International Journal of New Trends in Social Sciences

AI-enhanced differentiated instruction: Leveraging technology to support multiple intelligences in language education settings

2025-07-18T17:11:27+03:00

This paper investigates the intersection of artificial intelligence (AI) and differentiated instruction (DI) through the framework of Gardner's theory of multiple intelligences in language education. With increasing diversity in learners' linguistic backgrounds, cognitive profiles, and proficiency levels, the need for personalized language teaching is more critical than ever. This study explores how AI-powered adaptive learning platforms and multimodal systems can facilitate differentiated instruction by responding to learners' dominant intelligences, linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Through systematic analysis of 15 empirical studies, three longitudinal case studies, and a comprehensive examination of 42 AI-powered language learning platforms, this research demonstrates significant improvements in learning outcomes when AI tools are aligned with learners' intelligence profiles. Results indicate 23-45% improvement in retention rates, 67% increase in learner engagement, and 89% teacher satisfaction with AI-enhanced differentiated approaches. By analyzing practical applications, case studies, implementation frameworks, and ethical considerations, the paper offers both a theoretical foundation and actionable guidance for educators and policymakers seeking to implement inclusive, AI-driven language instruction strategies in diverse educational contexts.

Keywords: Adaptive learning; artificial intelligence; differentiated instruction; educational technology; language education; multiple intelligences; personalized learning

Evaluating 5th-grade students’ opinions on parental involvement in the educational process

2025-07-22T15:10:18+03:00

This study investigates primary school students' perspectives on parental involvement in the educational process, emphasizing communicative competence between students and parents. While parental engagement is widely acknowledged as critical to students' academic and social development, there remains a gap in understanding how students perceive their parents' roles and communication practices within the school context. Addressing this gap, the study aimed to assess students’ communicative competence with parents and to explore teachers’ insights on familial communication dynamics. Employing a mixed methods approach, data were gathered from 80 fifth-grade students and 4 classroom teachers across public and private schools. Quantitative data were collected using a validated communicative competence scale and analyzed with statistical software. Qualitative data were derived from semi-structured interviews with teachers and examined through descriptive analysis. Results indicated no significant differences in students’ communicative competence levels based on gender or school type. However, qualitative findings revealed that while many students displayed effective communication skills, some experienced challenges stemming from parental disengagement. These findings highlight the importance of fostering consistent and supportive parental involvement and offer implications for educators seeking to enhance family-school communication strategies.

Keywords: Communication; education; mixed methods; parental involvement; primary students

Publishable or not? Analysis of technical issues among manuscripts of faculty researchers

2025-09-26T15:40:00+03:00

Manuscripts that are poorly prepared for publication remain one of the leading reasons why journals reject completed research papers. Although prior studies have identified the skills and challenges faced by academics in scholarly publishing, limited attention has been given to the technical issues within specific sections of manuscripts. This study addresses this gap by employing in-depth document analysis to examine flaws in manuscripts submitted for in-house review. Thirteen manuscripts from faculty members were evaluated by three external expert panels, and significant comments were thematically categorized. The analysis revealed that the introduction section contained the greatest number of weaknesses, particularly in establishing a sound theoretical foundation, integrating empirical evidence, and linking concepts coherently. Study designs were frequently assessed as weak, inappropriate, or inconsistent with the stated methodological approach. Furthermore, discussions often lacked clarity in articulating the rationale behind the study and its broader applicability. These findings highlight the persistent challenges faced by academics in aligning research design, theoretical grounding, and argumentation within manuscripts. The study emphasizes the need for capacity building in academic writing, particularly in structuring arguments, strengthening theoretical frameworks, and ensuring methodological coherence. Addressing these areas can improve the quality of manuscripts, thereby enhancing the likelihood of publication in reputable journals and contributing more effectively to scholarly discourse.

Keywords: academic publishing; faculty development; manuscript preparation; research design; scholarly writing

Using Indie songs to enhance seventh-grade students’ free poetry writing skills

2025-10-17T16:53:08+03:00

Students in the seventh grade often experience challenges in composing free poetry, particularly in selecting appropriate diction, developing themes, and expressing ideas creatively in written form. This study aims to examine the effectiveness of using indie songs as a medium to enhance students’ free poetry writing skills. Indie songs were selected as learning media because their emotional resonance and literary expressions in the lyrics can enrich students’ vocabulary and strengthen the aesthetic quality of their poetic language. The research employed a Classroom Action Research approach conducted in two cycles involving 20 students. The procedure consisted of four stages: planning, implementation, observation, and reflection. Data was collected through classroom observation and performance assessment of students’ poetry writing. The findings demonstrate that the use of indie song media effectively improved students’ ability to express ideas, select meaningful diction, and construct creative and coherent poems. The study highlights the pedagogical value of integrating music-based media in language learning to stimulate emotional engagement, expand linguistic resources, and develop students’ creative writing competencies.

Keywords: classroom research; creative writing; diction; indie songs; poetry learning.