Teaching Purposes Research Articles

INTERACTION STRATEGIES IN THE SKILL AND CONTENT COURSES IN EFL CLASSES

Studies to reveal the factors contributing to the effectiveness of language instruction are still underway. This study disclosed the phenomenon in EFL classes focusing on the interaction strategies in skill and content courses, which use English as the target language. This study uses a descriptive qualitative method. Having been collected by observation, recording, and interview, the data were transcribed, identified, and classified, then analyzed by description, quantification, and comparison. The findings were that, despite both employing a learner-centered approach; the interaction strategies are divergent due to different instructional goals. First, in the skill courses, the students' talking time is greater than the teachers' talking time, and the opposite fact exists in the content courses. Second, the interaction patterns in the skill courses indicate more student-active learning than in the content courses. Third, directive acts were performed more in the skill classes, and assertive acts in the content classes. Fourth, the native language was used more in the content than skill classes. The implication is that the interaction strategies should be varied following the pedagogical purposes to optimize the effectiveness of language teaching in an EFL context.

#2857 Home hemodialysis training time: associated factors and impact on technique survival

Abstract Background and Aims The optimal training time for Home Hemodialysis (HHD), its related factors and its impact in the technique survival are not well established. Our objective was to analyze the risk factors associated with longer duration of HD training and to assess the impact of training time on the survival of the technique. Method Single-center observational study in which all patients seen in our HHD program from January 2013 to November 2023 were included. Training time was defined as the total number of dialysis treatments undertaken for instructional purposes, regardless of prior experience. Patients were divided into two groups, according to standard (≤31 days) or prolonged (>31 days) training duration. Sociodemographic and clinical variables were compared between the two groups, and the factors associated with prolonged training were analyzed using binary logistic regression. HDD failure was the composite of technique failure (defined as transfer to in-center HD for ≥ 30 consecutive days) and death. Results We analyzed 50 patients (women: 18, 36%) with a mean age of 55.1 ± 12.6 years and a median length of time on dialysis of 33 (IQR 3-369) months. The median training time was 31 (IQR 24-45) days. 14 (28%) patients were single, 22 (44%) were actively working and the percentage of primary, middle and university education was 20%, 56% and 24%, respectively. In the univariate analysis, a younger age, and the presence of a care partner were associated with a shorter HHD training time, whereas the type of vascular access, the educational level, the marital status, the gender, and the need for a care partner were similar in both standard and prolonged training duration groups. After a multivariate logistic regression analysis, the only factor independently associated to a longer training time was the age (OR: 1.08, 95% CI: 1.02-1.14; p = 0.01). After a median follow-up of 27 (IQR: 15-50) months, HDD failure was observed in 12 (27%) of patients. Although in the crude analysis the technique survival tended to be lower in the prolonged training duration group (Fig. 1), this finding was not confirmed after adjusting for age. Conclusion In our experience, the older age was the only factor independently associated with longer HDD training time, whereas a longer training time did not impact in the HDD survival. These data suggest that HHD training should be especially careful in elderly patients, whose learning may require greater use of time and resources.

Collecting streaming services

In the streaming era, the very thing that defines it is what threatens to impede access to important media history and cultural heritage. Streaming’s barriers to entry and its interim content catalogs challenge the actual collection and preservation of it for research and teaching purposes. If researchers and libraries do not work together to document and preserve these, we will keep losing important sources and data. From a collection perspective, we argue that streaming services consist of their catalog, metadata, and graphical user interfaces. First, we map the large-scale legal deposit collection of streaming at a national library as well as a media researcher’s small-scale targeted collection. Second, we compare the resulting collections of web sites and graphical user interfaces in order to discuss methodological challenges. The findings of this comparative analysis indicate the existing deficiencies in both collections and suggest potential improvements in the collection and preservation of streaming services.

ICEED: Integrated customized extraction of enzyme data.

