This study investigates the prevailing challenges in teaching English for Medical Purposes (EMP) within Chinese higher education institutions in Guangdong Province, intending to propose strategies for improving the quality and efficacy of EMP instruction. Based on comprehensive responses from EMP instructors and students, three primary issues emerged: a dearth of specialized teaching resources, insufficient medical knowledge among instructors, and limited professional development opportunities. In response to these challenges, the study suggests three core strategies: creating a specialized curriculum, implementing extensive instructor training, and establishing professional learning communities. The proposed specialized curriculum is a coordinated effort between medical professionals and English instructors, integrating timely, authentic, and professional medical content. The instructor training aims to enhance teachers’ medical knowledge and familiarity with the linguistic characteristics of medical English. Finally, establishing learning communities encourages reflective teaching and continual professional growth. The study underscores the importance of these targeted strategies in augmenting the quality of EMP instruction in higher education. Nonetheless, it is crucial to continually refine these recommendations in line with the evolving needs of the medical profession and advancements in language instruction.
{"title":"Medical English Course Quality: A Study of Student and Instructor Perspectives","authors":"Wenyu Guan, Poonpilas Asavisanu","doi":"10.5539/jel.v12n6p97","DOIUrl":"https://doi.org/10.5539/jel.v12n6p97","url":null,"abstract":"This study investigates the prevailing challenges in teaching English for Medical Purposes (EMP) within Chinese higher education institutions in Guangdong Province, intending to propose strategies for improving the quality and efficacy of EMP instruction. Based on comprehensive responses from EMP instructors and students, three primary issues emerged: a dearth of specialized teaching resources, insufficient medical knowledge among instructors, and limited professional development opportunities. In response to these challenges, the study suggests three core strategies: creating a specialized curriculum, implementing extensive instructor training, and establishing professional learning communities. The proposed specialized curriculum is a coordinated effort between medical professionals and English instructors, integrating timely, authentic, and professional medical content. The instructor training aims to enhance teachers’ medical knowledge and familiarity with the linguistic characteristics of medical English. Finally, establishing learning communities encourages reflective teaching and continual professional growth. The study underscores the importance of these targeted strategies in augmenting the quality of EMP instruction in higher education. Nonetheless, it is crucial to continually refine these recommendations in line with the evolving needs of the medical profession and advancements in language instruction.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783982","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 objective of this research was to evaluate the learning management and learning assessment abilities of preservice teachers in the Mathematics field. Additionally, it aimed to provide guidelines for the development of these abilities. The study group consisted of 34 practicum teacher students, 34 mentor teachers, and 14 experts. Data collection tools included evaluation forms and interviews. Descriptive statistics, such as means and standard deviations, were employed for quantitative data analysis, while content analysis was utilized for qualitative data analysis. The research findings indicated that the preservice teachers possessed a high level of learning management ability, with an average self-assessment score of 4.02 and an average mentor assessment score of 3.98. However, their learning assessment ability is relatively lower, with an average self-assessment score of 3.96 and an average mentor assessment score of 3.50. Guidelines for development include promoting inspiration and adjusting mindsets about mathematics learning management. The study also recommended intensive practical training in both simulated situations and intensely real situations. In terms of learning assessment development, diversifying assessment methods for improvement and providing creative constructive feedback is suggested.
