International Journal of Education and Literacy Studies最新文献

{"title":"Effect of Using Quizlet on Thai Students’ English Collocation Learning Achievement and Retention: A Study of a University in Thailand","authors":"Arnantawut Tiang-uan","doi":"10.7575/aiac.ijels.v.11n.4p.24","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.24","url":null,"abstract":"This study examined the impact of Quizlet, a digital learning tool, on the English collocation learning achievement and knowledge retention of Thai first-year students, focusing on the usage of ‘do’, ‘make’ and ‘take’. It also explored students’ attitudes towards using Quizlet. The participants were 76 first-year students from a private university in Bangkok, Thailand. The research was carried out during the first semester of the 2022 academic year using an achievement test and a questionnaire to gauge the learning differences and attitudes towards Quizlet. The statistical analysis included frequency and descriptive statistics and a paired-samples t-test to measure the difference in learning outcomes between Quizlet and the Grammar Translation Method (GTM). The study found that there was a statistically significant difference (p .001) in knowledge retention after one month between students who learned with Quizlet and those who learned with GTM. It also revealed high student satisfaction with Quizlet, especially regarding its implementation, design, and content applicability to real life.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619555","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":"Achievement Goal Orientations and Self-regulated Learning Levels among Pre-service Music Teachers: A Comparative Study","authors":"İlkay Ebru Tuncer Boon, İrfan Yurdabakan","doi":"10.7575/aiac.ijels.v.11n.4p.178","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.178","url":null,"abstract":"This study examines how 2×2 Achievement Goal Orientations (AGO) relate to Self-Regulated Learning (SRL) levels in pre-service music teachers, considering variables that influence these orientations. The research found that female pre-service music teachers showed higher achievement orientations than males, especially in Learning-Approach and Learning-Avoidance Orientations. Different grade levels and study habits also impacted these orientations. Students who studied more displayed greater Learning-Approach Orientation and SRL. Females had higher SRL scores, particularly in Planning, Goal Setting, and Strategy Use. Academic achievers showed more positive orientations and lower Learning Dependency. These insights can guide interventions and support systems for pre-service music teachers, enhancing learning outcomes and teacher education programs.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619560","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":"Cultural Studies and Heritage Education of Nanyin Performance Art in Quanzhou City, Fujian Province, China","authors":"Xian He, Phiphat Sornyai","doi":"10.7575/aiac.ijels.v.11n.4p.141","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.141","url":null,"abstract":"Nanyin, a traditional Chinese music genre originating from Fujian Province, China, encompasses a wide range of singing and instrumental playing techniques. This study aims to analyze the historical development and performance form of Nanyin in Quanzhou, Fujian, China, employing an interdisciplinary approach that incorporates musicology, ethnomusicology, historical musicology, and organology, the study aims to gain a comprehensive understanding of Nanyin and its relevance to cultural studies and heritage education. Key informants, interviews, and observations were utilized as primary research tools, and a systematic data analysis approach was employed. The research results emphasize the enduring popularity and recognition of Nanyin. Nanyin’s development is traced through different periods, highlighting its ancient origins, fusion with diverse musical influences, professionalization, and contemporary revitalization. The performance forms of Nanyin encompass various styles, including duet singing, chorus singing, enchant singing, rotating singing, and group singing, demonstrating the artistic versatility and expressive capabilities of this cultural heritage. The research findings align with theoretical principles in the field of musicology and contribute to a deeper understanding of Nanyin’s cultural significance and its role in preserving China’s traditional culture.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619567","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":"Concept Composition and Literacy Transmission of the Clarinet Folk Song “Pamir Zhiyin”","authors":"JinJiang Hou, Weerayut Seekhunlio","doi":"10.7575/aiac.ijels.v.11n.4p.166","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.166","url":null,"abstract":"The study focuses on the concept composition and literacy transmission of the clarinet folk song “Pamir Zhiyin,” with a particular focus on the intricate relationship between literacy, education, and cultural transmission within the realm of music. Furthermore, there is a profound connection to the historical development of clarinet music in China, spanning a period of one hundred years. The Tajik minority residing on the Pamir Plateau is known for its significant contribution to the realm of folk music, characterized by the intricate fusion of Western classical methods and Tajik cultural elements. The composer Hu Bi Jing derives creative inspiration from the depiction of Tajik wedding scenes, so capturing the essence of connection inherent in the institution of marriage. This study highlights the importance of education, reading, and the transfer of information in molding the discipline of clarinet playing, improving musical literacy, and promoting cultural transmission in China. The case of “Pamir Zhiyin” serves as a prime illustration of how music serves as a manifestation of cultural variety and collective experiences.