Teacher Teaching Research Articles

Notetaking Instruction for Prospective EFL Teachers: Effects on Notetaking Skills and Perceptions

Notetaking is a vital skill at the university level since students are responsible for their learning and notetaking is their primary method of recording and storing information. However, students may struggle with simultaneously following the lesson and taking notes, which requires systematic training. This study will contribute to the literature by focusing on the outcomes of providing prospective English as a foreign language (EFL) teachers with notetaking instruction. It is also aimed to investigate prospective EFL teachers’ perceptions of notetaking and notetaking instruction. Participants of the study were 39 prospective EFL teachers (junior ELT department students) enrolled in a Listening and Notetaking course. A mixed method approach was employed in the study, in which both qualitative and quantitative data were collected through text analysis of participants’ notes and semi-structured interviews (n = 10). Quantitative data were analysed through paired samples t-test, chi square test, and Wilcoxon signed rank test. Qualitative data were analysed through content analysis. The findings revealed that providing learners with notetaking instruction is beneficial in many aspects including recording more information units, having better organization, and deciding what is important. Students’ perceptions of notetaking were found to be mostly positive. They consider it a useful strategy for following lectures better and for overall academic success.

Strategy for Inserting Thai Culture into Teaching and Learning Management of Teachers and the Perception on Thai Culture among Korean Students Studying Thai as a Foreign Language in Universities in Republic of Korea

This research utilized the combination between quantitative and qualitative researches. The research sample included Thai language course lecturers both Thai and South Korean persons, including 1st-4th year South Korean undergraduate students. The instruments used included the questionnaire on teaching strategy which also included Thai culture to be used in providing instruction on Thai language for South Korean students. The forms of tests assessing the perception on Thai culture of South Korean students. Two interview forms to interview the teachers and South Korean students on their perception and acquisition of Thai culture. The findings reveal the teacher’s opinion on strategy to integrate Thai culture with the instruction on teaching Thai language to South Korean students studying Thai as a foreign language in aspects of integrating Thai language along Thai culture and instructional strategy integrated with Thai culture. The overall outcome reveals that the sample subjects agree mostly with such statement. Concerning the result of the perception on Thai culture of South Korean students, it was found that 14.29% of students had obtained the score at very good level, 70% at good level, 14.29% at moderate level, and 1.43% at minimal level. The average level was of 73.5 scores.

Digital Media and EdTech-Based Instruction for Students and Teachers with Disabilities in Jordan

There is a need for evaluations to help us understand the associations found in research on special education and new media. The researcher in this study explores the role of digital media in public education, with a specific emphasis on the role of digital media in the education of students with special needs and other types of disabilities. We used qualitative studies for our investigation. Under this pedagogical framework, it will provide helpful materials for digital media teachers and students who may not be fully aware of the benefits and significance of special education in the context of digital media instruction and education. Because there aren't enough studies on the subject, the sample size for this article is 12. The special edition on digital media and educational technology-based education for children with impairments. Initially, the selected pieces were dispersed in 2020 and 2022. Information required for the review's assessment was assembled by classifying the collected data according to the review's rubric. The review is the most useful tool for this assessment since it provides the best method for arranging both large amounts of data and personal judgments. In addition to describing how instructors and library media workers may work together to address the needs of children with disabilities, this article gives an overview of both physical and digital access to the library's resources. Research conducted by specialists has shown a positive correlation between all of these biomarkers.

Development of Pancasila monopoly learning media based on SAVI to improve Pancasila education learning outcomes

The low learning outcomes of students in interpreting the rules in the school and home environment need attention. This is caused by the teacher's teaching methods, which are less varied and interesting. This study aims to develop Pancasila monopoly media to improve PPKn learning outcomes. The study applies the 4D development model, which stands for Define, Design, Development, and Dissemination. This model was chosen because the stages of implementation are divided in detail and systematically. The analysis is descriptive of quantitative and qualitative data obtained through observation, interviews, and direct measurements in the field. The results of the media expert assessment obtained a score of 93.7% with very good criteria, and the material expert obtained a score of 96.2% with very decent criteria. Student learning outcomes increased to 82.32 from the previous score of 42.50. The increase was 39.8%. While the control class that did not use media increased its score from 49.05 to 75.48. The results of the N-Gain test obtained an average difference in the experimental class of 39.8 with an n-gain of 0.76 and a moderate criterion, and the effectiveness interpretation obtained a score of 76.50 with a fairly effective criterion. While the control class with an average difference of 26 obtained an N-Gain score of 0.52 on the moderate criterion and an effectiveness level of 52.35, a less effective.

A qualitative case study on the development of the scholarship of teaching and learning: Centred on primary and secondary school teachers

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.

