Mahmood Hashemian, Maryam Heidari Vincheh, Seyed Ehsan Mousavian Rad
Concerning the complexities that are closely related to the rapid spread of English around the world over the past few decades, English as an international language (EIL) was proposed to represent a revisiting of the established notions within the field of teaching English as a foreign language (TEFL) by holding a positive attitude toward non-native English-speaking teachers (NNESTs) and their cultures. Given that English is not their first language, non-native English language learners, such as Iranian English as a foreign language (EFL) learners, may feel frustrated by the current status of EIL discussion. Consequently, searching for the challenges that they may struggle against seems to be an unexplored issue, which is the purpose of this qualitative study. Six Iranian Ph.D. students of TEFL who attended their EIL course were selected. The collection of student journals was combined with semistructured interviews with each participant. After analyzing the data using MAXQDA software and grounded theory, the challenges of EIL in Iran were categorized into five categories: (a) disownership of English, (b) Iranian cultural dominance in high school English textbooks, (c) prevalence of discrimination against NNESTs, (d) acceptance of only American and British varieties, and (e) lack of intercultural competence. The findings bear some implications for TEFL professionals to to explore the effects of challenges associated with employing the EIL tenets in EFL settings and to suggest potential solutions.
过去几十年来，英语在世界各地迅速传播，其复杂性与此密切相关，英语作为国际语 言（EIL）的提出是对英语作为外语教学（TEFL）领域既有观念的重新审视，对英语为非 母语的教师（NNESTs）及其文化持积极态度。鉴于英语不是他们的母语，非英语母语的英语学习者，如伊朗的英语作为外语（EFL）的学习者，可能会对英语作为外语（EIL）的讨论现状感到沮丧。因此，寻找他们可能面临的挑战似乎是一个尚未探索的问题，这也是本定性研究的目的所在。研究选取了六名参加过 EIL 课程的伊朗 TEFL 博士生。在收集学生日志的同时，还对每位参与者进行了半结构式访谈。在使用 MAXQDA 软件和基础理论对数据进行分析后，伊朗英语语言教学所面临的挑战被分为五类：(a) 英语不被认可，(b) 高中英语教科书中伊朗文化占主导地位，(c) 普遍存在对非英语国家学生的歧视，(d) 只接受美式和英式英语，(e) 缺乏跨文化能力。研究结果对英语为第二语言（TEFL）专业人员具有一定的启示意义，有助于他们探索在英语为第二语言（EFL）环境中采用 EIL 原则所面临的挑战的影响，并提出潜在的解决方案。
{"title":"Challenges of Employing the Underlying Tenets of English as an International Language in Iran","authors":"Mahmood Hashemian, Maryam Heidari Vincheh, Seyed Ehsan Mousavian Rad","doi":"10.1155/2024/6896027","DOIUrl":"https://doi.org/10.1155/2024/6896027","url":null,"abstract":"Concerning the complexities that are closely related to the rapid spread of English around the world over the past few decades, English as an international language (EIL) was proposed to represent a revisiting of the established notions within the field of teaching English as a foreign language (TEFL) by holding a positive attitude toward non-native English-speaking teachers (NNESTs) and their cultures. Given that English is not their first language, non-native English language learners, such as Iranian English as a foreign language (EFL) learners, may feel frustrated by the current status of EIL discussion. Consequently, searching for the challenges that they may struggle against seems to be an unexplored issue, which is the purpose of this qualitative study. Six Iranian Ph.D. students of TEFL who attended their EIL course were selected. The collection of student journals was combined with semistructured interviews with each participant. After analyzing the data using MAXQDA software and grounded theory, the challenges of EIL in Iran were categorized into five categories: (a) disownership of English, (b) Iranian cultural dominance in high school English textbooks, (c) prevalence of discrimination against NNESTs, (d) acceptance of only American and British varieties, and (e) lack of intercultural competence. The findings bear some implications for TEFL professionals to to explore the effects of challenges associated with employing the EIL tenets in EFL settings and to suggest potential solutions.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141190559","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}
Muhammad Hossain, Morris Anglin, Ayazullah Safi, Tajbir Ahmed, Salim Khan
Introduction. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. Materials and Methods. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. Results. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. Conclusion. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.
