This paper introduces the learner integration wheel (LIW) theory of practice, which was developed in a larger study that explored the understanding and enhancing of learner integration in a selected Ex Model C school in South Africa. The larger study explained the LIW theory of practice as an alternative theory to change the rudimentary practices and programs and peoples’ attitudes in multicultural learning settings towards the issue of learner integration in South African school settings. In this study, the LIW theory of practice is introduced as a novel framework to address learner integration challenges in Tanzanian school settings. The study employed multi-stakeholder meetings and reflective writing activity to generate data. Data generated were thematically analyzed. The perspectives of eight participants (four teachers and four learners) who were purposively selected were explored regarding the challenges and possible solutions on the issue of learner integration in Tanzanian school settings. Findings reveal that learner integration is a crucial component in Tanzanian school settings as it enhances learners’ motivation and personalities and helps them to attain their full potential. In addition, the findings reveal that it is important for schools to work collaboratively with the community for the successful implementation of learner integration in school settings. The study maintains that implementation of learner integration through the fundamental practices and programs of the LIW theory of practice promises to benefit not only the learners but also the teachers and the entire Tanzanian school community.
本文介绍了学习者融入实践轮（LIW）理论，该理论是在一项大型研究中提出的，该研究探讨了南非一所选定的 Ex Model C 学校对学习者融入的理解和促进。这项大型研究将 "学习者融入实践轮 "理论解释为一种替代理论，旨在改变多元文化学习环境中的基本做法和计划，以及人们对南非学校环境中学习者融入问题的态度。本研究将 "学习者融入 "实践理论作为一个新颖的框架加以介绍，以应对坦桑尼亚学校环境中学习者融入的挑战。研究采用了多方利益相关者会议和反思性写作活动来生成数据。对生成的数据进行了主题分析。有目的性地选择了八名参与者（四名教师和四名学生），探讨了坦桑尼亚学校环境中学习者融入问题所面临的挑战和可能的解决方案。研究结果表明，学习者融入是坦桑尼亚学校环境中的一个重要组成部分，因为它能提高学习者的积极性和个性，帮助他们充分发挥潜能。此外，研究结果还表明，学校必须与社区合作，才能在学校环境中成功实施学习者融入。本研究认为，通过 "学习者融入 "实践理论的基本实践和计划来实施学习者融入，不仅能使学习者受益，还能使教师和整个坦桑尼亚学校社区受益。
{"title":"The Learner Integration Wheel Theory: Addressing Integration Challenges in Tanzanian School Settings","authors":"Theresia Joakim. Kanyopa, Matseliso Mokhele Makgalwa","doi":"10.26803/ijlter.23.1.24","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.24","url":null,"abstract":"This paper introduces the learner integration wheel (LIW) theory of practice, which was developed in a larger study that explored the understanding and enhancing of learner integration in a selected Ex Model C school in South Africa. The larger study explained the LIW theory of practice as an alternative theory to change the rudimentary practices and programs and peoples’ attitudes in multicultural learning settings towards the issue of learner integration in South African school settings. In this study, the LIW theory of practice is introduced as a novel framework to address learner integration challenges in Tanzanian school settings. The study employed multi-stakeholder meetings and reflective writing activity to generate data. Data generated were thematically analyzed. The perspectives of eight participants (four teachers and four learners) who were purposively selected were explored regarding the challenges and possible solutions on the issue of learner integration in Tanzanian school settings. Findings reveal that learner integration is a crucial component in Tanzanian school settings as it enhances learners’ motivation and personalities and helps them to attain their full potential. In addition, the findings reveal that it is important for schools to work collaboratively with the community for the successful implementation of learner integration in school settings. The study maintains that implementation of learner integration through the fundamental practices and programs of the LIW theory of practice promises to benefit not only the learners but also the teachers and the entire Tanzanian school community.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481869","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}
Learner autonomy has recently been adopted as a desirable educational goal in many countries and a dominant topic in teaching and learning English. Despite numerous studies on the initiatives to foster learner autonomy in various contexts, little research has explored how high school teachers interpret and foster their students’ autonomy, especially in relation to the new competence-based curriculum for general education in Vietnam. This paper aimed to address this gap by investing teachers’ beliefs related to learner autonomy using a mixed-methods approach. It drew on data derived from a Likert-scale questionnaire with 71 high school teachers and individual interviews with five teachers of various subjects in a province in the south of Vietnam. The data were analyzed using SPSS software and qualitative thematic analysis. The findings indicated that teachers were well aware of the importance of learner autonomy and its significance in Vietnamese education. They generally took positive beliefs toward learner autonomy, but also expressed some reservations about its feasibility in classroom practice. Despite these challenges, teachers generally believed that they provided various learning opportunities and practices of this competence. This study presented a preliminary investigation into high school teachers’ beliefs about promoting LA in the new competence-based curriculum, which can be a useful resource for researchers and educators in the field. However, the study was small in scope and lacked generality. Future research could thus recruit more participants from various backgrounds and geographical regions or delve deeper into how various factors interact to shape teachers’ practices.
