Teacher cognition research has been the subject of scholarly investigation since the 1970s, but there has been a significant increase in research interest in this field in recent years. The beliefs of the language teacher are important factors in any specific classroom instructional decision, including the role and provision of oral corrective feedback (OCF). It is critical to comprehend the teacher’s mind and the influencing factors that shape the development of teacher beliefs, including teachers’ prior language learning experience. Through in-depth multiple case analysis, using multiple evidence, including in-depth interviews, scenario ratings, stimulated recalls, and classroom observation, the present study explored the facets of two English as a foreign language (EFL) teachers’ OCF beliefs and practices to provide more relevant and rich insights into how prior language learning experience and context interact in the development of teacher beliefs and impact their instructional practice. The findings of the case studies revealed, first, the beliefs of language teachers, which are complex in nature, and several beliefs regarding OCF have been expressed by the teachers. Second, although there is a relationship between teachers’ stated beliefs and classroom practices, different trajectories of the beliefs and practices in relation to OCF were also unfolded, and several mismatches between teachers’ beliefs and practices were found. Third, language teachers’ beliefs and their classroom practices were influenced by the language learning experience of the teachers as language learners. The study concluded with conceptual and pedagogical implications.
{"title":"The Relationship between Oral Corrective Feedback Beliefs, Practices, and Influence of Prior Language Learning Experience of EFL Teachers: Multiple Case Studies","authors":"Mohammad Mosiur Rahman, Manjet Kaur Mehar Singh","doi":"10.1155/2023/6681434","DOIUrl":"https://doi.org/10.1155/2023/6681434","url":null,"abstract":"Teacher cognition research has been the subject of scholarly investigation since the 1970s, but there has been a significant increase in research interest in this field in recent years. The beliefs of the language teacher are important factors in any specific classroom instructional decision, including the role and provision of oral corrective feedback (OCF). It is critical to comprehend the teacher’s mind and the influencing factors that shape the development of teacher beliefs, including teachers’ prior language learning experience. Through in-depth multiple case analysis, using multiple evidence, including in-depth interviews, scenario ratings, stimulated recalls, and classroom observation, the present study explored the facets of two English as a foreign language (EFL) teachers’ OCF beliefs and practices to provide more relevant and rich insights into how prior language learning experience and context interact in the development of teacher beliefs and impact their instructional practice. The findings of the case studies revealed, first, the beliefs of language teachers, which are complex in nature, and several beliefs regarding OCF have been expressed by the teachers. Second, although there is a relationship between teachers’ stated beliefs and classroom practices, different trajectories of the beliefs and practices in relation to OCF were also unfolded, and several mismatches between teachers’ beliefs and practices were found. Third, language teachers’ beliefs and their classroom practices were influenced by the language learning experience of the teachers as language learners. The study concluded with conceptual and pedagogical implications.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042997","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}
Exams with high stakes may affect test takers’ learning endeavors. Given the students’ different academic backgrounds, it is not yet clear how much of an effect the tests will have on their out-of-classroom learning practices. This study, thus, aimed to close the knowledge gap by employing a mixed method of embedded research design and collecting data via questionnaire, focused group discussion (FGD), and document analysis. The questionnaire was administered to a stratified random sample of 94 12th grade students. The students with their one-semester academic achievements were selected from two secondary schools found in East Wollega zone, Oromia Regional State, Ethiopia. Data analysis involved descriptive statistics, multivariate and one-way ANOVA. The data gathered through document analysis and FGD were to substantiate the questionnaire. The contents of the three consecutive years of past Ethiopian Secondary School Leaving Certificate English Examination (ESSLCEE) questions were analyzed quantitatively. The qualitative method was used to conduct FGD with the selected participants from each school. The recorded data were subsequently transcribed, translated, analyzed, and discussed thematically. The study found significant differences between students of low-achieving groups (“Fair” and “Satisfactory” scorers) and high-achieving groups (“Very Good” and “Excellent” scorers) in studying non-ESSLCEE-related learning activities out-of-classroom. However, no statistically significant differences were observed between low-achieving groups and high-achieving groups regarding practicing ESSLCEE-related language components. The washback of high-stakes ESSLCEE on students’ out-of-classroom English learning practices was observed regardless of the students’ specific academic achievement groups they belonged to. The results suggest that there are differences in the impact of high-stakes exams on the efforts that students from different academic backgrounds make for out-of-classroom learning practices.
