Teachers’ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers’ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers’ emotions on teachers’ learning have been underplayed in the field. Teachers are expected to be professional learners (Locke; Jarvis, 2009; Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one’s perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006). Through narrative analysis, the teaching trajectories of three Hong Kong Secondary school teachers are studied. The life stories of these three cases have revealed in this research that emotions indeed serve as an accelerator to critical reflection, reflective learning and perspective transformation, thereby leading to transformative learning on both personal and professional levels during disjuncture triggered by conflicts with school leaders. By employing Chen’s (2020) Teacher Emotion Model and Liu & Hallinger’s (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachers’ perception of power distance orientation; how the interactive, dynamic process affects their response; the way emotions act as an accelerator in transformative learning; and how teachers reharmonize disjuncture that are embedded in emotionally charged relationships in the social world in their learning trajectories.
{"title":"Emotions as an Accelerator: Case Studies on the Effects of Emotions on Teachers’ Perception and Learning when being in Conflicts with School leaders","authors":"Chiu Yin Yung","doi":"10.33422/ejte.v4i1.725","DOIUrl":"https://doi.org/10.33422/ejte.v4i1.725","url":null,"abstract":"Teachers’ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers’ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers’ emotions on teachers’ learning have been underplayed in the field. Teachers are expected to be professional learners (Locke; Jarvis, 2009; Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one’s perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006). Through narrative analysis, the teaching trajectories of three Hong Kong Secondary school teachers are studied. The life stories of these three cases have revealed in this research that emotions indeed serve as an accelerator to critical reflection, reflective learning and perspective transformation, thereby leading to transformative learning on both personal and professional levels during disjuncture triggered by conflicts with school leaders. By employing Chen’s (2020) Teacher Emotion Model and Liu & Hallinger’s (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachers’ perception of power distance orientation; how the interactive, dynamic process affects their response; the way emotions act as an accelerator in transformative learning; and how teachers reharmonize disjuncture that are embedded in emotionally charged relationships in the social world in their learning trajectories.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114772992","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}
Research on art-based leadership development suggests that this form of multimodal experiential learning enhances soft skills. Against this backdrop, two quantitative sub-studies from a research program on leadership development explored training effects of improvisational theater and visual arts. In both sub-studies, we applied a longitudinal pretest-posttest design and compared skills development with learner satisfaction and perceived usefulness of educational content. Our findings suggest that participants overestimate training success because very high satisfaction and favorable opinions on the programs’ practical relevance are not reflected in desired skills development. We interpret this discrepancy as a halo effect, in which the fun factor of art-based learning and other facets of aesthetic experience outshines actual learning results. Despite limitations such as small sample sizes, our findings contribute to research by putting overly positive assumptions on art-based learning’s effectiveness into perspective.
{"title":"Mind the Gap: Workshop Satisfaction and Skills Development in Art-Based Learning","authors":"Berit Sandberg, Elena Stasewitsch, Jochen Prümper","doi":"10.33422/ejte.v4i2.717","DOIUrl":"https://doi.org/10.33422/ejte.v4i2.717","url":null,"abstract":"Research on art-based leadership development suggests that this form of multimodal experiential learning enhances soft skills. Against this backdrop, two quantitative sub-studies from a research program on leadership development explored training effects of improvisational theater and visual arts. In both sub-studies, we applied a longitudinal pretest-posttest design and compared skills development with learner satisfaction and perceived usefulness of educational content. Our findings suggest that participants overestimate training success because very high satisfaction and favorable opinions on the programs’ practical relevance are not reflected in desired skills development. We interpret this discrepancy as a halo effect, in which the fun factor of art-based learning and other facets of aesthetic experience outshines actual learning results. Despite limitations such as small sample sizes, our findings contribute to research by putting overly positive assumptions on art-based learning’s effectiveness into perspective.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130459433","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}
Blended learning is any combination of traditional analog education with modern digital technologies. At its broadest, blended learning describes the introduction of computer labs, interactive whiteboards, and educational software to the learning process. When making recommendations for teaching at higher education institutions in the period of the COVID-19 pandemic with the application of anti-epidemic measures, among the important recommendations was the use of a hybrid learning model for students. Teachers were able to adjust the course of all forms of higher education only after determining that students, given the material and technical conditions and computer skills, can carry out certain activities at a distance. The research implicitly indicates which type of hybrid learning model proved to be the most effective in mastering the course outcome and successful implementation and realization of teaching during COVID-19. The research was conducted at the Faculty of Humanities and Social Sciences in Osijek (Croatia), at the graduate and postgraduate level from 21st April to 28th June of the academic year of 2020. It was N = 73 respondents. An online questionnaire was conducted via Docs forms. This research will also try to answer whether learning outcomes are more achieved with blended learning.The results showed that most students wanted to have real-time instruction during the COVID-19 pandemic via the Big Blue Button rather than via the Google Classroom, and 94% thought they would better adopt course outcomes than the classic hybrid teaching model. The possibility for the student to organize his / her own workspace, but also to cooperate with other students and teachers in acquiring knowledge, and can be achieved with a precisely designed hybrid model of learning. It is the research that indicates the improvement of the quality of learning and the possibility of active participation of students in the learning process, which thus improves the learning outcomes.
