Search results for: effectiveness of teaching

Authors: Yuzhen Hu, Sirui Wang

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As a training base for intellectual talents, universities have a large number of students. Teaching is a primary activity in universities, and during the teaching process, a large number of people gather both inside and outside the teaching buildings, posing a strong risk of close contact. The class schedule is the fundamental basis for teaching activities in universities and plays a crucial role in the management of teaching order. Different class schedules can lead to varying degrees of indoor gatherings and trajectories of class attendees. In recent years, highly contagious diseases have frequently occurred worldwide, and how to reduce the risk of infection has always been a hot issue related to public safety. "Reducing gatherings" is one of the core measures in epidemic prevention and control, and it can be controlled through scientific scheduling in specific environments. Therefore, the scientific prevention and control goal can be achieved by considering the reduction of the risk of excessive gathering of people during the course schedule arrangement. Firstly, we address the issue of personnel gathering in various pathways on campus, with the goal of minimizing congestion and maximizing teaching effectiveness, establishing a nonlinear mathematical model. Next, we design an improved genetic algorithm, incorporating real-time evacuation operations based on tracking search and multidimensional positive gradient cross-mutation operations, considering the characteristics of outdoor crowd evacuation. Finally, we apply undergraduate course data from a university in Harbin to conduct a case study. It compares and analyzes the effects of algorithm improvement and optimization of gathering situations and explores the impact of path blocking on the degree of gathering of individuals on other pathways.

Keywords: the university timetabling problem, risk prevention, genetic algorithm, risk control

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Authors: Lukholo Raxangana

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Fourth Industrial Revolution (4IR)-era teaching offers in-service mathematics teachers opportunities to use blended approaches to engage learners while teaching mathematics. This study explores in-service high school teachers' experiences with a blended teaching approach to mathematics. This qualitative case study involved eight pre-service teachers from four selected schools in the Sedibeng West District of the Gauteng Province. The study used the community of inquiry model as its analytical framework for data analysis. Data collection was through semi-structured interviews and focus-group discussions to explore in-service teachers' experiences with the influence of blended teaching (BT) on learning mathematics. The study results are the impact of load-shedding, benefits of BT, and perceptions of in-service and hindrances of BT. Based on these findings, the study recommends that further research should focus on developing data-free BT tools to assist during load-shedding, regardless of location.

Keywords: bended teaching, teachers, in-service, and mathematics

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Authors: Ekaterina A. Redkina

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The necessity and importance of teaching professionally oriented content in English needs no proof nowadays. Consequently, the ability to share personal ESP teaching experience seems of great importance. This paper is based on the 8-year ESP and EFL teaching experience at the Moscow State Linguistic University, Moscow, Russia, and presents theoretical analysis of specifics, possible problems, and perspectives of teaching Psychology in English to Russian psychology-students. The paper concerns different issues that are common for different ESP classrooms, and familiar to different teachers. Among them are: designing ESP curriculum (for psychologists in this case), finding the balance between content and language in the classroom, main teaching principles (the 4 C’s), the choice of assessment techniques and teaching material. The main objective of teaching psychology in English to Russian psychology students is developing knowledge and skills essential for professional psychologists. Belonging to international professional community presupposes high-level content-specific knowledge and skills, high level of linguistic skills and cross-cultural linguistic ability and finally high level of professional etiquette. Thus, teaching psychology in English pursues 3 main outcomes, such as content, language and professional skills. The paper provides explanation of each of the outcomes. Examples are also given. Particular attention is paid to the lesson structure, its objectives and the difference between a typical EFL and ESP lesson. There is also made an attempt to find commonalities between teaching ESP and CLIL. There is an approach that states that CLIL is more common for schools, while ESP is more common for higher education. The paper argues that CLIL methodology can be successfully used in ESP teaching and that many CLIL activities are also well adapted for professional purposes. The research paper provides insights into the process of teaching psychologists in Russia, real teaching experience and teaching techniques that have proved efficient over time.

