This article delves into the intricate world of gift-giving within the context of blesser-blessee relationships in South Africa, where affluent individuals provide financial support to their younger counterparts in return for favours, most often of a sexual kind. Examining the multifaceted nature of these transactions, the article explores the implications of such relationships on the emotional well-being, ethical considerations, and power dynamics of those involved. From imaginary and symbolic gifts to the controversial "envelope practices" we scrutinise the various dimensions of gift-giving in these relationships. Additionally, the article addresses the darker aspects of these dynamics, including issues of exploitation, vulnerability, and societal stigma. While recognizing the desire for intimacy among individuals, especially younger and less mature participants, the article emphasizes the importance of understanding the nuanced complexities of gift-giving within these relationships. The fraud diamond theory is explored as a foundation for the integration of practices like blesser-blessee behaviours within organisational activities, highlighting the role of social norms in shaping acceptable behavior. Ethical leadership is underscored as crucial for maintaining integrity within organisations, emphasising the importance of leaders in mediating uncertainty and promoting virtues such as humanity. Additionally, Lacan's theory is introduced, suggesting that communication is inherently flawed and that the unique context of the blesser-blessee phenomenon in South Africa may pose challenges for understanding. Ultimately, the article calls for a critical examination of the ethical implications and advocates for comprehensive education and support systems to navigate the challenges associated with intimacy, power imbalances, and financial transactions in such relationships.
{"title":"Fraud Diamond Theory’s Perspectives of Principled Leadership in Organisational Transactional Relationships: Imaginary, Symbolic and Real Gifts","authors":"V. Mahlangu","doi":"10.46303/jcve.2023.31","DOIUrl":"https://doi.org/10.46303/jcve.2023.31","url":null,"abstract":"This article delves into the intricate world of gift-giving within the context of blesser-blessee relationships in South Africa, where affluent individuals provide financial support to their younger counterparts in return for favours, most often of a sexual kind. Examining the multifaceted nature of these transactions, the article explores the implications of such relationships on the emotional well-being, ethical considerations, and power dynamics of those involved. From imaginary and symbolic gifts to the controversial \"envelope practices\" we scrutinise the various dimensions of gift-giving in these relationships. Additionally, the article addresses the darker aspects of these dynamics, including issues of exploitation, vulnerability, and societal stigma. While recognizing the desire for intimacy among individuals, especially younger and less mature participants, the article emphasizes the importance of understanding the nuanced complexities of gift-giving within these relationships. The fraud diamond theory is explored as a foundation for the integration of practices like blesser-blessee behaviours within organisational activities, highlighting the role of social norms in shaping acceptable behavior. Ethical leadership is underscored as crucial for maintaining integrity within organisations, emphasising the importance of leaders in mediating uncertainty and promoting virtues such as humanity. Additionally, Lacan's theory is introduced, suggesting that communication is inherently flawed and that the unique context of the blesser-blessee phenomenon in South Africa may pose challenges for understanding. Ultimately, the article calls for a critical examination of the ethical implications and advocates for comprehensive education and support systems to navigate the challenges associated with intimacy, power imbalances, and financial transactions in such relationships.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140400","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}
Developing critical thinking skills in students has proved to be elusive for Zimbabwean history teachers. Using critical theory and its strands of critical pedagogy and constructivism, this qualitative case study engrained in the interpretive paradigm investigates whether the current practices by history teachers enhance the development of critical thinking skills and then discusses how classroom practitioners can develop critical thinking in teaching. A multiple case study design was adopted to generate data using document analysis, interviews and lessons observations. The sample, chosen for detailed study through purposive sampling, included three history teachers from three secondary schools in the Gweru Urban District in the Midlands province of Zimbabwe. Evidence from the study reveals that history teachers continue to use teacher-centred methods of teaching, textbooks as the only resource, poor questioning techniques, and traditional assessment procedures that do not promote the development of critical thinking skills. It is recommended that history teaching must focus on the development of critical thinking skills rather than on the mastery of content for sustainable development to happen as dictated by the demands of the 21st century. To support that, the study proposes a transformative-interactive model to enhance the development of critical thinking skills. The research concludes that critical thinking skills do not happen arbitrarily but are developed. This study extends scholarship on history teaching by challenging and encouraging teachers to reflect on their role in the teaching of history to transform them into the designers of, and researchers of, curriculum methodology.
