Traditional Teacher-centered Approach Research Articles

The Evaluation of Classroom Teaching Quality of College Business English Translation Based on AI and Central Tendency Adaptive Enhancement

Student-centeredness is a teaching theory proposed by British and American scholars in linguistics, psycholinguistics, applied linguistics, and second language acquisition theory. “The student-centered approach is different from the traditional teacher-centered approach, but it is implemented in a teacher-led environment. In this study, word2vec, paragraph2vec, pos2vec and LDA (latent dirichlet allocation) are combined to form a semantic representation vector for college business English translation. The key point of the college business English translation reform is to update the concept and theoretical understanding, so as to improve the teachers’ business English teaching theory and teaching practice, and to do a good job of college business English translation reform. Finally, it is shown that the proposed intelligent evaluation framework is more accurate than the traditional method in terms of automatic grading and rubric generation for college business English translation.

Comparative Analysis of Two Educational Systems in Both Basic and Higher Education between Japan and Singapore

The comparative analysis of the educational systems in Japan and Singapore, encompassing both basic and higher education, reveals intriguing insights into the diverse approaches employed by these nations. In terms of basic education structure, Japan follows a 6-3-3 system, comprising six years of elementary education, three years of junior high, and three years of senior high, while Singapore adopts a 4-4-4 system, dividing education into four years each of primary, secondary, and pre-university or vocational education. This structural contrast sets the stage for examining curriculum, instructional methods, assessment practices, teacher training, funding mechanisms, equity considerations, and educational outcomes. Japan's emphasis on national standards and rote learning is juxtaposed against Singapore's focus on critical thinking, problem-solving, and creativity, reflecting varied pedagogical philosophies. Instructional methods further differ, with Japan relying on traditional teacher-centered approaches and Singapore embracing diverse strategies like project-based and collaborative learning. Assessment practices showcase Japan's reliance on standardized national exams, while Singapore employs diverse methods such as internal exams and portfolios. In teacher training, Japan emphasizes subject knowledge and standardized training, while Singapore prioritizes pedagogical skills, continuous professional development, and career progression. The funding landscape diverges, with Japan primarily relying on public funding and limited private involvement, while Singapore fosters a robust public-private partnership for funding and innovation. Equity and access priorities also differ, with Japan expressing concerns about rural-urban disparities, and Singapore emphasizing equal access for all students. Notably, both nations achieve high PISA scores, but Japan grapples with concerns about rote learning and student stress, whereas Singapore excels in international benchmarks. This comparative analysis underscores the nuanced and multifaceted nature of educational systems, providing valuable insights for policymakers, educators, and researchers seeking to understand and learn from the diverse approaches adopted by Japan and Singapore.

창작동요를 활용한 놀이 중심 활동이 만 3세 유아의 음악적 표현능력과 놀이성에 미치는 효과

Objectives The purpose of this study is to investigate the effects of play-centered activities utilizing original children's songs on the musical expression abilities and playfulness of three-year-old children.
 Methods The study focused on 40 children aged 3, attending the preschool class at S Kindergartens in Seoul. In the experimental group, play-centered activities utilizing original children's songs were implemented for 16 weeks, while the comparison group engaged in music-centered activities based on the Nuri curriculum for the same duration. Measurement tools included the music expression ability assessment tool revised and refined by Kim Kwang-ja (2004), and the playfulness assessment tool revised and refined by Kim Young-hee (1995). To vali-date the educational effects of play-centered activities using age-appropriate songs, pre- and post-tests were conducted on children from both the experimental and comparison groups. The independent samples t-test was performed and analyzed using the SPSS 18.0 program.
 Results The research findings indicate that, firstly, play-centered activities utilizing original children's songs were effective in enhancing the musical expression abilities of children, including singing, playing musical instruments, body expression, and creating music. Secondly, these play-centered activities were also effective in improving children's playfulness, including physical spontaneity, social spontaneity, cognitive spontaneity, expression of joy, and sense of humor.
 Conclusions This indicates the significance of utilizing play-centered activities with original children's songs for enhancing the musical expression ability and playfulness of 3-year-old children. This study holds importance in moving away from the traditional teacher-centered approach of planned song instruction, and instead, assisting teachers to actively employ original children's songs, thus aiding in the understanding and implementation of child-led play activities.

