observations, in-depth interviews, and peer debriefing with nine purposively sampled participants. The analysis identified key themes such as fear of judgment, lack of confidence, and negative teaching styles as primary causes of anxiety. Manifestations included increased use of fillers, stuttering, and avoidance behaviors. Participants employed coping mechanisms like positive self-talk, regular practice, and prayer. The study concludes that supportive teaching practices significantly reduce speaking anxiety. Practically, the findings suggest that educators should create positive, interactive learning environments to alleviate anxiety and enhance language acquisition. Future research should explore speaking anxiety in diverse educational contexts and develop targeted interventions to mitigate this issue further.

A Take Home Laboratory to Support Teaching Electronics:

Three modes dominate engineering labs – in-person, simulation and remote. Take-home laboratories have received comparatively little attention within engineering education. This article reports on qualitative data that was collected, via focus groups with eight staff from a single University, to evaluate the effectiveness of take-home laboratories. The laboratories consisted of a range of embedded development platforms along with a bespoke Home Electronics Laboratory Platform (HELP) that was designed to support the learning of analog and digital electronics in the early years of our programmes. The findings indicate that take-home laboratories can support the development of independent learners and enhance troubleshooting skills. Participants also identified that supporting students in their troubleshooting activity was particularly challenging in a remote environment. We make some suggestions for how take-home laboratories could be used to complement existing laboratory practices.

A116: The Dilemma and Solution Strategies of Physical Education Teachers' Informatization Teaching

Purpose: This study was dedicated to discussing the challenges and corresponding solutions in the process of informatized teaching and learning in physical education, and to provide a practical direction for the training of teachers for the improvement of students' learning effectiveness in the future education. Method: Semi-structured interviews and classroom observation methods were used to understand the main challenges in physical education informatization teaching from physical education teachers and students. Through selected cases of excellent educational platforms, professional forums and physical education courses in physical education organizations, we analyzed the effectiveness of informatization teaching as well as students' participation and interaction. Results: Physical education informatization teaching faces multiple challenges: firstly, teachers are limited by insufficient resources and personal information literacy, resulting in limited application of information technology; some teachers used technology for the sake of using technology or blindly applied information technology; secondly, students' classroom participation was low, which affected the maximization of the teaching effect. Solution strategies are as follows: First, it is recommended to increase the investment in educational technology resources and encourage teachers to utilize existing technologies innovatively. For example, interactive teaching methods such as gamified learning and virtual reality are introduced to effectively stimulate students' learning interest and participation. Second, regular training and workshops should be provided for teachers to enable them to master the latest educational technology and teaching strategies, improve their ability to solve practical teaching problems and promote the overall improvement of teaching quality. Discussion: This study highlighted the need for multidimensional solution strategies, including optimization of resource allocation, improvement of teachers' professional skills, and innovation of teaching methods. These strategies promoted the effective integration of physical education and technology, and also improved students' motivation to learn, thus maximizing teaching goals. In addition, the study revealed the importance of building a supportive teaching and learning environment to achieve the teaching and learning objectives. This included, but was not limited to, the provision of adequate educational technology resources, the establishment of continuous teacher professional development mechanisms, and the creation of a positive learning climate. Through these comprehensive measures, the development of school physical education informatization teaching will be further promoted to create a richer and more interactive learning environment for students, and ultimately realize the educational goal of students' all-round development.

Influence of Young Teachers’ Perceived School Support on Creative Teaching Behaviors in Higher Vocational Colleges

This study explores the impact of school support on the creative teaching behaviour of Chinese higher vocational teachers and the mediating role of teacher adaptability and creative teaching efficacy. It aims to understand the situation of young teachers' perceptions of school support, adaptability and creative teaching efficacy. It helps optimize incentive mechanisms in the long run for young teachers in higher vocational schools to stimulate their creative teaching behaviour. This study conveniently sampled 660 young teachers from vocational high schools in Shandong Province and conducted a questionnaire survey with them. The results showed that teaching adaptability and creative teaching efficacy could be mediators in the relationship between perceived school support and creative teaching behaviour, showing that apart from school support, these two elements are crucial for the activation of creative teaching behaviour. Perceived school support has a positive impact on teachers’ adaptability, creative teaching efficacy and creative teaching behaviour. Teacher adaptability and creative teaching efficacy play a partial mediating role in the relationship between perceived school support and creative teaching behaviour.

