Journal articles on the topic 'Teaching instructions'
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1
Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.
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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.
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Et.al, Maria Shu Hong Bee Abdullah. "Effective Instructions by Novice Teacher to Improve Teaching Repertoire in School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 181–84. http://dx.doi.org/10.17762/turcomat.v12i3.654.
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This paper highlights a review on the importance of giving clear instructions and strategies to improve oral instruction by novice teachers as they improve their teaching repertoires in schools. Essentially, this will help teachers to develop a clear oral instruction for good class management. It is an agreeable fact that giving instruction is a skill that takes many years of experience to master and meets the ideal set of practice that teachers set for themselves. Novice teachers face a lot of challenges to master the skill of giving instruction effectively and that is a mark of great quality of a teacher. An effective instructional strategy will deliver the lesson clearly and help learners to understand the focus, engage actively and take ownership of their learning.
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Chen, Mia Huimin, Shelly Xueting Ye, Jingxin He, and Don Dong Yao. "The Effect of Pragmatic Instruction on Developing Learners’ Use of Request Modifiers in the EFL Context." World Journal of English Language 12, no. 8 (September 30, 2022): 74. http://dx.doi.org/10.5430/wjel.v12n8p74.
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The aim of this study is to evaluate the effects of three teaching approaches: a deductive teaching approach, an inductive teaching approach, and an inductive-deductive teaching approach on facilitating Chinese EFL learners’ use of request modifiers. Written discourse completion tasks were employed to collect learners’ request data and a follow-up interview reported Chinese EFL learners’ overall positive attitudes towards pragmatic instruction with a preference for the deductive approach. The findings presented the necessity for instructions of request in EFL contexts and reveal the superiority of the inductive-deductive teaching approach on pragmatic knowledge. Combing the results of the experiment with learners’ perceptions, it indicates that practitioners should consider incorporating both deductive and inductive instructions to fit learners’ preferences of instructional styles and learning needs. Besides, in terms of learners’ pragmatic competence, such a teaching approach would also guarantee the treatment effect in both short and long runs.
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Mufaridah, Fitrotul. "Type of instructions performed in online teaching and learning." Linguistics and Culture Review 5, S3 (November 30, 2021): 1250–57. http://dx.doi.org/10.21744/lingcure.v5ns3.1836.
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Teaching and learning has changed and performed new challenge to provide attracting instruct for students to be active in online learning. The way to run the process of teaching and learning are modified. The use of technology in communicating the teaching-learning material is challenging. Different types of instructions motivate different to students to follow the online class activities. The communication delivered through the instructions becomes a key to guide the process of online teaching and learning. How the instructions performed by the teacher create interesting interaction in online learning. So, it is interesting to analyze further how the instructions work to activate the students’ involvement in online teaching-learning. This research is to describe how the types of instructions performed in online teaching and learning based on the implementation of teaching model. The data is collected from documents of lesson instruction design. This research uses qualitative approach to analyze the data. The result of the research is analyzed related to the types of instructions used in processing the learning activites through instructions provided by the teacher. The conclusion found three types of appropriate instructions to motivate and activate students in the process of online teaching and learning.
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Rajakumari, C., and G. Pazhanivelu. "Teaching Competencies of Upper Primary Teachers in Framing FA (a) Activities of CCE." Shanlax International Journal of Education 8, no. 4 (September 1, 2020): 111–15. http://dx.doi.org/10.34293/education.v8i4.3361.
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The aim of the study was to find out the difference between teaching competencies of upper primary teachers in framing FA (a)activities of CCE in terms of gender, locality, marital status, residence, age, the medium of instruction, type of school, nature of school and experience. The investigator adopted a survey method on analyzing teaching competencies of 900 upper primary teachers selected Theni district using a random sampling technique. Teaching competency fivepoint rating scale consisted of 25 statements with 5 point scale developed by the researcher based on the assessment competencies (Prior instructions to activities, instructions during activities, and instructional treatment after the activities) was used to collect data. Mean, SD, ‘t’ test, and ‘F’ test were used as statistical techniques for data analysis. The findings of the study revealed thatthere was no significant difference between the teaching competency of upper primary teachers’ in framing FA (a) activities of CCE in terms of gender, locality, marital status, residence, age, and medium of instruction. Still, they differed significantly in terms of the type of school, nature of the school, and experience.
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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.
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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.
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MacLeod, Rebecca B. "The Perceived Effectiveness of Nonverbal, Co-Verbal, and Verbal String Ensemble Instruction: Student, Teacher, and Observer Views." Journal of Music Teacher Education 27, no. 3 (October 28, 2017): 65–79. http://dx.doi.org/10.1177/1057083717739790.
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The purpose of this study was to determine how students, teachers, and outside observers perceive teaching effectiveness within a university-level string ensemble rehearsal setting. Students, teachers, and observers reflected on six rehearsal segments that used primarily nonverbal, co-verbal, or verbal instruction as outlined by Bob Culver in the Master Teacher Profile. Overall, participants viewed the verbal teaching episodes as being most effective, and expressed a preference for several elements associated with the verbal instructional mode. Five common elements of effective rehearsals identified by participants were Specific Instructions and Feedback, Delivery Skills and Eye Contact, Audible and Focused Co-Verbal Instruction Prompts, Conducting Effectiveness, and Ensemble Progress. Effectiveness perceptions were colored by participants’ sense of each teacher’s comfort with the different instructional modes as well as the elements of rehearsal teaching they personally valued.
