Search results for: native English-speaking teacher (NET)

Authors: Adel Ebrahimpourtaher, Saeede Eisaie

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This study was an attempt to investigate the types of feedback most frequently provided to the students and their effectiveness based on the students’ preferences established through the interview conducted after the treatment. For this purpose, some class sessions of the students of the institute who were studying general English (pre-intermediate level) were recorded by the teacher for the analysis of the feed backs. The results of the analysis and transcriptions indicated that recast is the most frequent feedback type used by the teacher. In addition, the interview indicated that most of the students prefer recast as well as elicitation and explicit correction to some extent.

Keywords: EFL, elicitation, explicit, recast, feedback

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Authors: Zhidong Zhang, Amanda Resendez

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This study is to examine how teachers’ perspective on education technology use in their class influence their students’ achievement. The authors hypothesized that teachers’ perspective can directly or indirectly influence students’ learning, performance, and achievements. In this study, a questionnaire entitled, Teacher’s Perspective on Educational Technology, was delivered to 63 teachers and 1268 students’ mathematics and reading achievement records were collected. The questionnaire consists of four parts: a) demographic variables, b) attitudes on technology integration, c) outside factor affecting technology integration, and d) technology use in the classroom. Kruskal-Wallis and hierarchical regression analysis techniques were used to examine: 1) the relationship between the demographic variables and teachers’ perspectives on educational technology, and 2) how the demographic variables were causally related to students’ mathematics and reading achievements. The study found that teacher demographics were significantly related to the teachers’ perspective on educational technology with p < 0.05 and p < 0.01 separately. These teacher demographical variables included the school district, age, gender, the grade currently teach, teaching experience, and proficiency using new technology. Further, these variables significantly predicted students’ mathematics and reading achievements with p < 0.05 and p < 0.01 separately. The variations of R² are between 0.176 and 0.467. That means 46.7% of the variance of a given analysis can be explained by the model.

Keywords: teacher's perception of technology use, mathematics achievement, reading achievement, Kruskal-Wallis test, hierarchical regression analysis

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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: Bernice Badal

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The South African English curriculum emphasizes the adoption of the Communicative Approach (CA) using Communicative Language Teaching (CLT) methodologies to develop English as a second language (ESL) learners’ communicative competence in contexts such as township schools in South Africa. However, studies indicate that the adoption of the approach largely remains a rhetoric. Poor English language proficiency among learners and poor student performance, which continues from the secondary to the tertiary phase, is widely attributed to a lack of English language proficiency in South Africa. Consequently, this qualitative study, using a mix of classroom observations and interviews, sought to investigate teacher knowledge of Communicative Competence and the methods and strategies ESL teachers used to develop their learners’ communicative competence. The success of learners’ ability to develop communicative competence in contexts such as township schools in South Africa is inseparable from materials, tasks, teacher knowledge and how they implement the approach in the classrooms. Accordingly, teacher knowledge of the theory and practical implications of the CLT approach is imperative for the negotiation of meaning and appropriate use of language in context in resource-impoverished areas like the township. Using a mix of interviews and observations as data sources, this qualitative study examined teachers’ definitions and knowledge of Communicative competence with a focus on how it influenced their classroom practices. The findings revealed that teachers were not familiar with the notion of communicative competence, the communication process, and the underpinnings of CLT. Teachers’ narratives indicated an awareness that there should be interactions and communication in the classroom, but a lack of theoretical understanding of the types of communication necessary scuttled their initiatives. Thus, conceptual deficiency influences teachers’ practices as they engage in classroom activities in a superficial manner or focus on stipulated learner activities prescribed by the CAPS document. This study, therefore, concluded that partial or limited conceptual and coherent understandings with ‘teacher-proof’ stipulations for classroom practice do not inspire teacher efficacy and mastery of prescribed approaches; thus, more efforts should be made by the Department of Basic Education to strengthen the existing Professional Development workshops to support teachers in improving their understandings and application of CLT for the development of Communicative competence in their learners. The findings of the study contribute to the field of teacher knowledge acquisition, teacher beliefs and practices and professional development in the context of second language teaching and learning with a recommendation that frameworks for the development of communicative competence with wider applicability in resource-poor environments be developed to support teacher understanding and application in classrooms.

Keywords: communicative competence, CLT, conceptual understanding of reforms, professional development