{"title":"Evaluating the Learning Management and Assessment Abilities of Preservice Teachers in Mathematics Education Program","authors":"Yannapat Seehamongkon, Sawitree Ranmeechai","doi":"10.5539/jel.v12n6p110","DOIUrl":"https://doi.org/10.5539/jel.v12n6p110","url":null,"abstract":"The objective of this research was to evaluate the learning management and learning assessment abilities of preservice teachers in the Mathematics field. Additionally, it aimed to provide guidelines for the development of these abilities. The study group consisted of 34 practicum teacher students, 34 mentor teachers, and 14 experts. Data collection tools included evaluation forms and interviews. Descriptive statistics, such as means and standard deviations, were employed for quantitative data analysis, while content analysis was utilized for qualitative data analysis. The research findings indicated that the preservice teachers possessed a high level of learning management ability, with an average self-assessment score of 4.02 and an average mentor assessment score of 3.98. However, their learning assessment ability is relatively lower, with an average self-assessment score of 3.96 and an average mentor assessment score of 3.50. Guidelines for development include promoting inspiration and adjusting mindsets about mathematics learning management. The study also recommended intensive practical training in both simulated situations and intensely real situations. In terms of learning assessment development, diversifying assessment methods for improvement and providing creative constructive feedback is suggested.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784170","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}
Wassana Na Sulong, Kanyakorn Sermsook, Oraya Sooknit, Wittaya Worapun
The primary objective of the present study was to comprehensively evaluate the utilization, requisites, and contentment associated with the implementation of the Massive Open Online Course (MOOC) system in general education courses at Rajamangala University of Technology Srivijaya. Furthermore, a comparative analysis was conducted to examine potential variations in usage status, requirements, and satisfaction among different demographic groups, including gender, age, year of study, campus, and faculty. A meticulously designed questionnaire was administered to a sample of 279 students selected by stratified random sampling. The findings unequivocally demonstrate the educational advantages of employing the MOOC system, underscoring its effectiveness in augmenting participants’ learning experiences. The study unequivocally identified accessibility, interaction, independence, collaborative learning, learning resources, and teaching methods as pivotal prerequisites for an optimal MOOC system. Moreover, the overall level of contentment among the participants was consistently high. Significantly, the faculty variable exhibited a substantial influence on satisfaction with the MOOC system. This notable disparity in satisfaction may be ascribed to the distinctive learning characteristics, technological proficiency, and educational backgrounds prevalent across diverse faculties. The outcomes of this study make a valuable contribution to the existing body of literature by highlighting the significance of customizing MOOC systems to align with the specific requirements and preferences of students within distinct faculties. Future research endeavors should concentrate on exploring faculty-specific features and devising targeted strategies to optimize satisfaction levels and learning outcomes within MOOC-based educational environments.
本研究的主要目的是全面评估大规模开放在线课程(MOOC)系统在Rajamangala University of Technology Srivijaya通识教育课程中的实施情况、必要条件和满意度。此外，还进行了比较分析，以检查不同人口统计群体(包括性别、年龄、学习年份、校园和教师)在使用状况、需求和满意度方面的潜在变化。采用分层随机抽样的方法对279名学生进行了精心设计的问卷调查。研究结果明确地证明了采用MOOC系统的教育优势，强调了其在提高参与者水平方面的有效性。学习经验。该研究明确指出，无障碍、互动性、独立性、协作学习、学习资源和教学方法是优化MOOC系统的关键先决条件。此外，参与者的总体满意度一直很高。值得注意的是，教师变量对MOOC系统的满意度有实质性的影响。这种显著的满意度差异可能归因于不同院系普遍存在的不同学习特征、技术熟练程度和教育背景。本研究的结果通过强调定制MOOC系统以符合不同院系学生的具体要求和偏好的重要性，对现有文献做出了宝贵贡献。未来的研究工作应该集中在探索教师的特点和设计有针对性的策略，以优化满意度和学习成果在基于mooc的教育环境。
{"title":"Usage Status, Usage Requirements, and Satisfaction in Using Massive Open Online Course (MOOC) for General Education Courses at Rajamangala University of Technology Srivijaya","authors":"Wassana Na Sulong, Kanyakorn Sermsook, Oraya Sooknit, Wittaya Worapun","doi":"10.5539/jel.v12n6p117","DOIUrl":"https://doi.org/10.5539/jel.v12n6p117","url":null,"abstract":"The primary objective of the present study was to comprehensively evaluate the utilization, requisites, and contentment associated with the implementation of the Massive Open Online Course (MOOC) system in general education courses at Rajamangala University of Technology Srivijaya. Furthermore, a comparative analysis was conducted to examine potential variations in usage status, requirements, and satisfaction among different demographic groups, including gender, age, year of study, campus, and faculty. A meticulously designed questionnaire was administered to a sample of 279 students selected by stratified random sampling. The findings unequivocally demonstrate the educational advantages of employing the MOOC system, underscoring its effectiveness in augmenting participants’ learning experiences. The study unequivocally identified accessibility, interaction, independence, collaborative learning, learning resources, and teaching methods as pivotal prerequisites for an optimal MOOC system. Moreover, the overall level of contentment among the participants was consistently high. Significantly, the faculty variable exhibited a substantial influence on satisfaction with the MOOC system. This notable disparity in satisfaction may be ascribed to the distinctive learning characteristics, technological proficiency, and educational backgrounds prevalent across diverse faculties. The outcomes of this study make a valuable contribution to the existing body of literature by highlighting the significance of customizing MOOC systems to align with the specific requirements and preferences of students within distinct faculties. Future research endeavors should concentrate on exploring faculty-specific features and devising targeted strategies to optimize satisfaction levels and learning outcomes within MOOC-based educational environments.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783746","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}
