The present study is intended to construct a college EFL self-access writing mode based on automated feedback under the guidance of Formative Assessment Theory and Autonomous Learning Theory and attempts to apply it into college EFL teaching practice. Findings of this empirical-based study suggest that this self-access writing mode contributes to the enhancement of students’ English writing competence, English writing motivation as well as their autonomy in self-revision.
{"title":"Exploring the College EFL Self-access Writing Mode Based on Automated Feedback","authors":"Sumin Wang, Yizhong Xu","doi":"10.11114/ijce.v5i1.5379","DOIUrl":"https://doi.org/10.11114/ijce.v5i1.5379","url":null,"abstract":"The present study is intended to construct a college EFL self-access writing mode based on automated feedback under the guidance of Formative Assessment Theory and Autonomous Learning Theory and attempts to apply it into college EFL teaching practice. Findings of this empirical-based study suggest that this self-access writing mode contributes to the enhancement of students’ English writing competence, English writing motivation as well as their autonomy in self-revision.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"473 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122182580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the nature of item bias on students’ performance in 2017 National Examinations Council (NECO) mathematics senior school certificate dichotomously scored items in Nigeria. The study adopted an ex-post-facto research design. A sample of 256,039 candidates was randomly selected from the population of 1,034,629 students who took the test. Instrument for data collection was 'Student Results' (SR). Data collected were analysed using the R language environment and an independent t-test. Results showed that the 2017 NECO Mathematics test was essentially unidimensional (-0.28 (<.20), ASSI = -0.31 (< 0.25) and RATIO = -0.31 (< 0.36). Results also showed that the nature of bias statistically encountered was a mean difference in scores bias, indicating that 86% (52 items), 79.1% (34 items), and 96% (56 items) were biased against male students, urban and public-school students, respectively. It was concluded that item bias is a notable factor that affected the validity of the NECO 2017 Mathematics test and conclusions drawn from the scores in Nigeria. Hence, it was recommended that before tests are administered for public use, examination bodies should make a careful review of tests through dimensionality assessment at the developmental stage to eliminate any perspectives that could cause test inequity among examinees.
{"title":"Examining the Nature of Item Bias on Students’ Performance in National Examinations Council (NECO) Mathematics Senior School Certificate Dichotomously Scored Items in Nigeria","authors":"A. Adediwura, A. A. Patricia","doi":"10.11114/ijce.v5i1.5402","DOIUrl":"https://doi.org/10.11114/ijce.v5i1.5402","url":null,"abstract":"This study examined the nature of item bias on students’ performance in 2017 National Examinations Council (NECO) mathematics senior school certificate dichotomously scored items in Nigeria. The study adopted an ex-post-facto research design. A sample of 256,039 candidates was randomly selected from the population of 1,034,629 students who took the test. Instrument for data collection was 'Student Results' (SR). Data collected were analysed using the R language environment and an independent t-test. Results showed that the 2017 NECO Mathematics test was essentially unidimensional (-0.28 (<.20), ASSI = -0.31 (< 0.25) and RATIO = -0.31 (< 0.36). Results also showed that the nature of bias statistically encountered was a mean difference in scores bias, indicating that 86% (52 items), 79.1% (34 items), and 96% (56 items) were biased against male students, urban and public-school students, respectively. It was concluded that item bias is a notable factor that affected the validity of the NECO 2017 Mathematics test and conclusions drawn from the scores in Nigeria. Hence, it was recommended that before tests are administered for public use, examination bodies should make a careful review of tests through dimensionality assessment at the developmental stage to eliminate any perspectives that could cause test inequity among examinees.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116210328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The number of children with attention deficit hyperactivity disorder (ADHD) is increasing in China, whose inattention, disorganization, and impaired hyperactivity cause challenges for their study and teachers’ teaching activities in classroom. The study applied self-monitoring intervention for two children with ADHD learning in a primary school to improve their problem behaviors. We found self-monitoring intervention was likely to reduce their off-task behaviors, even for students with ADHD and ASD. Practical implication of the intervention is discussed in the paper.
