International Journal of Education and Literacy Studies最新文献

{"title":"The Cultural Treasures of Baima Tibetan Folk Songs in Gansu Province, China, as a Resource for Literacy Education in Chinese Music History","authors":"Jing Tang, Phiphat Sornyai","doi":"10.7575/aiac.ijels.v.11n.3p.234","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.234","url":null,"abstract":"Baima Tibetan folk songs are an integral part of the Baima Tibetan music culture. They are performed in diverse styles, including solo, duet, lead singing, round singing, and chorus. The objective of the study was to explore the significance of Baima Tibetan folk songs as a resource for literacy education in Chinese music history. By engaging with key informants divided into three groups - scholar informants, casual informants, and general informants. The result of this study reveals that ritual music holds deep roots in religious beliefs and is performed during sacrificial ceremonies, marriage ceremonies, and funeral ceremonies. Dance music culture reflects the collective nature and community cohesion of the Baima people, with dances like the fire circle dance serving as prominent expressions. Folk songs encompass a wide range of themes, including labor, wine, wedding, and love, showcasing the diverse musical expressions within Baima Tibetan society. The unique rituals, dances, and songs of the Baima people contribute significantly to the preservation and celebration of their rich cultural heritage. This study highlights the educational potential of Baima Tibetan folk songs as valuable resources for promoting literacy and understanding in the context of Chinese music history.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314333","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":"Perception of Ecological Literacy in Education: A Scale Development Study","authors":"Erol Koçoğlu, Şule Egüz, Rasim Tösten, Fatıma Betül Demi̇, Danyal Tekdal","doi":"10.7575/aiac.ijels.v.11n.3p.3","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.3","url":null,"abstract":"The increase in the world population day by day affects the balance of the living world, nature, and environment. Due to unawareness and misuse, the emergence of some environmental imbalances causes the formation of ecological problems. In order to prevent the emergence of these problems or to combat them, everyone in the education process should have an awareness level of ecological literacy. The aim of the research conducted in this direction is to develop a valid and reliable measurement tool for determining the ecological literacy levels of teachers. Within the framework of the purpose of the research, a literature review on ecology and ecological literacy was conducted. An item pool of 96 items was created. Language, meaning and content validity of the items forming the trial scale form was ensured. The data of the research were obtained with the participation of 879 teachers working in public schools in Turkey. Exploratory and confirmatory factor analyses were performed on the obtained data. The final ecological literacy scale consists of three different components: cognitive (α=.84), affective (α=.87), and behavioral (α=.92) attitudes. According to the results of the analysis, it can be said that the scale developed is reliable enough to measure teachers’ ecological literacy attitudes.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314500","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":"Saudi EFL Teachers’ Perceptions of the Communicative Approach","authors":"Wafi Ayed Althagafi","doi":"10.7575/aiac.ijels.v.11n.3p.104","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.104","url":null,"abstract":"In order to promote language learners’ literacy, teachers need to adopt a learner-centered approach, such as CLT. Thus, the current study aims at investigating the Saudi EFL teachers’ perceptions of the communicative approach (CA, henceforth). It also scrutinizes to what extent this approach assists teachers in their teaching practices and enables students to achieve better academic results. The study adopted a quantitative research design. For the sake of data collection, a 30-item questionnaire was utilized. The items were distributed on three dimensions: (1) principles of the CA, (2) teacher’s role in implementing the CA and (3) secondary school EFL students’ motivation when CA is implemented. The study included 33 Saudi secondary school teachers. The findings of the study revealed that teachers have a high understanding of the communicative approach. However, it indicated a lower degree of teachers implementing the approach while teaching. The study found that the students get high motivated when they are taught through the CA. The study recommends special training programs for teachers on CA in order to enable them to teach language skills effectively.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314334","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":"Effects of Video-Enhanced Language Teaching on the Thai EFL Teachers’ Low VBI Competency","authors":"Chalermsup Karanjakwut, Passapong Sripicharn","doi":"10.7575/aiac.ijels.v.11n.3p.46","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.46","url":null,"abstract":"This study investigated the level of Video-Based Instruction (VBI) competency of Thai EFL teachers through training using the Video-Enhanced Language Teaching (VELT) model and examined their attitudes towards the training using the VELT model. The study group consisted of 30 secondary-level Thai EFL teachers with low VBI competency in Suphanburi province, Thailand, in the 2022 academic year. The study used mixed methods, and the data were collected using the achievement test and the assessment which were analyzed with a paired sample t-test to investigate the effects of the VELT model on developing the low VBI competency of Thai EFL teachers. The questionnaire data were analyzed using descriptive statistical analysis methods and the interview data using thematic analysis. The results showed that the VELT model had significantly improved the low VBI competency of Thai EFL teachers during the training period, showing a strong positive correlation (r =.070, p .001). The assessment also indicated that Thai EFL teachers showed significant development in technology, pedagogy, and content related to English language teaching with a small positive correlation (r = 0.220, p .001) between their initial competency levels and the changes observed after training. The overall satisfaction towards the training using the VELT model was at a high level (M = 4.25) with the highest domain being the learning environment (M = 4.54). The interview revealed that interaction, learning environment, instruction, preference, obstacles, challenges, adaptation, preparation, and evaluation connected the use of the VELT model to ELT classes given by low VBI competency Thai EFL teachers. Four emerging data that stood out from the interview were the school’s policy, materials, teaching styles, and students’ motivation. The results have useful implications for the future implementation of videos for English language teaching.