Pub Date : 2023-11-30DOI: 10.26803/ijlter.22.11.10
The Hùng Anh Mai, Thi Thanh Hoi Phan, Duc Phan, Thi Thuy Trang Nguyen
Science, Technology, Engineering, and Mathematics (STEM) education has been piloted by the Vietnamese Ministry of Education and Training for primary school teachers since 2022. This research aims to evaluate awareness, confidence and the correlation between those variables with the demographic factors of Vietnamese elementary school teachers after nearly a year of implementing integrated STEM teaching. This study used a questionnaire survey method consisting of 30 items on a 5-point Likert scale for 148 elementary school teachers in the Central and Central Highlands of Vietnam. Data was analysed using SPSS software. Descriptive statistics results showed that Vietnamese elementary school teachers have good awareness but lack confidence in STEM-integrated teaching. Correlation analysis showed a positive correlation between teachers’ awareness, confidence, and some demographic factors (educational level, work area). The outcomes of the one-way ANOVA analysis revealed a positive correlation: increased levels of teachers’ education corresponded to heightened awareness and confidence in STEM-integrated teaching. Additionally, teachers located in urban areas demonstrated greater awareness and confidence compared to their counterparts in rural countryside and highland areas.. Some recommendations to increase awareness and improve confidence in teaching STEM integration for Vietnamese elementary school teachers are presented at discuss session.
{"title":"Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach","authors":"The Hùng Anh Mai, Thi Thanh Hoi Phan, Duc Phan, Thi Thuy Trang Nguyen","doi":"10.26803/ijlter.22.11.10","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.10","url":null,"abstract":"Science, Technology, Engineering, and Mathematics (STEM) education has been piloted by the Vietnamese Ministry of Education and Training for primary school teachers since 2022. This research aims to evaluate awareness, confidence and the correlation between those variables with the demographic factors of Vietnamese elementary school teachers after nearly a year of implementing integrated STEM teaching. This study used a questionnaire survey method consisting of 30 items on a 5-point Likert scale for 148 elementary school teachers in the Central and Central Highlands of Vietnam. Data was analysed using SPSS software. Descriptive statistics results showed that Vietnamese elementary school teachers have good awareness but lack confidence in STEM-integrated teaching. Correlation analysis showed a positive correlation between teachers’ awareness, confidence, and some demographic factors (educational level, work area). The outcomes of the one-way ANOVA analysis revealed a positive correlation: increased levels of teachers’ education corresponded to heightened awareness and confidence in STEM-integrated teaching. Additionally, teachers located in urban areas demonstrated greater awareness and confidence compared to their counterparts in rural countryside and highland areas.. Some recommendations to increase awareness and improve confidence in teaching STEM integration for Vietnamese elementary school teachers are presented at discuss session.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208893","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}
Sherif Adel Gaber, Sahar Farouk Allam, Maha Abdul-Moniem El-Amin, Awatif Mahmoud Hamad, Nairra Ess Elsaied Abdel Fattah, Alia Hamed Ibrahim, Sumaia Attia Al Hasan, Omar Ahmed Al-Ali, Hanem Mostafa Mohamed Alboray
Infographics are considered an effective educational tool to simplify complex information and make it more understandable and absorbable. However, applying this technology to teaching students with an intellectual disability (ID) may be challenging. The current research aimed to verify the effectiveness of the three types of infographics (static, motion and interactive) in improving the reading and writing skills of a sample of 48 students aged 7-10 with mild ID (MID) in an intellectual education programme attached to general education schools in Al-Ahsa in the Kingdom of Saudi Arabia. A quasi-experimental design was taken, in which the research sample was divided into four groups of equal numbers, namely, three experimental groups and a control group. The researchers prepared a reading and writing skills scale (RWSC), verified its validity and reliability, and applied it to the three research groups before and after implementing the three training programmes. The results of the research showed the effectiveness of the three types of infographics (interactive, motion, and static) in developing the reading and writing skills of the research sample. The study suggests using three types of infographics to teach reading and writing to students with MID. It suggests further exploration of interactive infographics in future research to improve their skills. The use of these educational infographics in academic subjects saves teachers time and effort, while using them in textbooks helps students retain and understand information more easily. Further research is needed to explore the use of interactive infographics as a teaching tool.