{"title":"Promoting Learner Autonomy in Competence-Based General Education Curriculum in Vietnam: High School Teachers’ Beliefs","authors":"Thi Thanh Huyen Phan","doi":"10.26803/ijlter.23.1.13","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.13","url":null,"abstract":"Learner autonomy has recently been adopted as a desirable educational goal in many countries and a dominant topic in teaching and learning English. Despite numerous studies on the initiatives to foster learner autonomy in various contexts, little research has explored how high school teachers interpret and foster their students’ autonomy, especially in relation to the new competence-based curriculum for general education in Vietnam. This paper aimed to address this gap by investing teachers’ beliefs related to learner autonomy using a mixed-methods approach. It drew on data derived from a Likert-scale questionnaire with 71 high school teachers and individual interviews with five teachers of various subjects in a province in the south of Vietnam. The data were analyzed using SPSS software and qualitative thematic analysis. The findings indicated that teachers were well aware of the importance of learner autonomy and its significance in Vietnamese education. They generally took positive beliefs toward learner autonomy, but also expressed some reservations about its feasibility in classroom practice. Despite these challenges, teachers generally believed that they provided various learning opportunities and practices of this competence. This study presented a preliminary investigation into high school teachers’ beliefs about promoting LA in the new competence-based curriculum, which can be a useful resource for researchers and educators in the field. However, the study was small in scope and lacked generality. Future research could thus recruit more participants from various backgrounds and geographical regions or delve deeper into how various factors interact to shape teachers’ practices.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"92 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480640","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}
P. Enwereji, A. V. van Rooyen, Raphael Nhlanhla Ngcobo, Faith Sedzani Musundwa
Online learning has been considered as a paradigm shift in education that offers a transformative approach to the acquisition of knowledge and skills. The objectives of the study included identifying the perceptions of e-tutors on the usage of e-tutoring by online students; investigating the challenges encountered by students in using e-tutoring; and recommending measures to enhance e tutoring in the Department of Financial Accounting at a South African university. A quantitative research approach and a descriptive research design were used, employing an online survey to collect data from e-tutors involved in financial accounting modules. A total of 188 questionnaires were distributed electronically to e-tutors in the Financial Accounting Department. Due to unforeseen challenges, only 95 e-tutors filled out the questionnaires completely. SPSS was used to analyze the data through the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and the rotated component matrix was applied to assess the suitability of the sample for factor analysis and to discern the underlying structure and behavioral patterns within the data set. Findings reveal that e-tutors play a crucial role in assisting students with module-specific problems, addressing difficult topics, and making the course content more engaging. However, challenges such as the need for continuous training in online communication skills and the use of online technology tools were highlighted. Issues related to Internet connectivity and costs also impacted the effectiveness of e tutors. Reliable Internet infrastructure and adequate resources are vital for addressing these challenges. Based on the findings, the study recommends that e-tutors engage in continuous professional development and receive module-specific training to enhance their knowledge and skills. Collaboration between e tutors and lecturers should be encouraged to foster a supportive learning environment. The study concludes that the facilitation of e-tutoring in financial accounting modules has shown promising outcomes in supporting students’ teaching and learning.
