Contemporary Educational Researches Journal最新文献_第2页

Developing critical thinking across the curriculum through embedded personal epistemology: An immersion approach 通过嵌入式个人认识论在整个课程中发展批判性思维:浸入式方法

Contemporary Educational Researches Journal Pub Date : 2023-05-31 DOI: 10.18844/cerj.v13i2.9013

Fedoua Mansouri Mansouri, Hafida Hamzaoui

{"title":"Developing critical thinking across the curriculum through embedded personal epistemology: An immersion approach","authors":"Fedoua Mansouri Mansouri, Hafida Hamzaoui","doi":"10.18844/cerj.v13i2.9013","DOIUrl":"https://doi.org/10.18844/cerj.v13i2.9013","url":null,"abstract":"In the present-day information age, it has become more crucial than ever to be equipped with an intellectual compass that can help an individual to navigate the overwhelming deluge of information, messages, and discourses. The efficiency of higher education in teaching students to think critically is debatable as most institutions treat these skills in isolation from the rest of educational goals. This paper explored a holistic approach to enhancing critical thinking across the curriculum. It involves the promotion of learners’ epistemological beliefs. The study explored a potential causal relationship between critical thinking skills and epistemological beliefs among undergraduates at the Department of English at Khenchela University, Algeria. In a quasi-experimental design, sophomores received a two-semester treatment instruction designed to promote their critical thinking skills. These latter were tested in pre-and post-tests to evaluate the effect of the course. T-test results revealed a significant change in the experimental group’s post-test means as compared to their critical thinking pre-tests. \u0000Keywords: Critical thinking; epistemic climate; higher education; immersion; personal epistemology. \u0000 ","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123822277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Postmodern intertextuality: Teachers' perceptions about the challenges and implications for EFL learners in literary texts analysis 后现代互文性:教师对文学文本分析对英语学习者的挑战和影响的看法

Contemporary Educational Researches Journal Pub Date : 2023-05-31 DOI: 10.18844/cerj.v13i2.9014

U. Toti, M. Abahussain

{"title":"Postmodern intertextuality: Teachers' perceptions about the challenges and implications for EFL learners in literary texts analysis","authors":"U. Toti, M. Abahussain","doi":"10.18844/cerj.v13i2.9014","DOIUrl":"https://doi.org/10.18844/cerj.v13i2.9014","url":null,"abstract":"The purpose of this study was to understand postmodern Intertextual perceptions of college-level teachers, the contribution of Intertextuality in comprehending a literary piece of work, and certain challenges facing Saudi EFL learners in meaning construction during the reading process examined in this research. The subjects were five professional teachers from two different colleges who were interviewed in a certain time framework. The researcher analyzed the teachers’ personal experiences, explanations about postmodern reading intertextuality, and its intricacies in learners’ comprehension emerged as dominant themes. The findings show that during teachers’ semi-structured interviews, their meanings, and contents indicated that cultural background, lack of intertextual awareness, stereotype approach, and lack of postmodern literary knowledge can provide impediments in textual analysis and interpretation. Further research is needed to explore more avenues in postmodern intertextual areas and to look into viewing intertextuality from deeper perspectives. \u0000Keywords: Canterbury tales; English teachers; intertextuality; pastiche; postmodernism","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"243 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121456631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pedagogical implications of a blended learning model at Temouchent University 特穆森特大学混合式学习模式的教学意义

Contemporary Educational Researches Journal Pub Date : 2023-05-31 DOI: 10.18844/cerj.v13i2.9021

Amaria Fehaima

引用次数: 0

Practices, validity and challenges of online formative assessment in Algerian higher education 阿尔及利亚高等教育在线形成性评估的实践、有效性和挑战

Contemporary Educational Researches Journal Pub Date : 2023-05-31 DOI: 10.18844/cerj.v13i2.9022

Zeraoulia Assia, A. Samira

{"title":"Practices, validity and challenges of online formative assessment in Algerian higher education","authors":"Zeraoulia Assia, A. Samira","doi":"10.18844/cerj.v13i2.9022","DOIUrl":"https://doi.org/10.18844/cerj.v13i2.9022","url":null,"abstract":"Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid. \u0000Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128689074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring students’ online self-regulated learning on writing skills at Pesantren Education in the pandemic era 新冠肺炎时代Pesantren教育学生在线自主学习写作技能的探索

