Suci Megawati, Y. Yusriadi, A. Syukran, Tjitjik Rahaju, Negash Hussen
The Adiwiyata program is a government program implemented in 2006 due to Indonesia’s declining environmental quality. As a part community, students need to be educated about caring for the environment that can be grown through education. Much research has been described on the Adiwiyata program, but information about the role of Adiwiyata in developing the character of caring for the environment is still limited. This study aims to create the innovation of the Adiwiyata program in developing environmental care characters in elementary schools in Surabaya through the Penta Helix method. The research is located in some elementary schools in Surabaya city, and this study uses a qualitative case study approach. The output of this research is to redesign the Adiwiyata program in the city of Surabaya through the Penta Helix approach. This research method uses qualitative methods. Data are collected through literature studies, semistructured interviews, and surveys and used qualitative data analysis. The results show that the policy’s content and the context of implementing the Adiwiyata program had been going well. Further suggestions researchers suggest continuing to improve the performance of this Adiwiyata properly and providing a reward and punishment system to the implementers involved.
{"title":"Adiwiyata Program Innovation through Penta Helix Approach","authors":"Suci Megawati, Y. Yusriadi, A. Syukran, Tjitjik Rahaju, Negash Hussen","doi":"10.1155/2022/7223314","DOIUrl":"https://doi.org/10.1155/2022/7223314","url":null,"abstract":"The Adiwiyata program is a government program implemented in 2006 due to Indonesia’s declining environmental quality. As a part community, students need to be educated about caring for the environment that can be grown through education. Much research has been described on the Adiwiyata program, but information about the role of Adiwiyata in developing the character of caring for the environment is still limited. This study aims to create the innovation of the Adiwiyata program in developing environmental care characters in elementary schools in Surabaya through the Penta Helix method. The research is located in some elementary schools in Surabaya city, and this study uses a qualitative case study approach. The output of this research is to redesign the Adiwiyata program in the city of Surabaya through the Penta Helix approach. This research method uses qualitative methods. Data are collected through literature studies, semistructured interviews, and surveys and used qualitative data analysis. The results show that the policy’s content and the context of implementing the Adiwiyata program had been going well. Further suggestions researchers suggest continuing to improve the performance of this Adiwiyata properly and providing a reward and punishment system to the implementers involved.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73123000","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}
Employability skills and job opportunities are major factors for addressing employment and national development. Rapid changes and enhancements in technology have forced universities to prepare students to compete in the changing workplace environment. This study tries to analyze the impact of E-learning on the employability skills and job opportunities of students. The mixed approach method was adopted. Three hundred eighty-seven students for quantitative analysis and twenty randomly selected alumni members for qualitative study have been comprised in the sample. The study selected multivariate analysis techniques and results were tested using structural equation modeling technique in IBM-AMOS. The word cloud method helped for the qualitative part of this research. The findings of this research show the positive role of E-learning environment on the employability skills and job opportunities of the students as per the labor market demand. This study is less explored in terms of assessing the role of E-learning and employability of business students in Saudi Arabia. Hence, this research can be of great value to all the stakeholders of universities to upgrade the E-learning environment in enhancing the work skills of students.
{"title":"E-Learning in Saudi Electronic University, KSA: With Special Reference to Employability Skills and Job Opportunities for Students","authors":"Arfia Aman, Mansour Saleh Albarrak, Noorjahan Sherfudeen, Yasmeen Ansari","doi":"10.1155/2022/5880502","DOIUrl":"https://doi.org/10.1155/2022/5880502","url":null,"abstract":"Employability skills and job opportunities are major factors for addressing employment and national development. Rapid changes and enhancements in technology have forced universities to prepare students to compete in the changing workplace environment. This study tries to analyze the impact of E-learning on the employability skills and job opportunities of students. The mixed approach method was adopted. Three hundred eighty-seven students for quantitative analysis and twenty randomly selected alumni members for qualitative study have been comprised in the sample. The study selected multivariate analysis techniques and results were tested using structural equation modeling technique in IBM-AMOS. The word cloud method helped for the qualitative part of this research. The findings of this research show the positive role of E-learning environment on the employability skills and job opportunities of the students as per the labor market demand. This study is less explored in terms of assessing the role of E-learning and employability of business students in Saudi Arabia. Hence, this research can be of great value to all the stakeholders of universities to upgrade the E-learning environment in enhancing the work skills of students.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81890960","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}
Noemí-Victoria Sarmiento-Campos, J. Lázaro-Guillermo, Edwin-Neil Silvera-Alarcón, Sergio Cuellar-Quispe, Y. Huamán-Romaní, Oscar Apaza Apaza, Abdolsatar Sorkheh