Viviane Florentino de Melo, Rodrigo Drumond Vieira
In this article, we focus on a set of remote activities regarding simulated juries, judges’ evaluations, communication of verdicts, and a post-discussion conversation. These activities aimed to promote learning of the preservice teachers about the differences between remote and in-person teaching in a chemistry teaching methods course. The set of activities was developed at the beginning of the course, during the Pandemic Covid-19, and the interchanging of roles was applied by the teacher educator. These structured activities were accomplished through the preservice teachers’ interactions and their interactions with the teacher educator by means of arguments, explanations, dialogues, and injunctions. We used a multi-level method for discourse analysis to map, sample, and analyze virtual interactions, which afforded the following results: 1) the preservice teachers strongly engaged in the remote activities and constructed arguments and counterarguments in the simulated jury activities, showing active roles as knowledge producers in all set of activities; 2) several themes and subthemes were developed; 3) the teacher educator assumed the roles of instructor, manager of the discussions, and commentator; 4) the preservice teachers evaluated positively their experience with the set of activities; 5) the application of the multi-level method allowed us to make explicit the discursive moves of the participants and a model for the simulated juries and related activities.
{"title":"Simulated Jury as a Model for Teaching and Learning in a Remote Chemistry Teaching Methods Course","authors":"Viviane Florentino de Melo, Rodrigo Drumond Vieira","doi":"10.5539/jel.v12n6p1","DOIUrl":"https://doi.org/10.5539/jel.v12n6p1","url":null,"abstract":"In this article, we focus on a set of remote activities regarding simulated juries, judges’ evaluations, communication of verdicts, and a post-discussion conversation. These activities aimed to promote learning of the preservice teachers about the differences between remote and in-person teaching in a chemistry teaching methods course. The set of activities was developed at the beginning of the course, during the Pandemic Covid-19, and the interchanging of roles was applied by the teacher educator. These structured activities were accomplished through the preservice teachers’ interactions and their interactions with the teacher educator by means of arguments, explanations, dialogues, and injunctions. We used a multi-level method for discourse analysis to map, sample, and analyze virtual interactions, which afforded the following results: 1) the preservice teachers strongly engaged in the remote activities and constructed arguments and counterarguments in the simulated jury activities, showing active roles as knowledge producers in all set of activities; 2) several themes and subthemes were developed; 3) the teacher educator assumed the roles of instructor, manager of the discussions, and commentator; 4) the preservice teachers evaluated positively their experience with the set of activities; 5) the application of the multi-level method allowed us to make explicit the discursive moves of the participants and a model for the simulated juries and related activities.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192096","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}
It is increasingly prevalent in digital learning and teaching strategies for discerning a global perspective on creating the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially during the COVID-19 pandemic in which immersive learning environments, such as a virtual learning platform, were employed. This immersive platform may assist learners in engaging in, paying attention to, and reflecting on their learning. This quasi-experimental study examined the effects of multimodal teaching on primary school learners’ English vocabulary and their attitude toward the learning environment. The participants were 59 primary school students in the northeastern part of Thailand. They were divided into two groups: experimental and control groups. The former consisted of 33 students, while the latter comprised 26. Following Nation’s (2013) word knowledge framework, two tests were developed to measure participants’ receptive and productive knowledge of the words. L2 vocabulary scholars validated the tests, and the reliability of the tests was checked using Cronbach’s alpha coefficient. The questionnaire was also developed to explore the participants’ attitudes toward using multimodal teaching methods to improve their vocabulary knowledge. The results showed that although both groups increased their vocabulary knowledge, the statistical analysis revealed that the multimodal teaching technique significantly enhanced participants’ receptive and productive vocabulary knowledge. The results also indicated that primary school participants had a positive attitude toward using multimodal teaching methods to improve their vocabulary knowledge. The current study suggests that the multimodal teaching method effectively improves Thai primary school learners’ receptive and productive word knowledge and helps them learn new vocabulary.