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Radulovic, Branka, Maja Stojanovic, and Vera Zupanec. "The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 264–83. http://dx.doi.org/10.2298/zipi1602264r.
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The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs) and interactive computer based simulations (ICBSs) improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students? assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students? performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey?s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students? performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions.
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Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.
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Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.
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Chen, Minjie, Hock Seng Goh, Ruey Shing Soo, and Guojie Yin. "The effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics." Studies in English Language and Education 9, no. 2 (May 23, 2022): 554–73. http://dx.doi.org/10.24815/siele.v9i2.22780.
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In China, phonics instruction has been given substantial emphasis ever since the implementation of the 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge to teach phonics and the absence of a phonics instructional guide. To address this gap, this study aims to investigate the effects of a newly developed phonics instructional guide on Chinese pre-service EFL teachers’ knowledge base to teach phonics. Adopting an experimental research design, the study was conducted at a teachers’ college in Sichuan Province, China. There were 172 pre-service EFL teachers assigned into two equivalent groups, namely the experimental group (N=86) and control group (N=86), who took a test respectively before and after the intervention. The measures of the test included seven dimensions aiming to elicit knowledge of general phonics, phonetic system, phonemic awareness, phonics decoding rules, phonics instructions, reinforcement methods, and sight word instructions. The experimental group participants undertook a 15-hour phonics training course using the newly developed Phonics Instructional Guide (PHOInG). The control group participants were taught using a conventional method involving the use of an English textbook prescribed by the college. Results revealed that the Chinese pre-service EFL teachers in the experimental group improved significantly in their overall knowledge base of English phonics and phonics instruction, except for phonemic awareness and knowledge of the phonetic system. These findings point to the importance of using a needs-based and theoretically informed instructional guide when providing phonics and phonics instruction training to Chinese EFL pre-service teachers.
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Huffman, S. B., and J. E. Laird. "Flexibly Instructable Agents." Journal of Artificial Intelligence Research 3 (November 1, 1995): 271–324. http://dx.doi.org/10.1613/jair.150.
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This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.
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Indriyani, Christina Eli. "DEDUCTIVE AND INDUCTIVE INSTRUCTIONS FOR TEACHING ENGLISH GRAMMAR IN ONLINE CLASSROOM." Lire Journal (Journal of Linguistics and Literature) 5, no. 2 (October 30, 2021): 168–83. http://dx.doi.org/10.33019/lire.v5i2.131.
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Realizing the importance of teaching grammar to young learners, pre service teachers, as prospective teachers, need to reflect their own grammar teaching performance. Moreover, during the covid-19 pandemic outbreak where all learning processes are conducted online, teaching strategy needs to be considered. Therefore, this study aimed to find out whether the pre-service teachers apply the deductive or inductive teaching instructions in teaching grammar to young learners during the online class and to investigate how pre-service teachers develop the instructions. To reach the objectives, qualitative research was employed by observing and analysing the teaching videos of thirteen pre service teachers. The pre service teachers were the students of English Education Department in a private university in Jakarta who enrolled the Teaching Internship program. All videos were transcribed and then the analysed data were put in a table and coded to ease the identification of deductive and inductive instructions. The results revealed that more students adopted deductive grammar instructions in teaching grammar for young learners rather than inductive instruction. Furthermore, the way the pre service teachers developed both instructions followed the PPP and TTT models with different emphasis on the Presentation and Teach parts. The tendency done in the Presentation part for inductive teaching was the pre service teacher acted as instructor whereas the Teach part in inductive teaching was as facilitator. Eventually, from this study it can be concluded that pre service teachers adopted deductive and inductive grammar instructions because both are suitable for teaching grammar to young learners in online classroom setting within consideration of meaningful learning activities.
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Sari Puspita, L. P. Ayu, N. N. Padmadewi, and L. G. Eka Wahyuni. "Instructional Teaching Media to Promote Autistic Student’s Learning Engagement." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 58. http://dx.doi.org/10.23887/jere.v3i2.20975.
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The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an implication, instructional media used by the teacher can convey instructions to autistic student even though they did not perfectly understand. Autistic student also understood English lesson better through these media than just listening to the teacher’s speech.
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COLES, REMUEL M. "Embedding Review and Drill in Teaching Technical Writing." International Journal of Innovative Science and Research Technology 5, no. 7 (July 25, 2020): 364–69. http://dx.doi.org/10.38124/ijisrt20jul267.
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This study aimed to determine the effectiveness of embedding review and drill as a strategy in teaching technical writing to the second year students of Bachelor in Architectural Engineering Technology (BArET) at Surigao State College of Technology, Surigao City. It also probed the respondents’ level of writing competency both in the control and experimental groups as to grammatical accuracy, paragraph organization, and mechanics before and after instruction. Moreover, it investigated the significant difference on the writing competency of the respondents in both groups exposed to the conventional and review-and-drill strategy of instructions. The study employed a quasi-experimental research design. A research-made questionnaire was used to gather the data from the eighty (80) respondents. The data were analyzed through Mean and Standard Deviation, T-test for dependent and independent samples. Results revealed that the writing competency of the respondents in the control and the experimental groups did not meet expectations before instruction. However, after instructions were given, writing competency of the former became “accomplished” while that of the latter became “exemplary”. With regard to the effectiveness of the two instructions, both are effective; but the embedded review-and-drill strategy prevailed more effective based on the mean gains obtained by the respondents in the experimental group. Based on the foregoing findings of the study, the following conclusions were drawn: the writing competency of the respondents has improved after embedding review and drill as a new strategy of teaching and the conventional one as well. Nevertheless, they both excelled after being taught with lessons using different instructions; the conventional and the embedded review and drill in teaching technical writing are effective in developing writing competency of the students; and, embedding review and drill in teaching technical writing is more effective compared to the conventional instruction.