Contributions of Computerized Dynamic Assessment and Digitalized Feedback to L2 Learners’ Grammar Acquisition: Technology-Enhanced Learning Facilitation Theory

As an integral part of dynamic assessment, computerized dynamic assessment (CDA) offers learners computer-assisted automated mediation. Accordingly, the possible efficacy of corrective feedback seems to be enhanced with new technologies, such as artificial intelligence tools, that offer automatic corrective feedback. Using technology-enhanced learning facilitation theory, this study examined, in this respect, the combined effect of CDA and digitalized feedback (DF) on L2 learners' grammar acquisition. Under a quantitative methodology and in an Iranian language institute, the study used a pretest-posttest quasi-experimental design with a control group to evaluate how CDA with DF affected language learners' grammar acquisition. The statistical analyses using t-tests and ANCOVAs revealed that compared to the control group, the experimental group that underwent CDA with DF showed notable increases in both comprehension and production of conditional type 1. The results underlined how well the theory of technology-enhanced learning facilitation helps recognize and produce the target grammatical feature. Emphasizing the significance of including individualized instruction, dynamic assessment, and DF in language teaching and learning methods, implications for language teachers, syllabus designers, materials producers, and policymakers are offered.

The Use of Cloud Platform Technology to Help University Music Teachers Teaching Decision-Making Research

With the COVID-19 pandemic, more and more universities are turning to online teaching, and music teaching is no exception. Because music teaching pays attention to the particularness of teachers' demonstration and students' imitation, the change of teaching environment from offline teaching to online teaching has a greater impact on the music discipline, which has new requirements for teachers' decision-making level. Through literature and questionnaires, this study identified that the most significant factor affecting teachers' decision making after the teaching environment was changed to online teaching was teacher-student interaction and designed a model to improve the interactive teaching of teachers through cloud platform technology. It is found that the model can effectively improve the interaction between teachers and students, so that teachers can make good decisions more easily and easily, so as to improve students' music scores and achieve effective teaching.

In Situ Training to Improve Early Childhood Teachers’ Effective Instruction Delivery

ABSTRACT Noncompletion of teacher instructions is one of the most pervasive difficulties displayed in early childhood educations settings. Fortunately, there are a variety of effective strategies to prevent and address young children’s noncompletion of teacher instructions. However, teachers may require consultation and ongoing implementation support to effectively implement and sustain intervention delivery. As such, the purpose of this study was to test the effectiveness of in situ training with performance feedback delivered in the context of direct behavioral consultation for improving three early childhood teachers’ use of effective instruction delivery. Results indicated all three teachers increased accurate use of effective instruction delivery in target and generalization settings, with concomitant improvements in children’s response to instructions. Results, implications, limitations, and future direction are discussed.

Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities

ABSTRACT This study investigated whether and how research-based knowledge on collaborative learning is applied as theoretical content and a pedagogical approach in the Initial Teacher Education (ITE) curricula in Finnish universities. It adopted a qualitative approach, triangulating curriculum documentation and in-depth interviews with curriculum development experts responsible for designing ITE. Results suggest CL's central ideas are present in the curriculum documentation and transversally addressed as a teaching practice of group work, highly dependent on the teachers’ approach. However, the up-to-date empirical discoveries of the learning mechanisms involved in CL processes are not visible in the formal curriculum, creating tensions between content/theory and method/pedagogy. The study uses the Finnish case to critically discuss the challenges of evidencing clear guidelines on CL in ITE curriculum. It emphasises the importance of addressing CL theories and practical methods in ITE to bridge gaps between theory and practices, preparing teachers for contemporary teaching and learning. contexts.

Teachers’ authoritarian leadership and students’ well-being: the role of emotional exhaustion and narcissism

BackgroundTeachers’ leadership styles have a significant impact on students’ academic performance, physical health and mental health. Authoritarian leadership, as a typical leadership style, is prevalent in the teacher community. The purpose of this study was to examine the mechanisms by which authoritarian leadership impacts students’ well-being. We also examined the mediating role of emotional exhaustion and the moderating role of narcissism.MethodsThis study is based on conservation of resources theory. We selected a sample of 369 students from a university in Sichuan province, collected data through two time points, and tested the data using SPSS 24.0 and AMOS 22.0.ResultsIt was found that teachers’ authoritarian leadership negatively impacted students’ well-being and that emotional exhaustion mediated the relationship between authoritarian leadership and well-being. Narcissism not only moderated the effect of authoritarian leadership on emotional exhaustion, but also moderated the mediation role of emotional exhaustion.ConclusionsOur findings enriched the research on authoritarian leadership and narcissism, and also had important practical implications for future teacher teaching in higher education.

Secondary school learners’ academic achievement in mathematics through a practical instruction teaching approach in the Kigezi and Ankole regions of Uganda

Addressing the challenge of subpar mathematics achievement levels in secondary education has gained global attention. Due to teachers’ inability to teach mathematics without real objects to explain it in real life, learners take the subject as very abstract, hence the poor academic achievement in national examinations. This qualitative case study investigates the impact of practical instruction on the mathematics achievement of secondary school students in Uganda. The research involved interviews with sixteen teachers from selected secondary schools in the Kigezi and Ankole regions to gain insights into their perspectives on the utilization and advantages of practical instruction in mathematics. Thematic analysis was employed to analyze the data. Regarding assessment strategies, the study found that there is a need to incorporate alternative assessment methods that can effectively assess the range of learners’ mathematics abilities. The study’s findings highlight that teachers view practical instruction as a valuable approach that enhances students' mathematics achievement by involving them in hands-on experience with real objects and learner-centered activities. Based on these results, the study recommends the widespread adoption of practical instruction as a means to elevate the quality of mathematics education in Uganda, ultimately addressing the prevalent challenges in mathematics achievement at the secondary school level.

