Thi Thanh Huyen Phan, Dao Thi Thuy Nguyen, Thi Thanh Truc Ly, Thi Diem Phuc Duong, Thi Van Mai
This paper discusses learner autonomy (LA), which has recently been adopted as an important educational goal in the new competence-based curriculum for general education in Vietnam. Despite numerous studies on the initiatives to foster LA in various contexts, more research is needed to substantiate the literature on how pre-service teachers interpret and practice LA so that they could better reach the educational goal of fostering student autonomy in school settings. Drawing on data from surveys and interviews with pre-service teachers from Years 1 to 4 across seven disciplines of teacher education programs, the findings of our case study indicate that teacher education programs in Vietnam may prepare pre-service teachers to enact their autonomy in learning to some extent. Nevertheless, such programs need to provide to-be teachers with opportunities to actually control their learning in university settings so that they might better assist school students to develop their own independent learning and self-study. This paper thus concludes by raising two points concerning pedagogical obligation that pre-service teachers and teacher trainers should be aware of: first, that student autonomy relies substantially on teachers being supportive and flexible in devising learning activities; and second, that teacher education programs should equip pre-service teachers with sufficient knowledge, skills and resources to develop their own autonomy to enable their future students’ independence.
{"title":"Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam","authors":"Thi Thanh Huyen Phan, Dao Thi Thuy Nguyen, Thi Thanh Truc Ly, Thi Diem Phuc Duong, Thi Van Mai","doi":"10.26803/ijlter.23.2.20","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.20","url":null,"abstract":"This paper discusses learner autonomy (LA), which has recently been adopted as an important educational goal in the new competence-based curriculum for general education in Vietnam. Despite numerous studies on the initiatives to foster LA in various contexts, more research is needed to substantiate the literature on how pre-service teachers interpret and practice LA so that they could better reach the educational goal of fostering student autonomy in school settings. Drawing on data from surveys and interviews with pre-service teachers from Years 1 to 4 across seven disciplines of teacher education programs, the findings of our case study indicate that teacher education programs in Vietnam may prepare pre-service teachers to enact their autonomy in learning to some extent. Nevertheless, such programs need to provide to-be teachers with opportunities to actually control their learning in university settings so that they might better assist school students to develop their own independent learning and self-study. This paper thus concludes by raising two points concerning pedagogical obligation that pre-service teachers and teacher trainers should be aware of: first, that student autonomy relies substantially on teachers being supportive and flexible in devising learning activities; and second, that teacher education programs should equip pre-service teachers with sufficient knowledge, skills and resources to develop their own autonomy to enable their future students’ independence.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"331 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417219","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}
Che Mohamad Padali Che Mat, K. S. Ku Johari, Mohd Izwan Mahmud
The purpose of this study is to test the validity of the healthy school organisation instrument (i-OS) and the holistic psychological well-being model of school organisations. A total of 500 teachers from 10 schools in the Klang Valley participated in the study. This instrument was created to assess four primary constructs: (i) the pressures placed on teachers' jobs in schools; (ii) the sources of teachers' employment in schools; (iii) the teachers' personal resources; and (iv) the teachers' overall psychological health in schools. The instrument's validity and reliability were examined using the Rasch model. The Rasch model was used because it is a more robust method than relying solely on Cronbach's alpha to gauge responder reliability. Furthermore, it was discovered that the school organisations' comprehensive psychological well-being model met the necessary fit index. The realm of study, theory, and practice will all benefit from this tool and model. The study's conclusions can also be applied to the creation of initiatives and programmes aimed at ensuring the wellbeing of educators and educational institutions.