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IK and Joseph Parker. "Students’ Perception on Web-Based Technology in Teaching Biology in College of Education." Science Education International 33, no. 2 (June 1, 2022): 242–50. http://dx.doi.org/10.33828/sei.v33.i2.12.
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The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analysed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunities for students to access internet information at their own pace. It also came to light that the use of web-based instruction improved students’ understanding in biology concepts, stimulated students’ interest and thinking, and was not a waste of instructional time. The study revealed that students could use web-based software without any difficulties, the use of web-based instruction was not boring, the use of web-based instructions individualised learning and finally, the use of web-based technology for biology instruction was not time-consuming. Therefore, science tutors especially biology tutors should use web-based technology software for teaching and learning of biology concepts to make learning meaningful to students.
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Shirav, Anastasia, and Emi Nagai. "The Effects of Deductive and Inductive Grammar Instructions in Communicative Teaching." English Language Teaching 15, no. 6 (May 23, 2022): 102. http://dx.doi.org/10.5539/elt.v15n6p102.
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A quasi-experimental study investigated the effectiveness of inductive and deductive types of instruction in the acquisition of a complex grammatical structure, the passive voice. The participants were two groups (n = 34) of second-year Japanese students from a vocational school who had three treatment lessons designed for each group embedded into the course curriculum. The quantitative and qualitative data were gathered to seek possible connections between students’ preferences and learning gains. Using a pretest and posttest design, we compared the results of recognition and production tests for inductive and deductive instruction groups. Both types of instructions were found beneficial for learners and yielded a significant effect between the production part of the pre- and post-tests, however, the inductive group significantly outperformed the deductive group on the recognition test. The qualitative data indicated students’ preferences toward deductive instruction, as it is traditional and well-known in Japan. The results of the study suggest using the inductive type of instruction with simpler grammar and deductive instruction with more complex grammatical structures. The authors advocate the importance of practicing both types of instructions. The study also shows the benefits of using CLT for teaching English in Japan.
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Curiel, Emily S. L., Diane M. Sainato, and Howard Goldstein. "Matrix Training for Toddlers With Autism Spectrum Disorder and Other Language Delays." Journal of Early Intervention 40, no. 3 (July 23, 2018): 268–84. http://dx.doi.org/10.1177/1053815118788060.
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Although matrix training is an intervention technique designed to promote generative language, it has not been applied widely to toddlers with autism spectrum disorder (ASD) despite the benefits it may have for this young population. We investigated the use of matrix training to teach generative receptive language to toddlers with ASD and other language delays. Three participants were systematically taught to respond to instructions organized in action-object instruction matrices. Recombinative generalization probes were administered to determine if untrained action-object instruction following occurred without direct teaching in a multiple probe design. Although recombinative generalization was partial, approximately 30% of the learned action-object instructions occurred through direct teaching, whereas the other 70% of learning occurred through generalization. Matrix training provided a systematic teaching framework for facilitating generative language learning.
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Raza, Kashif. "Adapting Teaching Strategies to Arab Student Needs in an EFL Classroom." Journal of Ethnic and Cultural Studies 5, no. 1 (June 23, 2018): 16–26. http://dx.doi.org/10.29333/ejecs/93.
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Despite vast research on differentiated instruction, little has been done on tailoring the instructional strategies for Arab student needs in an EFL classroom. However, language teachers endeavor to implement differentiated instruction by adapting materials and modifying teacher-talk for mixed-ability classrooms, this practice is not always treated as an indispensable strategy for implementing a relevant and effective Foreign Language (FL) teaching strategy. A classroom with distinct levels of language competencies requires instructors to address the learning needs of his/her students through means that would benefit all. The current article assesses the needs of Arab students that are different from other students and presents a model for assisting language teachers in modifying instructions in order to accommodate the needs of Arab students in English as FL classrooms. The article first presents the characteristics that language learners possess followed by a discussion on the significance of differentiated instruction in mixed-ability classrooms, a discussion on the significance of a teacher in learning and teaching, and the academic characteristics of Arab ELLs. The last part of this paper provides implications for instructors.
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Aftab, Jaweria. "Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation." Journal of Education and Educational Development 2, no. 2 (February 8, 2016): 94. http://dx.doi.org/10.22555/joeed.v2i2.441.
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Students in today’s mixed ability classrooms come from diverse backgrounds with needs. In such a scenario, differentiated instructions are of prime importance for teachers to deal with in mixed ability classrooms. The teaching experiences and academic life mould perceptions of teachers which effects their teaching style; therefore, it is important to know teachers’ beliefs and perceptions regarding teaching in a mixed ability classroom at middle school level so as to guide educators and heads inside and outside the institution. For this study, quantitative research method was used to explore and understand the beliefs and perceptions of the teachers of middle schools regarding implementing differentiated instructions. The sample size included 120 teachers who were sent a survey questionnaire through online Google form and was constructed by customizing the questionnaire from Ballone and Czerniak (2001). The analysis of quantitative inquiry revealed that there is a positive association between teachers’ beliefs about their intentions and stakeholders’ expectations to implement differentiated instruction. It was highlighted that all stakeholders wanted teachers to implement differentiated strategies; however, the teachers were found to be short of planning and instructional time for differentiation.
