Alana St. Cyr, Susan R. Barclay, V. Couture, Thomas Bruick
Members of a prominent school counseling organization were surveyed to measure their perceived responsibility, self-efficacy, and performance related to increasing students’ college knowledge. The purposes of this study were to: (a) understand what level do school counselors believe they bear the responsibility to increase students’ college knowledge, (b) determine how efficacious do counselors feel in providing college knowledge to students, and (c) determine the level that school counselors are providing students college knowledge information. There were significant differences across those domains. With the professional expectation that a school counselor’s role is to facilitate the increase of college knowledge for students, there are discrepancies between the expectation and the view of the school counselor. Based on the results of our study, we concluded that additional support and guidance for school counselors facilitating college knowledge would be beneficial to staff and students.
{"title":"Increasing College Knowledge: The Role of School Counselors","authors":"Alana St. Cyr, Susan R. Barclay, V. Couture, Thomas Bruick","doi":"10.5539/jel.v12n3p17","DOIUrl":"https://doi.org/10.5539/jel.v12n3p17","url":null,"abstract":"Members of a prominent school counseling organization were surveyed to measure their perceived responsibility, self-efficacy, and performance related to increasing students’ college knowledge. The purposes of this study were to: (a) understand what level do school counselors believe they bear the responsibility to increase students’ college knowledge, (b) determine how efficacious do counselors feel in providing college knowledge to students, and (c) determine the level that school counselors are providing students college knowledge information. There were significant differences across those domains. With the professional expectation that a school counselor’s role is to facilitate the increase of college knowledge for students, there are discrepancies between the expectation and the view of the school counselor. Based on the results of our study, we concluded that additional support and guidance for school counselors facilitating college knowledge would be beneficial to staff and students.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"179 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75148668","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 DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit criteria literacy professors prepared preservice teachers to use in K-12 settings. Participants included 199 literacy professors (194 from USA and one each from Australia, Canada, Caribbean, Middle East and Europe). We used a multivariate outcome logit/probit model to analyze how this was related to (a) professor characteristics, (b) institution characteristics, and (c) time. Findings showed that certain professor characteristics (e.g., interest in integrating technology, being knowledgeable about digital literacies), institution characteristics (e.g., access to equipment, professional development, technical support, incentives), and time to plan and practice integration were related to literacy professors’ increased preparation of preservice teachers to use digital text or tool selection and integration. These findings provide specific ways to improve literacy teacher preparation by providing specific kinds of supports.
{"title":"Digital Text/Tool Selection and Integration: What Professors Teach","authors":"Tanya Christ, Poonam Arya, M. Chiu","doi":"10.5539/jel.v12n3p1","DOIUrl":"https://doi.org/10.5539/jel.v12n3p1","url":null,"abstract":"The DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit criteria literacy professors prepared preservice teachers to use in K-12 settings. Participants included 199 literacy professors (194 from USA and one each from Australia, Canada, Caribbean, Middle East and Europe). We used a multivariate outcome logit/probit model to analyze how this was related to (a) professor characteristics, (b) institution characteristics, and (c) time. Findings showed that certain professor characteristics (e.g., interest in integrating technology, being knowledgeable about digital literacies), institution characteristics (e.g., access to equipment, professional development, technical support, incentives), and time to plan and practice integration were related to literacy professors’ increased preparation of preservice teachers to use digital text or tool selection and integration. These findings provide specific ways to improve literacy teacher preparation by providing specific kinds of supports.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"123 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80461703","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 research article aims to 1) determine the knowledge and experience of early childhood education of Suan Dusit University, and 2) develop and study the effectiveness of learning experience provision models that synergize the knowledge of Suan Dusit University to enhance the proper development of young children according to the 75/75 criteria. Data is obtained from personnel of 87 various agencies of Suan Dusit University, e.g., deans, directors, managers, chairpersons of programs, heads of departments, and 129 students in kindergarten 1, 2, and 3 of La-orutis Demonstration School, Suan Dusit University. The research results consisted of 15 learning experience provision models for young children, such as gravity-powered toys, battery-powered toys, the differences between a toy using force and a toy using a battery, toy caring, and how to play with toys, etc. Every learning experience provision models has a performance rating according to the 75/75 criteria.
