Playmobil pro is an innovative modelling kit for adults that encourages creative thinking in the university/workplace. International multilingual students often disclose that they have little opportunity to develop their intercultural awareness, and cross-cultural and multilingual communicative competencies while engaging in meaningful activities that foster sustainable content and language learning. In the present study, 35 students were involved in two Playmobil pro workshops. They worked individually to present themselves to their peers, referring to their cultural background. They then worked in groups to explore intercultural differences among people working for organizations operating in the UK and another country of their choice and offer recommendations to help organizations avoid cross-cultural conflicts. The aim was to actively engage students to work on their final assignment and develop their intercultural awareness and cross-cultural communicative skills. This case study used a qualitative design and explored students’ attitudes by asking them to write a short anonymous report at the end of the implementation and provide anonymous feedback via Mentimeter after each workshop. The lecturer also kept notes in the form of a diary during this implementation. Thematic analysis was used to analyse the data which revealed that Playmobil pro facilitated intercultural communication in the post-COVID-19 era as students seemed to be unwilling to work with their peers in face-to-face classes, possibly suffering from trauma. However, learners confessed that they needed more time, support, and artefacts to fully present their ideas and thoughts. Recommendations for the effective implementation of Playmobil pro with multilingual students will be offered.
Playmobil pro 是一种创新的成人模型套件，可鼓励大学/工作场所的创造性思维。国际多语种学生经常表示，他们很少有机会在参与有意义的活动、促进可持续的内容和语言学习的同时，发展自己的跨文化意识、跨文化和多语言交际能力。在本研究中，35 名学生参加了两个 Playmobil pro 工作坊。他们以个人为单位，向同伴介绍自己的文化背景。然后，他们以小组为单位，探讨在英国和自己选择的另一个国家的组织工作的人员之间的跨文化差异，并提出建议，帮助组织避免跨文化冲突。这样做的目的是让学生积极参与期末作业，培养他们的跨文化意识和跨文化交际能力。本案例研究采用定性设计，要求学生在实施结束时撰写一份简短的匿名报告，并在每次研讨会后通过 Mentimeter 提供匿名反馈，以此探索学生的态度。在实施过程中，讲师还以日记的形式进行了记录。数据分析采用了主题分析法，结果表明，在后 COVID-19 时代，Playmobil pro 促进了跨文化交流，因为学生似乎不愿意在面对面的课堂上与同伴合作，这可能是他们的心理创伤造成的。不过，学习者们也承认，他们需要更多的时间、支持和人工制品来充分展示自己的观点和想法。我们将为多语言学生提供有效实施 Playmobil pro 的建议。
{"title":"Enriching Students’ Cross-Cultural and Multilingual Communication: The Serious Play Approach Utilizing Playmobil Pro Figures","authors":"Eleni Meletiadou","doi":"10.22492/ije.12.1.02","DOIUrl":"https://doi.org/10.22492/ije.12.1.02","url":null,"abstract":"Playmobil pro is an innovative modelling kit for adults that encourages creative thinking in the university/workplace. International multilingual students often disclose that they have little opportunity to develop their intercultural awareness, and cross-cultural and multilingual communicative competencies while engaging in meaningful activities that foster sustainable content and language learning. In the present study, 35 students were involved in two Playmobil pro workshops. They worked individually to present themselves to their peers, referring to their cultural background. They then worked in groups to explore intercultural differences among people working for organizations operating in the UK and another country of their choice and offer recommendations to help organizations avoid cross-cultural conflicts. The aim was to actively engage students to work on their final assignment and develop their intercultural awareness and cross-cultural communicative skills. This case study used a qualitative design and explored students’ attitudes by asking them to write a short anonymous report at the end of the implementation and provide anonymous feedback via Mentimeter after each workshop. The lecturer also kept notes in the form of a diary during this implementation. Thematic analysis was used to analyse the data which revealed that Playmobil pro facilitated intercultural communication in the post-COVID-19 era as students seemed to be unwilling to work with their peers in face-to-face classes, possibly suffering from trauma. However, learners confessed that they needed more time, support, and artefacts to fully present their ideas and thoughts. Recommendations for the effective implementation of Playmobil pro with multilingual students will be offered.