Classroom Use Research Articles

Investigating the time-distance relationship: an innovative approach to Galileo’s inclined plane experiment using Arduino

Abstract In this paper, we present an innovative approach to hands-on scientific inquiry, for classroom use, by integrating modern tools such as reflective photointerrupter sensors and sound emitters into an experimental setup. Inspired by Galileo’s pioneering work, our proposed experiments investigate the relationship between sound intervals and the motion of an object along an inclined U-shaped profile. Using different sensor arrangements, we explore the quadratic relationship between distance and time for spheres rolling on the inclined plane. Additionally, we discuss a simplified theoretical framework facilitating comparison between theoretical and experimental acceleration values. Our findings demonstrated a close correspondence between experimental distance-time data and theoretical predictions, validating the effectiveness of our approach.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

Toward Postulating a Critical Digital Pedagogy Scale: Development and Validation of a Meta-Connective Attitude Questionnaire for the Online Classrooms

Although digital technology and democracy through digital learning environments are gaining attention in applied linguistics, the lack of a measurement scale with robust psychometric properties hinders progress towards education quality and learning opportunities. To address this gap, this study is a report on designing, constructing, and validating the practicality of critical digital pedagogy (CDP) scale. To undertake the study, a quantitative research following a survey design was adopted to (a) develop and validate the scale, and (b) to screen English as a foreign language (EFL) teachers’ perceptions. To gauge teachers’ perspectives, this study aimed to conceptualize the construct of CDP through the development and validation of a scale specifically designed for use in online classrooms. Utilizing both data-driven and theoretical approaches among 412 EFL teachers has resulted in the development of a 27-item CDP scale. Notably, the findings indicated a high level of internal consistency and satisfactory construct validity of the of the newly developed scale. Such scale can bridge the gap between critical pedagogy and digital instruction.

Exploring learners’ attitudes towards meme consumption and their implications for classroom use

ABSTRACT This study tries to ascertain the attitudes of tertiary learners’ internet meme consumption and its potential for pedagogical implications. Internet memes, as multifaceted cultural artefacts, have become pervasive in contemporary digital communication, influencing societal discourse and online interactions. Despite their prevalence, research on learners’ everyday experiences and attitudes towards memes in educational settings is a rarity. This research therefore aims to examine the affective and cognitive attitudes of undergraduate students towards internet meme culture. Utilising a cross-sectional survey design, data was collected from 119 second-year undergraduate students at St. Joseph's College (Autonomous), Tiruchirappalli, India. The questionnaire focused on measuring both affective and cognitive appeal towards meme consumption. The analysis revealed that memes as an educational tool have a positive impact on the affective and cognitive domains in a classroom setting.

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.

EFL INSTRUCTORS’ PERSPECTIVES OF L1 USE IN L2 CLASSROOM: A CASE STUDY AT BİNGÖL UNIVERSITY

Language experts, educators, and scholars have long debated using first language (L1) in foreign/second language (L2) classrooms. During the heydays of the Direct Method, also called the Natural Method, which was sequenced by the Audio-lingual method, language scholars and educators strongly rejected L1 use in L2 classrooms. These two methods were an objection to the Grammar Translation Method that allows and facilitates L1 use in L2 classrooms. However, whether L1 use should be welcomed or refrained in L2 classrooms remains an open question. Ten English as a foreign language (EFL) instructors participated in the research. The required data was gathered using a questionnaire, and SPSS 20 was used for analysis. Three of the participants were interviewed in a semi-structured manner to gain a deeper understanding of their perspectives and to strengthen the quantitative data. This study was carried out to understand EFL instructors’ perceptions of using L1 in L2 classrooms who teach both in preparatory classes and at the English language and literature department at Bingöl University, Türkiye. The analyses and interpretations of the data showed that L1 is mostly used for teaching L2 grammar and vocabulary. The study also showed that there are too many contributing factors to L1 use, such as building mutual intelligibility (comprehension), giving clear instructions, setting up a good rapport with students, reducing anxiety, integrating humour into L2 classes, and reprimanding and appraising students.