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Silva Filho, Antonio Sabino, Sergio Roberto Silveira, Silvia Letícia Silva, and Umberto Corrêa. "Instructional Cues in Futsal Teaching, Coaching and Matches." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 8, no. 2 (May 1, 2022): 210–26. http://dx.doi.org/10.17979/sportis.2022.8.2.9024.
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This study investigated what are the verbal cues provided in futsal contexts of teaching-learning, training, and official matches, and what are their attentional foci. A cue refers is a short instruction that constrains the students/athletes to direct their attention to critical elements for successful performance. 1543 instructional cues were collected from Physical Education (PE) classes, futsal training sessions and futsal matches of an official championship. Data were analysed based on content analysis method and categorized through the Systematic Analysis of Pedagogical Content Interventions. Inferential analyses were run by the Trend Module (Trend Analysis and Multiple Comparisons) of PEPI software. The results showed that the category offensive technique (passing) was the one with the highest number of instructions in the classes, training and matches. It was also observed that rules and violations were similar between curricular classes and futsal training sessions. The findings allowed to verify (i) the primary cues physical education teachers and coaches provided, (ii) about which critical aspects they referred to and (iii) their specificity regarding the context specificity (classes, training and matches). The findings provide useful insights into the design of instructional tasks as the instructional cues allow students/athletes to gain knowledge about the learning task and to direct their attention to critical elements for successful performance.
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Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." International Journal of Human Capital and Information Technology Professionals 1, no. 3 (July 2010): 1–14. http://dx.doi.org/10.4018/jhcitp.2010070101.
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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analogical thinking theory. The analogical thinking-based instruction consists of concrete teaching methods like analogy dropping method, self role-play method, and the anthropomorphic thinking method. Questionnaires for learners after the instructions give results of effective education in an actual trial. The contribution of this paper is to provide a new instruction theory, the way of educational practice method, and implementation of the system.
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Chen, Zhiying. "A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction." English Language Teaching 13, no. 11 (October 16, 2020): 30. http://dx.doi.org/10.5539/elt.v13n11p30.
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Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.
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Ben Ami, Noa, Ron Feldman, and Gali Dar. "Verbal Instruction for Pelvic Floor Muscle Contraction among Healthy Young Males." International Journal of Environmental Research and Public Health 19, no. 19 (September 23, 2022): 12031. http://dx.doi.org/10.3390/ijerph191912031.
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Teaching Pelvic Floor Muscle (PFM) contraction is a challenging task for clinicians and patients, as these muscles cannot be directly visualized. Thus, this study’s objective is to compare the effectiveness of six verbal instructions for contracting the PFM among young men, as observed with transabdominal ultrasound imaging. Thirty-five male physiotherapy students, mean age 25.9 ± 1.9 years, participated in the study. A 6 MHz 35-mm curved linear array ultrasound transducer (Mindray M5) was placed in the transverse plane, supra-pubically, and angled 15–30° from the vertical plane. During crook lying, participants received six verbal instructions for contracting the PFM, with bladder base displacement and endurance evaluated. Following the instructions, “squeeze your anus”, “shorten the penis”, and “elevate the scrotum”, over 91% of the participants performed a cranial (upward) bladder base displacement. During instruction six, “draw in”, which involves breathing, the PFM, and the transversus abdominis, only 25% performed cranial bladder base displacement (p < 0.001), and the endurance was the lowest (p < 0.001). Our findings suggest that several simple verbal instructions can be used for teaching PFM contraction to young males. Moreover, two instructions should be avoided: “draw in” and the general instruction “squeeze your PFM”, as they did not produce effective elevation of the bladder base.
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Mundir, Alim Al Ayub Ahmed, Muhammed Salim Keezhatta, Bakhrul Khair Amal, Sandhir Sharma, Asaad Jassaim Shanan, Muneam Hussein Ali, and Mir Mohammad Farooq Haidari. "The Comparative Effect of Online Instruction, Flipped Instruction, and Traditional Instruction on Developing Iranian EFL Learners’ Vocabulary Knowledge." Education Research International 2022 (February 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6242062.
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During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction. Therefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners’ vocabulary knowledge. To do so, 90 Iranian intermediate EFL learners were selected among 119 students as the participants of this study. The target participants were randomly divided into three equal groups (online, flipped, and traditional). After that, all groups were pretested by a vocabulary test. Then, the participants of one group received the treatment by using fully online instruction, and the other group participants received a flipped instruction. On the other hand, the participants of the third group received conventional vocabulary instruction. After teaching 100 new English words to all groups with three different instructions, a vocabulary posttest was administered to all participants. The paired samples t-test and one-way ANOVA results indicated that both online and flipped groups outperformed the control group in the vocabulary posttest. In addition, the findings revealed the flipped group outflanked the online group in the posttest of vocabulary. The implications of this study can encourage both EFL teachers and learners to integrate the flipped and online instructions into their teaching and learning processes.
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Bentall, R. P., P. J. Higson, and C. F. Lowe. "Teaching Self-Instructions to Chronic Schizophrenic Patients: Efficacy and Generalization." Behavioural Psychotherapy 15, no. 1 (January 1987): 58–76. http://dx.doi.org/10.1017/s0141347300010636.