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274442","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 project explored the factors affecting the adoption of an innovative and active English language teaching (ELT) strategy by Lao teachers. It also investigated why many teachers found it difficult to adopt the strategy and how an understanding of this difficulty resulted in the creation of an in-service teacher training program. Qualitative data were collected in two time ranges, the first in 2009-2013 obtained from 84 Lao English language teachers, and the second in Summer 2023 consisting of an audio interview with the first author which was an update on what had occurred 10 years after the original data collection. Findings from the first dataset indicated that teachers’ internal realities, specifically socio-economic standing, locus of control, self-efficacy, and problem-solving bent, mediated their responses to external realities, namely poverty and limitations in teacher training, student attainment, testing and resources, and the culture-infused school code. These internal and external realities functioned as barriers to the adoption of innovative ELT strategies. Applications of these findings resulted in the creation of a culturally relevant in-service teacher training program, one that incorporated an awareness of these internal and external realities. which then enabled Lao teachers to implement innovative ELT strategies. This paper aims to demonstrate what successful culturally relevant in-service teacher training looks like in rural Laos.
{"title":"Adoption of Innovative ELT Strategies by English Language Teachers in Rural Laos","authors":"Esther Smidt, Linda Doeden","doi":"10.22492/ije.12.1.07","DOIUrl":"https://doi.org/10.22492/ije.12.1.07","url":null,"abstract":"This research project explored the factors affecting the adoption of an innovative and active English language teaching (ELT) strategy by Lao teachers. It also investigated why many teachers found it difficult to adopt the strategy and how an understanding of this difficulty resulted in the creation of an in-service teacher training program. Qualitative data were collected in two time ranges, the first in 2009-2013 obtained from 84 Lao English language teachers, and the second in Summer 2023 consisting of an audio interview with the first author which was an update on what had occurred 10 years after the original data collection. Findings from the first dataset indicated that teachers’ internal realities, specifically socio-economic standing, locus of control, self-efficacy, and problem-solving bent, mediated their responses to external realities, namely poverty and limitations in teacher training, student attainment, testing and resources, and the culture-infused school code. These internal and external realities functioned as barriers to the adoption of innovative ELT strategies. Applications of these findings resulted in the creation of a culturally relevant in-service teacher training program, one that incorporated an awareness of these internal and external realities. which then enabled Lao teachers to implement innovative ELT strategies. This paper aims to demonstrate what successful culturally relevant in-service teacher training looks like in rural Laos.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229436","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}
Najwa Saba ‘Ayon, Farah Sabbah, Mira M. Alameddine
Because intercultural communication has become one of the most demanded skills in the current digitalized world, many educational institutions aspire to graduate students who possess intercultural skills and are able to successfully communicate with people from diverse cultures. However, intercultural communication has not received much attention in the Lebanese context, especially in schools. To this end, this paper examines the Lebanese high school directors’ perceptions of intercultural communication. As pragmatists, the researchers employed quantitative and qualitative methods to better understand the problem under investigation. Using a snowball sampling, they surveyed the perceptions of 55 Lebanese directors in private and public high schools and interviewed two informants in the Center for Educational Research and Development. The collected data were analyzed quantitatively and qualitatively. Then, the derived conclusions were compared to ensure trustworthiness of the findings. Major findings showed that though intercultural communication is a learning outcome in most schools, it is mostly taught at the knowledge level in the foreign language classrooms. Assessment of this outcome is neither systematic nor consistent. It was also shown that directors in private schools tend to be more informed than those in the public sector. Recommendations are made for enhancing intercultural communication skills in Lebanese educational institutions.