Keywords: ESP, CLIL, content, language, psychology in English, Russian students

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Authors: Sajjad Ali

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The Quranic pedagogical methods don't imply that the Quran explicitly prescribes teaching methods. Instead, it acknowledges the inherent ways of learning and teaching that align with human nature, offering guidance in this direction. Qur'an briefly describes different angles of acquiring knowledge. Narrative, interrogative, question, analytical, poetic, comparative and critical methods of teaching are briefly described in the Holy Quran. The Muslim Ummah has a firm belief that the Qur'an is a comprehensive book which mentions every dry and wet, but this does not mean that the Qur'an is a manual book. This means that the Qur'an contains symbols and hints about everything. The fact that everything is mentioned in the Qur'an means that the Qur'an only provides guidance, while its interpretation requires contemplation.

Keywords: hadith, knowledge, reality, understanding

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Authors: Wannakarn Likitrattanaporn

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The purposes of this investigation were to investigate the effects of applying linguistic principles and teaching techniques in teaching English through experimenting the Adapted English Lessons and to determine the teachers’ opinions as well as students’ opinions towards the Adapted Lessons. The subjects of the study were 5 Thai teachers, who teach English, and 85 Grade 10 mixed-ability students at Triamudom Suksa Pattanakarn Ratchada School, Bangkok, Thailand. The research instruments included the Adapted English Lessons, questionnaires asking teachers’ and students’ opinions towards the Adapted Lessons and the informal interview. The data from the research instruments was collected and analyzed concerning the teachers’ and students’ opinions towards adapting linguistic principles and teaching techniques. Linguistic principles of minimal pair and articulatory phonetics and teaching techniques of mimicry-memorization; vocabulary substitution drills, language pattern drills, reading comprehension exercise, practicing listening, speaking and writing skill and communicative activities; informal talk and free writing are applied. The data was statistically compiled according to an arithmetic percentage. The results showed that the teachers and students have very highly positive opinions towards adapting linguistic principles for teaching and learning phonological accuracy. Teaching techniques provided in the Adapted English Lessons can be used efficiently in the classroom. The teachers and students have positive opinions towards them too.

Keywords: applying linguistic principles and teaching techniques, teachers’ and students’ opinions, teaching English, the adapted English lessons

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Authors: Dian Guan

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With the wide application of multimedia and the Internet, the development of teaching theories, and the implementation of teaching reforms, many different university English classroom teaching modes have emerged. The university English teaching mode is changing from the traditional teaching mode based on conversation and text to the multimodal English teaching mode containing discussion, pictures, audio, film, etc. Applying university English teaching models is conducive to cultivating lifelong learning skills. In addition, lifelong learning skills can also be called learners' autonomous learning skills. Learners' independent learning ability has a significant impact on English learning. However, many university students, especially art and design students, don't know how to learn individually. When they become university students, their English foundation is a relative deficiency because they always remember the language in a traditional way, which, to a certain extent, neglects the cultivation of English learners' independent ability. As a result, the autonomous learning ability of most university students is not satisfactory. The participants in this study were 60 students and one teacher in their first year at a university in western China. Two observations and interviews were conducted inside and outside the classroom to understand the impact of a multimodal teaching model of university English on students' autonomous learning ability. The results were analyzed, and it was found that the multimodal teaching model of university English significantly affected learners' autonomy. Incorporating classroom presentations and poster exhibitions into multimodal teaching can increase learners' interest in learning and enhance their learning ability outside the classroom. However, further exploration is needed to develop multimodal teaching materials and evaluate multimodal teaching outcomes. Despite the limitations of this study, the study adopts a scientific research method to analyze the impact of the multimodal teaching mode of university English on students' independent learning ability. It puts forward a different outlook for further research on this topic.

