A systematic literature review was conducted to examine the studies on the application of thematic progression (TP) to EFL writing. Based on three criteria of research relevance, coverage and update frequency(Shaheen,2023), five databases were chosen, covering Web of Science, Scopus, Eric, Google Scholars and ProQuest. A total of 32 research articles published from 2014 to 2023 were categorized and reviewed. The research methodology mainly follows the guidelines of PRISMA to address the three research questions: 1) What are the development trends in TP -based EFL writing studies including research publications, countries and methodologies? 2) How is TP applied to EFL writing? 3)How does TP influence EFL writing performance? It was discovered that in the past decade there was a steady increase and expansion in the number of research articles and the range of research countries and methods. Moreover, different TP patterns were found to have been distributed across six writing types. These TP patterns established stronger relations with and strengthened writing organization, language use, and content. From the above findings, it can be suggested that TP-based EFL writing researches have regained their development momentum. It can also be inferred that the distribution of TP patterns varies from genre to genre and the patterns improve the overall EFL writing performance by enhancing writing organization, content and language use.
{"title":"Investigating the Application of Thematic Progression in EFL Writing: A Systematic Review","authors":"Guodong Sun, Norhakimah Khaiessa Ahmad","doi":"10.26803/ijlter.23.2.14","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.14","url":null,"abstract":"A systematic literature review was conducted to examine the studies on the application of thematic progression (TP) to EFL writing. Based on three criteria of research relevance, coverage and update frequency(Shaheen,2023), five databases were chosen, covering Web of Science, Scopus, Eric, Google Scholars and ProQuest. A total of 32 research articles published from 2014 to 2023 were categorized and reviewed. The research methodology mainly follows the guidelines of PRISMA to address the three research questions: 1) What are the development trends in TP -based EFL writing studies including research publications, countries and methodologies? 2) How is TP applied to EFL writing? 3)How does TP influence EFL writing performance? It was discovered that in the past decade there was a steady increase and expansion in the number of research articles and the range of research countries and methods. Moreover, different TP patterns were found to have been distributed across six writing types. These TP patterns established stronger relations with and strengthened writing organization, language use, and content. From the above findings, it can be suggested that TP-based EFL writing researches have regained their development momentum. It can also be inferred that the distribution of TP patterns varies from genre to genre and the patterns improve the overall EFL writing performance by enhancing writing organization, content and language use.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"58 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420711","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 investigated how the socio-cultural and traditional practices of school-based education duty-bearers influenced the educational access and participation of pregnant and parenting learners (PPLs) who chose to continue with schooling after falling pregnant. Using a qualitative case study research design, four high schools with high rates of girl pregnancy from one South African education district were purposively selected. The participants included 8 school governing body (SGB), 8 school management team (SMT), 8 pregnant-monitoring teachers (PMT), 8 class teachers, 8 PPLs and 8 mainstream learners who schooled with PPLs. Data were collected through individual interviews for PPLs for their confidentiality, and focus group interviews for all the other participants. Study results indicated that due to cultural, traditional perceptions and practices, the South African national education policy measures on the prevention and management of learner pregnancy which allows schoolgirls to return to school after giving birth was loosely observed and implemented at the schools. The reasons for these are; a) Negative attitudes of teachers and mainstream to PPLs; b) Domestication of motherhood and childrearing by community; c) Mythological discernment of PPLs by mainstream learners; d) Character contamination; and e) Femininity as a negative label on PPLs in a formal school setting. Thus, from the findings, it is recommended that school-based duty bearers be trained on democratic education policy frameworks and their implementation strategies, to benefit the vulnerable children such as PPLs, among others.