{"title":"The Effects of Multimodal Teaching on English Vocabulary Knowledge of Thai Primary School Students","authors":"Kasikarn Bansong, Somkiet Poopatwiboon, Apisak Sukying","doi":"10.5539/jel.v12n6p46","DOIUrl":"https://doi.org/10.5539/jel.v12n6p46","url":null,"abstract":"It is increasingly prevalent in digital learning and teaching strategies for discerning a global perspective on creating the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially during the COVID-19 pandemic in which immersive learning environments, such as a virtual learning platform, were employed. This immersive platform may assist learners in engaging in, paying attention to, and reflecting on their learning. This quasi-experimental study examined the effects of multimodal teaching on primary school learners’ English vocabulary and their attitude toward the learning environment. The participants were 59 primary school students in the northeastern part of Thailand. They were divided into two groups: experimental and control groups. The former consisted of 33 students, while the latter comprised 26. Following Nation’s (2013) word knowledge framework, two tests were developed to measure participants’ receptive and productive knowledge of the words. L2 vocabulary scholars validated the tests, and the reliability of the tests was checked using Cronbach’s alpha coefficient. The questionnaire was also developed to explore the participants’ attitudes toward using multimodal teaching methods to improve their vocabulary knowledge. The results showed that although both groups increased their vocabulary knowledge, the statistical analysis revealed that the multimodal teaching technique significantly enhanced participants’ receptive and productive vocabulary knowledge. The results also indicated that primary school participants had a positive attitude toward using multimodal teaching methods to improve their vocabulary knowledge. The current study suggests that the multimodal teaching method effectively improves Thai primary school learners’ receptive and productive word knowledge and helps them learn new vocabulary.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136193054","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 study is based on quantitative and positivists approach method of research. The descriptive and inferential methods used to analyse data and delivered in the method of explanatory notes. The research adopted Coates (2009) AQTF quality indicator and a random sampling method was selected. The research objective is to examine the impact of On-the-Job-Training (OJT) quality factors on TVET students’ satisfaction during work experience in Oman. A sample of 317 out of 400 participants from eight TVET institutes was conducted, descriptive and inferential tool used to determine the impact of OJT training quality on TVET students. The reliability test using alpha Cronbach’s and Pearson correlations test indicated an acceptable level. In addition, three measurements of Goodness of fit were considered in the study. The study is only examining TVET students from the public sector which is under responsibility of the Ministry of Manpower, Oman. The research provides a platform for practitioners and authorities to discover the OJT training factors that effect on TVET students ’satisfaction. This paper provides upon the impact of OJT training quality on TVET students' satisfaction in preparing for work competence in Oman. The work experience provides a good platform for TVET students to exercise and develop their work competences skills that would assist them to engage in the labour market. The TVET candidates are provided a work-related training to develop work competence in the country. There is a necessity to define whether the quality of OJT training has any positive impact towards TVET students or else.
