Teaching Practitioners Research Articles

DEVELOPMENT OF AN RPG MAKER MV-BASED INTERACTIVE GAME AS LEARNING MEDIA ON VIRUS MATERIALS FOR GRADE X STUDENTS AT NURUL ISLAM JEMBER SENIOR HIGH SCHOOL

The limited accessibility of digital educational game resources on the topic of viruses in the public domain poses a significant challenge that must be addressed. The primary objective of this research is to determine the validity of the RPG maker MV based game, followed by an assessment of its practicality. The research used Lee & Owens as the development model. The result of this study is the produced RPG maker MV-based game, focused on virus material. The validity of the game has been confirmed through product validation conducted by experts in the discipline, achieving an average percentage of 96.63% (highly valid) from material experts, 93.07% (highly valid) from media experts, and 80.71% (valid) from biology teacher practitioners. The practicality of the RPG maker MV-based game was then demonstrated by small-scale trials, yielding an average performance rate of 93% (an exceedingly captivating product), and large-scale trials, yielding an average performance rate of 94.3% (an exceedingly captivating product).

Developing a Research Culture with Trainee Teachers on International Initial Teacher Training Programmes

Postgraduate initial teacher training from the UK perspective is a fast-paced 36-week full time programme. In parallel with assessed teaching and subject studies, trainees carry out classroom-based research. To do this, they draw on approaches to evidence-informed teaching that include taking the best available evidence from research and practical experience to answer context-specific research questions. This paper looks at the case of trainees who undertake their PGCE programme internationally i.e. they remain based in their international schools for the practical elements but engage in the wider programme via distance learning. One of the greatest regrets of university staff working with these trainees was that the research knowledge gained was contained only within the assessment system and that the trainees would leave, taking this wealth of knowledge with them. The fear was that these emerging practitioner researchers would see their research work as being completed solely for the purpose of certification, without recognising themselves as beginning a career-long process of reflective research in their schools. From this, the Sunderland Reflective Action in Education project (SunRAE) was developed in response to the challenge of building a community of research-informed practice when working remotely and a/synchronously across different international time zones. It is a student research conference, journal and podcast initiative integrated into the PGCE (Distance Learning) programmes. Linking this initiative to the wider research of the contribution of initial teacher education to the professional learning of teachers in schools, this critical reflection paper connects with the wider debates around developing research culture and makes links between the importance of both for creating better school-based practitioner researchers. The paper reflects that the same themes of widening participation, raising awareness, and reducing silo working that are important for all researcher development are relevant for school-based teacher researchers. Exchanges Discourse Podcast International Teacher Practitioners as Researchers: In Conversation with Elizabeth Hidson [24:21]

Unveiling the efficacy of ChatGPT in evaluating critical thinking skills through peer feedback analysis: Leveraging existing classification criteria

This study investigates the potential of using ChatGPT, a large language model, to assess students' critical thinking in online peer feedback. With the rapid development of technology, big language models, such as ChatGPT, have made significant progress in natural language processing in recent years and have good potential for application in teaching evaluation and feedback. However, can generative AI help educational practitioners in teaching and learning? How to accurately assess students' critical thinking using generative AI remains a challenging task. This study investigates whether ChatGPT can effectively evaluate critical thinking using established coding systems. By comparing the consistency and accuracy of manual coding with ChatGPT coding in online peer feedback texts, it clarifies how ChatGPT processes online peer feedback data and conducts assessments. Through a comprehensive analysis employing various metrics including precision, recall, F1 score, and a confusion matrix, we assess ChatGPT's performance. Additionally, we group students and analyze how ChatGPT's assessments relate to their critical thinking levels. Our findings suggest that the ChatGPT demonstrated some ability to assess higher dimensions of critical thinking, but showed limitations in assessing the more granular secondary dimensions under the higher dimensions of critical thinking. However for this kind of granular assessment will more accurately capture the level of learning critical thinking. Surprisingly, ChatGPT's evaluations are not influenced by students' critical thinking levels. This study underscores ChatGPT's potential in automating critical thinking assessment at scale, alleviating the burden on educators and enhancing understanding of critical thinking in peer feedback.