{"title":"Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education","authors":"Muhammad Hossain, Morris Anglin, Ayazullah Safi, Tajbir Ahmed, Salim Khan","doi":"10.1155/2024/5079882","DOIUrl":"https://doi.org/10.1155/2024/5079882","url":null,"abstract":"<i>Introduction</i>. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. <i>Materials and Methods</i>. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. <i>Results</i>. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. <i>Conclusion</i>. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941345","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}
Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill in the questionnaire. Two of knowledge test papers and two pieces of questionnaire were rejected because the responses were incomplete. The data were gathered from (n = 30) randomly selected primary schools English teachers by using a questionnaire and knowledge assessment test. Data analysis was done using Statistical Package for Social Sciences (SPSS Version 25.0). Descriptive statistics were calculated for the responses to knowledge test and questionnaire. Pearson’s correlation was calculated for the relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach basic reading after categorical data were transformed into scale. The results have shown that primary school English teacher preparation designated only certain lecture sessions of coursework and few of activities of practicum to teaching early reading. The average knowledge assessment test score of teachers was 43.4%; 21 (70%) of the teachers achieved below 50% while 9 (30%) of them achieved 50% and above. There is a statistically significant relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to help Ethiopian children learn to read. It can be concluded from the results that teacher preparation both in its courses and practicum activities did not place due emphasis on teaching teachers to teach basic reading skills. Participant English teachers also had knowledge gap about early reading instruction. Thus, participant English teachers were not adequately prepared to teach early grade reading. Teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach early grade reading have a strong positive relationship.
{"title":"Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills","authors":"Endrias Yisihak, Abebe Damtew","doi":"10.1155/2024/5596229","DOIUrl":"https://doi.org/10.1155/2024/5596229","url":null,"abstract":"Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill in the questionnaire. Two of knowledge test papers and two pieces of questionnaire were rejected because the responses were incomplete. The data were gathered from (<i>n</i> = 30) randomly selected primary schools English teachers by using a questionnaire and knowledge assessment test. Data analysis was done using Statistical Package for Social Sciences (SPSS Version 25.0). Descriptive statistics were calculated for the responses to knowledge test and questionnaire. Pearson’s correlation was calculated for the relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach basic reading after categorical data were transformed into scale. The results have shown that primary school English teacher preparation designated only certain lecture sessions of coursework and few of activities of practicum to teaching early reading. The average knowledge assessment test score of teachers was 43.4%; 21 (70%) of the teachers achieved below 50% while 9 (30%) of them achieved 50% and above. There is a statistically significant relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to help Ethiopian children learn to read. It can be concluded from the results that teacher preparation both in its courses and practicum activities did not place due emphasis on teaching teachers to teach basic reading skills. Participant English teachers also had knowledge gap about early reading instruction. Thus, participant English teachers were not adequately prepared to teach early grade reading. Teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach early grade reading have a strong positive relationship.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941343","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 investigation was made necessary as a result of the inconsistently poor achievement that secondary school students have repeatedly achieved on chemistry exams in Nekemte Administration Town throughout the years. These poor results can be credited with the reality that the majority of secondary school teachers use ineffective teaching strategies that do not encourage students’ active learning through involvement. Therefore, this investigation examined the contribution of cooperative learning on high school students’ chemistry achievement and retention. Quasi-experimental research with a pretest–posttest nonequivalent control group design was adopted. One hundred twenty-eight students were involved, drawn from two intact classes in two different schools. A reliability value of 0.89 for the chemistry achievement test was employed. The findings of this investigation demonstrated a significant difference between students instructed through cooperative learning and students instructed using lecture-based teaching in terms of their chemistry achievement and retention (t (126) = 5.544, ) and (t (126) = 4.167,