Keywords: art university, EFL education, learner autonomy, multimodal pedagogy

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Authors: Jia Xu

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There is a lot of bottom space in the teaching area of Zijingang Campus of Zhejiang University, which benefits to the ventilation, heat dissipation, circulation, partition of quiet and noisy areas and diversification of spaces. Hangzhou is hot in summer but cold in winter, so teachers and students spend much less time in the bottom space of buildings in winter than in summer. Recently, depending on the teachers and students’ proposals, the school transformed the bottom space in the teaching area to provide space for relaxing, chatting and staying in winter. Surveying and analyzing the existing ways to transform, the paper researches deeply on the transformation projects of bottom space in the teaching buildings. It is believed that this paper can be a salutary lesson to make the bottom space in the teaching areas of universities richer and bring more diverse activities for teachers and students.

Keywords: bottom space, teaching area, transformation, Zijingang Campus of Zhejiang University

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Authors: Lee Bih Ni, Zulfhikar Rabe, Nurul Asyikin Hassan

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The Ministry of Education Malaysia dynamically and drastically made the subject of History mandatory to be in force in 2013. This is in recognition of the nation's heritage and treasures in maintaining true facts and information for future generations of the State. History reveals the civilization of a nation and the fact of national cultural heritage. Civilization needs to be preserved as a legacy of sovereign heritage. Today's generation is the catalyst for future heirs who will support the principle and direction of the country. In line with the National Education Philosophy that aims to shape the potential development of individuals holistically and uniquely in order to produce a balanced and harmonious student in terms of intellectual, spiritual, emotional and physical. Hence, understanding the importance of studying the history subject as a pillar of identity and the history of nationhood is to be a priority in the pursuit of knowledge and empowering the spirit of statehood that is nurtured through continuous learning at school. Judging from the aspect of teacher leadership role in integrating history in a combined way based on Teacher Education Philosophy. It empowers the teaching profession towards the teacher to support noble character. It also supports progressive and scientific views. Teachers are willing to uphold the State's aspirations and celebrate the country's cultural heritage. They guarantee individual development and maintain a united, democratic, progressive and disciplined society. Teacher's role as a change and leadership agent in education begins in the classroom through formal or informal educational processes. This situation is expanded in schools, communities and countries. The focus of this paper is on the role of teacher leadership influencing the effectiveness of teaching and learning history in the classroom environment. Leadership guides to teachers' perceptions on the role of teacher leadership, teaching leadership, and the teacher leadership role and effective teacher leadership role. Discussions give emphasis on aspects of factors affecting the classroom environment, forming the classroom agenda, effective classroom implementation methods, suitable climate for historical learning and teacher challenges in implicating the effectiveness of teaching and learning processes.

Keywords: teacher leadership, leadership lessons, effective classroom, effective teacher

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Authors: Sivia Amado Cordeiro, Bruna Rodrigues, Maria Do Ceu Taveira, Catia Marques, Iris Oliveira, Ana Daniela Silva, Cristina Costa-Lobo

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This work intends to analyse the teaching of Psychology in Portugal and, particularly, the teaching of Career Psychology, reflecting about the changes that have occurred to date. Were analysed the educational offerings of 31 Portuguese higher education institutions, 12 public and 19 private, who teach the course of Psychology. The three degrees of study were considered, namely, bachelors, masters and doctoral. The analysis of the data focused on the curricular plans of the different degrees of studies in Psychology made available online by higher education institutions. Through them, we identified the curricular units with themes related to the teaching of Career Psychology. The results show the existence of 89 higher psychology courses in Portugal, distributed throughout the three degrees of studies. Concerning to the teaching of Career Psychology there were registered 49 curricular units with themes dedicated to this area of knowledge. There were identified 16 curricular units in the bachelor’s degree, 31 in master’s degree, and two in doctoral degree. It was observed a reduction in the number of degrees in Psychology in the last nine years in Portugal. We discuss the current situation of Psychology teaching, particularly the teaching of Career Psychology. The aim is to stimulate reflection about future perspectives of Psychology teaching, and specifically, specialized training in Psychology of Career, in Portugal.