{"title":"The Development of Learning Experience Provision Models That Synergize the Knowledge of Suan Dusit University to Enhance Proper Development of Young Children","authors":"Benjawan Keesookpun, Jira Jitsupa, Alongkorn Koednet, Uraiwan Chotchusana, Wipavee Jongpu","doi":"10.5539/jel.v12n2p145","DOIUrl":"https://doi.org/10.5539/jel.v12n2p145","url":null,"abstract":"This research article aims to 1) determine the knowledge and experience of early childhood education of Suan Dusit University, and 2) develop and study the effectiveness of learning experience provision models that synergize the knowledge of Suan Dusit University to enhance the proper development of young children according to the 75/75 criteria. Data is obtained from personnel of 87 various agencies of Suan Dusit University, e.g., deans, directors, managers, chairpersons of programs, heads of departments, and 129 students in kindergarten 1, 2, and 3 of La-orutis Demonstration School, Suan Dusit University. The research results consisted of 15 learning experience provision models for young children, such as gravity-powered toys, battery-powered toys, the differences between a toy using force and a toy using a battery, toy caring, and how to play with toys, etc. Every learning experience provision models has a performance rating according to the 75/75 criteria.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77711123","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 objectives of this survey research were to: 1) study the current state of additional English course management in schools under the Secondary Educational Service Area Office Nonthaburi in Thailand; 2) study and compare the opinions of teachers and students towards the appropriateness of the current state of additional English course management; and 3) propose guidelines for the provision of additional English course management. The informants in this research included 18 heads of the foreign language learning group and 3 experts in curriculum and English language teaching. The study sample included 87 teachers and 120 high school students. The research instruments included an additional English course management form, an opinion questionnaire, and a semi-structured interview. Data analysis determining frequency, mean, standard deviation, t-test and content analysis was performed. The findings revealed: 1) overall, 60 English additional courses were offered at various schools, grouped into 5 categories according to the focus of the course, and arranged in descending order as follows: English for daily communication (33 courses), English for continuing education (10 courses), English for careers (10 courses), English for pleasure (5 courses), and others (2 courses); 2) in general, teachers and students rated each school’s additional course management as appropriate at the high level and teachers and students’ opinions were significantly different at the .05 level of significance; and 3) guidelines for the provision of English additional course management included support for teachers’ knowledge on course development, allocation of a curriculum consultant, improvements to course management practices, and additional focus on learners’ needs when developing the course.
{"title":"Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi","authors":"Areerug Mejang, Wannaprapha Suksawas","doi":"10.5539/jel.v12n2p156","DOIUrl":"https://doi.org/10.5539/jel.v12n2p156","url":null,"abstract":"The objectives of this survey research were to: 1) study the current state of additional English course management in schools under the Secondary Educational Service Area Office Nonthaburi in Thailand; 2) study and compare the opinions of teachers and students towards the appropriateness of the current state of additional English course management; and 3) propose guidelines for the provision of additional English course management. The informants in this research included 18 heads of the foreign language learning group and 3 experts in curriculum and English language teaching. The study sample included 87 teachers and 120 high school students. The research instruments included an additional English course management form, an opinion questionnaire, and a semi-structured interview. Data analysis determining frequency, mean, standard deviation, t-test and content analysis was performed. The findings revealed: 1) overall, 60 English additional courses were offered at various schools, grouped into 5 categories according to the focus of the course, and arranged in descending order as follows: English for daily communication (33 courses), English for continuing education (10 courses), English for careers (10 courses), English for pleasure (5 courses), and others (2 courses); 2) in general, teachers and students rated each school’s additional course management as appropriate at the high level and teachers and students’ opinions were significantly different at the .05 level of significance; and 3) guidelines for the provision of English additional course management included support for teachers’ knowledge on course development, allocation of a curriculum consultant, improvements to course management practices, and additional focus on learners’ needs when developing the course.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79123879","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 objectives of the study were to 1) analyze the components and indicators for enhancing classroom research competencies of student teachers, 2) study the needs of developing classroom research competencies of the student teachers, 3) to create a model for enhancing research competencies in the classroom, 4) apply the form of a model for enhancing research competencies in the classroom of student teachers and 5) evaluate the model for enhancing research competencies in the classroom. The sample group consisted of student teachers, mentors, and experts. The instruments used in the research were: 1) a questionnaire on current conditions and desirable conditions for developing research competencies in the classroom, 2) a questionnaire on the components and indicators of research competencies in the classroom of the student teachers, 3) an assessment form for appropriateness and possibility of the model, 4) research knowledge test, 5) assessment form for research practice, 6) research mind test and 7) assessment form for opinions towards the use of the model. Statistics used in data analysis were percentage, mean, standard deviation, and data analysis by Priority Needs Index Modified (PNImodified) and Exploratory Factor Analysis (EFA). The results of the study were as follows: 1) Components and indicators of research competencies in the classroom of student teachers were classified into 3 components and 71 indicators as follows: Component 1: Cognitive, there were 24 indicators, the eigenvalue was 4.69; Component 2: Research practice, there were 30 indicators, the eigenvalue was 45.13; Component 3: research mind, there were 17 indicators, the eigenvalue was 1.91. 