{"title":"The Influence of High-Stakes English Examinations on Students’ Out-of-Classroom English Learning Practices: A Comparative Study","authors":"Getachew Desalegn, Rufael Disassa, Tamene Kitila","doi":"10.1155/2023/1108951","DOIUrl":"https://doi.org/10.1155/2023/1108951","url":null,"abstract":"Exams with high stakes may affect test takers’ learning endeavors. Given the students’ different academic backgrounds, it is not yet clear how much of an effect the tests will have on their out-of-classroom learning practices. This study, thus, aimed to close the knowledge gap by employing a mixed method of embedded research design and collecting data via questionnaire, focused group discussion (FGD), and document analysis. The questionnaire was administered to a stratified random sample of 94 12th grade students. The students with their one-semester academic achievements were selected from two secondary schools found in East Wollega zone, Oromia Regional State, Ethiopia. Data analysis involved descriptive statistics, multivariate and one-way ANOVA. The data gathered through document analysis and FGD were to substantiate the questionnaire. The contents of the three consecutive years of past Ethiopian Secondary School Leaving Certificate English Examination (ESSLCEE) questions were analyzed quantitatively. The qualitative method was used to conduct FGD with the selected participants from each school. The recorded data were subsequently transcribed, translated, analyzed, and discussed thematically. The study found significant differences between students of low-achieving groups (“Fair” and “Satisfactory” scorers) and high-achieving groups (“Very Good” and “Excellent” scorers) in studying non-ESSLCEE-related learning activities out-of-classroom. However, no statistically significant differences were observed between low-achieving groups and high-achieving groups regarding practicing ESSLCEE-related language components. The washback of high-stakes ESSLCEE on students’ out-of-classroom English learning practices was observed regardless of the students’ specific academic achievement groups they belonged to. The results suggest that there are differences in the impact of high-stakes exams on the efforts that students from different academic backgrounds make for out-of-classroom learning practices.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136105145","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}
Factors other than economic development account for disparities between rich and poor countries’ levels of educational achievement. Gender-based violence includes brittleness and hostility that have widened the achievement gap between boys and girls. The intersectionality of violence against women and girls made it to be a multifaceted and multidimensional phenomenon that affects almost every aspect of individual life, including personal and intellectual development which education as society’s basic social institution served. Though, there is no gain in saying that gender violence has no implications on education at all levels. This paper examines gender-related violence and its implications on girl-child education in some selected displaced person camps in Maiduguri. A total of 403 respondents were conveniently selected across displaced persons camps in Maiduguri. However, interviews and questionnaires were used as instruments for data collection and both descriptive and inferential statistics were employed for data analysis. It was revealed that the majority of respondents thought that the magnitude of gender-related violence in displaced person camps in Maiduguri was very immense with detrimental consequences on displaced person’s well-being and the school being among the danger zone for gender violence. The result of the correlation analysis revealed that there is a moderate positive relationship between forceful reiteration, blackmail, degrading, and blame games from/by parents/guardians and gender-based violence indicating that an increase in these factors is found to be associated with gender-based violence. This paper suggested community education on the negative gender stereotypes through community workshops, educational and empowerment programs, and localized campaigns to dismantle harmful gender stereotypes that exacerbate violence against women.
