Tool In Classroom Research Articles

Learning Speaking Through Podcast For FLDP Students Of English Department At IAIN Madura

This study investigates the use of podcasts as a teaching media for developing speaking skills among FLDP students, FLDP is foreign Language Development Program which is provided for a fresh students at IAIN Madura. There are some specific topic as: self introduction, My Family, My Hobby, My Job, and My Campus as the theme of podcast. Podcast provides a flexible platform that promotes fluency, accuracy, and communicative competence. The research problem focusing on identifying how podcast tasks enhance speaking skills. A qualitative study approach was taken as the research method, with data collected through observation and documentation. Twenty five students were divided into several groups. The data were analyzed using Miles and Huberman's model, which includes data reduction, data display, and conclusion drawing. The findings indicate that podcasts not only enhance students' speaking abilities but also foster engagement and confidence in language use. It suggests that podcasts can be a valuable tool for EFL classrooms. In conclusion, Incorporating podcasts into EFL classrooms appears to be a promising method for improving speaking skills and fostering a positive learning environment.

An artificial intelligence approach to smart exam supervision using YOLOv5 and siamese network

<p>Artificial intelligence has introduced revolutionary and innovative solutions to many complex problems by automating processes or tasks that used to require human power. The limited capabilities of human efforts in real-time monitoring have led to artificial intelligence becoming increasingly popular. Artificial intelligence helps develop the monitoring process by analysing data and extracting accurate results. Artificial intelligence is also capable of providing surveillance cameras with a digital brain that analyses images and live video clips without human intervention. Deep learning models can be applied to digital images to identify and classify objects accurately. Object detection algorithms are based on deep learning algorithms in artificial intelligence. Using the deep learning algorithm, object detection is achieved with high accuracy. In this paper, a combined model of the YOLOv5 model and network Siames technology is proposed, in which the YOLOv5 algorithm detects cheating tools in classrooms, such as a cell phone or a book, in such away that the algorithm detects the student as an object and cannot recognize his face. Using the Siames network, we compare the student’s face against the data base of students in order to identify the student with cheating tools.</p>

From Concept to Classroom: Developing Instructor Dashboards Through Human-Centered Design

Dashboards visually provide automated feedback and communicate classroom data that instructors cannot otherwise recall. To date, dashboards have been designed more from a technical than a pedagogical perspective. Although researchers have called for a human-centered approach to dashboard design, research documenting design processes has been limited in the literature. In the present study, a human-centered approach was employed to design an instructor dashboard. The design processes and illustrative prototypes are presented, along with the features participant instructors perceived to be the most and least helpful. The integration of a human-centered approach to guide the processes involved in designing actionable instructor dashboards is also discussed. Three components of a human centered approach are recommended: (a) designing with multiple stakeholders, (b) aligning pedagogy with analytics, and (c) training on data use. This research contributes to the field by demonstrating how human-centered design can bridge the gap between technological potentials and pedagogical features in instructor dashboards, ultimately leading to effective integration of such tools in higher education classrooms.

Implementation of an augmented reality sandbox as a topographic map learning tool in 100-level geology classes increases long-term knowledge retention and classroom engagement

The three-dimensional visualization skills that are critical for using and interpreting topographic maps present a common stumbling block for students in introductory-level geoscience courses. The development of interactive technology such as augmented reality sandboxes (ARS) has provided new ways to introduce students to topographic map concepts. So far, the literature investigating the effectiveness of an ARS in a classroom setting has been inconclusive. This study presents instructional and assessment materials for teaching topographic map concepts to undergraduate students at an introductory level using the ARS in a structured, student-driven learning activity. Our instructional approach guides students through creating a 3D landscape and corresponding 2D topographic map, then using the 3D landscape to guide interpretation of topographic map components. The knowledge surveys assess student engagement and track both short-term learning gains (from pre-lab to post-lab scores) and long-term knowledge retention (from pre-lab to end-of-semester follow-up scores). Although our results do not show a significant difference (p = .15) in short-term learning gains in the ARS group compared to the 2D paper map group, a significant improvement (p < .001) was observed in long-term knowledge retention among the ARS group compared to the 2D paper map group. Students in the ARS group also self-reported higher levels of classroom engagement. This study suggests that assessing long-term learning may provide more insight into the effectiveness of interactive classroom tools such as the ARS.

