Search results for: story based English teaching

Authors: Ghulam Shabir, Masood Nadeem

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The research work has been done on the Portrayal of Foreign Culture including Film, Art, and Drama in Pakistani English newspapers (Dawn and The News). For this purpose the weekly newspapers of three months (January to March) of the years 1990, 1995, 2000, 2005, and 2010 were analyzed. Content Analysis was employed for data interpretation and to draw the inferences. It was explored that to what extent the Foreign Culture has been depicted in our print media in the form of Film, Art, and Drama in comparison to Pakistani cultural context. The qualitative analysis revealed that Pakistani English newspapers gave more coverage to Foreign Culture. Pakistani film, art, and drama related issues have been less portrayed in the form of stories, columns, pictures, and news about music, fashion, ceremonies, programs, and shows. However, most of the space has been occupied by Western and Indian pictures, and news about music, fashion, ceremonies, programs and shows on the Cultural Page of these English newspapers.

Keywords: newspapers, portrayal of foreign culture, qualitative analysis, Pakistani English newspapers

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Authors: Shahid Karim, Alfredo Bautista, Kerry Lee

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The association between teachers’ beliefs and practices has been extensively studied across the levels of education. Yet, there is a lack of context-specific evidence on the relationship between teachers’ beliefs and intentions regarding their interaction with children in early childhood education settings. Given the critical role of teachers’ beliefs in their practices, the present study examined Cambodian preschool teachers’ beliefs and intentions related to their interaction with children and what factors affect the relationship. Data was collected through a self-reported Beliefs and Intentions Questionnaire (BTQ) from preschool teachers teaching at different types of preschools in Cambodia. Four hundred nine preschool teachers teaching in public, private and community schools participated in the study through an online survey administered on Qualtrics. The quantitative analysis of the data revealed that teachers’ beliefs predict their intentions in preschool. Teachers’ teaching experience, level of education and professional training moderated the relationship between their beliefs and intentions. Differences existed between the groups of teachers teaching in different types of preschools and genders. Implications of the findings related to policy and preschool teachers’ professional development are discussed.

Keywords: teacher-child interaction, teaching beliefs, teaching intentions, preschool teaching accreditations, Cambodia

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Authors: Yei Mian Adrian Yap

Abstract:

How we idealize the regular schools to be inclusive as much as possible hinges on mainstream teachers’ attitudes and teaching-efficacy towards the inclusion of students with special needs in the regular schools. This research studies the Japanese and Singaporean mainstream teachers’ attitudes and teaching-efficacy towards the inclusion of students with special needs in the regular classrooms by investigating what key variables influence their attitudes and teaching-efficacy and how they strategize to address their challenges to include their students with special needs in their regular classrooms. In order to understand the nature of teachers’ attitudes and teaching-efficacy towards the inclusive education, a mixed-method research methodology was carried out in Japan and Singapore; it involved an explanatory sequential method of employing quantitative research first before qualitative research. In the quantitative research, 189 Japanese and 183 Singaporean teachers were invited to participate in the questionnaires and out of these participants, 38 Japanese and 15 Singaporean teachers shared their views during their semi-structured interviews. Based on the empirical findings, Japanese teachers’ attitudes and teaching-efficacy were more likely to be influenced by their experiences in teaching students with special needs, knowledge about disability legislation, presence of their disabled family members and level of confidence to teach students with special needs. On the other hand, Singaporean teachers’ attitudes and teaching-efficacy were affected by gender, educational level, received trainings in special needs education, knowledge about disability legislation and level of confidence to teach students with special needs. Both country results also demonstrated that there was a positive correlation between their teaching-efficacy and attitude. Narrative findings further expanded the reasons behind these quantitative factors that shaped teachers’ attitudes and teaching-efficacy. Also it discussed the various problems faced by Japanese and Singaporean teachers and how they identified their coping strategies to circumvent their challenges in including their students with special needs in their regular classrooms. The significance of this research manifests in necessary educational reforms in both countries especially in the context of inclusive education. These findings may not be as definitive as expected but it is believed that it could provide useful information on the current situation about teachers’ concerns towards the inclusive education. In conclusion, this research could potentially make its positive contribution to the body of literature on teachers’ attitudes and teaching-efficacy in the context of Asian developed countries and these findings could posit that regular teachers’ positive attitudes and strong sense of teaching self-efficacy could directly improve the success rate of inclusion of students with special needs in the regular classrooms.

