International Journal of Education and Literacy Studies最新文献

{"title":"Translating Bloom’s Taxonomy Action Verb List into Arabic for Teacher Preparation Programs: Challenges/Problems and Solutions","authors":"Ziad ElJishi, F. Abdel-Hameed, Ahmad Khuddro, Salman Yusuf Zayed","doi":"10.7575/aiac.ijels.v.12n.1p.295","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.295","url":null,"abstract":"This paper presents a unified Arabic version of the English action verbs mentioned in Bloom’s taxonomy (1956) that has been checked for validity and reliability by a panel of education experts. Methodologically, the Bloom’s list of action verbs was first translated into Arabic by an expert professor of translation. Then, using a mixed-method approach the Arabic list was validated by three bilingual education experts working at universities in Bahrain, Qatar, and the United Arab Emirates. As part of the process, the paper established a single Bloom’s taxonomy list of action verbs, based on the data provided by two reputable educational institutions that were cross-checked with a well-referenced textbook. A contextualized Arabic translation of the list was then produced and was subjected to rigorous checks by a panel of reviewers who were the education experts. The paper presents the challenges faced in translating the list into Arabic and the solutions we have adopted as well as the validity and reliability checks. The implication of this paper is in offering teacher preparation programs across the Arab world an Arabic Bloom’s taxonomy list that can be used by in-service and pre-service teachers. Moreover, it contributes to teacher literacy in the correct use of Bloom’s action verbs in the Arabic language.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"175 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492736","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":"Book Review: Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work","authors":"Xiao Xie","doi":"10.7575/aiac.ijels.v.12n.1p.304","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.304","url":null,"abstract":"In the current landscape marked by the emergence of Generative Artificial Intelligence (GenAI), our educational methods and assessment strategies are confronting unprecedented challenges. A prevailing worry centers on the possible erosion of a vital educational endeavor – the cultivation of evaluative judgment. This concern stands out as one of the most significant issues in contemporary education, as the insufficiency of students’ ‘capability to make decisions about the quality of work of self and others’ (Tai et al., 2018, p.471). To elucidate the concept of evaluative judgment, this volume, edited by Boud and colleagues, stands as the inaugural work exclusively centered on the theory and practices pertaining to this subject. The book is structured into four sections, including ‘conceptualising evaluative judgement’, ‘alternative theoretical perspectives on evaluative judgement’, ‘approaches to developing evaluative judgement’, and ‘evaluative judgement for practice and work’.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"41 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492293","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":"Guidelines for Literacy Transmission of Shan’ge Folk Songs in Guizhou Province, China","authors":"RanRan Huang, Khomkrich Karin, Yotsapan Pantasri, Kittikun Jungate","doi":"10.7575/aiac.ijels.v.12n.1p.199","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.199","url":null,"abstract":"Nestled within the captivating landscapes of Guizhou Province, China, Shan’ge folk songs, a cherished tradition of the Yi ethnic group, embody a rich cultural heritage. This study aims to investigate the contemporary status of Shan’ge folk songs in Guizhou, with a focus on Panzhou County, Lupanshui City, and the Yi community, while proposing guidelines for their transmission through education and literacy initiatives. Nine key informants, including local musicians and community members, were interviewed, and field observations were conducted. Thematic coding and comparative analysis were employed to analyze the data. The result of this study shows that the enduring cultural significance of these songs, serving as cultural beacons, rituals, and oral history repositories, remains consistent, but challenges such as urbanization, changing lifestyles, and language shift threaten their transmission. We conclude by suggesting guidelines that encompass integrating Shan’ge folk songs into school curricula, fostering community-based learning, and leveraging digital tools to ensure their continuity. In embracing these strategies, Shan’ge folk songs can bridge the gap between tradition and modernity, honoring the past while safeguarding their future.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"163 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492588","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 Preservation and Literacy Transmission of the Mor Lam Khon Kaen Style by the Rattanasin Intathairat Group","authors":"Chonvit Sriken, Weerayut Seekhunlio","doi":"10.7575/aiac.ijels.v.12n.1p.126","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.126","url":null,"abstract":"This study focuses on the preservation and literacy transmission of the Mor Lam Khon Kaen style by the Rattanasin Intathairat Group and presents insightful findings in three knowledge-related aspects. In terms of knowledge definition, the Mor Lam Khon Kaen performance encompasses the preservation of its distinct identity, the collaborative exchange of knowledge among performers facilitated by Mrs. Chawala, the composer, and the meticulous memorization process of Klon Lam poems. Knowledge management within the performance involves the leadership of Mrs. Chawala, who guides the ensemble to ensure authentic Mor Lam Phuen style preservation over four evolving periods. This process entails systematic storage and retrieval through Klon Lam compilation, utilizing digital platforms for dissemination, and employing collaborative learning techniques. In the literacy transmission process, the Rattanasin Intathairat Group’s inclusive approach welcomes disciples, emphasizes Klon Lam memorization, and adapts the timeframe to individual progress. The study’s comprehensive insights shed light on the intricate interplay of preservation, literacy transfer, and community engagement within the Mor Lam tradition.