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314338","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":"Comparison of the Violin Course Curricula in Fine Arts High Schools in Terms of their General Objectives in 1990 and 2022","authors":"Selin Özdemir","doi":"10.7575/aiac.ijels.v.11n.3p.191","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.191","url":null,"abstract":"Curricula are the guidelines prepared to carry out education and training activities in accordance with their purposes. Teaching programs are prepared based on the goals of the school or educational institution, student needs, learning and teaching processes, course contents, learning materials, measurement and evaluation systems, teacher and student roles and relationships. The curriculum aims to develop students’ knowledge, skills and abilities in a specific discipline by supporting their individual development. It can be said that education and training programs have a structure that changes and develops people’s behaviors and thoughts in many ways. Students, teachers, and educational programs are among the most important elements that shape and guide the education system. Therefore, while creating the education program, it should be aimed to be focused on meeting the needs of the society as well as the views of students and teachers. Fine Arts High Schools are private schools that aim to provide students with artistic and cultural skills. They offer educational programs where students can develop their skills in art branches such as music, painting, dancing, and increase their artistic accumulation with art history, aesthetics and culture courses. This study aims to determine the differences in the individual instrument (Violin) course curriculum conducted in Fine Arts High Schools between 1990-2022. Relational screening pattern based on qualitative research model was used in the study and status determination and evaluation was performed. In the study, the relevant reports published in the Republic of Turkey Ministry of National Education and MoNE Journal of Communiqués were used to specify the main objectives and program objectives of the individual instrument (violin) course curricula of Fine Arts High Schools between 1990-2022. Document analysis, which is used in case studies, was used in the analysis of the data. When examining the violin curricula in fine arts high schools from their establishment to the present day, it becomes evident that there has been a continuous emphasis on the development of technical and theoretical knowledge, as well as repertoire building. As a result of the research, it is concluded that the violin lesson curriculum of 2022 covers the programs of previous years. Also in order to cultivate well-rounded musicians in fine arts high schools, it is crucial to develop an education plan that not only focuses on technical and theoretical aspects but also places a strong emphasis on enhancing musicality, interpretation, and music literacy. The results were collected under the relevant programs and suggestions were made for the field.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314505","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":"Poem Selection and Text Processing in Secondary School Turkish Textbooks","authors":"Ahmet Balcı","doi":"10.7575/aiac.ijels.v.11n.3p.31","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.31","url":null,"abstract":"Starting at the school level, language education develops comprehension and expression skills. It is important to develop literacy skills as it is the basic way of acquiring information. Native language textbooks created with a text-based approach are an integral part of this process. Accurate, qualified, and purposefully selected texts help achieve the objectives of language education, especially comprehension. In Turkey, the Turkish language courses offered in secondary schools to develop comprehension and expression skills aim to develop both the students’ native language competencies and their higher-level cognitive skills such as critical thinking, analysis, synthesis, and evaluation along with their language skills. Since its inception in 2019, the Turkish Curriculum limits the selection of texts for textbooks to a framework that represents informative, narrative, and poetic structures. Due to the scarcity of studies on poetry and its teaching process, this study aims to determine the general view of the teaching process of poems in secondary school Turkish textbooks. Additionally, the study examines all the textbooks to be used in secondary schools in Turkey in the 2022–2023 academic year. The research model is a basic qualitative research design, and data were collected through document analysis. The analysis concluded that course books attempted to make students understand the poems in middle school Turkish textbooks, especially with open-ended questions in the process of comprehension education, and were limited to investigating the meanings of unknown words, explaining the content, determining the subject and main emotion, and trying to recognize some figures of speech.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314150","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":"Eliciting Children’s Perceptions of Migration through a Puppet-Making Task","authors":"Nihan Feyman Gök, Nazlı Bozak","doi":"10.7575/aiac.ijels.v.11n.3p.251","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.251","url":null,"abstract":"This study adopted a qualitative case study approach to investigate the perceptions of immigrant children who participated in a puppet-making workshop about the story of an immigrant puppet, called Amal. The study involved 11 participants, 5 girls and 6 boys aged between 9 and 12 years, who joined the Children Like Us puppet-making workshop organized by the Association for Solidarity with Asylum Seekers and Migrants (ASAM) Izmir Al Farah Child and Family Support Center in Turkey. The data were collected using semi-structured interviews from the children. The interviews were conducted face-to-face by the second researcher. Content analysis was used to analyze the data. The results revealed that the migrant children expressed enthusiasm and joy in participating in the puppet-making workshop and used the Little Amal character to convey their perspectives on migration. The study offers useful methodological implications; it shows how artistic experiences can facilitate the expression of thoughts and feelings for children.