{"title":"The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson","authors":"Melkamu Duguma Simesso, Tariku Sime Gutu, Wudu Melese Tarekegn","doi":"10.1155/2024/1830124","DOIUrl":"https://doi.org/10.1155/2024/1830124","url":null,"abstract":"This investigation was made necessary as a result of the inconsistently poor achievement that secondary school students have repeatedly achieved on chemistry exams in Nekemte Administration Town throughout the years. These poor results can be credited with the reality that the majority of secondary school teachers use ineffective teaching strategies that do not encourage students’ active learning through involvement. Therefore, this investigation examined the contribution of cooperative learning on high school students’ chemistry achievement and retention. Quasi-experimental research with a pretest–posttest nonequivalent control group design was adopted. One hundred twenty-eight students were involved, drawn from two intact classes in two different schools. A reliability value of 0.89 for the chemistry achievement test was employed. The findings of this investigation demonstrated a significant difference between students instructed through cooperative learning and students instructed using lecture-based teaching in terms of their chemistry achievement and retention (<i>t</i> (126) = 5.544, <span><svg height=\"11.7782pt\" style=\"vertical-align:-3.42938pt\" version=\"1.1\" viewbox=\"-0.0498162 -8.34882 18.973 11.7782\" width=\"18.973pt\" xmlns=\"http://www.w3.org/2000/svg\" xmlns:xlink=\"http://www.w3.org/1999/xlink\"><g transform=\"matrix(.013,0,0,-0.013,0,0)\"></path></g><g transform=\"matrix(.013,0,0,-0.013,11.342,0)\"></path></g></svg><span></span><span><svg height=\"11.7782pt\" style=\"vertical-align:-3.42938pt\" version=\"1.1\" viewbox=\"22.555183800000002 -8.34882 28.184 11.7782\" width=\"28.184pt\" xmlns=\"http://www.w3.org/2000/svg\" xmlns:xlink=\"http://www.w3.org/1999/xlink\"><g transform=\"matrix(.013,0,0,-0.013,22.605,0)\"></path></g><g transform=\"matrix(.013,0,0,-0.013,28.845,0)\"></path></g><g transform=\"matrix(.013,0,0,-0.013,31.809,0)\"><use xlink:href=\"#g113-49\"></use></g><g transform=\"matrix(.013,0,0,-0.013,38.049,0)\"><use xlink:href=\"#g113-49\"></use></g><g transform=\"matrix(.013,0,0,-0.013,44.289,0)\"></path></g></svg>)</span></span> and (<i>t</i> (126) = 4.167, <span><svg height=\"11.7782pt\" style=\"vertical-align:-3.42938pt\" version=\"1.1\" viewbox=\"-0.0498162 -8.34882 18.973 11.7782\" width=\"18.973pt\" xmlns=\"http://www.w3.org/2000/svg\" xmlns:xlink=\"http://www.w3.org/1999/xlink\"><g transform=\"matrix(.013,0,0,-0.013,0,0)\"><use xlink:href=\"#g113-113\"></use></g><g transform=\"matrix(.013,0,0,-0.013,11.342,0)\"><use xlink:href=\"#g117-91\"></use></g></svg><span></span><span><svg height=\"11.7782pt\" style=\"vertical-align:-3.42938pt\" version=\"1.1\" viewbox=\"22.555183800000002 -8.34882 28.184 11.7782\" width=\"28.184pt\" xmlns=\"http://www.w3.org/2000/svg\" xmlns:xlink=\"http://www.w3.org/1999/xlink\"><g transform=\"matrix(.013,0,0,-0.013,22.605,0)\"><use xlink:href=\"#g113-49\"></use></g><g transform=\"matrix(.013,0,0,-0.013,28.845,0)\"><use xlink:href=\"#g113-47\"></use></g><g transform=\"matrix(.013,0,0,-0.013,31.809,0)\"><use xlink:href=\"#g113-49\"></use></g><g transform=\"matrix(.013,0,0,-0.01","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574545","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}
Nguyen Thi Xuan Loc, Phan Hung Thu, Thai Van Thanh, Nguyen Như An
A study was conducted to identify the components of competency in general that are considered important in improving the work efficiency of team of specialists under the organization and personnel department at public universities in Vietnam. Data have been collected through a management questionnaire to team of specialists under the organization and personnel department (n = 106) managerial staff (n = 50), and lecturers and other specialists (n = 245). Analysis of deductive content and statistics of technical description are used for qualitative and quantitative analysis of data, respectively. The results show that there are five important components of competency of specialists under the organization and personnel department that need to be formed, including professional quality, professional competence, consulting competence, competence of planning and implementation organization, competence of self-improvement, and professional development. In addition, there are three groups of complementary competencies, including communication competence, foreign language competence, and information technology competence. The main objective of the article is to identify the components of competency in general that are considered important in improving the work efficiency of team of specialists under the organization and personnel department at public universities in Vietnam. The findings can be used by administrators at public universities as a basis for them to have specific strategies and solutions in the university’s team development to meet the requirements of higher educational renovation today.