{"title":"A Model for Developing Critical Thinking Skills in Teaching History: Lessons from Zimbabwe","authors":"P. Chimbunde, B. Moreeng, Michael Chawira","doi":"10.46303/jcve.2023.28","DOIUrl":"https://doi.org/10.46303/jcve.2023.28","url":null,"abstract":"Developing critical thinking skills in students has proved to be elusive for Zimbabwean history teachers. Using critical theory and its strands of critical pedagogy and constructivism, this qualitative case study engrained in the interpretive paradigm investigates whether the current practices by history teachers enhance the development of critical thinking skills and then discusses how classroom practitioners can develop critical thinking in teaching. A multiple case study design was adopted to generate data using document analysis, interviews and lessons observations. The sample, chosen for detailed study through purposive sampling, included three history teachers from three secondary schools in the Gweru Urban District in the Midlands province of Zimbabwe. Evidence from the study reveals that history teachers continue to use teacher-centred methods of teaching, textbooks as the only resource, poor questioning techniques, and traditional assessment procedures that do not promote the development of critical thinking skills. It is recommended that history teaching must focus on the development of critical thinking skills rather than on the mastery of content for sustainable development to happen as dictated by the demands of the 21st century. To support that, the study proposes a transformative-interactive model to enhance the development of critical thinking skills. The research concludes that critical thinking skills do not happen arbitrarily but are developed. This study extends scholarship on history teaching by challenging and encouraging teachers to reflect on their role in the teaching of history to transform them into the designers of, and researchers of, curriculum methodology.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"13 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139168505","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 investigates the factors that determine youth unemployment among young Technical and Vocational Education and Training (TVET) college graduates and offers a solution to the problem in the Vhembe district of Limpopo Province, South Africa. To comprehend the lived experiences of TVET college graduates that were unemployed, this study used a qualitative approach. Semi-structured individual interviews were used to gather data. Purposive and snowball sampling techniques were used to sample individuals. Thematic analysis was used to analyze the collected data. This study found that skill gaps and obsolescence due to the TVET college curriculum, as well as skills mismatch, nepotism, and tribalism, are among the other factors that determine unemployment among TVET college graduates. The study also found that the applicability of the skills provided by TVET colleges to job market demands is a key concern. This study recommends that revamping the TVET college curriculum to meet the demands of the fourth industrial revolution is critical. This entails teaching soft skills and digital abilities. Furthermore, tackling problems such as nepotism and tribalism through public awareness campaigns, regulatory changes, and inclusive behaviors can help reduce youth unemployment.