{"title":"Improving the Reading and Writing Skills of Students with Mild Intellectual Disability: The Effectiveness of Infographics","authors":"Sherif Adel Gaber, Sahar Farouk Allam, Maha Abdul-Moniem El-Amin, Awatif Mahmoud Hamad, Nairra Ess Elsaied Abdel Fattah, Alia Hamed Ibrahim, Sumaia Attia Al Hasan, Omar Ahmed Al-Ali, Hanem Mostafa Mohamed Alboray","doi":"10.26803/ijlter.22.11.1","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.1","url":null,"abstract":"Infographics are considered an effective educational tool to simplify complex information and make it more understandable and absorbable. However, applying this technology to teaching students with an intellectual disability (ID) may be challenging. The current research aimed to verify the effectiveness of the three types of infographics (static, motion and interactive) in improving the reading and writing skills of a sample of 48 students aged 7-10 with mild ID (MID) in an intellectual education programme attached to general education schools in Al-Ahsa in the Kingdom of Saudi Arabia. A quasi-experimental design was taken, in which the research sample was divided into four groups of equal numbers, namely, three experimental groups and a control group. The researchers prepared a reading and writing skills scale (RWSC), verified its validity and reliability, and applied it to the three research groups before and after implementing the three training programmes. The results of the research showed the effectiveness of the three types of infographics (interactive, motion, and static) in developing the reading and writing skills of the research sample. The study suggests using three types of infographics to teach reading and writing to students with MID. It suggests further exploration of interactive infographics in future research to improve their skills. The use of these educational infographics in academic subjects saves teachers time and effort, while using them in textbooks helps students retain and understand information more easily. Further research is needed to explore the use of interactive infographics as a teaching tool.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198728","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.22.11.16
N. Moussa, Moustafa M. Abdelmawla, Jehad Mousa
In the current era, human diversity is constantly changing due to the exponential spread of information and communication technologies, which promotes human interaction. Cultural overlap between different societies, as well as increasing rates of migration across borders strengthen multiculturalism. The education system is often influenced by the cultural reformation in society, which shapes the way education is structured, teaching styles, curriculum development and education objectives. Given that Islamic culture is the dominant one in the Middle East, it is assumed that its ideals and principles will uphold multiculturalism and inclusion, as with any other great religions. This study aims to explore the role of Islamic culture in promoting multicultural education in the Middle East, to examine the application of the concepts of multicultural education, and to reflect on the idea of multiculturalism. A sample of 37 college instructors and 312 higher education students participated in the study by answering the questionnaire, which was conducted using a mixed-method approach. The results of the study showed that Islamic values and beliefs have a remarkable influence on the adoption of multiculturalism in education without compromising Islamic beliefs and values. Furthermore, multiculturalism ideas are incorporated into instruction and student communications. According to the research report, employing a multicultural education platform effectively will require curricular adaptation.