{"title":"Competence Assessment of Team of Specialists under the Organization and Personnel Department at Public Universities in Vietnam","authors":"Nguyen Thi Xuan Loc, Phan Hung Thu, Thai Van Thanh, Nguyen Như An","doi":"10.1155/2024/3479943","DOIUrl":"https://doi.org/10.1155/2024/3479943","url":null,"abstract":"A study was conducted to identify the components of competency in general that are considered important in improving the work efficiency of team of specialists under the organization and personnel department at public universities in Vietnam. Data have been collected through a management questionnaire to team of specialists under the organization and personnel department (<i>n</i> = 106) managerial staff (<i>n</i> = 50), and lecturers and other specialists (<i>n</i> = 245). Analysis of deductive content and statistics of technical description are used for qualitative and quantitative analysis of data, respectively. The results show that there are five important components of competency of specialists under the organization and personnel department that need to be formed, including professional quality, professional competence, consulting competence, competence of planning and implementation organization, competence of self-improvement, and professional development. In addition, there are three groups of complementary competencies, including communication competence, foreign language competence, and information technology competence. The main objective of the article is to identify the components of competency in general that are considered important in improving the work efficiency of team of specialists under the organization and personnel department at public universities in Vietnam. The findings can be used by administrators at public universities as a basis for them to have specific strategies and solutions in the university’s team development to meet the requirements of higher educational renovation today.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the effects of a process-genre approach on EFL students’ use of writing strategies when writing paragraphs. To ensure the reliability of the writing strategy inventory questionnaire, Cronbach’s alpha was calculated. A quasi-experimental research design was used, and strategy questionnaires were used to collect data. The experimental and control groups were assigned using the lottery method. Independent and paired-sample t-tests were used to determine if there was a statistically significant difference due to treatment between the students’ before and after treatments. Before treatment, the students completed the writing strategy questionnaires, and after 12 weeks of treatment, they were given after-treatment questionnaires. The results revealed that students in the experiment group outperformed the control group in terms of using different writing strategies based on the process-genre approach. The study concluded that the process-genre approach could significantly improve students’ paragraph writing. Therefore, university-level English language teachers are strongly recommended to be aware of the role of the process-genre approach and to follow the process-genre model in improving their students’ use of writing strategies in writing paragraphs.
本研究调查了 "过程-体裁 "教学法对 EFL 学生在写作段落时使用写作策略的影响。为确保写作策略清单问卷的可靠性，计算了Cronbach's alpha。研究采用了准实验研究设计，并使用策略问卷收集数据。采用抽签法分配实验组和对照组。采用独立样本和配对样本 t 检验来确定学生在治疗前后是否因治疗而存在显著差异。在治疗前，学生们完成了写作策略问卷调查，治疗 12 周后，他们接受了治疗后问卷调查。结果显示，实验组学生在使用基于过程-类型方法的不同写作策略方面优于对照组。研究得出结论，过程-体裁法能显著提高学生的段落写作水平。因此，强烈建议大学英语教师意识到过程-体裁法的作用，并遵循过程-体裁模式来提高学生在段落写作中写作策略的使用。