Investigation on the Effect of Methods Used in Teaching in Primary School on Student’s Academic Performance in All Saints Primary School 1, Owode-Egba, LGA Ogun State, Nigeria

This research aimed to investigate the effect of methods used in teaching in primary schools on students’ academic performance at All Saints’ Anglican Primary School 1, Owode-Egba, Obafemi Owode Local Government Area, Ogun State. The study utilized a descriptive survey research method, selecting 7 teachers from the study area through simple random sampling. Two research questions were raised, and data were collected for the study using a hypothesis. The analysis involved frequency count, percentage, and Pearson correlation for inferential statistics. Findings revealed that teachers at All Saint’s Anglican Primary School 1 heavily utilize student-centered and student-teacher interactive methods. However, the analysis showed that the extent of using different teaching methods did not correlate with students’ performance in the class. Conclusions drawn from the study suggest that teachers generally use these methods with a high extent, and students perform satisfactorily in their subjects. Nevertheless, there was no significant relationship between the teachers’ extensive use of these methods and students’ satisfactory performance in science. Based on the identified limitations and findings, the following recommendations are made: Encourage a student-centered learning environment in secondary schools as it promotes higher-level learning outcomes more effectively than traditional teacher-centered approaches. Eliminate biases in teaching method selection based on exclusive knowledge to improve students’ academic performance. Create a conducive learning atmosphere to enhance students’ learning experiences. Additionally, teachers should increase their knowledge of various instructional strategies to keep students engaged and motivated during the teaching-learning process.

Impact of near-peer teaching on medical English learning motivation among medical students and residents.

The study evaluated the effectiveness of near-peer teaching in medical English education and found that it led to higher levels of motivation, curiosity, initiative, self-efficacy, learning goals, and psychological safety among participants compared to traditional teacher-centered approaches. The study also observed behavioral changes and active engagement in English learning among participants. We hope that our activity will inspire other educators to adopt similar approaches in their medical English classes and promote more effective language learning among health professionals.

Inquiry in a Science Museum: Science Museum Educators’ Views and Practices

Our study looks into science museum educators’ views and their practices about inquiry in non-formal venues, such as NOESIS, Greece. On this ground, we developed an interview protocol to use as a basis in the semi-structured interviews conducted with four science museum educators to cast light on their views about inquiry. In addition, an observation protocol was modified in order to observe their practices when implementing educational programs for school groups. Data analysis showed that in regard to the museum educators’ views, they all expressed a slightly different view about inquiry, which was either empirically or intuitively based. They all agreed that inquiry is easier adopted in non-formal settings and argued that students’ main gain when they get engaged in inquiry-based activities is the actual involvement they experience. As regards the museum educators’ practices, a repertoire of teaching approaches was observed, ranging from a traditional teacher-centered approach to open inquiry. Building on our data, we suggest the development and implementation of a professional development course that will enrich science museum educators’ inquiry views and practices and empower them to integrate inquiry-based practices into their own.

Transitioning to Flipped Classrooms: Instructors’ Perspectives

With higher education moving more towards online education and wider adoption of more flexible models of teaching, especially during and after COVID-19, faculty members at a small private university in the Kingdom of Saudi Arabia made their first attempts at flipping. Given the lack of studies that examined the transitional period that instructors go through in their initial attempts to flip, this study explored the perceptions of instructors making the transition, where traditional teacher-centered approaches to teaching have prevailed. Their insights can be detrimental to its successful delivery and continued use. To achieve its objective, this research paper investigated the initial perceptions of the requirements of flipping from thirty-seven female faculty members across six different colleges. This study employed a qualitative synthesis of quantitative and qualitative data elicited from interviews, surveys, and self-reflection reports, concluding that instructors transitioning into flipping cannot rely solely on their intuitive beliefs but need extensive training and guidance. The findings will inform instructors and institutions making the transition and will guide educators preparing for flipped classroom training workshops.