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Three experiments were conducted to investigate the effects of teaching chronic schizophrenic patients to verbally regulate their own behaviour by means of self-instructional training. In Experiment 1, self-instructional training on a short-term memory task produced improvements in performance which did not generalize to a second memory task. In Experiment 2 an attempt to enhance generalization by teaching a rehearsal strategy on two different memory tasks produced improvements of performance only on those new tasks that were similar to the teaching tasks. The third experiment compared task-specific and general problem solving self-instructions and showed no differences in the effectiveness of the two methods. Some of the difficulties encountered when teaching self-instructions to the subjects, together with the failure to produce adequate generalization of treatment effects, leave the clinical utility of the procedure uncertain. Before a practical cognitive therapy for chronic schizophrenics can be developed it will be necessary to explore more fully the relationships that exist between the verbal and non-verbal behaviour of these patients.
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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (July 20, 2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.
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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.
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Melka, Yirgalem Girma, and Italo Beriso Jatta. "Study the Effects of Differentiated Instruction on English Grammar Teaching in Ethiopia." Development of education 5, no. 3 (September 27, 2022): 19–31. http://dx.doi.org/10.31483/r-103546.
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The purpose of the current study was to explore the effects of differentiated instruction, a neglected instructional practice in the Ethiopia in the EFL class in the contemporary diverse classroom situations. To achieve this purpose, the study adopted the quasi-experimental study design and randomly selected two intact classes consisting of 84 grade 12 students (CG:43, EG:41) and pre-tested to prove the comparability of the students’ grammar learning achievement. Relevant quantitative data were gathered using an English grammar learning achievement test. The intervention lasted for 12 consecutive weeks from October 2022 through early January 2022. The experimental group was taught using flexible grouping, tiered instructions, scaffolding techniques, and anchored activities as differentiated instructional strategies while the control group was taught English grammar following the one-size-fits-all conventional approach that hardly addresses or neglects students’ diverse learning needs. This group was taught a similar language focus using only textbook-provided activities. The quantitative data were analyzed using SPSS, version 24 software. Confirming the normality of the quantitative data, the independent t-test and dependent t-test were used in analyzing the pre-test and post-test data, but the qualitative data were analyzed descriptively. The findings of the study indicated that the overall mean gains for the experimental group significantly differed from the corresponding comparison group’s post-test test mean gains. The within-group comparison also showed that the post-test results of the experimental group were significantly different from the pretest results. The calculated effect size for the dependent t-test and independent t-tests were found to be moderate and large. The effect size for the treatment group exposed to differentiated instructions revealed meaningful improvement in the students’ English grammar learning. In light of the main results, the study concluded that DI significantly improved students’ English grammar learning achievement. Accordingly, the study suggested that differentiated instruction should be integrated into the regular EFL class to promote students’ learning.
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Et al., Chanasith Sithsungnoen. "The Development of GPAS 5 Steps Teaching Model for Enhancing Learning Skills in Thailand 4.0 Era." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1340–47. http://dx.doi.org/10.17762/pae.v58i1.906.
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The purposes of this research were 1) to develop GPAS 5Steps Teaching Model for enhancing learning skills in Thailand 4.0 era, 2) to evaluate the effectiveness ofconducted model in aspects of 2.1) instructors: 2.1.1) knowledge and understanding about ofinstruction, 2.1.2) instructional design ability, 2.1.3) instructional ability, 2.1.4) instructional innovation, and 2.1.5) instructors’ opinion towards the model, 2.2) students: 2.2.1) higher order thinking, 2.2.2) innovative skills, 2.2.3) innovative construction skills, 2.2.4) morality and ethics, and 2.2.5) opinion towards instruction, and 3) to disseminate using theconducted model, to childhood, secondary and elementary education. The subjects consisted of school administrators, instructors, and students of Satit Vajiralongkorn Rajabhat University School in the academic year 2018. The instruments used included 1) GPAS 5Steps Teaching Model, 2) test, 3) instructors and learners’ ability evaluation, 4) observation form, and 5) opinion evaluation. The statistical analysis utilized mean, percentage, standard deviation, and content analysis.
The results were as follows: 1) GPAS 5Steps Teaching Model included principle, objectives, instructions, assessment and evaluation, and success factors. 2) The effectiveness of the conducted model was indicated by:2.1) instructors 2.1.1) instructors’ knowledge at the highest level, 2.1.2) design ability was at a high level, 2.1.3) teaching abilities were at the highest levels, 2.1.4) innovative abilities were at the highest levels, 2.1.5) instructors’ opinions toward the conducted model benefited both instructors and students, 2.2) students 2.2.1) students’ higher order thinking were at a high level, 2.2.2) innovative skills were at high level, 2.2.3) innovative construction skills were at a high level, 2.2.4) morality and ethics were at high levels, and 2.2.5) opinion toward instructions were at a high level. 3) In conclusion, the disseminatedresults provided benefit to instructors as pedagogues and the overall student learning experience.
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Nurhalimah, Nunun, Muhammad Reza Pahlevi, and Acep Bahrum Kamil. "Vocational Students’ Cognitive Engagement in CALLA-Based Instruction in Reading Classroom." Jurnal Educatio FKIP UNMA 8, no. 3 (September 25, 2022): 1065–76. http://dx.doi.org/10.31949/educatio.v8i3.2871.