Speaking is an English ability that learners should acquire. Nevertheless, learners had several speaking difficulties, one of which was a fear of making errors when speaking in English. Therefore, this study investigated the effects of the scaffolding method on enhancing Iranian EFL learners’ speaking achievement. To meet this end, a sample of 61 Iranian EFL learners were chosen from a total of 87 participants based on their Oxford Placement Test’s (OPT, 2007) performance. They were picked out of a private English language school. Their English proficiency was at the intermediate level. The target participants were then randomly divided into two groups: one control group (conventional group) and one experimental group (scaffolding group). Intermediate proficiency level was the primary criterion that had to be met for the learners to be chosen as respondents in this study. Their speaking competence was calculated by speaking section of PET as pretest. This pretest speaking contained different parts like interviews. In the next phase, the treatment was administered. For the scaffolding group, the instructor offered flexible occasions to exercise their skills, knowledge, and learning methods in diverse settings and for different targets. Carrying out the dialogs and designing questions from the texts, making conversations based on the picture and the question cards, were applied as scaffolding techniques. The control group, on the other hand, took part in typical speaking courses using customary methods of instruction. The teacher provided the pupils with a piece of recent news and a video episode of recent events in order to employ authentic language—language as it is used in a real situation. Finally, the two groups’ performances were posttested by PET speaking section. The performance of the two groups was compared, also the results of their pretest and posttest were contrasted. The inferential statistics including independent samples t-test and paired samples t-tests findings showed that there was a substantial difference between the experimental groups and the control group posttests. The results indicated that the experimental group significantly outperformed the control group ( p < 0.05 ) in the speaking posttest, showing that applying scaffolding to experimental group was effective. The study has several educational implications that are highlighted.
{"title":"A Look at Vygotsky’s Sociocultural Theory (SCT): The Effectiveness of Scaffolding Method on EFL Learners’ Speaking Achievement","authors":"Noemí-Victoria Sarmiento-Campos, J. Lázaro-Guillermo, Edwin-Neil Silvera-Alarcón, Sergio Cuellar-Quispe, Y. Huamán-Romaní, Oscar Apaza Apaza, Abdolsatar Sorkheh","doi":"10.1155/2022/3514892","DOIUrl":"https://doi.org/10.1155/2022/3514892","url":null,"abstract":"Speaking is an English ability that learners should acquire. Nevertheless, learners had several speaking difficulties, one of which was a fear of making errors when speaking in English. Therefore, this study investigated the effects of the scaffolding method on enhancing Iranian EFL learners’ speaking achievement. To meet this end, a sample of 61 Iranian EFL learners were chosen from a total of 87 participants based on their Oxford Placement Test’s (OPT, 2007) performance. They were picked out of a private English language school. Their English proficiency was at the intermediate level. The target participants were then randomly divided into two groups: one control group (conventional group) and one experimental group (scaffolding group). Intermediate proficiency level was the primary criterion that had to be met for the learners to be chosen as respondents in this study. Their speaking competence was calculated by speaking section of PET as pretest. This pretest speaking contained different parts like interviews. In the next phase, the treatment was administered. For the scaffolding group, the instructor offered flexible occasions to exercise their skills, knowledge, and learning methods in diverse settings and for different targets. Carrying out the dialogs and designing questions from the texts, making conversations based on the picture and the question cards, were applied as scaffolding techniques. The control group, on the other hand, took part in typical speaking courses using customary methods of instruction. The teacher provided the pupils with a piece of recent news and a video episode of recent events in order to employ authentic language—language as it is used in a real situation. Finally, the two groups’ performances were posttested by PET speaking section. The performance of the two groups was compared, also the results of their pretest and posttest were contrasted. The inferential statistics including independent samples t-test and paired samples t-tests findings showed that there was a substantial difference between the experimental groups and the control group posttests. The results indicated that the experimental group significantly outperformed the control group (\u0000 \u0000 p\u0000 <\u0000 0.05\u0000 \u0000 ) in the speaking posttest, showing that applying scaffolding to experimental group was effective. The study has several educational implications that are highlighted.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85370927","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 main objective of the study is to investigate the effects of explicit reading strategy instruction on students’ achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual way of learning/teaching reading. The study employed an embedded design since data were collected using quantitative data-gathering instruments through reading comprehension tests before and after the intervention, and an interview was also employed to gather data about the treatment from the randomly selected participants from the treatment group. Statistical results were analyzed with an independent sample t-test and paired sample t-test from nontreatment (33) and treatment (35). The findings emphasized the importance of employing explicit reading strategy instruction in enabling readers to comprehend reading comprehension questions, especially it lets students properly handle reading comprehension questions that seek higher level thinking. On the top priority, to be good readers at comprehending reading comprehension questions that seek higher level thinking, classroom reading teachers are required to create opportunities for the readers while delivering reading lessons by presenting activities that go with the pre-, while, and post-reading instructions. Being one of the most important instructions in reading lesson presentations, secondary school language teachers are expected to present reading lessons through explicit reading strategy instruction.