{"title":"Promoting Multicultural Education in the Middle East: Perception and Practice","authors":"N. Moussa, Moustafa M. Abdelmawla, Jehad Mousa","doi":"10.26803/ijlter.22.11.16","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.16","url":null,"abstract":"In the current era, human diversity is constantly changing due to the exponential spread of information and communication technologies, which promotes human interaction. Cultural overlap between different societies, as well as increasing rates of migration across borders strengthen multiculturalism. The education system is often influenced by the cultural reformation in society, which shapes the way education is structured, teaching styles, curriculum development and education objectives. Given that Islamic culture is the dominant one in the Middle East, it is assumed that its ideals and principles will uphold multiculturalism and inclusion, as with any other great religions. This study aims to explore the role of Islamic culture in promoting multicultural education in the Middle East, to examine the application of the concepts of multicultural education, and to reflect on the idea of multiculturalism. A sample of 37 college instructors and 312 higher education students participated in the study by answering the questionnaire, which was conducted using a mixed-method approach. The results of the study showed that Islamic values and beliefs have a remarkable influence on the adoption of multiculturalism in education without compromising Islamic beliefs and values. Furthermore, multiculturalism ideas are incorporated into instruction and student communications. According to the research report, employing a multicultural education platform effectively will require curricular adaptation.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202022","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}
Compliance with quality assurance standards worldwide requires universities to be strongly enforced by external and internal quality assurance bodies. Tanzania, as in the case of other countries, enforces quality assurance standards through national and institutional quality assurance bodies. Despite such efforts, non-compliance cases are still found at various university stakeholders’ levels. This study explored the challenges in enforcing quality assurance standards to foster universities’ compliance in Tanzania. The qualitative approach and multiple embedded case study design informed the study. Data was collected from the four public and private universities involving 46 participants who were purposively selected. In addition, data was gathered through focus group discussions, individual interviews and documentary reviews and then analyzed by content analysis. The study found that academics' resistance to quality monitoring of teaching, financial challenges, inadequate quality assurance awareness, quality assurance officers acting as police officers, underestimating the quality of tests, and lack of detailed national guidelines for some enforcement initiatives were the challenges encountered in enforcing quality assurance standards. Such challenges impede the successful enforcement of quality assurance standards. Therefore, they contribute to the universities' non-compliance cases. As such, this study recommends that national and institutional quality assurance bodies continue educating and guiding their stakeholders about the essence of quality assurance standards and how to implement each enforcement initiative to foster compliance. Also, universities must keep searching for multiple sources of funds to enhance their financial stability and sustain quality assurance standards.
{"title":"Challenges Facing Enforcement of University Quality Assurance Standards in Fostering Compliance in Tanzania","authors":"Daudi Mrema, Irénée Ndayambaje, Philothère Ntawiha, Eugene Ndabaga","doi":"10.26803/ijlter.22.11.3","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.3","url":null,"abstract":"Compliance with quality assurance standards worldwide requires universities to be strongly enforced by external and internal quality assurance bodies. Tanzania, as in the case of other countries, enforces quality assurance standards through national and institutional quality assurance bodies. Despite such efforts, non-compliance cases are still found at various university stakeholders’ levels. This study explored the challenges in enforcing quality assurance standards to foster universities’ compliance in Tanzania. The qualitative approach and multiple embedded case study design informed the study. Data was collected from the four public and private universities involving 46 participants who were purposively selected. In addition, data was gathered through focus group discussions, individual interviews and documentary reviews and then analyzed by content analysis. The study found that academics' resistance to quality monitoring of teaching, financial challenges, inadequate quality assurance awareness, quality assurance officers acting as police officers, underestimating the quality of tests, and lack of detailed national guidelines for some enforcement initiatives were the challenges encountered in enforcing quality assurance standards. Such challenges impede the successful enforcement of quality assurance standards. Therefore, they contribute to the universities' non-compliance cases. As such, this study recommends that national and institutional quality assurance bodies continue educating and guiding their stakeholders about the essence of quality assurance standards and how to implement each enforcement initiative to foster compliance. Also, universities must keep searching for multiple sources of funds to enhance their financial stability and sustain quality assurance standards.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"253 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205026","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}
Shernahar K. Tahil, Jonel T. Alibasa, Shamier – Rahman K. Tahil, Jeanor Marsin, Shanaia – Shedri K. Tahil
In the fast-paced modern world, English and other commonly spoken languages have become prevalent even in Tausug households. This shift towards these languages presents difficulties in preserving and advancing the Tausug language. Therefore, it is essential to discover effective methods to cultivate language foundations and encourage the development of the mother tongue among Tausug toddlers. One hundred and sixty toddlers and 160 parents from eight Barangay in Jolo, Sulu, participated in a study. It was to investigate the effect between Bahasa Sug Mobile Learning Applications and traditional teaching methods in enhancing mother tongue development for toddlers. The results indicated high significance in favor of the Bahasa Sug Mobile Learning Application over the traditional teaching method, as shown by a t-test with a p-value of 0.05. The parents noted Bahasa Sug Mobile Apps' significant value in increasing their children's learning. Bahasa Sug, mobile learning applications, have become valuable tools for nurturing and preserving mother tongues in toddlers. These applications provide engaging and interactive experiences that align with children's natural learning processes. They can create an immersive and interactive environment for toddlers to develop and preserve their mother tongue. By embracing this mobile learning application, it can ensure the continuity and vitality of native languages, allowing children to maintain a strong connection with their cultural heritage and linguistic identity.