{"title":"Testing the Healthy School Organisation Instrument (i-OS) and the Holistic Psychological Well-Being Model of School Organisations","authors":"Che Mohamad Padali Che Mat, K. S. Ku Johari, Mohd Izwan Mahmud","doi":"10.26803/ijlter.23.2.6","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.6","url":null,"abstract":"The purpose of this study is to test the validity of the healthy school organisation instrument (i-OS) and the holistic psychological well-being model of school organisations. A total of 500 teachers from 10 schools in the Klang Valley participated in the study. This instrument was created to assess four primary constructs: (i) the pressures placed on teachers' jobs in schools; (ii) the sources of teachers' employment in schools; (iii) the teachers' personal resources; and (iv) the teachers' overall psychological health in schools. The instrument's validity and reliability were examined using the Rasch model. The Rasch model was used because it is a more robust method than relying solely on Cronbach's alpha to gauge responder reliability. Furthermore, it was discovered that the school organisations' comprehensive psychological well-being model met the necessary fit index. The realm of study, theory, and practice will all benefit from this tool and model. The study's conclusions can also be applied to the creation of initiatives and programmes aimed at ensuring the wellbeing of educators and educational institutions.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"6 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418736","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 poor correlation between fieldwork and the preservice teachers' coursework for technology integration has been observed since the introduction of technology as a teaching and learning tool in education. The quantity and quality of the preservice technological experiences as part of the teacher education program have a significant impact on how new teachers use technology. This paper highlights how the educational programs and the fieldwork experiences of the preservice teachers should be aligned to integrate technology in teaching and learning. To gain insight into the current practices in the School of Education at the University of Technology in South Africa, the embedded mixed method approach, was utilised. For quantitative data, a TPACK questionnaire was distributed to 480 preservice teachers. Observation, interviews, an open-ended questionnaire and document analysis were employed for qualitative data. To analyse quantitative and qualitative data, the Statistical Package for Social Sciences (SPSS) and Atlas.ti were employed, respectively. The findings revealed a lack of synergy between the preservice teachers’ coursework and the fieldwork for technology integration in education. It was recommended that for the preservice teachers to thrive in integrating technology in teaching practicals and in their future workplaces, the School of Education should ensure the development of programs that involve coursework and fieldwork in the school context.
{"title":"Aligning Preservice Teachers’ Experiences for ICT Integration in Education in the School of Education at the University of Technology in South Africa","authors":"S. Ngcapu, S. Simelane-Mnisi, A. Mji","doi":"10.26803/ijlter.23.2.10","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.10","url":null,"abstract":"The poor correlation between fieldwork and the preservice teachers' coursework for technology integration has been observed since the introduction of technology as a teaching and learning tool in education. The quantity and quality of the preservice technological experiences as part of the teacher education program have a significant impact on how new teachers use technology. This paper highlights how the educational programs and the fieldwork experiences of the preservice teachers should be aligned to integrate technology in teaching and learning. To gain insight into the current practices in the School of Education at the University of Technology in South Africa, the embedded mixed method approach, was utilised. For quantitative data, a TPACK questionnaire was distributed to 480 preservice teachers. Observation, interviews, an open-ended questionnaire and document analysis were employed for qualitative data. To analyse quantitative and qualitative data, the Statistical Package for Social Sciences (SPSS) and Atlas.ti were employed, respectively. The findings revealed a lack of synergy between the preservice teachers’ coursework and the fieldwork for technology integration in education. It was recommended that for the preservice teachers to thrive in integrating technology in teaching practicals and in their future workplaces, the School of Education should ensure the development of programs that involve coursework and fieldwork in the school context.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"92 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421046","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}
Ramon Palau, Raúl Santiago, G. Fretes, Jordi Mogas, Gisela Cebrián
Extraordinary measures were required due to Covid-19, such as confinement and emergency distance education. With health regulations in place, the schools then returned to face-to-face instruction and used the lessons they had learned to improve the teaching standard. The study's intention is to investigate how Spain's schools are evolving post-confinement, with a particular interest in the digitalization of schools, teaching competence and future models of education. Method: The approach was qualitative; the instrument was a semi-structured interview, constructed ad hoc by experts and applied by trained interviewers. The sample consisted of 75 principals or members of management teams from primary and secondary schools in Spain. We carried data coding and analysis out using Atlas.ti software. Results: The confinement led to difficulties in adapting teaching to the online modality. Using the pandemic as a catalyst, schools were able to quickly move to digitalization, expand teacher training in digital technology with varying levels of compliance, and introduce new methodologies such as active learning strategies. Conclusions: Schools in Spain have introduced changes in their technological processes and equipment and slight methodological aspects. Teachers require more training on teaching skills, especially digital skills. Finally, the traditional face-to-face model is valued but is questioned and alternatives are considered.