{"title":"Effects of Explicit Reading Strategy Instruction on Grade 9 Students’ Achievement in Reading Comprehension","authors":"Geleta Dugasa, T. Olana, Sherif Ali","doi":"10.1155/2022/7872840","DOIUrl":"https://doi.org/10.1155/2022/7872840","url":null,"abstract":"The main objective of the study is to investigate the effects of explicit reading strategy instruction on students’ achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual way of learning/teaching reading. The study employed an embedded design since data were collected using quantitative data-gathering instruments through reading comprehension tests before and after the intervention, and an interview was also employed to gather data about the treatment from the randomly selected participants from the treatment group. Statistical results were analyzed with an independent sample t-test and paired sample t-test from nontreatment (33) and treatment (35). The findings emphasized the importance of employing explicit reading strategy instruction in enabling readers to comprehend reading comprehension questions, especially it lets students properly handle reading comprehension questions that seek higher level thinking. On the top priority, to be good readers at comprehending reading comprehension questions that seek higher level thinking, classroom reading teachers are required to create opportunities for the readers while delivering reading lessons by presenting activities that go with the pre-, while, and post-reading instructions. Being one of the most important instructions in reading lesson presentations, secondary school language teachers are expected to present reading lessons through explicit reading strategy instruction.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89733263","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}
Khaled Ahmed Abdel-Al Ibrahim, Abeer Ahmed Ali, Salama Aqeel Al-mehsin, Poupak Alipour
In recent years, technology-based tools have been used frequently in learning English as a foreign or second language. In addition, many studies have been conducted to examine the effects of technology-based tools on developing different types of language skills and subskills. Along the same line, this research examined the impacts of flipped learning as a kind of technology-based instruction on Saudi Arabia students’ motivation, anxiety, and attitude. To reach this objective, 58 students at the intermediate level from one high school in Riyadh city, Saudi Arabia, were selected and assigned to two equal classes (flipped class and traditional class). After that, both classes were pretested with a motivation questionnaire and an anxiety questionnaire. Next, the flipped class received the treatment by applying the flipped instruction and the students of the other class received traditional instruction. After teaching six texts from Active Reading 1, the abovementioned motivation and anxiety questionnaires were readministered to both classes. Additionally, a questionnaire was given to the flipped class to find out how they felt about using flipped instruction for English language development. The results of independent samples and paired samples t-tests revealed that the flipped class outdid the traditional class both on the motivation and anxiety posttests. The outcomes discovered that using flipped instruction increased the students’ motivation and reduced their learning anxiety. Also, the results of the one-sample t-test depicted that the students of the flipped class presented a positive attitude toward the flipped instruction. This research may encourage English as a foreign language instructors to integrate technology into their teaching to improve learning results.
