Journal of Applied Research in Higher Education最新文献

{"title":"Online disclosure of intellectual capital and the determinants: evidence from higher education in Indonesia","authors":"Afifah Ma’wa, Doddy Setiawan","doi":"10.1108/jarhe-03-2024-0117","DOIUrl":"https://doi.org/10.1108/jarhe-03-2024-0117","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aimed to determine the effect of age, complexity, internationalization, educational background of the vice rector for finance and the presence of professors on intellectual capital disclosure (ICD) in the official websites of Indonesian higher education institution (HEI). It also proved whether there was a difference between ICD in the three types of HEI based on autonomy.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The intellectual capital (IC) instrument used was adopted from Nicolo <em>et al</em>. (2021) and subsequently analyzed 78 HEIs in Indonesia, namely PTNBH, PTNBLU and PTS accredited “Excellent.” The content analysis method and multiple linear regression models were used to test the impact of independent variables, while Kruskal–Wallis was used to conduct a <em>t</em>-test.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The empirical results showed that complexity, internationalization and the presence of HEI professors had a positive effect, while age and educational background of the vice rector for finance showed an insignificant effect on ICD. The <em>t</em>-test showed there was a difference in ICD among the three types of HEI.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study provides new evidence related to differences in ICD practices in three types of HEIs in Indonesia. The research findings are expected to encourage cooperation between the government and HEI to improve regulations for PTNBLU and PTS by referring to regulations that have been applied to PTNBH to improve the quality of universities in Indonesia through increasing international accreditation and the number of professors in HEI.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study was the first to compare ICD among the three types of Indonesian HEI with new variables, namely the educational background of the vice rector for finance and the presence of professors.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"68 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220494","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":"Mediating role of staff engagement in staff performance among academics of universities: bootstrapping approach","authors":"Mohammed Sani Abdullahi, Marina Arnaut, Adams Adeiza, Mahmoud Ahmad Mahmoud, Javad Shahreki, Osaro Aigbogun, Farouk Umar Kofar Naisa, Muhammad Shaheer Nuhu, Abba Ya'u","doi":"10.1108/jarhe-01-2024-0032","DOIUrl":"https://doi.org/10.1108/jarhe-01-2024-0032","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this research is to assess how full-time tenured academic staff promotion practices (SPP) in Malaysian private universities (MPUs) influence academic staff engagement (SE) and academic staff performance (SP).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research used quantitative and descriptive methods, focusing on MPUs' academic staff as the unit of analysis. Sampling involved simple random and stratified techniques, with 314 academic personnel surveyed. Participant data was collected through a questionnaire, and study hypotheses were tested using partial least squares structural equation modeling (PLS-SEM) via a bootstrapping approach.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings show that SE somewhat mediates the connection between SPP and SP and that SPP significantly influences SP.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study emphasizes the importance of impartiality and transparency within university administration when promoting academic staff. Universities should adopt modern strategies and approaches for advancing their employees to higher positions, doing so will motivate employees to fully invest in their work, leading to sustained high-performance levels.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research has substantially improved the understanding and the practical utilization of literature about SP, SPP and SE. This improvement can potentially facilitate the development of models, theories, research initiatives, and practical strategies geared toward enhancing staff efficiency.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"4 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220498","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":"Lessons learned in establishing an institutional micro-credential initiative","authors":"Anissa Lokey-Vega, Brendan E. Callahan, Ashley Archer Doehling, Michelle Head","doi":"10.1108/jarhe-12-2023-0590","DOIUrl":"https://doi.org/10.1108/jarhe-12-2023-0590","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This design case serves to identify barriers to implementing a micro-credential initiative and describes how the institution in the case addresses them to provide strategies and lessons learned to practitioners at other institutions of higher education who may be designing a micro-credential initiative.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This design case traces a systems approach to designing a centralized and sustainable university micro-credential initiative. Sources include historical documents from the original working group, email-documented community feedback, current initiative communications, participant report, and frequency counts of micro-credentials awarded. This data is used to recount the design process and key decisions that led to revisions, or iterations, of the initiative's design.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The institution has seen rapid growth in the awarding of micro-credentials. Lessons learned included the need for thoughtful inclusion of stakeholders, selective terminology, a well-communicated attitude of iteration, repurposing of established tools and processes, and on-going support of academic faculty.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Like any design case, this study is not generalizable.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper provides a unique empirical account of the design, development, and implementation of a micro-credential initiative that functioned in tandem with, rather than in conflict with, shared governance and academic traditions at a higher education institution.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"294 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220497","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":"Psychological well-being and autonomy are guaranteed: an analysis of the significance of cognitive emotion regulation and reflective teaching in the careers of university EFL teachers","authors":"Ehsan Namaziandost, Tahereh Heydarnejad, Parisa Ashkani, Sajjad Farokhipour","doi":"10.1108/jarhe-05-2024-0246","DOIUrl":"https://doi.org/10.1108/jarhe-05-2024-0246","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Psychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Path analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>To achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"29 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220500","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":"Artificial intelligence powering education: ChatGPT's impact on students' academic performance through the lens of technology-to-performance chain theory","authors":"Yaser Hasan Al-Mamary, Adel Abdulmohsen Alfalah, Alina Shamsuddin, Aliyu Alhaji Abubakar","doi":"10.1108/jarhe-04-2024-0179","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0179","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;In the context of rapid technological progress, this study investigates the factors that improve the academic performance of Saudi Arabian university students when they use ChatGPT. Using the technology-to-performance chain theory as a framework, this study identifies the variables that may affect the students' academic performance, thereby contributing to the discourse on the use of technology in education.