international journal of Education, Learning and Development最新文献

{"title":"Six Popular Beliefs on Language Learning with the Different Theories and Principles on Second Language Learning","authors":"Bashayer Jassim Al Bloushi","doi":"10.37745/ijeld.2013/vol12n31224","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n31224","url":null,"abstract":"This article defines what language is and how significant it is. It exhibits how language is learned throughout life. It elaborates that there are six beliefs related to language learning. The first belief that the study mentions is that language learning is learned by imitation. The article will exhibit the definitions of imitation case and how it is different from practice. It also shows vivid examples of what is meant by imitation and what is meant by practice. Moreover, the article also shows that learning a language could be done through daily routine and it provides clear examples about this matter. The second belief exhibits that younger learners are better learners than adults. The third belief is the appropriate pronunciation of the sounds to speak. Furthermore, the fourth belief the author explains students learn what they are taught. The fifth belief focuses on learners that they should be corrected as soon as they make errors. Finally, the sixth belief is that students can learn both languages and academic content simultaneously. The article elaborates on the sixth belief in detail explaining each one of them individually. It also sheds light on different theories of second language learning which are universal grammar theory, sociocultural theory, and the monitor model theory. The monitor model theory has five different hypotheses which are the acquisition versus learning hypothesis, The monitor hypothesis, the Natural order hypothesis, the Comprehensible input hypothesis, and The Affective Filter Hypothesis. In addition, the author also speaks about Ellis learning principles which are 12 principles but the Author focuses on only seven of them.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":" 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391384","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}

{"title":"Work Climate and Students’ Academic Achievement in Catholic Secondary Schools in Ogun State, Nigeria","authors":"M. A. Onafowope, E. Egwunyenga, J. E. Anho","doi":"10.37745/ijeld.2013/vol12n33747","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n33747","url":null,"abstract":"This research investigated work climate and students’ academic achievement in Catholic secondary schools in Ogun State. Two research questions guided the investigation. It employed a correlational survey method adopting ex-post-facto design. The participants included thirty-six principals and vice-principals working in all the Catholic secondary schools in Ogun State. The sample for the study consists of the total population, principals and vice principals in Catholic secondary schools in Ogun State. Census sampling method was utilized for the research. Questionnaire and checklist were self-developed by the researcher. The checklist titled “Students’ Academic Achievement Checklist” (SAAC), was utilized to gather data on students’ academic achievement using the promotional results of 2021, 2022 and 2023. The checklist was evaluated from A1 to F9, with D7 to F9 denoting failure and A1 to C6 showing a pass rating while questionnaire titled “Work Climate and Academic Achievement” Questionnaire, (WCAA)” was used by the researcher to gather information from the respondents. Mean scores and standard deviation, were employed to answer research questions. The finding in the study identified substantial connection between school environment and academic achievement of learners in Catholic secondary education in Lagos State. Moreover, a favourable relationship between conducive environments and higher academic achievement was established. The study highlights the interaction between school environment, retention of teachers and academic attainment of students, emphasizing their benefit in the context of Catholic secondary schools in Ogun State. Arising from this research, it was suggested among others that Catholic schools in Ogun State should strive to boost a positive school environment for both tutors and learners. Schools should apply various ways to retain effective, hardworking and experienced teachers. In addition, schools should continuously assess the standard of academic achievement, school environment, and human resource management practices.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391691","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}

{"title":"Empathetic Disposition, Stewardship as Principals’ Leadership Practices and Teachers’ Commitment in Delta State Mission Schools","authors":"J. N. Nnorom,, E. Egwunyenga, J. E. Anho","doi":"10.37745/ijeld.2013/vol12n32536","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n32536","url":null,"abstract":"This study explored the empathetic disposition, stewardship as principals' leadership practices and teachers’ commitment in Delta State mission schools. It was guided by three research questions and hypotheses respectively. The study utilized an ex-post-facto research design of the correlational method. The population consists of 906 teachers and 102 principals in Delta State mission schools, from which a sample of 204 respondents were selected through purposive sampling method. Data was collected using two researcher-designed questionnaires: The Principals’ Empathetic Disposition and Stewardship Practices Questionnaire (PEDSPQ) and the Teachers Commitment Questionnaire (TCQ). The face and content validity of the instruments was established through expert review. Pilot testing assessed the reliability using Cronbach’s alpha. In the pilot study, the PEDSPQ demonstrated a reliability coefficient of 0.79 and the TCQ had a reliability coefficient of 0.84. Data collected were analysed using coefficient of determination, Pearson’s r correlation and multiple regression to answer research questions and hypotheses testing at a 0.05 level of significance. Finding revealed that principals' empathetic disposition, stewardship practices were significantly related to teachers’ commitment. It was recommended that Mission schools leaders should prioritize the development of emotional intelligence skills among principals. Providing training and workshops focused on empathy, active listening, and understanding others' perspectives can enhance principals' ability to connect with and support their teachers effectively among other.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391894","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}

