Journal of Modern Educational Research最新文献

Incorporating Interaction into Teaching Writing Essays in the EFL/ESL (L2) Setting 在 EFL/ESL (L2) 环境中将互动融入写作论文教学中

Journal of Modern Educational Research Pub Date : 2024-06-11 DOI: 10.53964/jmer.2024011

Amar Bahadur Sherma

{"title":"Incorporating Interaction into Teaching Writing Essays in the EFL/ESL (L2) Setting","authors":"Amar Bahadur Sherma","doi":"10.53964/jmer.2024011","DOIUrl":"https://doi.org/10.53964/jmer.2024011","url":null,"abstract":"Objective: The paper highlights the challenges of writing essays and emphasizes the importance of a systematic approach to essay writing. The author aims to convey that good writing is a gradual process that requires interaction, rigorous thinking and meticulous planning, contrasting the notion that essays are spontaneously produced in one draft. Method: Applying a mixed-methods research approach, the author undertakes the study. The research involves the use of questionnaires to gather data from 38 undergraduate students in a reputed college in Nepal. The use of mixed methods suggests a comprehensive investigation that combines quantitative and qualitative data to provide a more holistic understanding of the student’s experiences with essay writing. Result: The findings of the research reflect a strong need for step-by-step guidance, fun, and interaction in writing classes, particularly when teaching essay writing. The result suggests that students benefit from a systematic and interactive approach to learning how to write essays. It implies that a more engaging and structured method of teaching can be effective in addressing the challenges students face in essay writing. Conclusion: The conclusion drawn from the study is that the production of a quality essay is rather a gradual evolution resulting from rigorous thinking and meticulous planning. It recommends a methodical division of the essay-writing process into steps to achieve coherence and effectiveness. Additionally, it proposes incorporating hands-on activities in conjunction with writing theories to enhance the teaching of essay writing. Overall, the conclusion emphasizes the importance of a systematic and interactive approach to teaching writing essays.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"20 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Case of Using Instagram as a Mobile-Assisted Language Learning Tool in a Polytechnic Undergraduate English Class 在理工学院本科英语课上使用 Instagram 作为移动辅助语言学习工具的案例

Journal of Modern Educational Research Pub Date : 2024-05-21 DOI: 10.53964/jmer.2024009

Felix Estrella

{"title":"The Case of Using Instagram as a Mobile-Assisted Language Learning Tool in a Polytechnic Undergraduate English Class","authors":"Felix Estrella","doi":"10.53964/jmer.2024009","DOIUrl":"https://doi.org/10.53964/jmer.2024009","url":null,"abstract":"Objective: The teaching-learning of English as a foreign language process is not a simple task to develop. Teachers look for different ways to attract and engage students in their classes. One of those ways include using various mobile phones applications to take advantage of students' everyday uses of these devices. Instagram is one of the most popular mobile applications and the focus of this research. Therefore, this investigation aimed to measure the effectiveness of using Instagram as a tool for learning English. Methods: A mixed-methods design was chosen for this paper. A survey, pretest-posttest, and semi-structured interviews were the chosen data collection tools. Descriptive analysis was used on the survey, the pretests and post-tests were analyzed using a paired T-test, and the interviews followed a general inductive approach. Results: The descriptive analysis of students' responses to the survey shows that learners have a positive attitude toward using Instagram to learn English (M=3.38, SD=1.084). Results of the Paired T-test showed there is a significant difference between Before (M=70.4, SD=13.1) and After (M=74, SD=12.1), t(126)=2.4, P=0.017. Also, informants mentioned that using Instagram to post tutorials was good for them. Conclusion: The intervention was successfully adopted as the analysis revealed a significant difference between the pretest and post-test. Also, participants explained that they have found using Instagram positive for their English language development.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"101 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Regulated Learning Strategies Use in an Asian High School EFL Context 在亚洲高中英语语言环境中使用自我调节的学习策略

Journal of Modern Educational Research Pub Date : 2024-05-16 DOI: 10.53964/jmer.2024008