Implementasi Kurikulum Merdeka Belajar Kampus Merdeka pada Program Studi Pendidikan Bahasa Arab

This article aims to describe the implementation of the curriculum of independent learning on an independent campus with the model of development of curricula of MBKM on campus and the execution of the exchange of students and practitioners teaching the program of study of Arabic Language Education as well as discussing the two curricular options in the application of the MBKM of the study of the Arabic language education program of IAI Badrus Sholeh Kediri. Field research is field research that is used to directly review the implementation process of MBKM. This research method is carried out through qualitative descriptive research, data analysis techniques are done by exploring and analyzing the results of observations, interviews, and documentation. The findings show that: (1) the Curriculum Development Model of the Arabic Language Education study program of IAI Badrus Sholeh Kediri by adopting MBKM policy includes planning, learning process, assessment and evaluation of learning (2) implementation of the MBKM-based Arabic Language Education study program of IAI Badrus Sholeh Kediri has been carried out in two areas, namely; homeland student exchange and teaching practitioner (3) curriculum for the Arabic Language Education study program of IAI Badrus Sholeh Kediri which has two optional curricula: MBKM and regular

What features of education policies are effective in facilitating successful outcomes for Australian Department of Education students in out of home care?

AbstractAustralian and international research has consistently revealed that children residing in Out of Home Care (OOHC) experience low academic achievement, high rates of suspension, high rates of early school drop‐out and poor representation in post school study. To address the issues experienced by many students in OOHC, trauma informed policies have been introduced in schools and education districts, both in Australia and internationally. Informed by current research and by the Trauma Informed Approach Guidelines, developed by the US Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA), this research aimed to identify and analyse current OOHC education policies and support documents implemented by Australian State and Territory Departments of Education. Using a thematic content analysis of national and international research on the concerning educational outcomes of OOHC students, a policy analysis framework was created and used as the tool to analyse Australian OOHC education policies currently implemented by state and territory Departments of Education. Considerable variations were evident in OOHC education policies throughout Australian Departments of Education, with only the states of Queensland, New South Wales and Victoria having policies explicitly for OOHC students. Significant variations also existed in the levels and types of support provided between Australian states and territories. Australian Departments of Education, schools and teacher practitioners can do more to further enhance the educational experience of students residing in OOHC. Suggestions have been made on how this can be achieved.

Development Of Excel-Based (Nawasena) Basic Financial Accounting Learning Media To Improve Learning Outcomes In The Accounting Cycle

The problem in this study is the low student learning outcomes on financial accounting cycle material. The type of research was research and development with the ADDIE model. With an experimental trial design using a pre-test - post-test control group design model. The feasibility of the product was tested by media experts, learning practitioners, namely teachers, and media users, namely students. The media was tested on the research subjects, namely students of class X AKL 2 SMK Muhammadiyah Dukun. The data collection instruments used were interview guidelines, expert validation questionnaires, teacher response questionnaires, student response questionnaires, and financial transaction questions. The results of the study show: (1) Basic Financial Accounting Learning Media Product "Nawasena" has been successfully developed to improve student learning outcomes in the accounting cycle; (2) "Nawasena" learning media is assessed as feasible by media experts with a score of 3.8; practitioner teachers 3.6; and students 3.61; (3) Learning media can improve student learning outcomes seen from the difference in gain score results between the control group 0.63 and the experiment which is 0.73.