Keywords: attitudes, inclusive education, special education, teaching-efficacy

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Authors: M. Leonora D. Guerrero

Abstract:

The study attempted to uncover the most and least frequent phonological variation evident in the speech patterns of grade 1 teachers in select public elementary schools in the Philippines. It also determined the lectal description of the participants based on Tayao’s consonant charts for American and Philippine English. Descriptive method was utilized. A total of 24 grade 1 teachers participated in the study. The instrument used was word list. Each column in the word list is represented by words with the target consonant phonemes: labiodental fricatives f/ and /v/ and lingua-alveolar fricative /z/. These phonemes were in the initial, medial, and final positions, respectively. Findings of the study revealed that the most frequent variation happened when the participants read words with /z/ in the final position while the least frequent variation happened when the participants read words with /z/ in the initial position. The study likewise proved that the grade 1 teachers exhibited the segmental features of both the mesolect and basilect. Based on these results, it is suggested that teachers of English in the Philippines must aspire to manifest the features of the mesolect, if not, the acrolect since it is expected of the academicians not to be displaying the phonological features of the acrolects since this variety is only used by the 'uneducated.' This is especially so with grade 1 teachers who are often mimicked by their students who classify their speech as the 'standard.'

Keywords: consonant phonemes, lectal description, Philippine English, phonological variation

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Authors: Mochamad Nuruz Zaman, Mangatur Rudolf Nababan, M. A. Djatmika

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Both society and education areas teach to have good communication for building the interpersonal skills up. Everyone has the capacity to understand something new, either well comprehension or worst understanding. Worst understanding makes the language errors when the interactions are done by someone in the first meeting, and they do not know before it because of distance area. “The Space between Us” movie delivers the love-adventure story between Mars Boy and Earth Girl. They are so many missing conversations because of the different climate and environment. As the moviegoer also must be focused on the subtitle in order to enjoy well the movie. Furthermore, Indonesia subtitle and English conversation on the movie still have overlapping understanding in the translation. Translation hereby consists of source language -SL- (English conversation) and target language -TL- (Indonesia subtitle). These research gap above is formulated in research question by how the language errors happened in that movie and their effects on translation quality which is deepest analyzed by translation study toward discourse analysis approach. The research goal is to expand the language errors and their translation qualities in order to create a good atmosphere in movie media. The research is studied by embedded research in qualitative design. The research locations consist of setting, participant, and event as focused determined boundary. Sources of datum are “The Space between Us” movie and informant (translation quality rater). The sampling is criterion-based sampling (purposive sampling). Data collection techniques use content analysis and questioner. Data validation applies data source and method triangulation. Data analysis delivers domain, taxonomy, componential, and cultural theme analysis. Data findings on the language errors happened in the movie are referential, register, society, textual, receptive, expressive, individual, group, analogical, transfer, local, and global errors. Data discussions on their effects to translation quality are concentrated by translation techniques on their data findings; they are amplification, borrowing, description, discursive creation, established equivalent, generalization, literal, modulation, particularization, reduction, substitution, and transposition.

Keywords: discourse analysis, language errors, The Space between Us movie, translation techniques, translation quality instruments

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Authors: Hana Maresova, Daniel Ecler

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The paper focuses on the use of 3D multi-user virtual environments (MUVE) in language teaching and presents the results of four years of research at the Faculty of Education, Palacký University in Olomouc (Czech Republic). In the form of an experiment, mother tongue language teaching in the 3D virtual worlds Second Life and Kitely (experimental group) and parallel traditional teaching on identical topics representing teacher's interpretation using a textbook (control group) were implemented. The didactic test, which was presented to the experimental and control groups in an identical form before and after the instruction, verified the effect of the instruction in the experimental group by comparing the results obtained by both groups. Within the three components of mother-tongue teaching (vocabulary, literature, style and communication education), the students in the literature group achieved partially better results (statistically significant in the case of items devoted to the area of visualization of the learning topic), while in the case of grammar and style education the respondents of the control group achieved better results. On the basis of the results obtained, we can conclude that the most appropriate use of MUVE can be seen in the teaching of those topics that provide the possibility of dramatization, experiential learning and group involvement and cooperation, on the contrary, with regard to the need to divide students attention between the topic taught and the control of avatar and movement in virtual reality as less suitable for teaching in the area of memorization of the topic or concepts.

Keywords: distance learning, 3D virtual environments, online teaching, language teaching

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Authors: Argyro-Maria Skourmalla

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Today’s reality is characterized by diversity in different levels and aspects of everyday life. Focusing on the aspect of language and communication in Higher Education (HE), the present paper draws on the example of the University of Luxembourg as a multilingual and international setting. The University of Luxembourg, which is located between France, Germany, and Belgium, adopted its new multilingualism policy in 2020, establishing English, French, German, and Luxembourgish as the official languages of the Institution. In addition, with around 10.000 students and staff coming from various countries around the world, linguistic diversity in this university is seen as both a resource and a challenge that calls for an inclusive and multilingual approach. The present paper includes data derived from semi-structured interviews with lecturing staff from different disciplines and an online survey with undergraduate students at the University of Luxembourg. Participants shared their experiences and point of view regarding linguistic diversity in this context. Findings show that linguistic diversity in this university is seen as an asset but comes with challenges, and even though there is progress in the use of multilingual practices, a lot needs to be done towards the recognition of staff and students’ linguistic repertoires for inclusion and education equity.