{"title":"Self-monitoring Intervention of Problem Behavior of Students with ADHD Learning in Regular Classroom in China","authors":"Cui Yin, Yawen Xiao, Wangqian Fu","doi":"10.11114/ijce.v5i1.5401","DOIUrl":"https://doi.org/10.11114/ijce.v5i1.5401","url":null,"abstract":"The number of children with attention deficit hyperactivity disorder (ADHD) is increasing in China, whose inattention, disorganization, and impaired hyperactivity cause challenges for their study and teachers’ teaching activities in classroom. The study applied self-monitoring intervention for two children with ADHD learning in a primary school to improve their problem behaviors. We found self-monitoring intervention was likely to reduce their off-task behaviors, even for students with ADHD and ASD. Practical implication of the intervention is discussed in the paper.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"59 49","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120810803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessment results can be a guide to instruction, and they can ensure that the prescribed curriculum is well covered. When assessment data are used as a means of making appropriate instructional adjustments for improvement, teaching and learning progresses. The study examined basic school teachers’ perception and use of assessment data. Cross-sectional survey design was used for the conduct of the study. Hundred and fifty (150) teachers within the Central region of Ghana were sampled from twenty (20) basic schools using systematic sampling procedure. A two-dimensional questionnaire was adapted, validated and used for the collection of research data. The data to provide answers to the study question were analysed using descriptive statistics, specifically, percentages and frequencies. The hypothesis was tested using Partial Least Square structural equation modelling approach. Findings revealed that in practice, basic school teachers use assessment data to plan instruction, evaluate students’ learning progress, determine curriculum strands to emphasize during teaching sessions and also to evaluate instructional effectiveness for the academic year. The study further showed that teacher perception about assessment significantly predict assessment data use. The study recommends that, tertiary institutions that train teachers must continue to place much emphasis on the teaching of ‘assessment in schools’ to deepen prospective teachers’ knowledge and utilization of assessment data for sustenance of positive ‘assessment data use practices’ in Ghana basic schools.
{"title":"Classroom Assessment Data Use Practices Among Basic School Teachers in Ghana","authors":"K. Asamoah-Gyimah","doi":"10.11114/ijce.v5i1.5395","DOIUrl":"https://doi.org/10.11114/ijce.v5i1.5395","url":null,"abstract":"Assessment results can be a guide to instruction, and they can ensure that the prescribed curriculum is well covered. When assessment data are used as a means of making appropriate instructional adjustments for improvement, teaching and learning progresses. The study examined basic school teachers’ perception and use of assessment data. Cross-sectional survey design was used for the conduct of the study. Hundred and fifty (150) teachers within the Central region of Ghana were sampled from twenty (20) basic schools using systematic sampling procedure. A two-dimensional questionnaire was adapted, validated and used for the collection of research data. The data to provide answers to the study question were analysed using descriptive statistics, specifically, percentages and frequencies. The hypothesis was tested using Partial Least Square structural equation modelling approach. Findings revealed that in practice, basic school teachers use assessment data to plan instruction, evaluate students’ learning progress, determine curriculum strands to emphasize during teaching sessions and also to evaluate instructional effectiveness for the academic year. The study further showed that teacher perception about assessment significantly predict assessment data use. The study recommends that, tertiary institutions that train teachers must continue to place much emphasis on the teaching of ‘assessment in schools’ to deepen prospective teachers’ knowledge and utilization of assessment data for sustenance of positive ‘assessment data use practices’ in Ghana basic schools.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129986851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Positive influence of parental involvement on their children’s academic performance has been widely reported and proved in a good number of research. However, little attention has been given to the negative influence that the high parental expectations may cause to their children performance and motivation. This current study investigates the parental high expectations on their children academic achievement and motivation. It also attempts to explore the adolescents’ perception of the influence of their parent’ expectations on their motivation. To do this, 160 middle and high school students in a public school were surveyed and seven were interviewed to collect data. The results showed that children achievement did not seem to get noticeably worse at a certain task that were pressured into doing, but rather they got exactly what their parents want from them. They also revealed that parents usually decide the expectations without estimating their children’s abilities and interests. Based on the results analysis, some implications and recommendations are provided for parents and educators to consider supporting adolescents in their academic journey.