History of education: the pedagogy of educational cinema in Brazil and Argentina in the 20th century

This paper aims at presenting the genesis of the technological use in the classroom, how the cinema, was used as educative tool in Brazil and Argentina in the beginning of the 20th century. In Brazil, it appears in the imaginary line of what they had of modernity sometimes seen as a way of educating its people located in distant regions, it was also seen as a tool for the elite. In Argentina, on the other hand, the educative cinema was totally strict to the positivist idea. An educative cinema aiming hygienic process and the scientific world, distant from any opportunity that could deviate the righteous, average, hardworking citizen. In both countries, the government started to control the educative cinematographic productions, and such action has been interpreted by some researchers as governmental propaganda since then. Other researchers, however, believed in the importance of this instrument for quality and innovative education. Today, Argentina still uses educational cinema as one of the classroom tools, unlike Brazil, which no longer has it as part of government investments.

Communication Strategies of Indonesian Secondary School Teachers to Establish Interpersonal Relationships with Students; A Literature Review

The quality of teacher-student relationships has a profound impact on the learning process and outcomes, particularly in culturally diverse contexts like Indonesia. In Indonesian secondary schools, where cultural characteristics such as power distance and collectivism shape interactions, enhancing teacher-student relationships through effective communication strategies is crucial. This study aims to identify and analyze communication strategies that are most appropriate for fostering interpersonal relationships in Indonesian secondary schools. Using a qualitative literature review method, following PRISMA guidelines, this study synthesizes 22 communication behaviors from existing literature, which were categorized into four main themes: care, immediacy, clarity, and disclosure. Notably, while the strategies of care, immediacy, and clarity align with previous research and are adapted to the Indonesian cultural context, the study found a significant lack of teacher disclosure, a critical strategy for building close interpersonal relationships. This gap suggests that cultural factors such as high power distance may inhibit the use of disclosure as a relational tool in Indonesian classrooms. The study’s findings provide practical implications for teachers aiming to improve their communication practices, suggesting that culturally appropriate strategies, particularly in balancing authority and relational closeness, are necessary to foster stronger interpersonal connections with students.

Integrating Pop Music in English Language Teaching to Enhance Listening, Vocabulary, and Cultural Awareness Among Learners

This study explores the efficacy of using popular music as a pedagogical tool in English language classrooms. Drawing from linguistic theory and empirical evidence, the study examines how integrating pop songs can enhance students' listening skills, vocabulary acquisition, pronunciation, and cultural awareness. Through a mixed-methods approach, including surveys, observational studies, and comparative analysis, we evaluate the impact of pop music on language retention and learner engagement. Findings suggest that students who engage with music show improved comprehension and increased motivation in language learning.

Narrating a path: Digital humanities tools in the linguistics classroom

This paper embraces the premise in Mehl (2021: 331) that “linguists should care about the digital humanities … because collaborations between … linguistics and DH will be fruitful for all of us.” I discuss my incorporation of a selection of DH tools and practices into my teaching of three undergraduate linguistics courses, where in lieu of the traditional “research paper”, students learn about free web-based tools to create interactive exhibits and digitally edited volumes. These tools make multimodal writing and data presentation easy, and they are ideal for interactive presentation of ideas. They also allow students to weave concepts in linguistics with ways in which linguistics, usually more embedded in the social sciences, finds footing in the humanities, including language and identity, language endangerment and revitalization, or specific languages that they speak or are spoken in their worlds. These initiatives address justice, equity, diversity, and inclusion (JEDI) initiatives promoting cross-linguistic and cross-cultural understanding. They also allow students to actively interrogate the ways in which the discipline may perpetuate or challenge existing power structures and their biases.