2) The results of the assessment of the needs of research competencies in the classroom of the student teachers by Priority Needs Index Modified (PNImodified) revealed that the most needed competencies were cognitive (0.179), followed by research practice skills (0.178) and research mind (0.127), respectively. 3) The model for enhancing research competencies in the classroom of student teachers was conducted with the research practice of student teachers. There were 5 steps to develop according to the established method: self-awareness, motivation, intimation, learning, and evaluation. 4) The results of the experimental model of enhancing research competencies in the classroom of the student teachers revealed that they had a good understanding at 76.30%, and the overall classroom research practice was at a high level (X̅ = 3.99, S.D. = .589), and the overall research mind was at a high level (X̅ = 4.15, S.D. = .863). 5) The evaluation results of the model for enhancing research competencies in the classroom of the student teachers, overall were at a high level (X̅ = 4.28, S.D. = .663).
{"title":"The Development of a Model for Enhancing Research Competencies in the Classroom of Student Teachers","authors":"Oranut Srikham, Yannapat Seehamongkon","doi":"10.5539/jel.v12n2p124","DOIUrl":"https://doi.org/10.5539/jel.v12n2p124","url":null,"abstract":"The objectives of the study were to 1) analyze the components and indicators for enhancing classroom research competencies of student teachers, 2) study the needs of developing classroom research competencies of the student teachers, 3) to create a model for enhancing research competencies in the classroom, 4) apply the form of a model for enhancing research competencies in the classroom of student teachers and 5) evaluate the model for enhancing research competencies in the classroom. The sample group consisted of student teachers, mentors, and experts. The instruments used in the research were: 1) a questionnaire on current conditions and desirable conditions for developing research competencies in the classroom, 2) a questionnaire on the components and indicators of research competencies in the classroom of the student teachers, 3) an assessment form for appropriateness and possibility of the model, 4) research knowledge test, 5) assessment form for research practice, 6) research mind test and 7) assessment form for opinions towards the use of the model. Statistics used in data analysis were percentage, mean, standard deviation, and data analysis by Priority Needs Index Modified (PNImodified) and Exploratory Factor Analysis (EFA). The results of the study were as follows: \u0000 \u00001) Components and indicators of research competencies in the classroom of student teachers were classified into 3 components and 71 indicators as follows: Component 1: Cognitive, there were 24 indicators, the eigenvalue was 4.69; Component 2: Research practice, there were 30 indicators, the eigenvalue was 45.13; Component 3: research mind, there were 17 indicators, the eigenvalue was 1.91. \u0000 \u00002) The results of the assessment of the needs of research competencies in the classroom of the student teachers by Priority Needs Index Modified (PNImodified) revealed that the most needed competencies were cognitive (0.179), followed by research practice skills (0.178) and research mind (0.127), respectively. \u0000 \u00003) The model for enhancing research competencies in the classroom of student teachers was conducted with the research practice of student teachers. There were 5 steps to develop according to the established method: self-awareness, motivation, intimation, learning, and evaluation. \u0000 \u00004) The results of the experimental model of enhancing research competencies in the classroom of the student teachers revealed that they had a good understanding at 76.30%, and the overall classroom research practice was at a high level (X̅ = 3.99, S.D. = .589), and the overall research mind was at a high level (X̅ = 4.15, S.D. = .863). \u0000 \u00005) The evaluation results of the model for enhancing research competencies in the classroom of the student teachers, overall were at a high level (X̅ = 4.28, S.D. = .663).","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83172663","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 Thai senior high school EFL learners’ receptive and productive knowledge of English polysemous phrasal verbs. The research employed the framework developed by Garnier and Schmitt (2015), which is the most widely acknowledged and functional concept of English polysemous phrasal verb knowledge. A battery of tests measuring the participants’ receptive and productive knowledge of English polysemous phrasal verbs and vocabulary size were administered. The results indicated that Thai EFL high school learners had an intermediate understanding of polysemous English phrasal verbs. On the receptive knowledge test, participants scored higher than on the controlled and uncontrolled productive knowledge assessments. In addition, the results demonstrated a positive correlation between vocabulary size and receptive / productive knowledge of English polysemous phrasal verbs. The correlation analysis also revealed that a number of English polysemous phrasal verb knowledge dimensions were interrelated. This study provides empirical evidence that Thai EFL learners’ knowledge of English polysemous phrasal verbs develops along a continuum from receptive to productive use. This research also suggests that polysemous phrasal verbs are multidimensional and progressive. Longitudinal experiments with varying L1 and education levels would be beneficial for future research.