{"title":"Significance Of Hybrid Learning Model During Covid-19 Pandemic at Higher Education Institution","authors":"Mirela Muller","doi":"10.33422/ejte.v4i2.818","DOIUrl":"https://doi.org/10.33422/ejte.v4i2.818","url":null,"abstract":"Blended learning is any combination of traditional analog education with modern digital technologies. At its broadest, blended learning describes the introduction of computer labs, interactive whiteboards, and educational software to the learning process. When making recommendations for teaching at higher education institutions in the period of the COVID-19 pandemic with the application of anti-epidemic measures, among the important recommendations was the use of a hybrid learning model for students. Teachers were able to adjust the course of all forms of higher education only after determining that students, given the material and technical conditions and computer skills, can carry out certain activities at a distance. The research implicitly indicates which type of hybrid learning model proved to be the most effective in mastering the course outcome and successful implementation and realization of teaching during COVID-19. The research was conducted at the Faculty of Humanities and Social Sciences in Osijek (Croatia), at the graduate and postgraduate level from 21st April to 28th June of the academic year of 2020. It was N = 73 respondents. An online questionnaire was conducted via Docs forms. This research will also try to answer whether learning outcomes are more achieved with blended learning.The results showed that most students wanted to have real-time instruction during the COVID-19 pandemic via the Big Blue Button rather than via the Google Classroom, and 94% thought they would better adopt course outcomes than the classic hybrid teaching model. The possibility for the student to organize his / her own workspace, but also to cooperate with other students and teachers in acquiring knowledge, and can be achieved with a precisely designed hybrid model of learning. It is the research that indicates the improvement of the quality of learning and the possibility of active participation of students in the learning process, which thus improves the learning outcomes.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"2173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130078732","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}
Egypt-Japan Education Partnership (EJEP) is a partnership for a professional development training program that was established between Egypt and Japan in 2016 towards actualizing the new education system “Education 2.0”. This program is based on Japan’s holistic educational curriculum model, known as “Tokkatsu” or special activities. The purpose of this research is to investigate how the program is contributing to developing new teaching methodologies and strategies through tokkatsu, and to examine the outcomes in teachers’ practices following the program as well as identifying the challenges they face. In this qualitative approach, a convenience sampling was used consisting of two trainees of batches one and two from different schools and different specialization. An inductive analysis of the reports submitted by the trainees prior to, during, and following the program; and an exchange of emails were conducted. This method was utilized as an alternative to the follow-up visit that follows the program; given the current circumstances. The results show positive outcomes and implementation of new learning methodologies in teachers’ practices acquired from EJEP. These new methodologies contributed to developing student’s agency and enhancing a self-learning atmosphere. Students became more engaged in school life through tokkatsu, and this was reflected in their academic behavior as well.