Assessment of Digital Tool Impact in Language Education: Insights from Educators and Students

This study evaluates the implementation and impact of digital educational tools in foreign language classrooms from both educators' and students' perspectives in Serbian secondary schools before, during, and after the COVID-19 pandemic. The research investigates the digital tools used, the challenges faced, and the perceived benefits of these tools in enhancing teaching and learning experiences. Quantitative data were collected through online surveys administered to 173 language teachers and 126 fourth-year secondary students, focusing on their experiences with digital tools in various instructional models—traditional, online, and hybrid. Results reveal significant discrepancies between teachers' and students' perceptions of digital tool usage and its frequency. While the majority of teachers reported frequent use of digital tools, students indicated less frequent exposure. Key findings indicate that digital tools like Google Classroom, Kahoot!, and Quizziz were widely used during the pandemic and continued to be utilized post-pandemic. Teachers highlighted the need for comprehensive training in digital competencies to integrate these tools into their teaching practices effectively. Both educators and students acknowledged the benefits of digital tools in creating dynamic and engaging learning environments, yet challenges such as maintaining student motivation and balancing attention in hybrid models were noted. This study underscores the importance of aligning training programs with teachers' needs and suggests future research to assess the effectiveness of such programs and explore non-technology-related factors influencing digital tool adoption in foreign language teaching.

ChatGPT in language education: Centering learner voices

Within educational linguistics and applied language studies, the debut of ChatGPT has spurred significant scholarship analyzing its potential benefits and consequences in language teaching and learning. However, limited empirical research on factors influencing language learners’ use or non-use of ChatGPT exists. From an ecological theoretical perspective, an understanding of this (non)usage is nevertheless essential: a nuanced understanding of if, how, and why language learners use these tools is necessary to craft meaningful approaches to ChatGPT and other similar generative AI tools in the language classroom. To address this gap, the current article reports on an online survey of 173 learners of non-English languages at a large public university in the United States. Survey data were analyzed using descriptive statistics and iterative qualitative coding (e.g., thematic analysis). Analysis revealed a large majority of participants (74%) elected not to use ChatGPT in their language learning. The article subsequently explores the factors that influenced this non-use, namely policies; concerns about ethics both inside and outside the language classroom (e.g., concerns about cheating, intellectual theft, and questions of fairness); beliefs about tool limitations; considerations of the potential negative impacts on language learning; and reflections on education more broadly. We discuss the implications of these findings in relation to the role of digital literacies in language education; the production of knowledge in education; and the meaning of language study, including actionable items in the language classroom.

Can creative writing in Latin support students' confidence in and enjoyment of A Level prose composition?

Abstract This research aims to explore the ways in which creative writing may be used as a pedagogical tool in the Latin language classroom, in particular how creative writing may benefit students in Latin prose composition. The lesson sequence delivered as part of this research was undertaken in an academically-selective, independent coeducational school in an affluent, inner-metropolitan area. The sequence of four 60-minute lessons formed part of the language (as opposed to literature) portion of timetabled Latin lessons for a group of nine Year 12 students (aged 16–17). As part of their language lessons, the students had been following a course of study in prose composition based upon Andrew Leigh's (2019) Latin Prose Composition: A Guide from GCSE to A Level and Beyond1. The lesson sequence was intended to build on this work by making use of, and thus consolidating, grammatical constructions and vocabulary which the students had already encountered in the context of prose composition. The sequence was designed in such a way that students were required to apply their linguistic knowledge in new and creative ways. Students' responses to the various activities were positive and they expressed enjoyment in the methodologies.