{"title":"The Vision of Spanish Schools in Post-Pandemic Times","authors":"Ramon Palau, Raúl Santiago, G. Fretes, Jordi Mogas, Gisela Cebrián","doi":"10.26803/ijlter.23.2.5","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.5","url":null,"abstract":"Extraordinary measures were required due to Covid-19, such as confinement and emergency distance education. With health regulations in place, the schools then returned to face-to-face instruction and used the lessons they had learned to improve the teaching standard. The study's intention is to investigate how Spain's schools are evolving post-confinement, with a particular interest in the digitalization of schools, teaching competence and future models of education. Method: The approach was qualitative; the instrument was a semi-structured interview, constructed ad hoc by experts and applied by trained interviewers. The sample consisted of 75 principals or members of management teams from primary and secondary schools in Spain. We carried data coding and analysis out using Atlas.ti software. Results: The confinement led to difficulties in adapting teaching to the online modality. Using the pandemic as a catalyst, schools were able to quickly move to digitalization, expand teacher training in digital technology with varying levels of compliance, and introduce new methodologies such as active learning strategies. Conclusions: Schools in Spain have introduced changes in their technological processes and equipment and slight methodological aspects. Teachers require more training on teaching skills, especially digital skills. Finally, the traditional face-to-face model is valued but is questioned and alternatives are considered.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"27 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420434","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}
Quality assurance in Vietnamese higher education has been turning to a new page since it was made in recent years. Foreign accreditation is accepted in Vietnam, and, among foreign accrediting agencies, AUN-QA is more popular. This study examines the extent to which quality assessment by the AUN-QA could lead to changes in Vietnamese universities. This study adopted a basic qualitative approach to explore various stakeholders’ perceived changes with AUN-QA assessment with convenience and purposeful sampling techniques. Qualitative data were collected through interviews with various stakeholders such as students, academic staff, and quality assurance practitioners, followed by thematic analysis. The findings suggest that the AUN-QA quality assessment appeared to be the driver of positive changes, varying from accepting external quality assurance to learning the principles of constructive alignment in curriculum design, teaching and learning approaches, and student assessment. When the principle was learnt, superficial and minor changes were reported. The impacts were also evident in forming a culture of evidence (to demonstrate compliance with the external assessment). There were a few instances whereby changes were perceived as “perfunctory” because institutions used copying strategies for external assessment. Less evidence in the findings with not much discussion related to regular improvements and the dependence on individual academic staff for quality can be seen as directions for actions to be taken not only for the participating universities but also for other universities in Vietnam. The findings suggest that external assessment if applied appropriately to trigger stakeholders’ perceptions, could contribute to quality enhancement.
{"title":"Perceived Changes to Quality Assurance after AUN-QA Programme Assessment: Voices of Quality Assurance Practitioners, Academic Staff, and Students","authors":"Van-Son Huynh, Huong Thi Pham, Minh-Hong Thi Nguyen, Phuong Vu Nguyen","doi":"10.26803/ijlter.23.2.18","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.18","url":null,"abstract":"Quality assurance in Vietnamese higher education has been turning to a new page since it was made in recent years. Foreign accreditation is accepted in Vietnam, and, among foreign accrediting agencies, AUN-QA is more popular. This study examines the extent to which quality assessment by the AUN-QA could lead to changes in Vietnamese universities. This study adopted a basic qualitative approach to explore various stakeholders’ perceived changes with AUN-QA assessment with convenience and purposeful sampling techniques. Qualitative data were collected through interviews with various stakeholders such as students, academic staff, and quality assurance practitioners, followed by thematic analysis. The findings suggest that the AUN-QA quality assessment appeared to be the driver of positive changes, varying from accepting external quality assurance to learning the principles of constructive alignment in curriculum design, teaching and learning approaches, and student assessment. When the principle was learnt, superficial and minor changes were reported. The impacts were also evident in forming a culture of evidence (to demonstrate compliance with the external assessment). There were a few instances whereby changes were perceived as “perfunctory” because institutions used copying strategies for external assessment. Less evidence in the findings with not much discussion related to regular improvements and the dependence on individual academic staff for quality can be seen as directions for actions to be taken not only for the participating universities but also for other universities in Vietnam. The findings suggest that external assessment if applied appropriately to trigger stakeholders’ perceptions, could contribute to quality enhancement.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"41 s2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422130","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 paper aims to present a systematic literature review on empirical digital games (DG) studies. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was followed as a standard systematic literature review methodology. Twenty-five research papers were included in this review to determine the attributes of DGs that differently influenced learners’ cognition, attitude and behaviour. It shows also how researchers of the included studies measured participants’ progress whether during or after playing educational games. Based on the categories established and the analysis, the findings suggest that some features of games have affected diverse learning outcomes. There are also different ways of assessing the players’ learning progress while playing a game which can be summarised in three methods: by using the feedback system in the game, analysing players’ log file data, or applying external pre-tests and post-tests. This systematic review offers a helpful guideline for designing an effective educational game by considering games’ attributes with different learning subjects and outcomes. Furthermore, it extends the guidance by providing a general list of how educators have assessed students’ progress after playing an educational game. Thus, combining game attributes to attain specific learning outcomes and assessment methods to measure players’ progress is a specific purpose of this paper. Recommendations for future research and for practice are provided as well as the paper’s limitations.