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Authors: Insiya Bhalloo

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It is quite common in the Muslim faith for non-Arabic speakers to be able to convert written Arabic, especially Quranic Arabic, into a phonological code without significant semantic or syntactic knowledge. This is due to prior experience learning to read the Quran (a religious text written in Classical Arabic), from a very young age such as via enrolment in Quranic Arabic classes. As compared to native speakers of Arabic, these Arabic readers do not have a comprehensive morpho-syntactic knowledge of the Arabic language, nor can understand, or engage in Arabic conversation. The study seeks to investigate whether mere phonological experience (as indicated by the Arabic readers’ experience with Arabic phonology and the sound-system) is sufficient to cause phonological-interference during word recognition of previously-heard words, despite the participants’ non-native status. Both native speakers of Arabic and non-native speakers of Arabic, i.e., those individuals that learned to read the Quran from a young age, will be recruited. Each experimental session will include two phases: An exposure phase and a test phase. During the exposure phase, participants will be presented with Arabic words (n=40) on a computer screen. Half of these words will be common words found in the Quran while the other half will be words commonly found in Modern Standard Arabic (MSA) but either non-existent or prevalent at a significantly lower frequency within the Quran. During the test phase, participants will then be presented with both familiar (n = 20; i.e., those words presented during the exposure phase) and novel Arabic words (n = 20; i.e., words not presented during the exposure phase. ½ of these presented words will be common Quranic Arabic words and the other ½ will be common MSA words but not Quranic words. Moreover, ½ the Quranic Arabic and MSA words presented will be comprised of nouns, while ½ the Quranic Arabic and MSA will be comprised of verbs, thereby eliminating word-processing issues affected by lexical category. Participants will then determine if they had seen that word during the exposure phase. This study seeks to investigate whether long-term phonological memory, such as via childhood exposure to Quranic Arabic orthography, has a differential effect on the word-recognition capacities of native Arabic speakers and Arabic readers; we seek to compare the effects of long-term phonological memory in comparison to short-term phonological exposure (as indicated by the presentation of familiar words from the exposure phase). The researcher’s hypothesis is that, despite the lack of lexical knowledge, early experience with converting written Quranic Arabic text into a phonological code will help participants recall the familiar Quranic words that appeared during the exposure phase more accurately than those that were not presented during the exposure phase. Moreover, it is anticipated that the non-native Arabic readers will also report more false alarms to the unfamiliar Quranic words, due to early childhood phonological exposure to Quranic Arabic script - thereby causing false phonological facilitatory effects.

Keywords: modern standard arabic, phonological facilitation, phonological memory, Quranic arabic, word recognition

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Authors: Radheshyam Yadav, Ramakrishna Wusirika

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Plant Growth Promoting Bacteria (PGPB) and Arbuscular Mycorrhizal (AM) Fungi are ubiquitous in soil and often very critical for crop yield and agriculture sustainability, and this has motivated the agricultural practices to support and promote PGPB and AM Fungi in agriculture. PGPB can be involved in a range of processes that affect Nitrogen (N) and Phosphorus (P) transformations in soil and thus influence nutrient availability and uptake to the plants. A field study with two wheat cultivars, HD-3086, and HD-2967 was performed in Malwa region, Bathinda of Punjab, India, to evaluate the effect of native and non-native PGPB alone and in combination with AM fungi as an inoculant on wheat grain yield, nutrient uptake and soil health parameters (dehydrogenase, urease, β‐glucosidase). Our results showed that despite an early insignificant increase in shoot length, plants treated with PGPB (Bacillus sp.) and AM Fungi led to a significant increase in shoot growth at maturity, aboveground biomass, nitrogen (45% - 40%) and phosphorus (40% - 34%) content in wheat grains relative to untreated control plants. Similarly, enhanced grain yield and nutrients uptake i.e. copper (27.15% - 36.25%) iron (43% - 53%) and zinc (44% - 47%) was recorded in PGPB and AM Fungi treated plants relative to untreated control. Overall, inoculation with native PGPB alone and in combination with AM Fungi provided benefits to enhance grain yield, wheat biofortification, and improved soil fertility, despite this effect varied depending on different PGPB isolates and wheat cultivars. These field study results provide evidence of the benefits of agricultural practices involving native PGPB and AM Fungi to the plants. These native strains and AM Fungi increased accumulations of copper, iron, and zinc in wheat grains, enhanced grain yield, and soil fertility.

Keywords: AM Fungi, biofortification, PGPB, soil microbial enzymes

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Authors: Marina Paula Carreira Rolim

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In order to have ELLs take responsibility for their own learning, it is important that they develop skills to work their studies strategically. The less they rely on the instructor as the content provider, the more they become active learners and have a higher sense of self-regulation and confidence in the learning process. This e-poster proposes a new teacher-student relationship that encourages learners to reflect, think critically, and act upon their realities. It also suggests the implementation of different autonomy-supportive teaching tools, such as portfolios, written journals, problem-solving activities, and strategy-based discussions in class. These teaching tools enable ELLs to develop awareness of learning strategies, learning styles, study plans, and available learning resources as means to foster their creative power of learning outside of classroom. In the role of a learning advisor, the teacher is no longer the content provider but a facilitator that introduces skills such as ‘elaborating’, ‘planning’, ‘monitoring’, and ‘evaluating’. The teacher acts as an educator and promotes the use of lifelong metacognitive skills to develop learner autonomy in the ESL/EFL context.

Keywords: autonomy, metacognitive skills, self-regulation, learning strategies, reflection

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Authors: Thelma Mort

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This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments.

