This descriptive research explores the insights of the instructors in the Higher Education Institution (HEI) about the professional standards for teachers along with the domains to identify the level of their proficiency. There were eighty-four instructors who served as participants in College of Education of Ifugao State University. Survey questionnaire and interview guide questions were utilized in this study to determine the proficiency level and challenges in the implementation of professional standards for teachers. Mean was used in the descriptive statistics while thematic analysis was utilized in the qualitative part. Relevant findings stressed the importance of customized professional development, long-term faculty evaluation, cultural sensitivity, and community and personal involvement. Effective and engaging training methods, feedback, and efficient resource allocation are vital for faculty development. As to the challenges, three distinct themes were derived as to the following: failure to adhere to guidelines, poor administrative supervision; and lack of training and technical assistance. The research output aimed to intensify instructors’ delivery of quality instruction and governance, to provide valuable guidance to improve faculty performance, and to cater to instructors’ diverse needs along with professional standards.
{"title":"Professional Standards for Teachers Landscape in the Standpoint of Teaching Profession: Insight from Higher Education Institution (HEI) Instructors","authors":"Matronillo Martin","doi":"10.26803/ijlter.23.1.7","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.7","url":null,"abstract":"This descriptive research explores the insights of the instructors in the Higher Education Institution (HEI) about the professional standards for teachers along with the domains to identify the level of their proficiency. There were eighty-four instructors who served as participants in College of Education of Ifugao State University. Survey questionnaire and interview guide questions were utilized in this study to determine the proficiency level and challenges in the implementation of professional standards for teachers. Mean was used in the descriptive statistics while thematic analysis was utilized in the qualitative part. Relevant findings stressed the importance of customized professional development, long-term faculty evaluation, cultural sensitivity, and community and personal involvement. Effective and engaging training methods, feedback, and efficient resource allocation are vital for faculty development. As to the challenges, three distinct themes were derived as to the following: failure to adhere to guidelines, poor administrative supervision; and lack of training and technical assistance. The research output aimed to intensify instructors’ delivery of quality instruction and governance, to provide valuable guidance to improve faculty performance, and to cater to instructors’ diverse needs along with professional standards.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"66 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600392","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}
N. A. A. Rahman, M. Yunus, Nurfaradilla Binti Mohamad Nasri, Emily Abd Rahman
Identifying learners' perceived needs can assist ESL practitioners in designing instructional materials more effectively, addressing gaps in language learning. This study aims to investigate the perceived English language skill requirements of cadet officers for their future workplaces and to assess the perceived importance of English in job performance, promotion prospects, and personal life. To achieve this, a questionnaire was developed and distributed to 104 cadet officers from a defence university. Then the quantitative data were analysed descriptively, using SPSS Version 26. The findings indicate that cadets perceive all four English language skills—listening, speaking, reading, and writing—as being essential for their future workplaces. However, when these skills are ranked in terms of priority, reading skills take precedence, followed by speaking and writing skills, which are seen as being equally important. Listening skills are perceived to be less important for cadets’ future workplaces. Additionally, cadets consider English language skills to be crucial for job performance and personal life but less important for promotion. These findings offer significant implications for the improvement of future English syllabus designs, with the goal of successfully teaching all English language skills.