Non Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators

Chatbots use in education is still in need for the identification of opportunities resulting from their use as well as the challenges facing the expansion of such use despite the massive spread of these Chatbots recently. The merits of Chatbots have prompted some teachers to use them to provide learners' with educational support, which consequently helped the appearance of a group of teachers who start practice using Chatbots techniques in education. Therefore, the present study aims to identify the viewpoints of practitioner teachers regarding the opportunities and challenges of Chatbots use in providing learners with educational support. The phenomenological approach is used via conducting Semi-structured interviews with practitioner teachers, five main motivating questions were used to generate the data. Participants were (11) teachers who were purposefully selected from the practitioner teachers who were using Chatbots to provide support services in the primary, middle and secondary educational levels. The results showed that Chatbots in education provide many opportunities that contribute to increasing the efficiency of the educational support through flexibility of support, motivation, accessibility and availability, in addition to guidance and counseling processes. This study also revealed a number of physical, technical and ethical challenges in front of using this technology in providing educational support.

Rescuing the profession we love: general practice training sector recommendations for improving the attractiveness of general practice training. A qualitative analysis.

To investigate the views of the general practice training sector about responding to recruitment challenges, with the aim of identifying effective initiatives and other solutions. Qualitative study; focus group discussion of recommendations from a medical educator workshop. An initial online appreciative enquiry workshop for medical educators followed by focus group discussions by a broader selection of people involved in general practitioner training (Royal Australian College of General Practitioners fellows, supervisors, practice managers, medical educators, registrars). Key overarching themes and major recommendations for increasing recruitment derived from focus group responses to workshop recommendations, based on qualitative descriptive analysis. The 26 medical educators at the workshop made four major recommendations: increase the number of student and junior doctor clinical placements in general practice; increase exposure of students and junior doctors to general practitioner teachers and educators; improve general practitioner trainee pay and entitlements; and improve the integration of general practice and hospital patient care and professional relationships. Thirty-four semi-structured focus group participants broadly supported the recommendations, provided that supervisors and training practices were adequately compensated for the effects on workloads, income, and patient care. Two overarching themes infused participant responses: "rescuing the profession we love" (reflecting participants' passion for general practice and their sense of threat), and "no idea what general practitioners do" (perceptions of being misunderstood and misrepresented by hospital-based practitioners). Clinicians, educators, and policy makers should work together to increase the number of high quality, adequately supported student and junior doctor placements in general practice, improve intra-professional relationships, and trial new models of general practitioner trainee payment and conditions.

Investigation of Cultural Identity of Students Who Study Japanese Language at British Universities Between 2012 and 2023

In Japanese language classrooms, students have become more globalised in terms of the students' educational and life experience background. Teaching pedagogies which have been used before globalisation may not be appropriate and effective to students after globalisation. The aim of this study is to investigate any cultural identity characteristics of students who studied Japanese at two British universities in the South of England between 2012 and 2023. The significance of this study is to investigate how students' individualist or collectivist cultural background may affect students' cultural identity. Participants were a total of 22 students who studied Japanese language through an Institution-Wide Language Programme. The majority of these students have studied Japanese for a minimum of 1-3 years. The data was collected between 2012/13 and 2022/23 academic year from two British universities. The research design to investigate students' cultural identity characteristics was a mixed method, using variables such as hometown, languages they speak, their values and their first name. Students' origin, where they were born and where they were educated were also taken into consideration to analyse the data. The key finding of students' characteristic was that students' identification was closely related to their sense of belonging in the results of students' hometown, languages they speak, their values and their first name, which is in line with other previous research results in the literature. Other findings included that some of the students found it difficult to determine their hometown, that the majority of students were multilingual who have experience in several language learning, that students' values were often influenced by their parents' individualist or collectivist cultural values, and that students' first names often showed the students' identification and sense of belonging. Taking into consideration of individualist or collectivist culture, recommendations discuss on how the language teaching practitioners may be able to support the sense of belonging of the current students who have diverse educational and life background. Received: 19 December 2023 | Revised: 25 March 2024 | Accepted: 25 April 2024 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available in University of Sussex Research Data Repository which is powered by Figshare. Author Contribution Statement Junko Winch: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration, Funding acquisition.

