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Investigating the EFL and ESP Students and Teachers’ Perception to the English Curriculum at Afghanistan Universities 阿富汗大学英语和ESP学生和教师对英语课程认知的调查
Pub Date : 2023-02-04 DOI: 10.32996/bjtep.2023.2.1.4
Abdul Raziq Safi, M. Shabani, Ali Malmir
This article examined the effectiveness of the EFL and ESP curricula in Afghanistan universities. Specifically, it provided an overview of the current state of English programs and learners' and instructors’ feedback on their learning and expectations. The data was collected via survey questionnaires and interviews with three groups of people. The first group is 300 Afghan EFL and ESP learners and instructors from seven different state universities of different provinces in Afghanistan who took part in this study. These universities include Nangarhar, Kandahar, Herat, Sayed Jamaluddin Afghan, Shaikh Zayed, Balkh and Kabul Education Universities. The second group is the university authorities and officials of the Ministry of Higher Education who participated in this survey. The third group of the participant is 20 EFL and ESP learners and instructors and 10 EFL and ESP curriculum planners. For the purpose of collecting data, a well-developed questionnaire was created. The collected data were analyzed by using Statistical Package for Social Sciences (SPSS version 23). The result revealed that the participants had a somehow positive attitude toward teaching and learning English as a foreign language. Also, it suggested that the students, as well as their instructors, have a low degree of a positive attitude toward the teaching system and curriculum.
本文考察了阿富汗大学英语和ESP课程的有效性。具体来说,它概述了英语课程的现状以及学习者和教师对他们的学习和期望的反馈。数据是通过调查问卷和对三组人的访谈收集的。第一组是300名阿富汗英语和ESP学习者和教师,他们来自阿富汗不同省份的7所不同的州立大学,参与了这项研究。这些大学包括楠格哈尔、坎大哈、赫拉特、阿富汗赛义德·贾马勒丁、谢赫·扎耶德、巴尔赫和喀布尔教育大学。第二组是参与本次调查的大学主管部门和高等教育部官员。第三组参与者是20名英语和ESP学习者和教师以及10名英语和ESP课程策划者。为了收集数据,制作了一份完善的调查问卷。收集到的数据使用SPSS第23版统计软件包进行分析。结果显示,参与者对英语作为外语的教学有某种积极的态度。此外,调查还表明,学生和教师对教学体系和课程的积极态度程度较低。
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引用次数: 0
The Application of Education for International Understanding of Chinese Language Teaching: A Critical Study 国际理解教育在汉语教学中的应用:一项批判性研究
Pub Date : 2023-01-19 DOI: 10.32996/bjtep.2023.2.1.3
Kong Qingqing, Yu Lishen
Education for International Understanding can provide practical paths for Chinese language teachers, teaching materials, and pedagogy to tell China's stories well. In order to improve the dissemination effect of Chinese stories in teaching Chinese as a foreign language, We started with teachers, teaching materials and teaching methods and obtained the following results from the research: Chinese language teachers should improve their intercultural communication skills and become practitioners of international understanding education and tellers of China's stories; international Chinese language teaching materials should be developed by The Framework of Reference for Culture and Society Chinese in International Chinese Language Education and seek to integrate Chinese stories and local stories based on international understanding education; The Chinese pedagogy should gradually adopt a "Concept-based Teaching and Learning" pedagogy to promote the construction of learners' conceptual framework and help them understand China's stories.