{"title":"Cultural Ramifications on the Educability of Pregnant and Parenting Learners at Four South African High Schools","authors":"T. Runhare, Rifumuni Nancy Mathebula","doi":"10.26803/ijlter.23.2.2","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.2","url":null,"abstract":"The study investigated how the socio-cultural and traditional practices of school-based education duty-bearers influenced the educational access and participation of pregnant and parenting learners (PPLs) who chose to continue with schooling after falling pregnant. Using a qualitative case study research design, four high schools with high rates of girl pregnancy from one South African education district were purposively selected. The participants included 8 school governing body (SGB), 8 school management team (SMT), 8 pregnant-monitoring teachers (PMT), 8 class teachers, 8 PPLs and 8 mainstream learners who schooled with PPLs. Data were collected through individual interviews for PPLs for their confidentiality, and focus group interviews for all the other participants. Study results indicated that due to cultural, traditional perceptions and practices, the South African national education policy measures on the prevention and management of learner pregnancy which allows schoolgirls to return to school after giving birth was loosely observed and implemented at the schools. The reasons for these are; a) Negative attitudes of teachers and mainstream to PPLs; b) Domestication of motherhood and childrearing by community; c) Mythological discernment of PPLs by mainstream learners; d) Character contamination; and e) Femininity as a negative label on PPLs in a formal school setting. Thus, from the findings, it is recommended that school-based duty bearers be trained on democratic education policy frameworks and their implementation strategies, to benefit the vulnerable children such as PPLs, among others.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"116 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422337","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}
Entrepreneurship education has received much attention due to the in-creasingly complex and globalised entrepreneurial environment, lead-ing to the rapid development of related academic research. This study aims to provide a bibliometric analysis of 1017 publications related to entrepreneurship education in the Scopus database from 2014 to 2023, drawing a knowledge map to identify key themes, influential contribu-tors, impactful articles, research trends and future research directions. The results of the biblioMagika analysis showed that entrepreneurship education literature is continuously growing, with Agus Wibowo as the most productive author and Wenzhou Medical University in China the most prolific institution that has attracted wide attention. VOSviewer analysis showed close author and country co-authorship and found that the key terms "Entrepreneurship Education", "Entrepreneurial In-tentions" and "Entrepreneurship" were at the forefront of research. Fur-thermore, the thematic and word maps analysed by Biblioshiny reflect-ed the primary themes of the study, guiding future research directions. However, this study was also limited by using fixed keywords to search the literature in the Scopus database, excluding non-English publica-tions. Overall, this study provides a comprehensive picture of entre-preneurship education research, which helps researchers understand the research status of this field and proposes future research avenues.
{"title":"Mapping of Scientific Production on Entrepreneurship Education: A Bibliometric Analysis of a Decade","authors":"Miao Ling Zhang, Hongliang Xu, Jian Guo Chang","doi":"10.26803/ijlter.23.2.4","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.4","url":null,"abstract":"Entrepreneurship education has received much attention due to the in-creasingly complex and globalised entrepreneurial environment, lead-ing to the rapid development of related academic research. This study aims to provide a bibliometric analysis of 1017 publications related to entrepreneurship education in the Scopus database from 2014 to 2023, drawing a knowledge map to identify key themes, influential contribu-tors, impactful articles, research trends and future research directions. The results of the biblioMagika analysis showed that entrepreneurship education literature is continuously growing, with Agus Wibowo as the most productive author and Wenzhou Medical University in China the most prolific institution that has attracted wide attention. VOSviewer analysis showed close author and country co-authorship and found that the key terms \"Entrepreneurship Education\", \"Entrepreneurial In-tentions\" and \"Entrepreneurship\" were at the forefront of research. Fur-thermore, the thematic and word maps analysed by Biblioshiny reflect-ed the primary themes of the study, guiding future research directions. However, this study was also limited by using fixed keywords to search the literature in the Scopus database, excluding non-English publica-tions. Overall, this study provides a comprehensive picture of entre-preneurship education research, which helps researchers understand the research status of this field and proposes future research avenues.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"50 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420530","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 growth and development of potential in nationally targeted industries based on the “Thailand 4.0” strategy requires highly skilled labor in specific areas to build new knowledge and competitive capacity in global competition. The formulation of policy, systems, and mechanisms in workforce production and development was the qualified mechanism for attracting and promoting talent to support the systematic mobilization of the national economy. Therefore, this research was aimed at studying the issues and recommendations regarding the roles of Thai higher education institutions (HEIs) in attracting foreign talent to work in Thailand as the mobilization of competitive capacity in main economic sectors and industries. This study was conducted using the constructivist research paradigm and the phenomenological research strategy. The key informants were representatives from 23 organizations whose roles involve talent attraction from foreign countries. Informants were selected through the purposeful sampling method and participated in in-depth interviews. Data were analyzed using content analysis and ensured by triangulation. Issues in attracting foreign-born talent to work in Thailand were summarized based on the findings and classified into three dimensions: (1) bridging gaps of national policies; (2) supporting industry development; and (3) integrating mechanism. Thai HEIs can perform their roles based on the identified components to formulate the policy and develop the talent attraction system. Future research should focus on implementing these recommended strategies in diverse contexts to assess their effectiveness and further refine approaches for attracting international talent to Thailand.