Keywords: language teaching, narrative, post apartheid, South Africa, student teacher

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Authors: Lynn Sheridan, Dennis Alonzo, Hoa Nguyen, Andy Gao, Tracy Durksen

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Disruptions to teaching (e.g., COVID-related) have increased work demands for teachers. There is an opportunity for research to explore evidence-informed steps to support teachers. Collective evidence informs data on teachers’ personal attributes (e.g., self-efficacy beliefs) in the workplace are seen to promote success in teaching and support teacher engagement. Teacher engagement plays a role in students’ learning and teachers’ effectiveness. Engaged teachers are better at overcoming work-related stress, burnout and are more likely to take on active roles. Teachers’ commitment is influenced by a host of personal (e.g., teacher well-being) and environmental factors (e.g., job stresses). The job demands-resources model provided a conceptual basis for examining how teachers’ well-being, and is influenced by job demands and job resources. Job demands potentially evoke strain and exceed the employee’s capability to adapt. Job resources entail what the job offers to individual teachers (e.g., organisational support), helping to reduce job demands. The application of the job demands-resources model involves gathering an evidence-base of and connection to personal attributes (job resources). The study explored the association between constructs (resilience, adaptability, commitment, self/collective efficacy) and a teacher’s engagement with the job. The paper sought to elaborate on the model and determine the associations between key constructs of well-being (resilience, adaptability), commitment, and motivation (self and collective-efficacy beliefs) to teachers’ engagement in teaching. Data collection involved online a multi-dimensional instrument using validated items distributed from 2020-2022. The instrument was designed to identify construct relationships. The participant number was 170. Data Analysis: The reliability coefficients, means, standard deviations, skewness, and kurtosis statistics for the six variables were completed. All scales have good reliability coefficients (.72-.96). A confirmatory factor analysis (CFA) and structural equation model (SEM) were performed to provide measurement support and to obtain latent correlations among factors. The final analysis was performed using structural equation modelling. Several fit indices were used to evaluate the model fit, including chi-square statistics and root mean square error of approximation. The CFA and SEM analysis was performed. The correlations of constructs indicated positive correlations exist, with the highest found between teacher engagement and resilience (r=.80) and the lowest between teacher adaptability and collective teacher efficacy (r=.22). Given the associations; we proceeded with CFA. The CFA yielded adequate fit: CFA fit: X (270, 1019) = 1836.79, p < .001, RMSEA = .04, and CFI = .94, TLI = .93 and SRMR = .04. All values were within the threshold values, indicating a good model fit. Results indicate that increasing teacher self-efficacy beliefs will increase a teacher’s level of engagement; that teacher ‘adaptability and resilience are positively associated with self-efficacy beliefs, as are collective teacher efficacy beliefs. Implications for school leaders and school systems: 1. investing in increasing teachers’ sense of efficacy beliefs to manage work demands; 2. leadership approaches can enhance teachers' adaptability and resilience; and 3. a culture of collective efficacy support. Preparing teachers for now and in the future offers an important reminder to policymakers and school leaders on the importance of supporting teachers’ personal attributes when faced with the challenging demands of the job.

Keywords: collective teacher efficacy, teacher self-efficacy, job demands, teacher engagement

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Authors: Collins Ekpiwre Augustine

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Taking into account the impact of teacher training on primary and secondary teachers’ classroom competencies and practices, as revealed by many empirical studies, this study investigated the impact of teacher qualifications on the pedagogical competencies of university teachers in Northwest Nigeria.Four research questions were answered while four hypotheses were tested. Both descriptive statistic of frequencies/arithmetic mean and inferential statistic oft-test were used to analyze the data collected. In order to provide a focus to the study,an observational rating scale titled “University Teachers’ Pedagogical Competency Observation Rating Scale” (UTPCORS) was used to collect data for the study. The population for the study comprised all the university teachers in the three Federal Universities in Northwest Nigeria totaling about 3,401. However, this pilot study was administered on 8 teachers - with 4 participants in each comparison group in Bayero University, Kano.The findings of the study revealed that there was no significant difference in the four hypotheses postulated for the study.

Keywords: impact, university teachers, teachers' qualifications, competencies

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Authors: B. Nazari, M. A. Mohammadifar, S. Shojaee-Aliabadi, L. Mirmoghtadaie

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Millets as a new source of plant protein were not used in food applications due to its poor functional properties. In this study, the effect of high intensity ultrasound (frequency: 20 kHz, with contentious flow) (US) in 100% amplitude for varying times (5, 12.5, and 20 min) on solubility, emulsifying activity index (EAI), emulsion stability (ES), foaming capacity (FC), and foaming stability (FS) of millet protein concentrate (MPC) were evaluated. In addition, the structural properties of best treatments such as molecular weight and surface charge were compared with the control sample to prove the US effect. The US treatments significantly (P<0.05) increased the solubility of the native MPC (65.8±0.6%) at all sonicated times with the maximum solubility that is recorded at 12.5 min treatment (96.9±0.82 %). The FC of MPC was also significantly affected by the US treatment. Increase in sonicated time up to 12.5 min significantly increased the FC of native MPC (271.03±4.51 ml), but higher increase reduced it significantly. Minimal improvements were observed in the FS of all sonicated MPC compared to the native MPC. Sonicated time for 12.5 min affected the EAI and ES of the native MPC more markedly than 5 and 20 min that may be attributed to higher increase in proteins tendency to adsorption at the oil and water interfaces after the US treatment at this time. SDS-PAGE analysis showed changes in the molecular weight of MPC that attributed to shearing forces created by cavitation phenomenon. Also, this phenomenon caused an increase in the exposure of more amino acids with negative charge in the surface of US treated MPC, that was demonstrated by Zetasizer data. High intensity ultrasound, as a green technology, can significantly increase the functional properties of MPC and can make this usable for food applications.