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;A survey is conducted on 257 respondents, and an online questionnaire is used to collect the data. Analysis of Moment Structures (AMOS) is employed to analyse the structural model to determine the direct connections between the different elements.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;Findings reveal that task characteristics, technology characteristics and individual characteristics can significantly impact task-technology fit. Furthermore, task-technology fit can influence the utilisation of ChatGPT and students' academic performance. In addition, utilisation can significantly impact students' academic performance. Students are likely to utilise ChatGPT efficiently and demonstrate improved academic performance when they believe that the technology is a good fit for their tasks.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This study’s shortcoming is its exclusive focus on a single public university in Saudi Arabia, which limits its generalisability. Comparative studies among multiple universities in Saudi Arabia and in other Gulf nations should be conducted to enhance the generalisability of the results. In addition, diversifying the participants by including students from various universities and exploring the moderating variables would deepen our understanding of the utilisation of ChatGPT by students.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The practical implications of this study include the existence of a positive relationship between task characteristics and task-technology fit, which can guide organisations in aligning ChatGPT with specific activities for enhanced efficacy and workflow integration. In addition, understanding the association between technology characteristics and task-technology fit can help in selecting suitable technologies that will encourage user adoption and improve academic outcomes. Furthermore, the recognition of the impact of individual characteristics on task-technology fit and their utilisation can inform tailored support and training programmes to enhance user acceptance and utilisation of ChatGPT, particularly in educational settings such as those in Saudi Arabia, which will ultimately improve students’ academic performance.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;This study’s focus on ChatGPT and how it affects the academic performance of Saudi Arabian university students distinguishes it from previous studies. This study provides in","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"28 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220524","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":"Role of faculty in collaborative online international learning (COIL) – a pedagogical tool for Internationalization at Home (IaH)","authors":"Priya Grover, Nidhi Phutela, Manish Yadav","doi":"10.1108/jarhe-04-2023-0141","DOIUrl":"https://doi.org/10.1108/jarhe-04-2023-0141","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The research paper explores the role of faculties in teaching collaborative online international learning (COIL) courses as a pedagogical tool toward Internationalization at Home. The study examines what motivates faculties to teach COIL courses and what is their experience in designing and delivering a COIL course as a pedagogical tool for Internationalization at Home.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research paper explores the role of faculties in conducting a COIL course through qualitative research of 16 faculties selected through purposive sampling. The verbatim transcripts of the interviews taken were analyzed through Braun and Clarke thematic analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>COIL is an innovative Internationalization at Home initiative built on the internationalization of curriculum. Faculties perceived COIL as an innovative pedagogical tool enhancing their professional advancement and providing equal global learning opportunities to all students at home, thereby ensuring inclusivity. COIL promotes enhanced cross-cultural student engagement and cultural understanding, thereby developing the global competency of students.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This research is a qualitative study done with a sample of 16 faculties using the in-depth interview as a tool. The outcome may not be applicable to the population at large.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This research would guide higher education institutions (HEIs) to enhance Internationalization at Home and enable inclusivity in providing international exposure to a large number of place-bound students. The findings of the research would encourage HEIs to train faculties to design innovative COIL courses and enhance cross-cultural student engagement. The research would motivate policymakers in the higher education sector to design policies and practices to embed COIL in the curriculum of HEIs.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>COIL ensures quality of education (SDG 4) and reduces inequalities (SDG 10). Therefore, this research would pave a pathway for HEIs to attain sustainable development goals, especially SDG 4 and SDG 10.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study is original in the area of the international virtual education sector.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"60 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220503","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":"Academic stress, well-being and students' friendship quality amid crisis: lessons from COVID-19 pandemic","authors":"Charlotte Adjanor-Doku, Philip Opoku Mensah, Florence Yaa Akyiah Ellis","doi":"10.1108/jarhe-11-2023-0512","DOIUrl":"https://doi.org/10.1108/jarhe-11-2023-0512","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Through the lens of the Social Exchange Theory, this study investigates the role of emotional and psychological well-being in explaining the relationship between academic stress and friendship quality.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a cross-sectional quantitative research design, the study gathered data from 298 tertiary students. Statistical analysis was conducted using Hayes Process Macro in SPSS.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results from the study challenge conventional assumptions, indicating a positive and significant relationship between academic stress and friendship quality. In addition, the study revealed that psychological well-being partially mediates the relationship between academic stress and friendship quality, while emotional well-being fully mediates the relationship between academic stress and friendship quality.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study is limited to the tertiary institutions in Ghana. Future studies may consider expanding the scope to other levels of education to gain a more comprehensive perspective of the variables of the study.