Articles

Avoiding the Weaknesses that can be seen in Writing According to the Size and Shape of the Handwriting of Fourth Grade Students

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Focusing on Sri Lankan education in particular, this research investigates remedial teaching programs to overcome deficiencies in handwriting according to the size and shape of students in primary education. In this study, descriptive research methodology is used to collect information about relevant variables in relation to topic-based objectives. By analyzing the information and presenting conclusions and suggestions. This is a sample survey that falls under the survey research category under descriptive research. This study was conducted by analyzing the data obtained by conducting a six-step remedial teaching program and six evaluations to a selected sample to overcome writing weaknesses in terms of handwriting proper size and shape, which is an academic problem that needs to be solved in the field of education. In particular, the results revealed that there is a significant positive relationship between the remedial teaching program and the correction of handwriting impairments. The strong association and positive relationship between the confirms the need for specific treatment to overcome handwriting weaknesses in Sri Lankan education sector to maximize the achievement levels of all students. Sues of remedial teaching methods to overcome handwriting impairments shows significant impact on the development of the field of education. This is confirmed by data analysis and interpretation. The relevance of this research in teaching the development of handwriting skills in education. This confirms the need for specific treatment to overcome handwriting weaknesses in Sri Lankan education sector to maximize the achievement levels of all students.

Enhancing Collaborative English Speaking Skill Development for Primary Students of UK Academy Ba Ria: Strategies, Impact, And Future Directions

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The research paper titled ” Enhancing collaborative English speaking skill development for Primary students of UK Academy Ba Ria: strategies, impact, and future directions” investigates the efficacy of collaborative teaching methods in enhancing English speaking skill among primary students. Rooted in the socio-cultural theory of Vygotsky (1978) and the cooperative learning model of Johnson and Johnson (1999), this study delves into the collaborative efforts between native and Vietnamese teachers in a bilingual educational setting.

Through a mixed-methods approach involving classroom observations, teacher interviews, and student speaking assessments, the research underscores the pivotal role of collaborative teaching strategies in fostering a conducive environment for language skill development. The findings illuminate the positive impact of cooperative instruction on students’ speaking abilities, accentuating the importance of teacher collaboration and shared expertise.

The study sheds light on the specific strategies employed by teachers, such as co-planning, team teaching, and interactive activities, which create a language-rich environment conducive to speaking skill enhancement. The collaborative approach fosters students’ engagement, active participation, and confidence in using spoken English.

The implications of the research extend to curriculum design, teacher training, and educational policies, emphasizing the need for intercultural competencies and effective communication skill among educators. The study contributes to the body of knowledge in English language education and provides practical insights for enhancing language instruction and collaborative teaching practices in a bilingual primary school context.