{"title":"Thai Higher Education Institutions: Roles and Challenges in Attracting International Talent to Accelerate Thai Competitiveness in the Main Economy and Industry","authors":"Sornnate Areesophonpichet, Ruttiya Bhula-or, Watcharapol Malaiwong, Somnapha Phadung, Phithagorn Thanitbenjasith","doi":"10.26803/ijlter.23.2.7","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.7","url":null,"abstract":"The growth and development of potential in nationally targeted industries based on the “Thailand 4.0” strategy requires highly skilled labor in specific areas to build new knowledge and competitive capacity in global competition. The formulation of policy, systems, and mechanisms in workforce production and development was the qualified mechanism for attracting and promoting talent to support the systematic mobilization of the national economy. Therefore, this research was aimed at studying the issues and recommendations regarding the roles of Thai higher education institutions (HEIs) in attracting foreign talent to work in Thailand as the mobilization of competitive capacity in main economic sectors and industries. This study was conducted using the constructivist research paradigm and the phenomenological research strategy. The key informants were representatives from 23 organizations whose roles involve talent attraction from foreign countries. Informants were selected through the purposeful sampling method and participated in in-depth interviews. Data were analyzed using content analysis and ensured by triangulation. Issues in attracting foreign-born talent to work in Thailand were summarized based on the findings and classified into three dimensions: (1) bridging gaps of national policies; (2) supporting industry development; and (3) integrating mechanism. Thai HEIs can perform their roles based on the identified components to formulate the policy and develop the talent attraction system. Future research should focus on implementing these recommended strategies in diverse contexts to assess their effectiveness and further refine approaches for attracting international talent to Thailand.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"114 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422367","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 COVID-19 pandemic has prompted a widespread shift toward virtual learning across various educational domains, significantly impacting music instruction. This qualitative study, conducted at a university in the Eastern Cape Province, delved into the experiences of third-year undergraduate music students enrolled in the "Singing and Choral Techniques" module. Guided by the Technology Acceptance Model (TAM) and Constructivist Learning Theory, the research employed thematic analysis on in-depth interviews with 30 purposefully sampled students, revealing intricate dynamics related to technology, collaboration, student engagement, and motivational factors. Findings not only illuminate the challenges faced by students but also present innovative strategies aimed at elevating the quality of online teaching. Key motivational factors, including effective time management and interactive teaching methods, emerged as crucial elements for fostering meaningful online learning experiences. These insights are paramount for educators and policymakers, shaping the trajectory of online music education. The study emphasised the importance of strategic investments in technology, the creation of collaborative environments, targeted student support, and specialised training for educators. Policymakers can leverage these insights to formulate inclusive policies and initiatives that enhance the quality of virtual music education. Serving as a guiding compass for music education in the digital age, this research not only highlighted hurdles encountered but also unveiled innovative solutions, thus contributing significantly to the evolving landscape of online music education.