{"title":"Crises as a Catalyst for Development: Assessing The Toll of Covid-19 Pandemic-Related Policies on Private School Students in Kuwait","authors":"Hadeel Y. Alshatti, Aroub A. Alqattan,, Khaled M. Al Fadhalah,","doi":"10.37745/ijeld.2013/vol12n34882","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n34882","url":null,"abstract":"The current study aims at exploring the educational policy in Kuwait and its consideration of the rights of education, emphasizing justice and equality for all learners during times of crisis. It concentrates on the Covid-19 pandemic and the challenges faced by parents in private schools. The study adopts quantitative statistical methods and employs a questionnaire that involved 294 parents. The findings show that parents of private school students in Kuwait encountered several difficulties, during the time of the pandemic, which lead to unequal educational opportunities. Consequently, this study supports the development of the educational policies to address similar crises stressing the need for a comprehensive educational plan that ensures equitable support and supply of resources during emergencies. This is crucial for promoting educational equality in private and public institutions in Kuwait.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391768","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}

{"title":"From Constraints to Control: The French Language Classroom in Multilingual Nigeria","authors":"Felicia Olufemi Olaseinde, Basirat Oluwafunmilayo Olaseinde","doi":"10.37745/ijeld.2013/vol12n3111","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n3111","url":null,"abstract":"There are several issues associated with the teaching and learning of French Language in an Anglophone environment like Nigeria. For effective `interaction with the neighbouring countries, Nigerian citizens need the knowledge of French language. Nigeria is an Anglophone country that is surrounded by francophone countries. French Language teachers face a lot of issues while carrying out their day to day activities in the classroom. Some of them include mother tongue interference, lack of use of instructional materials, challenges of the modern technological facilities, confusion of the target French Language, hostile environmental issues, psychological issues, teachers’ personal issues and that of the learners etc. All these issues seem to affect the learning processes in the French Language classrooms. All the above constraints contribute to the poor performance of French language in Nigerian schools; this has led to poor academic achievement of students in French language which has spilled over to poor performance of students in both internal and external examinations.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":" 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391392","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}

{"title":"The Impact of (Un)Ethical Survival Mode Duality and Choices of the Educational Elite on the African Renaissance","authors":"Théophile Munyangeyo","doi":"10.37745/ijeld.2013/vol12n22643","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n22643","url":null,"abstract":"In postcolonial Africa, education has always been perceived as pivotal for national and continental progress. For many Africans pursuing education abroad, the intent was to contribute to their countries' development upon their return. However, the anticipated positive outcomes have often not materialised. Many faced a dilemma: conform to unethical systems or resist them, leading to either self-imposed exile, pursuing brain-drain channels, or compromising with corrupt systems. Using Edward T. Hall's Cultural Context method, this study analyses novels depicting African realities. It critically explores individual duality and its impact on the African renaissance by emphasising the challenge of reconciling personal ideals and integrity with the harsh realities of political power dynamics. The struggle against corrupt systems hampers postcolonial progress, hindering education's potential for sustainable development. The study confirms that the potential of education cannot materialise as a catalyst for positive change and sustainable development in postcolonial Africa without an ethical transformation.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":"34 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846646","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}

{"title":"Counsellors’ Attitudinal Skills as Predictors of Academic Achievement Motivation in Secondary Schools in Nsukka Education Zone of Enugu State, Nigeria","authors":"D. C. Ncheke, Esther E. Enejedu, N. Nwosu, Izomoh Regina Ogheneruemu","doi":"10.37745/ijeld.2013/vol12n2110","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n2110","url":null,"abstract":"The study investigated Counsellors’ Attitudinal Skills as Predictors of Academic Achievement Motivation in Secondary Schools in Nsukka Education Zone of Enugu State, Nigeria. The need for the study came as a result of increasing rate of poor academic achievement motivation of secondary school students in the study area to which the researchers sought to find solutions. It was guided by two research questions and two corresponding null hypotheses tested at 0.05 level of significance. The research design used for the study was correlation survey design. The population of the study comprised the entire five hundred and thirty secondary schools identify from cumulative record folder of SS II students who have performed poor and show lack of interest in schooling in the study area. The entire population of 530 students were used as sample. In this case, there was no sample. This is because the number can be managed. The instrument for data collection were two sets of questionnaire titled “Counsellors’ Attitudinal Skills Assessment (CASA)”; and “Academic Achievement Motivation Scale (AAMS)”. CASA and AAMS were properly validated by experts in test development and the internal consistency reliability indices of the items estimated at 0.82 and 0.84 respectively using cronbach alpha method. The data collected were analyzed using coefficient of determination (R2) for research questions, while Linear Regression was used in testing the hypotheses at p<0.05 level of significance. The findings of the study revealed that there is a significant relationship between listening skill of counsellors and academic achievement motivation of secondary school students. Based on the findings, it was recommended among others that counsellors should organize seminars on counsellors’ attitudinal skills on academic achievement motivation to help motivate secondary school students in schooling.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845972","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}