{"title":"Empowering e-Tutors for Effective Online Teaching and Learning: E-tutors’ Challenges and Perceptions","authors":"P. Enwereji, A. V. van Rooyen, Raphael Nhlanhla Ngcobo, Faith Sedzani Musundwa","doi":"10.26803/ijlter.23.1.19","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.19","url":null,"abstract":"Online learning has been considered as a paradigm shift in education that offers a transformative approach to the acquisition of knowledge and skills. The objectives of the study included identifying the perceptions of e-tutors on the usage of e-tutoring by online students; investigating the challenges encountered by students in using e-tutoring; and recommending measures to enhance e tutoring in the Department of Financial Accounting at a South African university. A quantitative research approach and a descriptive research design were used, employing an online survey to collect data from e-tutors involved in financial accounting modules. A total of 188 questionnaires were distributed electronically to e-tutors in the Financial Accounting Department. Due to unforeseen challenges, only 95 e-tutors filled out the questionnaires completely. SPSS was used to analyze the data through the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and the rotated component matrix was applied to assess the suitability of the sample for factor analysis and to discern the underlying structure and behavioral patterns within the data set. Findings reveal that e-tutors play a crucial role in assisting students with module-specific problems, addressing difficult topics, and making the course content more engaging. However, challenges such as the need for continuous training in online communication skills and the use of online technology tools were highlighted. Issues related to Internet connectivity and costs also impacted the effectiveness of e tutors. Reliable Internet infrastructure and adequate resources are vital for addressing these challenges. Based on the findings, the study recommends that e-tutors engage in continuous professional development and receive module-specific training to enhance their knowledge and skills. Collaboration between e tutors and lecturers should be encouraged to foster a supportive learning environment. The study concludes that the facilitation of e-tutoring in financial accounting modules has shown promising outcomes in supporting students’ teaching and learning.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"364 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480192","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}
Remedial education is implemented to help primary school students who experience difficulties mastering the 3M skills of reading, writing, and counting. This systematic literature review was conducted to review the competency of remedial education teachers for differentiated pedagogy. The study focused on competency of remedial education teachers regarding levels of knowledge, skills, and readiness to implement differentiated pedagogy. Literature was searched through Google Scholar, SCOPUS, and Web of Science and 149 articles that had been published between 2019 to 2023 were identified; of these, 12 were selected for the analysis, which used the Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. The results reveal that not all studies found that remedial education teachers’ competency for differentiated pedagogy was at high levels for all three elements – knowledge, skills and readiness. The results of this study can serve as a guide and reference for teachers, the Ministry of Education, and future researchers, to improve remedial education teachers’ competency for differentiated pedagogy. Future studies should do a more in-depth exploration, by conducting a survey to review the competency of remedial education teachers for differentiated pedagogy, and the challenges they face in implementing it.
{"title":"Remedial Education Teachers’ Competencies for Differentiated Pedagogy: Systematic Literature Review","authors":"Brenda Bestian, Syar Meeze bin Mohd Rashid","doi":"10.26803/ijlter.23.1.21","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.21","url":null,"abstract":"Remedial education is implemented to help primary school students who experience difficulties mastering the 3M skills of reading, writing, and counting. This systematic literature review was conducted to review the competency of remedial education teachers for differentiated pedagogy. The study focused on competency of remedial education teachers regarding levels of knowledge, skills, and readiness to implement differentiated pedagogy. Literature was searched through Google Scholar, SCOPUS, and Web of Science and 149 articles that had been published between 2019 to 2023 were identified; of these, 12 were selected for the analysis, which used the Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. The results reveal that not all studies found that remedial education teachers’ competency for differentiated pedagogy was at high levels for all three elements – knowledge, skills and readiness. The results of this study can serve as a guide and reference for teachers, the Ministry of Education, and future researchers, to improve remedial education teachers’ competency for differentiated pedagogy. Future studies should do a more in-depth exploration, by conducting a survey to review the competency of remedial education teachers for differentiated pedagogy, and the challenges they face in implementing it.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"335 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480939","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 present investigation delves into the complex interconnections among the digital learning environment, academic achievement, psychological empowerment, motivation for sustainability, and the context of universities in Saudi Arabia. Students from various academic fields were selected for a comprehensive study employing a multilevel sampling technique. A holistic understanding of the variables was obtained through quantitative surveys. The study's findings indicate that a well-functioning digital learning environment notably impacts academic achievement. This is consistent with Saudi Arabia's Vision 2030 objectives, which aim to revolutionize the education sector by integrating technology. While the impact of sustainability motivation on academic achievement is moderately positive, it remains a critical factor in fostering conscientious individuals on a global scale. Furthermore, the correlation between psychological empowerment and academic achievement highlights the criticality of comprehensive education, a fundamental principle of Vision 2030. The current research results provide a strategic plan for improving the standard of education in Saudi Arabia, fostering environmental responsibility, and cultivating diverse individuals equipped to confront forthcoming challenges. This study makes a scholarly contribution and functions as a pragmatic manual for improving education in Saudi Arabia and ensuring its alignment with Sustainable Development Goal 4.
