Perspectives Of Teachers Research Articles

Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity

This mixed-methods study explored the perspectives of university instructors and learners of English as a foreign language (EFL) regarding ChatGPT’s effectiveness for EFL learning and its implications for academic integrity. Twenty-four instructors and 135 learners engaged with ChatGPT for one trimester. After a training session, instructors incorporated ChatGPT into their teaching. At the trimester’s end, questionnaires were distributed to gather participants’ opinions on their experience with ChatGPT. Instructors also provided open-ended responses and participated in semistructured interviews. Instructors and learners both had positive attitudes about artificial intelligence (AI) use in EFL learning, especially for written work. Learners acknowledged, however, that they might conceal their ChatGPT use from instructors; many said they would have ChatGPT complete their homework, if possible. Customizing responses within a word limit and generating multiple answers to similar prompts were identified as ChatGPT capabilities that could lead to misuse. This study’s practical implications, along with solutions for reducing the risk of AI-facilitated plagiarism, are discussed.

Model Construction of Chinese Language Teaching from the Perspective of Artificial Intelligence

With the evolution of the information age, artificial intelligence has become an important variable affecting future social development, and its educational value has been widely recognized. In 2018, the Ministry of Education's "Education Informatization 2.0 Action Plan" put forward higher requirements for teaching informatization. The integration of artificial intelligence and education is the only way to improve teaching quality and cultivate talents that adapt to the development of the times. The core of educational informatization is the intelligence of teaching, which makes teaching methods intelligent, educational communication intelligent, and teaching methods technological. In view of this, firstly, the basic characteristics of the teaching information model were analyzed; Secondly, the application of the Chinese language information model was analyzed; Once again, the implementation of the Chinese language information model was analyzed to explore the opportunities and challenges faced by improving the application of artificial intelligence; Finally, from the perspectives of schools and teachers, strategies and suggestions are proposed to improve Chinese language education and teaching from the perspective of artificial intelligence.

Generative AI in student English learning in Thai higher education: More engagement, better outcomes?

Despite the growing body of research exploring artificial intelligence (AI) in educational contexts, there remains a critical gap in understanding the specific effects of generative AI (GAI) on English language learning, particularly within higher education in Thailand. This study addresses this gap by employing an explanatory sequential mixed-method design to explore both student and teacher perspectives. Quantitative data were analyzed using descriptive statistics, Mann-Whitney U tests, Spearman correlation analysis, and Kendall–Theil regression to examine students' acceptance, usage, and the relationship between GAI engagement and academic performance. Qualitative data, collected through structured written interviews, were analyzed using thematic analysis to uncover key themes from both student and teacher narratives. Quantitative findings reveal high student acceptance of GAI tools in terms of performance expectancy (M = 3.66, SD = .58), effort expectancy (M = 3.61, SD = .59), facilitating conditions (M = 3.51, SD = .59), and use behavior (M = 3.52, SD = .48), while social influence remained relatively lower (M = 3.31, SD = .54). Mann-Whitney U tests showed no statistically significant differences in GAI usage across high- and low-performing students (p > .05). Correlation analyses indicated strong associations between performance expectancy and other factors (ρ = .87, p < .001), yet no significant correlation with GPA (ρ = −.06, p = .76). Qualitative results from student reflections revealed improved efficiency, enhanced engagement, and increased linguistic confidence. Yet, concerns about overreliance on AI and the necessity for critical use were noted. Teacher narratives accentuated ethical concerns and the potential for GAI misuse, highlighting the need for balanced, responsible integration of AI into pedagogical practices. These findings underscore the potential of GAI to enhance learning experiences while emphasizing the importance of maintaining academic integrity and fostering critical thinking.