Keywords: functional properties, high intensity ultrasound, millet protein concentrate, structural properties

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Authors: Kalpana Sharma, Jyoti Mann

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The study was designed towards institutional analysis for a clear understanding of the process involved in functioning and layout of determinants influencing physical education teacher’s education program in India. This further can be recommended for selection of parameters for creating sector benchmarking for physical education teachers training institutions across India. 165 stakeholders involving students, teachers, parents, administrators were surveyed from the identified seven institutions and universities from different states of India. They were surveyed on the basis of seven broad parameters which were associated with the post graduate physical education program in India. A physical education program assessment tool of 52 items was designed to administer it among the stakeholders selected for the survey. An item analysis of the contents was concluded through the review process from selected experts working in higher education with experience in teacher training program in physical education. The data was collected from the stakeholders of the selected institutions through Physical Education Program Assessment Tool (PEPAT). The hypothesis that PE teacher education program is independent of physical education institutions was significant. The study directed a need towards robust admission process emphasizing on identification, selection of potential candidates and quality control of intake with the scientific process developed according to the Indian education policies and academic structure. The results revealed that the universities do not have similar functional and delivery process related to the physical education teacher training program. The study reflects towards the need for physical education universities and institutions to identify the best practices to be followed regarding the functioning of delivery of physical education programs at various institutions through strategic management studies on the identified parameters before establishing strict standards and norms for achieving excellence in physical education in India.

Keywords: assessment, benchmarking, curriculum, physical education, teacher education

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Authors: Kerry Lee

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Many teachers are experienced; however, experience doesn’t necessarily equate to excellence. Excellence in teaching is the single most powerful influence on student achievement. This case study investigates the practices of one of the nation’s most acknowledged teachers in enterprise education. In a number of semi-structured interviews and observational visits, this remote regional teacher talked freely about what skills and strategies she used to achieve this success. It is anticipated these findings will help others to support students to gain greater success (in whatever form that may take).

Keywords: expert teacher, enterprise education, excellence, skills and strategies

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Authors: Chialing Chang

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Language and culture are critical foundations of international mobility. However, the students who are limited to the local environment may affect their learning outcome and global perspective. Video Conferencing has been proven an economical way for students as a medium to communicate with international students around the world. In Taiwan, the National Development Commission advocated the development of bilingual national policies in 2030 to enhance national competitiveness and foster English proficiency and fully launched bilingual activation of the education system. Globalization is closely related to the development of Taiwan's education. Therefore, the teacher conducted an integrated lesson through interdisciplinary learning. This study aims to investigate how the teacher helps develop students' global and language core competencies in the international education class. The methodology comprises four stages, which are lesson planning, class observation, learning data collection, and speech analysis. The Grice's Conversational Maxims are adopted to analyze the students' conversation in the video conferencing course. It is the action research from the teacher's reflection on approaches to developing students' language learning skills. The study lays the foundation for mastering the teacher's international education professional development and improving teachers' teaching quality and teaching effectiveness as a reference for teachers' future instruction.

Keywords: international education, language learning, Grice's conversational maxims, video conferencing course

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Authors: Hsiaoping Wu

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With the wide use of Internet, learners are exposed to the wider world. This exposure permits learners to discover new information and combine a variety of media in order to reach in-depth and broader understanding of their literacy and the world. Many paper-based teaching, learning and assessment modalities can be transferred to a digital platform. This study examines the use of e-portfolios for ESL (English as a second language) pre-service teacher. The data were collected by reviewing 100 E-portfolio from 2013 to 2015 in order to synthesize meaningful information about e-portfolios for ESL pre-service teachers. Participants were generalists, bilingual and ESL pre-service teachers. The studies were coded into two main categories: learning gains, including assessment, and technical skills. The findings showed that using e-portfolios enhanced and developed ESL pre-service teachers’ teaching and assessment skills. Also, the E-portfolio also developed the pre-service teachers’ technical stills to prepare a comprehensible portfolio to present who they are. Finally, the study and presentation suggested e-portfolios for ecological issues and educational purposes.

Keywords: assessment, e-portfolio, pre-service teacher, reflection

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Authors: Kartika Marta Budiana

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Low competence in speaking for the students of Non English native speakers have been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore the effect of video using in teaching speaking onstudents of non-native English speakers at STIE Perbanas Surabaya. This includes investigate the students` attitudes toward the video used in classroom. This is a quantitative research that is an experimental one based on analyses derived the concepts of from teaching speaking and the use of video. There are two classes observed, the experimental and the control one. The experimental consist of 28 students and the control class consists of 25 students. Before the treatment given, both of the group is given the pre-test to check their ability level. Then, after the treatment is given, the post-test is given to the both groups. Then, the students were given treatment how to conduct a meeting that they learnt from a video of business English. The post test was held after they undergone a treatment. The instruments to get the data are the oral test and questionnaire. The data of this study is students` score and from the tests` score it can be seen there is a positive significant difference in the experimental group. The t-test to test hypothesize also shows that it is accepted which said that there is an improvement on the students` speaking competence achievement. In conclusion, the video effects on the significant difference on the students speaking competence achievement.