Keywords: career psychology, higher education, psychology, Portugal

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Authors: Pouya Vakili

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Since computers were first introduced into educational facilities, foreign language educators have been faced with the problem of integrating high-tech multimedia techniques into a traditional text-based curriculum. As studies of language teaching have pointed out, ‘Language teaching tends in practice to be eclectic…. There are not only exceptionally many paths and educational means for arriving at a given educational goal, but there are also many types of educational materials which can be used to achieve that goal’. For language educators who are trying to incorporate technology into their curricula, the choices seem endless. Yet the quantity, as well as the limitations, of available computer programs does not guarantee that these programs can be successfully integrated into a curriculum.

Keywords: curriculum, language teaching, learning, multimedia, technology

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Authors: Chui Ka Shing

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This case study research attempts to examine the use of the Bar Model Method approach in learning and teaching mathematics in a primary school in Hong Kong. The objectives of the study are to find out to what extent (a) the Bar Model Method approach enhances the construction of students’ mathematics concepts, and (b) the school-based mathematics curriculum development with adopting the Bar Model Method approach. This case study illuminates the effectiveness of using the Bar Model Method to solve mathematics problems from Primary 1 to Primary 6. Some effective pedagogies and assessments were developed to strengthen the use of the Bar Model Method across year levels. Suggestions including school-based curriculum development for using Bar Model Method and further study were discussed.

Keywords: bar model method, curriculum development, mathematics education, problem solving

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Authors: Ayoola Idowu Olasebikan

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The global community has become increasingly dependent on various kinds of technologies out of which Information and Communication Technologies (ICTs) appear to be the most prominent. ICTs have become multipurpose tools which have had a revolutionary impact on how we see the world and how we live in it. Yoruba is the most widely spoken African language outside Africa but it remains one of the badly spoken language in the world as a result of its outdated teaching method in the African schools which prevented its standard version from being spoken and written. This paper conducts a critical review of the traditional methods of teaching Yoruba language. It then examines the possibility of leveraging on ICTs for improved methods of teaching Yoruba language to achieve global standard and spread. It identified key ICT platforms that can be deployed for the teaching of Yoruba language and the constraints facing each of them. The paper concludes that Information and Communication Technologies appear to provide veritable opportunity for paradigm shift in the methods of teaching Yoruba Language. It also opines that Yoruba language has the potential to transform economic fortune of Africa for sustainable development provided its teaching is taken beyond the brick and mortar classroom to the virtual classroom/global information super highway called internet or any other ICTs medium. It recommends that students and teachers of Yoruba language should be encouraged to acquire basic skills in computer and internet technology in order to enhance their ability to develop and retrieve electronic Yoruba language teaching materials.

Keywords: Africa, ICT, teaching method, Yoruba language

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Authors: Maria Belen C. Costa, Liza C. Costa

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Teachers have an important influence on students’ academic achievement. Teachers play a crucial role in educational attainment because they stand in the interface of the transmission of knowledge, values, and skills in the learning process through the instructional strategies they employ in the classroom. The level of achievement of students in school depends on the degree of effectiveness of instructional strategies used by the teacher. Thus, this study was conceptualized and conducted to examine the instructional strategies preferred and used by the Science and Mathematics teachers and the impact of those strategies in their teaching performance and students’ academic achievement in Science and Mathematics. The participants of the study comprised a total enumeration of 61 teachers who were chosen through total enumeration and 610 students who were selected using two-stage random sampling technique. The descriptive correlation design was used in this study with a self-made questionnaire as the main tool in the data gathering procedure. Relationship among variables was tested and analyzed using Spearman Rank Correlation Coefficient and Wilcoxon Signed Rank statistics. The teacher participants under study mainly belonged to the age group of ‘young’ (35 years and below) and most were females having ‘very much experienced’ (16 years and above) in teaching. Teaching performance was found to be ‘very satisfactory’ while academic achievement in Science and Mathematics was found to be ‘satisfactory’. Demographic profile and teaching performance of teacher participants were found to be ‘not significant’ to their instructional strategy preferences. Results implied that age, sex, level of education and length of service of the teachers does not affect their preference on a particular instructional strategy. However, the teacher participants’ extent of use of the different instructional strategies was found to be ‘significant’ to their teaching performance. The instructional strategies being used by the teachers were found to have a direct effect on their teaching performance. Academic achievement of student participants was found to be ‘significant’ to the teacher participants’ instructional strategy preferences. The preference of the teachers on instructional strategies had a significant effect on the students’ academic performance. On the other hand, teacher participants’ extent of use of instructional strategies was showed to be ‘not significant’ to the academic achievement of students in Science and Mathematics. The instructional strategy being used by the teachers did not affect the level of performance of students in Science and Mathematics. The results of the study revealed that there was a significant difference between the teacher participants’ preference of instructional strategy and the student participants’ instructional strategy preference as well as between teacher participants’ extent of use and student participants’ perceived level of use of the different instructional strategies. Findings found a discrepancy between the teaching strategy preferences of students and strategies implemented by teachers.