Active Learning Strategies in the Technology-Enabled Classroom: Perspectives of Both Students and Instructors

Active Learning Strategies in the Technology-Enabled Classroom: Perspectives of Both Students and Instructors

English Teachers’ Perspectives towards the Implementation of Differentiated Instruction in the Classroom

This study aims to explore the perspectives of junior high school English teachers in Kalimantan Barat on the implementation of differentiated instruction (DI) in culturally and linguistically diverse classrooms. Using a descriptive survey method, data were gathered from 108 teachers through a validated closed-ended questionnaire. The findings reveal that while teachers generally possess a strong understanding of DI and hold positive beliefs about its effectiveness, its application varies, particularly in addressing students' readiness, interests, and learning profiles. Key barriers include limited resources, large class sizes, and insufficient administrative support. The study highlights the need for targeted professional development and resource allocation to support DI implementation. Recommendations include improving training programs and increasing support from school administrations. Limitations of the study include a focus on one geographic region, which may limit the generalizability of the findings. These insights are relevant for enhancing DI practices in similarly diverse educational settings.

Demystifying the Need and Efficacy of Trial Examinations: Perspectives of Students and Teachers and Their Statistical Relationships with Examination Scores

Demystifying the Need and Efficacy of Trial Examinations: Perspectives of Students and Teachers and Their Statistical Relationships with Examination Scores

Creative Teaching in the Context of Educational Reform: Insights from the Perspective of In-service Teachers

Aim. This study aims to elucidate the multifaceted nature of creative teaching within the specific context of educational reform by exploring the nuanced perspectives of in-service teachers through their real-life teaching experiences. Methods. A qualitative approach was adopted, with semi-structured, vignette-based interviews with 19 teachers from elementary, junior high, and senior high schools in Taiwan. Data analysis followed reflexive thematic analysis methods. Results. The findings underscore that in-service teachers perceive creative teaching not as the creation of entirely new educational paradigms but rather as the adoption of unconventional methods. This entails the adaptive and strategic utilisation of diverse teaching methods, the integration of multidisciplinary content, and an enduring commitment to continuous improvement. It is an incremental process involving the continuous absorption of new concepts, the adaptation of new methods, and making progressive adjustments. Conclusion. Enhancing teachers’ creative teaching requires a context-specific understanding of its essence, facilitating targeted promotion and teacher education. This study addresses the research gap by qualitatively investigating teachers’ perspectives on creative teaching and its implementation. The insights gained in this study are crucial in guiding the effective integration of creativity into pedagogical practice within teacher education and professional development endeavours. Cognitive value. This study challenges the conventional notion that creative teaching involves the invention of entirely new methods, arguing instead that creative teaching is primarily concerned with the ways in which teachers implement unconventional approaches, rather than the novelty of those approaches. These findings offer a novel perspective on fostering creative teaching within teacher development endeavours.

Creating A Positive Learning Environment: A Closer Look At Classroom Management In Kindergarten

This study explored strategies used by kindergarten teachers to create a positive learning environment in the classroom. Teacher narratives provided insight into both effective strategies and challenges faced in establishing a positive environment. Eight kindergarten teachers from Compostela East District in Davao de Oro province participated in the study. Data collection involved in-depth interviews with participants via virtual conference and limited face-to-face meetings, while strictly following health and safety protocols. Thematic analysis revealed the following key strategies employed by teachers: Positive student-teacher relationships and positive reinforcement. Regarding challenges faced, themes that emerged included: Disruptive Behavior and Overcrowded classroom. Insights gained from analyzing strategies and challenges suggested building strong parent-teacher partnerships and allocating additional funding for schools. From the outset, this study aimed to provide useful perspectives of kindergarten teachers working to create a positive learning environment in the classroom. The new knowledge derived here has implications for enhancing education quality in schools.