Lin Kuan-wei Patrick, Huang Sheng-hui Cindy

{"title":"Self-Regulated Learning Strategies Use in an Asian High School EFL Context","authors":"Lin Kuan-wei Patrick, Huang Sheng-hui Cindy","doi":"10.53964/jmer.2024008","DOIUrl":"https://doi.org/10.53964/jmer.2024008","url":null,"abstract":"Objective: This study investigated the self-regulated learning (SRL) strategies employed by high school EFL learners in the Asian high school context and the associations between SRL strategies and their academic achievements. Methods: A total of 6 students in Taiwan with different academic performances participated in this study to elicit their self-learning experiences and self-regulated strategy use. The data were analyzed using the grounded theory approach by undergoing three stages: open, axial, and selective coding. The comparisons among the data and categories were repeated until no new properties or relationships emerged during the analysis, ensuring theoretical saturation. In the final selective coding stage, two themes emerged from the data sets: (1) degree of teacher directing (2) higher and lower achievers’ SRL strategies use. Results: With different degrees of teacher directing, the pattern of using SRL strategies between higher and lower achievers was revealed. Higher achievers were found to be more autonomous in adopting SRL strategies. Although lower achievers also adopt some SRL strategies, they tend to use surface cognitive strategies, including repetitive rehearsal and rote memorization, instead of deep ones, such as elaboration and organization.Furthermore, in terms of self-consequence, the result also showed that only higher achievers would reward themselves after accomplishing a certain goal and resume their learning. As for low achievers, they tend to give up learning and lose motivation after rewarding themselves. Conclusion: The findings showed that EFL participants’ SRL strategy use varied in response to the self-learning context. Pedagogical implications for future research and how EFL teachers can promote students’ SRL strategy use and English teacher training are discussed.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"15 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ecuadorian Undergraduate Students’ Perceptions of the Challenges Faced When Writing Persuasive Essays 厄瓜多尔大学生对撰写劝说性文章时所面临挑战的看法

Journal of Modern Educational Research Pub Date : 2024-04-01 DOI: 10.53964/jmer.2024007

Felix Estrella

{"title":"Ecuadorian Undergraduate Students’ Perceptions of the Challenges Faced When Writing Persuasive Essays","authors":"Felix Estrella","doi":"10.53964/jmer.2024007","DOIUrl":"https://doi.org/10.53964/jmer.2024007","url":null,"abstract":"Objective: This study aimed to identify undergraduate polytechnic students’ perceptions of the challenges they face when writing persuasive essays in their English classes. Methods: This research followed a quantitative design utilizing SPSS V.20 to conduct factor and descriptive analysis to answer the three research questions established. One hundred and thirteen students who enrolled in one of the last English courses taught at the university participated in the study. Data were collected using a researcher-designed five-point Likert-scale survey. Results: Data were treated with Factor Analysis to determine the challenges students face when writing persuasive essays. Principal component analysis was used for data reduction, and five dimensions were identified, “Introduction”, “Body Paragraphs”, “Conclusion”, “Sentence Structure”, and “Communicative Achievement”. The top five issues that polytechnic undergraduate students deal with are issues with word order, forgetting to write the call-to-action, not using adequate formality all the time in their sentences, failing to write the claim in the thesis statement, and writing topic sentences that are not related to the thesis statement. Also, the dimension that causes more challenges overall is “Body paragraphs”. Conclusion: This paper contributes to the literature in the following senses. Students recognized that writing their topic sentences usually takes a long time. Also, participants claimed that forgetting to write the call-to-action is a challenge they face when writing their essays. Another issue determined in this paper that contributes to the existing literature regards the poor skills students have in summarizing the essay’s contents when they write the conclusion of their papers. The last addition this paper makes to the literature is that “Body Paragraphs” has been established as the factor that learners believe is the hardest for them to cope with when writing a persuasive essay.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"750 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140757390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Determination Interventions for Students with Intellectual and Developmental Disabilities Transitioning to Postsecondary Education: A Scoping Review 对过渡到中学后教育的智力和发育障碍学生的自我决定干预：范围审查

Journal of Modern Educational Research Pub Date : 2024-04-01 DOI: 10.53964/jmer.2024006

Gelan Hesham Abdou Ahmed

{"title":"Self-Determination Interventions for Students with Intellectual and Developmental Disabilities Transitioning to Postsecondary Education: A Scoping Review","authors":"Gelan Hesham Abdou Ahmed","doi":"10.53964/jmer.2024006","DOIUrl":"https://doi.org/10.53964/jmer.2024006","url":null,"abstract":"Students with intellectual and developmental disabilities (IDDs) need a myriad of independent living skills to seamlessly transition to postsecondary education. One of these skills is self-determination. Self-determination is deemed as a combination of knowledge and skills that enables a person to become autonomous. So, the purpose of this scoping review was to explore the interventions that promote self-determination in students with IDDs as they transition to postsecondary education in USA. Arksey’s and O’Malley’s framework guided this scoping review paper. An electronic search was conducted using IU OneSearch. The search was restricted to peer-reviewed studies, books, and eBooks published in English language between 2010 to 2022. Studies were screened at the title and abstract levels, and at full-text level by the author. In total, two studies met the inclusion criteria and were included in this review. Findings showed that curriculum-based and community-based interventions had remarkable potentials in promoting self-determination in students with IDDs who were transitioning to postsecondary education. Implications for research include developing and implementing more curriculum-based and community-based interventions; measuring treatment integrity through checklists; describing implementation procedures to allow for replication studies to be conducted; and utilizing a mixed-methods research design in intervention studies.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140782756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Impact of Artificial Intelligence Tools on Translation Teachers’ Self-efficacy Beliefs and Professional Development 探索人工智能工具对翻译教师自我效能信念和专业发展的影响