Enzymes catalyze diverse biochemical reactions and are building blocks of cellular and metabolic pathways. Data and metadata of enzymes are distributed across databases and are archived in various formats. The enzyme databases provide utilities for efficient searches and downloading enzyme records in batch mode but do not support organism-specific extraction of subsets of data. Users are required to write scripts for parsing entries for customized data extraction prior to downstream analysis. Integrated Customized Extraction of Enzyme Data (iCEED) has been developed to provide organism-specific customized data extraction utilities for seven commonly used enzyme databases and brings these resources under an integrated portal. iCEED provides dropdown menus and search boxes using typehead utility for submission of queries as well as enzyme class-based browsing utility. A utility to facilitate mapping and visualization of functionally important features on the three-dimensional (3D) structures of enzymes is integrated. The customized data extraction utilities provided in iCEED are expected to be useful for biochemists, biotechnologists, computational biologists, and life science researchers to build curated datasets of their choice through an easy to navigate web-based interface. The integrated feature visualization system is useful for a fine-grained understanding of the enzyme structure-function relationship. Desired subsets of data, extracted and curated using iCEED can be subsequently used for downstream processing, analyses, and knowledge discovery. iCEED can also be used for training and teaching purposes.

Uncovering how in-service teachers are learning about technology in language teaching and learning

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.

Systematic Literature Review : The Trend Of Augmented Reality (AR) in Science Teaching and Learning in Primary School / Sorotan Literatur Bersistematik: Trend Realiti Terimbuh (AR) dalam Pembelajaran dan Pemudahcaraan Mata Pelajaran Sains sekolah Rendah

The rapid development of technology worldwide has led to significant changes in various fields, particularly in education. The emergence of Augmented Reality (AR) technology has garnered attention from researchers in assessing its effectiveness in the teaching and learning process. However, only a small number have systematically studied the trends in AR implementation in the teaching and learning of science, especially at the elementary school level. Therefore, this systematic literature review aims to identify the trends in AR in science teaching and learning from 2018 to 2023. This literature review utilizes the Meta-Analysis framework (PRISMA method). A total of 404 articles were identified through screening from the SCOPUS and WOS databases. Following the screening based on predefined criteria, only 16 articles were selected. Subsequently, these articles were analyzed, and the study findings were categorized into seven discussions regarding the use of AR, namely, general aspects, study findings, contributions of the studies, study designs, research instruments, science learning topics, and theories and models. It is hoped that the results of this review will benefit researchers and educators interested in the use of technology, especially AR, for teaching and learning purposes.

Development of Early Childhood Education Teachers in Information and Communication Technologies for Literacy or Pedagogy

This study aimed to establish how teachers were capacitated to integrate Information, Communication and Technologies (ICT) towards development of 21st century skills among Early Childhood Education level learners, in the Zimbabwean primary schools. This is in the face of a conglomerate of limitations based on teacher capacity, school culture and access to the ICT resources. The study employed an explanatory sequential mixed methods research design. Quantitative data was collected using questionnaires administered to 126 Early Childhood Development teachers drawn from 230 primary schools, followed by qualitative data collection through analysis of documents, focus group interviews and lesson observations with selected teachers. From analysis of quantitative and qualitative data through SPSS and ATLAS.ti respectively, it was found that teacher training colleges were strong in developing ICT literacy. However, they lacked the capacity to empower the teachers to integrate ICTs for instructional purposes. Such findings retard the achievement of the United Nations Sustainable Development Goals and the Zimbabwe Vision 2030. These goals regard ICTs as a cornerstone in the production of knowledgeable workers and qualified human resources for development of 21st skills among learners. Thus, the study recommends adoption of a model characterised by an institutional organisational context with organised internal and external support systems that facilitate sustainable provision of balanced technological, pedagogical and content knowledge for successful ICT integration in line with the national vision and global trends.