{"title":"Determinants of Youth Unemployment among TVET College Graduates in the Vhembe District","authors":"Thulani Andrew Chauke","doi":"10.46303/jcve.2023.24","DOIUrl":"https://doi.org/10.46303/jcve.2023.24","url":null,"abstract":"This study investigates the factors that determine youth unemployment among young Technical and Vocational Education and Training (TVET) college graduates and offers a solution to the problem in the Vhembe district of Limpopo Province, South Africa. To comprehend the lived experiences of TVET college graduates that were unemployed, this study used a qualitative approach. Semi-structured individual interviews were used to gather data. Purposive and snowball sampling techniques were used to sample individuals. Thematic analysis was used to analyze the collected data. This study found that skill gaps and obsolescence due to the TVET college curriculum, as well as skills mismatch, nepotism, and tribalism, are among the other factors that determine unemployment among TVET college graduates. The study also found that the applicability of the skills provided by TVET colleges to job market demands is a key concern. This study recommends that revamping the TVET college curriculum to meet the demands of the fourth industrial revolution is critical. This entails teaching soft skills and digital abilities. Furthermore, tackling problems such as nepotism and tribalism through public awareness campaigns, regulatory changes, and inclusive behaviors can help reduce youth unemployment.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226425","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}
While the global South universities have made significant strides in adopting digital technologies, there remain huge gaps, particularly when it comes to the acceptance of artificial intelligence (AI) in institutions of higher learning. As such, this study sought to explore global South academics’ reported AI-related challenges in the language education domain from published literature. To achieve this, the researchers employed a literature review methodology which entailed meticulous searches for published literature using key words. The challenges reported in literature revealed four broad challenges namely limited language options, academic dishonesty, biases and lack of accountability, and laziness among students and lecturers. Based on these findings, the study recommended that there be an urgent prioritisation of the development of AI-based language education tools that are specifically tailored to the needs and contexts of learners in the global South. The study also recommended the development of accessible and affordable AI-based language education tools, that will promote the development of digital literacy skills among educators and learners in the global South.
{"title":"Language Education and Artificial Intelligence: An Exploration of Challenges Confronting Academics in Global South Universities","authors":"S. Makeleni, B. Mutongoza, M. A. Linake","doi":"10.46303/jcve.2023.14","DOIUrl":"https://doi.org/10.46303/jcve.2023.14","url":null,"abstract":"While the global South universities have made significant strides in adopting digital technologies, there remain huge gaps, particularly when it comes to the acceptance of artificial intelligence (AI) in institutions of higher learning. As such, this study sought to explore global South academics’ reported AI-related challenges in the language education domain from published literature. To achieve this, the researchers employed a literature review methodology which entailed meticulous searches for published literature using key words. The challenges reported in literature revealed four broad challenges namely limited language options, academic dishonesty, biases and lack of accountability, and laziness among students and lecturers. Based on these findings, the study recommended that there be an urgent prioritisation of the development of AI-based language education tools that are specifically tailored to the needs and contexts of learners in the global South. The study also recommended the development of accessible and affordable AI-based language education tools, that will promote the development of digital literacy skills among educators and learners in the global South.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114299770","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}
Discussing and debating mathematical ideas through integrating natural and mathematical language is vital for conceptual understanding and ultimately for learner performance. In schools with low performance, it is likely that teaching mathematics follows an approach largely involving rote learning. In rural Limpopo where schools are isolated, professional development takes the form of twinning, where a well-functioning school twins with a school in need. In this study two teachers twinned to teach algebraic word problems to Grade 11 to improve learner performance through a problem-solving approach. A central aspect of the study was attention to discourse informed by the commognitive framework, where both natural language (learners home language and the language of instruction) and language of mathematics spoken by the teachers and encouraged in the learners, was the focus. This quasi-experimental design was implemented to examine the effect of the twinned teachers discourse in a class where English, the language of instruction, was a second language. In the study a pre-test and post-test were administered to the experimental group of 34 learners, and to a comparison group of 40 learners. The study aimed at testing the hypothesis that the twinned mathematics teachers’ discourse using a problem-solving approach informed by the commognitive framework has a significant effect on learner performance in algebraic word problems. In summary, using the commognitive framework in implementing problem-solving approach with the twinned teachers’ mathematical discourse had significant effect in improving learner performance of algebraic word problems in the target group.