{"title":"Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students","authors":"Amanuel Kidane Albore, Getachew Seyoum Woldemariam, Gemechis Teshome Chali","doi":"10.1155/2024/5527768","DOIUrl":"https://doi.org/10.1155/2024/5527768","url":null,"abstract":"This study investigated the effects of a process-genre approach on EFL students’ use of writing strategies when writing paragraphs. To ensure the reliability of the writing strategy inventory questionnaire, Cronbach’s alpha was calculated. A quasi-experimental research design was used, and strategy questionnaires were used to collect data. The experimental and control groups were assigned using the lottery method. Independent and paired-sample <i>t</i>-tests were used to determine if there was a statistically significant difference due to treatment between the students’ before and after treatments. Before treatment, the students completed the writing strategy questionnaires, and after 12 weeks of treatment, they were given after-treatment questionnaires. The results revealed that students in the experiment group outperformed the control group in terms of using different writing strategies based on the process-genre approach. The study concluded that the process-genre approach could significantly improve students’ paragraph writing. Therefore, university-level English language teachers are strongly recommended to be aware of the role of the process-genre approach and to follow the process-genre model in improving their students’ use of writing strategies in writing paragraphs.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140303116","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}
S. A. C. Dalpatadu, L. T. D. S. Amaratunga, R. M. Mudiyanse, K. C. S. Dalpatadu
Introduction. Communication skills (CS) play a paramount role in medical students’ (MS) interaction with patients. They are essential when approaching a patient holistically to provide comprehensive care with the aim of both treating an illness and improving patient satisfaction. However, there seems to be a deficiency in communication skills training (CST) for students in Sri Lanka. Enhancing CS at an early stage will give rise to patient-centered doctors in the future, thus augmenting patient care. This study aimed to evaluate the level and patterns of attitude toward (CST) and the weight of patient-centeredness on such attitudes. Materials and Methods. A descriptive cross-sectional study was conducted using self-administered questionnaires among MS in the final 2 years. The Communication Skills Attitude Scale and Patient–Practitioner Orientation Scale were used to determine attitudes toward CST and patient-centeredness, respectively. Independent sample t-tests and Pearson’s correlation coefficient were used to evaluate intervariable relationships. A statistical significance of was used. Results. Students had high positive attitudes (mean 3.80) and lesser negative attitudes (mean 2.16) toward CST, in general. A greater positive attitude was associated with prior attendance to a CST session, female gender, and patient-centeredness. Female students and final-year students showed higher levels of patient-centeredness and also scored more on the caring subscale. There was a significant association between the sharing subscore and a positive attitude toward CST. Conclusion. Our findings suggest that improving patient-centeredness among MS via a CST program would enhance the essential CS required of them. Integration of such a program as a formal subject into the medical curriculum of Sri Lanka, both at the beginning and latter part of the undergraduate course, would lead to better patient-centeredness, thus leading to improved patient care.
简介。沟通技巧（CS）在医科学生（MS）与患者的互动中发挥着至关重要的作用。在全面接触病人以提供综合护理时，沟通技巧至关重要，其目的是治疗疾病并提高病人满意度。然而，斯里兰卡学生的沟通技能培训（CST）似乎存在不足。在早期阶段加强沟通技能培训将有助于培养出以患者为中心的医生，从而加强对患者的护理。本研究旨在评估学生对（CST）的态度水平和模式，以及以患者为中心对这种态度的影响。材料与方法本研究采用自填问卷的方式对最后两年的多发性硬化症患者进行了描述性横断面研究。沟通技巧态度量表和患者-从业者取向量表分别用于确定对 CST 和以患者为中心的态度。独立样本 t 检验和皮尔逊相关系数用于评估变量间的关系。采用统计显著性检验。结果总体而言，学生对 CST 持有较高的积极态度（平均值为 3.80）和较低的消极态度（平均值为 2.16）。更积极的态度与之前参加过 CST 课程、女生性别和以病人为中心有关。女生和高年级学生以病人为中心的程度更高，在关爱分量表上的得分也更高。分享分量表与对 CST 的积极态度之间存在明显关联。结论我们的研究结果表明，通过 CST 计划提高 MS 的 "以病人为中心 "意识将增强他们所需的基本 CS。在斯里兰卡的医学课程中，无论是在本科课程的开始阶段还是后期，将此类课程作为一门正式课程纳入其中，都将提高以病人为中心的意识，从而改善对病人的护理。
