International Journal of Interdisciplinary Educational Studies最新文献_第4页

Analyzing Descriptive Writing among Chinese Undergraduates According to Gender 大学生描述性写作的性别分析

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-11-01 DOI: 10.53935/2641-533x.v4i1.62

Qian Chen, S. Nair

{"title":"Analyzing Descriptive Writing among Chinese Undergraduates According to Gender","authors":"Qian Chen, S. Nair","doi":"10.53935/2641-533x.v4i1.62","DOIUrl":"https://doi.org/10.53935/2641-533x.v4i1.62","url":null,"abstract":"The aim of the study is to assess the Chinese undergraduate students’ EFL descriptive writing ability according to gender and to explore four EFL lecturers’ views on how to help students enhance their EFL descriptive writing. This study employed descriptive research design using the QUAN-qual model. A descriptive writing test was used as an instrument and the essays of the students were marked by a lecturer. Purposive sampling was used to select samples which consists of 400 Chinese undergraduate students (200 males and 200 females) from Hunan City University in Hunan Province, China. Before the actual study, the researcher carried out a pilot test to investigate the reliability and validity of the instrument (descriptive writing test). The results obtained from the quantitative data showed that female students outperformed male students in their overall writing as well as each component of the writing. In relation to students’ writing level, the lecturers emphasized that it is very crucial to utilize the Process Approach in class to enhance students’ vocabulary and grammar foundation. In addition, students are required to practice writing more frequently which can arouse their enthusiasm in learning English.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79495597","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 Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills 利用Telegram App提高学生ESL写作能力的效果

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-09-09 DOI: 10.53935/2641-533x.v4i1.55

Murni Hayati binti Mohd Dollah, S. Nair, Walton Wider

{"title":"The Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills","authors":"Murni Hayati binti Mohd Dollah, S. Nair, Walton Wider","doi":"10.53935/2641-533x.v4i1.55","DOIUrl":"https://doi.org/10.53935/2641-533x.v4i1.55","url":null,"abstract":"Mobile learning provides students to learn anywhere without the need of physical classroom. The main objective of this study is to investigate whether the utilization of Telegram app can enhance students’ ESL writing skills. The second objective is to investigate whether the utilization of Telegram app can enhance students’ perceptions towards ESL writing skills. Quasi-experimental one group pre-test post-test design was employed in this study. The students from the experimental group were given a pre-test (descriptive writing test) via Telegram app and their essays were marked by their teacher. The experiment lasted four weeks, and students were taught ESL writing skills using the Telegram app during that time. After the intervention a post-test was administered. This study used two types of instruments, pre- test, post-tests and a questionnaire. The data from the pre-test and post-test were analyzed using the paired sample t-test, and the questionnaire was analyzed using descriptive statistics. This study shows some interesting findings. Firstly, the results indicate that the utilization of Telegram app enhances students’ performance in their overall ESL writing; spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. In addition, students’ perceptions towards ESL writing skills enhanced significantly. This study has effective pedagogical implication because utilization of Telegram app helps to improve students’ writing skills. Furthermore, the findings suggest that ESL teachers can use Telegram app as an alternative method in teaching writing skills.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88435452","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: 3

The Power of Continuing Professional Development on EFL Teachers’ Creativity 持续专业发展对英语教师创造力的影响

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-09-01 DOI: 10.53935/2641-533x.v4i1.50

Fatemeh Mohammadifar, Mona Tabatabaee-Yazdi

{"title":"The Power of Continuing Professional Development on EFL Teachers’ Creativity","authors":"Fatemeh Mohammadifar, Mona Tabatabaee-Yazdi","doi":"10.53935/2641-533x.v4i1.50","DOIUrl":"https://doi.org/10.53935/2641-533x.v4i1.50","url":null,"abstract":"Creativity has played a leading role in education that not only attracts many learners but also teachers. According to Ismail, Desa, and Balakrishnan (2018) creativity is one of the main skills that is extremely noticeable in teaching. Moreover, because of the alteration of generation and expansion of knowledge and technology, the instruction requires creative teachers that can use up-to-date and modern techniques. Within this framework, the researcher tried to investigate any significant relationship between Iranian EFL teachers’ Continuing Professional Development (CPD) and their creativity. To comply with the objective, a total of 210 Iranian EFL teachers took part in this study. For gathering the data two questionnaires were administered through Google Form that shared via social media like Telegram and WhatsApp. The results of correlation analyses revealed that there was a positive significant relationship between Iranian EFL teachers’ CPD and their creativity. Accordingly, this study proposed a structural model to examine CPD factors contributing to EFL teachers’ creativity. Due to the outcome of SEM, collaborating is the best predictor of Iranian EFL teachers’ creativity. Moreover, this study provides evidence that there is no significant difference in the level of Iranian EFL teachers’ creativity between male and female teachers and years of teaching experience. Together these results provide important insights into the significant role of CPD on the teachers’ creativity. These findings provide a potential mechanism for teachers, supervisors, and administrators of English language institutes or schools to elevate teachers’ creativity knowledge, and education by applying beneficial practices and activities of CPD.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78914870","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

Critical Emancipatory Research Paradigm: Undoing Hierarchies in the Research Process 批判解放式研究范式:研究过程中的等级消解

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-01-01 DOI: 10.18848/2327-011x/cgp/v16i02/177-189

Mothofela R. Msimanga, D. Hlalele

引用次数: 0

The Use of the Communicative Approach to Teach Spanish as a Foreign Language to Chinese Undergraduates 交际教学法在中国大学生对外西班牙语教学中的应用

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-01-01 DOI: 10.18848/2327-011x/cgp/v17i01/1-19

Juan Emilio Sánchez-Menéndez, N. Basurto-Santos

引用次数: 0

The Challenges of Acquiring Research Skills by Secondary School Students in Jordan: Teachers’ and Students’ Perspectives 约旦中学生获得研究技能的挑战:教师和学生的观点

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-01-01 DOI: 10.18848/2327-011x/cgp/v16i02/125-146

A. R. Altakhaineh, Ayah Alnajjar

引用次数: 1

A Comparative Study of Students’ Attitudes toward Religion between Private and Government Universities 民办大学与公立大学学生宗教态度的比较研究

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-01-01 DOI: 10.18848/2327-011x/cgp/v16i02/61-73

Rito Baring, P. J. Sarmiento, Cristina Samia, B. Bonus, Nestor Sibug, R. Bernarte, Paolo T Lumanlan, Stephen Reysen

引用次数: 0

Parenting Education Module Development Based on Islamic Values and Local Wisdom 基于伊斯兰价值观和地方智慧的父母教育模块开发

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-01-01 DOI: 10.18848/2327-011x/cgp/v16i02/75-89

M. Kosim, Duski Samad, Isonamia Bakti Nasution, M. Kustati, Jum Anidar

引用次数: 1

An Analysis of Teaching and Learning in Grades 10–12: The Role of Instructional Leadership in a District of the North West Province, South Africa 10-12年级的教与学分析:南非西北省某地区教学领导的作用

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-01-01 DOI: 10.18848/2327-011x/cgp/v16i01/95-105

M. Mpundu, N. Diko, I. Molale

引用次数: 0

Mexican Schools: A Study of the Influence of School Leadership and School Climate on Academic Performance 墨西哥学校:学校领导和学校氛围对学业成绩影响的研究

International Journal of Interdisciplinary Educational Studies Pub Date : 2021-01-01 DOI: 10.18848/2327-011x/cgp/v16i02/91-106

Lorena Alemán de la Garza, Marcela Georgina Gómez Zermeño

引用次数: 0