Exploring the Influence of Perceived Usefulness and Perceived Ease of Use on Technology Engagement of Business Administration Instructors

The increasing prevalence of technology in educational settings, driven by advancements in digital tools and changing pedagogical paradigms, has made its integration vital, particularly in business education, to prepare students for success in dynamic environments. The pandemic further accelerated the adoption of flexible learning modalities, emphasizing the necessity for increased adaptability and resilience in traditional learning environments, and underscoring technology's indispensable role in education. The research methodology involves a quantitative descriptive design, utilizing surveys administered to twenty-nine (29) faculty members of the Negros Oriental State University, Main Campus 1. The study used descriptive statistics and structural equation modeling. The findings indicate a strong agreement among respondents regarding the usefulness and ease of utilizing technology in teaching contexts, with mean scores reflecting high levels of agreement across various statements. Notably, instructors perceived technology as highly useful in teaching and generally find technology easy to use. However, the cognitive challenges associated with its integration are acknowledged, particularly concerning the mental effort required. The study reveals widespread adoption of technology for instructional purposes among respondents, with video conferencing, learning management systems, and collaboration platforms being the most commonly used tools. Furthermore, the analysis of the relationship between technology engagement and technology utilization suggests that perceived usefulness and ease of use do not significantly impact engagement with technology in educational settings. The recommendation is to establish technology integration committees, implement clear standards, invest in infrastructure, offer innovation incentives, foster openness to avoid technology hesitancy, integrate technology into curriculum design, facilitate online collaboration, emphasize data privacy, build community partnerships, and prioritize continuous evaluation.

CONSIDERATIONS ON SPECIFICS OF CHANGE MANAGEMENT: A QUALITATIVE CONTENT ANALYSIS BASED ON CASE STUDIES WITH INSTRUCTIONAL PURPOSES

The present paper reveals a qualitative exploratory study of change management processes in either reorganization measures or system changes in German companies. The empirical endeavor deals with the content analysis of four descriptive case studies in the field of change management, built with and promoted for instructional purposes. Our results may serve as incentives for change management practitioners (i.e., change agents, project managers, coaches, and trainers) and scholars aiming the change management field of study and its related disciplines. We thus, encourage firstly, (1) the use of instructional case studies while teaching and learning about change and secondly, (2) the intensification of qualitative research endeavors, which offer an in depth understanding of the organizational mechanisms and flows

The Challenge of Traditional Teaching Approach: A Study on the Path to Improve Classroom Teaching Effectiveness Based on Secondary School Students' Psychology

Currently, the psychological issues faced by secondary school students and their impact on classroom instruction are widely discussed. Throughout the middle school years, adolescents experience both physical and cerebral development. As material living conditions improve and social attitudes diversify, secondary school children experience fast cognitive development, possess a strong sense of self, and may also exhibit anxiety and rebellious tendencies. Nevertheless, the present traditional classroom exhibits many drawbacks, including a singular teaching approach, disconnection from real-world applications, insufficient emphasis on perceptual skills development, and disregard for students' active engagement in information acquisition. Conventional classrooms are no longer capable of fulfilling the requirements of learners. Thus, considering the psychological traits of middle school children, this study proposes the following recommendations: Firstly, create a classroom environment that is focused on the needs and interests of the students. Secondly, use the cooperative learning approach inside the classroom. Lastly, incorporate the usage of multimedia tools and techniques for instructional purposes.

PENGARUH PENERAPAN METODE TIME GAMES TOURNAMENT (TGT) TERHADAP PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA MATERI INFAK DAN SEDEKAH DI KELAS V SD IT ULUL ALBAB JATI AGUNG LAMPUNG SELATAN