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619722","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":"What does PISA Assess in Reading Literacy? Misconceptions and Misuses","authors":"Tahir Tağa","doi":"10.7575/aiac.ijels.v.11n.4p.57","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.57","url":null,"abstract":"In the 21st century, international interaction in social, economic, cultural, and educational fields has increased. Consequently, international standards have become essential in national education policies, reforms, and practices. As an international assessment, PISA has started to function as a prominent tool in this regard. However, the impact of PISA differs across the participating countries, depending on how the concept, methodology, and practices are handled. One of the domains where this difference is seen is reading literacy. Although this domain expresses a broader and richer phenomenon, the content and scope of the concept are not accurately understood, and its influences vary across the participating countries. In Türkiye, reading literacy is mainly considered and discussed in the scope of Turkish language lessons. This perspective, which focuses on the Turkish language lessons, leads to misunderstanding of the issue and the inaccurate change and transformation of the curriculum and content. Attempting to succeed in this domain through test language lessons deepens the problems instead of solving them. In this article, misconceptions and misuses about reading literacy are explained based on a literature review, and it is pointed out that reading literacy should be addressed in a broader context, including the curricula of other subjects, rather than test language lessons.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619404","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":"Metaphorical Perceptions of Teachers Regarding Technology-enhanced Social Studies Instruction","authors":"Fatih Pala","doi":"10.7575/aiac.ijels.v.11n.4p.240","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.240","url":null,"abstract":"This study aims to identify the metaphors created by social studies teachers for technology-supported instruction in social studies education. The study is conducted using the qualitative research design of “phenomenology”. The study group consists of a purposive sample of 156 social studies teachers working in schools affiliated with the Ministry of National Education in different regions of Turkey. The metaphors of social studies teachers regarding the use of technology in social studies education were collected through an online survey form. To reveal teachers’ metaphors for technology-supported instruction in social studies education, statements such as “According to me, technology-supported instruction in social studies education is like. because.” were used. Content analysis was used for data analysis in the research. Social studies teachers produced 50 metaphors related to technology use. These metaphors were categorized based on their common characteristics. The metaphors created by social studies teachers were visualized using figures and tables, categorized, and explained with quotations from participants’ justifications. The most frequently used category of metaphors related to technology-supported instruction in social studies education is the technology category, with 19 metaphors. It was concluded that social studies teachers generally have positive perceptions regarding technology-supported instruction.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619564","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":"Social Studies in Out-of-Class Learning Environments: A study on Teacher Candidates’ Views and Awareness","authors":"Hayati Adalar, Hamide Kılıç, Yakup Subaşı","doi":"10.7575/aiac.ijels.v.11n.4p.253","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.253","url":null,"abstract":"This research aimed to investigate the awareness of out-of-class learning environments that can be utilized in social studies courses among both social studies teacher candidates and primary school teacher candidates. Social studies, with its interdisciplinary nature, has the potential to provide a wide array of out-of-class learning opportunities, and we aimed to explore this aspect. In pursuit of this objective, we sought to evaluate the extent of teacher candidates’ familiarity with these learning environments and their ability to establish connections between these settings and the content of the social studies course. In our research we used the descriptive case study which is one of the types of qualitative research methods. In this context, we carried out the qualitative data collection process within the framework of the interview technique through a ‘semi-structured interview form’ for the participating teacher candidates. We analyzed all the collected data using descriptive analysis. As a result of our analyses, we found that teacher candidates from both programs who had taken this course were able to identify a wide range of out-of-class learning environments and that the most common examples they mentioned were ‘museums, libraries, schoolyard, canteens and historical sites/places, excursions and laboratories’. However, we found that both groups had relative difficulty in associating these learning environments with the social studies curriculum and content. When we assessed whether this finding indicated a difference in the extent of the teacher candidates’ own branches and the course hours they had taken, we found that the examples of association of the teacher candidates with less social studies field education were far behind the examples of the social studies teacher candidates. Another significant finding from the research is that the teacher candidates were more capable of offering robust examples of associations related to out-of-class in-school learning environments compared to those associated with out-of-school learning environments.