أبرز المشكلات الشائعة في مكونات القراءة لدى الطلبة ذوي صعوبات التعلم

The current study aimed to identify the most common problems in the reading components among students with learning disabilities from the perspective of Arabic language course's teachers in government primary schools that contain learning disabilities programs in the education departments in Makkah Al-Mukarramah region, and to study the differences in knowledge levels according to the study variables. The final study sample consisted of (224) male and female teachers. To achieve the objectives of the current study, a descriptive survey approach was used, where a questionnaire was prepared as a tool for collecting data. The questionnaire consisted of (36) statements distributed over five dimensions. The results of the current study showed that the most common problems in the reading components among students with learning disabilities came at a level of (medium) agreement in general, with a general arithmetic mean of (3.155), while at the level of the sub-dimensions of the questionnaire, they all came at a level of (medium) agreement. The results also showed statistically significant differences in the total score averages of the questionnaire according to the gender variable in favor of male teachers, the number of years of experience variable in favor of male teachers who have experience from (1-5 years), and the workplace variable in favor of the education departments in the governorates of Makkah Al-Mukarramah and Taif, while the results showed no statistically significant differences in the total score averages of the scale according to the academic qualification variable. Based on the results reached, the researcher recommended several research recommendations and proposals, the most important of which is that the curriculum should include methods that motivate students to return to linguistic dictionaries and glossaries to search for the meanings of new vocabulary, and conduct additional studies aimed at discovering more scientific facts about the phenomenon of reading problems.

The Development of English Differentiated Teaching Modules at 7 Grade Junior High School 3 Tebo

This study aimed to develop the differentiated learning Modul as one of English teaching instruments. As it is required to fulfill one of Merdeka Curriculum characteristics, especially the differentiated learning. This differentiated learning module was designed and developed based on students’ learning styles (auditory, visual and kinesthetic) and students’ talents and interests. This study was conducted using Research and Development method with ADDIE development model. The module development was focused on the series of differentiated learning modules for English in 7 graders. After conducting the analysis, design, and development. The differentiated learning module was validated in term of material and media. The average result in the material validation test was 87,5 % in the very valid category, while the media validation test was 89,5% in the very valid category. Furthermore, the product practicality was found through the questionnaires and product trial observation. The questionnaires were used to find out the perspective of teacher and students toward this developed module. It was found that the module was feasible to be used with the percentage 95,82% for teacher’s questionnaire and 99,15% for students’ questionnaire. Moreover, observation sheet result showed that this differentiated learning module was feasible with the percentage 90,85%.

COIL Method in Economic Higher Education: The Stakeholders’ Perspective

COIL (Collaborative Online International Learning) is an innovative teaching method that allows students to experience international cooperation and develop intercultural skills using digital technologies. This online teaching method became popular recently based on the experience gained by higher education institutions during the COVID-19 pandemic. COIL is an effective and convenient teaching method that provides students with the experience of „internationalisation at home.” The COIL engages students, teachers, and business partners. As those groups have different educational needs and expectations, the question arises as to what extent this teaching method can address those needs. Therefore, the main objective of this paper is to identify the main benefits and limitations of the COIL method in economic higher education based on the empirical survey results. The survey was conducted after the successful COIL implementation in 2023/2024 in several courses at the University of Economics in Katowice, Poland. The COIL method was applied in the form of three different models and was organised in cooperation with partners from several European universities. In particular, the COIL method was applied within a course devoted to Digitalisation and Sustainability, aiming at developing projects on business plans for start-ups using innovative technologies to enhance sustainable development. The paper presents the COIL concept, course objectives, and learning outcomes, as well as an assessment of the COIL method from the perspectives of students, teachers, and business experts. The main findings suggest that all students appreciate the advantages of COIL: the possibility to gain international experience, improve communication and intercultural skills, and learn the basics of project management. They also signalled some challenges related to international teamwork. However, teachers, in general, are satisfied with the quality of outcomes of students’ cooperation, although applying the COIL method requires lots of administrative work and developing new skills. Similarly, business partners highly assessed the benefits of the COIL method for students in terms of their future professional careers.

Summative Assessments in Psychiatry Postgraduation in India: A Teacher's Perspective on Current Situation and the Way Forward.

Summative Assessments in Psychiatry Postgraduation in India: A Teacher's Perspective on Current Situation and the Way Forward.

Together We Can Do Great Things! AAC Teams From the Perspective of Special Education Teachers

Collaborative teams are vital in the service provision for students with complex communication needs. Professional competencies in augmentative and alternative communication (AAC) practices are an essential consideration in the distribution of roles and responsibilities each team member will hold within teams. However, it is unclear to what extent special education teachers consider themselves having a key role within teams that provide AAC services. To better understand their perspectives, an anonymous, web-based survey was disseminated across the United States to gather special education teachers’ views on AAC collaborative teams. A total of 888 special education teachers shared their views on their practices, roles, and responsibilities within AAC teams. Findings indicated that special education teachers agreed they should be part of the AAC team and have specific roles and responsibilities within the team. Practical implications, recommendations, and future research directions are discussed.