本研究考察了泰国高中英语学习者对英语多义词短语动词的接受性和生产性知识。本研究采用了Garnier and Schmitt(2015)开发的框架，这是英语多义词短语动词知识中最被广泛认可和最具功能的概念。一系列测试测量了参与者对英语多义动词短语和词汇量的接受性和生产性知识。结果表明，泰国高中英语学习者对多义词动词短语的理解水平为中等水平。在接受性知识测试中，参与者的得分高于受控和非受控的生产性知识评估。此外，研究结果还表明词汇量与英语多义词短语动词的接受性/生产性知识之间存在正相关关系。相关分析还发现，英语多义词短语动词的多个知识维度是相互关联的。本研究提供了经验证据，证明泰国英语学习者对英语多义词短语动词的知识是沿着从接受到产生的连续体发展的。本研究还表明，多义词动词短语具有多维性和进步性。不同语言水平和受教育程度的纵向实验有助于今后的研究。
{"title":"Polysemous Phrasal Verbs: How Much Do Thai EFL High School Learners Know?","authors":"Natthamon Chansongkhro, Apisak Sukying","doi":"10.5539/jel.v12n2p133","DOIUrl":"https://doi.org/10.5539/jel.v12n2p133","url":null,"abstract":"This study examined Thai senior high school EFL learners’ receptive and productive knowledge of English polysemous phrasal verbs. The research employed the framework developed by Garnier and Schmitt (2015), which is the most widely acknowledged and functional concept of English polysemous phrasal verb knowledge. A battery of tests measuring the participants’ receptive and productive knowledge of English polysemous phrasal verbs and vocabulary size were administered. The results indicated that Thai EFL high school learners had an intermediate understanding of polysemous English phrasal verbs. On the receptive knowledge test, participants scored higher than on the controlled and uncontrolled productive knowledge assessments. In addition, the results demonstrated a positive correlation between vocabulary size and receptive / productive knowledge of English polysemous phrasal verbs. The correlation analysis also revealed that a number of English polysemous phrasal verb knowledge dimensions were interrelated. This study provides empirical evidence that Thai EFL learners’ knowledge of English polysemous phrasal verbs develops along a continuum from receptive to productive use. This research also suggests that polysemous phrasal verbs are multidimensional and progressive. Longitudinal experiments with varying L1 and education levels would be beneficial for future research.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"05 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86101451","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 preschool period must be the starting point for the same attitude among all education stakeholders to achieve sustainable improvement and permanent change. Undoubtedly, a supportive classroom environment with a bond and an emotion-oriented approach contributes to children’s intellectual and personal development. Emotion coaching is a relational behavior management approach that enables people/children to realize the emotions they are experiencing. The whole school approach facilitates the development of a common language between stakeholders. There is a need for studies that address emotion coaching and the whole approach together in early childhood. This study examined stakeholders’ perspectives on implementing the Emotion-Friendly Kindergarten Transformation Program (EFKTP), an emotion coaching program based on a whole school approach. Based on the case study method, the study consists of 34 individuals, including all stakeholders. The data were collected through focus group interviews and semistructured interviews with stakeholders regarding the eight stages of the EFKTP program. Descriptive and content analysis methods were used to evaluate the program’s overall impact. The results suggest that school applications of the program enhance children’s emotional repertoire and behavioral control, home activities enhance communication and relationships between children and their families, and emotion coaching training to stakeholders improves self-efficacy perceptions among teachers and parents.