{"title":"Sustainability-Infused Learning Environments: Investigating the Role of Digital Technology and Motivation for Sustainability in Achieving Quality Education","authors":"Qamrul Islam, Syed Md. Faisal Ali Khan","doi":"10.26803/ijlter.23.1.25","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.25","url":null,"abstract":"The present investigation delves into the complex interconnections among the digital learning environment, academic achievement, psychological empowerment, motivation for sustainability, and the context of universities in Saudi Arabia. Students from various academic fields were selected for a comprehensive study employing a multilevel sampling technique. A holistic understanding of the variables was obtained through quantitative surveys. The study's findings indicate that a well-functioning digital learning environment notably impacts academic achievement. This is consistent with Saudi Arabia's Vision 2030 objectives, which aim to revolutionize the education sector by integrating technology. While the impact of sustainability motivation on academic achievement is moderately positive, it remains a critical factor in fostering conscientious individuals on a global scale. Furthermore, the correlation between psychological empowerment and academic achievement highlights the criticality of comprehensive education, a fundamental principle of Vision 2030. The current research results provide a strategic plan for improving the standard of education in Saudi Arabia, fostering environmental responsibility, and cultivating diverse individuals equipped to confront forthcoming challenges. This study makes a scholarly contribution and functions as a pragmatic manual for improving education in Saudi Arabia and ensuring its alignment with Sustainable Development Goal 4.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"143 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484861","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 article uses a qualitative research methodology to delves into the transformative influence of leadership and trust dynamics on teachers’ innovative work behavior in Chinese higher education. Through thematic analysis from 20 educators representing diverse roles, disciplines and institutions from educators, we unveil the essential role of visionary leadership, where leaders inspire a collective sense of purpose by vividly painting the future of education. Concurrently, trust, fostered through transparent communication and shared values, emerges as a cornerstone, creating a safe environment that could inspire educators to experiment with innovative teaching methods. The study also highlights the individual empowerment facilitated by transformative leadership, recognizing and valuing each educator’s unique contributions. While offering valuable insights, this research has limitations, primarily related to the qualitative nature and the specific cultural and institutional context. Suggestions for future research include the use of mixed methods, where both qualitative and quantitative research are important as the use of mixed research methods would be more comprehensive; widening the range of participants and the need to consider the impact of external factors on the educational environment.