{"title":"Intercultural Communication: The Perceptions of Lebanese High School Directors","authors":"Najwa Saba ‘Ayon, Farah Sabbah, Mira M. Alameddine","doi":"10.22492/ije.12.1.05","DOIUrl":"https://doi.org/10.22492/ije.12.1.05","url":null,"abstract":"Because intercultural communication has become one of the most demanded skills in the current digitalized world, many educational institutions aspire to graduate students who possess intercultural skills and are able to successfully communicate with people from diverse cultures. However, intercultural communication has not received much attention in the Lebanese context, especially in schools. To this end, this paper examines the Lebanese high school directors’ perceptions of intercultural communication. As pragmatists, the researchers employed quantitative and qualitative methods to better understand the problem under investigation. Using a snowball sampling, they surveyed the perceptions of 55 Lebanese directors in private and public high schools and interviewed two informants in the Center for Educational Research and Development. The collected data were analyzed quantitatively and qualitatively. Then, the derived conclusions were compared to ensure trustworthiness of the findings. Major findings showed that though intercultural communication is a learning outcome in most schools, it is mostly taught at the knowledge level in the foreign language classrooms. Assessment of this outcome is neither systematic nor consistent. It was also shown that directors in private schools tend to be more informed than those in the public sector. Recommendations are made for enhancing intercultural communication skills in Lebanese educational institutions.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229035","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 study provides a basic understanding of pedagogical translanguaging and its importance in a multilingual classroom environment from the perspective of foreign language class students. The qualitative study, employing interpretive phenomenological analysis, investigated students’ viewpoints on pedagogical translanguaging in a multilingual classroom setting, specifically within Pondicherry Central University’s French certificate program in India. Through semi-structured interviews, 8 main themes and 35 subthemes were identified. Comparing these findings with the functions of translanguaging, similarities and differences in translanguaging application in language learning contexts emerged. Additionally, the study aimed to enhance instructional strategies tailored to meet the linguistic needs of diverse learners in multilingual classrooms.
{"title":"Examining Students’ Perspectives on Pedagogical Translanguaging in the Multilingual Classroom Context","authors":"Soniya Antony, R. Ramnath, Adil Ellikkal","doi":"10.22492/ije.12.1.08","DOIUrl":"https://doi.org/10.22492/ije.12.1.08","url":null,"abstract":"This research study provides a basic understanding of pedagogical translanguaging and its importance in a multilingual classroom environment from the perspective of foreign language class students. The qualitative study, employing interpretive phenomenological analysis, investigated students’ viewpoints on pedagogical translanguaging in a multilingual classroom setting, specifically within Pondicherry Central University’s French certificate program in India. Through semi-structured interviews, 8 main themes and 35 subthemes were identified. Comparing these findings with the functions of translanguaging, similarities and differences in translanguaging application in language learning contexts emerged. Additionally, the study aimed to enhance instructional strategies tailored to meet the linguistic needs of diverse learners in multilingual classrooms.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230570","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}
English education in Japan has traditionally focused on grammar over communication, and the country has struggled to compete internationally in terms of English proficiency scores. As the country works toward the internationalization of higher education, improving English education is an important issue. One potential solution is the use of topics that elicit students’ interest and make them feel like part of the international community. This paper explores the use of the Sustainable Development Goals (SDGs) as a topic due to their global importance and position, along with English, as a key to furthering the global citizenship of Japan’s youth. Because of the substantial number of SDGs, not all goals can be realistically addressed in a single course. Therefore, to find topics tailored to students’ interests in sustainability, this study examined the relationship between student interest in sustainability, International Posture (IP), and personal connection to SDGs. A survey was given to 266 first-year university students in general education English classes. A separate multiple regression analysis was conducted for the target variable, “Topic Interest” within English class for each goal, to determine how the effects and significance of variables differed for each SDG. Results showed that the IP subscale, “Intergroup Approach Tendency,” was significant for 14 and “Personal Value” was significant for 16 of the goals. For internationally minded students engaged in the study of English as a foreign language, the SDGs could be a useful motivational tool.