The Effect of Collaborative Strategic Reading on ESL Students’ Reading Comprehension Through Online Teaching

The purpose of this study are to investigate the effect of Collaborative Strategic Reading (CSR) on the reading comprehension of ESL secondary school students through online teaching and to find out the ESL secondary school students’ perceptions of the Collaborative Strategic Reading approach in online teaching. Ten secondary school students in Malaysia participated in this study. This study adopted an experimental design which is pre-test and post-test with a control group and an interview. In the experimental group, the students were taught using CSR while the students in the control group were taught in the traditional way. The result indicated that CSR had a positive effect on ESL secondary school students’ reading comprehension. However, the statistical analysis did not show that CSR significantly improve reading comprehension of the students compared with the traditional teacher-centered approach. The results of interview further proved that all students held a positive attitude towards CSR approach. Some suggestions for future research to further validate the effectiveness of CSR are also provided.

The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation

In this study, an intervention program was designed based on the instructional principles of self-regulated learning (SRL), and its effectiveness in enhancing Hong Kong secondary three students’ classical Chinese (CC) reading comprehension and motivation was evaluated. A pretest–posttest treatment–control group quasi-experimental design was used. During the study, 191 students between the ages of 13 and 16 years were assigned to three groups and received different treatments: in the experimental group (EG), teachers implemented all the instructional practices designed based on SRL instructional principles in the intervention package; in the control group (CG1), teachers used the traditional teacher-centered approach to teach the same instructional materials from the intervention program; and in the baseline control group (CG2), teachers adopted traditional teacher-centered, text-based instruction to teach the CC texts in students’ original textbook. Reading comprehension tests, questionnaires, and interviews were used to evaluate the effectiveness of the intervention. The findings indicated that the EG and CG1 students had significantly better CC reading comprehension performance and prior knowledge than the CG2 students. The EG students also showed positive attitudes towards the intervention program. Implications of the findings are discussed to provide insights into the potential applicability of SRL instruction in the Chinese context.

Students' Perspectives on College English in Institutions of Higher Learning in Central China

English Language today, has a special position in Chinese education as it is taught as a foreign language at all education levels ranging from primary to postgraduate education. At the university level, College English is a compulsory course. The teaching and learning of English at the tertiary level witnessed a paradigm shift with the implementation of the 2016 College English Teaching Reform (CETR). This reform saw a move from a traditional teacher-centered approach to a more learner-centered communicative approach. Therefore, this paper presents students' perspectives on College English. The study involved 611 university students from two institutions of higher learning in Central China. Data were collected via a questionnaire and interviews. The quantitative findings revealed that students held moderately positive perceptions of College English in terms of its learning objectives, language skills, teaching methods and teaching resources. Nonetheless, a mixed response was indicated in the qualitative findings as a number of students felt that EFL classrooms continued to be teacher-centered with EFL class enrolments being still large and this inhibited student-teacher interactions. Hence, the three main challenges faced by students were their limited English language proficiency, minimal teacher feedback and a lack of motivation to learn English. All these findings indicated that though the CETR has some positives, it is not without its share of limitations and these shortcomings need to be addressed if the true aspirations of the CETR are to be realized.

Effectiveness of Some Reading Activities towards Improving the Reading Abilities of Primary School Pupils in Nigeria

The study sought to determine if the utilization of three reading activities in a remediation class for experimental (E) group of primary five (5) pupils who were deficient in reading would improve their reading abilities over their counterparts in the control (C) group taught the remedial lessons through the traditional teacher-centered approach. It also investigated if sex would be a significant factor in determining the performance of the treatment and control groups. Two research questions and two null hypothesis guided the study. The subjects were made up of 38 reading-deficient primary five (5) pupils randomly assigned to the two treatment groups. The data collection instrument was a researcher-made and validated reading assessment checklist, the inter-rater reliability coefficient of which yielded an index of 0.82 using the Pearson Product Moment Correlation Coefficients. The C and E group teachers received orientations on the approaches to adopt to carry out their task. Steps were taken to establish equivalence of the instructional conditions of the two groups, the only difference being the experimental treatment which consisted of the use of 3 activities: Reading chart activity, Paired reading and Command card game. After the remedial treatment experiment which lasted for three weeks of compact activities, the E and C subjects were tested with their class-appropriate reader. Results established the significant superiority of the experimental group over the control. Sex was not found to be a significant factor as no difference existed between the male and female pupils in the E and C groups.