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"79 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491780","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":"An Investigation into Flipped Learning Classroom (FLC) of EFL Sixth Grade Students’ Grammar Literacy Development: Implications for Student-Centered Approach","authors":"Vahid Norouzi Larsari, Hassan Abouabdelkader","doi":"10.7575/aiac.ijels.v.12n.1p.13","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.13","url":null,"abstract":"The educational landscape has undergone tremendous change due to the rapid development of technology, with virtual learning emerging as a prominent teaching method. In this regard, the Flipped Learning Class (FLC) model has recently been adopted as a cutting-edge approach. In this model, traditional classroom activities are logically reversed compared to tasks in conventional classrooms, often integrating teaching materials in the form of videos or PowerPoint presentations. The objective of this study is to clarify the impacts of FLC instruction on sixth-grade students’ grammar literacy, comparing it to traditional face-to-face teaching through two distinct methodologies. Quantitative research approach was employed for this study. From a pool of 120 male sixth-grade elementary students aged 12-13, 100 were selected based on their scores in the Quick Oxford Placement Test. These students were divided into control and experimental groups. The control group experienced traditional face-to-face teaching without a social platform, completing homework at home. Conversely, the experimental group underwent FLC instruction using the Shad application as a social platform. A two-month teaching program was designed to cover the main English Grammar teaching objectives. As the primary instruments of the study, an English grammar test was used as both pretest and posttest for data collection. The pre-test was administered to both groups at the beginning of the study. After 16 sessions of teaching grammar to sixth-grade students, the post-test was given to assess any differences between the two groups due to the treatment. Independent-Samples t-tests were used to compare the means of the independent groups (experimental vs. control) for the post-test. The results indicated that the experimental group performed significantly better than the control group. Additionally, the findings suggest several pedagogical considerations for educators, learners, curriculum developers, and administrators. Educators, policymakers, and institutions can leverage these findings to optimize instructional approaches and enhance students’ self-efficacy, academic literacy, and positive perceptions of the flipped learning experience in virtual learning contexts. Further study is recommended to explore the prolonged impacts of FLC model and assess its adaptability in various educational settings.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"75 3-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491793","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":"Myanmar EFL Learners’ Perspectives, Structure, Reasoning and Literacy Practices of Argumentative Writing: A Needs Analysis Study","authors":"Khin May Oo, Takeshi Okada","doi":"10.7575/aiac.ijels.v.12n.1p.60","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.60","url":null,"abstract":"Enhancing proficiency in argumentative writing in English has always been a challenge for English as a Foreign Language (EFL) learners. Despite the widespread use of argumentative essays in international tests such as International English Language Testing System (IELTS) and Tests of English as a Foreign Language (TOEFL) in recent years, the learners usually fail to meet satisfactory achievement levels in the EFL context. This paper investigates the issue closely by reviewing Myanmar EFL learners’ needs, wants, and problems in developing argumentative writing. Although there has been some discussion on factors that potentially challenge EFL learners’ argumentative writing, more research is needed on the integrated assessment to cater to the learners’ needs. This analysis reports the results of a group of undergraduates (n=44) in Myanmar. This research was based on triangulation data, including sources from questionnaires administered to the students’ purposes, preferences, and challenges, and analyzing students’ argumentative writing structurally and qualitatively for reasoning. The findings reveal that students were eager to learn argumentative writing, particularly for their immediate needs. Though students were not well trained with a communicative teaching approach in their curriculum, they preferred to learn argumentative writing dialogically, using classroom debates. They favored learning future argumentative writing courses by communicating meaningfully. Regarding the challenges in argumentative writing, most students could not produce counter-arguments and rebuttals. Based on the data elicited from the students, this needs analysis proposed implementing the integrated learning-to-argue and arguing-to-learn instructions and using argumentative literacy practices to engage students in dialogic learning in the EFL context.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"61 8-9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491831","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 Use of Podcasts in Enhancing Discriminative Listening Skills of Turkish Learners Abroad: A1 Level","authors":"Görkem Arslan, Selcen Çi̇fci̇","doi":"10.7575/aiac.ijels.v.12n.1p.44","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.44","url":null,"abstract":"In order to demonstrate the effect of using podcasts on the development of A1 level students’ oral reading, reading comprehension, pronunciation skills, and related discriminative listening skills of Turkish learners abroad, an 8-week podcast-supported listening practice was conducted with a group of 12 participants learning Turkish as an elective course at a university in Central Europe with the aim of improving discriminative listening skills. In this single-group quantitative design research, pretest and post-test were conducted, and the data sources were the Turkish Language Teaching as a Foreign Language A1 Level Discriminative Listening Skill Test and the discriminative listening worksheets were used in the skill development application process. As a result of the research, it was determined that the use of podcasts is effective in improving the discriminative listening skills of those learning Turkish as a foreign language at the A1 level abroad.