{"title":"Gender-Based Violence: Implications for Girl-Child Education in Some Selected Displaced Persons Camps in Maiduguri","authors":"Adam Gana Bawa, Supreet Kaur","doi":"10.1155/2023/8446724","DOIUrl":"https://doi.org/10.1155/2023/8446724","url":null,"abstract":"Factors other than economic development account for disparities between rich and poor countries’ levels of educational achievement. Gender-based violence includes brittleness and hostility that have widened the achievement gap between boys and girls. The intersectionality of violence against women and girls made it to be a multifaceted and multidimensional phenomenon that affects almost every aspect of individual life, including personal and intellectual development which education as society’s basic social institution served. Though, there is no gain in saying that gender violence has no implications on education at all levels. This paper examines gender-related violence and its implications on girl-child education in some selected displaced person camps in Maiduguri. A total of 403 respondents were conveniently selected across displaced persons camps in Maiduguri. However, interviews and questionnaires were used as instruments for data collection and both descriptive and inferential statistics were employed for data analysis. It was revealed that the majority of respondents thought that the magnitude of gender-related violence in displaced person camps in Maiduguri was very immense with detrimental consequences on displaced person’s well-being and the school being among the danger zone for gender violence. The result of the correlation analysis revealed that there is a moderate positive relationship between forceful reiteration, blackmail, degrading, and blame games from/by parents/guardians and gender-based violence indicating that an increase in these factors is found to be associated with gender-based violence. This paper suggested community education on the negative gender stereotypes through community workshops, educational and empowerment programs, and localized campaigns to dismantle harmful gender stereotypes that exacerbate violence against women.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136233095","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}
Gabriel A. Okyere, Albert A. Saah, William Oduro, James B. Achamfour, Samuel Amoako
Implementation of problem-based learning has been a challenge in most African institutions of higher learning including Kwame Nkrumah University of Science and Technology (KNUST) due to deficiencies in the secondary education system. This article seeks to investigate the effect of blended problem-based learning (BPBL) practices on students’ satisfaction at KNUST during the Enhancing Entrepreneurship, Innovation and Sustainability in Higher Education in Africa (EEISHEA) 2019–2022 project. In line with this objective, a survey instrument was prepared and validated and a multistage sampling technique with an effective sample size of 1,304 students (621 female and 883 males), 71 lecturers, and 16 technicians across the six colleges of KNUST were obtained. The generalized linear models, simple and multiple logistic regression, were estimated from the data to compare effect of teacher-centered and BPBL paradigms on students’ satisfaction. To prevent overfitting, a cross-validation was performed on the fitted models. Receiver operating curve and area under curve were employed to ascertain the predictive power of the models. Results indicate about 67.35% of students posited that lecturers have incorporated some problem-based learning (PBL) elements into their course delivery. About 72.13% of respondents submitted that the integration of the PBL ignited their self-directed and collaborative learning and improved learner’s problem-solving skills. Furthermore, the fitted models suggest that BPBL, gender, level of program, and college influence students’ satisfaction. The odds of satisfaction of an individual in the BPBL group is 7.4 times higher than respondents in the traditional group with a confidence interval for the odds ratio (OR), (OR 7.4, 95% CI: 4.31–13.16).
{"title":"Students’ Satisfaction of Blended Problem-Based Learning: An Academic Experience at Kwame Nkrumah University of Science and Technology","authors":"Gabriel A. Okyere, Albert A. Saah, William Oduro, James B. Achamfour, Samuel Amoako","doi":"10.1155/2023/6005752","DOIUrl":"https://doi.org/10.1155/2023/6005752","url":null,"abstract":"Implementation of problem-based learning has been a challenge in most African institutions of higher learning including Kwame Nkrumah University of Science and Technology (KNUST) due to deficiencies in the secondary education system. This article seeks to investigate the effect of blended problem-based learning (BPBL) practices on students’ satisfaction at KNUST during the Enhancing Entrepreneurship, Innovation and Sustainability in Higher Education in Africa (EEISHEA) 2019–2022 project. In line with this objective, a survey instrument was prepared and validated and a multistage sampling technique with an effective sample size of 1,304 students (621 female and 883 males), 71 lecturers, and 16 technicians across the six colleges of KNUST were obtained. The generalized linear models, simple and multiple logistic regression, were estimated from the data to compare effect of teacher-centered and BPBL paradigms on students’ satisfaction. To prevent overfitting, a cross-validation was performed on the fitted models. Receiver operating curve and area under curve were employed to ascertain the predictive power of the models. Results indicate about 67.35% of students posited that lecturers have incorporated some problem-based learning (PBL) elements into their course delivery. About 72.13% of respondents submitted that the integration of the PBL ignited their self-directed and collaborative learning and improved learner’s problem-solving skills. Furthermore, the fitted models suggest that BPBL, gender, level of program, and college influence students’ satisfaction. The odds of satisfaction of an individual in the BPBL group is 7.4 times higher than respondents in the traditional group with a confidence interval for the odds ratio (OR), (OR 7.4, 95% CI: 4.31–13.16).","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376186","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}