{"title":"Connecting Student Interest and Motivation in English to the Sustainable Development Goals","authors":"Kira Adams, Sachiko Nakano","doi":"10.22492/ije.12.1.10","DOIUrl":"https://doi.org/10.22492/ije.12.1.10","url":null,"abstract":"English education in Japan has traditionally focused on grammar over communication, and the country has struggled to compete internationally in terms of English proficiency scores. As the country works toward the internationalization of higher education, improving English education is an important issue. One potential solution is the use of topics that elicit students’ interest and make them feel like part of the international community. This paper explores the use of the Sustainable Development Goals (SDGs) as a topic due to their global importance and position, along with English, as a key to furthering the global citizenship of Japan’s youth. Because of the substantial number of SDGs, not all goals can be realistically addressed in a single course. Therefore, to find topics tailored to students’ interests in sustainability, this study examined the relationship between student interest in sustainability, International Posture (IP), and personal connection to SDGs. A survey was given to 266 first-year university students in general education English classes. A separate multiple regression analysis was conducted for the target variable, “Topic Interest” within English class for each goal, to determine how the effects and significance of variables differed for each SDG. Results showed that the IP subscale, “Intergroup Approach Tendency,” was significant for 14 and “Personal Value” was significant for 16 of the goals. For internationally minded students engaged in the study of English as a foreign language, the SDGs could be a useful motivational tool.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141276239","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}
Questions regarding the most effective teaching modality in foreign language instruction remain especially important for adult educators, since adult students have conflicting demands on their time and need to see the value of training. This research is centered around three cohorts of students taking courses of English of the same content and volume from the same provider. The students are university faculty and thus, of comparable demographics, and the courses were funded by the university. Over several years, and as the result of COVID-related restrictions, the courses were delivered in face-to-face (F2F), online, and blended modalities incorporating flipped classroom in the latter two. The aim of the research was to investigate the impact of a course modality on the perceived teaching effectiveness of a language course for adults. A quasi-experiment was used as a type of sequential mixed method. Relative perceived effectiveness of each modality was drawn from a combination of student evaluation of teaching (SET) and semi-structured interviews with former students who acted as both alumni and experts in education. SET comparison revealed no significant differences in results among the three modalities while interviews indicated a preference for the blended learning. At the same time, SETs of fee-paying students with comparable demographics taking similar courses at the same institution and analyzed previously showed a distinctive preference for a blended approach. That might be due to the differences in resources these two groups invested in studies: time vs time and money. The results imply that adult language educators have the flexibility to choose a modality while ensuring teaching effectiveness.
对于成人教育工作者来说，有关外语教学中最有效的教学模式的问题仍然尤为重要，因为成人学生的时间需求相互冲突，他们需要看到培训的价值。本研究以三批学生为中心，他们在同一培训机构学习相同内容和数量的英语课程。这些学生都是大学教职员工，因此具有可比性，课程由大学资助。几年来，由于 COVID 的相关限制，这些课程以面对面 (F2F)、在线和混合的方式提供，后两种方式还包括翻转课堂。本研究旨在调查课程模式对成人语言课程教学效果的影响。研究采用了一种准实验的连续混合方法。学生教学评价（SET）和对既是校友又是教育专家的往届学生的半结构式访谈相结合，得出了对每种教学模式的相对认知效果。SET 比较显示，三种教学模式的效果没有明显差异，而访谈则表明学生更倾向于混合式教学。与此同时，对在同一院校学习类似课程的付费学生的 SET 进行了分析，结果表明他们对混合式学习方式有明显的偏好。这可能是由于这两个群体在学习上投入的资源不同：时间与时间和金钱。这些结果表明，成人语言教育工作者可以灵活选择教学模式，同时确保教学效果。
{"title":"Adults’ Perceptions of Studying English in Face-to-Face, Online, and Blended Modalities","authors":"Tatiana Ginzburg, Daniela Daniela","doi":"10.22492/ije.12.1.03","DOIUrl":"https://doi.org/10.22492/ije.12.1.03","url":null,"abstract":"Questions regarding the most effective teaching modality in foreign language instruction remain especially important for adult educators, since adult students have conflicting demands on their time and need to see the value of training. This research is centered around three cohorts of students taking courses of English of the same content and volume from the same provider. The students are university faculty and thus, of comparable demographics, and the courses were funded by the university. Over several years, and as the result of COVID-related restrictions, the courses were delivered in face-to-face (F2F), online, and blended modalities incorporating flipped classroom in the latter two. The aim of the research was to investigate the impact of a course modality on the perceived teaching effectiveness of a language course for adults. A quasi-experiment was used as a type of sequential mixed method. Relative perceived effectiveness of each modality was drawn from a combination of student evaluation of teaching (SET) and semi-structured interviews with former students who acted as both alumni and experts in education. SET comparison revealed no significant differences in results among the three modalities while interviews indicated a preference for the blended learning. At the same time, SETs of fee-paying students with comparable demographics taking similar courses at the same institution and analyzed previously showed a distinctive preference for a blended approach. That might be due to the differences in resources these two groups invested in studies: time vs time and money. The results imply that adult language educators have the flexibility to choose a modality while ensuring teaching effectiveness.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141280609","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}