{"title":"Assessing the Impact of On- the Job-Training Quality Factors on TVET Students’ Satisfaction in Developing Work Competence Skills in Oman","authors":"Ali Al Barwani, S. M. Ferdous Azam","doi":"10.5539/jel.v12n6p57","DOIUrl":"https://doi.org/10.5539/jel.v12n6p57","url":null,"abstract":"The study is based on quantitative and positivists approach method of research. The descriptive and inferential methods used to analyse data and delivered in the method of explanatory notes. The research adopted Coates (2009) AQTF quality indicator and a random sampling method was selected. The research objective is to examine the impact of On-the-Job-Training (OJT) quality factors on TVET students’ satisfaction during work experience in Oman. A sample of 317 out of 400 participants from eight TVET institutes was conducted, descriptive and inferential tool used to determine the impact of OJT training quality on TVET students. The reliability test using alpha Cronbach’s and Pearson correlations test indicated an acceptable level. In addition, three measurements of Goodness of fit were considered in the study. The study is only examining TVET students from the public sector which is under responsibility of the Ministry of Manpower, Oman. The research provides a platform for practitioners and authorities to discover the OJT training factors that effect on TVET students ’satisfaction. This paper provides upon the impact of OJT training quality on TVET students' satisfaction in preparing for work competence in Oman. The work experience provides a good platform for TVET students to exercise and develop their work competences skills that would assist them to engage in the labour market. The TVET candidates are provided a work-related training to develop work competence in the country. There is a necessity to define whether the quality of OJT training has any positive impact towards TVET students or else.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136193055","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 study were 1) to study education administrators’ exertion of authority 2) to compare education administrators’ exertion of authority under Phitsanulok Primary Educational Service Area Office 1. The variables were divided by the administrators’ experiences and the sizes of the institutions. The population in this study was 1,161 education administrators and teachers. The number of the samples was 291 determined using Krejcie and Morgan Table, stratified random sample of the sizes of the institutions, and simple random sampling. The study used a 5-point rating scale questionnaire for item-objective congruence ranged between 0.80-1.00 and the reliability was at 0.962. Data analysis statistics were mean, standard deviation, t-test statistic, one-way ANOVA test, and pair difference test by Scheffe’s method. The results were found as follows.
1) In general, the level of education administrators’ exertion of authority was high. The aspect with the highest mean was the authority of information technology access (x = 4.17), while that with the lowest mean was the authority of punishment (x = 3.56).
2) There was no difference, in general, in the comparison of education administrators’ exertion of authority divided by work experience. However, when each aspect was considered, there were statistically significant differences in the authority of punishment and the sizes of the institutions at statistically significant level of .05.
{"title":"A Study of Education Administrators’ Exertion of Authority Phitsanulok Primary Educational Service Area Office 1","authors":"Nirada Wechayaluck","doi":"10.5539/jel.v12n6p90","DOIUrl":"https://doi.org/10.5539/jel.v12n6p90","url":null,"abstract":"The objectives of this study were 1) to study education administrators’ exertion of authority 2) to compare education administrators’ exertion of authority under Phitsanulok Primary Educational Service Area Office 1. The variables were divided by the administrators’ experiences and the sizes of the institutions. The population in this study was 1,161 education administrators and teachers. The number of the samples was 291 determined using Krejcie and Morgan Table, stratified random sample of the sizes of the institutions, and simple random sampling. The study used a 5-point rating scale questionnaire for item-objective congruence ranged between 0.80-1.00 and the reliability was at 0.962. Data analysis statistics were mean, standard deviation, t-test statistic, one-way ANOVA test, and pair difference test by Scheffe’s method. The results were found as follows. 
 
 1) In general, the level of education administrators’ exertion of authority was high. The aspect with the highest mean was the authority of information technology access (x  = 4.17), while that with the lowest mean was the authority of punishment (x  = 3.56). 
 
 2) There was no difference, in general, in the comparison of education administrators’ exertion of authority divided by work experience. However, when each aspect was considered, there were statistically significant differences in the authority of punishment and the sizes of the institutions at statistically significant level of .05.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the challenge of establishing social presence in professional development webinars, which lack face-to-face interaction and physical presence. Using the Community of Inquiry framework, the research examines factors influencing teacher social presence. Following phonomyography research methodology, research data were collected from eight university teachers through a semi-structured questionnaire. Findings highlight attempts made to foster social presence in professional development webinars, with cultural backgrounds of speakers and participants positively influencing the outcome. Practical implications for enhancing social presence in webinars are derived from the study. By shedding light on the multifaceted nature of social presence and its influential factors, this research contributes to the understanding of professional development webinars, emphasising the importance of creating a social presence within the digital learning environment.