{"title":"The Effects of Parental High Expectations on Middle School Students’ Overall Achievement","authors":"Omar Al Noursi, Ousha Al Daheri","doi":"10.11114/ijce.v4i2.5351","DOIUrl":"https://doi.org/10.11114/ijce.v4i2.5351","url":null,"abstract":"Positive influence of parental involvement on their children’s academic performance has been widely reported and proved in a good number of research. However, little attention has been given to the negative influence that the high parental expectations may cause to their children performance and motivation. This current study investigates the parental high expectations on their children academic achievement and motivation. It also attempts to explore the adolescents’ perception of the influence of their parent’ expectations on their motivation. To do this, 160 middle and high school students in a public school were surveyed and seven were interviewed to collect data. The results showed that children achievement did not seem to get noticeably worse at a certain task that were pressured into doing, but rather they got exactly what their parents want from them. They also revealed that parents usually decide the expectations without estimating their children’s abilities and interests. Based on the results analysis, some implications and recommendations are provided for parents and educators to consider supporting adolescents in their academic journey.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129128718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer AcknowledgementsInternational Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 2 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesAziz Moummou, Ministry of Education, MoroccoBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilCarme Pinya, University of Balearic Islands, SpainEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyGiuseppe Maugeri, University of Urbino, ItalyGraziano Serragiotto, Ca' Foscari University of Venice, ItalyIvan Lenard, Elementary School Ladimirevci, CroatiaSuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassiliki Pliogou, Metropolitan College of Thessaloniki, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
{"title":"Reviewer Acknowledgements","authors":"W. Oscar","doi":"10.11114/ijce.v4i2.5352","DOIUrl":"https://doi.org/10.11114/ijce.v4i2.5352","url":null,"abstract":"Reviewer AcknowledgementsInternational Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 2 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesAziz Moummou, Ministry of Education, MoroccoBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilCarme Pinya, University of Balearic Islands, SpainEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyGiuseppe Maugeri, University of Urbino, ItalyGraziano Serragiotto, Ca' Foscari University of Venice, ItalyIvan Lenard, Elementary School Ladimirevci, CroatiaSuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassiliki Pliogou, Metropolitan College of Thessaloniki, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115786080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the COVID-19 pandemic there has been an almost universal pivot to emergency online teaching in higher education, requiring staff development as online teaching differs from teaching face-to-face. The transition has been at short notice, with rapidly created training and little time to engage. Past research into the transition to teach online is scarce. The study described here, carried out in the year before COVID-19, aimed to investigate the how previous experiences of learning and training affected transition, and how staff made sense of the experience, adding to knowledge on successful transition to teaching online distance learning courses. Interpretive phenomenological analysis was carried out after interviewing five experienced online teaching staff in a Graduate School, using semi-structured interviews and open-ended questioning. The overarching themes found were connections to online learning and teaching communities, and developing membership of, and activities in, these communities themselves. Staff with good connections to the online teaching community via other experienced staff, training, and prior experience as online students were able to make the transition to teach online with comparative ease, compared to those who did not. With little connection to the online teaching community, transition was slow and staff retained a greater connection to face-to-face teaching and its community. Post-pandemic, the study suggests that designs for staff development, relational agency (working for short periods with online teaching experts) and situated learning within an online environment are beneficial if elements of online learning and teaching are to be retained for the future.
