scholarly journals A Systematic Review of Flipped Learning Approach in Improving Speaking Skills

2022 ◽  
Vol 11 (1) ◽  
pp. 127-139
Author(s):  
Cassandra Santhanasamy ◽  
Melor Md
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Flipped Learning ◽  
Innovative Teaching ◽  
Policy Makers ◽  
Self Regulated Learning ◽  
Meta Analyses ◽  
Speaking Skills

<p style="text-align: justify;">Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.</p>

scholarly journals A Systematic Review of Social Media Integration to Teach Speaking

2021 ◽  
Vol 13 (16) ◽  
pp. 9047
Author(s):  
Emily John ◽  
Melor Md Yunus
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Teaching And Learning ◽  
English Language ◽  
Selection Process ◽  
Systematic Analysis ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Meta Analyses ◽  
Speaking Skills

The ubiquitous nature of social media (SM) makes it a very essential tool to use in the world of education, especially with the advent of the COVID-19 pandemic which has led to a paradigm shift in the approaches used in the teaching and learning of English language skills. This review focuses on the use of social media as a medium of instruction to aid the acquisition of speaking skills, which many learners find extremely challenging and inhibiting. Thus, this systematic review investigates the integration of social media in the teaching and learning of speaking skills. To ensure the systematic analysis of the selected articles, Preferred Reporting Items for Systematic review and Meta-Analyses (PRISMA) 2020 guidelines were utilized. A total of 36 peer-reviewed journal articles from the year 2016 to 2021 were accessed from two databases: ERIC and Google Scholar. Prior to the start of the review, an inclusion and exclusion criteria selection process was conducted to ensure the focus of the review. Overall, the articles reviewed presented the claim that the integration of social media is seen as a positive inclusion for the teaching of speaking skills using various social media applications. Findings reveal that there are improvements in speaking skills, as well as confidence to speak and a decline in speaking anxiety. Teachers and educators can now make use of the various social media platforms such as Telegram, Facebook, WhatsApp, and others to provide learners with more practice that is not only restricted to the classroom but has moved beyond it.

scholarly journals A Systematic Review of Digital Storytelling in Improving Speaking Skills

2021 ◽  
Vol 13 (17) ◽  
pp. 9829 ◽  
Author(s):  
Viknesh Nair ◽  
Melor Md Yunus
Keyword(s):  
Systematic Review ◽  
Teaching And Learning ◽  
English Language ◽  
Digital Storytelling ◽  
Tertiary Education ◽  
Research Question ◽  
Educational Systems ◽  
Teaching Methodology ◽  
Meta Analyses ◽  
Speaking Skills

Educational systems frequently employ technological equipment in a variety of ways to make lessons in an English Language classroom fun and meaningful. For both students and instructors, digital storytelling (DST) has evolved into a useful instructional tool that can be utilised in the teaching and learning process. To answer the research question on the role of digital storytelling in improving students’ speaking skills, The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) was used to systematically review 45 articles sourced from Google scholar and ERIC, and most of these articles highlight the importance of digital storytelling as a contemporary teaching methodology. These articles showed that digital storytelling can be used as a useful tool by educators in improving students’ speaking skills from various levels of education, ranging from primary to tertiary education. Most of the authors of these research papers provided empirical proof that substantiated the advantages of employing digital storytelling in the classroom to help pupils communicate and speak more effectively.

scholarly journals Board Games in Improving Pupils’ Speaking Skills: A Systematic Review

2021 ◽  
Vol 13 (16) ◽  
pp. 8772
Author(s):  
Catherine Wong Hui Tiing ◽  
Melor Md Yunus
Keyword(s):  
Systematic Review ◽  
Research Design ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Board Games ◽  
Qualitative Research Design ◽  
Prisma Statement ◽  
Speaking Skill ◽  
Meta Analyses ◽  
Speaking Skills

English is a fundamental language to learn as it is used worldwide. The teaching and learning of English has been emphasized in Malaysia as English plays a major role in global communication. However, speaking performance was recorded as poor and weak among pupils in ESL classrooms. Previous researchers explored a myriad of communicative language activities to improve speaking skill. Board games are employed as one of the most useful tools to improve speaking skills among pupils. This systematic review was conducted to examine pupils’ perceptions on the use of board games in learning and speaking, as well as the usefulness of board games in improving their speaking skill. A total of 35 articles, from the period 2017–2021, were accessed through three databases: Google Scholar, ERIC and SAGE Journals. The review was conducted systematically based on the guidelines from the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Based on the articles gathered, the results showed that the qualitative research design was mostly used to collect pupils’ opinions on the use of board games, while quantitative research design was mostly used to evaluate the usefulness of board games in improving speaking. Overall, the systematic review revealed that board games had several positive impacts in pupils’ speaking performances such as improving speaking competency, enhancing motivation in speaking and increasing interpersonal interaction among pupils. It is suggested that future studies could focus on investigating teachers’ opinions on the use of board games in teaching and speaking.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

2021 ◽  
Vol 13 (15) ◽  
pp. 8571
Author(s):  
Siti Fatimah Abd Rahman ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Learning Approach ◽  
Intention To Use ◽  
Flipped Learning ◽  
Use Of Technology

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

scholarly journals Enacting alternatives to nationalist essentialising in language learning: Students’ voices

2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Critical Discourse ◽  
Innovative Teaching ◽  
Language And Culture ◽  
Theoretical Approaches ◽  
Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