Effectiveness of Virtual Co-Teaching: A New Perspective on Teaching

The teaching method of virtual co-teaching helps the mutual sharing of new experiences and methods of pedagogues in teaching in formal education, through digital technologies. It also facilitates the involvement of practitioners in teaching, which can be a key mechanism for ensuring quality education. This article focused on comparing the effectiveness of co-teaching in two environments, face-to-face and virtual. In terms of methodology, an experiment was used, which was implemented in three independently selected schools, from which eight groups of thirty students were formed. The phenomenon measured was the level of understanding of the material taught during these lessons of history, mathematics and a foreign language. The test results of the individual groups were subsequently analyzed. From the results, we can confirm the null hypothesis based on the independent samples t-test and the Mann-Whitney U test, which indicates that there is no statistically significant difference between the test results of the two groups. However, it is essential to emphasize the added value in virtual co-teaching, which is primarily in the economic aspect and flexibility. Specifically, it is a reduction in the cost of commuting, reduced time and easy availability of experts. These results form the basis for follow-up research that can focus on improving the quality of teaching using this method.

ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments

The advancement of information technologies has led to increased attention to AI chatbots as valuable tools for computer-assisted language learning (CALL), drawing the attention of both academic scholars and industry practitioners. However, there remains limited understanding regarding the adoption of AI chatbots, specifically within the context of the English language. To address this existing research gap and examine the perception and motivation of usage of ChatGPT, this research employed the hedonic motivation system adoption model (HMSAM) to examine the adoption of ChatGPT. Employing structural equation modelling (SEM), a comprehensive investigation was conducted using data sourced from 189 valid responses obtained through an online survey administered to Chinese international students who are currently enrolled in British universities. The findings reveal that the research model effectively elucidates the elements influencing the adoption of ChatGPT in English learning. Notably, boredom, joy, focused immersion, and control emerged as significant mediating factors pertaining to the link between perceived ease of use and behavioural intention. These findings offer meaningful perspectives for upcoming researchers and practitioners in English language teaching and learning, contributing to promoting innovation in this domain.

Development of BeBa (News Learning) Learning Media in News Text Learning

Learning news texts is one of the compulsory learning that students need to master. There are various factors that can affect the success of learning news texts. One of them is the use of learning media. This research and development aims to (1) develop BeBa (Belajar Berita) learning media in the material identifying elements of news texts for grade VIII students of SMPN 2 Sumbergempol, (2) testing the feasibility of BeBa (Belajar Berita) learning media in the material identifying elements of news texts for grade VIII students of SMPN 2 Sumbergempol. The ADDIE model is used in research and development of Beba learning media. There are two types of data obtained in this study. Qualitative data is obtained from interviews and comments or suggestions for improvement from students and validators. Quantitative data was obtained from the results of needs analysis questionnaires, material validator assessments, media validators, teacher practitioners, and student responses. The results of material validation by material experts obtained a percentage of 93.33% with the category "very feasible", the results of validation by media experts obtained a percentage of 96.88% with the category "very feasible", and the results of teacher assessment Indonesian obtained a percentage of 100% with the category "very feasible". The trials in this study were conducted twice, namely small group trials with 10 students obtaining a percentage of 98.45% with the category "very feasible" and large group trials with 25 students obtaining a percentage of 95.7% with the category "very feasible". Based on these results, the BeBa (Belajar Berita) learning media that has been developed has been tested for feasibility and is ready to be implemented in learning Indonesian class VIII news text materials.

Silence, Well-being and Learning

I am approaching this article from the viewpoint of an ordinary human being, condemned to live in the 21st century – and of a language teaching practitioner. I have no pretensions to academic scholarship, nor to research into silence, so this will be a purely personal view.I will first examine the negative effects that loss of silence has had on us as individuals and society. I will then suggest some ways in which we can palliate these effects in our individual lives. Finally, I will discuss the value of silence in learning (with a focus on language learning) and suggest some ways we might incorporate positive aspects of silence in our teaching.