{"title":"The Implementation of Tokkatsu as a New Co-inquiry Approach in Egypt-Japan Schools","authors":"Yasmine S. G. Mostafa","doi":"10.33422/ejte.v3i3.702","DOIUrl":"https://doi.org/10.33422/ejte.v3i3.702","url":null,"abstract":"Egypt-Japan Education Partnership (EJEP) is a partnership for a professional development training program that was established between Egypt and Japan in 2016 towards actualizing the new education system “Education 2.0”. This program is based on Japan’s holistic educational curriculum model, known as “Tokkatsu” or special activities. The purpose of this research is to investigate how the program is contributing to developing new teaching methodologies and strategies through tokkatsu, and to examine the outcomes in teachers’ practices following the program as well as identifying the challenges they face. In this qualitative approach, a convenience sampling was used consisting of two trainees of batches one and two from different schools and different specialization. An inductive analysis of the reports submitted by the trainees prior to, during, and following the program; and an exchange of emails were conducted. This method was utilized as an alternative to the follow-up visit that follows the program; given the current circumstances. The results show positive outcomes and implementation of new learning methodologies in teachers’ practices acquired from EJEP. These new methodologies contributed to developing student’s agency and enhancing a self-learning atmosphere. Students became more engaged in school life through tokkatsu, and this was reflected in their academic behavior as well.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129085008","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}
A pertinent challenge in an online and/or physical learning setup is that learners appear to be forced by internal and external competitive pressures, as well as pressure of completing the coursework successfully rather than developing inspiration and commitment to learning. Globally, there is a consensus that real education means empowering teahcers - enabling them to visualize issues and matters intellectually, ethically and critically. At the heart of this is teachers‘ continuous and refelctive engagment in designing a course. This paper suggests that higher education must help their faculty members to develop the necessary knowledge, skills and attitude to be able to design and lead a quality course in their respective deciplines. It is important to recognize here that course desgin is not viewed as an official, standard and static doucment; it contains a sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills.
{"title":"Engaging Teachers in Professional Development: Course Design at Higher Education","authors":"Razia Fakir Mohammad","doi":"10.33422/ejte.v3i3.703","DOIUrl":"https://doi.org/10.33422/ejte.v3i3.703","url":null,"abstract":"A pertinent challenge in an online and/or physical learning setup is that learners appear to be forced by internal and external competitive pressures, as well as pressure of completing the coursework successfully rather than developing inspiration and commitment to learning. Globally, there is a consensus that real education means empowering teahcers - enabling them to visualize issues and matters intellectually, ethically and critically. At the heart of this is teachers‘ continuous and refelctive engagment in designing a course. This paper suggests that higher education must help their faculty members to develop the necessary knowledge, skills and attitude to be able to design and lead a quality course in their respective deciplines. It is important to recognize here that course desgin is not viewed as an official, standard and static doucment; it contains a sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126325662","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}
Writing is one of the noteworthy factors of four major language skills. However, teaching English writing is a difficult and troublesome task for the teachers in the village areas of Bangladesh albeit to the maximum preference was given to writing modules in rural secondary schools. The present study aimed at looking into issues that hinder the advancement and effectiveness of teaching English writing at secondary school levels in rural Bangladesh. It was also investigated if the methods, materials, environments, curricula, and class sizes were congenial to the effective learning and teaching. The researcher used a mixed method approach. Both qualitative and quantitative methodology by analyzing documents, observing and interviewing of secondary school teachers and learners from different rural schools were used to conduct the study. It was observed that learners had almost no opportunity to practice critical writing in classroom settings. Seldom were they taught the writing strategies including pre-writing, brainstorming, and branching. Most often students were reluctant to the strategy of idea generation—drafting—revising. Among many obstacles, the study reveals the followings: low salary of teachers, learners’ inertia; obscurity in foreign language policies, qualms in curricula, dearth of resources and training facilities. Results from this study found plenty of incongruity between teachers’ perception and practice in writing classes. The authenticity of this paper is not marginalized to the context of a particular institution in remote Bangladesh, but is hoped to reach further to regional institutions which are facing similar problems.