It is logical to anticipate that teaching one will lead to the student’s proficiency in the other because the reading and writing processes are correlated and, in many cases, combined. The goal was to find out how extended reading strategy training (ERST) affected first-year undergraduate students’ writing abilities. Thirty-one of the 61 undergraduate participants from Wollega University were placed in the control group and 30 were placed in the experimental group. Interviews and tests on the ability to write paragraphs were used to gather the data over the course of 10 weeks. The following criteria were evaluated: the capacity to handle the specified issue, well-developed thoughts, well-organised concepts, acceptable transitions, unity, coherence, syntactic diversity, and idiomaticity with few lexical or grammatical faults. The interview data were evaluated thematically, while the quantitative results were primarily studied using analysis of covariance. The results show that ERST significantly improves the writing abilities of the students. This outcome is consistent with past research that showed extensive reading to be helpful in enhancing students’ writing abilities and offers valuable information on the significance of including the ERST programme into the writing process in writing courses.
{"title":"Enhancing Learners’ EFL Writing Performance through Extensive Reading Strategy Training into the Writing Process","authors":"Yenenesh Yerukneh, Tamiru Olana, Mekuria Zewdie","doi":"10.1155/2023/8940114","DOIUrl":"https://doi.org/10.1155/2023/8940114","url":null,"abstract":"It is logical to anticipate that teaching one will lead to the student’s proficiency in the other because the reading and writing processes are correlated and, in many cases, combined. The goal was to find out how extended reading strategy training (ERST) affected first-year undergraduate students’ writing abilities. Thirty-one of the 61 undergraduate participants from Wollega University were placed in the control group and 30 were placed in the experimental group. Interviews and tests on the ability to write paragraphs were used to gather the data over the course of 10 weeks. The following criteria were evaluated: the capacity to handle the specified issue, well-developed thoughts, well-organised concepts, acceptable transitions, unity, coherence, syntactic diversity, and idiomaticity with few lexical or grammatical faults. The interview data were evaluated thematically, while the quantitative results were primarily studied using analysis of covariance. The results show that ERST significantly improves the writing abilities of the students. This outcome is consistent with past research that showed extensive reading to be helpful in enhancing students’ writing abilities and offers valuable information on the significance of including the ERST programme into the writing process in writing courses.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366495","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}
Zahra Zarei Hajiabadi, Roghayeh Gandomkar, Houra Ashrafifard, John Sandars
Background. There is increasing interest in the application of self-regulated learning (SRL) to improve academic and clinical performance in health professions education. SRL-learning diary (SRL-LD) interventions have become popular in non-health professions contexts to develop students’ SRL and academic performance. The aim of this systematic review was to identify how SRL-LD interventions have been used in health and non-health professions education, with the intention to provide insights into their use and to inform future implementation and research in health professions education. Methods. Electronic search in ERIC, ProQuest, PubMed, Scopus, Embase, and Web of Science was conducted. Two authors independently selected studies based on inclusion criteria and all selected studies were analyzed using a predetermined framework. Results. Of the identified 986 studies, 23 were selected for the review. Most studies were conducted in higher education within a domain-specific context, with only one study in health professions education. Most were justification studies. Five types of intervention were identified (Diary + SRL instruction, Diary + feedback, Diary + SRL instruction + feedback, Diary only, and SRL instruction only). Overall, the combination of a diary with explicit SRL instruction and/or feedback improved more SRL processes than diary only or SRL instruction only interventions. In studies reporting academic outcomes, there was also an improvement in 40% of studies. Conclusion. This systematic review highlights the potential usefulness of SRL-LD interventions in health professions education. Recommendations for implementation and future research are discussed.