Mass Collaboration and Learning: Opportunities, Challenges, and Influential Factors

Learning ecosystems can benefit from mass collaboration where large numbers of minds collectively drive intellectual efforts to learn in the form of knowledge building and sharing. Mass collaborative learning represents a significant shift away from traditional teacher-centered approach towards a self-directed model in virtual communities in which contributing members take on creative roles to maximize their learning and that of their peers. In order to design, implement, and exploit such a learning approach, influencing constituents should be identified, and appropriate conditions need to be provided. This study aims to systematically review recent literature with a view to identifying relevant affecting constituents and success factors for mass collaboration and learning—namely, the type of organizational structures, collaborative learning techniques, adopted technologies, and methods for evaluating the quality of both members’ performance, and co-created knowledge. Therefore, 100 related papers are collected, and their findings are critically evaluated. The results of evaluation are then addressed and discussed.

Students’ and Instructors’ Perceptions of Five Different Active Learning Strategies Used to Teach Software Modeling

Unified modeling language (UML) is a modeling standard in the software industry. However, students face difficulties when learning how to model complete and correct UML diagrams, in part because the traditional teacher-centered approach still dominates in computer science. In an attempt to bridge this gap, and to improve the effectiveness of teaching and learning in computing courses, educators use strategies that encourage students' active participation in the learning process. The goal of this paper is to understand how active learning strategies influence the teaching and learning process of UML diagrams. We performed four case studies in undergraduate courses at two universities. We collected: (a) students' perceptions of each strategy through questionnaires and focus group sessions; and (b) instructors' perceptions of the challenges faced in using such strategies through semi-structured interviews. We found fifteen factors that influence the active learning of UML diagrams. Whereas the literature shows that students often positively respond to active learning strategies, our results show that some students have had negative responses to the new strategies. Additionally, we identified four challenges that instructors may face when employing active learning strategies. The contributions of this paper include: factors perceived by students about how active learning strategies influence the learning of UML diagrams, the challenges and difficulties faced by instructors in applying these strategies, and suggestions on how to circumvent challenges noted by instructors.

Maker’s Workshop: a Framework to Support Learning through Making

Making and makerspaces are currently an exciting topic in education. The constructionist nature of learning through making, however, creates an inherent tension for teachers – one where the need to meet specific standards must be balanced with the open-ended, creative problem-solving that making supports. Unlike the traditional teacher-centered approach to English Language Arts instruction, the Writer’s Workshop is a process-oriented approach to writing nationally recognized as a student-centered environment that balances that tension. This paper draws on the research around the existing framework of Writer’s Workshop to create a new framework for supporting the learning that takes place in a makerspace environment. The framework, called Maker’s Workshop, offers a process for upholding constructionist approaches to learning while meeting Science, Technology, Engineering, and Math (STEM) standards. To demonstrate the framework in action, we present the case of STEM Read at Northern Illinois University (NIU). The paper provides scholars and practitioners a guide for teaching and learning while also suggesting opportunities for research.

Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia

ABSTRACT
 The term task-based language teaching (TBLT) is widely used in the context of The term task-based language teaching (TBLT) is widely used in the context of second language acquisition in terms of a curriculum which promotes actual language use. However, little research has been conducted in Malaysia regarding TBLT and its implicit method. This study, therefore, aims to explore and research the perceptions of teachers towards TBLT at the International Islamic University Malaysia (IIUM). The research aims to determine the level of awareness, understanding, and the perception that teachers have towards this method, as well as whether they employ it in their classrooms or not. The study employs a qualitative methodology, namely ‘case study’. The datacollection instruments consist of interviews of three randomly selected instructors at CELPAD, one for each level ranging from level 4-6. The overall findings show that the CELPAD teachers possess a clear understanding of TBLT, agreeing that TBLT is beneficial. However, they are still unsure of the advantages of using it in the classroom. Furthermore, there is some measure of fear in adopting task-based language teaching fullyprimarily as a result of the problems they face pertaining to the end of semester assessment; the English Placement Test. As a result, it is found that some teachers use a mixed approach of both TBLT and traditional teacher-centered approach. second language acquisition in terms of a curriculum which promotes actual language use. However, little research has been conducted in Malaysia regarding TBLT and its implicitmethod. This study, therefore, aims to explore and research the perceptions of CELPAD teachers towards TBLT, at the International Islamic University Malaysia (IIUM). The research aims to determine the level of awareness, understanding, and the perception that teachers have towards this method, as well as whether they employ it in their classrooms or not. The study employs a qualitative methodology, namely ‘case study’. The datacollection instruments consist of interviews of three randomly selected instructors at CELPAD, one for each level ranging from level 4-6. The overall findings show that the CELPAD teachers possess a clear understanding of TBLT, agreeing that TBLT is beneficial. However, they are still unsure of the advantages of using it in the classroom. Furthermore, there is some measure of fear in adopting task-based language teaching fullyprimarily as a result of the problems they face pertaining to the end of semester assessment; the English Placement Test. As a result, it is found that some teachers use a mixed approach of both TBLT and traditional teacher-centered approach.