{"title":"Proficiency Preparedness in Defence Workforce: A Survey of Cadet Officers’ English Language Needs","authors":"N. A. A. Rahman, M. Yunus, Nurfaradilla Binti Mohamad Nasri, Emily Abd Rahman","doi":"10.26803/ijlter.22.11.6","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.6","url":null,"abstract":"Identifying learners' perceived needs can assist ESL practitioners in designing instructional materials more effectively, addressing gaps in language learning. This study aims to investigate the perceived English language skill requirements of cadet officers for their future workplaces and to assess the perceived importance of English in job performance, promotion prospects, and personal life. To achieve this, a questionnaire was developed and distributed to 104 cadet officers from a defence university. Then the quantitative data were analysed descriptively, using SPSS Version 26. The findings indicate that cadets perceive all four English language skills—listening, speaking, reading, and writing—as being essential for their future workplaces. However, when these skills are ranked in terms of priority, reading skills take precedence, followed by speaking and writing skills, which are seen as being equally important. Listening skills are perceived to be less important for cadets’ future workplaces. Additionally, cadets consider English language skills to be crucial for job performance and personal life but less important for promotion. These findings offer significant implications for the improvement of future English syllabus designs, with the goal of successfully teaching all English language skills.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"23 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197009","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}
Pub Date : 2023-11-30DOI: 10.26803/ijlter.22.11.21
R. S. Umbase
In today's digital era, one of the demands in the world of education is increasing teacher knowledge and managerial skills oriented towards Technological Pedagogical and Content Knowledge (TPACK). This research aims to analyze teachers' managerial knowledge and skills in terms of (1) planning learning, (2) implementing the learning implementation plan, and (3) reflecting the planning, implementation, and learning outcomes components of Social Studies that are oriented towards implementing TPACK. This research design is descriptive-qualitative. The results show that Teachers' knowledge and managerial skills are in the moderate category and tend to be lacking—teachers have limited knowledge of and skills in learning management. Social Studies learning management can be integrated with new social intelligence in innovative and fun learning based on the application of TPACK. Several recommendations are suggested for social studies teachers: first, increase managerial knowledge and skills in learning and using TPACK through training, technical guidance, and ongoing apprenticeship; second, form a professional organization for social studies teachers to share knowledge and experiences; third, create networks with social studies teachers in developed countries. Finally, the government and the private sector (especially internet network providers) need to pay attention to the needs of teachers to implement TPACK.
{"title":"Implementing Technological Pedagogical and Content Knowledge from the Social Studies Learning Management Perspective","authors":"R. S. Umbase","doi":"10.26803/ijlter.22.11.21","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.21","url":null,"abstract":"In today's digital era, one of the demands in the world of education is increasing teacher knowledge and managerial skills oriented towards Technological Pedagogical and Content Knowledge (TPACK). This research aims to analyze teachers' managerial knowledge and skills in terms of (1) planning learning, (2) implementing the learning implementation plan, and (3) reflecting the planning, implementation, and learning outcomes components of Social Studies that are oriented towards implementing TPACK. This research design is descriptive-qualitative. The results show that Teachers' knowledge and managerial skills are in the moderate category and tend to be lacking—teachers have limited knowledge of and skills in learning management. Social Studies learning management can be integrated with new social intelligence in innovative and fun learning based on the application of TPACK. Several recommendations are suggested for social studies teachers: first, increase managerial knowledge and skills in learning and using TPACK through training, technical guidance, and ongoing apprenticeship; second, form a professional organization for social studies teachers to share knowledge and experiences; third, create networks with social studies teachers in developed countries. Finally, the government and the private sector (especially internet network providers) need to pay attention to the needs of teachers to implement TPACK.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":" 70","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207289","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}
Pub Date : 2023-11-30DOI: 10.26803/ijlter.22.11.22
Ruth Ladip Ladwingon, Zorayda C. Gavino, Angeline B. Valdez, Rodemelia B. Bangat
This study looks at the significant difficulties faced by senior faculty members who are used to teaching in a traditional classroom setting against the increasing trend toward distance learning. By using qualitative research methods, including a phenomenological lens and thematic analysis, the study revealed a wide range of obstacles that senior teachers attempt to overcome. These include issues with maintaining academic integrity, classroom management, and internet use. Financial difficulties and a noticeable lack of computer literacy are personal issues. Senior faculty members emotionally show disappointment and unhappiness during this change. The study recognizes the declining efficacy of senior teachers in online learning environments and emphasizes the necessity of specialized training programs and strong support structures. It promotes the creation of institutional frameworks designed to improve faculty well-being in light of the changing environment.