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Learning to read is one of the important factors in teaching English. Therefore, students need instructions and strategies that can help them carry out reading learning activities. It resulted several views regarding reading teaching learning instruction in the context of language learning. This study focused on how the students' cognitive engagement in reading narrative texts with the help of CALLA instructions. The participants of the study were five vocational students at one of vocational school in Karawang. This research was conducted using narrative inquiry design and the data were collected through interviews, observation and documentation. To conduct the analysis, this study employed thematic analysis suggested by Braun and Clarke. This study showed that (1) Students have attention on learning classroom, (2) Using dictionary builds students’ resource management learning, (3) Repetition strategy reinforce students’ reading comprehension, (4) Students’ self-elaboration creates them to connect the reading passage. It indicates that CALLA-based instruction engages students cognitively in reading teaching and learning classroom.
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Holmes, N. G., Carl E. Wieman, and D. A. Bonn. "Teaching critical thinking." Proceedings of the National Academy of Sciences 112, no. 36 (August 17, 2015): 11199–204. http://dx.doi.org/10.1073/pnas.1505329112.
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The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics laboratory course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. The students in the experimental condition were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year.
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Zhong, Yong, and Francis R. Low. "Multiple instructions in communicative language teaching." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 250–67. http://dx.doi.org/10.1075/aralss.12.15zho.
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Abstract Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instructions by some Chinese language instructors and Chinese text-books which contradicts the philosophy of communicative teaching. The themes arising from the data analysis formed the frame of the present article which discusses types of problem instructions, their effects on students trying to complete communicative activities and students’ management of them. The study concludes with a suggestion that multiple instructions be improved in structure and delivery mode in order to make language learning more achievable.
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Othman, Juliana, and Richard Kiely. "PRESERVICE TEACHERS’ BELIEFS AND PRACTICES IN TEACHING ENGLISH TO YOUNG LEARNERS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 50. http://dx.doi.org/10.17509/ijal.v6i1.2661.
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<p>This paper explores ESL preservice teachers’ beliefs regarding teaching English to young learners, and examines the interplay between their beliefs and instructional practices. Seventy ESL preservice teachers at a university in Malaysia participated in the study. Data is drawn from semi-structured interviews and lesson plan analysis. The results indicated that the preservice teachers’ classroom practices did not often reflect their stated beliefs about young learners language learning. Although there was a strong consensus that English should be taught communicatively, the preservice teachers also employed structural based approach when teaching grammar. Contextual factors hindering this consistency were attributed to exam focused instruction and time constraints. Thus, this paper argues that reform in language teacher education need to address factors that hinder preservice teachers from implementing instructions which aligns with the theoretical beliefs espoused by their teacher training program.</p>
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Oswal, Sushil K., and Zsuzsanna B. Palmer. "Culturally Situated Do-It-Yourself Instructions for Making Protective Masks: Teaching the Genre of Instructional Design in the Age of COVID-19." Journal of Business and Technical Communication 35, no. 1 (September 18, 2020): 160–66. http://dx.doi.org/10.1177/1050651920959190.
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This article employs cross-cultural communication approaches to teaching instructional design in the times of COVID-19 pandemic. Focusing on instructions from France, India, Spain, and the United States for making protective masks, the authors highlight how the writers and designers of these four documents from each culture approach their audiences, organize their DIY instructions, make language choices, employ images and other illustration devices, and culturally persuade users. While acknowledging cultural differences, the authors urge students to identify and adopt design strengths from diverse cultures in their own ideas about composing instructions.
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Samdani, Samdani. "Planning Instructions in Class." Indonesian Journal of Education (INJOE) 1, no. 1 (December 20, 2021): 1–6. http://dx.doi.org/10.54443/injoe.v1i1.1.
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Learning planning is a plan that occurs in the classroom, so without careful planning it can also cause the teaching and learning process to not be as optimal as possible. In this case, the teacher plays an important role so that there is the term competent teacher who is not an expert in teaching but is an expert in all fields of learning.
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Klein, Nicole Aydt. "Slapjack Shuffle: Teaching Instructional Method Selection Using Playing Cards." Pedagogy in Health Promotion 4, no. 1 (December 19, 2016): 65–70. http://dx.doi.org/10.1177/2373379916682975.
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A key skill for the health education specialist is mastery of instructional strategies, especially as they relate to program implementation. Providing classroom experiences for undergraduate public health and health education students to be able to creatively and appropriately match methods to learning objectives is essential to successful future programs and initiatives. By completing the Slapjack Shuffle activity, students experience different teaching methods and match them to appropriate learning objective domains. Using decks of playing cards and guided by the instructor, students experience five different teaching methods (verbal instructions, demonstration, lecture, audiovisual, and peer instruction) to determine the advantages and disadvantages of using each when teaching a psychomotor skill. The lesson concludes with a game designed to create a physiological stress response to illustrate how a health educator could introduce the topic of stress management to a target population. Suggestions for assessing student mastery of the concepts taught include traditional assessment and student teaching demonstration. Student feedback for the activity is positive, with most reporting the activity as effective and memorable.
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Högström, Per, Christina Ottander, and Sylvia Benckert. "Lärares mål med laborativt arbete: Utveckla förståelse och intresse." Nordic Studies in Science Education 2, no. 3 (October 26, 2012): 54–66. http://dx.doi.org/10.5617/nordina.414.