背景。应用自我调节学习(SRL)来提高卫生专业教育的学术和临床表现的兴趣越来越大。SRL-学习日记(SRL- ld)干预措施已在非卫生专业背景下流行起来，以发展学生的SRL和学习成绩。本系统综述的目的是确定SRL-LD干预措施在卫生和非卫生专业教育中的应用情况，旨在深入了解其使用情况，并为卫生专业教育的未来实施和研究提供信息。方法。在ERIC、ProQuest、PubMed、Scopus、Embase和Web of Science中进行了电子检索。两位作者根据纳入标准独立选择研究，所有选择的研究都使用预定的框架进行分析。结果。在确定的986项研究中，有23项被选中进行审查。大多数研究是在特定领域的高等教育中进行的，只有一项研究是在卫生专业教育中进行的。大多数是正当研究。研究确定了五种干预类型(日记+ SRL指导、日记+反馈、日记+ SRL指导+反馈、仅日记和仅SRL指导)。总的来说，日记与明确的SRL指导和/或反馈相结合，比仅日记或仅SRL指导干预更能改善SRL过程。在报告学术成果的研究中，40%的研究也有改善。结论。本系统综述强调了SRL-LD干预在卫生专业教育中的潜在作用。讨论了实施建议和未来的研究。
{"title":"Self-Regulated Learning Diary Interventions and the Implications for Health Professions Education","authors":"Zahra Zarei Hajiabadi, Roghayeh Gandomkar, Houra Ashrafifard, John Sandars","doi":"10.1155/2023/6783878","DOIUrl":"https://doi.org/10.1155/2023/6783878","url":null,"abstract":"Background. There is increasing interest in the application of self-regulated learning (SRL) to improve academic and clinical performance in health professions education. SRL-learning diary (SRL-LD) interventions have become popular in non-health professions contexts to develop students’ SRL and academic performance. The aim of this systematic review was to identify how SRL-LD interventions have been used in health and non-health professions education, with the intention to provide insights into their use and to inform future implementation and research in health professions education. Methods. Electronic search in ERIC, ProQuest, PubMed, Scopus, Embase, and Web of Science was conducted. Two authors independently selected studies based on inclusion criteria and all selected studies were analyzed using a predetermined framework. Results. Of the identified 986 studies, 23 were selected for the review. Most studies were conducted in higher education within a domain-specific context, with only one study in health professions education. Most were justification studies. Five types of intervention were identified (Diary + SRL instruction, Diary + feedback, Diary + SRL instruction + feedback, Diary only, and SRL instruction only). Overall, the combination of a diary with explicit SRL instruction and/or feedback improved more SRL processes than diary only or SRL instruction only interventions. In studies reporting academic outcomes, there was also an improvement in 40% of studies. Conclusion. This systematic review highlights the potential usefulness of SRL-LD interventions in health professions education. Recommendations for implementation and future research are discussed.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825271","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}
Irina Nagay, Oksana Khalabuzar, Hanna Alieksieieva, Oleksandr Antonenko, Oleksandr Ovsyannikov
The article deals with the problems of the formation of students’ business communications skills at higher educational institutions. The authors ground the hypothesis that the implementation of nonstandard ways and forms of teaching foreign language provides the increasing of effectiveness of formation of students’ business communicative skills. The goal of research work deals with the theoretical justification and presentation of nonstandard interactive means and forms of educational activity oriented on the formation of business communication skills (BCS) of students within distance learning. Due to the applied qualitative and quantitative methods of research (conducted surveys, experimental research work, data analysis, etc.), it was proved the necessity of implementation of the interactive technologies into the educational process. The authors found out that modern society requires the new generation of specialists who must be educated, professional in their fields, and able to compete within the rapidly changing paradigms of the business systems. For the further implementation by teachers, they are given samples of nonstandard forms of educational activity, certain interactive technologies, instructions, and advice on ways of increasing the effectiveness of BCS. There are described prospects of the further research activity, which will be devoted to the problem of strengthening of BCS.