{"title":"Notes of Digital Refugees: Understanding the Plight of Senior Faculty in Online Teaching","authors":"Ruth Ladip Ladwingon, Zorayda C. Gavino, Angeline B. Valdez, Rodemelia B. Bangat","doi":"10.26803/ijlter.22.11.22","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.22","url":null,"abstract":"This study looks at the significant difficulties faced by senior faculty members who are used to teaching in a traditional classroom setting against the increasing trend toward distance learning. By using qualitative research methods, including a phenomenological lens and thematic analysis, the study revealed a wide range of obstacles that senior teachers attempt to overcome. These include issues with maintaining academic integrity, classroom management, and internet use. Financial difficulties and a noticeable lack of computer literacy are personal issues. Senior faculty members emotionally show disappointment and unhappiness during this change. The study recognizes the declining efficacy of senior teachers in online learning environments and emphasizes the necessity of specialized training programs and strong support structures. It promotes the creation of institutional frameworks designed to improve faculty well-being in light of the changing environment.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"64 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139203035","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}
Task-based language teaching (TBLT) is an instructional approach that cultivates communicative competence by exposing learners to English speaking practice. This study examined the perceptions and implications of implementing ten fluency-based tasks with twenty EFL learners at a private university in Medellin, Colombia. These tasks addressed barriers, including a significant frequency of pauses, a low speech rate, and limited speech length, which hindered learners' ability to express themselves fluently. The research used qualitative date collected by means of a questionnaire, interviews, and oral production rubrics. The findings indicated that 100% of the learners held a positive perspective of TBL as a qualified methodology that assisted them in reducing the considerable number of pauses in communicating their ideas, moderating their pacing smoothness, and balancing their speech rate to speak with a moderate clearness and consistency. Learners valued the strategy as a potential method that enabled them to communicate their ideas, regardless of occasional mistakes. In conclusion, the tasks aided them in increasing their speech rate and enhancing speech fluency during conversations.
{"title":"Potential Implications of Task-Based Language Teaching on Developing EFL Learners' Oral Fluency","authors":"Eulices Córdoba Zúñiga, Esteban Mayorga, Nancy Ruiz","doi":"10.26803/ijlter.22.11.8","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.8","url":null,"abstract":"Task-based language teaching (TBLT) is an instructional approach that cultivates communicative competence by exposing learners to English speaking practice. This study examined the perceptions and implications of implementing ten fluency-based tasks with twenty EFL learners at a private university in Medellin, Colombia. These tasks addressed barriers, including a significant frequency of pauses, a low speech rate, and limited speech length, which hindered learners' ability to express themselves fluently. The research used qualitative date collected by means of a questionnaire, interviews, and oral production rubrics. The findings indicated that 100% of the learners held a positive perspective of TBL as a qualified methodology that assisted them in reducing the considerable number of pauses in communicating their ideas, moderating their pacing smoothness, and balancing their speech rate to speak with a moderate clearness and consistency. Learners valued the strategy as a potential method that enabled them to communicate their ideas, regardless of occasional mistakes. In conclusion, the tasks aided them in increasing their speech rate and enhancing speech fluency during conversations.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"398 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205557","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}
Rozniza Zaharudin, Nurul Ashikin Izhar, Deekha Lai Hwa
Augmented and alternative communication (AAC) mobile apps are increasingly being used to support students with learning disabilities in developing their communication and daily skills. Mobile AAC apps offer portability, user-friendliness and customisation that enables students with learning disabilities to communicate by using symbols, pictures and words for clear expression. This study investigated the experiences of two teachers with AAC mobile apps in promoting daily skills among students with learning disabilities. Semi-structured interviews were conducted with the teachers, exploring their perspectives on the effectiveness of specific AAC mobile app features. The interview questions were adapted from the Mobile Application Rating Scale (MARs). The findings revealed that AAC mobile apps featuring these features were particularly effective in assisting students with learning disabilities in developing their daily skills. The teachers highlighted the benefits of AAC mobile apps in enhancing communication, promoting independence and facilitating the acquisition of essential daily skills. This study contributes valuable insights into the practical application of AAC mobile apps in educational settings and emphasise the significance of customisable features to cater for the individual needs of students with learning disabilities. Additionally, the study highlights the need for further research to explore the long-term impact of AAC mobile apps on the communication and daily skills development of students with learning disabilities. The findings of this study have the potential to inform the development and implementation of innovative AAC mobile app-based interventions for students with learning disabilities to help these students to achieve their full potential and become independent.