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The purpose of this study was to analyse secondary school teachers’ goals for laboratory work. What general goals do teachers have for labwork and what goals appear when teachers describe real labwork used in their own teaching? What goals are expressed in the written laboratory instructions? Eleven science teachers in secondary school participated in individual semi-structured interviews. The teachers’ laboratory instruction sheets were analysed with respect to intended learning outcome. The analysis of teachers’ general goals showed five themes and that cognitive aspects were the most prominent. Furthermore, when teachers talked about specific labwork used in their own teaching affective aspects were more important and an additional theme appeared. It was also shown that laboratory instructions supported teachers’ goals to develop students understanding of concepts and phenomena. However, goals concerning to think and reflect upon labwork were not supported by the laboratory instructions.
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Giri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom." Art of Teaching English as a Foreign Language 2, no. 1 (November 2, 2021): 27–32. http://dx.doi.org/10.36663/tatefl.v2i1.122.
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This study examines the perception of English teachers towards HOTS-based Learning in EFL classroom. This study was a survey study with interview as the data collection technique. The participants of the study were five English teachers in senior high school in Singaraja, Buleleng, Bali. The result of data analysis found that teachers’ awareness of implementing HOTS-based instruction starting from lesson plan, teaching strategies that promote higher thinking and assessment. However, teachers also faced difficulties in developing HOTS-based Instructions such as limited knowledge and lack of training. It is suggested that English teachers broaden their knowledge on developing HOTS-based instruction and conduct a discussion with peers and experts. The role of principle is also essential in giving instructions and training towards HOTS-based learning instructions.
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Giri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom." Art of Teaching English as a Foreign Language 2, no. 2 (November 30, 2021): 103–8. http://dx.doi.org/10.36663/tatefl.v2i2.122.
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This study examines the perception of English teachers towards HOTS-based Learning in EFL classroom. This study was a survey study with interview as the data collection technique. The participants of the study were five English teachers in senior high school in Singaraja, Buleleng, Bali. The result of data analysis found that teachers’ awareness of implementing HOTS-based instruction starting from lesson plan, teaching strategies that promote higher thinking and assessment. However, teachers also faced difficulties in developing HOTS-based Instructions such as limited knowledge and lack of training. It is suggested that English teachers broaden their knowledge on developing HOTS-based instruction and conduct a discussion with peers and experts. The role of principle is also essential in giving instructions and training towards HOTS-based learning instructions.
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Cakmak, Maya, and Manuel Lopes. "Algorithmic and Human Teaching of Sequential Decision Tasks." Proceedings of the AAAI Conference on Artificial Intelligence 26, no. 1 (September 20, 2021): 1536–42. http://dx.doi.org/10.1609/aaai.v26i1.8333.
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A helpful teacher can significantly improve the learning rate of a learning agent. Teaching algorithms have been formally studied within the field of Algorithmic Teaching. These give important insights into how a teacher can select the most informative examples while teachinga new concept. However the field has so far focused purely on classification tasks. In this paper we introducea novel method for optimally teaching sequential decision tasks. We present an algorithm that automatically selects the set of most informative demonstrations andevaluate it on several navigation tasks. Next, we explore the idea of using this algorithm to produce instructions for humans on how to choose examples when teaching sequential decision tasks. We present a user study that demonstrates the utility of such instructions.
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Agran, Martin, Julie Fodor-Davis, Stephen Moore, and Marlene Deer. "The Application of a Self-Management Program on Instruction-Following Skills." Journal of the Association for Persons with Severe Handicaps 14, no. 2 (June 1989): 147–54. http://dx.doi.org/10.1177/154079698901400206.
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The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.
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Wagner, Debra L., and Cynthia Washington. "Patient Satisfaction With Postpartum Teaching Methods." Journal of Perinatal Education 25, no. 2 (2016): 129–36. http://dx.doi.org/10.1891/1058-1243.25.2.129.
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ABSTRACTPostpartum discharge instructions are a crucial part of a mother’s birth experience. Finding the method to provide those discharge instructions in a manner that increases the mother’s satisfaction with her hospital experience is important. This quasi-experimental study examined the relationship between new mothers’ interaction with nurses providing postpartum instructions by the traditional and class methods and their satisfaction with discharge teaching. The results indicated new mothers were satisfied with both methods of discharge teaching; however, they were more likely to report stronger agreement with overall satisfaction with the traditional method of discharge teaching than with attending the discharge class.
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PALPANADAN, SARALA THULASI, and Venosha Ravana. "INTEGRATION OF PRODUCT AND PROCESS APPROACHES IN ESL CLASSROOMS." Asia Proceedings of Social Sciences 6, no. 1 (April 22, 2020): 80–83. http://dx.doi.org/10.31580/apss.v6i1.1270.
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English as a second language (ESL) writing instructions demand a great deal of the teachers’ time and effort to prepare adequate writing lessons for their students. Teachers have to decide on the right approach to be selected as the instructional method to enhance students’ writing ability. Thus, this study investigates the preferred teaching practices (between the product and process approach) of 10 pre-service teachers’ in teaching writing and the effects on students’ written texts. The data were collected from observations, semi-structured interviews and students’ written texts. The data from the observation checklists were analyzed using Rasch Measurement Model which validated the study with a high value of alpha Cronbach (0.81). Thematic and textual analyses were conducted on participants’ views and the students’ written text respectively. The findings highlighted the pre-service teachers preferred to employ product approach as their main writing instruction where the students were found to prepare their written work based on the input provided to them. The students’ written work with linguistic accuracy was mainly focused but the students did not show much creatively. Thus, this study recommends that teachers should integrate process approach strategies into their writing instructions to enhance students’ writing more profoundly in the future.