{"title":"Twinned Teachers’ Mathematical Discourse Using Problem-Solving","authors":"T. Makgakga","doi":"10.46303/jcve.2023.13","DOIUrl":"https://doi.org/10.46303/jcve.2023.13","url":null,"abstract":"Discussing and debating mathematical ideas through integrating natural and mathematical language is vital for conceptual understanding and ultimately for learner performance. In schools with low performance, it is likely that teaching mathematics follows an approach largely involving rote learning. In rural Limpopo where schools are isolated, professional development takes the form of twinning, where a well-functioning school twins with a school in need. In this study two teachers twinned to teach algebraic word problems to Grade 11 to improve learner performance through a problem-solving approach. A central aspect of the study was attention to discourse informed by the commognitive framework, where both natural language (learners home language and the language of instruction) and language of mathematics spoken by the teachers and encouraged in the learners, was the focus. This quasi-experimental design was implemented to examine the effect of the twinned teachers discourse in a class where English, the language of instruction, was a second language. In the study a pre-test and post-test were administered to the experimental group of 34 learners, and to a comparison group of 40 learners. The study aimed at testing the hypothesis that the twinned mathematics teachers’ discourse using a problem-solving approach informed by the commognitive framework has a significant effect on learner performance in algebraic word problems. In summary, using the commognitive framework in implementing problem-solving approach with the twinned teachers’ mathematical discourse had significant effect in improving learner performance of algebraic word problems in the target group.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130460007","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 investigates how the utopian didactic in education can be achieved in South Africa. It is foregrounded by Brazilian educator Paulo Freire’s collective and forward-looking dreams about what education, in the shattered sense of the “now”, can look like if teachers and students participate democratically in the learning process. Education, in a general sense, is a form of learning in which knowledge, skills and habits are transferred and nurtured from one generation to the next. But, in the Freirean utopian didactic, education involves so much more than the mere transfer of knowledge. It is about transformation, both internal (the individual) and external (society). By allowing students to critically reflect and engage in honest dialogue with their teacher, education can lead to social injustices being challenged and, hence, being overcome. Freire’s utopian vision of education is one in which hope and imagination are celebrated in the quest for a better world. This vision is sorely lacking in South African educational environment today, which is still bruised by decades of inequality. Using a literature review, this conceptual article explored whether a Freirean utopian didactic can be applied to the current education system in South Africa and bring about the much-needed transformation. We have examined whether a utopian education can be considered a basic right in South Africa, according to the Constitution, and whether it can be applied more broadly to the African continent. For education to meet the needs of all learners in the education system, a utopian education system based on quality educational skills, values and equal distribution of resources is highly recommended.
{"title":"Freirean Utopian Didactic: A Retrospective View of Education in the South African Education Environment","authors":"Doniwen Pietersen, B. Plaatjies","doi":"10.46303/jcve.2023.12","DOIUrl":"https://doi.org/10.46303/jcve.2023.12","url":null,"abstract":"This study investigates how the utopian didactic in education can be achieved in South Africa. It is foregrounded by Brazilian educator Paulo Freire’s collective and forward-looking dreams about what education, in the shattered sense of the “now”, can look like if teachers and students participate democratically in the learning process. Education, in a general sense, is a form of learning in which knowledge, skills and habits are transferred and nurtured from one generation to the next. But, in the Freirean utopian didactic, education involves so much more than the mere transfer of knowledge. It is about transformation, both internal (the individual) and external (society). By allowing students to critically reflect and engage in honest dialogue with their teacher, education can lead to social injustices being challenged and, hence, being overcome. Freire’s utopian vision of education is one in which hope and imagination are celebrated in the quest for a better world. This vision is sorely lacking in South African educational environment today, which is still bruised by decades of inequality. Using a literature review, this conceptual article explored whether a Freirean utopian didactic can be applied to the current education system in South Africa and bring about the much-needed transformation. We have examined whether a utopian education can be considered a basic right in South Africa, according to the Constitution, and whether it can be applied more broadly to the African continent. For education to meet the needs of all learners in the education system, a utopian education system based on quality educational skills, values and equal distribution of resources is highly recommended.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125466335","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}
Globalisation and international student and staff mobility are not new phenomena, and South African universities have been fairly successful in the recruitment of internationals – particularly from other African countries, yet the challenges associated with internationalising universities remain persistent. This study sought to examine the challenges faced by international students and staff at a rural university in South Africa. We relied on a qualitative research approach which enabled us to rely on semi-structured interviews with international students, staff, and managers from the university’s International Office. The findings revealed that while some of the opportunities for studying and working abroad are to widen one's horizons and experience new cultures, international students and staff often experience difficulties such as language barriers, culture shocks, mental health issues, and financial pressures when adapting to their new context. We recommended that there be behavioural interventions, cultural interventions, and also financial support for student and staff expatriates.