Keywords: linguistic diversity, higher education, Luxembourg, multilingual practices, teaching, learning

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Authors: Orlyn Joyce D. Esquivel

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This study analyzed 50 selected research papers from professional language and linguistic academic journals to portray the differences between Kachru’s (1994) outer circle and expanding circle Englishes. The selected outer circle Englishes include those of Bangladesh, Malaysia, the Philippines, India, and Singapore; and the selected expanding circle Englishes are those of China, Indonesia, Japan, Korea, and Thailand. The researcher built ten corpora (five research papers for each corpus) to represent each variety of Englishes. The corpora were examined under grammatical and lexical features using Modified English TreeTagger in Sketch Engine. Results revealed the distinct grammatical and lexical features through the table and textual analyses, illustrated from the most to least dominant linguistic elements. In addition, comparative analyses were done to distinguish the features of each of the selected Englishes. The Language Change Theory was used as a basis in the discussion. Hence, the findings suggest that the ‘outer circle’ Englishes and ‘expanding circle’ Englishes will continue to drift from International English.

Keywords: applied linguistics, English as a global language, expanding circle Englishes, global Englishes, outer circle Englishes

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Authors: Lung-Lung Hu

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Ronald Dworkin offered a legal theory of ‘chain enterprise’ that all the judges in legal history altogether create a ‘law’ aiming a specific purpose. Those judges are like co-writers of a chain-story who not only create freely but also are constrained by the story made by the judges before them. The law created by Chinese traditional judges is another case, they, compared with the judges mentioned by Ronald Dworkin, have relatively narrower space of making a legal sentence according to their own discretions because the statutes in Chinese traditional law at the very beginning have been designed as panel code that leaves small room to judge’s discretion. Furthermore, because law is a representative of the authority of the government, i.e. the emperor, any misjudges and misuses deviated from the law will be considered as a challenge to the supreme power. However, different from judges as the defenders of law, Chinese litigation masters who want to win legal cases have to be offenders challenging the verdict that does not favor his or his client’s interest. Besides, litigation master as an illegal or non-authorized profession does not belong to any legal system, therefore, they are relatively freer to ‘create’ the law. According to Stanley Fish’s articles that question Ronald Dworkin and Owen Fiss’ ideas about law, he construes that, since law is made of language, law is open to interpretations that cannot be constrained by any rules or any particular legal purposes. Stanley Fish’s idea can also be applied on the analysis about the stories of Chinese litigation masters in traditional Chinese literature. These Chinese litigation masters’ legal opinions in the so-called chain enterprise are like an unexpected episode that tries to revise the fixed story told by law. Although they are not welcome to the officials and also to the society, their existence is still a phenomenon representing another version of justice different from the official’s and can be seen as a de-structural power to the government. Hence, in this present paper the language and strategy applied by Chinese litigation masters in Chinese legal stories will be analysed to see how they refute made legal judgments and challenge the official standard of justice.

Keywords: Chinese legal stories, interdisciplinary, litigation master, post-structuralism

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Authors: Davoud Ansari Kejal, Meysam Sabour

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For long, there has been a belief that a reader can easily comprehend a text if he is strong enough in vocabulary and grammatical knowledge but there was no account for the ability of understanding different subjects based on readers’ understanding of the surrounding world which is called world background knowledge. This paper attempts to investigate the reading comprehension process applying the schema theory as an influential factor in comprehending texts, in order to prove the important role of background knowledge in reading comprehension. Based on the discussion, some teaching methods are suggested for employing world background knowledge for an elaborated teaching of reading comprehension in an active learning environment in EFL classes.

Keywords: background knowledge, reading comprehension, schema theory, ELT classes

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Authors: Humayun Murshed, Shibly Abdullah

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This paper focuses on sharing experience gained through a pilot project undertaken to teach an introductory accounting subject linking real-life ground realities with the fundamental concepts of accounting. In view of the practical dimensions of Accounting it has been observed that adopting a teaching approach based on practical illustrations help students to motivate and generate interests to take accounting profession as their career. The paper reports that students’ perception about accounting as ‘dreary’ has been changed to ‘interesting’ due to adoption of practice based approach in teaching. The authors argue that ‘concept mapping’ can play a vital role in facilitating practice based education in accounting which promotes a rewarding learning experience among the students. The paper considers taking into account generic skills development, student centric learning, development of innovative assessment tasks, making students aware of the potential benefits of practice based education primarily through concept mapping, and engaging them both inside and outside of the class rooms are critical for ensuring success of this approach.