Keywords: academic achievement, extent of use, instructional strategy, preferences

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Authors: Upeksha Jayasuriya

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The sudden transition from onsite to online teaching/learning due to the COVID-19 pandemic called for a need to incorporate feasible as well as effective methods of online teaching in most developing countries like Sri Lanka. The English as a Second Language (ESL) classroom faces specific challenges in this adaptation, and teaching writing can be identified as the most challenging task compared to teaching the other three skills. This study was therefore carried out to explore the challenges of teaching writing online and to provide effective means of overcoming them while taking into consideration the attitudes of students and teachers with regard to learning/teaching English writing via online platforms. A survey questionnaire was distributed (electronically) among 60 students from the University of Colombo, the University of Kelaniya, and The Open University in order to find out the challenges faced by students, while in-depth interviews were conducted with 12 lecturers from the mentioned universities. The findings reveal that the inability to observe students’ writing and to receive real-time feedback discourage students from engaging in writing activities when taught online. It was also discovered that both students and teachers increasingly prefer Google Slides over other platforms such as Padlet, Linoit, and Jam Board as it boosts learner autonomy and student-teacher interaction, which in turn allows real-time formative feedback, observation of student work, and assessment. Accordingly, it can be recommended that teaching writing online can be better facilitated by using interactive platforms such as Google Slides, for it promotes active learning and student engagement in the ESL class.

Keywords: ESL, teaching writing, online teaching, active learning, student engagement

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Authors: Muhammad Jawwad, Riffat Iqbal

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The Socratic method, also known as the dialectical method and elenctic method, has significant relevance in the contemporary educational system. It can be incorporated into modern-day educational systems theoretically as well as practically. Being interactive and dialogue-based in nature, this teaching approach is followed by critical thinking and innovation. The pragmatic value of the Dialectical Method has been discussed in this article, and the limitations of the Socratic method have also been highlighted. The interactive Method of Socrates can be used in many subjects for students of different grades. The Limitations and delimitations of the Method have also been discussed for its proper implementation. This article has attempted to elaborate and analyze the teaching method of Socrates with all its pre-suppositions and Epistemological character.

Keywords: Socratic method, dialectical method, knowledge, teaching, virtue

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Authors: Rajan Ghimire

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One of the diseases caused by the coronavirus shook the whole world. This situation challenged the education system across the world and compelled educators to shift to an online mode of teaching. Many academic institutions that were persistent to keep their traditional pedagogical approach were also forced to change their teaching methods. This study aims to assess science education students' experiences and perceptions of this global issue, especially on the science teaching and learning process. The study is based on qualitative research and through in-depth interviews with respondents and data is analyzed. Online distance teaching and learning processes meet the requirements of students who cannot or prefer not to participate in conventional classroom settings. But there are some challenges for the students and teachers in the science teaching learning process. This study recommends some points to all stakeholders.

Keywords: electronic devices, internet, online and distance learning, science education, educational policy

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Authors: Nhac Thanh Huong

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New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at Hanoi Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for second- year legal English major students in Hanoi Law University?; 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta-linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process.