{"title":"Lessons for Staff Development: Lecturers’ Transition from Face-to-Face to Online Teaching for Masters Courses in Higher Education","authors":"A. Clapp","doi":"10.11114/IJCE.V4I2.5248","DOIUrl":"https://doi.org/10.11114/IJCE.V4I2.5248","url":null,"abstract":"During the COVID-19 pandemic there has been an almost universal pivot to emergency online teaching in higher education, requiring staff development as online teaching differs from teaching face-to-face. The transition has been at short notice, with rapidly created training and little time to engage. Past research into the transition to teach online is scarce. The study described here, carried out in the year before COVID-19, aimed to investigate the how previous experiences of learning and training affected transition, and how staff made sense of the experience, adding to knowledge on successful transition to teaching online distance learning courses. Interpretive phenomenological analysis was carried out after interviewing five experienced online teaching staff in a Graduate School, using semi-structured interviews and open-ended questioning. The overarching themes found were connections to online learning and teaching communities, and developing membership of, and activities in, these communities themselves. Staff with good connections to the online teaching community via other experienced staff, training, and prior experience as online students were able to make the transition to teach online with comparative ease, compared to those who did not. With little connection to the online teaching community, transition was slow and staff retained a greater connection to face-to-face teaching and its community. Post-pandemic, the study suggests that designs for staff development, relational agency (working for short periods with online teaching experts) and situated learning within an online environment are beneficial if elements of online learning and teaching are to be retained for the future.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133529400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a large quantity of research (Alguacil, 2018; Ciotto & Gagnon, 2018; McKenzie and Lounsbery, 2014) which states the importance Physical Education (PE) has in pupils’ lives. However, there is a state of decline for the status of the subject (Harris, 2018; Kirk et al., 2013). Parents perception is an under-researched area (Na, 2015; Yilmaz, 2018), especially in the UK, therefore, it is important parents’ beliefs are explored to understand an important stakeholder’s viewpoint. Purpose: To explore and gain an understanding of the perception’s parents have of Secondary PE, investigating what the perceptions are and why they have them. Methodology: This study uses a mixed-methods exploratory design to discover, the perceptions parents have on Secondary school PE, using a quantitative online survey and qualitative semi-structured interviews. 263 parents/guardians completed the survey, which was then followed by 8 parents taking part in the interviews. Results: From the data sets collected 5 themes were identified: Importance of PE; Teacher-Pupil relationship; PE in relation to other subjects; competitive nature of PE and impact PE has on confidence. 50% percent of parents did believe that PE is as important as subjects such Maths, English and Science, but, in comparison to other subjects 61% of parents do not favour PE overall. With results demonstrating the growing awareness parents have of the crucial role PE plays in health and wellbeing for pupils. Conclusion: Although parents understand the importance of PE, parents perceptions differ on some aspects of the subject. This study is a starting point for other researchers and should be continued to be researched to support PE in the curriculum.
{"title":"Parents’ Perceptions of Secondary Physical Education","authors":"Matthew Fleet, William Lawless, L. Earley","doi":"10.11114/ijce.v4i2.5350","DOIUrl":"https://doi.org/10.11114/ijce.v4i2.5350","url":null,"abstract":"There is a large quantity of research (Alguacil, 2018; Ciotto & Gagnon, 2018; McKenzie and Lounsbery, 2014) which states the importance Physical Education (PE) has in pupils’ lives. However, there is a state of decline for the status of the subject (Harris, 2018; Kirk et al., 2013). Parents perception is an under-researched area (Na, 2015; Yilmaz, 2018), especially in the UK, therefore, it is important parents’ beliefs are explored to understand an important stakeholder’s viewpoint. Purpose: To explore and gain an understanding of the perception’s parents have of Secondary PE, investigating what the perceptions are and why they have them. Methodology: This study uses a mixed-methods exploratory design to discover, the perceptions parents have on Secondary school PE, using a quantitative online survey and qualitative semi-structured interviews. 263 parents/guardians completed the survey, which was then followed by 8 parents taking part in the interviews. Results: From the data sets collected 5 themes were identified: Importance of PE; Teacher-Pupil relationship; PE in relation to other subjects; competitive nature of PE and impact PE has on confidence. 