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619566","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 Effects of Neuroscience-Based Mindfulness Training on Adolescents","authors":"Ezgi Özeke-Kocabaş, Bengisu Koyuncu","doi":"10.7575/aiac.ijels.v.11n.4p.332","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.332","url":null,"abstract":"This preliminary study aims to address situations such as high anxiety, stress, inability to focus, and physical burnout experienced by students in the exams made during the transition to a higher education process in the educational system. It also aims to contribute to the development of students’ academic and social-emotional skills, in other words emotional literacy through mindfulness training. For this reason, the effects of neuroscience-based mindfulness training on pupils in the eleventh grade’s levels of stress, anxiety, and positive and negative emotions were explored. Seven voluntarily recruited high school juniors in the 11th grade made up the study’s sample. The study was conducted over the course of 4 weeks and 6 sessions with the children after school. Data gathering tools are congruent with mixed method research design. Data collection instruments of Positive and Negative Emotion Scale (PANAS), Depression, Anxiety, and Stress Scale adapted for high school students (DASS-42) and Mindfulness Scale for Adolescents were employed as pre and posttest measurements. The study also conducted pre- and post-interview forms to gather opinions from the students regarding the study. The results of the study revealed a significant difference between the pre-test and post-test scores of being non-judgmental subscale of the Adolescent Mindfulness Scale (p=.023 .05) and the positive emotion subscale of the Positive and Negative Affect Schedule (p=.018 .05). However, there was no significant difference found in terms of stress and anxiety scores, as measured by the Depression, Anxiety, and Stress Scale (DASS-42). During the interviews with the students, it was reported that they were able to identify their emotions and had started to effectively manage stress. This finding supports the results regarding emotional regulation. Based on these findings, it is suggested that implementing mindfulness activities and integrating them into existing school programs could be beneficial. Such programs would assist students in managing their stress, regulating their emotions, and ultimately contribute to their overall learning experience, which is supposed to contribute to their academic and emotional literacy.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619714","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":"Enhancing Education and Literacy through the Transmission of Tibetan Folk Music Performing Art in Qinghai Province, China","authors":"Weirui Shi, Arsenio Nicolas","doi":"10.7575/aiac.ijels.v.11n.4p.151","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.151","url":null,"abstract":"This study aims to propose guidance for the transmission of Qinghai folk music to the new generation, within the context of education and literacy studies. The sample group for this study consisted of three distinct groups of individuals chosen as key informants for the field research. These groups consist of two informants who are Music and Dance Artists, two informants who are performance artists and general informants. Based on the research, the following strategies are recommended for the transmission of Qinghai folk music to the new generation: utilizing the family institution, organizing social activities, creating a folk music curriculum, organizing international music festivals, and establishing a cultural center. These strategies aim to preserve and promote Qinghai folk music heritage and enrich education and literacy by incorporating cultural traditions into educational practices. This research contributes to the field of education and literacy studies by showcasing novel methodologies and creative applications of theories in transmitting cultural heritage through folk music. By emphasizing the importance of cultural transmission, this study emphasizes the transformative power of Tibetan folk music in fostering educational development, literacy skills, cultural awareness, and artistic expression.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619715","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":"Music Teachers' Opinions on Block (Visual) Based Coding in Digital Literacy","authors":"Burcu Kalkanoglu","doi":"10.7575/aiac.ijels.v.11n.4p.173","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.173","url":null,"abstract":"This case study was conducted to determine whether there is a need for coding training in undergraduate education and in-service trainings by taking the opinions of music teachers about block (visual) based coding. The population of the research consists of music teachers in Turkey, while the sample consists of 170 music teachers who voluntarily participated in the research. An interview form was prepared for the teachers participating in the study. This form was finalized by taking expert opinion and prepared on “Google forms”. The results of content analysis revealed that music teachers did not receive any training and did not have any knowledge about the use of block (visual) based code. In this context, it has been determined that music teachers’ demand for block (visual) based coding training is quite high.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619559","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}