{"title":"Exploring the Augmented and Alternative Communication (AAC) for Promoting Independence in Daily Skills of Students with Learning Disabilities","authors":"Rozniza Zaharudin, Nurul Ashikin Izhar, Deekha Lai Hwa","doi":"10.26803/ijlter.22.11.7","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.7","url":null,"abstract":"Augmented and alternative communication (AAC) mobile apps are increasingly being used to support students with learning disabilities in developing their communication and daily skills. Mobile AAC apps offer portability, user-friendliness and customisation that enables students with learning disabilities to communicate by using symbols, pictures and words for clear expression. This study investigated the experiences of two teachers with AAC mobile apps in promoting daily skills among students with learning disabilities. Semi-structured interviews were conducted with the teachers, exploring their perspectives on the effectiveness of specific AAC mobile app features. The interview questions were adapted from the Mobile Application Rating Scale (MARs). The findings revealed that AAC mobile apps featuring these features were particularly effective in assisting students with learning disabilities in developing their daily skills. The teachers highlighted the benefits of AAC mobile apps in enhancing communication, promoting independence and facilitating the acquisition of essential daily skills. This study contributes valuable insights into the practical application of AAC mobile apps in educational settings and emphasise the significance of customisable features to cater for the individual needs of students with learning disabilities. Additionally, the study highlights the need for further research to explore the long-term impact of AAC mobile apps on the communication and daily skills development of students with learning disabilities. The findings of this study have the potential to inform the development and implementation of innovative AAC mobile app-based interventions for students with learning disabilities to help these students to achieve their full potential and become independent.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207478","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}
Pub Date : 2023-11-30DOI: 10.26803/ijlter.22.11.18
S. H. Allehyani, Mohammed Abdullah Algamdi
In artificial intelligence (AI), second language learners can get unlimited assistance in learning their language skills through advanced AI-powered chatbots, primarily ChatGPT. This study performed an in depth investigation into understanding early childhood (EC) teachers’ beliefs and perceptions about teaching children English as a second language (ESL) to improve their learning through using ChatGPT. The quantitative method was applied, and the data were collected through an online self administered questionnaire that was directed to EC teachers (N = 543) from the city of Mecca, Saudi Arabia. The participating EC teachers reported a high need for training associated with their social awareness of applying ChatGPT in teaching practices. The respondents had positive attitudes towards applying ChatGPT in teaching ESL and believed it is a very useful pedagogical tool in EC settings. However, they expressed their concern about the potential risks of ChatGPT on young children who have less knowledge and inadequate digital skills. These valuable results offer decision-makers and educators clear insight into preparing teachers on how to use ChatGPT as an educational tool, review its issues, use it safely and fairly, and have the confidence to take responsibility as digital citizens to be able to achieve the desired learning outcomes. These valuable findings not only outline a clear path to address the practical digital challenges faced by EC teachers but also inspire researchers to conduct further investigations into its role and potential influence in teaching in ESL contexts.
{"title":"Digital Competences: Early Childhood Teachers’ Beliefs and Perceptions of ChatGPT Application in Teaching English as a Second Language (ESL)","authors":"S. H. Allehyani, Mohammed Abdullah Algamdi","doi":"10.26803/ijlter.22.11.18","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.18","url":null,"abstract":"In artificial intelligence (AI), second language learners can get unlimited assistance in learning their language skills through advanced AI-powered chatbots, primarily ChatGPT. This study performed an in depth investigation into understanding early childhood (EC) teachers’ beliefs and perceptions about teaching children English as a second language (ESL) to improve their learning through using ChatGPT. The quantitative method was applied, and the data were collected through an online self administered questionnaire that was directed to EC teachers (N = 543) from the city of Mecca, Saudi Arabia. The participating EC teachers reported a high need for training associated with their social awareness of applying ChatGPT in teaching practices. The respondents had positive attitudes towards applying ChatGPT in teaching ESL and believed it is a very useful pedagogical tool in EC settings. However, they expressed their concern about the potential risks of ChatGPT on young children who have less knowledge and inadequate digital skills. These valuable results offer decision-makers and educators clear insight into preparing teachers on how to use ChatGPT as an educational tool, review its issues, use it safely and fairly, and have the confidence to take responsibility as digital citizens to be able to achieve the desired learning outcomes. These valuable findings not only outline a clear path to address the practical digital challenges faced by EC teachers but also inspire researchers to conduct further investigations into its role and potential influence in teaching in ESL contexts.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"191 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204560","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}
With the deepening of teacher educational reforms, increasing focus has been placed on the importance of evaluating student teachers’ teaching abilities in Chinese universities. The Delphi method and an Analytic Hierarchical Process were used to construct an evaluation system for student teachers’ teaching abilities. Delphi specialists included administrators, teachers and teacher educators working in primary, secondary and tertiary education. The evaluation items consisted of four dimensions, namely teacher ethics, teaching skills, educational ability, and developmental ability and a total of 31 indicators. Teaching skills were ranked highest, followed by teacher ethics, educational ability and developmental ability. The overall mean of the dimensions and components was rated as very important to important after three rounds of the Delphi process. Overall, the evaluation system demonstrated high reliability and validity; its’ entries were reasonably distributed indicating its evaluation potential and its’ weighting system denotes priorities for student teachers’ competencies’ evaluation.The evaluation system could help teachers identify key capacities in teacher training ,guide the development of talent nurturing programs, and provide developmental feedback for student teachers.