{"title":"Exploring Attitudes toward Communication Skills Training and Their Impact on Patient-Centeredness among Medical Students in Sri Lanka: A Cross-Sectional Study","authors":"S. A. C. Dalpatadu, L. T. D. S. Amaratunga, R. M. Mudiyanse, K. C. S. Dalpatadu","doi":"10.1155/2024/6689954","DOIUrl":"https://doi.org/10.1155/2024/6689954","url":null,"abstract":"<i>Introduction</i>. Communication skills (CS) play a paramount role in medical students’ (MS) interaction with patients. They are essential when approaching a patient holistically to provide comprehensive care with the aim of both treating an illness and improving patient satisfaction. However, there seems to be a deficiency in communication skills training (CST) for students in Sri Lanka. Enhancing CS at an early stage will give rise to patient-centered doctors in the future, thus augmenting patient care. This study aimed to evaluate the level and patterns of attitude toward (CST) and the weight of patient-centeredness on such attitudes. <i>Materials and Methods</i>. A descriptive cross-sectional study was conducted using self-administered questionnaires among MS in the final 2 years. The Communication Skills Attitude Scale and Patient–Practitioner Orientation Scale were used to determine attitudes toward CST and patient-centeredness, respectively. Independent sample <i>t</i>-tests and Pearson’s correlation coefficient were used to evaluate intervariable relationships. A statistical significance of <span><svg height=\"11.7782pt\" style=\"vertical-align:-3.42938pt\" version=\"1.1\" viewbox=\"-0.0498162 -8.34882 21.148 11.7782\" width=\"21.148pt\" xmlns=\"http://www.w3.org/2000/svg\" xmlns:xlink=\"http://www.w3.org/1999/xlink\"><g transform=\"matrix(.013,0,0,-0.013,0,0)\"></path></g><g transform=\"matrix(.013,0,0,-0.013,13.517,0)\"></path></g></svg><span></span><svg height=\"11.7782pt\" style=\"vertical-align:-3.42938pt\" version=\"1.1\" viewbox=\"24.730183800000002 -8.34882 21.921 11.7782\" width=\"21.921pt\" xmlns=\"http://www.w3.org/2000/svg\" xmlns:xlink=\"http://www.w3.org/1999/xlink\"><g transform=\"matrix(.013,0,0,-0.013,24.78,0)\"></path></g><g transform=\"matrix(.013,0,0,-0.013,31.02,0)\"></path></g><g transform=\"matrix(.013,0,0,-0.013,33.984,0)\"><use xlink:href=\"#g113-49\"></use></g><g transform=\"matrix(.013,0,0,-0.013,40.224,0)\"></path></g></svg></span> was used. <i>Results</i>. Students had high positive attitudes (mean 3.80) and lesser negative attitudes (mean 2.16) toward CST, in general. A greater positive attitude was associated with prior attendance to a CST session, female gender, and patient-centeredness. Female students and final-year students showed higher levels of patient-centeredness and also scored more on the caring subscale. There was a significant association between the sharing subscore and a positive attitude toward CST. <i>Conclusion</i>. Our findings suggest that improving patient-centeredness among MS via a CST program would enhance the essential CS required of them. Integration of such a program as a formal subject into the medical curriculum of Sri Lanka, both at the beginning and latter part of the undergraduate course, would lead to better patient-centeredness, thus leading to improved patient care.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140127663","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 research measured the links between R&D and economic growth in Ethiopia employing multiple regression models. Citable journal articles, patents, technology exports, and research expenditures are the four predictor variables that are the focus of the study. GDP per capita growth is the outcome variable of the study, which serves as a proxy indicator for economic growth. The study used a panel dataset with data from a sample of 21 years between 2001 and 2021. The results show a significant link between growth of GDP per capita and citable journal articles, patents, and technology exports, demonstrating that these factors are essential for fostering economic growth. However, government expenditure on research and development has no discernible impact on economic growth, which accordingly, raises the possibility that raising research spending by itself may not be sufficient to boost the economy. These findings have tremendous policy implications because they emphasize the importance of concentrating on particular R&D initiatives that have a direct impact on economic growth. The study adds to the existing frontiers of knowledge inline with the connection between R&D and economic growth by demonstrating the value of citation-worthy journals, patents, and technology exports in fostering economic growth.