{"title":"Emotion Coaching Practice With the Whole School Approach “Emotionally Friendly Kindergarten Transformation Program” Process Analysis","authors":"Nalan Kuru","doi":"10.5539/jel.v12n2p106","DOIUrl":"https://doi.org/10.5539/jel.v12n2p106","url":null,"abstract":"The preschool period must be the starting point for the same attitude among all education stakeholders to achieve sustainable improvement and permanent change. Undoubtedly, a supportive classroom environment with a bond and an emotion-oriented approach contributes to children’s intellectual and personal development. Emotion coaching is a relational behavior management approach that enables people/children to realize the emotions they are experiencing. The whole school approach facilitates the development of a common language between stakeholders. There is a need for studies that address emotion coaching and the whole approach together in early childhood. This study examined stakeholders’ perspectives on implementing the Emotion-Friendly Kindergarten Transformation Program (EFKTP), an emotion coaching program based on a whole school approach. Based on the case study method, the study consists of 34 individuals, including all stakeholders. The data were collected through focus group interviews and semistructured interviews with stakeholders regarding the eight stages of the EFKTP program. Descriptive and content analysis methods were used to evaluate the program’s overall impact. The results suggest that school applications of the program enhance children’s emotional repertoire and behavioral control, home activities enhance communication and relationships between children and their families, and emotion coaching training to stakeholders improves self-efficacy perceptions among teachers and parents.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74355603","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 research are develop the project-based learning model using gamification which can be used as a guideline to develop the project-based learning system using gamification to enhance 21st century learners through the six steps of project-based learning process and instruction activities using gamification; thereby, users can interact and exchange knowledge with one another through the social network, encouraging them to have creative thinking skills, which is needed for 21st century learners. The objectives of this research are (1) to study and synthesise the conceptual framework of the project-based learning model using gamification to enhance 21st century learners, (2) to develop the project-based learning model using gamification to enhance 21st century learners, and (3) to study the results after using the project-based learning model using gamification to enhance 21st century learners. The participants in this research include seven experts from various institutions, all of whom are specialised in design and development of instruction models and instruction systems. The research tools consist of (1) the project-based learning model using gamification to enhance 21st century learners, and (2) the evaluation form on the suitability of the project-based learning model using gamification to enhance 21st century learners. According to the results, which are in line with the expectation of the researchers, it is found that (1) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners (overall elements) is at a very high level, and (2) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners is at a very high level.
{"title":"The Project-Based Learning Model Using Gamification to Enhance 21st Century Learners in Thailand","authors":"Pinanta Chatwattana, Chotika Wanglang","doi":"10.5539/jel.v12n2p99","DOIUrl":"https://doi.org/10.5539/jel.v12n2p99","url":null,"abstract":"This research are develop the project-based learning model using gamification which can be used as a guideline to develop the project-based learning system using gamification to enhance 21st century learners through the six steps of project-based learning process and instruction activities using gamification; thereby, users can interact and exchange knowledge with one another through the social network, encouraging them to have creative thinking skills, which is needed for 21st century learners. The objectives of this research are (1) to study and synthesise the conceptual framework of the project-based learning model using gamification to enhance 21st century learners, (2) to develop the project-based learning model using gamification to enhance 21st century learners, and (3) to study the results after using the project-based learning model using gamification to enhance 21st century learners. The participants in this research include seven experts from various institutions, all of whom are specialised in design and development of instruction models and instruction systems. The research tools consist of (1) the project-based learning model using gamification to enhance 21st century learners, and (2) the evaluation form on the suitability of the project-based learning model using gamification to enhance 21st century learners. According to the results, which are in line with the expectation of the researchers, it is found that (1) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners (overall elements) is at a very high level, and (2) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners is at a very high level.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86992910","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 growing body of teachers’ cognition research suggests that language teachers’ decisions about grammar teaching are influenced by what they know, think, and believe. While previous research highlights that learning the present perfect tense is challenging for foreign language learners, little research discussed teachers’ beliefs about how these challenges are addressed in language classrooms. To bridge this gap and contribute more broadly to teacher cognition research, this study sought to explore teachers’ beliefs about teaching the simple present perfect tense to foundation year students at an English language center at a University in Saudi Arabia. The basic qualitative research design was adopted, and semi-structured interviews were conducted with 13 teachers of English as a foreign language. The findings suggest that teachers had positive views about the value of teaching present perfect tense which were rooted in their apprentice of observation, pedagogical content knowledge and the textbooks. They viewed grammar as an integral component of language learning and perceived teaching grammar implicitly as an ideal approach to enhance language proficiency. However, their reported practices reflected conflicting explicit grammar teaching approach. The reported challenges to implicit grammar teaching were the learners’ proficiency levels, lack of an equivalent grammatical structure in learners’ native language, contrastive analysis, and translation. It was suggested that teachers’ decisions about teaching the present perfect tense were driven by focus-on-form rather than focus on forms approach. The implications for teaching the present perfect tense are discussed and recommendations for future grammar teaching research are highlighted.