{"title":"Unveiling the Transformative Influence: Qualitative Insights into Teachers’ Innovative Work Behavior in Chinese Higher Education","authors":"Tian Wang, Saeid Motevalli, Jianbang Lin","doi":"10.26803/ijlter.23.1.18","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.18","url":null,"abstract":"This article uses a qualitative research methodology to delves into the transformative influence of leadership and trust dynamics on teachers’ innovative work behavior in Chinese higher education. Through thematic analysis from 20 educators representing diverse roles, disciplines and institutions from educators, we unveil the essential role of visionary leadership, where leaders inspire a collective sense of purpose by vividly painting the future of education. Concurrently, trust, fostered through transparent communication and shared values, emerges as a cornerstone, creating a safe environment that could inspire educators to experiment with innovative teaching methods. The study also highlights the individual empowerment facilitated by transformative leadership, recognizing and valuing each educator’s unique contributions. While offering valuable insights, this research has limitations, primarily related to the qualitative nature and the specific cultural and institutional context. Suggestions for future research include the use of mixed methods, where both qualitative and quantitative research are important as the use of mixed research methods would be more comprehensive; widening the range of participants and the need to consider the impact of external factors on the educational environment.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"95 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481837","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}
Fetylyana Nor Pazilah, H. Hashim, Melorw Md Yunus, K. R. M. Rafiq
The Sustainable Development Goals (SDG) Goal 4 is centred on providing good and quality education for all. To achieve this goal, the supply of quality teachers, particularly in English as a second language (ESL), should be increased to align with the current globalisation in which individuals are well equipped with English language skills. Hence, teacher training programs play a significant role in producing quality teachers and taking notice of the knowledge needed by ESL pre-service teachers in the 21st century. However, there is a gap in previous studies in understanding the knowledge of ESL pre-service teachers, particularly on digital literacy, knowledge of learners and 21st-century competency. Thus, this study aims to explore the ESL pre-service teachers' perspectives towards knowledge of learners, digital literacy and 21st-century competency to be an effective teacher in the 21st century. This paper employed a full qualitative method with 10 ESL pre-service teachers at a public university in Malaysia. The data were collected through a focus group discussion and were analysed using thematic analysis. Based on the findings, the ESL pre-service teachers reported that it is pivotal for them to know and be able to implement 21st-century skills in their classrooms. Additionally, the ESL pre-service teachers mentioned that they should be able to have digital literacy and have awareness towards learners. This study contributes to teacher training programs in understanding the knowledge needed by a modern teacher. Future research could investigate the challenges ESL pre-service teachers face in the 21st century.
{"title":"Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency","authors":"Fetylyana Nor Pazilah, H. Hashim, Melorw Md Yunus, K. R. M. Rafiq","doi":"10.26803/ijlter.23.1.15","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.15","url":null,"abstract":"The Sustainable Development Goals (SDG) Goal 4 is centred on providing good and quality education for all. To achieve this goal, the supply of quality teachers, particularly in English as a second language (ESL), should be increased to align with the current globalisation in which individuals are well equipped with English language skills. Hence, teacher training programs play a significant role in producing quality teachers and taking notice of the knowledge needed by ESL pre-service teachers in the 21st century. However, there is a gap in previous studies in understanding the knowledge of ESL pre-service teachers, particularly on digital literacy, knowledge of learners and 21st-century competency. Thus, this study aims to explore the ESL pre-service teachers' perspectives towards knowledge of learners, digital literacy and 21st-century competency to be an effective teacher in the 21st century. This paper employed a full qualitative method with 10 ESL pre-service teachers at a public university in Malaysia. The data were collected through a focus group discussion and were analysed using thematic analysis. Based on the findings, the ESL pre-service teachers reported that it is pivotal for them to know and be able to implement 21st-century skills in their classrooms. Additionally, the ESL pre-service teachers mentioned that they should be able to have digital literacy and have awareness towards learners. This study contributes to teacher training programs in understanding the knowledge needed by a modern teacher. Future research could investigate the challenges ESL pre-service teachers face in the 21st century.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"52 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480275","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}
Computational thinking (CT) is a skill integrated into various curricula in many countries. However, lack of student acceptance and limited assessment become challenges to integrating skill into the curriculum, specifically in developing countries like Indonesia. Therefore, this study aimed to validate the Indonesian version of the Computational Thinking Scale (CTS) and determine the CT skill level of high school students majoring in science. This study was conducted using a quantitative approach with a cross-sectional survey design. Participants were purposively selected based on certain criteria from a population of high schools in Yogyakarta, Indonesia. In this study, data were collected from 526 students with 19 items of CTS questionnaires and analysed using the Rasch model measurement. The findings showed that the adapted CTS met the fit criteria based on Rasch model measurement, except for one item. Based on the logit mean value of +1.69, the level of students' CT ability falls into the good category, where the most frequently implemented aspect is the problem-solving aspect, while the least frequently implemented aspect is algorithmic thinking. According to Differential Item Function analysis, there were differences in student responses based on coding experience. This study is expected to contribute to the field of CT assessment in science education. In addition, the results of this study can be an affirmation for educational policy makers in developing countries to integrate CT into the curriculum of natural science majors.