国际理解教育可以为汉语教师、教材和教学法提供讲好中国故事的实践路径。为了提高中国故事在对外汉语教学中的传播效果,我们从教师、教材、教学方法三个方面入手,研究得出以下结论:汉语教师应提高跨文化交际能力,成为国际理解教育的实践者和中国故事的讲述者;国际汉语教材应以《国际汉语教育中的文化与社会汉语参考框架》为指导,以国际理解教育为基础,寻求中国故事与地方故事的融合;中国教学法应逐步采用“概念教与学”教学法,促进学习者概念框架的构建,帮助学习者理解中国故事。
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引用次数: 0
The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study 使用书面反馈策略减少师徒关系中的紧张:一个反思性案例研究
Pub Date : 2023-01-17 DOI: 10.32996/bjtep.2023.2.1.2
Nusrat Gulzar
In this paper, the author adopts a reflective case study approach to evaluate the management of rapport and power issues in her relationship with her mentee at a postgraduate mentoring programme at a British university. The evaluation focuses on the outcomes of adopting suitable feedback strategies and language constructions for providing verbal and written feedback to her mentee to mitigate tensions in the relationship. The paper also presents insights into the author’s reflective evaluation of her mentoring approach, the nature of the tensions encountered and how she addressed those challenges through feedback techniques. Audio recordings from pre- and post-observation meetings and the researcher’s written feedback reports were used as data in the study. The analysis’s primary focus was identifying distinct language patterns in vocal and written communication and how they might have assisted and constrained the possibility of mentee reflection and rapport. Findings indicate that careful use of language structures, namely, hedged markers, first-person references, conversational registers, and reflective questions, may assist in establishing rapport in mentoring relationships and, consequently, reduce tensions to some extent. The study is helpful for new mentors and teacher educators interested in knowing more about the nature and complexities of near-peer mentoring relations and effective feedback techniques.
在本文中,作者采用反思性案例研究方法来评估她在英国一所大学的研究生指导计划中与学员关系中的融洽和权力问题的管理。评估的重点是采用适当的反馈策略和语言结构,为她的学员提供口头和书面反馈,以缓解关系中的紧张局势。本文还介绍了作者对她的指导方法的反思评估,遇到的紧张关系的性质以及她如何通过反馈技术解决这些挑战的见解。观察前后会议的录音和研究人员的书面反馈报告被用作研究的数据。分析的主要重点是识别声音和书面交流中不同的语言模式,以及它们如何帮助和限制学员反思和融洽关系的可能性。研究结果表明,谨慎使用语言结构,即模糊标记、第一人称引用、会话域和反思性问题,可能有助于在师徒关系中建立融洽关系,从而在一定程度上减少紧张关系。本研究对有兴趣了解近同伴师徒关系的性质和复杂性以及有效反馈技巧的新导师和教师教育者有帮助。
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引用次数: 0
Social Work Education: Reevaluating Undergraduate Quality Assurance in the Social Work Unit, Fourah Bay College, University of Sierra Leone 社会工作教育:重新评估塞拉利昂大学福拉湾学院社会工作部门的本科质量保证
Pub Date : 2023-01-15 DOI: 10.32996/bjtep.2023.2.1.1
Mohamed Bangura
This paper explores the policy and quality assurance discourse in social work undergraduate academic education ensuing at the Social Work Unit at Fourah Bay College, University of Sierra Leone, following the recent reengineering approach due to the Covid-19 pandemic and technological polarisation. Regrettably, final year social work university pre-service social work student’s practicum or internship evaluation could not be finalised. The practicum or internship is a critical component in social work education as it engenders professional transformation, thought and development. Unlike other academic modules, which could be downright via online and distance education, the practicum or internship, being a practical undertaking in a classroom atmosphere, accorded unique challenges. The research question that the paper addresses is: How would certification of social work students be finalised when this time-tested evaluation had not been done? The paper employs content and discourse analysis to unwrap the philosophical and professional discourses being promoted by faculty in order to appreciate how they are likely to regulate succeeding management of social work education. The discourse is that the emerging ‘current normal’ should not trade-off the quality assurance structures that evolved consequently.