Keywords: corrective feedback, error, uptake, speaking English lesson

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Authors: Natarajan Hema, Tamilarasan Karunakaran

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Technology is remodeling the process of teaching and learning. An inflection point is faced where technological interventions are rewiring learning process in formal classrooms. Employment depends on dynamic learning capability. Transforming the functionalities of teaching-learning-assessment through innovation is needed to modify the roles of teacher to enabler and learner to the dynamic learner. This makeover is vital for English language teaching where English is acquired as a skill, exercised as ability and get stabilized as a competence. This reshaping could be achieved through providing autonomy to participants of learning. This paper explores parameters and components aiding such a transformation. The differentiated responsibilities and other critical learning support systems are projected as viable options. New age teaching practices are studied for feasibilities to aid transformation and being put forth an inter-operable teaching-learning system for a learner-centric ELT classrooms. LOTUS model developed by the authors is also studied for its inclusiveness to promote skill acquisition.

Keywords: ELT methodology, communicative competence, skill acquisition , new age teaching

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Authors: Gaye Senbag

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In English language teaching, feedback is considered as one of the main components of writing instruction. Teachers put a lot of time and effort in order to provide learners with written feedback for effective language learning. At Anadolu University School of Foreign Languages (AUSFL) students are given written feedback for their each piece of writing through online platforms such as Edmodo and Turnitin, and traditional methods. However, little is known regarding how learners value and respond to teacher-provided feedback. As the perceptions of the students remarkably affect their learning, this study examines how they perceive the effectiveness of feedback provided by the teacher. Aiming to analyse it, 30 intermediate level (B1+ CEFR level) students were given a questionnaire, which includes Likert scale questions. The results will be discussed in detail.

Keywords: feedback, perceptions, writing, English Language Teaching (ELT)

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Authors: Nurul Qalbi Awaliyah, Rosmala Rauf, Indrawan, Suherman

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Zakat is a certain amount of property which shall be issued by Moslems and given to groups who deserve it (the poor and so on) according to the conditions set by the sharia. This research aims to know the effectiveness of the management of zakat on Dompet Dhuafa in Makasar. The type of research used is quantitative research with descriptive research method. Data collection was done through the dissemination of Likert scale and measurement of the now. The samples were analyzed by as much as 68 and analyzed using SPSS 18.0. The results of the analysis of data obtained at the level of effectiveness of management of zakat in Makassar from all aspects based on SPSS has a mean 140.04 median, minimum, 141 122, and a maximum of 164. The value of all the indicators of assessment of the effectiveness of the management of zakat on Dompet Dhuafa in Makassar has an average score of (M) of 112.5 and standard deviation (SD) of 37.5. The results show that the level of effectiveness of management of zakat in Makassar city is in the category of effective percentage 85,3%. Based on the results it can be concluded that management of zakat on Dompet Dhuafa in Makassar city has been implemented effectively.

Keywords: Dompet Duafa, effectiveness, management, Zakat

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Authors: Golovchun Aleftina, Dabyltayeva Raikhan

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Nowadays, in the world of widely developing cross-cultural interactions and rapidly changing demands of the global labor market, foreign language teaching and learning has taken a special role not only in school education but also in everyday life. Cognitive Lingua-Cultural Methodology of Foreign Language Teaching originated in Kazakhstan brings a communicative approach to the forefront in foreign language teaching that gives raise a variety of techniques to make the language learning a real communication. One of these techniques is Computer Assisted Language Learning. In our article, we aim to: demonstrate what learning benefits students are likely to get by teachers having implemented computer-based technologies into foreign language teaching process; prove that technology-based classroom serves as the best tool for interactive and efficient language learning; give examples of classroom sufficient organization with computer-based activities.

Keywords: computer assisted language learning, learning benefits, foreign language teaching process, implementation, communicative approach

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Authors: Petr Sulc, Hana Maresova

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This contribution focuses on online educational tools and language teaching, specifically on literary education in a multi-user virtual environment. The goal of this contribution is to give a basic overview of online language education and teaching in a virtual environment. The main goal of the research survey is to compare language (literary) education in a virtual environment with the traditional way of teaching in a typical classroom. The research concept will be mixed: a didactic test, the grounded theory method, and semi-structured questioning will be used. Kitely’s multi-user virtual environment and printed worksheets will be used for the comparison.