{"title":"Psychological Factors Affecting Language-Learning Process in Saudi Arabia: The Effect of Technology-Based Education on High School Students’ Motivation, Anxiety, and Attitude through Flipped Learning","authors":"Khaled Ahmed Abdel-Al Ibrahim, Abeer Ahmed Ali, Salama Aqeel Al-mehsin, Poupak Alipour","doi":"10.1155/2022/8644890","DOIUrl":"https://doi.org/10.1155/2022/8644890","url":null,"abstract":"In recent years, technology-based tools have been used frequently in learning English as a foreign or second language. In addition, many studies have been conducted to examine the effects of technology-based tools on developing different types of language skills and subskills. Along the same line, this research examined the impacts of flipped learning as a kind of technology-based instruction on Saudi Arabia students’ motivation, anxiety, and attitude. To reach this objective, 58 students at the intermediate level from one high school in Riyadh city, Saudi Arabia, were selected and assigned to two equal classes (flipped class and traditional class). After that, both classes were pretested with a motivation questionnaire and an anxiety questionnaire. Next, the flipped class received the treatment by applying the flipped instruction and the students of the other class received traditional instruction. After teaching six texts from Active Reading 1, the abovementioned motivation and anxiety questionnaires were readministered to both classes. Additionally, a questionnaire was given to the flipped class to find out how they felt about using flipped instruction for English language development. The results of independent samples and paired samples t-tests revealed that the flipped class outdid the traditional class both on the motivation and anxiety posttests. The outcomes discovered that using flipped instruction increased the students’ motivation and reduced their learning anxiety. Also, the results of the one-sample t-test depicted that the students of the flipped class presented a positive attitude toward the flipped instruction. This research may encourage English as a foreign language instructors to integrate technology into their teaching to improve learning results.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74627511","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 difficulty in translating legal sharia expressions and terminologies used in contracts arises from semantic, syntactic, pragmatic, contextual, and cultural features of the Islamic sharia expressions. The present study aims to address the problems arising when translating these contracts from Arabic into English and vice versa. It also aims to reassess the translations of several international business contracts translated from Arabic into English and vice versa to verify whether the legal Islamic terms and expressions have been accurately rendered or not. The Saudi legal system is based completely on sharia law. The Saudi contracts abound with religious expressions and terms, which sometimes have no equivalence in the English language. There is a crystal-clear cultural–religious gap between Arabic and English. The language of contracts must be accurate, precise, meaningful, and comprehensible. Any slight difference in translating these contracts might result in the loss of individual rights, which affects the foreign investments and the social life of residents and citizens. The present study is a qualitative study that adopts a critical hermeneutic method to address the highly controversial issues relating to the translation of Islamic legal terms and expressions. The study has found that the Islamic legal terms and expressions are translatable providing that the translator could use a hermeneutical translational approach. The study is original in the sense that it deals with the problems of translating the religious expressions embedded and constituted in the Saudi contracts.
{"title":"On Translating and Drafting Sharia Legal Terms and Expressions in Saudi Contracts","authors":"Ghassan Nawaf Jaber Alhomoud","doi":"10.1155/2022/7167970","DOIUrl":"https://doi.org/10.1155/2022/7167970","url":null,"abstract":"The difficulty in translating legal sharia expressions and terminologies used in contracts arises from semantic, syntactic, pragmatic, contextual, and cultural features of the Islamic sharia expressions. The present study aims to address the problems arising when translating these contracts from Arabic into English and vice versa. It also aims to reassess the translations of several international business contracts translated from Arabic into English and vice versa to verify whether the legal Islamic terms and expressions have been accurately rendered or not. The Saudi legal system is based completely on sharia law. The Saudi contracts abound with religious expressions and terms, which sometimes have no equivalence in the English language. There is a crystal-clear cultural–religious gap between Arabic and English. The language of contracts must be accurate, precise, meaningful, and comprehensible. Any slight difference in translating these contracts might result in the loss of individual rights, which affects the foreign investments and the social life of residents and citizens. The present study is a qualitative study that adopts a critical hermeneutic method to address the highly controversial issues relating to the translation of Islamic legal terms and expressions. The study has found that the Islamic legal terms and expressions are translatable providing that the translator could use a hermeneutical translational approach. The study is original in the sense that it deals with the problems of translating the religious expressions embedded and constituted in the Saudi contracts.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90393167","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}
Indrajit Patra, Tirto Suwondo, Aisha Mohammed, T. Alghazali, Doaa Abd AL-Hadi Mohameed, I. N. Hula, Hossein Kargar Behbahani
Processing instruction (PI) is an input-based approach to grammar education based on input processing theory, and output is another element needed for second-language acquisition to be successful. This study sought to examine the impact of PI and output-based activities with the mediating role of working memory (WM) capacity on learning English future tense. To this end, 99 subjects with preintermediate command of English based on an Oxford Placement Test were recruited for the study, and they were divided into three groups: PI, output, and control, with 33 learners in each group. Using a reading-span test, it was revealed that 14 subjects in the PI group, 15 participants in the output group, and 13 learners in the comparison group had low WM, while the rest individuals had high WM capacity. Then, a two-way between-group analysis of variance and a Bonferroni adjustment post hoc test were performed. The results of the analyses showed that both PI and output groups outperformed the control group. Additionally, there was no difference in grammar gain between PI and output groups. Besides, learners with high WM outperformed low WM individuals. The pedagogical implication of this research is that PI and output-based activities can assist teachers in implementing effective strategies to raise L2 learners’ knowledge and consciousness.