A Systematic Review of Gamification Within E-Learning

2022 ◽  
pp. 123-140
Author(s):  
Samuel Muthee Kamunya ◽  
Robert Obwocha Oboko ◽  
Elizaphan Muuro Maina ◽  
Evans Kirimi Miriti
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Systematic Reviews ◽  
Policy Makers ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Meta Analyses ◽  
Enhanced Learning ◽  
User Motivation

The focus of this study was to review and evaluate the effectiveness of gamification within e-learning platforms. The study deployed systematic literature review methodology to evaluate how effective gamification has been used within e-learning platforms. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Approach (PRISMA), starting with 366 articles, shifting to a final 34 articles for consideration. It was established that gamification positively influences and enhances learning within the e-learning platform. Therefore, the study recommends policy makers, designers, and implementers of e-learning platforms to consider incorporating gamification elements in order to increase user motivation and engagement for enhanced learning.

scholarly journals Predicting suicidal behaviours using clinical instruments: Systematic review and meta-analysis of positive predictive values for risk scales

2017 ◽  
Vol 210 (6) ◽  
pp. 387-395 ◽  
Author(s):  
Gregory Carter ◽  
Allison Milner ◽  
Katie McGill ◽  
Jane Pirkis ◽  
Nav Kapur ◽  
...  
Keyword(s):  
Systematic Review ◽  
High Risk ◽  
Meta Analysis ◽  
Modifiable Risk Factors ◽  
High Quality ◽  
Policy Makers ◽  
Predictive Values ◽  
Effective Interventions ◽  
Self Harm ◽  
Meta Analyses

BackgroundPrediction of suicidal behaviour is an aspirational goal for clinicians and policy makers; with patients classified as ‘high risk’ to be preferentially allocated treatment. Clinical usefulness requires an adequate positive predictive value (PPV).AimsTo identify studies of predictive instruments and to calculate PPV estimates for suicidal behaviours.MethodA systematic review identified studies of predictive instruments. A series of meta-analyses produced pooled estimates of PPV for suicidal behaviours.ResultsFor all scales combined, the pooled PPVs were: suicide 5.5% (95% CI 3.9–7.9%), self-harm 26.3% (95% CI 21.8–31.3%) and self-harm plus suicide 35.9% (95% CI 25.8–47.4%). Subanalyses on self-harm found pooled PPVs of 16.1% (95% CI 11.3–22.3%) for high-quality studies, 32.5% (95% CI 26.1–39.6%) for hospital-treated self-harm and 26.8% (95% CI 19.5–35.6%) for psychiatric in-patients.ConclusionsNo ‘high-risk’ classification was clinically useful. Prevalence imposes a ceiling on PPV. Treatment should reduce exposure to modifiable risk factors and offer effective interventions for selected subpopulations and unselected clinical populations.

scholarly journals Perceptions Of Madrassa Students And Teachers Towards English Language Learning

2020 ◽  
pp. 64-80
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Research Study ◽  
Male Students ◽  
English Language Learning ◽  
Policy Makers ◽  
Learning And Teaching ◽  
Descriptive Research ◽  
Selection Of

The purpose of this descriptive research study is to find out the perceptions of students and teachers about the problems and challenges in learning and teaching of English language in Madrassas located in urban area of District Mardan. The main objectives of the study are to assess the attitude of both the students and teachers towards English language; to find out the required facilities for the teaching and learning of English and to put forward the recommendations of the students and teachers for the eradication of the problems and challenges to English language learning and teaching in Madrassas. The population of the research study consist of all Madrassas and all male students and teachers in Urban Madrassas in District Mardan. The researchers use convenient sample for the selection of Madrassas. Selection of students is based on thirty percent proportionate sample; while teachers are selected on the basis of hundred percent proportionate samples accordingly. Two separate questionnaires are the instrument for data collection. The questionnaires comprised on both closed and open ended items. The collected data were analyzed using percentage and thematic analysis. Findings of the study revealed that there are no proper facilities for the teaching of English language. The results of this research study may be helpful for the policy makers to emphasize more on the importance of English language learning in Madrassas across Pakistan and Khyber Pakhtunkhwa in particular.

scholarly journals The use of Webquest in blended EFL learning in Indonesia to improve students’ speaking skills

ATTARBIYAH ◽  
2019 ◽  
Vol 28 ◽  
pp. 1
Author(s):  
Dian Amalia ◽  
Roko Patria Jati
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Foreign Language Learning ◽  
Pedagogical Issues ◽  
Learning Context ◽  
English As Foreign Language ◽  
Classroom Action Research ◽  
Speaking Skills

This study aimed to investigate the implementation of Webquest in a blended EFL (English as Foreign Language) learning context and the students’ speaking skills improvement dealing with it. A number of 21 students were involved in the classroom action research designed. This classroom action research focused on two pedagogical issues of the methodology as well as the students’ improvement of their speaking skills. The lesson plan including the test instruments was prepared in line with the proposed teaching model. To begin, the observation supported with field notes was executed to describe the teaching and learning process. We played the role of passive participant in this period. Subsequently, the students’ speaking skills were evaluated through oral test in which the results of pre-cycle test as well as after-cycles were analyzed using t-test. We found that there was a significant improvement on the students’ speaking skills in term of pronunciation, intonation, fluency, grammar and vocabulary within two cycles of action research. Thus, the implementation of Webquest as media in blended learning was successful to improve the students’ speaking skills.

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