The purpose of this research is to investigate the influence of the Time Games Tournament (TGT) method on improving students' learning outcomes and their response towards the TGT method. The methodology employed in this study is a quantitative true experimental design, utilizing data collection techniques such as pre-tests and post-tests, as well as a student response questionnaire. Sample selection was conducted using random sampling techniques, with data analysis including Shapiro-Wilk normality tests, hypothesis testing using paired t-tests, and N-Gain analysis. The results of the study indicate that the TGT method significantly enhances students' learning outcomes, as evidenced by the normal distribution of the data. The paired sample t-test yielded a significance value of 0.000 < 0.05, indicating a substantial impact of the TGT method on students' learning outcomes. Additionally, the N-Gain results showed a mean value of 57.6%, suggesting a satisfactory level of effectiveness for instructional purposes. Regarding students' responses to the TGT method, 83% expressed their interest, stating they are "Interested" in using the TGT method for learning purposes. This indicates a positive reception of the method among the student population involved in the study.

Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors

ABSTRACT Academic misconduct and academic integrity are issues of importance to Higher Education Institutions (HEIs). Phraseologies and practices may conflate unintentional mistakes with attempts to gain illegitimate advantage, with some groups potentially at higher risk. HEIs across the United Kingdom (UK) responded to a Freedom of Information Act (FOI) request, and provided data regarding their overall student demographics, the demographic details of their cases of referred and substantiated academic misconduct over a specific time period, as well as information about Turnitin. Available data were analysed with an estimated combined student population of 200,646 with an estimated 2718 students referred for academic misconduct. Analyses revealed some groups being referred out of proportion with their share of the student population, however, no significant differences were observed by demographic for substantiated cases. Most of the responding HEIs indicated Turnitin was used for both identification of misconduct and pedagogical purposes although some reported variations in use for pedagogy by department or module. Implications of the findings are considered. Limitations around available data are discussed and areas requiring more detailed consideration are identified.

Techno-Pedagogical Competency among teachers in relation to their attitude towards teaching

The purpose of this study is to determining the Techno-Pedagogical Competency and attitude towards teaching of teachers from selected colleges in Gurgaon District. A normative survey method was adopted in this stage. A sample of 190 teachers were selected from various colleges. The study found that the level of Techno-Pedagogical Competency and the teachers’ possessed a favourable attitude towards teaching. Further, it was found that there exists significant difference in Techno-Pedagogical Competency and attitude towards teaching mean score among teachers with respect to gender, locality, teaching experience and type of institutions. Further, it can be revealed that there was a significant positive correlation between Techno-Pedagogical Competency and attitude towards teaching. Overall, this study provides valuable insights into the current state of Techno-Pedagogical Competency and attitude towards teaching among teachers in Gurgaon District. The findings suggest that the teachers in the region have a good grasp of using technology for pedagogical purposes and hold a positive outlook towards their teaching profession. The results also highlight the importance of considering demographic factors when analyzing teachers’ competency and attitude.

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

Integrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.

INCORPORATING CHATGPT IN THE ACADEMIC RESEARCH PROCESS: AVOIDING STUDENT STIGMATIZATION

ChatGPT, a potent and readily accessible technological tool, has recently raised concerns regarding its potential for fostering plagiarism within educational contexts. With its emergence, academic institutions have begun disseminating cautionary advisories to educators, urging them to incorporate notifications in their syllabi to apprise students that the utilization of this application could impinge upon their academic integrity, potentially resulting in a failing grade for their submitted work. While these apprehensions possess a certain degree of validity, university professors had anticipated that their institutions would furnish them with comprehensive training sessions on the utilization of ChatGPT and its pertinent functionalities for pedagogical purposes. The primary objective of this research is to introduce ChatGPT and elucidate how it can be harnessed to encourage tertiary-level students in the composition and refinement of their academic research papers, thereby aiding them in attaining the prescribed learning outcomes delineated in their respective syllabi and the guidelines governing academic writing courses. Furthermore, rather than resorting to punitive measures and undue stress imposition, educational institutions should endeavor to evince genuine concern for their students' well-being. The author posits that the extent of plagiarism facilitated by ChatGPT is contingent upon the nature of the course in which it is employed. Consequently, course instructors should consider implementing tailored instructional and assessment strategies, which will be expounded upon in this study. The research culminates by offering recommendations for the preservation of students' well-being and the mitigation of distrust.