本文探讨了塞拉利昂大学富拉湾学院社会工作部门社会工作本科学术教育的政策和质量保证话语,这是由于Covid-19大流行和技术两极分化导致的最近的重组方法。遗憾的是,最后一年社会工作大学职前社会工作学生的实习或实习评估无法最终确定。实践或实习是社会工作教育的重要组成部分,因为它产生了专业的转变,思想和发展。与其他可以直接通过在线和远程教育的学术模块不同,实习或实习是在课堂氛围中进行的实际工作,具有独特的挑战。本文要解决的研究问题是:如果没有经过时间考验的评估,社会工作专业学生的认证将如何完成?本文采用内容和话语分析来揭示教师所提倡的哲学和专业话语,以了解他们如何可能规范社会工作教育的后续管理。这种说法认为,新兴的“当前常态”不应该以由此演变而来的质量保证结构为代价。
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引用次数: 0
Values-Based Leadership (VBL): Evidences from Selected School Leaders of Samar, Philippines 基于价值观的领导:来自菲律宾萨马岛学校领导的证据
Pub Date : 2022-11-06 DOI: 10.32996/bjtep.2022.1.3.6
Rosybelle Sablad
In the formidable tasks of school leaders during these years, their challenges encountered in managing schools, teachers, and students, and the dire need to successfully implement quality education underscored the application of values as they lead their respective schools towards the attainment of the national educational goal. Values-based leadership (VBL) generally guides them to overcome daily school operations. Hence, this study was conducted to explore the views and perceptions of school leaders of Samar on values-based leadership (VBL), to examine their experiences as they apply VBL, and to probe their coping mechanisms in difficulties encountered. With phenomenology as the main method of inquiry, all participants ascertained positive views of VBL as it influences and motivates teachers and other school stakeholders. VBL gives assurance to help teachers grow as it is achieved during a heart to heart talk with the concerned teachers. However, conflicting values of teachers and being misunderstood were disclosed as the difficulties they experienced while using VBL. Nonetheless, they manage to surpass challenges by treating everyone with impartiality and by being consistent in the decision-making. This research concludes that the personal values of selected school leaders in Samar have a greater influence on their daily journey as they lead their teachers, students, and other stakeholders. All participants’ narratives would certainly impart potential enlightenment among school leaders from various schools experiencing similar instances.
这些年来,在学校领导的艰巨任务中,他们在管理学校、教师和学生方面遇到的挑战,以及成功实施素质教育的迫切需要,都强调了价值观在他们领导各自学校实现国家教育目标方面的应用。基于价值观的领导(VBL)通常指导他们克服日常的学校运作。因此,本研究旨在探讨萨马岛学校领导对价值观型领导的看法和认知,考察他们运用价值观型领导的经验,并探讨他们在遇到困难时的应对机制。以现象学为主要调查方法,所有参与者都确定了对VBL的积极看法,因为它影响并激励了教师和其他学校利益相关者。VBL提供了保证,帮助教师成长,因为它是实现与有关教师的心与心的谈话。然而,教师的价值观冲突和被误解是他们在使用VBL时遇到的困难。尽管如此,他们通过公正地对待每个人,并在决策中保持一致,成功地克服了挑战。这项研究的结论是,萨马岛选定的学校领导的个人价值观对他们领导老师、学生和其他利益相关者的日常生活有更大的影响。所有参与者的叙述肯定会给经历类似情况的不同学校的学校领导带来潜在的启示。
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引用次数: 0
Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self-Regulated Learning Practices 教师候选人发展和实施自我调节学习实践的自主动机
Pub Date : 2022-10-25 DOI: 10.32996/bjtep.2022.1.3.5
C. Brenner
Teaching towards self-regulated learning (SRL) is complex and involves the development of skills and sustained motivation. This study examined teacher candidates’ (TCs’) identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC’s self-determined motivation in relation to her development and implementation of self-regulated promoting practices are identified and discussed from the perspective of SRL and self-determination theory. The data analyzed included: a questionnaire, interviews, documents, and in-class observations. The finding reveals detailed descriptive codes and categories for SRL and management practices, as well as codes related to TCs’ motivational constraints and affordances for their development of SRL practices.