Journal of Modern Educational Research Pub Date : 2024-03-29 DOI: 10.53964/jmer.2024005

Guihua Ma

{"title":"Exploring the Impact of Artificial Intelligence Tools on Translation Teachers’ Self-efficacy Beliefs and Professional Development","authors":"Guihua Ma","doi":"10.53964/jmer.2024005","DOIUrl":"https://doi.org/10.53964/jmer.2024005","url":null,"abstract":"Objective: This study aimed to investigate how the integration of artificial intelligence (AI) tools impacts translation teachers’ self-efficacy beliefs and professional development in the context of translation education. Methods: The research employed a combination of questionnaire surveys and interviews to gather data. A total of twenty-seven translation teachers, who were part of an online learning community for translation teachers in Chinese universities and colleges, willingly participated in the study. All the participants completed the questionnaire survey, and six of them further volunteered to take part in interviews after completing the survey. Results: The results of the study demonstrated that translation teachers possessed a high sense of self-efficacy in integrating AI tools in their teaching practices. They also recognized the positive impact of integrating AI tools on their professional development. Furthermore, they exhibited flexibility by adapting their instructional approaches to enhance students’ translation skills and accuracy. Conclusion: The research examined how the integration of AI tools affected translation teachers’ self-efficacy beliefs and professional development, providing valuable insights into the relationship between these factors in the context of AI tool integration. The results showed that AI tool integration had a substantial impact on translation teachers’ self-efficacy and professional learning. This integration resulted in increased self-efficacy beliefs among teachers and contributed to their professional development. Consequently, teachers were motivated to adapt their teaching methods, aiming to enhance students’ translation skills and accuracy.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"13 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of PowerPoint Instructional Package on Secondary School Students’ Academic Achievement in Social Studies in Njikoka LGA, Anambra State, Nigeria PowerPoint 教学包对尼日利亚阿南布拉州 Njikoka LGA 中学生社会学学习成绩的影响

Journal of Modern Educational Research Pub Date : 2024-03-28 DOI: 10.53964/jmer.2024004

O. I. Ikwuka, Robert Onimisi

{"title":"Effect of PowerPoint Instructional Package on Secondary School Students’ Academic Achievement in Social Studies in Njikoka LGA, Anambra State, Nigeria","authors":"O. I. Ikwuka, Robert Onimisi","doi":"10.53964/jmer.2024004","DOIUrl":"https://doi.org/10.53964/jmer.2024004","url":null,"abstract":"Objective: Over the years, there has been a decline in academic achievement in social studies among students, both in external and internal examinations. This decline may be attributed to the continued reliance of social studies teachers on conventional teaching methods. Therefore, this study aimed to investigate the impact of PowerPoint Instructional Package (PIP) on the academic achievement of secondary school students in social studies in Njikoka Local Government Area (LGA), Anambra State, Nigeria. Methods: The study utilized a quasi-experimental design with a 2×2 factorial design. The sample consisted of 81 Junior Secondary School two students, including 42 males and 39 females, who were studying social studies in Njikoka LGA. A co-educational school was selected for the study, and intact classes were used. The data collection instrument, social studies Achievement Test, was validated by three experts, and its reliability coefficient was established as 0.78 using the Kuder-Richardson 20 method. Data analysis involved calculating means and conducting an Analysis of Covariance. Results: The result revealed a significant difference on the mean achievement scores of students taught social studies using PIP and those taught using conventional teaching favoring PowerPoint (PPT) group. Gender had no significant effect in the achievement of students in social studies, indicating that the use of PPT is gender-friendly. Additionally, there was a significant interaction effect between teaching method and gender on students’ achievement. Conclusion: The use of PIP had a positive impact on students’ achievement in social studies. As a recommendation, it is suggested that secondary school administratorsorganize seminars and workshops to train social studies teachers in the effective use of PIP for instructional delivery.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"23 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140372204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research on 3D Human Motion Visualization for Immersive Teaching Mechanism - 3D Pose Reconstruction form the Tradition Motion Video for Teaching and Evaluation 用于沉浸式教学机制的三维人体动作可视化研究 - 传统动作视频的三维姿势重构用于教学和评估

Journal of Modern Educational Research Pub Date : 2024-03-27 DOI: 10.53964/jmer.2024003

Wanyi Li, Linping Zheng, Yingyin Fan, Yimin Chen, Yun Kuang, Xiaoyun Guo, Yongchang Chen, Jinming Huang, Jichu Ou, Ling Zou