Keywords: accounting education, pedagogy, practice-based education, concept mapping

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Authors: Tien Nguyen

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The relationship between mentors and mentees in teaching practicum has received the attention of researchers and been widely investigated. Mentors’ authority and power have captured a large and growing body of the literature in the field of teaching practicum. This article revisits mentor-mentee relationship and shifts the focus to mentees’ agency in planning and delivering lessons, an area which has been under-researched. Drawing on Vygotsky’s Zone of Proximal Development and Harré’s Positioning Theory, this qualitative study examines how mentees responded to mentors’ instructions in practicum. Interviews and classroom observations were conducted with 20 participants including both mentors and mentees across two English language teacher education programs in two different geographical locations in Vietnam. The result indicates that regardless of the similarities and/or differences of the programs, mentees’ agency varied in accordance with their identities in specific contexts. Specifically, mentees follow or resist to mentors’ feedback and instruction in revising their lesson plans and delivery these lessons, depending on their professional identities and institutional conditions. This study contributes to the importance of supporting the agency of mentees in teacher education.

Keywords: mentors, mentees, relationship, agency, professional identity, teacher education

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Authors: R. A. S. Zacarias

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Interlingual is one of the most complex, and engaging one among the several perspectives in lexicography. This is because it involves contacts and contrasts between two or more languages. Considering the fact that translation equivalence goes beyond a mere fixed relation of correspondence, understanding the differences and similarities between linguistic categories by pairs of languages is the basis for effective translations. One of the theoretical approaches that have proved useful in finding improved solutions for enhance translation equivalents for bilingual dictionaries is contrastive linguistics. This paper presents an applied qualitative research based on exploratory and descriptive approaches. This is achieved through an error analysis of students’ errors as well as by a contrastive analysis of Portuguese and English verb systems.

Keywords: bilingual lexicography, contrastive linguistics, translation equivalent, Portuguese-English

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Authors: Yei Mian Adrian Yap

Abstract:

This study aims to assess the Japanese and Singaporean mainstream teachers’ attitudes and teaching-efficacy towards the inclusion of students with special needs in the regular classrooms by investigating what kind of key variables influence their attitudes and teaching-efficacy. It also further investigates how they strategize to address their challenges to include their students with special needs in their regular classrooms. In order to understand the nature of teachers’ attitudes and teaching-efficacy towards the inclusive education, a mixed-method research methodology was carried out in Japan and Singapore; it involved an explanatory sequential method of employing quantitative research first before qualitative research. In the quantitative research, 189 Japanese and 183 Singaporean teachers were invited to participate in the questionnaires and out of these participants, 38 Japanese and 15 Singaporean teachers shared their views during their semi-structured interviews. Based on the empirical findings, Japanese teachers’ attitudes and teaching-efficacy were more likely to be influenced by their experiences in teaching students with special needs, knowledge about disability legislation, presence of their disabled family members and level of confidence to teach students with special needs. On the other hand, Singaporean teachers’ attitudes and teaching-efficacy were affected by gender, educational level, received trainings in special needs education, knowledge about disability legislation and level of confidence to teach students with special needs. Both country results also demonstrated that there was a positive correlation between their teaching-efficacy and attitude. Narrative findings further expanded the reasons behind these quantitative factors that shaped teachers’ attitudes and teaching-efficacy. Also, it discussed the various problems faced by Japanese and Singaporean teachers and how they identified their coping strategies to circumvent their challenges in including their students with special needs in their regular classrooms. The significance of this research manifests in necessary educational reforms in both countries especially in the context of inclusive education. These findings may not be as definitive as expected but it is believed that it could provide useful information on the current situation about teachers’ concerns towards the inclusive education. In conclusion, this research could potentially make its positive contribution to the body of literature on teachers’ attitudes and teaching-efficacy in the context of Asian developed countries. Further, these findings could posit that regular teachers’ positive attitudes and strong sense of teaching self-efficacy could directly improve the success rate of inclusion of students with special needs in the regular classrooms.

Keywords: attitudes, inclusive education, special education, teaching-efficacy

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Authors: Chen-Ya Juan

Abstract:

Problem-Based Learning uses vague questions to guide student thinking and enhance their self-learning and collaboration. Most teachers implement PBL in a physical classroom, where teachers can monitor and evaluate students’ learning progress and guide them to search resources for answers. However, the prevalence of the Covid-19 in the world had changed from physical teaching to distance teaching. This instruction used many cases and applied Problem-Based Learning combined on the distance teaching via the internet for college students. This study involved an experimental group with PBL and a control group without PBL. The teacher divided all students in PBL class into eight groups, and 7~8 students in each group. The teacher assigned different cases for each group of the PBL class. Three stages of instruction were developed, including background knowledge of Learning, case analysis, and solving problems for each case. This study used a quantitative research method, a two-sample t-test, to find a significant difference in groups with PBL and without PBL. Findings indicated that PBL incased the average score of special education knowledge. The average score was improved by 20.46% in the PBL group and 15.4% without PBL. Results didn’t show significant differences (0.589>0.05) in special education professional knowledge. However, the feedback of the PBL students implied learning more about the application, problem-solving skills, and critical thinking. PBL students were more likely to apply professional knowledge on the actual case, find questions, resources, and answers. Most of them understood the importance of collaboration, working as a team, and communicating with other team members. The suggestions of this study included that (a) different web-based teaching instruments influenced student’s Learning; (b) it is difficult to monitor online PBL progress; (c) online PBL should be implemented flexible and multi-oriented; (d) although PBL did not show a significant difference on the group with PBL and without PBL, it did increase student’s problem-solving skills and critical thinking.