Enhancing Quality of Guidance and Counseling in Vocational Schools: Testing the Effectiveness of Evaluation Instruments Based on the CIPP Model

<p dir="ltr"><span>This study assesses the CIPP (Context, Input, Process, Product) model's effectiveness in evaluating guidance and counseling programs within the Merdeka curriculum of Vocational High Schools. Collaborating with three experts—guidance and counseling specialists, educational technology experts, and practitioner teachers—the research employs assessment tests and pre-test/post-test questionnaires for 10 Guidance and Counseling Teachers at Vocational High School 3 Banjarmasin. Evaluation results, covering general, specific, and material aspects, show a high level of agreement among the three evaluators. General evaluation exhibits high reliability (ICC = 0.750), and thorough and material evaluations demonstrate high reliability with ICC values of 0.794 each. The trial of 10 Guidance and Counseling Teachers reveals a significant improvement in their evaluation skills after implementing the CIPP model. Average post-test results are notably higher than pre-test, highlighting the positive impact of the CIPP evaluation model on enhancing these skills. The research concludes that the CIPP evaluation model is reliable and consistent in measuring guidance and counseling program effectiveness in the Merdeka curriculum of Vocational High Schools. Empirical and theoretical support establishes a strong foundation for considering future implementation of the CIPP model in educational program evaluations. This model's application is anticipated to elevate the quality and relevance of educational programs, particularly in the context of guidance and counseling in Vocational High Schools, with potential practical and managerial benefits.</span></p><div><span><br /></span></div>

Telecollaborative Task Design in a Content-Language-Integrated-Learning Context： Content, Communication, Cognitive, Culture

This study explores approaches on telecollaborative task design in a Content-Language-Integrated-Learning (CLIL) context for language courses. This study discusses integration of task-based telecollaboration into a CLIL course and concludes feasible guidelines on the task design in terms of content, communication, cognitive and culture. The results of the study may give insights for telecollaborative teaching practitioners.

The effect of AI-powered chatbots in social studies education

AbstractThe aim of this research is to investigate the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. The study was conducted using embedded design, evaluated within the framework of mixed methods research. The study group consists of 78 6th-grade students studying in three different classes, along with one teacher who implemented the practices and guided the process. During the experimental phase of the study, lessons in the experimental group were taught by the practitioner teacher using an AI-powered chatbot named “SosyalciBot”. Meanwhile, lessons in two control groups were taught following the constructivist approach. At the end of the process, it was determined that the experimental group students’ post-test and permanency test scores were significantly higher than the control group students’ scores in both post-test and permanency test. In the semi-structured interviews, both students and the practitioner teacher provided positive evaluations of the pedagogical and design features of the chatbot, indicating that these features positively impacted the learning-teaching process. They also identified some shortcomings while offering suggestions for improvement. Based on the study findings, it is evident that chatbots have a high potential to contribute to Social Studies education. However, to fully harness this potential and achieve optimal effectiveness, further advancements and refinements in chatbot technology are required. At this point, it is recommended to conduct theoretical or applied studies focusing on developing chatbots with high communication capacity and explore innovative and constructive ideas regarding the integration of chatbots into educational environments.

The struggle for pedagogical recognition in higher education: short stories of tension and triumph in the professional identity construction of an English for Academic Purposes (EAP) practitioner in Hong Kong

AbstractA considerable body of work now exists on the role that identity plays in understanding teachers and teaching. Developing and sustaining teacher identities in higher education can, however, be challenging given the subordinate positioning of teaching in some educational contexts. Despite the growth of English for Academic Purposes (EAP) programmes in many parts of the world, recent research suggests that EAP practitioners are especially vulnerable to being assigned marginalized identities within the academy. Therefore, this paper reports the results of a study which used a short story approach to investigate the tensions and triumphs one EAP practitioner in Hong Kong experienced in constructing her language teacher identities (LTIs). Findings suggest that her identity tensions and struggles take place across space and time and play out at different scales, including classrooms, educational institutions, and within broader societal discourses. However, the short stories presented in this paper speak not only of tension and struggle, but also of determination and resilience to construct LTIs in the academy. Consequently, the results of this study can help to raise awareness amongst stakeholders, including policy makers, leaders of higher education institutions, and language teaching practitioners, of how they can support and sustain the construction of LTIs within the academy. Implications for professional learning for language teaching practitioners and suggestions for future research are considered.

