classroom environment
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2022 ◽  
Vol 15 (2) ◽  
pp. 1
Author(s):  
Takako Inada

The purpose of this study was to identify the causes of speaking anxiety in highly anxious students, of which their teachers might not have been aware, and solutions to alleviate the problem. Sixteen students from a Japanese language-oriented university participated in an interview survey. The participants’ anxiety levels were measured using a five-point Likert scale questionnaire that included five items related to foreign language classroom anxiety. The results were compared to the results of interviews with their teachers, and interesting responses from the student interviews that their teachers did not raise were highlighted. The main causes of anxiety were an unpleasant classroom environment, peer pressure, and non-ideal class types. Students argued for several strategies to reduce the anxiety associated with speaking practice, increase their use of English, and improve their proficiency. To achieve these strategies, teachers need to take into account the opinions of students they did not previously focus on.


2022 ◽  
Vol 27 ◽  
pp. 767-797
Author(s):  
Yousef Ali Ahmed Al-Nahdi ◽  
Shuo Zhao

There is an increasing demand in recent years for the study of the Arabic language by foreign learners as a second language, especially Chinese students. There are wide ranges of necessity to Arabic languages, such as commercial, industrial, economic, cultural, political, media, and other fields. Many foreign learners are learning this language to increase demands in all areas of life and use it in non-Arabic-speaking countries. China is one of those earliest countries that took this advantage and offered this program for an academic major. It’s almost 37 universities and institutes where the Arabic language is taught in China. The request for learning this language has increased because of the urgent need for exchange programs with Arab-speaking countries. As result, international experts believe motivations are an important factor in teaching Arabic to non-speakers that can be influential reasons for the foreign learners to practice, argue, push and motivate them to benefit more and overcome the difficulties of the Arabic language. This study examines two facial types of motivations, instrumental and integrative motivations. In this study, all participants are Chinese students currently studying in China. The number of participants was 125 students from both genders, including 4 academic directors of the Arabic language department in five public Chinese Universities. The findings show that Chinese students learning Arabic as a Second Language (ASL) are highly instrumental than integrative to studying Arabic. A lack of experience of the Arabic language in their classrooms and society guides their attitude. The findings also revealed that there is a relationship between the language structure and a classroom environment that decreases their motivation and achievements of learning Arabic.


2022 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Awilda Hernandez

It has been shown that Culturally Relevant Pedagogy is beneficial in schools with a wide range of populations because of its emphasis on academic achievement for all students, cultural competency, and social justice issues. This study focused on teachers’ perceptions about how to use a Culturally Relevant Pedagogy model in the classroom. Interviews with 20 in-service teachers across eight states revealed the following themes: (a) teachers’ ideas about Culturally Relevant Pedagogy and the classroom environment, and (b) school and district support on Culturally Relevant Pedagogy and social community, resources, and teachers’ training to understand Culturally Relevant Pedagogy. This paper explores themes to reveal how in-service teachers perceived their preparedness to teach using CRP strategies in the classroom. In order to close the achievement gap, a paradigm change is required. It is necessary to employ CRP strategies to create this change and integrate students’ everyday life with classroom learning objectives so that achievement disparity in classrooms may be reduced. English Language Learners (ELLs), students with low socio-economic status, and racial/ethnic minorities were the focus of this study.


2022 ◽  
Vol 4 (3) ◽  
pp. 111-131
Author(s):  
Christina Long Iluzada ◽  
Robin L. Wakefield ◽  
Allison M. Alford

College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.


2022 ◽  
Vol 13 (1) ◽  
pp. 46-57
Author(s):  
Kaharuddin ◽  
Mardiana ◽  
Djuwairiah Ahmad ◽  
Al Amini Indah Sari

This study aims to examine the learners’ skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners’ English writing skills. Interviews were held to confirm factors affecting the students’ skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student's t-test confirms it: t = 5,846; p < 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners’ skills in writing English descriptive texts, i.e. Learners’ Interest, Teacher’s Strategy, Teacher’s Media, Classroom Environment, and Learners’ Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students’ skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy.


2022 ◽  
pp. 33-45
Author(s):  
Şeyma Çağlar Özhan ◽  
Arif Altun

Teaching practicum is an essential component of any teacher training program. It usually involves theoretical knowledge related to content and teaching in general, classroom management strategies, and skills utilized when confronted with challenging situations. Distance learning tools may impact knowledge transfer. Using artificial intelligence-based virtual classrooms posed a challenge for pre-service teachers to address teaching and learning due to the COVID-19 pandemic. This study addresses incorporating an artificial intelligence-based virtual classroom environment with a recommendation feature as an open-access software to help pre-service teachers develop their teaching skills. Also, the study addresses recommendations to support educators' professional development. Finally, further recommendations and future directions provide thought-provoking ideas for using artificial intelligence-based virtual settings for teaching.


2022 ◽  
pp. 587-612
Author(s):  
Eyup Yünkül

With the widespread use of instructional technology in the classroom environment, learning materials are designed according to the interests and needs of learners at different levels. These materials offer flexibility to learners and teachers about time and space. In the information age we live in, many digital materials are used to make learning more effective and permanent. When it comes to digital material, digital texts, videos, presentations, simulations, and animations come to mind. Videos that appeal to both visual and auditory senses appear as important teaching materials. Educational videos, one of the important digital learning resources, are also used in both traditional teaching and contemporary learning approaches. Many studies have shown that educational videos are a very important learning tool in face-to-face and online learning environments. In this context, the aim of this chapter is to talk about the design of educational videos that can be used in online courses in accordance with the principles of multimedia.


2022 ◽  
pp. 164-179
Author(s):  
Emily Guetzoian

This chapter discusses gamification strategies in the context of higher education student worker training. Specifically, it builds on the concepts of gamification in corporate training contexts and gamification in the academic classroom environment. It also considers various options to support gamified training content and methods to support student worker engagement and knowledge retention. It explains how these strategies relate to the concept of information literacy for an adult, higher education population. This chapter is ideal for higher education staff, faculty, or administrators who design training curricula for student workers.


2022 ◽  
pp. 22-41
Author(s):  
Karina Becerra-Murillo

Students with autism spectrum disorder (ASD) often display atypical behaviors which general education teachers may not know how to handle. As a result, students with ASD may not get the opportunity to be educated alongside typical peers in the least restrictive environment. Segregated settings often become the most recommended setting for students with ASD. The way to change this practice is if the child's parent is willing to speak up and request an inclusive, less restrictive setting. Working together with the school site, as an equal partner, parents can collaboratively prepare the student for an inclusive setting. Inclusive environments can be overwhelming to a student with ASD, if they come from a smaller classroom environment. Preparing the student and teacher for the transition can help to eliminate potential barriers in the inclusion process. Barriers can be identified through the individualized education plan (IEP), and solutions can be devised within that process.


2022 ◽  
pp. 111-137
Author(s):  
Pam L. Epler

In many college teacher preparation programs across the United States, students who want to become a general education teacher are required to take a course focused on teaching students who have disabilities. Typically, that course provides an overview of the Individuals with Disabilities Education Act and the characteristics of each of the 13 categories of disabilities. That course does not present various strategies a general education classroom teacher can use to educate these students, despite the fact that more and more disabled students are being educated in a general education classroom environment. Thus, this chapter provides resources and research-based reading, math, language arts, and social skills strategies general education teachers can utilize when educating a student with a specific learning disability in their classrooms. The resources presented in this chapter are not meant to take the place of special education teachers but to supplement practices for when they are not available.


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