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314330","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":"Effects of Teacher Candidates’ Social Media Use on Reading Cultures in Turkey","authors":"Tuğba Şi̇mşek","doi":"10.7575/aiac.ijels.v.11n.3p.95","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.95","url":null,"abstract":"With rapidly developing technology, the most common social area of our lives has become social media. While social media brings with it new notions, it also affects the culture we have. One of them is the culture of reading. Reading culture includes making the act of reading a philosophy of life. The act of reading requires education. The most common place where we receive this education is in schools. Teachers, one of the basic elements of schools, play an important role in the transformation of reading into a reading culture. For this purpose, this research aims to determine the effect of teacher candidates’ social media use on their reading culture. The study consists of two parts. In the first part, reading culture was examined according to the variables of gender, class level, region of residence, number of siblings, economic status of the family, education level of parents, and number of annual book readings. In the second part, the reading cultures of teacher candidates were examined according to the variables of daily online time, duration of social media use, age of having a social media account, and purposes of using social media. The study was created by scanning method. Türkel et al. (2017) developed the scale applied. The obtained data were analyzed in SPSS 24. Mann-Whitney U Test was used for pairwise comparisons and the Kruskal-Wallis H test for multiple comparisons. In conclusion, there was a significant difference in favor of women in terms of teacher candidates’ reading cultures and gender variables. In terms of grade level, a significant difference was found in favor of 3rd and 4th-grade levels. There is no significant difference in reading culture in terms of other variables. However, when we ignore the student with a master’s education level, the reading culture score of the teacher candidates with illiterate parents in the education level of the parents was higher. Again, in terms of daily use of social media, the reading culture scores of the candidates who used one hour or less were higher. The social media factor is important in terms of transferring and enriching the reading culture.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314509","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":"A Comparative Study of the Effectiveness of Online and Conventional Instructions on Learners’ Productive Skills Development","authors":"Yassamin Pouriran","doi":"10.7575/aiac.ijels.v.11n.3p.61","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.61","url":null,"abstract":"In the current millennium, the integration of instructional technologies has become mandatory, especially when the focus of instruction is only on fluency and correct learning. English as a foreign language (EFL) teachers believe that students can achieve an adequate level of fluency and accuracy only if they speak and write English with less difficulty and more spontaneity. For this purpose, instructors ceaselessly seek versatile ways and approaches to enrich the teaching of four language skills (mainly the productive ones). Online sources provide both students and instructors with various ranges of software applications and platforms to actively involve in different class activities. This study aims to pinpoint the effectiveness of both online and conventional teaching on learners’ productive skills and to examine which mode of instruction leads to constructive output of EFL learners. Furthermore, this article considers teachers’ attitudes and learners’ perceptions on the use of online instruction in EFL classrooms. This research uses a qualitative approach by means of an interview and a questionnaire designated to 15 EFL teachers and 400 learners in a private university in Turkey. The results of this study reveal that both teachers and learners prefer having Hybrid instruction (the combination of both online and face-to-face models) in teaching and learning productive skills, so the findings of this research can assist EFL teachers, material designers and policy makers to include Hybrid education in their curricula.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314325","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 Relationship between Intellectual Thinking Tendencies and Creative Leadership of Primary School Administrators","authors":"Cenk Yoldaş, Remzi Yildirim","doi":"10.7575/aiac.ijels.v.11n.3p.294","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.3p.294","url":null,"abstract":"This study aimed to determine the relationship between intellectual thinking tendencies and creative leadership of primary school administrators. In this context, it was tried to investigate how intellectual thinking tendencies influence creative leadership. The study was conducted in the general survey model, which is widely used in quantitative research methods. The participants of study consist of school administrators working in primary schools affiliated to Manisa, Yunusemre District Directorate of National Education. The study was conducted in the fall term of 2022-2023 academic year. The data was collected by “Intellectual Thinking Tendency Scale” and “Creative Leadership Scale” and was analyzed with SPSS 25 package program by taking the significance level as.05. Parametric analysis techniques were used in the analysis of the data. In this meaning: by minimum, maximum, arithmetic mean, and standard deviation values for descriptive statistics; by independent sample t-test for the differences in genders, administrative duties, and administrative seniorities; by One-way ANOVA Analysis for the differences of professional seniorities and professional fields were analyzed. The relation between intellectual thinking tendencies and creative leadership was analyzed with Pearson Correlation Coefficient. According to the results, primary school administrators’ intellectual thinking tendencies and creative leadership levels were found as high; according to their genders, administrative duties, administrative seniorities, professional seniorities, and professional fields, no meaningful differences were found. As the last result, the relationship between intellectual thinking tendencies and creative leadership of primary school administrators was observed in high scores.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314498","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}