REVISITING PUPPETS TO TEACH ENGLISH TO CHILDREN: MODEL ACTIVITIES TO FOSTER CLASSROOM ORAL INTERACTION USING PUPPETS

&lt;p&gt;Puppetry, as an educational resource, has been used for years to create a dynamic and interactive learning environment that encourages creativity, active oral participation and language fluency development. In a world where the use of technological tools, digital materials, apps and virtual classrooms have changed the dimension of education, making classes more dynamic and obliquus, puppets are still valuable in the class, as multiple research works have shown. For that reason, we revisited the use of puppets as a pedagogical tool in the English classroom, specifically to foster oral interactions in the English classes of a group of pre-schooling students. In that group, we observed that even though the teacher used multiple resources and activities (such as games, songs, act outs and more), some students did not participate in the oral interaction activities. We decided to design a set of activities mediated by impersonated puppets to foster oral interaction in the class. In this work, we presented the steps for designing those activities and a theoretical foundation for that design. The findings of its application are a matter of further research.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0745/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Integrating ICT Into Language Teaching- Designing Listening and Speaking Activities.

The human race has been facing an unexpected revolution all through recent history. Pandemic effects have been felt in the education field as well. The paper discusses the journey of Digitalization and the effects of technology on the Education field. This paper describes how software aided in the Moral and Mental development of students and facilitators alike in the early days of pandemic breakdown by making teaching and learning attainable. A facilitator continues to play an important role, even as technology has transported classes to learners' homes. Maintaining sanctity through digital learning was a major benefit to learners and facilitators. The paper demonstrates ICT tools' use in language classrooms, especially the revolutionary advancement in education. Using ICT tools in language classrooms, it describes how to provide learners with the basic skills (LSRW) necessary for their success.

Digital learning tools in the classroom: comparing their impacts on student motivation to learn and academic achievement in post-secondary students from Canada, Germany, and India

ABSTRACT Use of digital learning tools (DLTs) in classrooms has markedly increased since the COVID-19 pandemic began. Concerns exist that some DLTs were integrated without careful consideration of their impacts on student motivation to learn and/or academic achievement. Moreover, differences in student demographic profiles and the learning environment may also impact potential relationships. We surveyed post-secondary students from Canada, Germany, and India to determine if DLT use, effectiveness, and/or mode of course delivery differed across jurisdictions, and if any relationships exist between use of different types of DLTs and student GPA. Results indicate that although students from all countries examined preferred classes utilising particular types of DLTs, increased use of DLTs did not improve academic achievement. Nevertheless, it is crucial that DLTs continue to play key roles in modernising our pedagogical approaches given their impacts on course satisfaction and general appeal to the sensibilities of today’s students.

Exploring how translanguaging and multimodal learning improve EFL students’ enjoyment and proficiency

Many studies have shown that translanguaging promotes inclusive and dynamic learning environments. However, little is known about multimodal techniques to improve student engagement and satisfaction. The present study aims to examine the impact of these combined strategies on student understanding, motivation, and identity construction in language acquisition. The study involved twenty students in the second semester of the English Language Education Department at a university in Bekasi, West Java, Indonesia. The data were garnered through a quantitative method using a questionnaire and a qualitative method using in-depth interviews. Out of the total number of participants, five students were selected for in-depth interviews to explore rich data on students' emotional, motivational, cognitive, and expressive responses to translanguaging. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results suggest that adding translanguaging and multimodal strategies to the learning environment promotes a more engaging and inclusive atmosphere, thereby enhancing student satisfaction and language proficiency. Conversely, complications were identified for students with diminished proficiency requiring further assistance. The research emphasizes the potential of translanguaging to enhance linguistic competence, student confidence, and motivation, indicating that it is a valuable pedagogical tool in EFL classrooms.

Locating the minimal in minimal computing pedagogy: minimal computing tools and the classroom management of student composing workflows

ABSTRACT This article considers what ‘minimal’ might mean in the context of using minimal computing tools in the humanities classroom. Specifically, it recounts experiences teaching students to make websites using Jekyll, a popular minimal website generation tool, using different understandings of ‘minimal.’ In one, students were encouraged to use a Web browser to interact with Jekyll, but this introduced complications and did not provide students with detailed conceptual understanding. A later iteration of the course used more complex tooling (the text editor, Visual Studio Code) which proved challenging to humanities students unfamiliar with such digital tools but produced deeper conceptual understanding of the process of writing with code and for the Web. Ultimately, this paper concludes that minimal does not equate to simplistic but, more importantly, that, in the classroom, where and how ‘minimal’ is situated is both up to the instructor to determine and can greatly sway student learning outcomes.