本研究采用多元回归模型衡量埃塞俄比亚研发与经济增长之间的联系。可引用的期刊论文、专利、技术出口和研究支出是本研究重点关注的四个预测变量。人均 GDP 增长是研究的结果变量，是经济增长的替代指标。研究使用的是面板数据集，样本数据来自 2001 年至 2021 年的 21 个年份。结果显示，人均国内生产总值的增长与期刊论文引用率、专利和技术出口之间存在明显联系，表明这些因素对促进经济增长至关重要。然而，政府在研发方面的支出对经济增长却没有明显的影响，这就相应地提出了一种可能性，即提高科研支出本身可能不足以推动经济发展。这些发现具有重大的政策意义，因为它们强调了集中精力开展对经济增长有直接影响的特定研发活动的重要性。本研究通过证明有引用价值的期刊、专利和技术出口在促进经济增长方面的价值，为研究与开发和经济增长之间的关系提供了新的知识。
{"title":"The Effect of Research and Development on Economic Growth in Ethiopia: The Untapped Potential for Prosperity","authors":"Birhanu Haile Agezew","doi":"10.1155/2024/5562940","DOIUrl":"https://doi.org/10.1155/2024/5562940","url":null,"abstract":"This research measured the links between R&D and economic growth in Ethiopia employing multiple regression models. Citable journal articles, patents, technology exports, and research expenditures are the four predictor variables that are the focus of the study. GDP per capita growth is the outcome variable of the study, which serves as a proxy indicator for economic growth. The study used a panel dataset with data from a sample of 21 years between 2001 and 2021. The results show a significant link between growth of GDP per capita and citable journal articles, patents, and technology exports, demonstrating that these factors are essential for fostering economic growth. However, government expenditure on research and development has no discernible impact on economic growth, which accordingly, raises the possibility that raising research spending by itself may not be sufficient to boost the economy. These findings have tremendous policy implications because they emphasize the importance of concentrating on particular R&D initiatives that have a direct impact on economic growth. The study adds to the existing frontiers of knowledge inline with the connection between R&D and economic growth by demonstrating the value of citation-worthy journals, patents, and technology exports in fostering economic growth.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139979720","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}
Shanjida Chowdhury, Md. Fouad Hossain Sarker, Niaz Ahmed Khan, Md Kabirul Islam, Maruf Ahmed Tamal, Md. Hasan Imam Bijoy
The COVID-19 pandemic caused higher education institutions to switch to online learning. This unique endeavor is being investigated to protect high-quality education. Due to its hasty and emergency implementation, students may have different opinions about this new education system. The primary objective of this study is to investigate the relationships between constructs such as students’ perceived effectiveness, institutional facility, teaching material, and overall satisfaction during the COVID-19 outbreak. Adopting a quantitative research approach, this study was conducted between November 8, 2020, and February 12, 2021, in private universities in Bangladesh. Data were utilized in structural equation modeling (SEM). The findings revealed that perceived effectiveness (0.68, p-value = 0.01), institutional facility (0.23, p-value = 0.01), and teaching material (0.14, p-value = 0.01) are all positively and significantly associated with satisfaction with an online class module. In addition, trajectory analysis establishes a link between satisfaction and effectiveness in e-learning through the SEM. The results of the study also indicate a strong and positive correlation between satisfaction with an online class module and perceived effectiveness, institutional setting, and teaching material. This study will serve as a catalyst for understanding students’ satisfaction in an online environment, as well as a benchmark for various stakeholders, particularly policymakers, practitioners, academicians, and institution owners, to take the necessary steps to ensure a sustainable online learning platform.
{"title":"Students’ Satisfaction in Online Class during COVID-19: An Empirical Study in Bangladesh Context","authors":"Shanjida Chowdhury, Md. Fouad Hossain Sarker, Niaz Ahmed Khan, Md Kabirul Islam, Maruf Ahmed Tamal, Md. Hasan Imam Bijoy","doi":"10.1155/2024/1333227","DOIUrl":"https://doi.org/10.1155/2024/1333227","url":null,"abstract":"The COVID-19 pandemic caused higher education institutions to switch to online learning. This unique endeavor is being investigated to protect high-quality education. Due to its hasty and emergency implementation, students may have different opinions about this new education system. The primary objective of this study is to investigate the relationships between constructs such as students’ perceived effectiveness, institutional facility, teaching material, and overall satisfaction during the COVID-19 outbreak. Adopting a quantitative research approach, this study was conducted between November 8, 2020, and February 12, 2021, in private universities in Bangladesh. Data were utilized in structural equation modeling (SEM). The findings revealed that perceived effectiveness (0.68, <i>p</i>-value = 0.01), institutional facility (0.23, <i>p</i>-value = 0.01), and teaching material (0.14, <i>p</i>-value = 0.01) are all positively and significantly associated with satisfaction with an online class module. In addition, trajectory analysis establishes a link between satisfaction and effectiveness in e-learning through the SEM. The results of the study also indicate a strong and positive correlation between satisfaction with an online class module and perceived effectiveness, institutional setting, and teaching material. This study will serve as a catalyst for understanding students’ satisfaction in an online environment, as well as a benchmark for various stakeholders, particularly policymakers, practitioners, academicians, and institution owners, to take the necessary steps to ensure a sustainable online learning platform.