Keywords: video, teaching, speaking, Indonesia

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Authors: Wahid Ahmad Dar, Irshad Ahmad Najar

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The influence of social media is percolating to every corner of our social life. It is also changing the social sphere of the classroom in particular and education in general. This paper tries to explore the ways in which social media is influencing student-teacher relationship. Differences have been found in student’s ability to draw benefits from using ICT. Besides digital divides in access and usage, there are attitudinal differences among students towards ICT aligned with traditional forms of social differences. The paper particularly focusses on how students from diverse backgrounds are using social media to interact with their teachers and how such interactions differ on the basis of social class, gender and residential background of students. A qualitative research methodology has been used for answering these questions. Open-ended questionnaire has been designed and administered to a sample of postgraduate students from University of Kashmir drawn purposively ensuring optimum number of subjects from all backgrounds. The data were analyzed by content analysis, deciphering general patterns in the data.

Keywords: social media, student-teacher relationship, social class, gender

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Authors: S. B. Otieno, T. S. Jayne, M. Muyanga

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Selenium which is an-antioxidant is important for human health enters food chain through crops. In Kenya Zea mays is consumed by 96% of population hence is a cheap and convenient method to provide selenium to large number of population. Several soil factors are known to have antagonistic effects on selenium speciation hence the uptake by Zea mays. No investigation in Kenya has been done to determine the effects of soil characteristics (pH, Tcarbon, CEC, Eh) affect accumulation of selenium in Zea mays grains in Maize Belt in Kenya. About 100 Zea mays grain samples together with 100 soil samples were collected from the study site, put in separate labeled Ziplocs and were transported to laboratories at room temperature for analysis. Maize grains were analyzed for selenium while soil samples were analyzed for pH, Cat Ion Exchange Capacity, total carbon, and electrical conductivity. The mean selenium in Zea mays grains varied from 1.82 ± 0.76 mg/Kg to 11±0.86 mg/Kg. There was no significant difference between selenium levels between different grain batches {χ (Df =76) = 26.04 P= 1.00} The pH levels varied from 5.43± 0.58 to 5.85± 0.32. No significant correlations between selenium in grains and soil pH (Pearson’s correlations = - 0.143), and between selenium levels in grains and the four (pH,Tcarbon,CEC,Eh) soil chemical characteristics {F (4,91) = 0.721 p = 0.579} was observed.It can be concluded that the soil chemical characteristics in the study site did not significantly affect the accumulation of native selenium in Zea mays grains.

Keywords: maize, native, soil, selenium

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Authors: Derya Duran, Christine Jacknick

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This study explores post-task reflections in an English as a Medium of Instruction (EMI) setting, and it specifically focuses on how a teacher performs pedagogical practices such as reformulating, extending and evaluating following students’ spontaneous experience tellings in EMI classrooms. The data consist of 30 hours of video recordings from two EMI content classes, which were recorded for an academic term at a university in Turkey. The course, Guidance, is offered to fourth year undergraduate students as a compulsory course in the Department of Educational Sciences. The participants (n=78) study at the Faculty of Education, majoring in different educational departments (i.e., Computer Education and Instructional Technology, Elementary Education, Foreign Language Education). Using conversation analysis, we demonstrate that the teacher employs a variety of interactional resources to elicit (i.e., asking specific questions) and also provides (i.e., giving scientific information) as much content as possible, which also sheds light on the institutional fingerprints of the current research context. The study contributes to the existing research by unpacking articulation of personal experiences and cultivation of collaborativeness in classroom interaction. Moreover, describing the dialogic nature of these specific occasions, the study demonstrates how teacher and students address learning tasks together (collectivity), how they orient to each other turns interactionally (reciprocity), and how they keep the pedagogical focus in mind (purposefulness).

Keywords: conversation analysis, English as a medium of instruction, higher education, post-task reflections

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Authors: S. R. Santhanam

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A gifted child is one who gives evidence of creativity, good memory, rapid learning. In mathematics, a teacher often comes across some gifted children and they exhibit the following characteristics: unusual alertness, enjoying solving problems, getting bored on repetitions, self-taught, going beyond what teacher taught, ask probing questions, connecting unconnected concepts, vivid imagination, readiness for research work, perseverance of a topic. There are two main areas of research carried out on them: 1)identifying gifted children, 2) interacting and channelizing them. A lack of appropriate recognition will lead the gifted child demotivated. One of the main findings is if proper attention and nourishment are not given then it leads a gifted child to become depressed, underachieving, fail to reach their full potential and sometimes develop negative attitude towards school and study. After identifying them, a mathematics teacher has to develop them into a fall fledged achiever. The responsibility of the teacher is enormous. The teacher has to be resourceful and patient. But interacting with them one finds a lot of surprises and awesomeness. The elementary algebraic identities like (a+b)(a-b)=a²-b², expansion of like (a+b)²(a-b)² and others are taught to students, of age group 13-15 in India. An average child will be satisfied with a single proof and immediate application of these identities. But a gifted child expects more from the teacher and at one stage after a little training will surpass the teacher also. In this short paper, the author shares his experience regarding teaching algebraic identities to gifted children. The following problem was given to a set of 10 gifted children of the specified age group: If a natural number ‘n’ to expressed as the sum of the two squares, will 2n also be expressed as the sum of two squares? An investigation has been done on what multiples of n satisfying the criterion. The attempts of the gifted children were consolidated and conclusion was drawn. A second problem was given to them as: can two natural numbers be found such that the difference of their square is 3? After a successful solution, more situations were analysed. As a third question, the finding of the sign of an algebraic expression in three variables was analysed. As an example: if a,b,c are real and unequal what will be sign of a²+4b²+9c²-4ab-12bc-6ca? Apart from an expression as a perfect square what other methods can be employed to prove an algebraic expression as positive negative or non negative has been analysed. Expressions like 4x²+2y²+13y²-2xy-4yz-6zx were given, and the children were asked to find the sign of the expression for all real values of x,y and z. In all investigations, only basic algebraic identities were used. As a next probe, a divisibility problem was initiated. When a,b,c are natural numbers such that a+b+c is at least 6, and if a+b+c is divisible by 6 then will 6 divide a³+b³+c³. The gifted children solved it in two different ways.