Giving feedback has always been the backbone of the English as a Foreign Language (EFL) writing class. Written corrective feedback focuses on responding to students’ written work by extensively correcting their errors or offering constructive suggestions for improvements. The process of digitalization of education offered an alternative to teachers’ written feedback and opened up new opportunities to give video feedback to students. The latter has the potential of improving feedback provision through video capture tools, such as screencasts. The purpose of the research project was to investigate the effectiveness of using screencast video feedback on EFL writing and explore students’ perceptions of receiving video feedback for their written assignments. The mixed-method research was carried out with a group of 40 English language students in their academic writing class at a private university in Georgia. To investigate students’ perceptions, an online questionnaire was applied that focused on the benefits perceived by the students and technical issues faced during the process of video feedback. The qualitative data was obtained from semi-structured interviews in which the participants talked about the impact of the technology and their overall experience of using it. The findings of the study revealed that video feedback appeared to have been very interactive and supportive in the learning-to-write in a foreign language process. The participants also regarded video feedback as supportive, engaging, multimodal and easily comprehensible.
{"title":"Using Screencast Video Feedback in the 21st Century EFL Writing Class","authors":"Nato Pachuashvili","doi":"10.22492/ije.12.1.09","DOIUrl":"https://doi.org/10.22492/ije.12.1.09","url":null,"abstract":"Giving feedback has always been the backbone of the English as a Foreign Language (EFL) writing class. Written corrective feedback focuses on responding to students’ written work by extensively correcting their errors or offering constructive suggestions for improvements. The process of digitalization of education offered an alternative to teachers’ written feedback and opened up new opportunities to give video feedback to students. The latter has the potential of improving feedback provision through video capture tools, such as screencasts. The purpose of the research project was to investigate the effectiveness of using screencast video feedback on EFL writing and explore students’ perceptions of receiving video feedback for their written assignments. The mixed-method research was carried out with a group of 40 English language students in their academic writing class at a private university in Georgia. To investigate students’ perceptions, an online questionnaire was applied that focused on the benefits perceived by the students and technical issues faced during the process of video feedback. The qualitative data was obtained from semi-structured interviews in which the participants talked about the impact of the technology and their overall experience of using it. The findings of the study revealed that video feedback appeared to have been very interactive and supportive in the learning-to-write in a foreign language process. The participants also regarded video feedback as supportive, engaging, multimodal and easily comprehensible.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274767","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}
Achievement motivation is a significant contributor to the foreign language learning process. This study explored the achievement perceptions of English as a foreign language (EFL) learners who were studying at different higher education institutions with dissimilar degree programs, such as a vocational college, an undergraduate program in a public university, and Sino-American university undergraduate and graduate programs in China. The study also aimed to reveal EFLs’ causal attributions of success and their underlying dimensionality styles through an open-ended questionnaire and the Causal Attribution Dimensions Scale (CDSII) (McAuley et al., 1992). Findings revealed that two thirds of the participants perceived themselves as unsuccessful learners. Both in success and failure conditions the participants had similar attributions naming effort, interest, and ability as the most frequent ones. The attributions for close ended question did not show difference across school types. Qualitative data revealed more themes for failure, and the data showed some differences across the school types. Environment and relevance to life/career attributions were the most common in both success and failure conditions. Causal dimensionality analysis revealed more internal, personally controllable stable and moderately externally manageable attributional styles for success, and more internal and personally controllable attributional styles for failure. Findings were compared and discussed according to school types.