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study presents a novel approach by examining the proposed model within the Ghanaian setting. It offers valuable perspectives on the interplay between academic stress, well-being, and friendship quality.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"12 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220522","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 entrepreneurship: recognition of sociocultural competencies in the higher education future","authors":"Saeid Sharifi, Fatemeh Khoshnevisan","doi":"10.1108/jarhe-02-2024-0096","DOIUrl":"https://doi.org/10.1108/jarhe-02-2024-0096","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The present study aimed recognition sociocultural competencies in social entrepreneurship of higher education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study employed a qualitative content analysis technique. In order to identify and select information-rich cases, a semi-structured interview was conducted with 22 experts among the social activists in Iran’s public and private universities based on the criterion-dependent targeted sampling method. Four credibility, transferability, dependability and conformability criteria were used to increase the accuracy of qualitative data the findings were analyzed using thematic analysis through open, axial and selective coding.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Sociocultural competencies in social entrepreneurship of higher education are categorized into three cognitive (cognitive requirements of entrepreneurship, sociocultural values) emotional (emotional integration, positive emotions) and behavioral (interactive communication, professional life, entrepreneurial social traits) levels at 34 subcomponents.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Higher education with the growing trend of the challenge of cultural diversity and fusion caused by intercultural communication requires competencies that prepare social entrepreneurs for the future of higher education with the lens of socio-cultural capabilities. The neglected gap in the higher education system has empirical value for executive managers. The approach of preparing future higher education leaders for social and human benefits beyond political boundaries and cultural and social tensions, sociocultural competencies have an exclusive appeal.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"52 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220523","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":"We are in this together: what the COVID-19 pandemic revealed about the nature of the student-professor relationship in higher education","authors":"Lakindra Mitchell Dove","doi":"10.1108/jarhe-08-2023-0383","DOIUrl":"https://doi.org/10.1108/jarhe-08-2023-0383","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Reflexive thematic analysis was used to analyze the data. The study’s aims were to (1) Explore challenges, barriers and successes of students of color, as a result of the instructor’s approach to teaching in a remote learning environment; and (2) Determine what types of practices and approaches students of color found supportive in adjusting to a remote learning environment.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments. A total of 18 students from a large public university participated in the study.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings suggest significant adjustments were made by both students and professors during the pandemic. Although academics were important to students, there was an emphasis on the impact on social interactions with peers and the ability to build meaningful relationships with professors. Students displayed a sense of compassion and empathy toward professors and themselves.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The results from the study provide some insight into how higher education can move forward, potentially conducting future research that includes the perspectives of both students and professors to determine how to best provide support in the aftermath of a pandemic.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"14 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227471","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":"Project-based learning as an innovative approach for overcoming tertiary EFL students' barriers to learning English and coming closer to their L2 ideal self","authors":"Ahmad Samarji, Farah Sabbah","doi":"10.1108/jarhe-02-2023-0053","DOIUrl":"https://doi.org/10.1108/jarhe-02-2023-0053","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study aims to investigate the potential effect of project-based learning (PBL) in alleviating the negative psychological factors that hinder language learning in an intensive-English course at a private Lebanese university through its meaningful, student-centered, collaborative, and creative pedagogical approach and supporting students in constructing a positive self-identity as an English language learner and user.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The L2 Motivation Self System theory describes the roles of the Ideal L2 Self, the Ought to L2 Self, and the L2 Learning Experience as the three dimensions that trigger L2 motivation, which is an important factor in achieving L2 learning outcomes. This pre- and post-test questionnaire study aims to investigate the impact of designing and implementing project-based learning as a creative pedagogical method on the L2 Learning Experience of tertiary EFL students undertaking an intensive English language course.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The paper found that such a pedagogical approach decreased students’ foreign language anxiety and positively impacted their attitudes toward L2 learning as they actively engaged in their projects in a meaningful, connected, and creative manner. This paper concludes that the adopted innovative pedagogical approach created an L2 language learning experience for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This study has theoretical and practical implications. Theoretically, this research contributed to the existing body of literature on L2 education from a nuanced lens that maps students’ motivation, engagement, characteristics, and psychology to their identity as L2 learners to make their learning journeys more rewarding, productive, and connected.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;Practically, this study showcases how the implementation of the PBL approach in a creative and aligned manner can positively impact students’ attitudes toward English teaching and learning, making novel reading a more engaging task that prompts students’ creativity, critical thinking, and risk-taking while facilitating the negotiation and construction of their identity as L2 learners and users. Additionally, the implementation of such creative pedagogical approaches prompts on an educational policy level the shift from the traditional ways of English teaching and learning to a more student-centered, engaging and connected state, creating a set of exemplars for EFL and ESL instructors to use to ensure that L2 learners conne","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"39 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220502","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}