{"title":"Investigating Virtual Teaching Experiences: Perspectives of Undergraduate Student Teachers in Singing and Choral Techniques","authors":"Nyiko Condry Ngobeni","doi":"10.26803/ijlter.23.2.9","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.9","url":null,"abstract":"The COVID-19 pandemic has prompted a widespread shift toward virtual learning across various educational domains, significantly impacting music instruction. This qualitative study, conducted at a university in the Eastern Cape Province, delved into the experiences of third-year undergraduate music students enrolled in the \"Singing and Choral Techniques\" module. Guided by the Technology Acceptance Model (TAM) and Constructivist Learning Theory, the research employed thematic analysis on in-depth interviews with 30 purposefully sampled students, revealing intricate dynamics related to technology, collaboration, student engagement, and motivational factors. Findings not only illuminate the challenges faced by students but also present innovative strategies aimed at elevating the quality of online teaching. Key motivational factors, including effective time management and interactive teaching methods, emerged as crucial elements for fostering meaningful online learning experiences. These insights are paramount for educators and policymakers, shaping the trajectory of online music education. The study emphasised the importance of strategic investments in technology, the creation of collaborative environments, targeted student support, and specialised training for educators. Policymakers can leverage these insights to formulate inclusive policies and initiatives that enhance the quality of virtual music education. Serving as a guiding compass for music education in the digital age, this research not only highlighted hurdles encountered but also unveiled innovative solutions, thus contributing significantly to the evolving landscape of online music education.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"64 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422824","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}
South Africa, like many developing countries, has rural areas which suffer from a scarcity of resources and tools required to enable open-distance e-learning. Universal approaches often sideline these communities and the like. The aim of this empirical study was to look at the experiences of rural online students with a lens of openness (widening access) to comprehend their experiences of online support in the Open Distance e-Learning support context. This study followed a descriptive and qualitative case study, which employed individual interviews. The study involved (15) rural participants from University of South Africa. Findings revealed that there were many challenges associated with online learning for rural students. However, the use of cell phones by participants to access online materials and connect to online classes helped widen access to this group of students faced with scarcity of resources and infrastructure. Participants preferred to use cell phones because cell phones easily connect to the internet when compared to computers because cell phones require less bandwidth connection. Additionally, cell phones build a sense of community amongst the participants through the social media platform. Accordingly, the students were enthusiastic and were motivated about working online in the Open Distance e-Learning (ODeL) environment. Therefore, cell phones have a potential to widen access for developing under-resourced communities. Hence, the study emphasises the importance of tailored online support programmes for diverse group of students for ODeL to be considered equivalent to traditional learning. Universities must not presume the culture of use and access for students without background considerations.
{"title":"South African Rural University Students’ Experiences of Open Distance E-Learning Support","authors":"Zwane Siyabonga Alpha, Mudau Patience Kelebogile","doi":"10.26803/ijlter.23.2.3","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.3","url":null,"abstract":"South Africa, like many developing countries, has rural areas which suffer from a scarcity of resources and tools required to enable open-distance e-learning. Universal approaches often sideline these communities and the like. The aim of this empirical study was to look at the experiences of rural online students with a lens of openness (widening access) to comprehend their experiences of online support in the Open Distance e-Learning support context. This study followed a descriptive and qualitative case study, which employed individual interviews. The study involved (15) rural participants from University of South Africa. Findings revealed that there were many challenges associated with online learning for rural students. However, the use of cell phones by participants to access online materials and connect to online classes helped widen access to this group of students faced with scarcity of resources and infrastructure. Participants preferred to use cell phones because cell phones easily connect to the internet when compared to computers because cell phones require less bandwidth connection. Additionally, cell phones build a sense of community amongst the participants through the social media platform. Accordingly, the students were enthusiastic and were motivated about working online in the Open Distance e-Learning (ODeL) environment. Therefore, cell phones have a potential to widen access for developing under-resourced communities. Hence, the study emphasises the importance of tailored online support programmes for diverse group of students for ODeL to be considered equivalent to traditional learning. Universities must not presume the culture of use and access for students without background considerations.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421219","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}
Linguistic landscapes have been studied for different purposes, being one of them language learning. They could be considered pedagogical tools for learning a foreign language, specifically English, in multilingual and multicultural contexts. Cuenca, a multicultural city in the south of Ecuador was the site for this study. The linguistic landscape of the city has gone through changes during the last two decades. There are several possible reasons for this transformation, but special attention is given to those related to tourism and the arrival of foreign residents who have come to Cuenca, a place considered one of the best in the world to visit and/or live. The aim of this descriptive study is to systematically analyze the linguistic landscape of two selected areas of Cuenca with the purpose of portraying the potential it holds as a public space for learning English. Data collection was conducted by means of systematic observation and digital photography. A total of 200 photographs were collected, recorded, coded, and analyzed. The analysis revealed the presence of seven languages in the landscape of the city, with English being the most predominant. The study highlights the potential of linguistic landscapes as a pedagogical tool for language learning and suggests implications for educators and policymakers.