Keywords: problem-based learning, college students, distance learning, case analysis, problem-solving

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Authors: Adebayo Muritala Adegbore

Abstract:

The e-administration is increasingly being recognized as an important phenomenon in this 21st century and its place in society both at the public and private levels cannot be downplayed. Of close attention is how these platforms are adopted and used in academia due to academia’s role in shaping the overall development of the society, particularly the administrative activities of the non-teaching staff in universities since much has not been done to find out the continuance intention to use e-administration information portal by non-teaching staff in universities. This study, therefore, investigates the continuance intention to use e-administration of information portals of senior non-teaching staff in selected universities in southwest Nigeria. The study’s design was a correlational survey using simple random sampling to select three hundred and fifty-two (352) senior non-teaching staff in the selected universities. A standardized questionnaire was used for data capturing while data were analyzed using the descriptive statistics of frequency counts, percentages, means, and standard deviation for the research questions and the Pearson Product Moment Correlation was used for the hypothesis. Findings revealed that the continuance intention of senior non-teaching staff to use e-administration information portal is positive (x = 3.13), the university portal is one of the most utilized e-administration tools (83.4%), while there was an inversely significant relationship between continuance intention to use and use of e-administration information portal (r = -.254; p< 0.05; N = 320).

Keywords: e-administration, e-portal, non-teaching staff, information systems, continuance intention, use of e-administration portals

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Authors: Fahd Hamad Alqasham

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This longitudinal study investigates Saudi students’ use trajectory and experiences of Twitter as an innovative tool for in-class learning of the English language in a Saudi tertiary English as a foreign language (EFL) context for a 12-week semester. The study adopted van Lier’s agency theory (2008, 2010) as the analytical framework to obtain an in-depth analysis of how the learners’ could utilize Twitter to create innovative ways for them to engage in English learning inside the language classroom. The study implemented a mixed methods approach, including six data collection instruments consisting of a research log, observations, focus group participation, initial and post-project interviews, and a post-project questionnaire. The study was conducted at Qassim University, specifically at Preparatory Year Program (PYP) on the main campus. The sample included 25 male students studying in the first level of PYP. The findings results revealed that although Twitter’s affordances initially paled a crucial role in motivating the learners to initiate their agency inside the classroom to learn English, the contextual constraints, mainly anxiety, the university infrastructure, and the teacher’s role negatively influenced the sustainability of Twitter’s use past week nine of its implementation.

Keywords: CALL, agency, innovation, EFL, language learning

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Authors: Ma'amun Muhammed

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The ability of smartphones in enhancing communication, providing access to business and serving as a pool for information retrieval has a far reaching and potentially beneficial impacts on enhancing teaching in higher institutions in the developing countries like Nigeria. Nigeria as one of the fast growing economies in Africa, whose citizens patronize smartphones can utilize this opportunity by inculcating the culture of using smartphones not only for communication, business transaction, banking etc. but also for enhancing teaching in the higher institutions. Smartphones have become part and parcel of our lives, particularly among young people. The primary objective of this paper is to ascertain the use of smartphones in enhancing teaching in Nigeria’s higher institutions, to achieve this, content analysis was used thoroughly. This paper examines the opportunities offered by smartphones to the students of higher institutions of learning, the challenges being faced by lecturers of these institutions in classrooms. Lastly, it offers solution on how some of these critical challenges will be overcame, so as to utilize the technology of these devices.

Keywords: communication, information retrieval, mobile phone, smartphones teaching

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Authors: Li Yuqing

Abstract:

Fostering the development of intercultural (communicative) competence (IC) is one way to equip our students with the linguistic and cultural skills to communicate effectively with people from diverse backgrounds, particularly English majors who are most likely to encounter multicultural work environments in the future. The purpose of this study is to compare the English majors' intercultural competence in terms of cognitive, affective, and behavioral aspects before and after a ten-week telecollaboration program between 23 English majors at a Chinese university and 23 American students enrolled in a Chinese class at an American university, and analyze their development during the program. The results indicate that subjects' cognitive, affective, and behavioral perceptions of IC improved significantly over time. In addition, the program had significant effects on the participants' “Interaction Confidence,” “Interaction Engagement,” and “Interaction Enjoyment” - three components of intercultural sensitivity - as well as their overall intercultural effectiveness (except for “Message Skills”). With the widespread use of the internet, this type of online cultural exchange has a promising future, as suggested by the findings of the current study.