Keywords: algebraic identities, gifted children, Indian scenario, research

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Authors: Elisabeth Desiana Mayasari, Laurensia Aptik Evanjeli, Brigitta Erlita Tri Anggadewi

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The condition of the COVID-19 pandemic demands adaptation in various aspects of human life, including in the field of education. Teachers are expected to do distance learning or Learning From Home (LFH). The teacher said that he experienced stress, anxiety, feeling depressed, and afraid based on the interview. Learning adaptations and pandemic situations can impact the mental health of teachers, so the purpose of this study is to determine the mental health of teachers while teaching online. This research was conducted with a quantitative approach using a survey method. The subjects in this study were 330 elementary school teachers under the auspices of a foundation in Yogyakarta. Teachers' mental health was measured using the Indonesian version of The Mental Health Inventory (MHI-38), which has a reliability of 0.888. The results showed that the teachers generally had a good mental health condition marked by a lower negative aspect score than the positive aspect. In addition, the overall mental health aspect shows that some teachers have better mental health when compared to the average score, as well as higher positive aspect scores in all sub-aspects.

Keywords: mental health, teacher, COVID-19 pandemic, MHI-38

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Authors: Meenakshi Srivastava, Anke A. De Boer, Sip Jan Pij

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Teacher’s preparedness towards special educational needs (SEN) of the students in regular schools is an important factor in making education inclusive as a goal to provide education for all. The current study measured the long term effects of an in-service teacher training programme which focused on the inclusion of students with a range of SEN. The programme was on three particular aspects: teachers’ attitudes, their knowledge about SEN and knowledge about teaching methods. A refresher course was also organized for participants of the initial training programme. The long term effects were examined by teachers using a self-report questionnaire (n = 38). The wider effects of the initial training were recorded by interviewing school principals (n = 4). Repeated measures of ANOVA revealed significant effects: more positive attitudes and increased knowledge about SEN among teachers who took the refresher course (n = 18) compared to those who had not (n = 19). Principals also found a more positive attitude, sensitivity and increased awareness about SEN among the participants.

Keywords: inclusion, students with special educational needs, teacher training, follow-up, attitudes change

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Authors: Sally A. Brown

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Over the last 30 years, researchers have developed models or frameworks to provide a more structured understanding of the reading comprehension process. Cognitive information processing models and social cognitive theories both provide frameworks to inform reading comprehension instruction. The purpose of this paper is to (a) provide an overview of the historical development of reading comprehension theory, (b) review the literature framed by cognitive information processing, social cognitive, and integrated reading comprehension theories, and (c) demonstrate how these frameworks inform instruction. As integrated models of reading can guide the interpretation of various factors related to student learning, an integrated framework designed by the researcher will be presented. Results indicated that features of cognitive processing and social cognitivism theory—represented in the integrated framework—highlight the importance of the role of the teacher. This model can aid teachers in not only improving reading comprehension instruction but in identifying areas of challenge for students.

Keywords: explicit instruction, integrated models of reading comprehension, reading comprehension, teacher’s role

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Authors: Qiong Hu, Ming Yue

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Language variation signals the newest usage of language community, which might become the developmental trend of that language. However, language textbooks cannot keep up with these emergent usages. Most Chinese English learners nowadays are still exposed to traditional grammar prescribed in the textbook so that some variational usages cannot be acquired. The personal pronoun we is prescribed as a plural pronoun in the textbook grammar, but its number value is more flexible in actual use. Based on the Chinese Learner English Corpus (CLEC), and with the homemade Friends corpus as reference, the present research explores the number value of the first person pronoun we used by Chinese English learners. With consideration of the subjectivity of we, this paper annotated the number value of all the wes in “we+ PCU (Perception-cognation-utterance) verbs” collocations. Results show that though exposed to traditional textbooks which prescribe the plural reference of we, there still exists some unconventional usage (singular or vague in reference) in the writings of Chinese English learners, which is less frequent than that of the native speeches. Corpus data and results from manual semantic annotation show that this could be due to the impact of formulaic sequence on the learners and the positive transfer from their native language. An improved SLA model of native language, target language and interlanguage is put forward to recognize the existence of variation in second language acquisition, which should be given more attention during teaching.