Keywords: online educational tools, virtual environment, virtual teaching objects, literary education, didactic test

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Authors: Neha J. Nandaniya

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In the present research paper researcher put focuses on the opinions of pre-service teachers have been taken regarding online language teaching, which was held during the COVID-19 pandemic and is still going on. The researcher developed a three-point rating scale in Google Forms to find out the views of trainees on online language learning, in which 167 B. Ed. trainees having language content and method gave their responses. After scoring the responses obtained by the investigator, the chi-square value was calculated, and the findings were concluded. The major finding of the study is language learning is not as effective as offline teaching mode.

Keywords: online language teaching, ICT competency, B. Ed. trainees, COVID-19 pandemic

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Authors: Peter Mayeso Jiyajiya

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This paper discusses how the teaching of English as a foreign language in Malawi can enhance intercultural communication competence in a multicultural society. It argues that incorporation of intercultural communication in the teaching of English as a foreign language would improve cultural awareness in communication in the multicultural Malawi. The teaching of English in Malawi is geared towards producing students who would communicate in the global world. This entails the use of proper pedagogical approaches and instructional materials that prepare the students toward intercultural awareness. In view of this, the language teachers were interviewed in order to determine their instructional approaches to intercultural communication. Instructional materials were further evaluated to assess how interculturality is incorporated. The study found out that teachers face perceptual and technical challenges that hinder them from exercising creativity to incorporate interculturality in their lessons. This is also compounded by lack of clear direction in the teaching materials on cultural elements. The paper, therefore, suggests a holistic approach to the teaching of English language in Malawian school in which the diversity of culture in classrooms must be considered an opportunity for addressing students’ cultural needs that may be lacking in the instructional materials.

Keywords: cultural awareness, grammar, foreign language, intercultural communication, language teaching

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Authors: Sakchai Rachniyom

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Owing to the ASEAN community will formally take place in the few months; therefore, Thais should realize about the importance of English language. Since, it is regarded as a working language in the community. To promote Science students’ English proficiency, teacher should be able to teach in English language appropriately and effectively. The purposes of the quasi – experimental research are (1) to measure the learning achievement, (2) to evaluate students’ satisfaction on the teaching and learning and (3) to study the consequences of co – teaching method in order comprehend the learning achievement and improvement. The participants were 40 general science students teacher. Two types of research instruments were included; (1) an achievement test, and (2) a questionnaire. This research was conducted for 1 semester. The statistics used in this research were arithmetic mean and standard deviation. The findings of the study revealed that students’ achievement score was significantly increased at statistical level .05 and the students satisfied the teaching and learning at the highest level . The students’ involvement and teachers’ support were promoted. It was also reported students’ learning was improved by co – teaching method.

Keywords: co – teaching method, learning science in english, teacher, education

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Authors: Mohammed T. Taher, Usman Ghani, Ahmed S. Khan

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This paper compares the findings of two studies conducted to determine the effectiveness of simulation-based, hands-on and feedback mechanism on students learning by answering the following questions: 1). Does the use of simulation improve students’ learning outcomes? 2). How do students perceive the instructional design features embedded in the simulation program such as exploration and scaffolding support in learning new concepts? 3.) What is the effect of feedback mechanisms on students’ learning in the use of simulation-based labs? The paper also discusses the other aspects of findings which reveal that simulation by itself is not very effective in promoting student learning. Simulation becomes effective when it is followed by hands-on activity and feedback mechanisms. Furthermore, the paper presents recommendations for improving student learning through the use of simulation-based, hands-on, and feedback-based teaching methodologies.