{"title":"The Effects of Processing Instruction and Output-Based Activities on Grammar Learning: The Mediating Role of Working Memory","authors":"Indrajit Patra, Tirto Suwondo, Aisha Mohammed, T. Alghazali, Doaa Abd AL-Hadi Mohameed, I. N. Hula, Hossein Kargar Behbahani","doi":"10.1155/2022/3704876","DOIUrl":"https://doi.org/10.1155/2022/3704876","url":null,"abstract":"Processing instruction (PI) is an input-based approach to grammar education based on input processing theory, and output is another element needed for second-language acquisition to be successful. This study sought to examine the impact of PI and output-based activities with the mediating role of working memory (WM) capacity on learning English future tense. To this end, 99 subjects with preintermediate command of English based on an Oxford Placement Test were recruited for the study, and they were divided into three groups: PI, output, and control, with 33 learners in each group. Using a reading-span test, it was revealed that 14 subjects in the PI group, 15 participants in the output group, and 13 learners in the comparison group had low WM, while the rest individuals had high WM capacity. Then, a two-way between-group analysis of variance and a Bonferroni adjustment post hoc test were performed. The results of the analyses showed that both PI and output groups outperformed the control group. Additionally, there was no difference in grammar gain between PI and output groups. Besides, learners with high WM outperformed low WM individuals. The pedagogical implication of this research is that PI and output-based activities can assist teachers in implementing effective strategies to raise L2 learners’ knowledge and consciousness.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88117796","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 purpose of this study was to explore the status of information and communication technology integration in Dire Dawa City Administration secondary schools’ curriculum. The study was conducted using a survey design. A total of 563 respondents (374 students and 189 teachers), four school supervisors, and 12 school principals and vice principals were selected using systematic random and purposive sampling techniques from the eight secondary schools. Data were gathered by questionnaire, interview, and observation. The data were analyzed using mean, standard deviation, and an independent sample t-test. The findings revealed that the integration of information and communication technology was minimal and inconsistent across secondary schools. It was found that there was a significant mean difference in the integration of information and communication technology between private and government secondary schools. The study revealed that lack of training and technical knowledge, the high cost of technological devices and internet service, and a lack of internet connectivity were major challenges. A shortage of computers in private schools and a lack of enthusiasm in government secondary schools were particular problems mentioned by respondents. As a result, it is critical to establish a rigorous monitoring and control mechanism to improve the current practices through the provision of necessary facilities. It is recommended that schools, in partnership with the Dire Dawa City Administration Education Bureau, should arrange training on raising awareness and developing the necessary skills for effective integration of information and communication technology into the curriculum.
{"title":"Status of ICT Integration in Secondary Schools: Dire Dawa City Administration in Focus","authors":"Solomon Molla, Yilfashewa Seyoum","doi":"10.1155/2022/8752809","DOIUrl":"https://doi.org/10.1155/2022/8752809","url":null,"abstract":"The purpose of this study was to explore the status of information and communication technology integration in Dire Dawa City Administration secondary schools’ curriculum. The study was conducted using a survey design. A total of 563 respondents (374 students and 189 teachers), four school supervisors, and 12 school principals and vice principals were selected using systematic random and purposive sampling techniques from the eight secondary schools. Data were gathered by questionnaire, interview, and observation. The data were analyzed using mean, standard deviation, and an independent sample t-test. The findings revealed that the integration of information and communication technology was minimal and inconsistent across secondary schools. It was found that there was a significant mean difference in the integration of information and communication technology between private and government secondary schools. The study revealed that lack of training and technical knowledge, the high cost of technological devices and internet service, and a lack of internet connectivity were major challenges. A shortage of computers in private schools and a lack of enthusiasm in government secondary schools were particular problems mentioned by respondents. As a result, it is critical to establish a rigorous monitoring and control mechanism to improve the current practices through the provision of necessary facilities. It is recommended that schools, in partnership with the Dire Dawa City Administration Education Bureau, should arrange training on raising awareness and developing the necessary skills for effective integration of information and communication technology into the curriculum.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90562367","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}
Hani Qasem Mohammed Asaad, Md. Kamrul Hasan, Narges Alidoust, A. Shabdin, Amine Ounissi, Md. Didar Hossain
The significance of vocabulary knowledge in academic development and having a sufficient vocabulary in language learning cannot be overstated. Research has shown that postgraduate students studying English as a second language (L2) lack vocabulary and require improving it. This research study was conducted to investigate the role of morphological awareness and its relation to productive vocabulary breadth and explore the function of teaching L2 postgraduate students in intervention for improving their productive vocabulary breadth. Thirty L2 postgraduate participants were involved in an intervention. The intervention included 11 sessions of morphological awareness instructions. The students’ morphological awareness was tested using the Morphological Identification Test (MIT) and the Morphological Structure Awareness Test (MSAT), while productive vocabulary breadth was tested using the Productive Vocabulary Level Test (PVLT). A significant relationship was found between morphological awareness and productive vocabulary breadth. The synthetic aspect of morphological awareness was more closely related to the participants’ productive vocabulary breadth than the analytic aspect. The morphological awareness intervention was effective and beneficial in increasing the students’ productive vocabulary breadth. The results may indicate the benefits of teaching and learning morphology to L2 postgraduate students, especially for effective vocabulary building.