Acceptance and use of Video Games for Education by Secondary School Teachers

Video games (VGs) are frequently described as a transformational force within education and the use of video game technology for learning is becoming more common across all education sectors. Despite this, most literature regarding VGs in education focuses on measuring specific learning or engagement outcomes, and there is less of an emphasis on the attitudes of teachers on the uses of VGs in the classroom. A comprehensive understanding of teacher attitudes towards VGs within education is essential for their successful implementation within the classroom. This paper will present the development and progress of a PhD project that aims to explore the factors that influence secondary Australian teachers’ attitudes towards, and intentions to use, VGs within their own teaching. An online survey was used to collect data on teacher beliefs about technology and VGs and the factors that influence VG acceptance. A subsample of participants were also interviewed about their experiences and opinions in relation to VGs. This paper focuses on the proposed thematic analysis of semi-structured interviews. Respondents were divided into groups based on their opinions of, and level of experience with, VGs in teaching. The qualitative results provide a detailed and nuanced investigation of teacher attitudes and beliefs in relation to their competencies, obstacles, and facilitators of VGs use for teaching. The findings of this research will assist in building a deep understanding of VG use in secondary classrooms assisting game developers, administrators, teachers, and policy makers in decisions relating to effective and meaningful video game use within education.

Evaluating technology breaks on cell phone use in a college classroom

Cell phones in the college classroom can be used to increase interaction between students and the professor; they can also distract from academic tasks and decrease academic performance. To decrease task-switching in the classroom, researchers have suggested the use of “technology breaks” (TB), in which students are provided periodic breaks to use cell phones throughout class. The purpose of the present study was to evaluate the use of technology breaks in a college classroom (N = 21). Cell phone use was evaluated over 22 class periods. Observers recorded how many students were using cell phones every 10 s. Three experiment conditions were alternated with yoked controls in a multi-element design: (A) 1 min technology breaks, (B) 2 min technology break, and (C) 4 min technology break. The control condition [question breaks, (QB)] provided breaks for students to ask the professor questions regarding class materials. No penalties or punishers were delivered for cell phone use under any conditions. The average rate of cellphone use in QB was 0.53 responses per min (range = 0.06–1.02), while the average rate for TB was 0.35 responses per min (range = 0.20–0.74). Overall, the study found that technology breaks were a promising way to utilize reinforcement-based strategies to reduce classroom cell phone use, though variability in the data weakened conclusions regarding the utility of technology breaks.

A bibliometric review of flipped classroom approaches for enhanced students’ language learning

The widespread use of contemporary flipped classrooms for teaching, especially in language learning, provides new insights. Flipped classrooms are two important aspects of language learning that produce impactful outcomes and understanding. It is essential that these processes be used to strengthen the system of language learning. We used PRISMA statement templates for bibliometric analysis. The analysis is based on publications from 2014 to 2023. We examined and analyzed 309 databases from Scopus to gain insights into flipped classrooms and language learning. Concurrently, distinct inclusion and exclusion standards were applied for the screening process. Through a bibliometric analysis, we have determined the distribution of publications on the impact of flipped classrooms on language learning between 2014 and 2023. Additionally, we have identified the most significant journals and authors, the prominent countries engaged, the primary research keywords, and the key subject areas explored. This study illustrates trends and suggestions for flipped classroom and language learning. Suggestions are also made to improve students’ academic performance by making full use of the effects of flipped classroom on language learning.

Multimodal immersion in English language learning in higher education: A systematic review

The development of multimodality has led to increased research on its use to improve students' English language competency. However, no recent review has analyzed multimodality in English language learning in higher education. This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using multiple modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus. We found (1) the implementation of multimodality contributes to learners' English language proficiency in English for academic purposes (EAP) and English for specific purposes (ESP) education; (2) there is a predominance of digital multimodality and nonverbal communication use in the higher education classroom, for example, gesture, kinesics, spatial position, facial expression, and gaze the use of the 3D (dimensional) environment, virtual reality (VR); (3) there is an advantage of a multimodal approach in improving higher education learners' vocabulary, reading, speaking, and writing skills and a positive connection between the implementation of multimodality and the development of learners' communicative ability. This systematic review highlights existing research gaps and outlines potential avenues for future investigation aimed at conceptualizing and assessing learners’ skills through multimodal approaches.

Development of Research-Based Science Literacy Learning at State Madrasah Aliyah in Banda Aceh City

The development of research-based learning modules is crucial for enhancing students' scientific literacy, particularly in the context of Islamic educational institutions. This study addresses the need for a validated and practical science literacy module for Physics instruction at State Madrasah Aliyah (Islamic high schools) in Banda Aceh City. This research employed a development research approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to design and validate the learning module. The module underwent a three-stage validation process, including the initial module validity test, a second validation focusing on the content material, and a third test assessing the module’s practicality in classroom use. The findings indicate that the module passed through all three stages of testing with positive results. The module validity, content validity, and practicality were all rated as highly valid by respective validators, including module development experts, content specialists, and practicality assessors. The results suggest that the research-based science literacy module is not only valid in terms of content and structure but also practical for use in Physics instruction. The feedback from validators demonstrates that the module is effective and suitable for teaching purposes. The developed module is highly valid and practical for Physics instruction at State Madrasah Aliyah in Banda Aceh. It is feasible for implementation by Physics teachers to enhance students' scientific literacy in line with the research objectives.