Teachers’ Perceptions and Practices in Using ICT for ELT at the Secondary Level

Information and Communication Technology is a daily used material across the globe nowadays which has been recognized to be included in Education field. The study aims at teachers’ perceptions and practices in using ICTs. This study employed a quantitative research design for Data collection among 40 ELT teachers from 9 different rural/municipalities in Sindhuli. The experiences of using different ICT gadgets and digital tools in the ELT were collected using a questionnaire. The findings of the study are that the students seemed eager to learn from the ICT gadgets and digital tools while integrating it into the teaching pedagogies. I report that the ELT teachers have positive experience on using the ICTs. The study further says that 62% teachers are positive towards ICTs usage in the ELT classroom. This study helps the concerned authorities to think about the use of ICT gadgets and digital tools in the ELT classroom. The study recommends that there is a need of a series of training on how to integrate ICTs into the teaching pedagogies.

Virtual Classroom Tools in Music Education

Education is also continued with distance education, which is an alternative model with the support of technology. The formation of student and teacher environment in distance education depends on the virtual classroom. Virtual classroom is an educational environment where individuals in different places come together simultaneously through internet infrastructure and computer. Virtual classroom is applied in many disciplines of the education system. The high motivation of the students during the lesson in the virtual classroom and the permanence of learning depend on the virtual classroom tools used during the lesson. However, it is not known under which titles virtual classroom tools are applied in music education, which is a part of the education system. Based on this problem, it was aimed to reveal the dimensions in which virtual classroom tools are applied in music education. Based on the data obtained, it was determined that there are tools specific to music education as well as tools used in general education. In the literature review, it was determined that the tools used in music education are grouped under five headings: recording technology, note writing, sound organisers, in-class activities and artificial intelligence. According to the results of the research, the importance of music teachers' use of educational technologies and the positive effect of virtual classroom tools on students in music lessons have emerged. The necessity of providing in-service training for teachers on the utilisation of virtual classroom tools in the curriculum of music education was emphasised, as was the role of technology in music education in the contemporary context.

Implementation of Artificial Intelligence (Ai) As A Pedagogical Tool in Tertiary ESL Classroom: Teachers' Perspectives

Implementation of Artificial Intelligence (Ai) As A Pedagogical Tool in Tertiary ESL Classroom: Teachers' Perspectives

Practical Application of Assessment Theories for English Teacher through Digital Technologies

Digital technology has revolutionized educational quality, particularly in English as a Foreign Language (EFL) classrooms. This article examines the benefits and challenges of using web-based applications such as Kahoot, Quizizz, Google Apps, and Nearpod for assessments. These tools offer innovative alternatives to traditional methods by enabling dynamic evaluation of student progress, providing real-time feedback, and creating engaging learning experiences. However, challenges such as internet connectivity issues, technological proficiency gaps, and the need for adequate devices can hinder their effectiveness. This paper provides guidelines for optimizing digital assessments, including assessing students' proficiency levels, setting realistic deadlines, ensuring equitable access to technology, and selecting appropriate platforms. The methodology comprises a thorough review and analysis of existing literature on digital tools in EFL classrooms, emphasizing the benefits and challenges of web-based assessment applications. By following these guidelines, educators can design assessments that are valid, reliable, fair, and transparent, thus enhancing teaching strategies and student outcomes. The article also highlights the importance of understanding various assessment types—initial, formative, and summative—and tailoring digital tools to meet specific EFL education objectives. By leveraging digital technologies, educators can improve the assessment process, ultimately contributing to a more effective and successful teaching and learning experience.