The importance of promoting social relatedness during host language instruction for immigrant adolescents’ motivation, achievement and aspirations

This study tested the motivational and achievement-related factors associated with immigrant adolescents’ high educational and occupational aspirations. Adolescents residing in Austria (457 girls; 235 first-generation, 418 second-generation and 238 2.5-generation immigrants) aged 11 to 15 years (Mage = 12.50, SDage = 1.08) participated. For all three immigrant groups, high levels of social relatedness–supportive teaching styles in German language predicted high levels of scholastic self-concept, high levels of scholastic self-concept in German language predicted high levels of achievement, and high levels of academic achievement predicted high levels of aspirations. High levels of competence supportive teaching styles predicted high levels of scholastic self-concept only among first-generation immigrants. The implications for host country language instruction of immigrant adolescents are discussed.

Reinforcement of Workforce Training Programs—Insights from Pilot Testing Process to Enhance Greening Practices in Enterprises

As industries and organizations become greener, the demand for workers with green expertise will rise, making education, training, and skill development for the green transition more essential than ever. With an emphasis on local green skills shortages, our study focused primarily on qualitative insights from a specific sample of industry practitioners to explore emerging trends in green skills training, providing effective steps in curriculum improvements for teaching and learning in support of greening jobs and enterprises. It addresses the increasing demand for green skills in the workplace and offers practical insights on how to reinforce the workforce training process, through needs assessments, curriculum objectives, specific learning outcomes and targeted green skills, training components, and working methodologies. The feedback from the pilot process highlights the strengths of the training curriculum in enhancing green practices in enterprises, particularly in terms of content quality, communication methods and online interaction, workload and the practical application of green knowledge, and feedback mechanisms. Our study provides several theoretical and practical implications for various stakeholders (i.e., researchers, academics, trainers, and practitioners) interested in advancing the adoption of green practices. Also, universities and training institutions can benefit from this study by incorporating its findings into their curricula, thereby improving the relevance and impact of training and education programs.

OPTIMALISASI PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENANAMKAN NILAI-NILAI TOLERANSI ANTAR UMAT BERAGAMA PADA PESERTA DIDIK

This research aims to explore and identify optimal strategies and challenges faced by Islamic Education teachers in instilling the values ​​of inter-religious tolerance at SMP Negeri 1 Sangatta Selatan. Using a qualitative approach with a case study design, data was collected through in-depth interviews, classroom observations, and document analysis. The research results show that PAI teachers apply various effective teaching strategies, such as integrating the values ​​of tolerance in teaching materials, class discussions, and interfaith activities. The main challenges faced include stereotypes and prejudices embedded in students' minds, social pressure, and limited resources and teaching materials. Varying school and policy supports demonstrate the need for more consistent and adequate policy standards. Evaluation of the effectiveness of the method used shows a positive impact in increasing students' tolerance attitudes. This research emphasizes the importance of holistic support from various parties, including training and professional development for teachers, provision of supportive teaching materials, and consistent and inclusive policies. With a holistic approach and adequate support, tolerance education can become an integral part of the education system in Indonesia, contributing to the development of a peaceful and harmonious society.

Relationships between Faculty Concerns Teaching Methods in Online Education and Technology Use in Teaching

This study underscores the critical need to address faculty concerns and provide adequate support to enhance the effectiveness of online teaching. Conducted with 300 teachers from Jiangsu Vocational College and Information in China, the research explored correlations between faculty concerns, teaching methods, and technology use. The following are the findings: Faculty concerns and Technology Use: The study identified a significant correlation between faculty teaching methods, their use of technology, and their stages of concern about online teaching. Understanding the concerns helps identify barriers to effective online teaching. This relationship underscores the importance of supporting faculty in their use of technology and teaching strategies to improve online education Student Behavior Issues: Faculty expressed concerns about student engagement, participation, and adherence to rules in online learning environment highlighting the need for strategies to address these issues. Technology Utilization. The most frequently used technology used by teachers, was the web for sharing digital files, suggesting that teachers are creating a conducive online environment for their students. Teachers who ensure a positive online learning environment through effective use of technology and adaptable teaching methods significantly enhance the quality of online education . Addressing faculty concerns and fostering supportive teaching practices are essential to maximize the potential online learning platform

