instructional-strategies
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- PaperERIC — Assessment & second language1 Jan 2025
An Instructional Exploration of Integrating Analogical Reasoning and the Feynman Technique in English as Second Language (ESL) at the Primary Level
Aihua Cheng, Nirat Jantharajit, Supawadee Kanjanakate
This study proposes integrating analogical reasoning and the Feynman Technique for primary-level ESL instruction using a five-level approach (warm-up, input, processing, reflection, transfer). The combination is found to enhance young learners' understanding, accuracy, and critical thinking. The research offers a cognitively grounded framework with implications for future longitudinal studies.
Original abstract
The proposed research will examine the integration strategy between analogical reasoning and the Feynman Technique in primary school English as Second Language learning. The proposed research will be developed according to a qualitative approach, as the classroom implementation will be targeted. Analogical reasoning will allow young learners to create a conceptual link between old and new information, while the Feynman Technique will enable better comprehension and recall information by explaining things in a simple manner. An approach involving five levels: warm-up, input, processing, reflection, and transfer, including activities like analogy creation, peer explanation, and retelling, etc. It was identified that by blending the two approaches, better understanding, accuracy, and critical thinking are developed among young learners. The proposed research will present a cognitively grounded approach to teaching primary school students English as a Second Language, as well as offer implications for future longitudinal quantitative studies around the world.
- PaperDOAJ — ELT & TESOL1 Oct 2023
Interpreting collaborative reasoning and instructional strategies in argumentative writing
Masrul Masrul, Sri Yuliani
An experimental study combined collaborative reasoning with instructional strategies to improve argumentative writing among Indonesian high school students. The treatment group outperformed the control group, suggesting that integrating social interaction with explicit teaching methods enhances writing skills.
Original abstract
This experimental study combined collaborative reasoning and instructional strategies as an alternative in argumentative writing. This is important to determine the extent to which the combination of these approaches can enhance students' writing skills. Collaborative reasoning is an approach in learning where students collaborate to formulate thoughts or solutions to a problem. Meanwhile, instructional strategies refer to the approaches and methods used by teachers to guide students in understanding and developing argumentative writing skills. The study took place at SMAN 1 Bangkinang Kota, Riau province, Indonesia. There were 100 students from second grade who participated. The results of the study showed that the combination of the socially-oriented approach in the forms of collaborative reasoning and instructional strategies in argumentative writing by the treatment group was more effective than the control group. Innovative teaching strategies are beneficial for both students and teachers. The combination has helped students develop better writing ability.