GeoGebra integrated instruction: Effectiveness and empowerment

Integrating ICT in mathematics instruction has been becoming the pertinent issue in Nepal. In this context, this paper explores the effect of GeoGebra embedded instruction in students learning, particularly in geometry at school level. GeoGebra is the widely used open source software which can cover almost all areas of school mathematics. So, this paper will contribute the important research findings on whether the ICT integrated instruction plays effective roles in teaching and learning mathematics. Quasi experimental design was used to conduct the study. Two parallel sets of achievement test papers, observation note and interview schedule were used to collect the data from the respondents. The data obtained from test paper was analyzed using mean, standard deviation and t-test at 0.05 level of significance. Whereas the data obtained from interview and observation wasanalysed by using general inductive approach. The result of the study indicated that the achievement score of experimental group was significantly higher than control groups after using GeoGebra in teaching mathematics.Besides, the quantitative findings, students in experimental group seemed more active and motivated during the intervention. Creativity and self-exploration are two important skills they developed after the intervention. It can be concluded that ICT embedded instruction is an effective approach for better mathematics learning

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study (N = 118 pre-service biology teachers), we investigated the effects of separated instruction (knowledge facets were treated successively without linking) or integrated instruction (knowledge facets were presented in an interrelated way) on PK, CK, PCK and the application of PCK in a video-based assessment tool in comparison to a control group (receiving no instruction). Both pathways of instruction were provided by a lecturer on the curricular topic of senses and sensory organs, exemplified for the topic skin. Results point to the effectiveness of both ways of instruction in terms of knowledge increases for CK and PCK. In addition, working with the video-based assessment tool may have had an additional effect on PCK. No effects for PK could be found, possibly due to a ceiling effect. Moreover, there was no effect of the intervention on the application of PCK. However, tendencies in descriptive results indicating a possible advantage concerning separated or integrated instruction with regard to CK and PCK are discussed. Overall, our results indicate that the use of video-based tools can complement instructional approaches to knowledge acquisition.

Fostering Learners’ Language Proficiency in Oral Class: A Lesson Plan for Integrated Instruction of English Listening and Speaking Skills

This paper aims to foster language learners’ English proficiency by means of integrated instruction of listening and speaking skills in English oral class. It develops a comprehensive lesson plan from the selected textbook, which is applied to first-year English-major students in a northern university in China. The findings of the study are that students’ language accuracy and metacognitive awareness would be significantly improved through perception practice in the listening process. In addition, sufficient input previous to listening exercises enables students to produce spoken output more effectively and efficiently. An integrated lesson plan, emphasizing both English listening and speaking skills, helps language learners in improving language fluency and complexities, and eventually in enhancing their pragmatic competence to develop into strategic listeners and competent speakers in the target language.

The Integration of Implicit and Explicit Vocabulary Instruction, Project-Based Learning, Multimedia, and Experiential Learning to Improve Thai EFL Senior High School Students’ Vocabulary Ability

This study highlights the significance of the integration of implicit-explicit vocabulary instruction, project-based learning (PBL), multimedia, and experiential learning to improve Thai EFL senior high school students’ vocabulary ability. It aimed to investigate to what extent the integration affected Thai EFL senior high school students’ vocabulary ability and how their perceptions toward the instruction were. The study involved 45 tenth-grade students at a public high school in Bangkok, Thailand. A vocabulary pre- and post-test was used to evaluate the students’ vocabulary ability before and after the application of the integrated instruction. Additionally, students’ reflective journals (SRJ), a students’ perception questionnaire, and a semi-structured focus group interview provided qualitative data for analyzing the students’ perceptions toward the instruction. The findings revealed that all students’ test scores significantly improved and confirmed the effectiveness of the integrated instruction on vocabulary learning. All of the 45 students also reported positive perceptions toward the instruction. They reflected that the instruction was advantageous and practical since it facilitated their vocabulary learning, increased their self-confidence and improved their speaking skills. It also created a pleasant learning atmosphere, provided the students with more opportunities to participate in classroom activities, and encouraged the students to learn with technology.

Aiming for advanced intelligibility and proficiency using mobile ASR

This experimental study aimed to determine the impact of mobile-based Automatic Speech Recognition (ASR) in Gmail on intelligibility and proficiency, as well as whether any individual factors influenced learning outcomes. It focused on 26 Intermediate learners of French as a foreign language enrolled in two university courses geared towards the development of advanced oral skills but with different approaches to integrated instruction. It innovatively combined human-based and machine-based ratings within an ecological paradigm, following Levis’s (2005) intelligibility principle and Thomson and Derwing’s (2015) call for research that is readily useful for language instructors. Results show that ASR users significantly outperformed non-ASR users on intelligibility, particularly when exposed to instruction on spelling-to-sound patterns, and demonstrated the biggest growth in proficiency. Gender was also found to impact results. Pedagogical implications and venues for future research are offered.

A Holistic Approach to New Language and Literacy Development of Refugee Women

As the number of displaced people who need to learn the oral and written language(s) of their host communities increases, educators are faced with serious challenges. This chapter discusses some of these issues and ways to improve the language education of refugees, using as an example the case of Syrian women in Turkey with limited formal education. Good practices both at the program level and within particular instructional settings are outlined. At the program level, the authors suggest adopting a holistic approach; addressing challenges such as trauma, poverty, and unwelcoming social environment; offering lifelong education in local centers; and training teachers. Within the educational settings, teachers should get to know the learners in all their diversity; build on existing strengths; offer systematic, integrated instruction grounded in real-world needs and uses of language; consider both cognitive and affective dimensions of literacy; use technology; and facilitate language development through social interactions.