Keywords: intercultural competence, English majors, computer-mediated communication, telecollaboration

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Authors: Vida Dones-Jimenez

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The main purpose of this study is to determine the preschool teachers’ technology and 21st-century skills and its relation to teachers’ performance. The participants were 94 preschool teachers and 59 school administrators from the CDAPS member schools. The data were collected by using 21st Century Skill, developed by ISSA (2009), Technology Skills of Teachers Survey (2013) and Teacher Performance Evaluation Criteria and Descriptors (200) was modified by the current researcher to suit the needs of her study and was administered personally by her. The surveys were designed to measure the participants’ 21st-century skills, technology skills and teaching performance. The result of the study indicates that the majority of the preschool teachers are the college graduate. Most of them are in the teaching profession for 0 to 10 years. It also indicated that the majority of the school administrators are masters’ degree holder. The preschool teachers are outstanding in their teaching performance as rated by the school administrators. The preschool teachers are skillful in using technology, and they are very skillful in executing the 21st-century skills in teaching. It was further determined that no significant difference between preschool teachers 21st-century skill in regards to educational attainment same as with the number of years in teaching, likewise with their technology skills. Furthermore, the study has shown that there is a very weak relationship between technology and 21st-century skills of preschool teachers, a weak relationship between technology skills and teaching performance and a very weak relationship between 21st-century skills and teaching performance were also established. The study recommends that the preschool teachers should be encouraged to enroll in master degree programs. School administrators should support the implementation of newly adopted technologies and support faculty members at various levels of use and experience. It is also recommended that regular review of the professional development plan be undertaken to upgrade 21st-century teaching and learning skills of preschool teachers.

Keywords: preschool teacher, teaching performance, technology, 21st century skills

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Authors: Ahmed Abdelrahman, Ahmed Abdelraheem

Abstract:

There are many essential factors affecting the integration of information and communication technology (ICT) into teaching and learning, including technology infrastructure, institutional support, professional development, and faculty members’ beliefs regarding ICT integration. The present research project investigated the current status of integrating ICT into teaching and learning at Sultan Qaboos University (SQU). A sample of 220 faculty members from six different colleges and four administrators from the Center of Educational Technology (CET) and the Center for Information Systems (CIS) at SQU in Oman were chosen, and quantitative, qualitative design using a semi-structured questionnaire, interviews and checklists were employed. The findings show that SQU had a high availability of ICT infrastructure in terms of hardware, software, and support services, as well as adequate computer labs for educational purposes. However, the results also indicated that, although SQU provided a series of professional development workshops related to using ICT in teaching, few faculty members were interested. Furthermore, the finding indicated that the degree of ICT integration into teaching at SQU was at a medium level.

Keywords: information and communication technology, integration, professional development, teaching

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Authors: Michael Amale Kirko, Abebe Gebretsadik

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In the 21st century, developing students’ critical thinking skills has become a prime concern in higher education institutions. Cognizant of this fact, the Ethiopian higher education policy document used critical thinking as one of the guiding principles. The study aims to explore how English as a foreign language (EFL) teachers perceive and practice critical thinking skills (CTS) in teaching reading to improve reading comprehension at Wolaita Sodo University, Ethiopia. A descriptive survey study used an exploratory mixed-methods approach. The study involved 20 EFL instructors and 40 2nd-year English majoring students. The numerical data were collected using teacher and student surveys and classroom observations; the qualitative data were obtained through content analysis and interviews. Teacher survey results indicated that teachers' perceptions are above average (mean = 3.41). And the result of classroom observations showed the practice CTS in class was below average (mean=2.61). The content analysis result revealed instructors utilized fewer higher-order thinking questions during class activities, quizzes, midterm, and final exams. The teachers perceived that teacher, student, and material-related challenges were hindering the practice of CT to improve students’ reading comprehension. Finally, spearman’s rho output showed r=0.97 and p<0.05. Therefore, the results showed that the EFL teachers’ practices of CTS to improve students’ reading comprehension were less frequent; there was a strong, positive, and statistically significant relationship between the teachers’ perceptions and practices of CTS in reading class.

Keywords: perceptions, critical thinking skills, practices, infusing thinking skills, reading comprehension

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Authors: Riam Almaqrn, Abdulrahman Alshabeb

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The study aims to examine the attitudes of Saudi students of English towards proper pronunciation and towards podcasts as a facilitator for proper pronunciation. In order to fulfill the purpose of the study, twenty-three students participated in this study. The study used a questionnaire as the main data collection instrument. The questionnaire included two parts, one or proper pronunciation and the other for podcasts. Data analysis showed that the participants, in spite of the low rate of improvement in their pronunciation, had positive attitudes towards proper pronunciation of English. This outcome is compatible with previous studies` results that assert the fact that having a positive attitude towards a particular language and its speakers can improve pronunciation. As for podcasts, students received a total of five podcasts related to their listening and speaking textbook. At the end of the project, students showed high rate of acceptance for podcasts and positive attitudes towards them. The findings proved the usefulness of examining learners` attitudes towards new CALL applications before using them in a practical way. In the light of the findings, pedagogical implications and suggestions were presented for language instructors and academics.