{"title":"A Phenomenographic Exploration of the Factors Influencing Teacher Social Presence in Professional Development Webinars","authors":"Ishaq Salim Al-Naabi","doi":"10.5539/jel.v12n6p18","DOIUrl":"https://doi.org/10.5539/jel.v12n6p18","url":null,"abstract":"This study investigates the challenge of establishing social presence in professional development webinars, which lack face-to-face interaction and physical presence. Using the Community of Inquiry framework, the research examines factors influencing teacher social presence. Following phonomyography research methodology, research data were collected from eight university teachers through a semi-structured questionnaire. Findings highlight attempts made to foster social presence in professional development webinars, with cultural backgrounds of speakers and participants positively influencing the outcome. Practical implications for enhancing social presence in webinars are derived from the study. By shedding light on the multifaceted nature of social presence and its influential factors, this research contributes to the understanding of professional development webinars, emphasising the importance of creating a social presence within the digital learning environment.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192070","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 is a pre-experimental study conducted with the following objectives: 1) to investigate the efficiency of using podcast in developing English listening skills for; 2) to compare the achievement of English listening comprehension before and after the repetition technique using podcast; 3) to examine the satisfaction with the intervention of using the repetition technique with podcast to enhance English listening skills for comprehension. The sample group consisted of 41 second-year students. The selection of the sample group was done through purposive sampling, whereby the sample group had to meet the language proficiency standards of level A2 or B1 according to the Common European Framework of Reference for Languages (CEFR). The experimental period spanned 11 weeks, with a total of 22 hours. The research instruments were podcast clips, practice exercises, pre and post-tests, and satisfaction questionnaire. The research findings revealed that the efficiency of using podcast in developing English listening skills for comprehension exceeded the predefined criterion of 80/80, with a score of 88.51/86.59. Moreover, when comparing the scores for the post-test English listening skills for comprehension of students using the intervention of using the repetition technique with podcast to enhance English listening skills for comprehension, it was found to be significantly higher than the average pre-test scores at a statistical significance level of .05. Overall, the students expressed a high level of satisfaction with the intervention of using the repetition technique with podcast to enhance English listening skills for comprehension. The average satisfaction score was 4.50.
{"title":"Developing English Listening Skills for Comprehension Through Repetition Technique Using Podcast","authors":"Pawarisa Abu Rmelah, Pornchai Pornwiriyakit","doi":"10.5539/jel.v12n6p73","DOIUrl":"https://doi.org/10.5539/jel.v12n6p73","url":null,"abstract":"This research is a pre-experimental study conducted with the following objectives: 1) to investigate the efficiency of using podcast in developing English listening skills for; 2) to compare the achievement of English listening comprehension before and after the repetition technique using podcast; 3) to examine the satisfaction with the intervention of using the repetition technique with podcast to enhance English listening skills for comprehension. The sample group consisted of 41 second-year students. The selection of the sample group was done through purposive sampling, whereby the sample group had to meet the language proficiency standards of level A2 or B1 according to the Common European Framework of Reference for Languages (CEFR). The experimental period spanned 11 weeks, with a total of 22 hours. The research instruments were podcast clips, practice exercises, pre and post-tests, and satisfaction questionnaire. The research findings revealed that the efficiency of using podcast in developing English listening skills for comprehension exceeded the predefined criterion of 80/80, with a score of 88.51/86.59. Moreover, when comparing the scores for the post-test English listening skills for comprehension of students using the intervention of using the repetition technique with podcast to enhance English listening skills for comprehension, it was found to be significantly higher than the average pre-test scores at a statistical significance level of .05. Overall, the students expressed a high level of satisfaction with the intervention of using the repetition technique with podcast to enhance English listening skills for comprehension. The average satisfaction score was 4.50.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136191872","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}
Rejane Maria Lima Sousa, Raimundo Lenilde de Araújo, Sérgio Claudino Loureiro Nunes, José Falcão-Sobrinho
This article addresses the issue of ethnoknowledge, focusing precisely on ethnoeomorphology in geographic science studies. Reserved a bibliographic review on the subject and methodologically leads us to analyze the national curriculum parameters of Brazilian education around the subject. We consider the existence of popular and cultural knowledge as primary sources to be addressed in teaching and, finally, for a better interpretation of relief.
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