{"title":"Language Teachers’ Beliefs About Teaching the Present Perfect Tense","authors":"Alanoud Alnujiadi, H. Assalahi","doi":"10.5539/jel.v12n2p88","DOIUrl":"https://doi.org/10.5539/jel.v12n2p88","url":null,"abstract":"The growing body of teachers’ cognition research suggests that language teachers’ decisions about grammar teaching are influenced by what they know, think, and believe. While previous research highlights that learning the present perfect tense is challenging for foreign language learners, little research discussed teachers’ beliefs about how these challenges are addressed in language classrooms. To bridge this gap and contribute more broadly to teacher cognition research, this study sought to explore teachers’ beliefs about teaching the simple present perfect tense to foundation year students at an English language center at a University in Saudi Arabia. The basic qualitative research design was adopted, and semi-structured interviews were conducted with 13 teachers of English as a foreign language. The findings suggest that teachers had positive views about the value of teaching present perfect tense which were rooted in their apprentice of observation, pedagogical content knowledge and the textbooks. They viewed grammar as an integral component of language learning and perceived teaching grammar implicitly as an ideal approach to enhance language proficiency. However, their reported practices reflected conflicting explicit grammar teaching approach. The reported challenges to implicit grammar teaching were the learners’ proficiency levels, lack of an equivalent grammatical structure in learners’ native language, contrastive analysis, and translation. It was suggested that teachers’ decisions about teaching the present perfect tense were driven by focus-on-form rather than focus on forms approach. The implications for teaching the present perfect tense are discussed and recommendations for future grammar teaching research are highlighted.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86874300","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 work presents the benefits of self-directed learning activities as tools for enhancing critical thinking of university students. Self-directed learning is best introduced to students during the transition period from high school to the university (Van et al., 2015), and then reinforced throughout the university years. Interestingly, self-directed learning does not end within the university walls-it does exist beyond those walls. Hence, there is the need to nurture it during the university years so it can blossom afterwards. Early introduction or reinforcement of self-directed learning to university students is crucial because it can help students get accustomed to being self-directed in their learning at the university and beyond, thereby developing their critical thinking skills. The benefit of self-directed learning activities includes critical thinking skills, cooperative learning skills, freedom in learning, ICT, research skills, and other useful skills.
这项工作提出了自主学习活动作为增强大学生批判性思维的工具的好处。自主学习最好在高中到大学的过渡时期引入学生(Van et al.， 2015)，然后在整个大学期间得到加强。有趣的是，自主学习并不局限于大学的高墙之内——它确实存在于高墙之外。因此，有必要在大学期间培养它，这样它才能开花结果。早期向大学生引入或加强自主学习是至关重要的，因为它可以帮助学生在大学内外的学习中习惯自主，从而培养他们的批判性思维能力。自主学习活动的好处包括批判性思维技能、合作学习技能、学习自由、信息通信技术、研究技能和其他有用的技能。
{"title":"Lessons from Self-Directed Learning Activities and Helping University Students Think Critically","authors":"Orjika Paschal Chukwunemerem","doi":"10.5539/jel.v12n2p79","DOIUrl":"https://doi.org/10.5539/jel.v12n2p79","url":null,"abstract":"This work presents the benefits of self-directed learning activities as tools for enhancing critical thinking of university students. Self-directed learning is best introduced to students during the transition period from high school to the university (Van et al., 2015), and then reinforced throughout the university years. Interestingly, self-directed learning does not end within the university walls-it does exist beyond those walls. Hence, there is the need to nurture it during the university years so it can blossom afterwards. Early introduction or reinforcement of self-directed learning to university students is crucial because it can help students get accustomed to being self-directed in their learning at the university and beyond, thereby developing their critical thinking skills. The benefit of self-directed learning activities includes critical thinking skills, cooperative learning skills, freedom in learning, ICT, research skills, and other useful skills.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83628786","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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