International Journal of Teaching and Learning

CASE STUDY: ENHANCING ENGLISH LISTENING COMPREHENSION SKILLS AMONG PRESCHOOL CHILDREN

Mahani Abdul Malik — 2023-12-30

Listening comprehension skills encompass multiple processes that a child needs to master to enable the child to comprehend and make sense of spoken language. This study explored private preschool teachers' storytelling teaching experiences when appropriate teaching strategies were used to enhance preschool children's English listening comprehension skills. The study employed the qualitative approach in collecting data, and the thematic method was used in analysing data. Data collection was done through teachers' semi-structured interviews and children's observations. A total of two female preschool teachers and six preschool children from a private preschool located in Selangor were selected through purposive sampling. The data collection was done in two phases: Phase 1 involved data collection of the teacher's teaching strategy and challenges faced during teaching and learning. Phase 2 involved designing an appropriate strategy teacher can use to enhance children's English listening comprehension skills. This study found that the strategy developed in this research made it easier for teachers to motivate children further to improve their listening comprehension skills. The teachers also found the new teaching strategy very beneficial, systematic and easy to follow. Children made more efforts to participate in the storytelling sessions.

THE RESILIENCE OF TEACHER EDUCATION INSTITUTIONS IN A POST-PANDEMIC TIME: A COMPREHENSIVE TEACHER EDUCATION MODEL IN CALABARZON

Maryann Lanuza — 2023-12-30

In the wake of the Covid-19 pandemic, the pandemic has disrupted the traditional education system and has necessitated new methods of teaching and learning in Hybrid-flexible learning. The paper focused on the five areas recommended for consideration by the study of NICEF Europe and Central Asia (2022) in educational development in post-COVID times. First is by determining the extent of implementation in five areas namely access, learning, well-being, safe school, and, nutrition and school feeding, and by testing if these five areas are equally implemented across provinces in the entire region IVA CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). The 1378 respondents were from the different Teacher Education Institutions (TEIs) in the entire Region. Students, faculty, and administrators were the delegation in the Annual TEI convention that assessed the high implementation of resilience evaluation. However, the data was not normality distributed and hence used a Kruskal Wallis H-Test. Statistical differences were established when grouped according to agebracket (p≤0.000) from areas 3, 4, and 5 of resilience, area 4 was tested significantly differently by males and females (p=0.003). Also, all areas of resilience were tested significantly by students, faculty, and administration (p≤0.000). Lastly, all areas were implemented differently across five provinces in the entire region (p≤0.000). Although assessments were in high regard, TEIs may have uncommon implementation. They may share best practices to attain equal ways and achieve a single outcome in all areas of resilience. The study underscored highlights of resiliency especially the inclusion of safe schools that enable operations in line with national guidance, and also learning that broadly and encompasses all aspects of teaching and learning, assessment and support to socio-emotional learning. Together with the state of well-being, access to education and nutrition especially monitoring health protocols since the COVID-19 virus is lurking around the corner and complacency should be discarded.

DIFFERENTIATED INSTRUCTION IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN ELEMENTARY SCHOOL GREEK PUPILS WITH LEARNING DISABILITIES

Evdoxia Frantzeskaki — 2023-12-30

Due to the increasing frequency of learning difficulties among children, educators are looking for effective pedagogical strategies that promote fair education and academic accomplishment for all pupils. Differentiated instruction, which tailors teaching tactics to individual learning requirements, is one such method gaining popularity. Its effectiveness has been proved all around the world, especially in elementary school settings.

This article refers to a thesis research project undertaken in Greece. The goal of this study is to investigate the use and impact of differentiated teaching on the academic outcomes of Greek primary school pupils with learning difficulties, especially in the context of learning French. The study analyses the strategies utilized in providing differentiated teaching and evaluates its success based on the learning outcomes of the targeted students in order to accomplish this.

The study employs both qualitative and quantitative methodologies, relying on data from interviews and examinations to measure students' development. The major findings show that tailored teaching has the ability to positively influence the language learning experiences of children with learning difficulties. The study emphasizes the need of adapting teaching approaches to individual requirements, establishing an inclusive learning environment.

The findings have a wide range of consequences. These findings can be used by educators and policymakers to improve teaching practices for kids with learning difficulties. Educators may design individualized learning experiences that suit unique learning profiles by employing differentiated teaching, thus creating a more inclusive and successful education system. This study adds to the current discussion on pedagogical techniques for kids with learning difficulties by providing useful insights.