Assessing children’s health literacy using a curricular approach: Tasmanian primary school teacher perspectives

ABSTRACT Improving teachers’ understanding of how they can support children’s health literacy development relies on having appropriate measurement tools. A curricular approach to health literacy assessment is one possible means of overcoming the limitations of existing approaches. In a curricular approach, health literacy progress can be recorded through open-ended assessments, linked to curriculum learning descriptors and assessed against health literacy rubrics. Using semi-structured interviews and thematic analysis, this study explored generalist primary teachers’ opinions of the suitability, acceptability, and feasibility of the proposed approach. It was found that it may only be suitable in schools where generalist teachers are responsible for teaching health education and assessing health literacy. Teachers had positive views of the framework (acceptability) but believed that barriers (e.g. lack of time and confidence) could hinder feasibility. Suggestions to support the adoption of a curricular approach included receiving further professional development, and the clear allocation of teaching time and responsibility.

COIL method in economic higher education – the stakeholders’ perspective

COIL (Collaborative Online International Learning) is an innovative teaching method that allows students to experience international cooperation and develop intercultural skills using digital technologies. This online teaching method became popular recently based on the experience gained by higher education institutions during the COVID-19 pandemic. COIL is an effective and convenient teaching method that provides students with the experience of „internationalisation at home.” The COIL engages students, teachers, and business partners. As those groups have different educational needs and expectations, the question arises as to what extent this teaching method can address those needs. Therefore, the main objective of this paper is to identify the main benefits and limitations of the COIL method in economic higher education based on the empirical survey results. The survey was conducted after the successful COIL implementation in 2023/2024 in several courses at the University of Economics in Katowice, Poland. The COIL method was applied in the form of three different models and was organised in cooperation with partners from several European universities. In particular, the COIL method was applied within a course devoted to Digitalisation and Sustainability, aiming at developing projects on business plans for start-ups using innovative technologies to enhance sustainable development. The paper presents the COIL concept, course objectives, and learning outcomes, as well as an assessment of the COIL method from the perspectives of students, teachers, and business experts. The main findings suggest that all students appreciate the advantages of COIL: the possibility to gain international experience, improve communication and intercultural skills, and learn the basics of project management. They also signalled some challenges related to international teamwork. However, teachers, in general, are satisfied with the quality of outcomes of students’ cooperation, although applying the COIL method requires lots of administrative work and developing new skills. Similarly, business partners highly assessed the benefits of the COIL method for students in terms of their future professional careers.

Analysis of the Causes and Countermeasures of Classroom Silence Phenomenon among Students in Contemporary Chinese Colleges and Universities

The college classroom is an important field for talent cultivation and student development in colleges and universities. However, in actual teaching, only a relatively small number of Chinese college students are able to actively participate in classroom activities and speak positively. Most students often choose to remain silent in response to teachers' questions. Classroom silence is generally categorized into negative silence and positive silence. Negative silence has become a major obstacle to improving the efficiency of classroom teaching, which to some extent affects the effectiveness and function of classroom teaching. By analyzing classroom silence, a common phenomenon in Chinese university classrooms, and analyzing the phenomenon of classroom silence and its causes from the perspectives of teachers' teaching and students' learning, we can better understand the characteristics of college students' classroom participation, reveal the deficiencies of teachers' classroom teaching, further propose strategies to improve classroom teaching and reduce the phenomenon of negative silence in college classrooms, and improve the effectiveness of college classroom teaching.