{"title":"Peculiarities of the Formation of Students’ Business Communication Skills within the Distance Learning","authors":"Irina Nagay, Oksana Khalabuzar, Hanna Alieksieieva, Oleksandr Antonenko, Oleksandr Ovsyannikov","doi":"10.1155/2023/9660270","DOIUrl":"https://doi.org/10.1155/2023/9660270","url":null,"abstract":"The article deals with the problems of the formation of students’ business communications skills at higher educational institutions. The authors ground the hypothesis that the implementation of nonstandard ways and forms of teaching foreign language provides the increasing of effectiveness of formation of students’ business communicative skills. The goal of research work deals with the theoretical justification and presentation of nonstandard interactive means and forms of educational activity oriented on the formation of business communication skills (BCS) of students within distance learning. Due to the applied qualitative and quantitative methods of research (conducted surveys, experimental research work, data analysis, etc.), it was proved the necessity of implementation of the interactive technologies into the educational process. The authors found out that modern society requires the new generation of specialists who must be educated, professional in their fields, and able to compete within the rapidly changing paradigms of the business systems. For the further implementation by teachers, they are given samples of nonstandard forms of educational activity, certain interactive technologies, instructions, and advice on ways of increasing the effectiveness of BCS. There are described prospects of the further research activity, which will be devoted to the problem of strengthening of BCS.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136116767","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 was conducted to assess the practices and challenges of instructional leadership in primary schools of Liban Jawi Woreda of the West Shoa Zone. In order to address this objective of the study, a descriptive survey design was employed. About 114 teachers, seven principals, six vice principals, and one vice head of Woreda Education Office (WEO) participated in the study. Questionnaires, interviews, and document analysis were data gathering tools. The results showed that most of the problems instructional leaders have a communication gap with the stakeholders on issues related to the vision, mission, and goals of the schools and had problems in relation to lack of educational management profession. It was concluded that instructional leaders have a gap in taking a measure to overcome problems. Therefore, the study mainly recommended that Ministry of Education (MOE) and other stakeholders should give training to instructional leaders to overcome their leadership knowledge and skills, and also principals should create communication channels to overcome communication problems.
{"title":"Instructional Leadership Practices and Challenges: The Case of Primary School Principals in Liban Jawi Woreda of West Shoa Zone","authors":"Lucho Begi Feyisa, Kitessa Chemeda Edosa","doi":"10.1155/2023/3439653","DOIUrl":"https://doi.org/10.1155/2023/3439653","url":null,"abstract":"This study was conducted to assess the practices and challenges of instructional leadership in primary schools of Liban Jawi Woreda of the West Shoa Zone. In order to address this objective of the study, a descriptive survey design was employed. About 114 teachers, seven principals, six vice principals, and one vice head of Woreda Education Office (WEO) participated in the study. Questionnaires, interviews, and document analysis were data gathering tools. The results showed that most of the problems instructional leaders have a communication gap with the stakeholders on issues related to the vision, mission, and goals of the schools and had problems in relation to lack of educational management profession. It was concluded that instructional leaders have a gap in taking a measure to overcome problems. Therefore, the study mainly recommended that Ministry of Education (MOE) and other stakeholders should give training to instructional leaders to overcome their leadership knowledge and skills, and also principals should create communication channels to overcome communication problems.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968187","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}
Significant advancements have been achieved in the field of artificial intelligence in recent years. OpenAI has emerged as a trailblazer in the domain, regularly spearheading research endevours. The ChatGPT language model has received much attention owing to its exceptional natural language processing capabilities. The potential of this technology to enhance education, particularly in emerging nations, necessitates a comprehensive analysis of its forthcoming influence. The primary objective of this research is to conduct a comprehensive evaluation of OpenAI, particularly ChatGPT, in relation to the educational environment of developing nations. Utilizing the critical document analysis methodology, this study examines the advantages of ChatGPT, including its capacity for flexible and personalized instruction, its ability to provide access to high-quality education, and its provision of language help, among other benefits. This study provides a complete examination of the advantages and drawbacks associated with this technology. Its objective is to enhance our understanding of the potential impact it may have on education in developing nations, achieved through an extensive evaluation of ChatGPT.
