International Journal of Innovative Research in Education

Exploring the differential effects of pre-task planning conditions on intermediate EFL learners’ oral production

2025-01-06T11:55:48+03:00

Task planning plays a crucial role in task-based language teaching (TBLT) and second language (L2) acquisition. However, the effects of different classroom organizations during pre-task planning on task performance remain unclear. This study examines how various planning approaches impact intermediate English as a Foreign Language (EFL) learners' oral performance in terms of complexity, accuracy, and fluency. Sixty intermediate EFL students were randomly assigned to three experimental groups and one control group. The control group performed a decision-making task without planning, while the experimental groups engaged in pre-task planning under three conditions: individual planning, pair work, and guided planning (using content and language guidelines). Findings revealed that individual and pair work planning significantly improved fluency compared to guided planning. Individual planners achieved the highest complexity levels, followed by pair work and guided planners, while guided planning resulted in better accuracy than the other approaches. These results highlight the varying effects of classroom structures on different aspects of L2 performance. Tailoring pre-task planning methods to instructional goals can optimize specific language performance dimensions. The study emphasizes the need for flexible planning strategies to support diverse learner needs and pedagogical objectives in TBLT.

Keywords: Guided planning; individual planning; pair planning; task planning

Identifying gifted EFL learners among Serbian students majoring in pre-school teaching

2024-10-11T09:52:44+03:00

This study explored the identification and understanding of giftedness in foreign language learning, with a particular focus on the critical role of teachers in educational practice. Addressing the gap in aligning teachers' and peers' assessments of giftedness, the research aimed to examine the correlation between university students' evaluations of their peers' giftedness and their professor's assessments in this domain. The study involved 120 first-year university students, aged between 19.5 and 20.5 years, from the Faculty of Education in Jagodina, Serbia. Data on giftedness in learning English, focusing on learning, creativity, and motivation, were gathered using an adapted scale for rating behavioral characteristics of gifted learners. The findings revealed no statistically significant correlation between the students and the teacher's assessments of giftedness in learning or creativity. However, a statistically significant correlation emerged in the domain of motivation for learning English. These results highlight the complexity of evaluating giftedness and underscore the need for further research on the interplay between different dimensions of giftedness and assessments in educational settings. Among other recommendations, the study suggests expanding future research to explore additional domains of giftedness at the university level.

Keywords: Creativity; foreign language learning; giftedness; motivation.

Evaluating constructive alignment: An analysis of learning outcomes, learning experiences, and assessment techniques at a public university

2024-10-11T09:51:45+03:00

This study examines the implementation of constructive alignment in academic programs at a public university in Zimbabwe, a critical approach aligning intended learning outcomes, teaching activities, and assessments to enhance student learning. Despite its proven benefits, limited research has explored its application in Zimbabwean higher education, leaving a gap in understanding its effectiveness and challenges within this context. Using an explanatory sequential mixed methods design, the study analyzed 28 module outlines selected through random sampling and conducted structured interviews with 20 purposively selected respondents. Quantitative data were analyzed using descriptive statistics, while thematic analysis was applied to qualitative data. The findings show that constructive alignment facilitated more coherent and integrated learning experiences by enabling instructors to define learning outcomes and align teaching and assessments effectively, fostering deeper student understanding. However, challenges such as insufficient institutional support, limited professional development, and the need for continuous curriculum refinement were identified. The study highlights the importance of addressing these challenges to optimize constructive alignment’s benefits. Recommendations are provided for improving alignment strategies to enhance academic performance and student engagement. These findings contribute to broader discussions on improving the quality and effectiveness of higher education in Zimbabwe and similar contexts.

Keywords: constructive alignment, approach, teaching/learning; outcome-based; quality enhancement.

Research on the global competence and experience of undergraduates

2024-10-30T11:47:29+03:00

In response to the growing demand for higher education to cultivate global talent amid contemporary global developments, this study investigates the status of Chinese universities’ efforts in fostering global competency among undergraduates. Addressing a research gap in understanding the relationship between students’ global experiences and their global competency, the study surveyed 3,513 undergraduates, comparing outcomes across different types of universities and analyzing key factors contributing to global competency. Using regression analysis, the study reveals that undergraduates from Project 985 universities scored significantly higher in global competency and engaged more frequently in globalization-related activities compared to their peers at nonelite institutions. Global experiences, including participation in internationalization-focused courses, academic events with global themes, social interactions with overseas students, and maintaining connections with foreign peers, were found to significantly enhance students’ global competency. These findings highlight the need to balance internationalization efforts across both elite and nonelite universities while emphasizing the importance of enriching students’ academic and communicative experiences. The study underscores the critical role of equitable and diverse internationalization strategies in developing global talent, offering actionable insights for policymakers and educators aiming to strengthen global competency across higher education institutions.

