A Comparative Study of Information and Communication Technology (ICT)-Based and Conventional Methods of Instruction on Learners’ Academic Enthusiasm for L2 Learning

Abstract

The present study aimed to compare the effects of information and communication technology (ICT)-based and conventional methods of instruction on ninth-grade students’ academic enthusiasm for L2 learning (English). The statistical population included all ninth-grade students from lower secondary schools for girls located in the city of Tehran, Iran, in 2019–2020. For this purpose, applied research with a quasiexperimental design was employed to meet the study objectives. To select the statistical sample, the convenience sampling method was used, so one school equipped with the essential facilities was chosen to implement the ICT-based education. Then, two classrooms at the given school were selected as the experimental and control groups, each one consisting of 27 students, based on the random sampling method. The research tool was the 15-item Academic Enthusiasm Questionnaire (AEQ) containing behavioral, emotional, and cognitive subscales, and recruiting a five-point Likert-type scale. All the classrooms initially received a pretest, and then the experimental group was instructed by the ICT-based education. Finally, all the study groups completed a posttest. Moreover, inferential and descriptive statistics were applied for data analysis. The study results demonstrated a significant difference in terms of the baseline academic enthusiasm between the experimental and control groups. In addition, the ICT-based method of instruction showed stronger effects on students’ academic enthusiasm than the conventional one.

Mathematics Distance Learning and Learning Loss During COVID-19 Pandemic: Teachers’ Perspectives

“…The teachers also showed that teaching through the experience of learning loss contributes to increasing their motivation towards developing their teaching skills and relying on teaching methods and methods that motivate students and increase their motivation. This result is consistent with what was indicated by many previous studies (Fannakhosrow, et al, 2022;Donnelly & Patrinos, 2021;Tashtoush, et al, 2022 b;Wahyudi, 2021;Rasheed & Tashtoush, 2021, Tashtoush, et al, 2020.…”

“…Moreover, the subject of learning loss was presented through some strategies. Teaching methods are compatible with students' needs, as indicated by previous studies (Tashtoush, et al, 2022 a;Fannakhosrowet, et al, 2022;Schult, et al, 2021;Tashtoush, et al, 2020 a). The prolonged interruption in the educational process during the Corona pandemic resulted in educational, psychological, and moral dangers, and social roles played a negative role in widening the educational gap, as students lost their right to education, classroom interaction, learning from their peers, unloading their energies, and, most importantly, preventing them from accessing the hidden curriculum that would otherwise be available to them.…”

The effect of a training program based on TIMSS to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers

“…The results showed that 58.2% of the teachers reached the level of their mental habits of the third level (practice habits of mind) and the fourth level (practice habits of mind significantly), which constitutes more than half of the teachers. This is consistent with many previous studies that indicated the effectiveness of using training programs in developing the levels of habits of mind (Agyei & Voogt, 2014;Al-Jizani & Warad, 2012;Fannakhosrow et al, 2022;Makamure & Jita, 2019;Tashtoush et al, 2022;Tinh et al, 2021).…”

“…By reviewing the theoretical and research literature, as well as looking at some scales of habits of mind in math (Assadi & Hibi, 2020;Berisha & Vula, 2021;Fannakhosrow et al, 2022;Tinh et al, 2021;), a standing scale was prepared at the form of a questionnaire according to the 5-choice Likert scale, that consisted of 30 items that included three sub-scales (thinking flexibly, metacognition, and questioning & posing problems), with a maximum score of 150 and a minimum score of 30.…”

The Comparison of the Efficiency of the Lecture Method and Flipped Classroom Instruction Method on EFL Students’ Academic Passion and Responsibility

“…The findings of this study show that FCI effectively improves students' AP. This finding is consistent with the findings of (Bouwmeester et al, 2019;Burrows, 2010;Chang et al, 2022;Chen et al, 2018;Douglas, 2022;Fannakhosrow et al, 2022;McLean et al, 2016;Polat & Yilmaz, 2022;Wang & Holcombe, 2010;Wang et al, 2011) and inconsistent with Laura-De La Cruz et al ( 2022), Li et al (2022), Pratiwi et al (2022) findings. In explaining this finding, AP can be considered an activity that motivates active learning.…”