Keywords: CALL, MALL, podcast, learning English

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Authors: Simao E. Luis

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From the 1960s to the 1990s, the social-psychological framework of language attitudes that emerged from the Canadian research tradition was very influential. Integrativeness was one of the main variables in Gardner’s theory because refugees and immigrants were motivated to learn English and French to integrate into the Canadian community. Second language (L2) scholars have expressed concerns over integrativeness because it cannot explain the motivation of L2 learners in global contexts. This study aims to investigate student motivation to learn English as a foreign language in Mozambique, and to contribute to the ongoing validation of the L2 Motivational Self System theory in an under-researched country. One hundred thirty-seven (N=137) university students completed a well-established motivation questionnaire. The data were analyzed with SPSS, and descriptive statistics, correlations, multiple regressions, and MANOVA were conducted. Results show that many variables contribute to motivated learning behavior, particularly the L2 learning experience and attitudes towards the English language. Statistically significant differences were found between males and females, with males expressing more motivation to learn the English language for personal interests. Statistically significant differences were found between older and younger students, with older students reporting more vivid images of themselves as future English language users. These findings have pedagogical implications because motivational strategies are positively correlated with student motivated learning behavior. Therefore, teachers should design L2 tasks that can help students to develop their future L2 selves.

Keywords: English as a foreign language, L2 motivational self system, Mozambique, university students

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Authors: Qin-Min Ge, Shu-Ming Pan

Abstract:

Emergency clinicians usually get teaching qualification after graduating from medical universities without special faculty training in China mainland. Emergency departments are overcrowded places, with large numbers of patients suffering undifferentiated illness. In the field of emergency medicine (EM), improving the faculty competencies and developing the teaching skills are important for medical education, they could enhance learners outcomes and hence affect the patients prognosis indirectly. This article highlights the necessities of faculty training in EM, illustrates the qualities a good clinical educator should qualify, advances the skills as educators in an academic setting and discusses the ways to be good clinical teachers.

Keywords: emergency education, competence, faculty training, teaching, emergency medicine

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Authors: Kari Bjorn

Abstract:

Team learning has been studied and modeled as double loop model and its variations. Also, metacognition has been suggested as a concept to describe the nature of team learning to be more than a simple sum of individual learning of the team members. Team learning has a positive correlation with both individual motivation of its members, as well as the collective factors within the team. Team learning of previously very independent members of two teaching teams is analyzed. Applied Science Universities are training future professionals with ever more diversified and multidisciplinary skills. The size of the units of teaching and learning are increasingly larger for several reasons. First, multi-disciplinary skill development requires more active learning and richer learning environments and learning experiences. This occurs on students teams. Secondly, teaching of multidisciplinary skills requires a multidisciplinary and team-based teaching from the teachers as well. Team formation phases have been identifies and widely accepted. Team role stress has been analyzed in project teams. Projects typically have a well-defined goal and organization. This paper explores team stress of two teacher teams in a parallel running two course units in engineering education. The first is an Industrial Automation Technology and the second is Development of Medical Devices. The courses have a separate student group, and they are in different campuses. Both are run in parallel within 8 week time. Both of them are taught by a group of four teachers with several years of teaching experience, but individually. The team role stress scale items - the survey is done to both teaching groups at the beginning of the course and at the end of the course. The inventory of questions covers the factors of ambiguity, conflict, quantitative role overload and qualitative role overload. Some comparison to the study on project teams can be drawn. Team development stage of the two teaching groups is different. Relating the team role stress factors to the development stage of the group can reveal the potential of management actions to promote team building and to understand the maturity of functional and well-established teams. Mature teams indicate higher job satisfaction and deliver higher performance. Especially, teaching teams who deliver highly intangible results of learning outcome are sensitive to issues in the job satisfaction and team conflicts. Because team teaching is increasing, the paper provides a review of the relevant theories and initial comparative and longitudinal results of the team role stress factors applied to teaching teams.

Keywords: engineering education, stress, team role, team teaching

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Authors: Tzu-I Chiang

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A central question for finite-nonfinite distinction in Mandarin Chinese is how does Mandarin encode temporal information without the grammatical contrast between past and present tense. Moreover, how do L2 learners of Mandarin whose native language is English and whose L1 system has tense morphology, acquire the temporal encoding system in L2 Mandarin? The current study reports preliminary findings on the relationship between topic prominence and the temporal encoding in L1 and L2 Chinese. Oral narratives data from 30 natives and learners of Mandarin Chinese were collected via a film-retell task. In terms of coding, predicates collected from the narratives were transcribed and then coded based on four major verb types: n-degree Statives (quality-STA), point-scale Statives (status-STA), n-atom EVENT (ACT), and point EVENT (resultative-ACT). How native speakers and non-native speakers started retelling the story was calculated. Results of the study show that native speakers of Chinese tend to express Topic Time (TT) syntactically at the topic position; whereas L2 learners of Chinese across levels rely mainly on the default time encoded in the event types. Moreover, as the proficiency level of the learner increases, learners’ appropriate use of the event predicates increased, which supports the argument that L2 development of temporal encoding is affected by lexical aspect.