{"title":"The Potential of Linguistic Landscapes for the Teaching of English as a Foreign Language in Cuenca, Ecuador","authors":"","doi":"10.26803/ijlter.23.2.8","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.8","url":null,"abstract":"Linguistic landscapes have been studied for different purposes, being one of them language learning. They could be considered pedagogical tools for learning a foreign language, specifically English, in multilingual and multicultural contexts. Cuenca, a multicultural city in the south of Ecuador was the site for this study. The linguistic landscape of the city has gone through changes during the last two decades. There are several possible reasons for this transformation, but special attention is given to those related to tourism and the arrival of foreign residents who have come to Cuenca, a place considered one of the best in the world to visit and/or live. The aim of this descriptive study is to systematically analyze the linguistic landscape of two selected areas of Cuenca with the purpose of portraying the potential it holds as a public space for learning English. Data collection was conducted by means of systematic observation and digital photography. A total of 200 photographs were collected, recorded, coded, and analyzed. The analysis revealed the presence of seven languages in the landscape of the city, with English being the most predominant. The study highlights the potential of linguistic landscapes as a pedagogical tool for language learning and suggests implications for educators and policymakers.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"577 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417114","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}
Improving teacher quality, a pressing concern in modern education and improving instructional quality is becoming crucial particularly in the realm of foreign or second language learners. The purpose of this study was to investigate secondary school English as Foreign Language teachers’ general perceptions and practices of pedagogical content knowledge in the teaching of reading skills to grade nine students. The researchers used a descriptive survey design by generating quantitative data from English as Foreign Language teachers’ questionnaires and observation checklists as data collection tools. In total, 35 English as Foreign Language teachers participated in filling out the self-report questionnaire. To get insight into the implementation of pedagogical content knowledge, four English as Foreign Language teachers’ classroom practices were observed using a structured observation checklist and field notes during one academic semester in 2021. SPSS (IBM version 24) was used to analyse the data. Findings showed that English as Foreign Language teachers’ perceptions of pedagogical content knowledge seems to be slightly above average. The relationship between English as Foreign Language teachers’ general perception and pedagogical content knowledge implementation in the classroom had a moderately high positive relationship (r =0.67) between them. The results from the observation checklists revealed that teachers lack basic competence in pedagogical content knowledge implementation in teaching reading skills. To fill this gap, continuous professional development training schemes should be arranged for English as Foreign Language teachers.
{"title":"English as a Foreign Language (EFL) Teachers’ Perceptions and Practices of Pedagogical Content Knowledge (PCK) in Teaching Reading Skills in Secondary Schools","authors":"Akalewold Samuel Aguye, Abebe Damtew Berlie","doi":"10.26803/ijlter.23.2.25","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.25","url":null,"abstract":"Improving teacher quality, a pressing concern in modern education and improving instructional quality is becoming crucial particularly in the realm of foreign or second language learners. The purpose of this study was to investigate secondary school English as Foreign Language teachers’ general perceptions and practices of pedagogical content knowledge in the teaching of reading skills to grade nine students. The researchers used a descriptive survey design by generating quantitative data from English as Foreign Language teachers’ questionnaires and observation checklists as data collection tools. In total, 35 English as Foreign Language teachers participated in filling out the self-report questionnaire. To get insight into the implementation of pedagogical content knowledge, four English as Foreign Language teachers’ classroom practices were observed using a structured observation checklist and field notes during one academic semester in 2021. SPSS (IBM version 24) was used to analyse the data. Findings showed that English as Foreign Language teachers’ perceptions of pedagogical content knowledge seems to be slightly above average. The relationship between English as Foreign Language teachers’ general perception and pedagogical content knowledge implementation in the classroom had a moderately high positive relationship (r =0.67) between them. The results from the observation checklists revealed that teachers lack basic competence in pedagogical content knowledge implementation in teaching reading skills. To fill this gap, continuous professional development training schemes should be arranged for English as Foreign Language teachers.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421711","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}
Proficiency in English as a second language (TESL) and effective cross-cultural communication skills are paramount for future educators. This study investigates the language proficiency learning strategies and motivations of TESL students in engaging with English communications beyond the classroom. This aspect is frequently underestimated in Malaysian educational contexts. Employing a phenomenological approach, qualitative interviews were conducted with 13 TESL practicum students at a Malaysian public university, selected through purposive sampling to ensure diversity in backgrounds and experiences. The study spanned from August 2021 to August 2023, totalling 2 years. The duration of each interview ranged from 45 minutes to 2 hours. Thematic analysis of interview transcripts using NVivo software unveiled significant themes such as using audio-visual materials, leisure reading, note-taking, self-speaking practice, music listening, teaching and learning, gamification, and football commentary. The implications of these findings extend to TESL students, academic researchers, English teachers, and higher education institutions, suggesting avenues for further research to enrich language proficiency and communication skills among TESL students. Integrating these strategies into language education curricula is essential for fostering effective communication skills among future educators, thereby contributing to the advancement of educational practices in Malaysia and beyond.