Measurement for accentedness, pause frequency/duration and nuclear stress placement in the EFL classroom

This study reports on an experimental research carried out with 50 Spanish-L1 trainees, divided into 2 groups: A & B. Both groups were presented with a traditional-teacher centered approach based on controlled exercises (repetition, imitation), but group B added a communicative component in which students completed a battery of sequenced tasks with a focus on phonological form. Both groups recorded a speaking test before & after instruction which was used to measure and compare degrees of accentedness, frequency & duration of pauses and nuclear stress placement. Ten English-native-speaker-raters judged the recordings to determine the speakers’ degree of perceived accentedness. Two specialists, using inter-marker reliability, segmented the transcriptions of recordings and identified nuclear stress placement. Another two specialists identified empty pauses. Multivariate analysis was used to measure results. Overall, group B (learners exposed to the communicative component) obtained better results in all 3 parameters than the other group. Finally, some pedagogical implications for the teaching of L2 pronunciation in ELT contexts will be discussed.

Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya.

Information and Communication Technology (ICT) has brought about profound changes in this 21st century era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.

Reform and practice on teaching of medical statistics course based on web computing platform

Improving medical students' calculation ability in statistics has become the focus and difficulty of medical statistics course teaching, and its application relies heavily on statistical calculation software. In order to explore a new teaching approach which combined the advantages of traditional method and web-based calculation, we intended to build a web computing platform applying the Browser/Server (B/S) mode based on the campus network, and to revise the current syllabus of medical statistics, as well as to create a virtual weblab containing a typical case library. Practice has proved that the new mode effec-tively improved the practice capability of students and changed the traditional teacher-centered teaching approach. Key words: Web-based calculation; Medical statistics; Teaching reform

The Impact of Learner’s Autonomy on Teaching Oral Skills (Speaking Skills) in an EFL Classroom

This paper describes a study conducted to determine the impact of learner's autonomy on attaining oral skills. The objective of this research is to strengthen the idea that a learner centered classroom is an ideal environment for teaching oral skills and to promote communicative approach of teaching. True learning can only be achieved when the learner is made an equal partner in the learning process instead of a Muppet. This research follows an experimental design. The population of the study were preparatory year students of Jazan University. This research was delimited to ELC prep year students studying at AI Ardah College of Translational study. A random sample of 100 preparatory year students were taken from Al-Ardah college with 50 students in the experimental group were students who were free to practice learners autonomy (learner centered approach) and another 50 formed the controlled group. Results were generated with the help of pre tests and post tests and plotted in the form of graphs. The purpose of this research is to show that the traditional teacher centered approach can no longer encompass the needs of the modem classroom. The educational process needs to be an active blend of modeling, coaching. scaffolding and fading. This research is implacable to ESL learners and teachers alike. It also makes recommendations for future study.

ENHANCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH GRAMMAR THROUGH A COMPUTER-SUPPORTED LEARNING CLASSROOM MANAGEMENT

This research is to examine the students‘motivational factors and attitude towards the learning ofEnglish grammar in a Computer-supported LearningSystem. Twenty-nine students were taught with astudent-centered approach and three grammar learningweb sites were used frequently for classroom andindividual English grammar practice, whereas anothertwenty-nine were taught with the traditional teachercenteredapproach. Both groups were given grammarcorrection and explanation tests before and after thestudy. After comparing the results of the pre-test andpost-test with those of the control group, it was foundthat the experimental group excelled over the controlgroup in both grammar correction and grammarexplanation. It proved that students‘ implicit andexplicit knowledge on English grammar was greatlyimproved by the computer-supported teaching methodsand environment. Further interviews with the studentsalso revealed that the new pedagogical practice hadprovided many positive motivational factors insupporting students‘ learning process.Keywords: motivation, grammar, computer-supportedclassroom.