Keywords: simulation-based teaching, hands-on learning, feedback-based learning, scaffolding

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Authors: Dilek Turan Eroğlu

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Educators have been searching the more effective and appalling methods of teaching for ages. It has always been an issue among the teachers and scientists to improve the quality of education and to ensure that all students have equal opportunities to learn. However, when it comes to the effective ways of learning,the learners are exposed to the ways which are chosen and approved to be effective by their teachers not by the learners themselves. This is the main problem of this study as the learners are not always happy to be in their classes being treated with their teachers’ favourite styles. This paper is telling the results of a study which has been conducted with the university students in Turkey. The students have been interviewed and asked to respond some questions related to best practices to find out their favourite styles, medium, techniques and strategies. The study has been conducted using qualitative research methods i.e one to one interviews and group discussions. The results show that the learners have significantly different views than the educators when it comes to modern teaching styles. Their definition of the term “modern teaching styles” is different than the general understanding. The university students expect their teachers to be “early adopter”. of ICT tools and or the other electronic devices, but a modern teacher must have many other characteristics for them.

Keywords: effective, innovation, teaching, modern teaching styles

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Authors: Babak Darvish Rouhani, Mohd Nazri Mahrin, Fatemeh Nikpay, Pourya Nikfard, Maryam Khanian Najafabadi

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Enterprise Architecture (EA) is a strategy that is employed by enterprises in order to align their business and Information Technology (IT). EA is managed, developed, and maintained through Enterprise Architecture Implementation Methodology (EAIM). The effectiveness of EA implementation is the degree in which EA helps to achieve the collective goals of the organization. This paper analyzes the results of a survey that aims to explore the factors that affect the effectiveness of EAIM and specifically the relationship between factors and effectiveness of the output and functionality of EA project. The exploratory factor analysis highlights a specific set of five factors: alignment, adaptiveness, support, binding, and innovation. The regression analysis shows that there is a statistically significant and positive relationship between each of the five factors and the effectiveness of EAIM. Consistent with theory and practice, the most prominent factor for developing an effective EAIM is innovation. The findings contribute to the measuring the effectiveness of EA implementation project by providing an indication of the measurement implementation approaches which is used by the Enterprise Architects, and developing an effective EAIM.

Keywords: enterprise architecture, enterprise architecture implementation methodology, implementation methodology, factors, EA, effectiveness

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Authors: Shao-Hsun Keng, Hwang-Ruey Song

Abstract:

This paper examines the causal effect of the tenure track system on instructors’ grading practices and teaching effectiveness by taking advantage of a natural experiment in Taiwan. The results show that assistant professors subject to the tenure track policy are more likely to grade leniently and fail fewer students. The course grade is 5% higher in classes taught by assistant professors subject to the tenure system. However, the tendency to grade leniently is reversed after assistant professors subject to the tenure system are promoted to a higher rank. Our findings are consistent with the exchange theory. We also show that teaching and student efforts are adversely affected by the tenure policy, which could reduce student learning and the quality of the workforce in the long run.

Keywords: tenure track system, grading leniency, study time, grade inflation

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Authors: Hazem Hasan Hushayish

Abstract:

Motivation and teaching strategies are commonly believed to improve students’ communicative competence in English as a foreign language; still, there is not much empirical evidence to support this claim. The present study is intended to focus on the effects of motivational factors and teaching strategies on the communicative competence among the Palestinian undergraduates. In the first phase, one hundred and eighty participants, who are studying English language in three Palestinian universities, answered a questionnaire. The questionnaire included items derived from Gardner’s 2001, 2004, 2006, 2007 Attitude/Motivation Test Battery AMTB and items from Dörnyei 2007 and Guilloteaux and Dörnyei 2008 teaching strategies framework for foreign language classrooms. In the second phase, 6 participants, from the same universities, were interviewed. The quantitative results indicated that participants’ communicative competence is significantly affected by motivation and teaching strategies. Also, the qualitative results indicated that teaching strategies do not directly affect students’ communicative competence, but rather affect their motivation. Consequently, the current study will add substantively to the literature concerning the effects of motivation and teaching strategies in communicative competencies among EFL learners in the Palestinian context, and some suggested procedures and suggestions that help improve learners’ communicative competences.

Keywords: communicative competence, motivation, teaching strategies, Palestinian undergraduates

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