{"title":"Assessing Learning Outcomes Through Digital Game-Playing: A Systematic Literature Review","authors":"F. Flemban","doi":"10.26803/ijlter.23.1.22","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.22","url":null,"abstract":"This paper aims to present a systematic literature review on empirical digital games (DG) studies. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was followed as a standard systematic literature review methodology. Twenty-five research papers were included in this review to determine the attributes of DGs that differently influenced learners’ cognition, attitude and behaviour. It shows also how researchers of the included studies measured participants’ progress whether during or after playing educational games. Based on the categories established and the analysis, the findings suggest that some features of games have affected diverse learning outcomes. There are also different ways of assessing the players’ learning progress while playing a game which can be summarised in three methods: by using the feedback system in the game, analysing players’ log file data, or applying external pre-tests and post-tests. This systematic review offers a helpful guideline for designing an effective educational game by considering games’ attributes with different learning subjects and outcomes. Furthermore, it extends the guidance by providing a general list of how educators have assessed students’ progress after playing an educational game. Thus, combining game attributes to attain specific learning outcomes and assessment methods to measure players’ progress is a specific purpose of this paper. Recommendations for future research and for practice are provided as well as the paper’s limitations.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"60 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483466","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}
Thanh Thi Nghiem, L. Nguyen, T. Pham, Trung Tran, Hien-Thu-Thi Le, T. La, Dung Van Ha
Scientific research in education is the process of investigating and exploring issues about educational management, teaching, and learning activities within educational institutions. It plays a crucial role in generating new solutions for educational activities, thereby enhancing the quality of education. This esearch aims to analyze the development trends and update new trends in scientific research in education in Vietnam from 1991 to 2023. This research utilized quantitative analysis methods through databases published in the field of educational science, collecting a dataset of 636 original articles from the Web of Science (WOS). The research results indicate that the number of publications related to educational research on WOS by Vietnamese authors was limited before 2018. However, the number in the last 5 years has increased significantly, accounting for approximately 88.68% of the total articles. This increase is a direct result of significant changes in the Vietnam national primary education in 2018 and the establishment of the Education Law in 2019. Vietnamese researchers collaborated with 10 common partner countries, with Australia being the most frequent research collaborator. The Journal for Education Teacher and Trainers (JETT) is the journal that published the most educational scientific works by Vietnamese authors. The topics published on educational science in Vietnam are diverse, with some highly focused keywords, such as ‘higher education’, followed by ‘online education’, ‘high school education’, and 'covid-19’.