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study

This embedded single-case study investigates four secondary school L2 teachers’ perceptions of metacognitive oracy instruction (MOI) over a two-year Design-Based Research (DBR) project and examines the effects of the project on their declared practices almost a year after its completion. Questionnaires, learner notes, and interviews to the double were used to collect data. Data analysis included descriptive statistics, content analysis, and thematic analysis. The results indicate that the DBR project had an overall positive effect on three of the four teachers’ perceptions of MOI. The study also found a link between the teachers’ perceptions of MOI and their self-reported implementation in practice. The findings highlight difficulties teachers face in developing metacognitive practices, even when they believe in their efficacy and intend to implement them. The study offers insights into language teachers’ adoption of metacognitive practices through DBR and can serve to inform teacher educators and researchers.

Assessing and Improving the Quality of Undergraduates in Preschool Education Programs in China: The Course Experience

This study examined the current status of course satisfaction among Chinese preschool undergraduate students and the prediction of five influencing factors on students satisfaction: teacher instruction, course management, course setting, course environment, and course resources. The findings revealed that: 1. the mean value of course experience was M=3.861 (out of 5); 2. there were differences in the satisfaction of undergraduate students' course experience by different background variables; 3. course, course resources, and loyalty had significant predictive power on undergraduate students' satisfaction with course experience; 4. instructor instruction (TI) did not significantly predict students' satisfaction with course experience (SCES) (p> 0.001); 5. Faculty instruction (TI) in this study had the highest mean satisfaction score (M = 4.191) and the mean satisfaction score was only (M = 3.861). The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level, and there is more space for improvement; although students' satisfaction with teacher instruction (TI) is high, effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies, and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

An Investigation on the Influence of Middle School Students' Grammar Learning Self-efficacy on Their Learning Performance

In middle school English teaching, grammar instruction has always been an important and challenging aspect. Due to the strong influence of grammar explanation in Chinese, learning English grammar may be affected by negative transfer from their native language, which could pose certain obstacles to English acquisition. Self-efficacy, as a major emotional factor influencing learners' internal regulation strategies, has attracted wide attention from researchers both domestically and internationally for its impact on learning performance. High self-efficacy helps learners develop a more positive mindset towards learning, thereby contributing to improved learning performance. Therefore, this study focuses on investigating the relationship between grammatical self-efficacy and learning performance of English grammar among middle school students. This research contributes to a complementary understanding of grammatical self-efficacy among educators, enhancing their teaching skills, and effectively guiding students to learn English grammar with a more positive and healthy mindset, presenting a future grammar instruction in middle school English teaching.

Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development

ABSTRACT This study addressed the challenges faced by pre- and novice in-service teachers coping with metacognition in the context of teaching higher order thinking (HOT). Our purpose was to reveal and characterize the participants’ metacognitive knowledge and pertinent pedagogical knowledge. We followed pre- and novice in-service teachers who participated in a preparation course for teaching HOT and metacognition, examining both their planning for and actual application of metacognitive instruction in the classroom. We used mainly qualitative research methods, including an open-ended questionnaire, and a thematic analysis of lesson plans, classroom observations, and interviews. we found that most of the participants were able to apply the knowledge studied in the course to develop new learning activities aimed at promoting students’ metacognitive thinking. Novice teachers were also able to apply metacognitive instruction in their classrooms. Participants tended to integrate metacognitive instruction in familiar, traditional teaching patterns rather than in more progressive ones and exhibited several additional challenges that are specific to metacognitive instruction. The implications for preparing and supporting prospective and beginning teachers for metacognitive instruction are discussed.

Beliefs and Practices in Teaching Grammar Instruction: Babile Primary School in Focus

The researcher conducted this study to seek and to illuminate the methodologies and strategies employed by English language teachers in grammar instruction at Babile Primary School. By engaging in a comparative analysis of the pedagogical beliefs and practical approaches of two seasoned English as a foreign language teachers, the study investigated the subtleties of their teaching methodologies and the various factors that shape their classroom decisions. This examination of the congruence or divergence between their beliefs and instructional methods reveals significant insights into the intricate belief systems of these English as a foreign language teachers and their implications for teaching practices. The analysis indicates that the English as a foreign language teachers at Babile Primary School maintain complex belief frameworks regarding grammar instruction; however, these beliefs do not consistently align with their actual teaching methods. The research identified numerous factors influencing the teachers' classroom decisions, many of which are intricately tied to the specific educational context of Babile Primary School. These results underscore the multifaceted nature of teaching English as a foreign language, highlighting the necessity of understanding and addressing the underlying influences that affect instructional practices. The findings sought to illuminate the nuanced ways in which educators navigate their roles and adapt their approaches to meet the needs of their students in an ever-evolving educational landscape.