在快节奏的现代社会中，英语和其他通用语言甚至在陶苏格人的家庭中也变得十分普遍。向这些语言的转变给保存和发展陶苏格语言带来了困难。因此，有必要探索有效的方法来培养陶苏格语幼儿的语言基础并鼓励他们发展母语。来自苏禄省若洛市八个镇的 160 名幼儿和 160 名家长参与了这项研究。该研究旨在调查巴哈萨苏格语移动学习应用与传统教学方法在促进幼儿母语发展方面的效果。结果表明，巴哈萨苏格语移动学习应用程序比传统教学方法更有优势，t 检验的 p 值为 0.05。家长们指出，巴哈萨苏格语移动应用程序在提高孩子学习能力方面具有重要价值。巴哈萨苏格移动学习应用程序已成为培养和保护幼儿母语的重要工具。这些应用程序提供了引人入胜的互动体验，符合儿童的自然学习过程。它们可以为幼儿创造一个身临其境的互动环境，培养和保护他们的母语。通过使用这种移动学习应用程序，可以确保母语的连续性和生命力，让儿童与自己的文化遗产和语言身份保持紧密联系。
{"title":"Preserving and Nurturing Tausug Language: The Bahasa Sug Mobile Learning Application Tool for Enhancing Mother Tongue Development for Toddlers","authors":"Shernahar K. Tahil, Jonel T. Alibasa, Shamier – Rahman K. Tahil, Jeanor Marsin, Shanaia – Shedri K. Tahil","doi":"10.26803/ijlter.22.11.2","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.2","url":null,"abstract":"In the fast-paced modern world, English and other commonly spoken languages have become prevalent even in Tausug households. This shift towards these languages presents difficulties in preserving and advancing the Tausug language. Therefore, it is essential to discover effective methods to cultivate language foundations and encourage the development of the mother tongue among Tausug toddlers. One hundred and sixty toddlers and 160 parents from eight Barangay in Jolo, Sulu, participated in a study. It was to investigate the effect between Bahasa Sug Mobile Learning Applications and traditional teaching methods in enhancing mother tongue development for toddlers. The results indicated high significance in favor of the Bahasa Sug Mobile Learning Application over the traditional teaching method, as shown by a t-test with a p-value of 0.05. The parents noted Bahasa Sug Mobile Apps' significant value in increasing their children's learning. Bahasa Sug, mobile learning applications, have become valuable tools for nurturing and preserving mother tongues in toddlers. These applications provide engaging and interactive experiences that align with children's natural learning processes. They can create an immersive and interactive environment for toddlers to develop and preserve their mother tongue. By embracing this mobile learning application, it can ensure the continuity and vitality of native languages, allowing children to maintain a strong connection with their cultural heritage and linguistic identity.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208811","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}
Thavamani Parati, Mohd Nihra Haruzuan, Mohamad Said, Mohd Fadzil Abdul Hanid
In this era, implementing technology in teaching and learning process without affecting traditional teaching method is very important in the 21st-century education system, which can prevent pupils’ from being outdated, as well as developing their thinking skills. Pupils in primary schools are having difficulty acquiring the fundamental abilities in the English language, encompassing speaking, listening, reading, and writing proficiencies. Therefore, it is crucial to identify effective strategies for enhancing the process of learning the English language within Malaysia's education system. This research concentrated on assessing the impact of Flipped Classroom learning on the English language proficiency of primary school students, specifically in four core language skills. In this quantitative analysis, 31 Year 3 students from a primary school located in the Kulai district were chosen through purposive sampling as participants in the study. Data collection involved surveys, pre-tests, and post-tests. The results indicated a moderately positive correlation between overall performance on these tests and a positive influence on Year 3 students' English skills in listening, speaking, reading, and writing. Additionally, students showed a strong positive acceptance of the Flipped Classroom learning method for these four essential English skills. However, it was found that the Flipped Classroom approach did not significantly alter the students' preferred learning methods. These findings suggest that the Flipped Classroom offers a valuable addition to the education sector, providing an alternative learning approach to enhance second language education and improving English language learning.