50% percent of parents did believe that PE is as important as subjects such Maths, English and Science, but, in comparison to other subjects 61% of parents do not favour PE overall. With results demonstrating the growing awareness parents have of the crucial role PE plays in health and wellbeing for pupils. Conclusion: Although parents understand the importance of PE, parents perceptions differ on some aspects of the subject. This study is a starting point for other researchers and should be continued to be researched to support PE in the curriculum. ","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125475631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 3, Number 2 Aurora Q. Pestano, University of San Jose Recoletos, PhilippinesAziz Moummou, Ministry of Education, MoroccoBlessing Dwumah Manu, Jiangsu University, GhanaBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGiuseppe Maugeri, Ca' Foscari University, ItalyGraziano Serragiotto, Ca' Foscari University of Venice, ItalyInaad M Sayer, University of Human Development, IraqIosif Fragkoulis, Hellenic Open University, GreeceJavier Fombona, Univ. Oviedo, SpainLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USAMurat Tezer, Near East University, CyprusNesrin Ozturk, Ege University, TurkeyRaymond Aaron Younis, ACU Australia, AustraliaSaid K. Juma, State University of Zanzibar, TanzaniaSandro Sehic, Oneida BOCES, USASuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassiliki Pliogou, Metropolitan College of Thessaloniki, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
国际当代教育杂志(IJCE)在此感谢以下审稿人对本期稿件的同行评审提供的帮助。许多作者，无论IJCE是否发表他们的作品，都非常感谢审稿人提供的有益反馈。他们的意见和建议对作者提高论文质量有很大的帮助。下面列出的每个审稿人都至少对本期发表了一篇评论。第3卷第2卷审稿人Aurora Q. Pestano，菲律宾圣何塞雷科莱托斯大学aziz moumouou，摩洛哥教育部blessing Dwumah Manu，江苏大学GhanaBožić-Lenard Dragana，克罗地亚奥西耶克大学abruna Gabriela Augusto maral Vieira, CEFET-MG，巴西dina Radeljas，美国莫霍克谷社区学院edward Bolden，美国凯斯西储大学，美国federica Cornali，意大利都灵大学froilan Delute Mobo菲律宾商船学院，菲律宾giuseppe Maugeri，意大利Ca' Foscari大学graziano Serragiotto，意大利威尼斯Ca' Foscari大学aad M Sayer，人类发展大学，伊拉克;osif Fragkoulis，希腊开放大学，希腊;ejavier Fombona，西班牙奥维耶多大学;Li Li，英国巴斯温泉大学;matthew Schatt，美国佛罗里达大学;澳大利亚asaid K. Juma，坦桑尼亚桑给巴尔州立大学asandro Sehic, Oneida BOCES，美国asuriadi Samsuri，伊斯兰宗教研究所Sultan Muhammad Syafiuddin Sambas，印度尼西亚ateresa Pozo-Rico，西班牙阿利坎大学vassiliki Pliogou，希腊塞萨洛尼基城市学院William oscar编辑助理，国际当代教育杂志------------------------------------------------------------Redfame Publishing9450 SW Gemini博士#99416Beaverton, OR 97008，ustel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537 e -mail: 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
{"title":"Reviewer Acknowledgements","authors":"W. Oscar","doi":"10.11114/ijce.v3i2.5031","DOIUrl":"https://doi.org/10.11114/ijce.v3i2.5031","url":null,"abstract":"International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 3, Number 2 Aurora Q. Pestano, University of San Jose Recoletos, PhilippinesAziz Moummou, Ministry of Education, MoroccoBlessing Dwumah Manu, Jiangsu University, GhanaBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGiuseppe Maugeri, Ca' Foscari University, ItalyGraziano Serragiotto, Ca' Foscari University of Venice, ItalyInaad M Sayer, University of Human Development, IraqIosif Fragkoulis, Hellenic Open University, GreeceJavier Fombona, Univ. Oviedo, SpainLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USAMurat Tezer, Near East University, CyprusNesrin Ozturk, Ege University, TurkeyRaymond Aaron Younis, ACU Australia, AustraliaSaid K. Juma, State University of Zanzibar, TanzaniaSandro Sehic, Oneida BOCES, USASuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassiliki Pliogou, Metropolitan College of Thessaloniki, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133757416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Second language acquisition (SLA) researchers, language teachers and teacher trainers aim to develop an approach through which languages are effectively taught in the classroom. This paper provides an overview of Communicative Language Teaching (CLT) including its definition, advantages and disadvantages as well as some criticisms made against it. It aims to investigate L2 Arabic teachers’ attitude towards CLT at King Abdulaziz University. The current data were assembled via teachers’ questionnaire. It was found out that in spite of revealing the agreements in the majority of the statements which infers a positive attitude towards CLT, the participants stated that CLT is not suitable and preferable. Several explanations were provided to justify this statement. The provided explanations led to assume that the unsuitability and the dispreference of CLT are built on practical constraints which could be overcome.
{"title":"L2 Arabic Teachers’ Attitude toward the Communicative Language Teaching at King Abdulaziz University","authors":"A. S. Aljadani","doi":"10.11114/ijce.v3i2.4877","DOIUrl":"https://doi.org/10.11114/ijce.v3i2.4877","url":null,"abstract":"Second language acquisition (SLA) researchers, language teachers and teacher trainers aim to develop an approach through which languages are effectively taught in the classroom. This paper provides an overview of Communicative Language Teaching (CLT) including its definition, advantages and disadvantages as well as some criticisms made against it. It aims to investigate L2 Arabic teachers’ attitude towards CLT at King Abdulaziz University. The current data were assembled via teachers’ questionnaire. It was found out that in spite of revealing the agreements in the majority of the statements which infers a positive attitude towards CLT, the participants stated that CLT is not suitable and preferable. Several explanations were provided to justify this statement. The provided explanations led to assume that the unsuitability and the dispreference of CLT are built on practical constraints which could be overcome.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127114586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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