{"title":"The Unnoticed Few: Exploring the Challenges Confronting International Students and Staff at a Rural University in South Africa","authors":"B. Mutongoza, B. Olawale","doi":"10.46303/jcve.2023.11","DOIUrl":"https://doi.org/10.46303/jcve.2023.11","url":null,"abstract":"Globalisation and international student and staff mobility are not new phenomena, and South African universities have been fairly successful in the recruitment of internationals – particularly from other African countries, yet the challenges associated with internationalising universities remain persistent. This study sought to examine the challenges faced by international students and staff at a rural university in South Africa. We relied on a qualitative research approach which enabled us to rely on semi-structured interviews with international students, staff, and managers from the university’s International Office. The findings revealed that while some of the opportunities for studying and working abroad are to widen one's horizons and experience new cultures, international students and staff often experience difficulties such as language barriers, culture shocks, mental health issues, and financial pressures when adapting to their new context. We recommended that there be behavioural interventions, cultural interventions, and also financial support for student and staff expatriates.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125448324","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 cross-cultural difficulties experienced by Japanese students in France and their coping strategies. This study consists of 2 parts: in Study I, difficulties in interpersonal relationship formation and coping strategies were explored from the perspective of Japanese students in France. In Study II, Japanese students’ coping behaviors in France were evaluated from the hosts’ perspective. Additionally, expected coping behaviors in specific sociocultural contexts were examined. Data were obtained through questionnaire surveys and interviews. Study I demonstrated that interpersonal difficulties fell under three major categories: assertiveness, sociability, and schedule fluidity. These comprise eleven medium and four minor categories. In Study II, active coping, in which a guest student actively attempted to address a challenge, and receptive coping, in which a guest accepted the host’s behavior and perspective, received high evaluations. Finally, the use and teaching of cross-cultural social skills with French people are discussed.
{"title":"Difficulties and Coping Behaviors in Interpersonal Relationship Formation among Japanese Students in France: Implications for Cross-Cultural Social Skills for Studying Abroad in France","authors":"Yuri Okunishi, Tomoko Tanaka","doi":"10.46303/jcve.2023.9","DOIUrl":"https://doi.org/10.46303/jcve.2023.9","url":null,"abstract":"This study examined cross-cultural difficulties experienced by Japanese students in France and their coping strategies. This study consists of 2 parts: in Study I, difficulties in interpersonal relationship formation and coping strategies were explored from the perspective of Japanese students in France. In Study II, Japanese students’ coping behaviors in France were evaluated from the hosts’ perspective. Additionally, expected coping behaviors in specific sociocultural contexts were examined. Data were obtained through questionnaire surveys and interviews. Study I demonstrated that interpersonal difficulties fell under three major categories: assertiveness, sociability, and schedule fluidity. These comprise eleven medium and four minor categories. In Study II, active coping, in which a guest student actively attempted to address a challenge, and receptive coping, in which a guest accepted the host’s behavior and perspective, received high evaluations. Finally, the use and teaching of cross-cultural social skills with French people are discussed.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125022199","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 interrogated the effect of using educational mapping in teaching English language on university students' motivation. A quasi-experimental design (training program), along with a quantitative approach, was used. The study was implemented at Al-Quds Open University in Palestine .The participants comprised 36 master's degree students who were randomly divided into two equal groups: controlled (n=18) and experimental (n=18). The experimental group was taught by using educational mapping while the controlled group was taught by using common and traditional methods of teaching English language. The study questions were: 1) Are there statistically significant differences in students' means responses of English language motivation due to group? 2) Are there statistically significant differences in students' means responses of English language motivation due to gender? The data were analyzed by using SPSS, ANCOVA and MANCOVA. The results of the study showed that using educational mapping in teaching English language positively influenced university students' motivation. In addition, the results of the study indicated that there were no statistically significant differences in students' means responses of motivation according to the variable of gender. Thus, the study recommended using educational mapping as a game to foster students' motivation.