EFL University Instructors' Perspectives on Social Media's Influence on Student Writing Skill

In the digital age, social media has become an integral part of daily life exerting a significant influence on various aspects of our society including education. This study investigates the impact of social media on the writing skills of students learning English as a Foreign Language (EFL) at universities in Saudi Arabia. The research focuses on the perspectives of EFL instructors regarding how social media platforms, such as Facebook, Twitter, and Instagram, affect students' writing abilities. A quantitative research design was employed, using a descriptive-analytical approach with a questionnaire distributed to 100 EFL instructors from various universities. The study's findings suggest that social media can enhance student motivation, provide diverse opportunities for writing practice, and foster creativity. However, it also reveals challenges related to the informal nature of social media communication, which can negatively affect adherence to formal academic writing standards. A significant majority of respondents acknowledged the positive effects of social media in enhancing engagement and writing quality through interactive activities and peer feedback. Nevertheless, concerns were raised about the potential promotion of informal writing styles and the need for targeted teacher training to mitigate these challenges. The study concludes by emphasising the importance of balanced integration of social media into the curriculum, suggesting that educators receive specific training to leverage its benefits while addressing its limitations. This research contributes to understanding the role of social media in shaping language proficiency among EFL learners and offers insights into developing effective teaching strategies that align with contemporary digital trends.

Exploring preservice teachers’ social domination orientation and prejudice toward Syrian refugees: the mediation of empathy

AbstractWith the global increase in refugees, understanding and improving the educational experiences of refugees has received more attention in academic research. This study aims to investigate the perspective of preservice teachers (PSTs) towards Syrian refugees, who are one of the largest groups of refugees in Turkey. The study explores the relationship between PSTs’ empathy, their social dominance orientation (SDO), and prejudice against Syrian refugees. The aim is to understand how PSTs’ perspectives on refugees can help prevent discrimination in education and develop targeted interventions and educational strategies. The study analyzed data from 726 PSTs using structural equation modelling. The findings show that there is a positive correlation between SDO and prejudice, and empathy partially mediates this relationship. Moreover, socioeconomic status and ethnicity significantly predict prejudice against refugees. The results are discussed in relation to the understanding of the bases and relations of prejudice, SDO, and empathy. The study suggests some practical implications for those working with PSTs and policymakers.

Defining music demonstration lessons: a unique performance-based lesson type improving teachers’ instructional skills in Chinese mainland education

Abstract Teaching is a highly complex act, and learning to teach in an educational era that combines both teacher-centred and student-centred approaches presents additional challenges. Conducting demonstration lessons (DL) is one of the methods aimed at enhancing teachers’ instructional skills. This study examines the features and functions of this unique type of lesson from the perspective of music demonstration teachers in Guangdong, China. Through observation and interviews, the findings not only reveal the prevalence of DLs as performance-based lessons in Chinese teachers’ professional lives but also explore their distinctions from regular school teaching and their potential for improving teachers’ pedagogical abilities. Concerns and issues related to this type of lesson, along with possible solutions, are also discussed to provide recommendations for incorporating DLs into teacher training programmes in higher education institutions.

A PERSPECTIVA DE PROFESSORES DOS CENTROS MUNICIPAIS DE EDUCAÇÃO INFANTIL SOBRE A EDUCAÇÃO INCLUSIVA DE CRIANÇAS COM DEFICIÊNCIA

Throughout history, people with disabilities have gained greater visibility and autonomy. The study aims to understand the perspective of teachers at Municipal Early Childhood Education Centers (CMEIs) on inclusive education for children with disabilities. Four CMEIs participated in the research, where a qualitative and quantitative questionnaire was applied. The results showed that 76.9% of the teachers had already had students with some kind of disability, 86.7% of them received guidance on how to deal with students with disabilities, 87.1% stated that they could work with some types of disabilities and, even though they were trained, 59% of the teachers reported feeling helpless when it came to welcoming children with disabilities. 43.6% of the teachers said they could not identify any delays in their students, 94.9% of the participants reported on the ability of physiotherapists to work on the motor development of children and 79.4% of these professionals stated that they had never witnessed situations of exclusion of children with disabilities in the CMEIs. It is concluded that the inclusion of children with disabilities in the school environment is still a challenge for most education professionals. Most teachers received training to deal with children with disabilities and stated that they had never witnessed situations of exclusion of children with disabilities in schools. Some teachers feel that they need more training and qualifications to welcome these children so that they can promote and stimulate their development. For them, the presence of a physiotherapist in the school environment is important for the development of children and contributes to an inclusive education.