成就动机是外语学习过程中的一个重要因素。本研究探讨了在中国不同高等院校攻读不同学位课程的英语作为外语（EFL）学习者的成就感，如职业学院、公立大学本科、中美大学本科和研究生课程。研究还旨在通过开放式问卷和因果归因维度量表（CDSII）（McAuley et al.）调查结果显示，三分之二的参与者认为自己是不成功的学习者。在成功和失败的情况下，参与者的归因都差不多，最常见的归因是努力、兴趣和能力。对于封闭式问题的归因在不同学校类型中没有显示出差异。定性数据显示，失败的主题更多，不同学校类型的数据也有一些差异。在成功和失败的情况下，环境和与生活/职业的相关性是最常见的归因。因果维度分析表明，成功的归因方式更多的是内部的、个人可控的、稳定的和适度外部可控的归因方式，而失败的归因方式更多的是内部的和个人可控的归因方式。研究结果根据学校类型进行了比较和讨论。
{"title":"EFL Learners’ Attributions and Causal Dimensionality Styles in the Chinese Higher Education Context","authors":"Ayse Taskiran, Hong Pan","doi":"10.22492/ije.12.1.04","DOIUrl":"https://doi.org/10.22492/ije.12.1.04","url":null,"abstract":"Achievement motivation is a significant contributor to the foreign language learning process. This study explored the achievement perceptions of English as a foreign language (EFL) learners who were studying at different higher education institutions with dissimilar degree programs, such as a vocational college, an undergraduate program in a public university, and Sino-American university undergraduate and graduate programs in China. The study also aimed to reveal EFLs’ causal attributions of success and their underlying dimensionality styles through an open-ended questionnaire and the Causal Attribution Dimensions Scale (CDSII) (McAuley et al., 1992). Findings revealed that two thirds of the participants perceived themselves as unsuccessful learners. Both in success and failure conditions the participants had similar attributions naming effort, interest, and ability as the most frequent ones. The attributions for close ended question did not show difference across school types. Qualitative data revealed more themes for failure, and the data showed some differences across the school types. Environment and relevance to life/career attributions were the most common in both success and failure conditions. Causal dimensionality analysis revealed more internal, personally controllable stable and moderately externally manageable attributional styles for success, and more internal and personally controllable attributional styles for failure. Findings were compared and discussed according to school types.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141277419","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 investigates the relationship between language attrition, cultural identity, and sociocultural factors in four international schools in Azerbaijan. Two distinct student groups, one undergoing English education since preschool (Group 1) and another transitioning to English after primary school (Group 2), were examined to discern the connection between language attrition, cultural identity, and sociocultural factors. The research explored acculturation strategies concerning loss of proficiency in the first language(L1) and bicultural identity and formulated hypotheses to assess the connection between education level and language loss and the influence of attrition on cultural identity shift. Employing a comprehensive mixed-methods approach, the research utilized native language proficiency tests and e-surveys for quantitative analysis, while focus group interviews and thematic analysis investigated qualitative aspects. The e-survey uncovered factors influencing L1 attrition, with Group 1 exhibiting lower native language proficiency, suggesting an impact of second language (L2) exposure. Regression analysis revealed that language skills, English communication preferences, and thinking in English predicted lower proficiency in L1, while the duration of L2 exposure played a pivotal role in shaping cultural identity. Focus group interviews demonstrated a subtle narrative of cultural shift and assimilation within the international school context. The theoretical framework and thematic analysis provide a comprehensive understanding of the acculturation experiences of international school students, emphasizing the concept of culture attrition influenced by diverse factors.