Keywords: topic prominence, temporal encoding, lexical aspect, L2 acquisition

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Authors: Yahia A. M. AlKhoudary

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This Study presents the outcome of an investigation to evaluate the importance of autonomous learning as a means of motivation. However, very little research done in this field. Thus, the aims of this study are to ascertain the needs of the learners and to investigate their attitudes and motivation towards the mode of learning. Various suggestions made on how to improve learners’ participation in the learning process. A survey conducted on a sample group of 60 Omani College students. Self-report questionnaires and retrospective interviews conducted to find out their material-type preferences in a self-access learning context. Achieving autonomous learning system, which learners is one of the Ministry of Education goals in the Sultanate of Oman. As a result, this study presents the outcome of an investigation to evaluate the students’ performance in English as a Foreign Language (EFL). It focuses on the effect of autonomous learning that encourages students to learn English, a research conducted at Buraimi city, the Sultanate of Oman. The procedure of this investigation based on four dimensions: (1) sixty students are selected and divided into two groups, (2) pre and posttest projects are given to them, and (3) questionnaires are administered to both students who are involved in the experiment and 50 teachers (25 males and 25 females) to collect accurate data, (4) an interview with students and teachers to find out their attitude towards autonomous learning. Analysis of participants’ responses indicated that autonomous learning motivates students to learn English independently and increase the intrinsic rather than extrinsic motivation to improve their English language as a long-life active learning. The findings of this study show that autonomous learning approach is the best remedy to empower the students’ skills and overcome all relevant difficulties. They also show that secondary school teachers can fully rely on this learning approach that encourages language learners to monitor their progress, increase both learners and teachers’ motivation and ameliorate students’ behavior in the classroom. This approach is also an ongoing process, which takes time, patience and support to be lifelong learning.

Keywords: Omani, autonomous learning system, English as a Foreign Language (EFL), learning approach

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Authors: Azmat Farooq Ahmad Khurram, Sadaf Aslam

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This meta-analysis systematically examines the use of artificial intelligence (AI) in instructional methods across diverse educational settings through a thorough analysis of empirical research encompassing various disciplines, educational levels, and regions. This study aims to assess the effects of AI integration on teaching methodologies, classroom dynamics, teachers' roles, and student engagement. Various research methods were used to gather data, including literature reviews, surveys, interviews, and focus group discussions. Findings indicate paradigm shifts in teaching and education, identify emerging trends, practices, and the application of artificial intelligence in learning, and provide educators, policymakers, and stakeholders with guidelines and recommendations for effectively integrating AI in educational contexts. The study concludes by suggesting future research directions and practical considerations for maximizing AI's positive influence on pedagogical practices.

Keywords: artificial intelligence, teaching practices, meta-analysis, teaching-learning

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Authors: Rashedul Islam

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A firmly-validated aim of teaching science is to support student enthusiasm for science learning with an outspread interest in scientific issues in future life. This is in keeping with the recent development in Gifted and Talented Education statement which instructs that gifted students have a renewed interest and natural aptitude in science. Yet, the practice of science teaching leaves many students with the feeling that science is difficult and compared to other school subjects, students interest in science is declining at the final years of the primary school. As a curriculum guides the teaching-learning activities in school, where significant consequences may result from the context of the curricula and syllabi, are a major feature of certain educational jurisdictions in NSW, Australia. The purpose of this study was an exploration of the curriculum sets the context to identify how science education is practiced through primary schools in Sydney, Australia. This phenomenon was explored through document review from two publicly available documents namely: the NSW Science Syllabus K-6, and Australian Curriculum: Foundation - 10 Science. To analyse the data, this qualitative study applied themed content analysis at three different levels, i.e., first cycle coding, second cycle coding- pattern codes, and thematic analysis. Preliminary analysis revealed the phenomenon of teaching-learning practices drawn from eight themes under three phenomena aligned with teachers’ practices and gifted student’s learning characteristics based on Gagné’s Differentiated Model of Gifted and Talent (DMGT). From the results, it appears that, overall, the two documents are relatively well-placed in terms of identifying the context of teaching and learning primary science to gifted students. However, educators need to make themselves aware of the ways in which the curriculum needs to be adapted to meet gifted students learning needs in science. It explores the important phenomena of teaching-learning context to provide gifted students with optimal educational practices including inquiry-based learning, problem-solving, open-ended tasks, creativity in science, higher order thinking, integration, and challenges. The significance of such a study lies in its potential to schools and further research in the field of gifted education.

Keywords: teaching primary science, gifted student learning, curriculum context, science syllabi, Australia

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