https://un-pub.eu/ojs/index.php/ijlt <p align="justify"><strong>International Journal of Learning and Teaching (IJLT)</strong> is an international, multi-disciplinary and double blind peer-reviewed journal. IJLT provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching.</p> <p align="justify">The journal is under the review of Scopus and Web of Science (ESCI). If the journal is accepted to be indexed, your article will also be included in these indexes.</p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to IJLT Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> BIRLESIK DUNYA YENILIK ARASTIRMA VE YAYINCILIK MERKEZI en-US International Journal of Learning and Teaching 1986-4558 <p>Authors who publish with this journal agree to the following terms:<br><br></p> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li> </ol> https://un-pub.eu/ojs/index.php/ijlt/article/view/9520 <p>This research explores the use of the imaginary dialogue method as an instructional tool to enhance English spelling skills among students, where teachers provide imaginative dialogue prompts on paper with guided instructions. The study aimed to describe students' responses to this method in an English language context. The study used purposive sampling and employed a descriptive qualitative approach. Data were collected through questionnaires, interviews, and documentation, then analyzed using data reduction, data display, and conclusion-drawing techniques. Findings indicate that students responded positively to the imaginary dialogue method as an engaging and effective alternative for learning English speaking skills. Results showed a notable improvement in students’ engagement and mastery of English-speaking skills using the imaginary dialogue method. Additional findings from the questionnaires revealed varying attitudes toward English, with some students showing a strong positive response, while others expressed a more moderate interest. These results suggest that the imaginary dialogue method can be an effective and engaging approach for supporting English language learning among middle school students.&nbsp;These findings suggest that the imaginary dialogue method can be a beneficial supplementary tool for enhancing English language skills among middle school students.</p> <p><strong><em>Keywords:</em></strong>&nbsp; Dialogue imaginary method; English skill; spelling;&nbsp;student response.</p> Retno Wulandari Juang Kurniawan Syahruzah Copyright (c) 2024 International Journal of Learning and Teaching https://creativecommons.org/licenses/by-nc-nd/4.0 2024-10-30 2024-10-30 16 4 194 201 10.18844/ijlt.v16i4.9520 https://un-pub.eu/ojs/index.php/ijlt/article/view/9519 <p>Problem-solving is a key aspect of mathematics instruction. Although it is part of several national curricula, its implementation is still being vastly explored. This research aimed to investigate and update the existing educational process in mathematics teaching in primary education by designing and evaluating an experimental model of problem-based mathematics education. The study used a pedagogical experiment, with a sample of 240 pupils in Grade 3 from four selected Slovenian primary schools. The results showed that the use of an experimental model of problem-based learning had a statistically significant effect on pupils’ mathematics achievement in all the domains of mathematics in terms of numbers, geometry, logic, and set theory. The study suggests that modern school reforms should focus on problem-based mathematics instruction as a means of achieving meaningful and lasting knowledge in students.</p> <p><strong><em>Keywords</em></strong><strong>:</strong> Achievement; experiment; mathematics; problem-solving; problem-based instruction.</p> Daniel Doz Mara Cotič Nastja Cotič Copyright (c) 2024 International Journal of Learning and Teaching https://creativecommons.org/licenses/by-nc-nd/4.0 2024-10-30 2024-10-30 16 4 176 193 10.18844/ijlt.v16i4.9519