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"59 8-9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491860","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":"Literacy Transmission of Guqin Culture at the Wangji School in Henan Province, China","authors":"Xiaobei Zhu, Phiphat Sornyai","doi":"10.7575/aiac.ijels.v.12n.1p.268","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.268","url":null,"abstract":"This research investigates the literacy transmission of Guqin culture at the Wangji School in Henan Province, China, through the lenses of ethnomusicology and transmission theory. The goal is to gain an understanding of the educational opportunities provided by this institution and its function in preserving and advancing this ancient Chinese musical tradition. Located in Henan, a province known as the “Cradle of Chinese Civilization,” the Wangji School serves as a vital hub for Guqin education, performance, and transmission. Key informants provide perspectives on the diverse backgrounds and pedagogical approaches of Guqin instructors at the school. Using thematic analysis to look at observations and interviews as data shows that there is a focus on copying, expressing oneself, and combining lifestyle elements. The research highlights the school’s commitment to cultural preservation, fostering an inclusive learning environment, and employing online outreach. In conclusion, the Wangji School emerges as a beacon of Guqin culture, bridging tradition and innovation to ensure the continuity and vitality of this cherished musical tradition, offering valuable lessons for the preservation of cultural heritage in contemporary educational settings.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"58 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140493134","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":"Preserving and Promoting Cultural Literacy through Education of Chinese Sani Folk Songs in Kunming City, Yunnan Province","authors":"Xuehong Gao, Khomkrich Karin","doi":"10.7575/aiac.ijels.v.12n.1p.148","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.148","url":null,"abstract":"Chinese Sani folk songs, originating from the vibrant culture of the Sani people in Kunming City, Yunnan Province, represent a precious tapestry of musical heritage. This research aims to examine the preservation and promotion of cultural literacy through the education of Chinese Sani folk songs in Kunming City, Yunnan Province. Esteemed Sani scholars, composers, and song transmitters serve as key informants, providing valuable insights into the multifaceted process of preserving and promoting this cultural treasure. A mixed-methods approach is employed. Combining qualitative interviews and quantitative questionnaires, this research offers a comprehensive perspective on Sani folk song preservation. The results highlight the importance of education, legislative support, cultural promotion, and collaboration with universities in preserving Sani folk songs. Suggestions include the establishment of folk song learning workshops, youth education programs, the preservation of traditional living environments, and the creation of a Sani folk song database. Overall, this research underscores the urgency of safeguarding this unique cultural heritage and contributes to the global discourse on preserving endangered folk music traditions.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492101","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":"Challenges of Teaching English Listening Skills at the Primary Level in Bangladesh","authors":"Srejon Datta, Sukanto Roy","doi":"10.7575/aiac.ijels.v.12n.1p.3","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.12n.1p.3","url":null,"abstract":"This research attempts to explore the challenges of teaching English listening skills at primary-level schools in Bangladesh. A mixed method was applied to conduct the research. The quantitative data was collected by a survey questionnaire from 30 primary-level English teachers. The qualitative data was collected by interviewing 5 primary level teachers. From the collected data, it is explored that the teachers confront several challenges in teaching listening skills, i.e., independent of teaching listening skills, teachers are bound to follow merely the vast syllabus of the institution, and they do not have any liberty to bring something beyond the stipulated instructions given by the authority. Few teachers have access to required teaching instruments like a computer, the internet, speakers, recorders, and a projector, and due to not having such instruments, the teachers cannot expose their students to cartoons, rhymes, stories, poems, and fables. A common view among the interviewees was that listening to--- and watching-- such types of audio-visual representations is effective in terms of honing students’ listening and literacy. Also, teachers’ classroom environment is not suitable for the teaching of listening skills. Many teachers are not yet trained to enact the proper pedagogy of listening. However, the time period of the primary level is so pivotal that if learners are not exposed to listening skills at that time, they then remain passive and weak in listening, communication, and literacy. Additionally, this study also provides recommendations for the establishment of and enhancing the teaching of listening skills at the primary level in Bangladesh.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"47 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492872","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}