自我调节学习(SRL)的教学是复杂的,涉及技能和持续动机的发展。本研究考察了教师候选人(tc)对发展SRL实践的自我决定动机的支持和约束的识别。本文介绍了一项针对加拿大教师教育计划(TEP)中四名教师候选人进行的定性纵向研究的结果。本文从SRL和自我决定理论的角度,确定并讨论了该培训师在发展和实施自我调节的促进实践中自我决定动机的支持和制约因素。分析的数据包括:问卷调查、访谈、文献和课堂观察。这一发现揭示了SRL和管理实践的详细描述性代码和类别,以及与tc的动机约束和SRL实践发展的支持相关的代码。
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引用次数: 1
English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective 沙特阿拉伯小学英语教育:家长视角
Pub Date : 2022-10-05 DOI: 10.32996/bjtep.2022.1.3.4
Reima Al-Jarf
In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies.  This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills;  which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English.  Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
在沙特阿拉伯,有几种类型的学校供儿童学习英语和阿拉伯语:(i)公立(政府)和古兰经学校;(二)以阿拉伯语为教学语言,开设英语强化课程的私立学校;(三)以英语为教学语言,一门课程分配给阿拉伯和伊斯兰研究的国际学校。这项研究调查了一些家长的样本,以找出分配给英语的时间;使用的教科书种类,家长是否认为它们足够;家长对子女在不同英语语言技能上的熟练程度的看法;哪种语言对儿童更有吸引力:英语还是阿拉伯语;儿童在与兄弟姐妹、父母和亲戚交流时使用哪种语言?学习英语(第二语言)对阿拉伯语(第一语言)的影响;以及开始学习英语的最佳年龄。结果显示,在公立学校和古兰经学校,学生每周上1-2小时的英语课,家长认为这是不够的。在私立学校,分配给英语的学时各不相同(在5-10之间)。在国际学校,英语是所有课程的教学语言。大多数家长希望孩子在幼儿园或一年级开始学习英语。英语是国际学校学生更强大和首选的语言。私立学校的学生精通英语和阿拉伯语。阿拉伯语是政府和古兰经学校的孩子们更强大和首选的语言。一些家长认为政府学校使用的教科书很好,但是一些老师的教学技术不合格。一些公立学校(在偏远地区或小城镇)人手不足,导致每周教学时间从2小时减少到1小时。详细报道了家长对沙特阿拉伯各类小学外语/第二语言教育现状和质量的看法。
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引用次数: 3
Approach to Improving the Teaching Effect of General Education Course of Humanities in Research Universities: Taking South China University of Technology as an Example 提高研究型大学人文学科通识教育课程教学效果的途径——以华南理工大学为例
Pub Date : 2022-09-29 DOI: 10.32996/bjtep.2022.1.3.3
Zhou Jianxin
General education of humanities has been implemented in China’s colleges and universities for nearly 30 years, but so far, there are not many studies on the teaching of general education courses of humanities, among which the study on improving the teaching effect of general education courses of humanities, especially the study based on empirical evidence, although is very necessary, is even rarer. In order to explore the approach to improve the teaching effect of general education courses in humanities, in the past 9 semesters at South China University of Technology, a research-oriented university in China, the author of this paper carried out teaching exploration in a total of 14 large classes, and 23 small classes taught by himself, with 3094 undergraduate students enrolled, in three general education courses of humanities, namely "Anglo-American Literature and Culture", "Selected Readings of English Poetry", and "Tasting Chinese Classics in English", by implementing four teaching modes in classroom teaching: topic+interactive, topic+non-interactive, non-topic+interactive, non-topic+ non-interactive. It is found that topic-centered interactive small class teaching achieves the best teaching effect. At the same time, surveys and investigations conducted by the author of this paper on the teaching of general education courses of humanities at South China University of Technology demonstrate that interactive small class teaching taught by teachers with professor titles achieves optimal teaching effect. It can be thus concluded that the topic-centered, interactive small class teaching taught by a professor is the best approach to improve the teaching effect of general education courses of humanities in a research university. It is expected that the findings of this study will serve as a reference for other research universities in China to improve the teaching effect of general education courses in humanities.
人文通识教育在中国高校实施已近30年,但迄今为止,关于人文通识教育课程教学的研究并不多,其中关于提高人文通识教育课程教学效果的研究,尤其是基于实证的研究,虽然非常必要,但更是少之又少。为了探索提高人文学科通识教育课程教学效果的途径,笔者在华南理工大学这一研究型大学的9个学期中,对“英美文学与文化”三门人文学科通识教育课程进行了教学探索,共开设14个大班,23个自教小班,共招收本科生3094人。《英语诗歌选读》、《用英语品读中国经典》,在课堂教学中实施四种教学模式:话题+互动、话题+非互动、非话题+互动、非话题+非互动。研究发现,以主题为中心的互动式小班教学取得了最好的教学效果。同时,本文作者对华南理工大学人文通识教育课程的教学进行了调查和调查,结果表明,由教授职称教师进行的互动式小班教学达到了最佳的教学效果。由此可见,在研究型大学中,以主题为中心的互动式教授小班教学是提高人文通识教育课程教学效果的最佳途径。期望本研究结果能对国内其他研究型大学提高人文通识教育课程的教学效果提供参考。
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引用次数: 1
Exploring the Effects of Teacher-Student Verbal Interaction on Effects of Adolescent Learning Efficacy Based on Satir's Iceberg Theory 基于萨提亚冰山理论的师生言语互动对青少年学习效能的影响
Pub Date : 2022-09-26 DOI: 10.32996/bjtep.2022.1.3.2
Zewen Wu, Caiyi Liao, Xiaoqi Jie, Yuanyu Peng
Teaching is an important process of teacher-student verbal interaction, which plays a significant role in improving students' academic performance and enhancing their healthy physical and mental development. In order to investigate the influence of teacher-student verbal interaction on secondary school students' learning efficacy and to understand how teachers' language affects adolescents' self-efficacy, this paper adopts questionnaires and interviews founded on Satir's iceberg theory to gather data on teacher-student relationships and their learning efficacy from eight secondary school students in four regions, including Fujian and Sichuan. Quantitative analysis is conducted by SPSS 26.0 to study the effect of teacher-student verbal interaction on secondary school students' learning efficacy. The study indicated that positive and good verbal interactions could enhance adolescents' learning efficacy. Teachers can utilize Satir’s iceberg theory to touch the psychological world under the iceberg and assist students in enhancing their learning efficacy through more accurate verbal behaviors.
