Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes

Khazaie, Saeed; Ebadi, Saman

doi:10.1080/09588221.2023.2173612

Cited by 8 publications

(3 citation statements)

References 89 publications

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“…The potential of gamification for DI was identified in earlier studies (Zólyomi, 2022) too, and as such appears to be an area worthy of further exploration. The question has been investigated in the context of chemistry and mathematics teaching in primary and secondary education (e.g., Salleh, Rauf, Saat, & Ismail, 2022;Smith, 2018;Villamor & Lapinid, 2022) and at the tertiary level with regard to law studies (Seah, 2020) and teaching English for medical sciences (Khazaie & Ketabi, 2023), but in the domain of TEFL the possible links between gamification and differentiation are yet to be explored.…”

Section: Teachers' Self-reported Practices Of DImentioning

confidence: 99%

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Kótay-Nagy

2023

JALKI

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In recent decades, there have been growing expectations for language teachers to use differentiated instruction (DI) in their classrooms to address the diverse needs of their students. Currently, however, relatively little is known about how teachers of English as a foreign language (EFL) working in Hungarian public education view the concept of DI and implement it in practice. The present study sought to explore this question by interviewing eight Hungarian primary and secondary school EFL teachers on their views and practices of DI. More specifically, the study strove to explore the participants' understanding of and attitude towards DI as well as the differentiation strategies they report to use and the challenges and enablers they perceive when implementing DI. The data were subjected to template analysis. Results suggest that teachers have a solid understanding of the goals of DI and show a primarily positive attitude towards the approach but are less conscious about the strategies available to them and tend to differentiate mostly intuitively. They perceive challenges both in planning and delivering differentiated lessons, such as coping with increased preparation time and having to multitask in class. Exchanging good practices in formal and informal training sessions, cooperating with colleagues and parents, and having rearrangeable furniture and digital tools in the classrooms emerged as enablers of DI. Implications point toward the need for professional development opportunities that help teachers conceptualize their intuitive approaches and extend their repertoire of DI strategies. Researching how technology may enhance DI practices also appears to be warranted.

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Section: Teachers' Self-reported Practices Of DImentioning

confidence: 99%

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Kótay-Nagy

2023

JALKI

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“…It is important to note that improving reading skills also requires regular practice and personal training. The Artificial Intelligencebased reading improvement tool in Microsoft Teams should be part of a comprehensive strategy or program to enhance reading skills, and it should be used in conjunction with other appropriate activities and resources for this purpose (Khazaie & Ebadi, 2023).…”

Section: Introductionmentioning

confidence: 99%

The reality of using the Artificial Intelligence-based reading progress tool in Microsoft Teams to enhance the reading skills among English language teachers of the Education Department in Jazan Region and the Obstacles to its use.

Jarrah

2024

العلوم التربوية

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This study investigates the reality and challenges of using the reading Progress tool in Microsoft Teams to improve reading skills from the perspective of English language teachers. The study population consists of schools within the Jazan Education Department in Saudi Arabia. A total of 146 valid questionnaires were collected and analyzed. The findings reveal that English language teachers perceive the reading improvement tool in Microsoft Teams to offer a wide range of supplementary resources and tools that enhance classroom instruction. However, there is room for improvement in utilizing the tool for designing engaging and diverse instructional lessons. The challenges identified include overcrowded classrooms and difficulty accessing the application using personal accounts. Addressing these challenges can optimize the use of the reading improvement tool and create a favorable learning environment

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“…This is to say that FC is a flexible approach to teaching that can be adapted to different subjects and different learning styles. It is a promising method for improving student engagement and learning outcomes (Bergmann & Sams, 2012;Khazaie & Ebadi, 2023;Means et al, 2013). The findings of FC research are contradictory.…”

Section: Introductionmentioning

confidence: 99%

Flipped classroom strategy and Saudi secondary students' grammar proficiency

AlQout,

Alhamami

2023

englie

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This study investigated the impact of FC on Saudi secondary school students' grammar proficiency. The participants in this study were 61 Saudi female students from the second level of secondary school. The participants were divided into two groups: the control group consisted of 30 students, and the experimental group consisted of 31 students. The control group was taught using the traditional method of instruction, while the experimental group was taught using FC. The data collection instrument was a pretest and posttest that were designed by the researchers. The pretest was administered at the beginning of the intervention, and the posttest was administered after a period of four weeks. The data from the pretest and posttest were analyzed quantitatively. The findings of the study revealed that FC did not have a significant impact on students' performance in grammar. There was no statistical difference between the scores of the students in both groups in the posttest. This study contributes to the existing literature on FC by providing evidence that FC does not have a significant impact on students' performance in grammar. One explanation is the potential mismatch between the self-directed nature of online education and the level of maturity and discipline typically expected from high school students. Also, other factors, such as the quality of the instructional materials and the teacher's pedagogical skills, may be more important than FC in improving students' grammar proficiency.

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Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes

Cited by 8 publications

References 89 publications

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

The reality of using the Artificial Intelligence-based reading progress tool in Microsoft Teams to enhance the reading skills among English language teachers of the Education Department in Jazan Region and the Obstacles to its use.

Flipped classroom strategy and Saudi secondary students' grammar proficiency

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