CHALLENGES OF ELEMENTARY TEACHERS IN TEACHING ENGLISH: INSTRUCTIONAL SUPERVISION AND PEDAGOGICAL PRACTICES IN FOCUS

The main purpose of this study is to discover the instructional supervision and pedagogical practices as major strategies used by teachers who are currently teaching in the elementary schools. This study will focus on the commitment of the teachers to teaching elementary students and how they boost perseverance in achieving their goals in teaching English. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers lack of commitment to their job. KEYWORDS: Instructional supervision, pedagogical practices, challenges, elementary teacher

Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning

The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘customers’. The primary concerns in such models are often technical and economic – technology as a cost-effective ‘solution’ to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895–1975) and Hans-Georg Gadamer (1900–2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer’s notions of dialogue and horizon, and Bakhtin’s notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin’s and Gadamer’s ideas, for a dialogic approach to online teaching and learning in higher education.

The Video Game Dialogue Corpus

This paper presents the Video Game Dialogue Corpus, the first large-scale, consistently coded, open source corpus of dialogue from video games. It contains over 6.2 million words of English dialogue from fifty games in the Role Playing Game (rpg) genre. This includes games produced between 1985 and 2020, rated for children, teenagers and adults, and in both ‘Western’ and ‘Japanese’ sub-genres. The corpus design is described, including custom data formats for representing branching dialogue. We demonstrate the use of the corpus by comparing the dialogue of female and male characters, where we find reflections of gendered language in other media as well as patterns that seem specific to video games. We provide the source code for a ‘self-inflating corpus’ – a pipeline that obtains the data then processes and parses it into a standard format. This makes the corpus available for teaching and research purposes, providing the first such resource for empirical analysis of video game dialogue.

Prompting learners to use target language forms: Elicitation practices in one-on-one instructional sessions

This paper explores instructor elicitation practices used in mandatory one-on-one instructional sessions to prompt learners of Japanese to incorporate specific linguistic items in their responses. Specifically, the study is based on a corpus of 15 h of video-recorded interactions in a study abroad program in Japan. Drawing on multimodal conversation analysis, the study investigates: (1) how instructors design and sequentially place elicitations to prompt learners to use a specific target language form while engaging in meaning-focused activities; and (2) how these elicitation designs and placements affect the accomplishment of the intended pedagogical goal. The findings contribute to the understanding of elicitation practices for specific pedagogical purposes and yield empirically based insights that can inform interactional decisions.

대학생 성과 평가에 있어 생성형 AI 과제 활용 수용 의사에 관한 연구

Objectives Drawn from the theory of planned behavior (TPB), this study aims to examine the students’ attitudes and behaviors regarding the acceptance and use of generative artificial intelligence (AI) in college assignments.
 Methods A survey with 193 students from a South Korean university was conducted with both qualitative and quantitative methods. In terms of the qualitative method, a thematic analysis was conducted. For quantitative method, a moderated mediation model with path analysis was tested using Mplus software.
 Results The quantitative analysis revealed that students perceiving high unfairness in generative AI and those anticipating a high possibility of detection in generative AI assignments were more inclined to express lower acceptance of generative AI. Furthermore, the relationship between perceived unfairness and AI acceptance was moderated by the perception of detection possibility. A heightened possibility of detection strengthened the negative association between perceived unfairness and AI acceptance. The study also found that the acceptance of generative AI significantly increase the actual behavior of employing this technology for assignments. The qualitative analysis of open-ended questions demonstrated that students generally exhibited positive receiving attitudes to generative AI, but they also recognized potential side effects and acknowledged the need for academic regulations. Additionally, students noted shortcomings in the credibility and practicality of current generative AI technology.
 Conclusions This research is one of the first attempts that tackled students' motivation towards AI and provides the educational implications for use of AI in pedagogical purposes.