“I Felt More Mentally Present”: Examining Student Metacognitive Skills, Perceived Stress, and Academic Resilience Before and After a Classroom Mindfulness Intervention

Mindfulness interventions continue to be a recommendation for improving student well-being, particularly in the aftermath of the COVID-19 pandemic and the rise in student-reported mental health challenges. However, in the abundance of research supporting these recommendations, fewer studies have integrated mindfulness into college classrooms. This study reports on a 6-week classroom mindfulness intervention in an introductory psychology course. Students (N = 91) completed pre- and post-intervention measures of mindfulness, metacognitive ability, perceived stress, and academic resilience, as well as open-ended items about their perceptions of the intervention. Mindfulness and metacognitive ability were significantly higher post-intervention, but not perceived stress and academic resilience. More frequent in-class practice predicted greater post-intervention changes in mindfulness, metacognitive ability, and perceived stress. Perceptions of the intervention were mixed, consistent with prior research showing mindfulness interventions are not universally well-received. Implications and recommendations for classroom use are discussed.

The International Red Cross in contemporary Polish history textbooks: An overview

The main aim of the article is to present how the issues pertaining to the creation and activities of the International Red Cross and the figure of its originator and founder, Henry Dunant, are presented in Polish history textbooks. History lessons at school are a suitable platform to introduce issues related to the concept of humanitarianism. Lessons that mention the establishment and operations of the International Red Cross and its national branches make a valuable contribution to raising awareness of humanitarianism and human rights. It is worth looking at how these issues are treated in school textbooks, which are one of the main sources of students' knowledge of history. Primary and secondary school textbooks currently available on the publishing market and used by active teachers were analysed. Textual content and iconography were analysed, as well as the tasks proposed for classroom use. In order to answer the research questions, a critical textual analysis of the content of twenty-one textbooks was carried out. Textbooks published between 2017 and 2023, which are on the official list of textbooks approved for use in schools, were the subject of analysis. The article also reveals the presence of the Polish Red Cross on the pages of these textbooks.

Inclusion of home languages during early childhood instructional conversations

Including home languages in classrooms can increase multilingual students’ participation, improve literacy, and promote inclusion. It is a prevalent topic at academic conferences; however, home language use in classrooms is less common. This study was a microanalysis of home language use during Instructional Conversations at a linguistically diverse English-medium preschool. Data sources included 27 h of classroom videos of Instructional Conversations and interviews with educators who used children's home languages. Home language use during Instructional Conversations was rare in these data; however, when employed, it was followed by increased participation by the multilingual children, facilitating language and concept development. These findings indicate a need for explicit educator preparation on home language use in classrooms. Educators in this study who used children's home languages adopted alternative discourse patterns than those traditionally found in schools. They reported being motivated by the increased participation of multilingual children and positive responses from families.

The language teacher’s sidekick: harnessing comics to motivate learners

ABSTRACT Comics have historically been looked down upon, particularly as instruments of learning and instruction. The general emphasis, even in the context of second and foreign language (L2) instruction, is usually placed upon more traditional novels and other works of fiction lacking in any visual aspect; where pictures are used, they are usually limited to lists of vocabulary words or worksheets. Despite this, research shows that comics and visual novels are uniquely suited for use in the language classroom due to their positive correlation with intrinsic reader motivation. Incorporating them effectively into the language classroom causes students to be more engaged, which increases their motivation and leads to better overall results. This paper provides a brief analysis of the benefits using comics can bring and presents several use cases for review.

EFL Teachers’ Perspectives Towards the Use of Textbooks in Classroom

This paper addresses the research of exploring EFL teachers’ perspectives towards using textbooks, their strategies, and challenges in using the textbook in the classroom. The participants of the study were a diverse group of teachers at the language department at the University of Guanajuato, in Guanajuato, Mexico, encompassing various levels of teaching experience and proficiency levels. This was a case study utilizing the qualitative method as the approach, semi-structured, was conducted. The results showed that the perceptions were neutral towards using this material; the participants recognized the benefits and the disadvantages of using instructional material. There were two main difficulties expressed by the teachers: meaningful learning and cultural awareness. Overall, this research contributes to a deeper understanding of the complexities involved in textbook use in EFL classrooms. Finally, these research findings are expected to help other EFL teachers make well-informed choices about textbook selection, adaptation, and enrichment to improve teaching and learning outcomes.