{"title":"Digital Transformation Education, Opportunities, and Challenges of the Application of ChatGPT to Emerging Economies","authors":"David Mhlanga","doi":"10.1155/2023/7605075","DOIUrl":"https://doi.org/10.1155/2023/7605075","url":null,"abstract":"Significant advancements have been achieved in the field of artificial intelligence in recent years. OpenAI has emerged as a trailblazer in the domain, regularly spearheading research endevours. The ChatGPT language model has received much attention owing to its exceptional natural language processing capabilities. The potential of this technology to enhance education, particularly in emerging nations, necessitates a comprehensive analysis of its forthcoming influence. The primary objective of this research is to conduct a comprehensive evaluation of OpenAI, particularly ChatGPT, in relation to the educational environment of developing nations. Utilizing the critical document analysis methodology, this study examines the advantages of ChatGPT, including its capacity for flexible and personalized instruction, its ability to provide access to high-quality education, and its provision of language help, among other benefits. This study provides a complete examination of the advantages and drawbacks associated with this technology. Its objective is to enhance our understanding of the potential impact it may have on education in developing nations, achieved through an extensive evaluation of ChatGPT.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193744","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 aimed at examining how university English language instructors perceive reflection in teaching and the extent to which their perceptions were realized in reflective teaching. Adopting a convergent case study method, the study was conducted utilizing both qualitative and quantitative data sources. Quantitative data were elicited using a questionnaire from 41 English language instructors selected from Wachemo University through comprehensive sampling, and qualitative data were collected using interviews, observation, and reflective journal writing from four instructors taken through convenience sampling among the surveyed instructors on the basis of their willingness to participate. The interview data were transcribed and analyzed applying various stages of coding employing software called Open Code 4. Content analysis was applied to analyze reflective journal entry data. The quantitative data were analyzed using descriptive statistics applying SPSS version 24. The results revealed that the surveyed instructors have good theoretical understanding on the basic concepts of reflection in teaching. However, classroom observation and journal entry data affirmed that there existed a gap between instructors’ theoretical understanding and their application of reflective teaching. The study divulged that the instructors were found at a lower level of reflectivity regardless of the superficial understanding they hold about reflective practice.
本研究旨在探讨大学英语教师如何感知教学中的反思，以及他们的感知在反思性教学中实现的程度。采用收敛案例研究方法，利用定性和定量数据源进行研究。定量数据采用综合抽样法从Wachemo大学选取41名英语教师进行问卷调查，定性数据采用访谈法、观察法和反思性日志写作法，根据受访教师的参与意愿对4名教师进行方便抽样。使用Open Code 4软件对访谈数据进行转录和分析，并应用编码的各个阶段。内容分析应用于分析反思日记账数据。定量数据采用描述性统计，应用SPSS version 24进行分析。结果显示，受访教师对教学中反思的基本概念有较好的理论认识。然而，课堂观察和日志录入数据证实，教师的理论理解与反思性教学的应用之间存在差距。研究表明，无论教师对反思性实践有多少肤浅的了解，他们的反思性水平都较低。
{"title":"Reflective Teaching in English Language Classrooms: Perception and Practice of English Language Instructors at Wachemo University","authors":"Nigatu Habtamu, Badima Belay","doi":"10.1155/2023/6149833","DOIUrl":"https://doi.org/10.1155/2023/6149833","url":null,"abstract":"This study aimed at examining how university English language instructors perceive reflection in teaching and the extent to which their perceptions were realized in reflective teaching. Adopting a convergent case study method, the study was conducted utilizing both qualitative and quantitative data sources. Quantitative data were elicited using a questionnaire from 41 English language instructors selected from Wachemo University through comprehensive sampling, and qualitative data were collected using interviews, observation, and reflective journal writing from four instructors taken through convenience sampling among the surveyed instructors on the basis of their willingness to participate. The interview data were transcribed and analyzed applying various stages of coding employing software called Open Code 4. Content analysis was applied to analyze reflective journal entry data. The quantitative data were analyzed using descriptive statistics applying SPSS version 24. The results revealed that the surveyed instructors have good theoretical understanding on the basic concepts of reflection in teaching. However, classroom observation and journal entry data affirmed that there existed a gap between instructors’ theoretical understanding and their application of reflective teaching. The study divulged that the instructors were found at a lower level of reflectivity regardless of the superficial understanding they hold about reflective practice.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385572","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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