{"title":"The Impact of (Un)Ethical Survival Mode Duality and Choices of the Educational Elite on the African Renaissance","authors":"Théophile Munyangeyo","doi":"10.37745/ijeld.2013/vol12n22643","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n22643","url":null,"abstract":"In postcolonial Africa, education has always been perceived as pivotal for national and continental progress. For many Africans pursuing education abroad, the intent was to contribute to their countries' development upon their return. However, the anticipated positive outcomes have often not materialised. Many faced a dilemma: conform to unethical systems or resist them, leading to either self-imposed exile, pursuing brain-drain channels, or compromising with corrupt systems. Using Edward T. Hall's Cultural Context method, this study analyses novels depicting African realities. It critically explores individual duality and its impact on the African renaissance by emphasising the challenge of reconciling personal ideals and integrity with the harsh realities of political power dynamics. The struggle against corrupt systems hampers postcolonial progress, hindering education's potential for sustainable development. The study confirms that the potential of education cannot materialise as a catalyst for positive change and sustainable development in postcolonial Africa without an ethical transformation.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786831","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}

{"title":"Evaluation and Critical Reflection on The Listening and Speaking Activities Taught in an English for Specific Purpose Course","authors":"Natalia Loizou","doi":"10.37745/ijeld.2013/vol12n27698","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n27698","url":null,"abstract":"The following paper is a combination of two assignments for the Master’s program “The Teaching of English as a Foreign/ International Language”. It concerns the evaluation and critical reflection on the listening and speaking activities offered to an adult learners’ course during their “English Terminology for Paramedics” class, along with a redesigned lesson plan. The paper analyses the students’ profiles, describes the listening activities used in a particular unit, evaluates them, and suggests improvements to their teaching. An evaluation of the speaking activities based on Johnson’s principles and Nation’s features, a redesigned lesson plan based on the Communicative Language Approach, and a critical evaluation on it follow.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":" August","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139787308","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}

{"title":"Exploring The Effects of English as a Foreign Language on First Language Development of Young Children: The Case of Greece","authors":"Pieter Schalk Jansen","doi":"10.37745/ijeld.2013/vol12n24475","DOIUrl":"https://doi.org/10.37745/ijeld.2013/vol12n24475","url":null,"abstract":"This study meticulously investigates the interplay between Early Second Language Acquisition (ESLA) and the potential emergence of first language disorders in the unique context of Greece. Embedded in the Complex Dynamic Systems Theory (CDST) paradigm, it aims to untangle existing ambiguities and explore implications for Greek society and education. Employing a Concurrent Mixed Methods Approach, the study attempts to unveil the intricate impacts of ESLA on First Language Development (FLD).Grounded in CDST's framework emphasizing linguistic system complexity, and interconnectedness, the research design employs a Descriptive Exploratory orientation through a Case Study Methodology. This facilitates comprehensive research into two cohorts of children aged four, representing monolingual Greek kindergartens (Cohort A) and English as a Foreign Language (EFL)-focused kindergartens (Cohort B).The research inquiries delve into multifaceted language development aspects amidst intricate linguistic dynamics. This involves nuanced analysis of potential performance disparities in the primary language pre- and post-interventions in early foreign language pedagogy, meticulous comparative assessment of both cohorts, and insightful exploration of EFL's implications on young children's nascent language development.Methodologically, data collection employs a language development assessment tool (Logometro®). The collection of both quantitative and qualitative data in this study is contingent upon the application of the Logometro® language assessment instrument. Thematic Analysis shapes the qualitative corpus, complemented by statistical analyses for quantitative data.Anticipated outcomes aim to enhance understanding among Greek educational authorities and the scientific community about intricate, adaptive ESLA impacts on FLD. Findings could influence enduring, impactful EFL policies shaped by Greek authorities. Overall, the research deepens comprehension of latent consequences tied to ESLA's effects on FLD, set within Greece’s intricate context. Nested within CDST's theoretical framework, the amalgamation of research methodology and insights provides a robust foundation for future inquiries and invaluable guidance for policymakers navigating English language education decisions among young learners.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":"7 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846435","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}