{"title":"The Effect of Using Educational Mapping as a Game in Teaching English Language on University Students' Motivation","authors":"S. Kobari, F. Mahamid, Mohamed Shaheen","doi":"10.46303/jcve.2023.8","DOIUrl":"https://doi.org/10.46303/jcve.2023.8","url":null,"abstract":"This study interrogated the effect of using educational mapping in teaching English language on university students' motivation. A quasi-experimental design (training program), along with a quantitative approach, was used. The study was implemented at Al-Quds Open University in Palestine .The participants comprised 36 master's degree students who were randomly divided into two equal groups: controlled (n=18) and experimental (n=18). The experimental group was taught by using educational mapping while the controlled group was taught by using common and traditional methods of teaching English language. The study questions were: 1) Are there statistically significant differences in students' means responses of English language motivation due to group? 2) Are there statistically significant differences in students' means responses of English language motivation due to gender? The data were analyzed by using SPSS, ANCOVA and MANCOVA. The results of the study showed that using educational mapping in teaching English language positively influenced university students' motivation. In addition, the results of the study indicated that there were no statistically significant differences in students' means responses of motivation according to the variable of gender. Thus, the study recommended using educational mapping as a game to foster students' motivation.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131293755","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 expected transition in higher education from students’ school-level assignments to university-level assignments provides challenges and development prospects for students and the academic world. Academic support programs have been introduced in South African higher universities to assist under-prepared university students to benefit from lectures, writing centers, and tutorials. However, the problem of poor academic writing by university students persists. The study aimed to examine students’ academic writing difficulties. English Second Language (ESL) students’ university-level writing experience, and the impact of a collaborative approach between a lecturer and a South African university writing center, to support ESL students with their academic writing, was explored. The study used the Scaffolding theory as a lens. The mixed methods approach was used, with data collected in three phases, comprising a pretest, posttest, and questionnaire. A sample of 216 first-year Senior Phase and FET students were chosen. Findings revealed that ESL students experienced challenges in academic writing skills such as structure, organization, coherence, table of contents, paraphrasing, referencing, and in-text citations. The collaborative intervention between a lecturer and the writing center assisted students to progress in their academic writing. The paper recommends exploring more collaborative strategies between lecturers and writing centers, to optimally support students.
{"title":"An Interventive Collaborative Scaffolded Approach with a Writing Center On ESL Students’ Academic Writing","authors":"Lulama Mdodana-Zide, T. Mafugu","doi":"10.46303/jcve.2023.7","DOIUrl":"https://doi.org/10.46303/jcve.2023.7","url":null,"abstract":"The expected transition in higher education from students’ school-level assignments to university-level assignments provides challenges and development prospects for students and the academic world. Academic support programs have been introduced in South African higher universities to assist under-prepared university students to benefit from lectures, writing centers, and tutorials. However, the problem of poor academic writing by university students persists. The study aimed to examine students’ academic writing difficulties. English Second Language (ESL) students’ university-level writing experience, and the impact of a collaborative approach between a lecturer and a South African university writing center, to support ESL students with their academic writing, was explored. The study used the Scaffolding theory as a lens. The mixed methods approach was used, with data collected in three phases, comprising a pretest, posttest, and questionnaire. A sample of 216 first-year Senior Phase and FET students were chosen. Findings revealed that ESL students experienced challenges in academic writing skills such as structure, organization, coherence, table of contents, paraphrasing, referencing, and in-text citations. The collaborative intervention between a lecturer and the writing center assisted students to progress in their academic writing. The paper recommends exploring more collaborative strategies between lecturers and writing centers, to optimally support students.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124389894","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：