{"title":"Language Attrition and Cultural Identity Dynamics in International Schools in Azerbaijan","authors":"Rena Alasgarova, Heydar Aliyev, Jeyhun Rzayev","doi":"10.22492/ije.12.1.01","DOIUrl":"https://doi.org/10.22492/ije.12.1.01","url":null,"abstract":"This study investigates the relationship between language attrition, cultural identity, and sociocultural factors in four international schools in Azerbaijan. Two distinct student groups, one undergoing English education since preschool (Group 1) and another transitioning to English after primary school (Group 2), were examined to discern the connection between language attrition, cultural identity, and sociocultural factors. The research explored acculturation strategies concerning loss of proficiency in the first language(L1) and bicultural identity and formulated hypotheses to assess the connection between education level and language loss and the influence of attrition on cultural identity shift. Employing a comprehensive mixed-methods approach, the research utilized native language proficiency tests and e-surveys for quantitative analysis, while focus group interviews and thematic analysis investigated qualitative aspects. The e-survey uncovered factors influencing L1 attrition, with Group 1 exhibiting lower native language proficiency, suggesting an impact of second language (L2) exposure. Regression analysis revealed that language skills, English communication preferences, and thinking in English predicted lower proficiency in L1, while the duration of L2 exposure played a pivotal role in shaping cultural identity. Focus group interviews demonstrated a subtle narrative of cultural shift and assimilation within the international school context. The theoretical framework and thematic analysis provide a comprehensive understanding of the acculturation experiences of international school students, emphasizing the concept of culture attrition influenced by diverse factors.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274654","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}
Acknowledging the critical role of English for Specific Purposes (ESP) in shaping professional and academic success across various fields, the research delves into the nuanced interplay between gender and academic discipline in shaping the ESP needs of higher education students. The investigation investigates the impact of gender and academic discipline on Chilean dentistry and business administration students’ perceived lack, want, and need for English for Specific Purposes (ESP). Drawing on sociocultural theory and self-determination theory, a mixed-methods model that involved data collected from 94 dentistry and 121 business administration students was adopted. Findings revealed significant gender differences: males reported greater perceived lack, whereas females exhibited higher want and need for English, suggesting gender influences ESP perception and necessitates customized learning strategies. Contrarily, academic discipline did not significantly affect ESP perceptions, challenging assumptions that ESP needs are strictly discipline-dependent and highlighting a generalized demand for English proficiency across fields. The findings demonstrate the importance of gender-sensitive and flexible ESP programs that cater to diverse learner needs while considering broader educational and individual factors. The study implies that educational practitioners should develop ESP curricula that not only address specific professional terminologies and situations but also reflect an understanding of the roles gender and discipline play in language learning. This approach could foster more effective and inclusive language education tailored to the varied aspirations and requirements of students in different fields.
{"title":"Roles of Gender and Academic Discipline in English for Specific Purposes","authors":"O. Lasekan","doi":"10.22492/ije.12.1.06","DOIUrl":"https://doi.org/10.22492/ije.12.1.06","url":null,"abstract":"Acknowledging the critical role of English for Specific Purposes (ESP) in shaping professional and academic success across various fields, the research delves into the nuanced interplay between gender and academic discipline in shaping the ESP needs of higher education students. The investigation investigates the impact of gender and academic discipline on Chilean dentistry and business administration students’ perceived lack, want, and need for English for Specific Purposes (ESP). Drawing on sociocultural theory and self-determination theory, a mixed-methods model that involved data collected from 94 dentistry and 121 business administration students was adopted. Findings revealed significant gender differences: males reported greater perceived lack, whereas females exhibited higher want and need for English, suggesting gender influences ESP perception and necessitates customized learning strategies. Contrarily, academic discipline did not significantly affect ESP perceptions, challenging assumptions that ESP needs are strictly discipline-dependent and highlighting a generalized demand for English proficiency across fields. The findings demonstrate the importance of gender-sensitive and flexible ESP programs that cater to diverse learner needs while considering broader educational and individual factors. The study implies that educational practitioners should develop ESP curricula that not only address specific professional terminologies and situations but also reflect an understanding of the roles gender and discipline play in language learning. This approach could foster more effective and inclusive language education tailored to the varied aspirations and requirements of students in different fields.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141276035","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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