{"title":"Constructing a Teaching-Ability Evaluation System for Chinese Student Teachers using Delphi and Analytical Hierarchical Process Methods","authors":"Liyuan Chen, Qian Liu","doi":"10.26803/ijlter.22.11.9","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.9","url":null,"abstract":"With the deepening of teacher educational reforms, increasing focus has been placed on the importance of evaluating student teachers’ teaching abilities in Chinese universities. The Delphi method and an Analytic Hierarchical Process were used to construct an evaluation system for student teachers’ teaching abilities. Delphi specialists included administrators, teachers and teacher educators working in primary, secondary and tertiary education. The evaluation items consisted of four dimensions, namely teacher ethics, teaching skills, educational ability, and developmental ability and a total of 31 indicators. Teaching skills were ranked highest, followed by teacher ethics, educational ability and developmental ability. The overall mean of the dimensions and components was rated as very important to important after three rounds of the Delphi process. Overall, the evaluation system demonstrated high reliability and validity; its’ entries were reasonably distributed indicating its evaluation potential and its’ weighting system denotes priorities for student teachers’ competencies’ evaluation.The evaluation system could help teachers identify key capacities in teacher training ,guide the development of talent nurturing programs, and provide developmental feedback for student teachers.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"541 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204714","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}
Pub Date : 2023-11-30DOI: 10.26803/ijlter.22.11.14
Cereneo Santiago, Steve I. Embang, Ricky B. Acanto, Kem Warren P. Ambojia, Maico Demi B. Aperocho, B. B. Balilo, Erwin L. Cahapin, Marjohn Thomas N. Conlu, Samson M. Lausa, Ester Y. Laput, B. A. Malabag, Jerby J. Paderes, Joan Katherine N. Romasanta
The rise of artificial intelligence (AI) in higher education has sparked significant interest. Artificial intelligence offers opportunities for global learning, personalized instruction, and efficient resource management. In research writing, AI tools streamline processes, from a literature review to data analysis, enhancing efficiency and freeing up time for critical thinking. The researchers of this study used text mining techniques to extract patterns and trends of using writing assistance tools in research from the responses of 327 faculty researchers in various higher learning institutions in the Philippines. Unigram tokenization was used to present the 10 most frequently used words in the corpus, while the k-means elbow method was utilized to show the optimal number of clusters. Sentiment analysis was use to show the positive and negative implications of using writing assistance tools in research. The finding is that faculty respondents value writing assistance tools for enhancing research writing by expediting processes and improving clarity. The implementation of these tools in selected higher learning institutions may present difficulties, such as issues related to overreliance, and hinder students’ and researchers’ development of critical thinking and writing skills. Along with technological and resource challenges, these tools could inadvertently encourage plagiarism if not used responsibly. Cultural and language considerations are also relevant because these tools may not always be attuned to the specific linguistic and cultural nuances of Filipino academic writing. The results of this research may serve as a guide for researchers, educators, and software developers, who may use AI to streamline research writing processes in the educational sector.