教学是师生言语互动的重要过程,对提高学生学习成绩、促进学生身心健康发展具有重要作用。为了探究师生言语互动对中学生学习效能感的影响,了解教师语言如何影响青少年的自我效能感,本文采用基于萨蒂亚冰山理论的问卷和访谈法,对福建、四川等4个地区的8名中学生进行了师生关系和学习效能感的数据采集。运用SPSS 26.0软件进行定量分析,研究师生言语互动对中学生学习效能感的影响。研究表明,积极良好的言语互动可以提高青少年的学习效能。教师可以利用萨提亚的冰山理论触摸冰山下的心理世界,通过更准确的言语行为帮助学生提高学习效能。
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引用次数: 0
Learner Reticence at the Time of the Pandemic: Examining Filipino Students’ Communication Behaviors in Remote Learning 大流行时期的学习者沉默:菲律宾学生远程学习中的沟通行为研究
Pub Date : 2022-09-05 DOI: 10.32996/bjtep.2022.1.3.1
Marielle Justine C. Sumilong
Between the uncertainty of a global pandemic, the unfamiliar territory of fully remote education, and the detrimental effects of related crises on the educational system, emerging research on pandemic pedagogy have underscored the universal presences of 1) anxiety in students and teachers, 2) decreased communication opportunities, and 3) challenges with communication technologies –all of which have been found to affect students’ communication behaviors in their remote classes. Learner reticence –students’ inadequate ability in self-expression usually manifested in reluctance to engage in classroom discourse– remains one of the biggest instructional communication challenges most teachers face today. Recent pandemic-related changes in learning delivery have put students at an even bigger disadvantage in terms of self-expression, participation, and discourse since the majority of the difficulties they experience in remote learning involve and are affected by their resources’ capacities to sustain communication with their teachers and classmates. This study investigated the self-perceived experiences of learner reticence of Filipino higher education students. With phenomenology as the main method of inquiry, all participants disclosed experiences of reticent behaviors in their remote classes during the pandemic; individual and personality-based factors were found to contribute the most to the students’ experienced reticence. The participants’ narratives also gave rise to insights on teacher immediacy and interpersonal communication in remote classes.
在全球大流行的不确定性、完全远程教育的陌生领域以及相关危机对教育系统的有害影响之间,关于大流行教学法的新研究强调了普遍存在的问题:1)学生和教师的焦虑,2)沟通机会减少,以及3)通信技术的挑战——所有这些都被发现会影响学生在远程课堂上的沟通行为。学习者沉默——学生自我表达能力不足,通常表现为不愿参与课堂话语——仍然是当今大多数教师面临的最大教学交流挑战之一。最近与大流行有关的学习方式变化使学生在自我表达、参与和发言方面处于更大的不利地位,因为他们在远程学习中遇到的大多数困难涉及并受到其资源维持与老师和同学沟通能力的影响。本研究旨在探讨菲律宾高等教育学生对学习者缄默的自我知觉经验。以现象学为主要调查方法,所有参与者都披露了大流行期间远程课堂上的沉默行为经历;研究发现,个体因素和人格因素对学生经历性沉默的影响最大。参与者的叙述也产生了对远程课堂中教师即时性和人际沟通的见解。
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引用次数: 0
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British Journal of Teacher Education and Pedagogy
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