Vol. 2 No. 3 (2024)

Open Access

Article

Article ID: 1379

Artificial Intelligence in education: A comprehensive study

by Milad Shahvaroughi Farahani, Ghazal Ghasmi

Forum for Education Studies, Vol.2, No.3, 2024; 148 Views, 97 PDF Downloads

This comprehensive study delves into the multifaceted role of AI in education, exploring its applications, benefits, challenges, and future implications. The purpose of the study is to show how AI n education helps educators identify gaps in student knowledge and provide targeted feedback to improve learning outcomes. As a methodology, the library method and the study and review of various documents have been used in this research. The study examines the diverse range of AI technologies employed in educational settings, including intelligent tutoring systems, personalized learning platforms, educational chatbots, and virtual reality simulations. Furthermore, the study delves into the numerous benefits that AI brings to education. It highlights how AI-powered analytics and data-driven insights enable educators to gain deeper insights into student learning patterns, identify areas for improvement, and tailor instructional strategies accordingly. Additionally, AI-driven tools promote inclusivity by providing personalized support to learners with diverse needs and learning styles. Despite its transformative potential, the study also acknowledges the challenges and ethical considerations associated with integrating AI into education. Data privacy, algorithmic bias, and the digital divide are examined in detail, emphasizing the importance of responsible AI deployment and ethical guidelines. Looking ahead, the study explores the future implications of AI in education and the evolving role of educators in AI-enabled classrooms. It discusses how AI technologies will continue to evolve, offering new opportunities for collaborative learning, skill development, and lifelong education. In conclusion, this comprehensive study underscores the profound impact of AI on education and the need for thoughtful implementation strategies that prioritize equity, inclusivity, and ethical considerations. By harnessing the potential of AI, education systems can better prepare learners for the challenges and opportunities of the future.

Open Access

Article

Article ID: 1507

Can CLIL give Italian high school students in the private sector a greater opportunity to develop their EFL speaking skills?

by Federico Valente

Forum for Education Studies, Vol.2, No.3, 2024; 43 Views, 19 PDF Downloads

The purpose of this paper is to investigate whether CLIL (Content and Language Integrated Learning) can lead Italian high school students to improve their English as a Foreign Language speaking skills. The trigger for this research comes from my EFL teaching experiences at Italian schools, where the syllabi employed tend to neglect the training of speaking skills and focus mainly on grammar translation and English literature instructions. The stimulus for this investigation comes also from articles on the effectiveness of using CLIL for the improvement of FL speaking performance and Lexis extension that I read before writing this article in order to have a broader view of this topic. The literature review describes in detail theoretical issues with regard to the advantages of using CLIL methodology in the classroom over traditional approaches and how this technique helps FL students to facilitate speaking difficulties. It also makes reference to a few key findings from previous research. This study was conducted in Italy, and the data gathering processes consist mainly of qualitative, semi-structured interviews with five participants (three EFL learners and two experienced teachers of English as a foreign language), interview transcripts, and content analysis techniques that I used to examine and interpret the collected data. Findings indicate that not only can content and language integrated learning represent an improvement of the common EFL teaching methods and help learners enhance their speaking abilities, but it can also stimulate their motivation to study English and lower learners’ levels of anxiety, which is commonly associated with their concern about making mistakes or being assessed.

Open Access

Article

Article ID: 1513

A narrative discourse analysis of analyzing James Joyce’s “Araby” through narrative discourse on multiple levels

by Hammad Hussain Shah, Sumera Iqbal, Khizar Abbas, Ushba Rasool

Forum for Education Studies, Vol.2, No.3, 2024; 38 Views, 26 PDF Downloads

This article employs narrative discourse analysis to analyze James Joyce’s short story “Araby” by using two narrative analysis frameworks that focus on the macrostructure and microstructure aspects of the story. The analysis covers the story’s purpose, generic structure, and lexico-grammatical cohesion. The writer follows a series of structural moves and uses a variety of narrative strategies (e.g., a high level of involvement and a wide range of lexical and grammatical cohesive ties), which contribute to the creation of a well-formed text that has effectively achieved its purpose and made its intended effect. This macro-structural analysis sheds light on the story’s thematic elements, character development, and overall narrative trajectory, providing a deeper understanding of its intended message and impact. The article unveils Joyce’s underlying linguistic mechanisms to convey meaning and evoke emotion within the narrative. By exploring the story’s purpose, structure, and linguistic nuances, the analysis offers valuable insights into Joyce’s narrative techniques and the profound impact of “Araby” as a well-formed literary text. This analysis of James Joyce’s “Araby” through narrative discourse analysis offers valuable insights that can be applied in the classroom to enrich student engagement with literature.