{"title":"Utilization of Writing Assistance Tools in Research in Selected Higher Learning Institutions in the Philippines: A Text Mining Analysis","authors":"Cereneo Santiago, Steve I. Embang, Ricky B. Acanto, Kem Warren P. Ambojia, Maico Demi B. Aperocho, B. B. Balilo, Erwin L. Cahapin, Marjohn Thomas N. Conlu, Samson M. Lausa, Ester Y. Laput, B. A. Malabag, Jerby J. Paderes, Joan Katherine N. Romasanta","doi":"10.26803/ijlter.22.11.14","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.14","url":null,"abstract":"The rise of artificial intelligence (AI) in higher education has sparked significant interest. Artificial intelligence offers opportunities for global learning, personalized instruction, and efficient resource management. In research writing, AI tools streamline processes, from a literature review to data analysis, enhancing efficiency and freeing up time for critical thinking. The researchers of this study used text mining techniques to extract patterns and trends of using writing assistance tools in research from the responses of 327 faculty researchers in various higher learning institutions in the Philippines. Unigram tokenization was used to present the 10 most frequently used words in the corpus, while the k-means elbow method was utilized to show the optimal number of clusters. Sentiment analysis was use to show the positive and negative implications of using writing assistance tools in research. The finding is that faculty respondents value writing assistance tools for enhancing research writing by expediting processes and improving clarity. The implementation of these tools in selected higher learning institutions may present difficulties, such as issues related to overreliance, and hinder students’ and researchers’ development of critical thinking and writing skills. Along with technological and resource challenges, these tools could inadvertently encourage plagiarism if not used responsibly. Cultural and language considerations are also relevant because these tools may not always be attuned to the specific linguistic and cultural nuances of Filipino academic writing. The results of this research may serve as a guide for researchers, educators, and software developers, who may use AI to streamline research writing processes in the educational sector.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"77 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139206733","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}
In the context of contemporary Islamic education, the transformation of teacher education is crucial, marking a move away from content-based instructional approaches towards developing teachers' professional competencies. This study aims to critically examine the implementation of the Professional Teacher Education Program (PPG) in Islamic Education Institutions in Indonesia, focusing on changes in management, pedagogy, educational practices, and assessment methodologies. Using a qualitative approach, the study involved teachers as the main subjects and collected data through interviews, observations, and document analysis to assess the effectiveness of the program. Instruments used included interview guidelines and observation sheets, with data analysis conducted through thematic analysis techniques. The study revealed changes in curriculum design and content, improvement in instructional, personal, and interpersonal skills, product development, increased procedural efficacy, and development of basic disciplinary competencies among teachers. The investigation provided insights into the institution's use of the seven steps of PPG, modifications to training facilities, outcome-oriented assessment methods, and program evaluation protocols in line with PPG principles. The results show the significant impact of the PPG method in improving teacher professionalism, aligning with outcomes-based teaching and evaluation, and fostering essential skills and abilities for future educators.
{"title":"Teacher Professional Development through the Teacher Education Program (PPG) at Islamic Education Institutions","authors":"Mardhiah Mardhiah, Awaliah Musgamy, Mukhlis Lubis","doi":"10.26803/ijlter.22.11.5","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.5","url":null,"abstract":"In the context of contemporary Islamic education, the transformation of teacher education is crucial, marking a move away from content-based instructional approaches towards developing teachers' professional competencies. This study aims to critically examine the implementation of the Professional Teacher Education Program (PPG) in Islamic Education Institutions in Indonesia, focusing on changes in management, pedagogy, educational practices, and assessment methodologies. Using a qualitative approach, the study involved teachers as the main subjects and collected data through interviews, observations, and document analysis to assess the effectiveness of the program. Instruments used included interview guidelines and observation sheets, with data analysis conducted through thematic analysis techniques. The study revealed changes in curriculum design and content, improvement in instructional, personal, and interpersonal skills, product development, increased procedural efficacy, and development of basic disciplinary competencies among teachers. The investigation provided insights into the institution's use of the seven steps of PPG, modifications to training facilities, outcome-oriented assessment methods, and program evaluation protocols in line with PPG principles. The results show the significant impact of the PPG method in improving teacher professionalism, aligning with outcomes-based teaching and evaluation, and fostering essential skills and abilities for future educators.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198525","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：