{"title":"Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science","authors":"Nur Huda, Eli Rohaeti","doi":"10.26803/ijlter.23.1.17","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.17","url":null,"abstract":"Computational thinking (CT) is a skill integrated into various curricula in many countries. However, lack of student acceptance and limited assessment become challenges to integrating skill into the curriculum, specifically in developing countries like Indonesia. Therefore, this study aimed to validate the Indonesian version of the Computational Thinking Scale (CTS) and determine the CT skill level of high school students majoring in science. This study was conducted using a quantitative approach with a cross-sectional survey design. Participants were purposively selected based on certain criteria from a population of high schools in Yogyakarta, Indonesia. In this study, data were collected from 526 students with 19 items of CTS questionnaires and analysed using the Rasch model measurement. The findings showed that the adapted CTS met the fit criteria based on Rasch model measurement, except for one item. Based on the logit mean value of +1.69, the level of students' CT ability falls into the good category, where the most frequently implemented aspect is the problem-solving aspect, while the least frequently implemented aspect is algorithmic thinking. According to Differential Item Function analysis, there were differences in student responses based on coding experience. This study is expected to contribute to the field of CT assessment in science education. In addition, the results of this study can be an affirmation for educational policy makers in developing countries to integrate CT into the curriculum of natural science majors.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"756 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483113","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}
Project-based learning (PBL) is an alternative teaching approach which addresses the need for student-centered learning fostering a global shift towards 21st century skills of collaboration and problem-solving. This research examined the effect of PBL on English language students' productive skills during their freshman year at Majmmaah University. The research used a mixed-method design, including pre- and post-tests, semi-structured interviews, and participant observations. The sample size was calculated using Sloven’s formula employing a simple random sampling technique. Twelve female freshmen undergraduate students aged 18-22 from Majmmah University's first-year were sampled for writing and speaking IELTS test, observation research and interviews. The researchers used t-test using SPSS 24.0. The significance level was found to be less than the threshold of 0.05, indicating that the students speaking and writing performance improved after getting introduced to the PBL strategies. Semi-structured interviews revealed that PBL significantly improved students' English proficiency, including linguistic proficiency, individual and social attitudes, autonomy, motivation, confidence, research skills, creativity, and collaborative learning skills. It was also noted that during 10 weeks, initially, participants showed reduced use of L2, with L1 being their primary mode of communication. Their writing assignments contained 45% mistakes, plagiarism, and copied words. After the third stage, participants showed progress in linguistic proficiency and learning skills. They became more engaged in class discussions, developed autonomy, and increased personal skills. Thus, the study recommends implementing PBL in the Universities of Saudi Arabia to enhance speaking and writing skills of English as a Foreign Language (EFL) students.