Keywords: Chinese English learners, number, PCU verbs, Personal pronoun we

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Authors: Majda Ibrahim Aljaroudi, Jwaher Alburake

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The study aimed to identify the active role of the teacher in the management of the effective classroom environment for high school students from the viewpoint of the teachers, and to identify whether there were statistically significant differences between the averages of the respondents regarding the active role of the high school teachers in managing effective classroom environment in Riyadh, and also the total score depending on the variables of the study (qualifications, years of experience, training and development programs). This study used the descriptive survey approach where a questionnaire has been built and consisted of (35) items about five areas as a tool to measure the teacher's role in the management of effective classroom environment for high school students. The study population consisted of (1313) high school teachers in the government schools in south of Riyadh. It consisted of (70) teachers who were selected randomly. It used the appropriate statistical methods to analyze data by using statistical packages (SPSS). The study found the following results: • Most of the study sample members agreed on their role in the effective classroom environment management for high school students in government schools in Riyadh with an average (3.91 out of 5), which falls in the fifth category of Quintet scale (from 3.41 to 4.20) that refers to the option "often". • There are statistically significant differences between the mean responses of the study sample about the active role of the teacher in the effective classroom environment management for high school students regarding the concept of order in the classroom depending on the variable of years of experience for the benefit of teachers who have over 10 years of experience. There are statistically significant differences between the mean responses of the study sample about the teacher's active role in the effective classroom environment management for high school students regarding the educational process for maintaining the order in the classroom depending on the variable of training and development programs for the benefit of the teachers who have more than (5) courses. Due to the results of the study the researcher recommended a number of recommendations to improve the teacher's role in the effective classroom environment management for high school students.

Keywords: effective management, active learning, educational sciences, pedagogical sciences

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Authors: Ella Zahra

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Sea urchins are keystone species in many global benthic ecosystems. The concentration of microplastics (MPs) in sea urchin organs was quantified in 120 individuals of 2 different species and from 4 sites across the Greek island Lipsi, with special interest in the differences between the native Arbacia lixula and the invasive Diadema setosum. Over 93% of MPs observed in both species were fibrous. MP abundance was found to correlate with exposure to open sea and harsh prevailing winds, irrespective of proximity to urban activities. The MP abundance in the invasive species was not found to be significantly dependent on site. Interestingly, the smaller native species contained significantly larger sized MPs than the invasive, possibly as a result of a greater feeding rate in A. lixula individuals. Sexually immature urchins may also have a higher feeding rate, giving rise to the negative correlation between gonad index and MPs per individual. The size of MPs ranged from 10µm to 24210µm, heavily skewed towards smaller particles. Few differences in colour were noted between the species and sites. MPs were detected in 100% of the samples with abundance ranging from 19.27 ± 6.77 to 26.83 ± 8.15 items per individual, or 3.55 ± 3.73 to 7.34 ± 10.51 items per gram of wet organ weight. This high value could lead to health risks in East Asia and the Mediterranean, where sea urchin is widely consumed, due to toxins adsorbed to the MPs.

Keywords: microplastics, plastic pollution, invertebrate ecology, invasive marine species

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Authors: Ivan Samokhin

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A new two-factor model of school students’ capacity levels is proposed. It considers the academic productivity and emotional condition of children taking part in the study process. Each basic level reflects the correlation of these two factors. The teacher decides whether the required result is achieved or not and write down the grade (from 'A' to 'F') in the register. During the term, the teacher can estimate the students’ progress with any intervals, but it is not desirable to exceed a two-week period (with primary school being an exception). Each boy or girl should have a special notebook to record the emotions which they feel studying a subject. The children can make their notes the way they like it – for example, using a ten-point scale or a short verbal description. It is recommended to record the emotions twice a day: after the lesson and after doing the homework. Before the students start doing this, they should be instructed by a school psychologist, who has to emphasize that an attitude to the subject – not to a person in charge of it – is relevant. At the end of the term, the notebooks are given to the teacher, who is now able to make preliminary conclusions about academic results and psychological comfort of each student. If necessary, some pedagogical measures can be taken. The data about a supposed capacity level is available for the teacher and the school administration. In certain cases, this information can be also revealed to the student’s parents, while the student learns it only after receiving a school-leaving certificate (until this moment, the results are not considered ultimate). Then a person may take these data into consideration when choosing his/her future area of higher education. We single out four main capacity levels: 'nominally low', 'inclination', 'ability' and 'gift'.

Keywords: academic productivity, capacity level, emotional condition, school students

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Authors: Boonrat Plangsorn

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Using ebooks can make not only a meaningful learning and achievement for students, but also can help teacher effectively enhance and improve their teaching. Nowadays, teachers try to develop ebooks for their class but it does not success in some cases because they do not have clear understanding on how to design, develop, and using ebooks that align with their teaching and learning objectives. Thus, the processes of using, designing, and producing ebooks have become one of important competency for teacher because it will enhance teacher’s knowledge for ebooks production. The purposes of this research were: (1) to develop the competency of producing and using ebooks of teachers in Chachengsao and (2) to promote the using ebooks of teachers in Chachengsao. The research procedures were divided into four phases. Phase I (study components and process of the designing and development of ebooks) was an interview in which the qualitative data were collected from five experts in instructional media. Phase II (develop teachers’ competency of producing ebooks) was a workshop for 28 teachers in Chachengsao. Phase III (study teachers’ using ebooks) was an interview in which the qualitative data were collected from seven teachers. Phase IV (study teachers’ using ebooks) was an interview in which the qualitative data were collected from six teachers. The research findings were as follows: 1. The components of ebooks comprised three components: ebooks structure, multimedia, and hyperlink. The eleven processes of design ebooks for education included (1) analyze the ebooks objective, (2) analyze learner characteristics, (3) set objective, (4) set learning content, (5) learner’s motivation, (6) design and construct activity, (7) design hyperlink, (8) produce script and storyboard, (9) confirm storyboard by expert, (10) develop ebooks, and (11) evaluate ebooks. 2. The evaluation of designing and development of ebooks for teacher workshop revealed the participants’ highest satisfaction (M = 4.65). 3. The teachers’ application of ebooks were found that obstacles of producing an ebooks: Time period of producing ebooks, a readiness of school resources, and small teacher network of producing and using ebooks. The result of using ebooks was students’ motivation. 4. The teachers’ ebooks utilization through educational research network of teacher in Chachengsao revealed that the characteristic of ebooks consist of picture, multimedia, voice, music, video, and hyperlink. The application of ebooks caused students interested in the contents; enjoy learning, and enthusiastic learning.