{"title":"Update on the Development of Educational Research in Vietnam until 2023: A Bibliometrics Analysis using Web of Science Database","authors":"Thanh Thi Nghiem, L. Nguyen, T. Pham, Trung Tran, Hien-Thu-Thi Le, T. La, Dung Van Ha","doi":"10.26803/ijlter.23.1.14","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.14","url":null,"abstract":"Scientific research in education is the process of investigating and exploring issues about educational management, teaching, and learning activities within educational institutions. It plays a crucial role in generating new solutions for educational activities, thereby enhancing the quality of education. This esearch aims to analyze the development trends and update new trends in scientific research in education in Vietnam from 1991 to 2023. This research utilized quantitative analysis methods through databases published in the field of educational science, collecting a dataset of 636 original articles from the Web of Science (WOS). The research results indicate that the number of publications related to educational research on WOS by Vietnamese authors was limited before 2018. However, the number in the last 5 years has increased significantly, accounting for approximately 88.68% of the total articles. This increase is a direct result of significant changes in the Vietnam national primary education in 2018 and the establishment of the Education Law in 2019. Vietnamese researchers collaborated with 10 common partner countries, with Australia being the most frequent research collaborator. The Journal for Education Teacher and Trainers (JETT) is the journal that published the most educational scientific works by Vietnamese authors. The topics published on educational science in Vietnam are diverse, with some highly focused keywords, such as ‘higher education’, followed by ‘online education’, ‘high school education’, and 'covid-19’.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"260 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483636","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 addresses the crucial need for assessing teaching practices and learning styles to improve students' understanding of biotechnological concepts and enhance overall learning outcomes. A mixed-method research design was adopted to collect and analyse data. The quantitative data were analysed descriptively, while qualitative data were analysed by thematic analysis. The sample consisted of two (2) teachers and 109 students. The techniques for sampling were convenience sampling for the survey and purposive sampling for the interview. Both teachers and students were involved in teaching and learning biotechnology courses related to the crop improvement. Questionnaires, interview, and classroom observation were used to collect data, which were quantitatively and qualitatively analysed. The study found that teaching methods such as semi-formal lectures, PowerPoint presentations, interactive lectures, blended methods, student presentations, and audio-visual techniques were commonly used. Formal authority, expert, and personal teaching styles were prevalent, with the facilitator style being the least utilized. Students primarily learn through auditory and reading styles, occasionally incorporating visual elements. Despite the emphasis on collaborative learning, student-based activities were not given significant consideration. The spectrum of these practices comprised a mix of student- and teacher-centred approaches with the dominance of the teacher-centred method. Thus, for effective teaching and learning, the present study suggests future research on the implementation of new innovative teaching strategies to help all students to develop autonomy and to learn according to their diversities regarding their learning styles.
{"title":"Teaching and Learning Biotechnology at University of Rwanda - College of Science and Technology: The Assessment of Teaching Practices and Learning Styles for Biotechnology Concepts Understanding","authors":"Yvonne Ndikumana, L. Mugabo, Antoine Nsabimana","doi":"10.26803/ijlter.23.1.23","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.23","url":null,"abstract":"This study addresses the crucial need for assessing teaching practices and learning styles to improve students' understanding of biotechnological concepts and enhance overall learning outcomes. A mixed-method research design was adopted to collect and analyse data. The quantitative data were analysed descriptively, while qualitative data were analysed by thematic analysis. The sample consisted of two (2) teachers and 109 students. The techniques for sampling were convenience sampling for the survey and purposive sampling for the interview. Both teachers and students were involved in teaching and learning biotechnology courses related to the crop improvement. Questionnaires, interview, and classroom observation were used to collect data, which were quantitatively and qualitatively analysed. The study found that teaching methods such as semi-formal lectures, PowerPoint presentations, interactive lectures, blended methods, student presentations, and audio-visual techniques were commonly used. Formal authority, expert, and personal teaching styles were prevalent, with the facilitator style being the least utilized. Students primarily learn through auditory and reading styles, occasionally incorporating visual elements. Despite the emphasis on collaborative learning, student-based activities were not given significant consideration. The spectrum of these practices comprised a mix of student- and teacher-centred approaches with the dominance of the teacher-centred method. Thus, for effective teaching and learning, the present study suggests future research on the implementation of new innovative teaching strategies to help all students to develop autonomy and to learn according to their diversities regarding their learning styles.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"45 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480561","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}
Jianer Zhong, Lilliati Ismail, Norhakimah Khaiessa Ahmad
There has been a surge in the popularity of project-based learning (PBL) as an instructional approach in foreign language education. However, despite the increasing body of research on students’ engagement in PBL, the focus on exploring engagement in PBL from a multi-dimensional perspective remains limited. Based on Reeve’s student engagement framework, an explanatory mixed methods design was employed to evaluate college English as a Foreign Language (EFL) speakers’ engagement (behavioural, emotional, cognitive and agentic) and elucidate the factors influencing engagement in PBL. For this study, 151 students from a polytechnic in China were recruited as participants, and a questionnaire was employed to examine the four dimensions of engagement in PBL among them. Additionally, semi-structured interviews were conducted with 10 students to understand their perspectives on how PBL has impacted their engagement levels. An analysis of the questionnaire data by descriptive statistics revealed that behavioural engagement ranked highest, followed by emotional, cognitive and agentic engagement. The interview data, analysed by thematic analysis, identified the factors influencing the four engagement dimensions of PBL, which were then categorised as positive (e.g., interest, group dynamics, topics and task types, etc.) and negative (e.g., weak English proficiency, introverted personality, fear of failure, etc.) factors. The findings provided insights into the four types of engagement and the factors influencing these dimensions. This study has educational implications for foreign language teachers as it will help them to find ways to engage college EFL students in PBL speaking activities and optimise the PBL environment.