Contemporary Educational Researches Journal Pub Date : 2023-05-31 DOI: 10.18844/cerj.v13i2.9007

Imam Nur Aziz, P. Setyosari, Utami Widiati, S. Ulfa

引用次数: 0

Calculation and appraisal of the course outcomes of the electronics course 电子学课程成果的计算与评价

Contemporary Educational Researches Journal Pub Date : 2023-05-31 DOI: 10.18844/cerj.v13i2.6902

Prof. Dr. Engr. Muhibul Haque Bhuyan, Sher Shermin Azmiri Khan

{"title":"Calculation and appraisal of the course outcomes of the electronics course","authors":"Prof. Dr. Engr. Muhibul Haque Bhuyan, Sher Shermin Azmiri Khan","doi":"10.18844/cerj.v13i2.6902","DOIUrl":"https://doi.org/10.18844/cerj.v13i2.6902","url":null,"abstract":"The purpose of this research work was to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. This course is one of the essential course courses of BSc in EEE program of study and as such, its course outcomes are associated with three program outcomes. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various formative and summative assessment tests during a particular semester. For this purpose, an assessment plan was prepared and then test data were used to evaluate the outcome. Finally, statistical analysis is performed to check whether a particular student cohort of electronics courses could achieve this or not. All of the 46 participating students have attained the benchmark set before the start of the course. Finally, course survey results and a few recommendations are provided as a measure of the continuous quality improvement method.\u0000Keywords: Assessment; course outcome; electronics; evaluation; outcome-based education","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130507363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relationship between metacognition and multiple intelligence of Iranian elementary and intermediate EFL learners and their reading comprehension 伊朗初中级英语学习者元认知、多元智力与阅读理解的关系

Contemporary Educational Researches Journal Pub Date : 2023-02-27 DOI: 10.18844/cerj.v13i1.8751

Elham Sharifzadeh, F. Sadighi

{"title":"The relationship between metacognition and multiple intelligence of Iranian elementary and intermediate EFL learners and their reading comprehension","authors":"Elham Sharifzadeh, F. Sadighi","doi":"10.18844/cerj.v13i1.8751","DOIUrl":"https://doi.org/10.18844/cerj.v13i1.8751","url":null,"abstract":"This study aimed to investigate the relationship between metacognitive, multiple intelligence, and reading comprehension of elementary and intermediate EFL learners. To this end, the researchers recruited 60 elementary students of Hasanzadeh high school in grade 10th and 60 intermediate English learners from Bilan-Taymaz English institute in Kazeroun using the Oxford Placement Test. Afterward, the researchers administered the researcher-made reading comprehension test. Furthermore, the Multiple Intelligence Questionnaire and Metacognitions Questionnaire tests were conducted. Participants were asked to complete these questionnaires and to take the reading comprehension test through separate sessions on the Rubika app. The results revealed a significant relationship between the metacognition and reading comprehension of both elementary and intermediate EFL learners. Furthermore, there was a significant relationship between the multiple intelligences of Iranian elementary and intermediate EFL learners and their reading comprehension. According to the next results obtained through SPSS, the researchers found that there is a significant difference between the metacognition of the elementary and intermediate participants. The same result was obtained for multiple intelligence.\u0000Keywords: Iranian elementary EFL Learners, Iranian intermediate EFL learners metacognition, Multiple intelligence, Reading comprehension;","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114622493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relationship between EFL learners’ satisfaction with online education and their anxiety level 英语学习者网络教育满意度与焦虑水平的关系

Contemporary Educational Researches Journal Pub Date : 2023-02-27 DOI: 10.18844/cerj.v13i1.7746

Nahid Mirshekari, Ghasem Tayyebi, A. Dehghani

引用次数: 0

Understanding context: An essential factor for educational change success 理解环境:教育变革成功的重要因素

Contemporary Educational Researches Journal Pub Date : 2023-02-27 DOI: 10.18844/cerj.v13i1.8457

Yousif Alshumaimeri

引用次数: 2

Towards a perfect universal educational curriculum 迈向完善的普及教育课程

Contemporary Educational Researches Journal Pub Date : 2022-11-28 DOI: 10.18844/cerj.v12i4.8486

Lynsey Mori

引用次数: 0