Keywords: ebooks, producing ebooks competency, using ebooks competency, educational research network

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Authors: Binger Lu

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It remains unclear whether second language (L2) speakers could use discourse context cues to predict upcoming information as native speakers do during online comprehension. Some researchers propose that L2 learners may have a reduced ability to generate predictions during discourse processing. At the same time, there is evidence that discourse-level cues are weighed more heavily in L2 processing than in L1. Previous studies showed that L1 prediction is sensitive to the global validity of predictive cues. The current study aims to explore whether and to what extent L2 learners can dynamically and strategically adjust their prediction in accord with the global validity of predictive cues in L2 discourse comprehension as native speakers do. In a self-paced reading experiment, Chinese native speakers (N=128), C-E bilinguals (N=128), and English native speakers (N=128) read high-predictable (e.g., Jimmy felt thirsty after running. He wanted to get some water from the refrigerator.) and low-predictable (e.g., Jimmy felt sick this morning. He wanted to get some water from the refrigerator.) discourses in two-sentence frames. The global validity of predictive cues was manipulated by varying the ratio of predictable (e.g., Bill stood at the door. He opened it with the key.) and unpredictable fillers (e.g., Bill stood at the door. He opened it with the card.), such that across conditions, the predictability of the final word of the fillers ranged from 100% to 0%. The dependent variable was reading time on the critical region (the target word and the following word), analyzed with linear mixed-effects models in R. C-E bilinguals showed reliable prediction across all validity conditions (β = -35.6 ms, SE = 7.74, t = -4.601, p< .001), and Chinese native speakers showed significant effect (β = -93.5 ms, SE = 7.82, t = -11.956, p< .001) in two of the four validity conditions (namely, the High-validity and MedLow conditions, where fillers ended with predictable words in 100% and 25% cases respectively), whereas English native speakers didn’t predict at all (β = -2.78 ms, SE = 7.60, t = -.365, p = .715). There was neither main effect (χ^²(3) = .256, p = .968) nor interaction (Predictability: Background: Validity, χ^²(3) = 1.229, p = .746; Predictability: Validity, χ^²(3) = 2.520, p = .472; Background: Validity, χ^²(3) = 1.281, p = .734) of Validity with speaker groups. The results suggest that prediction occurs in L2 discourse processing but to a much less extent in L1, witha significant effect in some conditions of L1 Chinese and anull effect in L1 English processing, consistent with the view that L2 speakers are more sensitive to discourse cues compared with L1 speakers. Additionally, the pattern of L1 and L2 predictive processing was not affected by the global validity of predictive cues. C-E bilinguals’ predictive processing could be partly transferred from their L1, as prior research showed that discourse information played a more significant role in L1 Chinese processing.

Keywords: bilingualism, discourse processing, global validity, prediction, self-paced reading

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Authors: Supat Chaiyakul, Direk Sukkasem, Patnachapa Natthapanpaisith

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Sinlek rice flour beverage or instant product is a dietary supplement for dysphagia, or difficulty swallowing. It is also consumed by individuals who need to consume supplements to maintain their calorific needs. This product provides protein, fat, iron, and a high concentration of carbohydrate from rice flour. However, the application of native flour is limited due to its high viscosity. Starch modification by controlling starch retrogradation was used in this study. The research studies the effects of rice flour concentration and retrogradation treatment on the physical properties of instant Sinlek brown rice. The native rice flour, gelatinized rice flour, and flour gels retrograded under 4 °C for 3 and 7 days were investigated. From the statistical results, significant differences between native and retrograded flour were observed. The concentration of rice flour was the main factor influencing the swelling power, solubility, and pasting properties. With the increase in rice flour content from 10 to 15%, swelling power, peak viscosity, trough, and final viscosity decreased; but, solubility, pasting temperature, peak time, breakdown, and setback increased. The peak time, pasting temperature, peak viscosity, trough, and final viscosity decreased as the storage period increased from 3 to 7 days. The retrograded rice flour powders had lower pasting temperature, peak viscosity, breakdown, and final viscosity than the gelatinized and native flour powders. Reduction of starch viscosity by gelatinization and controlling starch retrogradation could allow for increased quantities of rice flour in instant rice beverages. Also, the treatment could increase the energy and nutrient densities of rice beverages without affecting the viscosity of this product.

Keywords: instant rice, pasting properties, pregelatinization, retrogradation

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