L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools

This study, involving 100 Kazakhstani secondary school English as a Foreign Language (EFL) teachers selected through convenience sampling, aims to explore their attitudes towards incorporating learners' first language (L1) and translation in English teaching. The results of a 5-point Likert scale questionnaire unveil a mixed attitude among teachers. They acknowledge the efficacy of integrating L1 and translation as pedagogical tools in language teaching while strongly favouring English-only instruction. This preference is influenced by institutional factors such as curricula, the opinions of colleagues, and textbooks, all of which actively promote English-only instruction. Additionally, the analysis of contextual variables, such as teaching experience, academic level, school type, class size, and language proficiency, suggests that the extent of L1 and translation use also depends on teachers' and learners' English language proficiency, school type, and class size. This research provides empirical insights into the use of L1 and translation in EFL classrooms and contributes to the broader discourse on language pedagogy and translation in language teaching (TILT). The findings suggest important implications for teachers, school administrators, textbook writers, and researchers, calling for a critical re-evaluation of current educational policies and tasks in English textbooks.

Interprofessional Education Integration in Lehman College’s Undergraduate Social Work Program: A Case Study of Transformative Implementation and Student-Centered Impact

Background:This case study explores the dynamic inclusion of interprofessional education (IPE) in Lehman College Undergraduate Social Work Program, a Hispanic-Serving Institution in the Bronx.Objectives:We aim to contextualize the case within social work’s historical engagement in healthcare and evolving interprofessional practices, with an emphasis on the role of social work in healthcare.Methods:A comprehensive literature review was conducted to connect theoretical foundations to practical implementation, highlighting IPE’s significance as a student-centered pedagogy and its potential impact on patient care. The narrative details the transition from individual classroom use to widespread adoption in the practicum seminars in the undergraduate program.Results:The program demonstrates a proactive response to healthcare changes, underscoring a commitment to comprehensive education.Conclusion:This case study makes Lehman College’s program a valuable resource for educators, practitioners, and policymakers by showcasing its effective incorporation of IPE, ultimately enhancing patient care through improved interprofessional collaboration.

Modern Technologies: The Use and Role of Immersive Classroom in Teaching and Learning and its Implications on Educational Management

The role of Artificial Intelligence in reshaping education cannot be under mined. Immersive classroom fueled by evoking classroom technologies such as Virtual Reality, Augmented Reality and Mixed Reality represent a holistic force of transformation offering inclusive dynamic learning experience that prepares not just learners but also educators for the complexities in the digital world. The study of Bailenson et al. (2015) reveals that students who learned through the immersive classroom experiences demonstrated better understanding and retention of concepts compared to their peers who learned using traditional teaching and learning methods. This paper is a contextual review of the use and role of immersive classroom on teaching and learning. The various applications of immersive classroom technologies in teaching and learning were discussed in the paper. The paper also highlighted some of the key benefits and challenges confronting the implementation of immersive classroom technologies in education. Carefully constructed questions were administered to respondents using online Google form questionnaire instrument. The gathered responses were then subjected to reliability analysis. Conclusively, the paper inferred that harnessing the use of immersive technologies we help educators to unlock new dimensions of knowledge and empower learners to thrive in the digital age. Finally, recommendations were made.

Teachers’ knowledge of soft skills and flipped classrooms: Nursing and health technologies

BackgroundSoft skills and flipped classrooms are important in the fields of education, nursing, and health techniques. AimThis study determined nursing teachers’ knowledge of soft skills and flipped classrooms. DesignThis was a descriptive cross-sectional study with an analytical focus involving 100 teachers. SettingsThe study was conducted at the Higher Institute of Nursing Professions and Health Techniques (ISPITS) at Agadir and its annex in Tiznit. ParticipantsOne hundred permanent and temporary teachers (with an equal distribution of male and female teachers) participated in the survey. MethodsA five-part questionnaire was used to collect data. The independent variable was the use of a flipped classroom and dependent variable was the development of soft skills. SPSS version 25 software was used to process the data. Chi-square test, Ficher's test, binary logistic regression test, and multivariate logistic regression model were employed for data analysis. ResultsIn total, 80 % participants had knowledge of soft skills, and 75 % knew about flipped classrooms. The most important soft skills were considered to be communication, stress management, teamwork, conflict management, problem-solving, time management, critical thinking, autonomy, adaptability, and decision-making. The five soft skills considered most likely to be developed by flipped classrooms were autonomy, analysis, teamwork, communication, and time management. Furthermore, the development of soft skills through the flipped classrooms was independently associated with soft skills training (p = 0.008) and use of flipped classrooms (p = 0.042). ConclusionsTeachers have knowledge of soft skills and flipped classrooms despite a lack of training, and flipped classrooms contribute to the development of soft skills.