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Tractenberg, Rochelle E. "The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education." Education Sciences 11, no. 8 (August 18, 2021): 441. http://dx.doi.org/10.3390/educsci11080441.
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It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they—or new assessments in development—will promote learning and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.
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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.
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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.
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Gandhe, Charudatta Achyut. "LEARNING APPROACHES IN INFORMATION LITERACY INSTRUCTIONS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 47 (October 1, 2021): 11638–45. http://dx.doi.org/10.21922/srjhsel.v9i47.7707.
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This paper focuses on one of the instructional dimensions i.e. learning instructions. The research method adopted was literature review. Analysis revealed that various learning approaches are being used while implementing information literacy programs. Along with teaching information literacy, an equal emphasis is also given on learning of information literacy. Various learning theories, learning styles applied for information literacy learning General Approach, relational approach, backward design approach and constructivist approach.
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Liu, Eric Zhi Feng. "Avoiding Internet Addiction when Integrating Digital Games into Teaching." Social Behavior and Personality: an international journal 39, no. 10 (November 1, 2011): 1325–35. http://dx.doi.org/10.2224/sbp.2011.39.10.1325.
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The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments.
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Villar, Ariel Gulla. "COMPUTER-AIDED MODULAR INSTRUCTIONS IN PROBLEM SOLVING." Journal of Mathematical Sciences & Computational Mathematics 2, no. 1 (November 2, 2020): 90–128. http://dx.doi.org/10.15864/jmscm.2107.
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This study is an experimental pre-test and post-test design which essentially needed to compare the effectiveness of Computer Aided Modular Instruction with the Traditional Method of teaching word problem involving fractions to the grade six (6) pupils of Gadgaran Integrated School, Calbayog City, Samar during the school year 2019-2020.Computer aided modular instruction is a teaching technique that enable pupils interact with the lesson programmed to the computer given to the experimental group. The Traditional Method on the other hand, is a usual way of teaching composing with lecture-discussion given to the control group. A single class consisting of regular grade six (6) pupils was chosen as the subject of the study. Their average grade is approaching proficiency level in Mathematics subject during the first grading period both of experimental and control group. They were randomly assigned and chosen using odd or even technique. The instrument used in this study was researcher made test in Mathematics and was carefully validated. The content topics in the Computer Aided Modules were based on the DepEd Learning competencies set for the grade six level. These are further checked and validated by the Mathematics teachers of Calbayog IV District, Division of Calbayog City. The evaluation survey questionnaire on pupils’ difficulties, reactions and attitudes towards Computer Aided Modular Instruction was adapted from the study of Saladaña on SIM-Based Instruction. The questionnaires were revised by the present researcher of this study. The control and experimental group have significant mean difference in the pre-test and post-test scores but have no significant mean difference in the mean percentage gain of scores. The Computer Aided Modular Instructions and the Conventional Method of Instruction resulted for the same level of achievement for the pupils with slight challenges on the part of pupils and facility in teaching of the teachers. Based on the result it was recommended on the implementation and adaptation of this strategy into the classroom utilizing Computer Aided Instruction in enhancing the better-learning output.
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Wahyuni, Dewi, Risnawaty Risnawaty, Sutikno Sutikno, and Rahmat Kartolo. "Development of Writing Teaching Materials with a Contextual Approach of Public Junior High School (SMPN 1), Pinang City, South Labuhan Batu, Indonesia." International Journal of Research in Community Services 3, no. 2 (April 4, 2022): 54–57. http://dx.doi.org/10.46336/ijrcs.v3i2.266.
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Based on observations from interviews with Indonesian language and literature teachers at SMPN 1, Pinang City, South Labuhan Batu, Indonesia, it is known that students' writing skills still need to be improved. Only 60% of students who are able to write instructions properly and correctly, the rest still have difficulty in writing instructions. In this study, there are two categories of research data sources. First, the data source for the prototype needs of teaching materials consists of students and teachers. Second, the prototype validation data source that will assess the prototype of teaching materials writing instructions with a contextual approach. Sources of data needs prototype teaching materials in this study are students and teachers. Sources of prototype validation data that assess the product development of this research are teachers and expert lecturers. The main finding of this study is the average value given by three teachers and two experts on the prototype of teaching materials for writing instructions with a contextual approach, namely (1) aspects of material presentation of 69.79 included in the good category, (2) aspects of content /material of 79.17 is included in the good category, and (3) aspects of language and readability of 80.42 are included in the good category. After making improvements based on the results of assessments and suggestions by teachers and experts, the teaching materials write instructions with the Contextual after repair contains material on the meaning of writing instructions, characteristics that need to be considered in writing instructions, steps for writing instructions, examples of writing instructions, and effective sentences.
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Bhandari, Dor Prasad. "English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?" Research Nepal Journal of Development Studies 4, no. 1 (June 25, 2021): 44–59. http://dx.doi.org/10.3126/rnjds.v4i1.38036.
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English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.
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Lintangsari, Alies Poetri, and Ive Emaliana. "Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 2 (June 1, 2020): 439. http://dx.doi.org/10.11591/ijere.v9i2.20436.
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Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.