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139979264","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 current research aimed to know the effect of phonological and phonetic interventions in enhancing proficiency in English pronunciation and oral reading among teacher trainees. This study was of single-group pretest and posttest intervention designs. The sample size was selected through a stratified random sampling technique from teacher training colleges in Bengaluru. Two hundred and seven teacher trainees with L1 proficiency were chosen proportionately from Bangalore strata and orientated. Participants (N = 32) enrolled voluntarily in the intervention program for 20 hr. Intervention modules on phonology and phonetics were developed by the researcher and a segmental approach was adopted to teach modules in 20 sessions. After every session, the participants were allowed to record the modules in Audacity, a multiaudio recorder application. The recorded modules were interpreted, and scores were determined on number of intelligible words pronounced by the participants. Further, it was validated by the experts to authenticate the determined scores. The researcher applied oscillographic and observation methods to analyze the participants’ progress in pronunciation and oral reading proficiency levels during the experiment. The Wilcoxon signed-rank test was used to test the impact of intervention between the pretest and posttest (before and after intervention). The hypotheses testing revealed the difference between preintervention and postintervention scores in phonological and phonetic awareness and oral reading among teacher trainees, and the sig. value is less than 0.05 across all the attributes. This study insists that English phonology and phonetics must be a crucial part of the English language teaching (ELT) curriculum and highlights that teachers must be able to spot the most appropriate pronunciation teaching and train the students of English as a foreign language (EFL) with intricates of intelligible pronunciation. This study navigates the need for language proficiency among teacher trainees, especially in English pronunciation and oral reading, and substantiates the evidence that effective intervention and teachers’ knowledge of pronunciation enhance proficiency levels in pronunciation and oral reading among teacher trainees. Finally, it hopes that B.Ed colleges and teacher educators will be beckoned to use technology-integrated intervention to teach phonology and phonetics.
{"title":"Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading","authors":"Diwakar Prahaladaiah, Kennedy Andrew Thomas","doi":"10.1155/2024/9087087","DOIUrl":"https://doi.org/10.1155/2024/9087087","url":null,"abstract":"The current research aimed to know the effect of phonological and phonetic interventions in enhancing proficiency in English pronunciation and oral reading among teacher trainees. This study was of single-group pretest and posttest intervention designs. The sample size was selected through a stratified random sampling technique from teacher training colleges in Bengaluru. Two hundred and seven teacher trainees with L1 proficiency were chosen proportionately from Bangalore strata and orientated. Participants (<i>N</i> = 32) enrolled voluntarily in the intervention program for 20 hr. Intervention modules on phonology and phonetics were developed by the researcher and a segmental approach was adopted to teach modules in 20 sessions. After every session, the participants were allowed to record the modules in Audacity, a multiaudio recorder application. The recorded modules were interpreted, and scores were determined on number of intelligible words pronounced by the participants. Further, it was validated by the experts to authenticate the determined scores. The researcher applied oscillographic and observation methods to analyze the participants’ progress in pronunciation and oral reading proficiency levels during the experiment. The Wilcoxon signed-rank test was used to test the impact of intervention between the pretest and posttest (before and after intervention). The hypotheses testing revealed the difference between preintervention and postintervention scores in phonological and phonetic awareness and oral reading among teacher trainees, and the sig. value is less than 0.05 across all the attributes. This study insists that English phonology and phonetics must be a crucial part of the English language teaching (ELT) curriculum and highlights that teachers must be able to spot the most appropriate pronunciation teaching and train the students of English as a foreign language (EFL) with intricates of intelligible pronunciation. This study navigates the need for language proficiency among teacher trainees, especially in English pronunciation and oral reading, and substantiates the evidence that effective intervention and teachers’ knowledge of pronunciation enhance proficiency levels in pronunciation and oral reading among teacher trainees. Finally, it hopes that B.Ed colleges and teacher educators will be beckoned to use technology-integrated intervention to teach phonology and phonetics.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139772644","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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