ENGLISH SPEAKING BARRIERS IN VOCATIONAL EDUCATION: A STUDY OF SMK SPP SNAKMA STUDENTS

The English-speaking skills of students at SMK SPP SNAKMA remain underdeveloped due to specific challenges in using the language within a vocational context. This study explores and analyzes these barriers to understand the underlying factors that hinder effective English communication among vocational students. Employing a qualitative approach, the research gathers data through interviews, observations, and questionnaires to capture students’ perspectives and real-time experiences with English language use. Findings reveal four primary obstacles: limited vocabulary, grammatical difficulties, speaking anxiety, and insufficient practice opportunities. These factors collectively impact students’ confidence and fluency in speaking English, which is critical in vocational settings where practical language skills are increasingly required. The study suggests that a more communicative teaching approach, combined with structured and frequent speaking practice, could significantly address these challenges. By focusing on interactive and supportive teaching methods, educators can create an environment that encourages active language use, helping students overcome barriers and develop essential English-speaking skills for their careers.

Creating Digital Storytelling as Digital Materials in Mathematics Education

The digitalization of stories through technology-supported software has created the concept of digital stories. In recent years, researchers have been making efforts to investigate the effects of digital stories that have started to be used as digital materials in education. This study aims to evaluate the digital stories created by preservice mathematics teachers for mathematics courses, their experiences in the process of creating digital stories, and their views on the use of digital storytelling as digital materials in mathematics courses. This qualitatively designed study was conducted with the participation of 49 preservice elementary mathematics teachers and lasted 7 weeks. It was found that the digital stories created by the participating preservice teachers were moderately acceptable. Participants characterized digital storytelling as materials that are interesting, support teaching, and provide visual richness. They also stated that they intended to use digital storytelling when they begin working as teachers. However, due to the time-consuming nature of the process, most participants stated that they would use ready-made digital stories instead of creating them themselves. Additionally, the results of this study provide information about the experiences of preservice teachers regarding the process of creating digital storytelling.

Factors influencing emergency medicine worker shift satisfaction: A rapid assessment of wellness in the emergency department.

In emergency medicine (EM), the interplay of wellbeing and burnout impacts not only patient care, but the health, productivity, and job satisfaction of EM healthcare workers. The study objective was to use a rapid assessment tool to identify factors that impact EM worker satisfaction, or "wellness," while on shift in the emergency department (ED) and the association with role and level of satisfaction. This prospective descriptive study utilized a QR-code-based electronic survey instrument that included a 7-point Likert shift satisfaction score. A voluntary response sampling was obtained from EM workers at five EDs. Respondents self-reported role and work site. Association and logistic regression analysis were performed. Of 755 responses, 467 were dissatisfied (score≤5) and 288 were satisfied (score≥6) with their shifts. Physicians reported higher satisfaction on shift than nurses (OR 2.77, 95% CL 2.01-3.81, p<0.01). Factors associated with dissatisfied responses included: admission or transfer process (OR 0.40, CL 0.21-0.77, p<0.01), boarding patients (OR 0.13, CL 0.06-0.27, p<0.01), tools to do my job (OR 0.65, CL 0.46-0.90, p=0.01), and patient flow (OR 0.72, CL 0.53-0.98, p=0.04). Factors linked to a satisfied response included: teaching/learning (OR 2.85, CL 1.86-4.37, p<0.01) and team/coworker interaction (OR 8.92, CL 6.14-12.96, p<0.01). Satisfaction on shift for EM physicians, nurses, and staff differ and are associated with multiple identifiable factors. Focused attention to work environment and operations could help mitigate on-shift dissatisfaction. Endeavors aimed at cultivating and enhancing a supportive teaching and learning environment with an emphasis on team member and coworker interaction could positively impact and improve wellness.