Open Access

Article

Article ID: 1415

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

by Emily Barnes, James Hutson, Karriem Perry

Forum for Education Studies, Vol.2, No.3, 2024; 28 Views, 15 PDF Downloads

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.

Open Access

Article

Article ID: 1394

Factors influencing instructional practices of grade-12 mathematics teachers in Tigray: Lessons from content analysis and socio-economic perspectives of teachers

by Abreha Tesfay Weldeslassie, Tesfay Haile

Forum for Education Studies, Vol.2, No.3, 2024; 12 Views, 14 PDF Downloads

Content analysis is a research tool used to determine the presence of certain words, themes, or concepts within, for example, textbooks. Mathematics textbooks have significant impact on students’ learning due to their role during the instructional processes. Both quantitative and qualitative data from primary and secondary sources were employed using content analysis of grade-12 Mathematics textbook and responses 23 teachers from schools of three randomly selected zones out of seven. The objective is to identify strengths and/or weaknesses of the textbook and challenges affecting teachers’ instructional practices thereby recommending corrective measures to be taken by stakeholders and policy makers. The nine units/sub-topics of the textbook have been analyzed in terms of coverage, vertical-horizontal relationships, integration, continuity, sequence and the application of higher-level cognitive objectives. Results from responses to closed-and open-ended questions revealed that major problems to the instructional practices include low interest of students (Mean = 4.22, SD = 1.06) resulting in high rate of migration, bulky content (Mean = 4.0, SD = 1.14), lack of support from parents (Mean = 3.78, SD = 0.98), Shortage of time/period allotment (Mean = 3.65, SD = 1.05), and insufficient training (Mean = 3.35, SD = 1.05). The identified themes/patterns are narrated, sequenced and interpreted using different perspectives. Findings indicated that there are no conceptual problems throughout, but there are weaknesses on the textbook such as problem of horizontal articulation with other subjects like Physics. There is a need of addressing the imbalance on the cognitive objectives and teachers focus on lecturing to cover the voluminous content. This requires due attention through the participatory approach model (PAM), including awareness creation to reduce migration and providing continuous short-term trainings for teachers as per set national and/or international standard at all levels to improve the quality of education.

Open Access

Article

Article ID: 1430

Article Integrating STEAM education in the school science teaching at Gorkha district

by Kamal Prasad Koirala, Krishna Prasad Parajuli

Forum for Education Studies, Vol.2, No.3, 2024; 22 Views, 12 PDF Downloads

This article explores the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education into the secondary school science curriculum. It provides an in-depth analysis of the current state of STEAM education, challenges, successes, and future directions. The article draws on literature reviews, theoretical frameworks, and interviews with science teachers to offer a holistic view of the benefits of STEAM education integration at school-level science teaching. This study was carried out by selecting three schools in the Gorkha district and three science teachers who are implementing separate types of STEAM-based project approaches in science teaching. This study found that science teachers attempted to implement the project-based technology-friendly STEAM approach in their classrooms. However, they faced several obstacles to the integration of STEAM into the present school science curriculum due to the limited availability of internet facilities. It suggests that policy level and curriculum designers prepare the STEAM-based curricula for transdisciplinary (STEAM-based) school science teaching.

Open Access

Review

Article ID: 1395

A road map to engage online EFL and ESL learners: A book review in focus

by Hossein Isaee, Hamed Barjesteh

Forum for Education Studies, Vol.2, No.3, 2024; 55 Views, 20 PDF Downloads

The outbreak of Coronavirus in 2020 posed a significant challenge for English Language Teaching (ELT) instructors, who were obliged to transform their face-to-face classes into virtual and online ones overnight. In this new, unfamiliar context, it was crucial to keep students constantly engaged, motivated, and interested in learning. Nonetheless, rather than merely taking into account the pessimistic facets of this paradigm shift, many scholars and experts tried to concentrate on the chances that remote/online context presents for language learning and teaching communities. In effect, “Engaging Online Language Learners” is a practical book the authors of which have considered the sudden shift online connected with the pandemic as an opportunity to enhance the inclusivity of language learning while testifying that EFL/ESL learners’ engagement in remote/online language learning context ought to be an inevitable priority. Being well targeted to its ELT audience and deeply grounded in both principles of learning engagement and foreign language teaching theories the book straightly targets language teachers, whether experienced ones or those who intend to teach online for the first time. It also bestows ELT teachers with a clear road map to discern what the next steps are for innovative practices in online/remote learning and teaching contexts.