Keywords：Global competence; global experience; undergraduates

Future-Ready Education: The Role of English Language and Technology in Meeting SDGs

2025-01-27T10:54:48+03:00

As the world becomes increasingly interconnected, the role of English as a global lingua franca is more critical than ever. This keynote speech will explore the transformative potential of English language technology in advancing global education and contributing to the United Nations' 17 Sustainable Development Goals (SDGs). In a digital age, integrating English education with advanced technologies presents a unique opportunity to drive sustainable development. This study will highlight successful case studies from diverse regions, showcasing implementations of English language technology that have led to improved educational outcomes. These examples emphasize sustainable and inclusive approaches to leveraging technology for educational equity. By utilizing digital tools, such as AI-driven platforms, educational institutions can provide personalized and accessible learning experiences, supporting broader societal goals. The speech will also connect enhanced English skills to specific SDGs, such as Quality Education (Goal 4), Reduced Inequalities (Goal 10), and Partnerships for the Goals (Goal 17). It will demonstrate how English proficiency can empower individuals, bridge educational gaps, and promote global cooperation for sustainable development. Additionally, the keynote will discuss the challenges of deploying technology in education, such as the digital divide, data privacy, and the need for context-specific adaptations, offering solutions to maximize benefits while addressing potential drawbacks.

Keywords: Sustainable Development Goals, English Technology, Global Education, Digital Literacy, Equity

The role of school administration in enhancing educational outcomes

2025-03-11T15:28:56+03:00

This study examined the role of school administration in enhancing educational outcomes. A descriptive survey method was employed, utilizing a questionnaire administered to a randomly selected cluster sample of 226 participants. The findings indicate that respondents perceive school administration as having a moderate overall impact on improving educational outcomes. While school administrators were found to fulfill their functional roles at a high level, teachers rated their effectiveness as moderate. Among the various dimensions assessed, the administration’s role in technical and administrative tasks was the most prominent, receiving an average rating. Conversely, engagement with parents was identified as the least developed aspect. Based on these findings, several recommendations were proposed to support educational policymakers and school administrators in strengthening public education outcomes. The study underscores the need for enhanced administrative strategies, particularly in fostering stronger collaboration with parents, to further improve educational effectiveness.

Keywords: Educational outcomes; performance improvement; school administration; school principals

Using gamification through wordwall to enhance concentration in ADHD students at inclusive primary schools

2025-03-11T15:38:48+03:00

This study investigates strategies to enhance the learning concentration of elementary school students with attention deficit hyperactivity disorder (ADHD) in Subang City, West Java Province. ADHD students often face challenges in maintaining focus and processing learning materials, particularly in subjects that require sustained attention. Despite the increasing integration of inclusive education, effective methods to support ADHD students remain underexplored. This study examines the use of gamification as an alternative approach to improving learning concentration in inclusive primary schools. A qualitative descriptive research design was employed, involving in-depth interviews, focus group discussions, and classroom observations. Participants included four teachers, four ADHD students, four parents, and one school principal. The findings indicate that gamification enhances ADHD students’ concentration through a structured process, including defining learning objectives, designing engaging scenarios, and fostering interactive group dynamics. The study’s implications suggest that gamification can serve as an effective instructional model for inclusive education, providing valuable insights for educators in similar contexts.

Keywords: ADHD; concentration; gamification; inclusive school; student

Utilizing educational technology to enhance access to local wisdom practices in promoting religious moderation

2025-03-11T16:31:34+03:00

This study aimed to examine the role of educational technology in facilitating the practice of local wisdom to promote religious moderation. A descriptive qualitative approach was employed, involving the community of Ramah Agung Village, North Bengkulu Regency, Indonesia. This village was selected due to its high level of religious diversity, influenced by religious leaders, local government, and community members. Data were collected through observations, interviews, and document analysis, focusing on local traditions such as Galungan, Kuningan, Ngaben Masal, Pura anniversaries, cremation ceremonies, and Christmas celebrations. The validity of the data was ensured through the observation persistence technique using the triangulation model. The findings indicate that educational technology serves as an effective tool for practicing local wisdom in a multicultural society. It enhances accessibility to cultural and religious practices while encouraging continuous innovation. The study provides a model for integrating technology into religious moderation efforts, offering insights for policymakers and educators in fostering social harmony within diverse communities.

Keywords: Educational technology; inter-religious harmony; local wisdom; religious moderation