{"title":"Reasons Why We Lag Behind: Qualms of Teaching English Writing in Secondary Levels of Rural Bangladesh","authors":"Md. Rahat Hossain","doi":"10.33422/ejte.v3i4.707","DOIUrl":"https://doi.org/10.33422/ejte.v3i4.707","url":null,"abstract":"Writing is one of the noteworthy factors of four major language skills. However, teaching English writing is a difficult and troublesome task for the teachers in the village areas of Bangladesh albeit to the maximum preference was given to writing modules in rural secondary schools. The present study aimed at looking into issues that hinder the advancement and effectiveness of teaching English writing at secondary school levels in rural Bangladesh. It was also investigated if the methods, materials, environments, curricula, and class sizes were congenial to the effective learning and teaching. The researcher used a mixed method approach. Both qualitative and quantitative methodology by analyzing documents, observing and interviewing of secondary school teachers and learners from different rural schools were used to conduct the study. It was observed that learners had almost no opportunity to practice critical writing in classroom settings. Seldom were they taught the writing strategies including pre-writing, brainstorming, and branching. Most often students were reluctant to the strategy of idea generation—drafting—revising. Among many obstacles, the study reveals the followings: low salary of teachers, learners’ inertia; obscurity in foreign language policies, qualms in curricula, dearth of resources and training facilities. Results from this study found plenty of incongruity between teachers’ perception and practice in writing classes. The authenticity of this paper is not marginalized to the context of a particular institution in remote Bangladesh, but is hoped to reach further to regional institutions which are facing similar problems.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126422000","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}
Teaching, learning and education are the main activities related with any higher education institution (HEI), be they public or private. In this context, the balanced scorecard (BSC) is a powerful method that helps the successful application of performance measurements in terms of the efficiency of the programs, processes and people of any educational institution. The key performance indicators (KPI) are crucial indicators to translate the strategy into action, improving the synergies of all the people that contribute to management success. This paper underlines the importance of the BSC model in private, governmental and non-profit organizations highlighting its implementation in a HEI. In order to clarify the main concepts of the application of the BSC method in a HEI, a hypothetical institution (IPX) is considered and a set of strategic objectives are considered in terms of financial, clients, business, learning and growth perspectives. The key parameter indicators and the action plan are defined according to the HEI vision.
{"title":"Balanced Scorecard: A Powerful Method to Improve the Management of Educational Institutions","authors":"José Pereira, Vítor Manuel Rodrigues Viegas","doi":"10.33422/ejte.v3i4.706","DOIUrl":"https://doi.org/10.33422/ejte.v3i4.706","url":null,"abstract":"Teaching, learning and education are the main activities related with any higher education institution (HEI), be they public or private. In this context, the balanced scorecard (BSC) is a powerful method that helps the successful application of performance measurements in terms of the efficiency of the programs, processes and people of any educational institution. The key performance indicators (KPI) are crucial indicators to translate the strategy into action, improving the synergies of all the people that contribute to management success. This paper underlines the importance of the BSC model in private, governmental and non-profit organizations highlighting its implementation in a HEI. In order to clarify the main concepts of the application of the BSC method in a HEI, a hypothetical institution (IPX) is considered and a set of strategic objectives are considered in terms of financial, clients, business, learning and growth perspectives. The key parameter indicators and the action plan are defined according to the HEI vision.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127628859","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}
Since the outbreak of the COVID-19 pandemic in Wuhan in China and its rapid spread around the globe, people’s life and work styles have changed. Governments have installed and implemented lockdowns, social distancing, and stay home preventive measures that have forced most people to work from their homes. Research units and higher learning institutions were not spared as well. International conferences that were to take place in 2020 were turned into virtual presentations and until recently nothing has changed. To handle the crisis, the University of Rwanda also thought of transforming its work ethos. In this regard a two-phase online workshop was held in January and February 2021 to review two modules produced during a face-to face workshop in October 2021. These were modules on methodologies to help pre-primary, primary and lower secondary school teachers to effectively deliver their subject content through English, the medium of instruction, and promote learners’ proficiency in this language. As this online review was the first virtual workshop experience of the kind for most participants, the researchers decided to investigate the opportunities it offered them and the challenges faced. Theories on online work and of quantitative and qualitative research paradigms were used. The research tools were a questionnaire and observations. Graphs were utilised and emerging themes grouped into typologies for data presentation and analysis. The research findings revealed a number of opportunities and challenges. The findings also showed the respondents’ potential solutions to these challenges. The proposed resolutions were supplemented by the researchers’ recommendations.