{"title":"The Impact of Morphological Awareness Intervention in Enhancing L2 Postgraduate Students’ Productive Vocabulary Breadth","authors":"Hani Qasem Mohammed Asaad, Md. Kamrul Hasan, Narges Alidoust, A. Shabdin, Amine Ounissi, Md. Didar Hossain","doi":"10.1155/2022/5930822","DOIUrl":"https://doi.org/10.1155/2022/5930822","url":null,"abstract":"The significance of vocabulary knowledge in academic development and having a sufficient vocabulary in language learning cannot be overstated. Research has shown that postgraduate students studying English as a second language (L2) lack vocabulary and require improving it. This research study was conducted to investigate the role of morphological awareness and its relation to productive vocabulary breadth and explore the function of teaching L2 postgraduate students in intervention for improving their productive vocabulary breadth. Thirty L2 postgraduate participants were involved in an intervention. The intervention included 11 sessions of morphological awareness instructions. The students’ morphological awareness was tested using the Morphological Identification Test (MIT) and the Morphological Structure Awareness Test (MSAT), while productive vocabulary breadth was tested using the Productive Vocabulary Level Test (PVLT). A significant relationship was found between morphological awareness and productive vocabulary breadth. The synthetic aspect of morphological awareness was more closely related to the participants’ productive vocabulary breadth than the analytic aspect. The morphological awareness intervention was effective and beneficial in increasing the students’ productive vocabulary breadth. The results may indicate the benefits of teaching and learning morphology to L2 postgraduate students, especially for effective vocabulary building.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80734526","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}
Studies on employability using a mixed methods (MM) design have been published in relevant journals in recent years, paving the way for a meaningful engagement with these published articles so that researchers can create milestone documents dedicated to exploring employability. This study explored the trend of utilizing mixed methods research (MMR) in the literature and the resultant methodological insights in 34 MMR articles on employability, which were selected from the 744 articles published during 2010–2019 in five major journals. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique was followed for systematic review, and analysis was conducted. The analysis reveals an increasing trend by using an MMR approach in employability studies. The robust analysis of a body of qualitative and quantitative data with personal reflection from deeper understanding supported the outcomes of most of these studies. However, informed engagement of both qualitative and quantitative strands and additional efforts in integration and data merging can contribute meaningfully to the examination of the employability notion. In conclusion, MMR adds rigor to the discourse of employability, serving as a guide to ensure the connection between education and employment. It also offers insights into reforming higher education.
{"title":"Mixed Methods Research in Employability Discourse: A Systematic Literature Review Using PRISMA","authors":"Amrita Sharma, Prakash C Bhattarai","doi":"10.1155/2022/4848220","DOIUrl":"https://doi.org/10.1155/2022/4848220","url":null,"abstract":"Studies on employability using a mixed methods (MM) design have been published in relevant journals in recent years, paving the way for a meaningful engagement with these published articles so that researchers can create milestone documents dedicated to exploring employability. This study explored the trend of utilizing mixed methods research (MMR) in the literature and the resultant methodological insights in 34 MMR articles on employability, which were selected from the 744 articles published during 2010–2019 in five major journals. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique was followed for systematic review, and analysis was conducted. The analysis reveals an increasing trend by using an MMR approach in employability studies. The robust analysis of a body of qualitative and quantitative data with personal reflection from deeper understanding supported the outcomes of most of these studies. However, informed engagement of both qualitative and quantitative strands and additional efforts in integration and data merging can contribute meaningfully to the examination of the employability notion. In conclusion, MMR adds rigor to the discourse of employability, serving as a guide to ensure the connection between education and employment. It also offers insights into reforming higher education.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81535631","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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