{"title":"“Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research”","authors":"Sundus Abduallh Aldobekhi, M. Abahussain","doi":"10.26803/ijlter.23.1.12","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.12","url":null,"abstract":"Project-based learning (PBL) is an alternative teaching approach which addresses the need for student-centered learning fostering a global shift towards 21st century skills of collaboration and problem-solving. This research examined the effect of PBL on English language students' productive skills during their freshman year at Majmmaah University. The research used a mixed-method design, including pre- and post-tests, semi-structured interviews, and participant observations. The sample size was calculated using Sloven’s formula employing a simple random sampling technique. Twelve female freshmen undergraduate students aged 18-22 from Majmmah University's first-year were sampled for writing and speaking IELTS test, observation research and interviews. The researchers used t-test using SPSS 24.0. The significance level was found to be less than the threshold of 0.05, indicating that the students speaking and writing performance improved after getting introduced to the PBL strategies. Semi-structured interviews revealed that PBL significantly improved students' English proficiency, including linguistic proficiency, individual and social attitudes, autonomy, motivation, confidence, research skills, creativity, and collaborative learning skills. It was also noted that during 10 weeks, initially, participants showed reduced use of L2, with L1 being their primary mode of communication. Their writing assignments contained 45% mistakes, plagiarism, and copied words. After the third stage, participants showed progress in linguistic proficiency and learning skills. They became more engaged in class discussions, developed autonomy, and increased personal skills. Thus, the study recommends implementing PBL in the Universities of Saudi Arabia to enhance speaking and writing skills of English as a Foreign Language (EFL) students.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"301 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480807","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}
Yongmei Cao, Joanna Joseph Jeyaraj, Abu Bakar Razali
Blended learning (BL) is becoming increasingly popular and a trend in higher education in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of English as a Foreign Language (EFL) learners toward the current implementation of BL and their learner autonomy (LA) development in a private university in China. It employed a qualitative case study, and the data was collected from five undergraduate students majoring in English through interviews, observations and reflective journals. Through thematic analysis of the data, the study concluded that EFL students at this university generally held negative attitudes toward the BL model and perceived the development of LA in this model as ineffective. Four themes related to the negative attitudes and perceptions emerged. First, a shortage of time was a common issue among students, and they felt mentally and physically overwhelmed by the blended tasks. Second, there was a lack of complementarity and integration between online and face-to-face instruction in the BL model. Third, students noted a lack of support and timely feedback from teachers in the online part of the BL model. Finally, more supervision was needed in terms of student characteristics. The findings have implications for future BL curriculum design and delivery, pedagogical adjustments and support for autonomous learning. More empirical studies focusing on the pedagogical design and the cultivation of EFL learners’ intrinsic motivation for autonomous English learning in the BL environment are essential to address the current situation.
混合式学习（BL）在二十一世纪的高等教育中越来越受欢迎，成为一种趋势。本研究旨在探讨中国一所私立大学的英语作为外语（EFL）学习者对当前混合式学习的实施及其学习者自主性（LA）发展的态度和看法。本研究采用了定性案例研究的方法，通过访谈、观察和反思日记从五名英语专业本科生那里收集数据。通过对数据进行主题分析，研究得出结论：该大学的 EFL 学生普遍对 BL 模式持消极态度，并认为这种模式下的 LA 发展是无效的。与消极态度和看法相关的主题有四个。首先，时间不够是学生们普遍存在的问题，他们对混合任务感到身心疲惫。其次，在混合式教学模式中，在线教学和面授教学之间缺乏互补和融合。第三，学生们注意到，在基本法模式的在线部分，缺乏来自教师的支持和及时反馈。最后，在学生特点方面需要更多的监督。研究结果对未来基础教育课程的设计和实施、教学调整以及对自主学习的支持都有影响。针对目前的情况，有必要开展更多的实证研究，重点关注BL环境下英语学习者自主英语学习的教学设计和内在动机的培养。
{"title":"Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China","authors":"Yongmei Cao, Joanna Joseph Jeyaraj, Abu Bakar Razali","doi":"10.26803/ijlter.23.1.26","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.26","url":null,"abstract":"Blended learning (BL) is becoming increasingly popular and a trend in higher education in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of English as a Foreign Language (EFL) learners toward the current implementation of BL and their learner autonomy (LA) development in a private university in China. It employed a qualitative case study, and the data was collected from five undergraduate students majoring in English through interviews, observations and reflective journals. Through thematic analysis of the data, the study concluded that EFL students at this university generally held negative attitudes toward the BL model and perceived the development of LA in this model as ineffective. Four themes related to the negative attitudes and perceptions emerged. First, a shortage of time was a common issue among students, and they felt mentally and physically overwhelmed by the blended tasks. Second, there was a lack of complementarity and integration between online and face-to-face instruction in the BL model. Third, students noted a lack of support and timely feedback from teachers in the online part of the BL model. Finally, more supervision was needed in terms of student characteristics. The findings have implications for future BL curriculum design and delivery, pedagogical adjustments and support for autonomous learning. More empirical studies focusing on the pedagogical design and the cultivation of EFL learners’ intrinsic motivation for autonomous English learning in the BL environment are essential to address the current situation.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"145 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480744","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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