{"title":"Factors Influencing Engagement in Project-Based Learning Among College EFL Speakers","authors":"Jianer Zhong, Lilliati Ismail, Norhakimah Khaiessa Ahmad","doi":"10.26803/ijlter.23.1.16","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.16","url":null,"abstract":"There has been a surge in the popularity of project-based learning (PBL) as an instructional approach in foreign language education. However, despite the increasing body of research on students’ engagement in PBL, the focus on exploring engagement in PBL from a multi-dimensional perspective remains limited. Based on Reeve’s student engagement framework, an explanatory mixed methods design was employed to evaluate college English as a Foreign Language (EFL) speakers’ engagement (behavioural, emotional, cognitive and agentic) and elucidate the factors influencing engagement in PBL. For this study, 151 students from a polytechnic in China were recruited as participants, and a questionnaire was employed to examine the four dimensions of engagement in PBL among them. Additionally, semi-structured interviews were conducted with 10 students to understand their perspectives on how PBL has impacted their engagement levels. An analysis of the questionnaire data by descriptive statistics revealed that behavioural engagement ranked highest, followed by emotional, cognitive and agentic engagement. The interview data, analysed by thematic analysis, identified the factors influencing the four engagement dimensions of PBL, which were then categorised as positive (e.g., interest, group dynamics, topics and task types, etc.) and negative (e.g., weak English proficiency, introverted personality, fear of failure, etc.) factors. The findings provided insights into the four types of engagement and the factors influencing these dimensions. This study has educational implications for foreign language teachers as it will help them to find ways to engage college EFL students in PBL speaking activities and optimise the PBL environment.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"252 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482003","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}
V. Bobrytska, H. Krasylnykova, Nataliia А. Beseda, Sergii R. Krasylnykov, Tetiana S. Skyrda
This study examines stakeholders’ attitudes toward Artificial intelligence (AI) tools in Ukrainian higher education institutions, employing a comprehensive mixed-methods approach. The research combines qualitative focus group discussions, which involved a diverse range of participants, and a quantitative survey questionnaire distributed to a sizeable cohort. The quantitative data reveals a noteworthy trend, with a majority of stakeholders expressing positive attitudes toward AI integration, emphasising its potential for personalised learning and real-time feedback. This positive sentiment, however, is tempered by identified concerns, notably surrounding the accuracy of AI-generated content. The study establishes a connection with existing literature, affirming the widespread acceptance and benefits of AI in education. For a more nuanced understanding, a detailed breakdown of these quantitative results sheds light on the extent and distribution of stakeholder attitudes and concerns. Moreover, the qualitative component delves deeper into stakeholders’ perspectives, capturing the richness of their expressions. Concrete examples and direct quotes from participants in focus group discussions provide a qualitative dimension to the study’s findings, offering insights into the nuances of stakeholders’ viewpoints. To address these concerns, the research emphasises the need for tailored intervention plans, focusing on content quality, ethical implications and comprehensive training. These recommendations are rooted in a thorough analysis of both quantitative and qualitative data, providing practical insights for policymakers and institutions. In particular, the study highlights the importance of inclusive decision-making and targeted communication strategies, recognising role-based and age-related variations among stakeholders. By adopting a holistic approach to AI integration and acknowledging the interrelationships between attitudes, perceptions, expectations and concerns, this research provides a comprehensive guide for effectively leveraging AI while addressing associated concerns in higher education institutions.
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