{"title":"Assessing the Effects of Flipped Classroom to the Primary Pupils’ English Learning Performance","authors":"Thavamani Parati, Mohd Nihra Haruzuan, Mohamad Said, Mohd Fadzil Abdul Hanid","doi":"10.26803/ijlter.22.10.1","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.1","url":null,"abstract":"In this era, implementing technology in teaching and learning process without affecting traditional teaching method is very important in the 21st-century education system, which can prevent pupils’ from being outdated, as well as developing their thinking skills. Pupils in primary schools are having difficulty acquiring the fundamental abilities in the English language, encompassing speaking, listening, reading, and writing proficiencies. Therefore, it is crucial to identify effective strategies for enhancing the process of learning the English language within Malaysia's education system. This research concentrated on assessing the impact of Flipped Classroom learning on the English language proficiency of primary school students, specifically in four core language skills. In this quantitative analysis, 31 Year 3 students from a primary school located in the Kulai district were chosen through purposive sampling as participants in the study. Data collection involved surveys, pre-tests, and post-tests. The results indicated a moderately positive correlation between overall performance on these tests and a positive influence on Year 3 students' English skills in listening, speaking, reading, and writing. Additionally, students showed a strong positive acceptance of the Flipped Classroom learning method for these four essential English skills. However, it was found that the Flipped Classroom approach did not significantly alter the students' preferred learning methods. These findings suggest that the Flipped Classroom offers a valuable addition to the education sector, providing an alternative learning approach to enhance second language education and improving English language learning.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 S4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133295","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.13
Hawazen Alharbi
This study examined the impact of implementing a high-impact ePortfolio practice on graduate students’ learning experiences and the challenges they faced during the first year of an e-learning graduate program. The study employed a phenomenological approach to explore the participants' experiences in this innovative learning environment. Qualitative data were collected from 25 participants and analyzed using thematic analysis. Two main themes were identified: the impact and the challenges, and seven sub-themes emerged. This study found that the implementation of ePortfolios as high-impact practice (HIP) has a positive impact on students. The impact includes the development of students' skills, their sense of achievement, the ability to showcase their work, and making sense of their learning. However, the study also revealed the challenges students faced during the implementation process, which included the need for additional support, issues related to workload, and difficulties in writing up their reflections. The findings suggest that implementing ePortfolios as HIP has more positive impact on the students’ sense of achievement and pride and enhances different skills. While the integration of ePortfolios has a significant impact for students, additional support and resources are necessary to address the associated challenges. Overall, this study has important implications for educators and institutions seeking to implement high-impact ePortfolio practices and highlights the need for continued research in this area.