{"title":"A 2021 Online Workshop for the Review of Two Modules on Methodology for Using English as a Medium of Instruction in Rwanda: Opportunities and Challenges","authors":"Gloriose Mugirase, Speciose N. Ndimurugero","doi":"10.33422/ejte.v3i4.554","DOIUrl":"https://doi.org/10.33422/ejte.v3i4.554","url":null,"abstract":"Since the outbreak of the COVID-19 pandemic in Wuhan in China and its rapid spread around the globe, people’s life and work styles have changed. Governments have installed and implemented lockdowns, social distancing, and stay home preventive measures that have forced most people to work from their homes. Research units and higher learning institutions were not spared as well. International conferences that were to take place in 2020 were turned into virtual presentations and until recently nothing has changed. To handle the crisis, the University of Rwanda also thought of transforming its work ethos. In this regard a two-phase online workshop was held in January and February 2021 to review two modules produced during a face-to face workshop in October 2021. These were modules on methodologies to help pre-primary, primary and lower secondary school teachers to effectively deliver their subject content through English, the medium of instruction, and promote learners’ proficiency in this language. As this online review was the first virtual workshop experience of the kind for most participants, the researchers decided to investigate the opportunities it offered them and the challenges faced. Theories on online work and of quantitative and qualitative research paradigms were used. The research tools were a questionnaire and observations. Graphs were utilised and emerging themes grouped into typologies for data presentation and analysis. The research findings revealed a number of opportunities and challenges. The findings also showed the respondents’ potential solutions to these challenges. The proposed resolutions were supplemented by the researchers’ recommendations.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114065126","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}
W. J. H. Brigido, José Fábio de Oliveira, Paulo Evelton Lemos De Sousa, J. C. F. Souza
Partial Least Square (PLS) was used the path modelling. Latent variables such as staff, institution (administration, number of enrolments, quality of laboratories, rooms, etc.), incentive applied for research and Academic Performance Score (APS) were proposed. The indicators available on Brazilian universities were chosen for this article, they were tested and duly validated, as well as the reliability of these items and the variables represented by them. The result was the model explains satisfactorily well the Academic Performance Score (APS) with a R2 of 70.6%, with the Institution contributing the most to the model, for approximately 35.4%. Next, the incentive to research contributes 29.2%. In addition, the hypotheses generated in this article, except one, adequately support the model.
{"title":"Using PLS Path Modelling in Education System: A Model to Measure the Academic Performance Score","authors":"W. J. H. Brigido, José Fábio de Oliveira, Paulo Evelton Lemos De Sousa, J. C. F. Souza","doi":"10.33422/ejte.v3i3.643","DOIUrl":"https://doi.org/10.33422/ejte.v3i3.643","url":null,"abstract":"Partial Least Square (PLS) was used the path modelling. Latent variables such as staff, institution (administration, number of enrolments, quality of laboratories, rooms, etc.), incentive applied for research and Academic Performance Score (APS) were proposed. The indicators available on Brazilian universities were chosen for this article, they were tested and duly validated, as well as the reliability of these items and the variables represented by them. The result was the model explains satisfactorily well the Academic Performance Score (APS) with a R2 of 70.6%, with the Institution contributing the most to the model, for approximately 35.4%. Next, the incentive to research contributes 29.2%. In addition, the hypotheses generated in this article, except one, adequately support the model.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123232295","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/Foreign language learning is a complex process. People who learn a language other than their home language often commit errors because they learn in an unnatural way. Scholars mention that some errors originate from mother tongue interferences and this phenomenon results in inter-lingual errors. Other errors are made as a result of the unfamiliarity with the target language when learners are trying to cope with the new language, internalising some concepts. Scholars also highlight those errors can be stabilised and even fossilised. Stabilised errors are errors that can be corrected provided learners have enough exposure to the new language. Nevertheless, errors’ fossilisation impacts on the whole language process as learners never know the correct way of using it. The present paper reviews the most common errors and their causes and discusses them from a theoretical standpoint. It also analyses contextual factors that have an impact on errors. Next, the paper emphasises the role of teachers in boosting effective language use among second language learners. Finally, it offers recommendations on how second language errors can be dealt with to promote learning.
{"title":"Reflecting on the Nature and Causes of Errors in Second Language Learning and their Classroom Implications","authors":"Evariste Manirakiza, Gloriose Mugirase, Innocent Hakizimana","doi":"10.33422/ejte.v3i4.549","DOIUrl":"https://doi.org/10.33422/ejte.v3i4.549","url":null,"abstract":"Second/Foreign language learning is a complex process. People who learn a language other than their home language often commit errors because they learn in an unnatural way. Scholars mention that some errors originate from mother tongue interferences and this phenomenon results in inter-lingual errors. Other errors are made as a result of the unfamiliarity with the target language when learners are trying to cope with the new language, internalising some concepts. Scholars also highlight those errors can be stabilised and even fossilised. Stabilised errors are errors that can be corrected provided learners have enough exposure to the new language. Nevertheless, errors’ fossilisation impacts on the whole language process as learners never know the correct way of using it. The present paper reviews the most common errors and their causes and discusses them from a theoretical standpoint. It also analyses contextual factors that have an impact on errors. Next, the paper emphasises the role of teachers in boosting effective language use among second language learners. Finally, it offers recommendations on how second language errors can be dealt with to promote learning.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"80 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113962457","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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