INVESTIGATING L2 PROFICIENCY AMONG GOVERNMENT COLLEGE STUDENTS IN THE DISTRICTS OF THANJAVUR

Task-Based Learning (TBL) is a widely recognized and effective teaching method used by English Language Teaching (ELT) practitioners globally. Designing and developing tasks for a language classroom can be challenging due to the numerous factors that need to be reviewed, Factors such as learner input, goals, learner roles, teacher roles, task difficulty, task feasibility, and task sequencing are crucial. Once developed, these tasks can be adapted for various classrooms based on learners’ proficiency levels. This paper aims to make Computer Assisted Language Learning (CALL) more accessible and enjoyable by presenting and analyzing several tasks designed for language laboratories. Many tasks are based on YouTube videos. The paper examines selected YouTube videos downloaded to the master console, evaluating their potential for providing comprehensible language input in the classroom. It then discusses the effectiveness of these tasks, along with their advantages, disadvantages, and implications.

Practical Research on Flipped Classroom Teaching Model in College English Based on Production-Oriented Approach

In the context of integrating technology into higher education and the widespread acceptance of a learning-centered philosophy, flipped learning (FL) is gaining popularity as a flexible new approach. To overcome the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China, a flipped classroom teaching model based on the theory of the Production Oriented Approach (POA) was proposed and implemented for a vocational English course. Mixed research methods, including testing, questionnaire surveys, and interviews, were used to validate the effect of the model. Data analysis shows a notable enhancement in the mastery of new target language items among the experimental class that adopted the flipped classroom teaching model based on the POA. Moreover, this practice also has changed their learning behaviors both in and after class, increasing their time investment in learning and improving their performance and engagement in class, thus enhancing their autonomy in language learning. This study empirically supports the flipped classroom teaching model based on the POA. It aids in transforming traditional input-driven teaching into output-driven teaching and serves as a teaching reference for practitioner teachers.

Implementing CLIL in a Japanese prefectural university: Reflecting on research-based pedagogy

This study investigated the beliefs and practices of two English language teachers - an English as an Additional Language (EAL) speaker and an Anglophone speaker - towards Content and Language Integrated Learning (CLIL) at a regional Japanese university offering English medium instruction (EMI). Established in 2009, the university offers students EMI in the fields of international studies and regional development and international economy and prepares 1st grade students in a compulsory English for Academic Purposes (EAP) programme adopting a CLIL approach. This study examined how the two teachers conceptualized and implemented their CLIL syllabi and what limitations and opportunities CLIL offered. Qualitative data elicited from a collaborative autoethnography (CAE) revealed CLIL as both a bridge into EMI and post-university life. For this purpose, both teachers scaffolded language and content materials, especially with general cultural and social science themes. Translanguaging was important in developing pragmatic integration of students' Japanese in classes. Difficulties were noted in teaching higher cognitive skills due to the test focus of secondary education. Pedagogically, both shifted along a CLIL continuum between language and content foci according to student needs. The perceived limitations stressed the problematic balance between content and language and a lack of a language threshold before embarking on CLIL. Further issues raised were the paucity of teacher development in CLIL and tension between content and language teachers in syllabus design. Finally, opportunities were mentioned in the knowledge transfer between content and language classes and the development of autonomous collaboration. Of final note, the teachers' linguistic backgrounds were seen as important for students. Overall, implications for this study suggested that teaching practitioners can reinforce their classroom instructions with research knowledge.