{"title":"The Impact and Challenges of the Implementation of a High-Impact ePortfolio Practice on Graduate Students’ Learning Experiences","authors":"Hawazen Alharbi","doi":"10.26803/ijlter.22.10.13","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.13","url":null,"abstract":"This study examined the impact of implementing a high-impact ePortfolio practice on graduate students’ learning experiences and the challenges they faced during the first year of an e-learning graduate program. The study employed a phenomenological approach to explore the participants' experiences in this innovative learning environment. Qualitative data were collected from 25 participants and analyzed using thematic analysis. Two main themes were identified: the impact and the challenges, and seven sub-themes emerged. This study found that the implementation of ePortfolios as high-impact practice (HIP) has a positive impact on students. The impact includes the development of students' skills, their sense of achievement, the ability to showcase their work, and making sense of their learning. However, the study also revealed the challenges students faced during the implementation process, which included the need for additional support, issues related to workload, and difficulties in writing up their reflections. The findings suggest that implementing ePortfolios as HIP has more positive impact on the students’ sense of achievement and pride and enhances different skills. While the integration of ePortfolios has a significant impact for students, additional support and resources are necessary to address the associated challenges. Overall, this study has important implications for educators and institutions seeking to implement high-impact ePortfolio practices and highlights the need for continued research in this area.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 S1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133300","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.20
Ran Cao, Lyaziza Sarsenbayeva
The study's relevance was determined by the lack of attention towards specific aspects of foreign students' acquisition of communicative skills in a multicultural setting and the need to record the psychological and pedagogical circumstances of academic activities that facilitate successful intercultural communication skills acquisition. This study aimed to provide evidence for theoretical claims and describe the experiment that aimed to validate the psychological and pedagogical conditions under which foreign students can acquire communicative skills within a multicultural environment at Kazakh University. To investigate the cognitive, emotional, and personality-based behavioural components of communicative skills, a range of valid methods were selected. The study was conducted using a mixed method. The research comprised 22 students from China, 14 students from the Republic of Korea, 19 students from Afghanistan, 20 students from the Republic of Iran, and 9 students from Vietnam, all pursuing their education in Kazakhstan at two universities. The research results showed that high levels of empathy and ethnic tolerance were obtained by 26.4% of the experimental group and 28.2% of the control group students respectively. It was found that conflict situations were more likely to arise as a result of competition, which was confirmed by 36.8% of the experimental group and 34.8% of the control group. The results obtained have significantly broadened the parameters of foreign students' learning and work activity's communicative and personality aspects.
{"title":"Acquisition of Communicative Skills by Foreign Students in a Multicultural Learning Environment","authors":"Ran Cao, Lyaziza Sarsenbayeva","doi":"10.26803/ijlter.22.10.20","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.20","url":null,"abstract":"The study's relevance was determined by the lack of attention towards specific aspects of foreign students' acquisition of communicative skills in a multicultural setting and the need to record the psychological and pedagogical circumstances of academic activities that facilitate successful intercultural communication skills acquisition. This study aimed to provide evidence for theoretical claims and describe the experiment that aimed to validate the psychological and pedagogical conditions under which foreign students can acquire communicative skills within a multicultural environment at Kazakh University. To investigate the cognitive, emotional, and personality-based behavioural components of communicative skills, a range of valid methods were selected. The study was conducted using a mixed method. The research comprised 22 students from China, 14 students from the Republic of Korea, 19 students from Afghanistan, 20 students from the Republic of Iran, and 9 students from Vietnam, all pursuing their education in Kazakhstan at two universities. The research results showed that high levels of empathy and ethnic tolerance were obtained by 26.4% of the experimental group and 28.2% of the control group students respectively. It was found that conflict situations were more likely to arise as a result of competition, which was confirmed by 36.8% of the experimental group and 34.8% of the control group. The results obtained have significantly broadened the parameters of foreign students' learning and work activity's communicative and personality aspects.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"56 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132869","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}
Dandan Zhang, Joanna Tjin Ai Tan, Swagata Sinha Roy
Writing competence in English as a Foreign Language (EFL) is a critical skill for university students, as it affects their academic and career success. However, many EFL university students are not capable of writing English compositions and face considerable challenges in developing their writing skills. To address these challenges, various interventions have been proposed, yet few studies have integrated them in recent years. This study employed PRISMA guidelines to analyze forty-two empirical studies on interventions improving university students’ EFL writing competence based on peer-reviewed journals published between 2012 and 2022. The review identified the types of interventions, evaluated their effectiveness in improving students' writing competence, and provided recommendations for teachers and future researchers. Findings showed that teaching instruction, feedback, cooperative learning and modern technology were applied into teaching activities, which improved university students’ EFL writing competence to various degrees. Teachers are required to select suitable interventions or combine different interventions to help university students to effectively solve problems in English writing. Furthermore, the findings will make a contribution to understanding recent interventions in EFL writing instruction in university settings, providing a reference for educators to develop evidence-based practices to enhance university students’ EFL writing competence.
