Exploring the Effectiveness of Concept-Based Instruction Versus Deductive Methods in Teaching English Grammar DOI

P. Wang,

Buehler Ricard,

Guang Chen

и другие.

Advances Educational Innovation., Год журнала: 2024, Номер 1(2), С. 43 - 51

Опубликована: Ноя. 10, 2024

Objective: This study investigates the impact of Concept-Based Instruction (CBI) compared to deductive methods on English grammar knowledge, student engagement and overall teacher satisfaction in Sihanoukville, Cambodia.Methods: A quasi-experimental design was used with two groups teachers. In CBI group, experimental group taught using CBI, while control methods. Grammar knowledge assessed pre- post-tests, were measured through observation surveys. Statistical analyses performed data evaluate effect each teaching method.Results: The results showed that significantly outperformed they also reported higher levels satisfaction. Through students learned an active, collaborative meaningful way, thus improving learning outcomes.Novelty: By extending evidence base for effectiveness language Cambodia, this adds growing body supporting these claims, particularly relation practice Cambodian contexts. It explores how a task perspective can be applied improve outcomes teaching.Theoretical policy implications: confirms is effective consistent principles constructivist theories. Based findings, reflect implications makers educators suggest could integrated into curricula create more dynamic environments.

Язык: Английский

Exploring the Effectiveness of Concept-Based Instruction Versus Deductive Methods in Teaching English Grammar DOI

P. Wang,

Buehler Ricard,

Guang Chen

и другие.

Advances Educational Innovation., Год журнала: 2024, Номер 1(2), С. 43 - 51

Опубликована: Ноя. 10, 2024

Objective: This study investigates the impact of Concept-Based Instruction (CBI) compared to deductive methods on English grammar knowledge, student engagement and overall teacher satisfaction in Sihanoukville, Cambodia.Methods: A quasi-experimental design was used with two groups teachers. In CBI group, experimental group taught using CBI, while control methods. Grammar knowledge assessed pre- post-tests, were measured through observation surveys. Statistical analyses performed data evaluate effect each teaching method.Results: The results showed that significantly outperformed they also reported higher levels satisfaction. Through students learned an active, collaborative meaningful way, thus improving learning outcomes.Novelty: By extending evidence base for effectiveness language Cambodia, this adds growing body supporting these claims, particularly relation practice Cambodian contexts. It explores how a task perspective can be applied improve outcomes teaching.Theoretical policy implications: confirms is effective consistent principles constructivist theories. Based findings, reflect implications makers educators suggest could integrated into curricula create more dynamic environments.

Язык: Английский

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