{"title":"Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency","authors":"Norazah Khamis, M. Yunus, A. Z. Mansor","doi":"10.26803/ijlter.23.2.21","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.21","url":null,"abstract":"Proficiency in English as a second language (TESL) and effective cross-cultural communication skills are paramount for future educators. This study investigates the language proficiency learning strategies and motivations of TESL students in engaging with English communications beyond the classroom. This aspect is frequently underestimated in Malaysian educational contexts. Employing a phenomenological approach, qualitative interviews were conducted with 13 TESL practicum students at a Malaysian public university, selected through purposive sampling to ensure diversity in backgrounds and experiences. The study spanned from August 2021 to August 2023, totalling 2 years. The duration of each interview ranged from 45 minutes to 2 hours. Thematic analysis of interview transcripts using NVivo software unveiled significant themes such as using audio-visual materials, leisure reading, note-taking, self-speaking practice, music listening, teaching and learning, gamification, and football commentary. The implications of these findings extend to TESL students, academic researchers, English teachers, and higher education institutions, suggesting avenues for further research to enrich language proficiency and communication skills among TESL students. Integrating these strategies into language education curricula is essential for fostering effective communication skills among future educators, thereby contributing to the advancement of educational practices in Malaysia and beyond.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"31 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418822","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 sought to explore contributing factors affecting grade 12 learners’ performance in Life Sciences “investigation questions” in rural high schools in the Oliver Reginald Tambo Inland District of South Africa. The study was underpinned by the social constructivism theory. A qualitative case study design was employed to collect the data. Purposeful sampling was used to select three schools from one circuit. Three Life Sciences teachers and nine learners were purposefully selected to participate in the study. The interview was the main instrument used to collect data. The data were analysed using thematic analysis to generate themes. The main findings of the study indicated: teachers' low pedagogical content knowledge on practical investigation questions; a lack of teaching resources; a lack of parental support; and language proficiency influence on learner understanding. Thus, it is recommended that the Department of Basic Education provide all rural schools with well-furnished laboratories to enable the teachers to conduct practical investigation activities. Furthermore, teachers need to be trained regularly to enhance their content knowledge and equip them with the different pedagogies in teaching Life Science investigations.
{"title":"In-Depth Analysis of Contributing Factors Impacting Grade 12 Learners' Performance in Life Sciences “Investigation Questions”: A South African Case Study","authors":"Sakyiwaa Boateng, Bongeka Maliwa","doi":"10.26803/ijlter.23.2.11","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.11","url":null,"abstract":"This study sought to explore contributing factors affecting grade 12 learners’ performance in Life Sciences “investigation questions” in rural high schools in the Oliver Reginald Tambo Inland District of South Africa. The study was underpinned by the social constructivism theory. A qualitative case study design was employed to collect the data. Purposeful sampling was used to select three schools from one circuit. Three Life Sciences teachers and nine learners were purposefully selected to participate in the study. The interview was the main instrument used to collect data. The data were analysed using thematic analysis to generate themes. The main findings of the study indicated: teachers' low pedagogical content knowledge on practical investigation questions; a lack of teaching resources; a lack of parental support; and language proficiency influence on learner understanding. Thus, it is recommended that the Department of Basic Education provide all rural schools with well-furnished laboratories to enable the teachers to conduct practical investigation activities. Furthermore, teachers need to be trained regularly to enhance their content knowledge and equip them with the different pedagogies in teaching Life Science investigations.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"35 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420008","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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