{"title":"A Systematic Review of Interventions Improving University Students’ EFL Writing Competence","authors":"Dandan Zhang, Joanna Tjin Ai Tan, Swagata Sinha Roy","doi":"10.26803/ijlter.22.10.6","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.6","url":null,"abstract":"Writing competence in English as a Foreign Language (EFL) is a critical skill for university students, as it affects their academic and career success. However, many EFL university students are not capable of writing English compositions and face considerable challenges in developing their writing skills. To address these challenges, various interventions have been proposed, yet few studies have integrated them in recent years. This study employed PRISMA guidelines to analyze forty-two empirical studies on interventions improving university students’ EFL writing competence based on peer-reviewed journals published between 2012 and 2022. The review identified the types of interventions, evaluated their effectiveness in improving students' writing competence, and provided recommendations for teachers and future researchers. Findings showed that teaching instruction, feedback, cooperative learning and modern technology were applied into teaching activities, which improved university students’ EFL writing competence to various degrees. Teachers are required to select suitable interventions or combine different interventions to help university students to effectively solve problems in English writing. Furthermore, the findings will make a contribution to understanding recent interventions in EFL writing instruction in university settings, providing a reference for educators to develop evidence-based practices to enhance university students’ EFL writing competence.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133296","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}
Active learning is a powerful teaching and learning approach that enhances students' capacity to construct understanding and apply their knowledge in real-world contexts. However, in university science classes, lectures remain the predominant method employed by instructors, primarily due to time constraints and limited familiarity with active learning strategies. This study aimed to explore practical guidelines for implementing active learning in undergraduate polymer science classrooms, as well as the perspectives of instructors and students on this approach and student satisfaction with active learning. The research involved two instructors and 34 second-year students from the Faculty of Science at a university based in Bangkok, Thailand. Data were collected through classroom observation, a student satisfaction questionnaire, and instructor and student interviews. Data were analyzed quantitatively, using means and standard deviations, as well as qualitatively, using content analysis. The study identified four practical guidelines for implementing active learning in the undergraduate polymer science classroom, which are: using a variety of active learning strategies and techniques that match the nature of students; providing helpful learning media and technology; using higher-level questioning to promote thinking processes; and linking authentic assessment and constructive feedback with real-life situations. These four guidelines proved effective for both on-site and online forms of learning. Furthermore, the students expressed very high satisfaction levels (M = 4.64, SD = 0.49) and positive opinions regarding active learning.
{"title":"Polymer Science in Action: Transforming the Learning Experience for Undergraduates with Active Learning Strategies","authors":"Chaninan Pruekpramool, Theerapong Sangpradit, Panitarn Wanakamol, Supitcha Supansomboon","doi":"10.26803/ijlter.22.10.4","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.4","url":null,"abstract":"Active learning is a powerful teaching and learning approach that enhances students' capacity to construct understanding and apply their knowledge in real-world contexts. However, in university science classes, lectures remain the predominant method employed by instructors, primarily due to time constraints and limited familiarity with active learning strategies. This study aimed to explore practical guidelines for implementing active learning in undergraduate polymer science classrooms, as well as the perspectives of instructors and students on this approach and student satisfaction with active learning. The research involved two instructors and 34 second-year students from the Faculty of Science at a university based in Bangkok, Thailand. Data were collected through classroom observation, a student satisfaction questionnaire, and instructor and student interviews. Data were analyzed quantitatively, using means and standard deviations, as well as qualitatively, using content analysis. The study identified four practical guidelines for implementing active learning in the undergraduate polymer science classroom, which are: using a variety of active learning strategies and techniques that match the nature of students; providing helpful learning media and technology; using higher-level questioning to promote thinking processes; and linking authentic assessment and constructive feedback with real-life situations. These four guidelines proved effective for both on-site and online forms of learning. Furthermore, the students expressed very high satisfaction levels (M = 4.64, SD = 0.49) and positive opinions regarding active learning.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 S2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133299","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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