{"title":"Research on 3D Human Motion Visualization for Immersive Teaching Mechanism - 3D Pose Reconstruction form the Tradition Motion Video for Teaching and Evaluation","authors":"Wanyi Li, Linping Zheng, Yingyin Fan, Yimin Chen, Yun Kuang, Xiaoyun Guo, Yongchang Chen, Jinming Huang, Jichu Ou, Ling Zou","doi":"10.53964/jmer.2024003","DOIUrl":"https://doi.org/10.53964/jmer.2024003","url":null,"abstract":"Objective: Based on the three-dimensional (3D) visualization technology of human motion, the immersive teaching mechanism of human motion was proposed. At present, the training and learning of human motion could not observe the 3D information of its posture due to the issue of two-dimensional (2D) perspective, which had many shortcomings. Methods: This article proposed new teaching mechanisms, including personal immersive assisted instruction, multi person immersive interactive teaching, and immersive teaching evaluation method for motion learning. The design of the three methods were carried out in the background of artificial intelligence (AI). Results: Combining with current advanced AI algorithms, the concept of visualizing 3D human motion for immersive teaching method was conceived, and a specific implementation framework diagram and description of the main work of each teaching mechanism are provided. The personal immersive assisted instruction method would be a powerful tool for enhancing individual learning experiences in the realm of 3D human motion visualization. The multi-person immersive interactive teaching took 3D human motion visualization to the next level by facilitating collaborative learning experiences. The immersive teaching evaluation method for human motion training was pivotal for assessing the effectiveness of these immersive techniques. Conclusion: After the evaluation and analysis, this mechanism had been proven to be an effective teaching mechanism for pose learning. 3D human motion visualization for the immersive teaching held the promising prospects in the field of education and instructional practices.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"74 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating the Impact of Social Media News on the Level of Students’ Fear and Anxiety during the COVID-19 Pandemic 评估社交媒体新闻对 COVID-19 大流行期间学生恐惧和焦虑程度的影响

Journal of Modern Educational Research Pub Date : 2024-03-22 DOI: 10.53964/jmer.2024002

Fatemeh Amini, Alireza Banaye Yazdipour, Asma Rashki, Reza Sheibani, Mohammad Reza Mazaheri Habibi

{"title":"Evaluating the Impact of Social Media News on the Level of Students’ Fear and Anxiety during the COVID-19 Pandemic","authors":"Fatemeh Amini, Alireza Banaye Yazdipour, Asma Rashki, Reza Sheibani, Mohammad Reza Mazaheri Habibi","doi":"10.53964/jmer.2024002","DOIUrl":"https://doi.org/10.53964/jmer.2024002","url":null,"abstract":"Background: The spread of false and inaccurate news on social networks has increased during the COVID-19 pandemic, leading to fear and panic among users globally and posing a threat to their mental well-being. Aim: This study aims to investigate the impact of social networks on inducing fear and panic among students amidst the COVID-19 outbreak. Methods: This cross-sectional study was conducted at Varastegan Institute for Medical Sciences in December 2020, involving a sample of 261 students selected through the available sampling method. The data collection tool utilized was a questionnaire, subjected to content analysis for validation. The questionnaire's reliability, determined through the test-retest method, yielded a score of 0.825. Results: Survey results revealed that virtual social networks such as Telegram (73.9%) and Instagram (65.9%) were the primary platforms for receiving COVID-19 news during the pandemic. Furthermore, 62% of students reported using these networks to access health and COVID-19-related information. Moreover, 36% of respondents indicated experiencing psychological distress due to the dissemination of COVID-19 news. Conclusion: The spread of false information on social media significantly contributes to heightened anxiety and fear among students, leading to increased psychological distress. In order to mitigate the adverse effects of misinformation on social media, it is crucial to educate students on discerning between accurate and inaccurate news. Empowering students with skills to navigate reliable sources can enhance their knowledge and help them avoid unnecessary psychological distress.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Blended Teaching and Multi-dynamic Evaluation Model in the Course of Integrated Skills of English 混合式教学与多动态评价模式在英语综合技能课程中的效果

Journal of Modern Educational Research Pub Date : 2023-10-18 DOI: 10.53964/jmer.2023010

Guihua Ma, Xiangjuan Yang

{"title":"The Effects of Blended Teaching and Multi-dynamic Evaluation Model in the Course of Integrated Skills of English","authors":"Guihua Ma, Xiangjuan Yang","doi":"10.53964/jmer.2023010","DOIUrl":"https://doi.org/10.53964/jmer.2023010","url":null,"abstract":"Objective: The purpose of this study was to explore the effects of blended teaching and multi-dynamic evaluation model in the course of Integrated Skills of English (ISE) in English as a Foreign Language context at tertiary level. Methods: This study employed the methods of calculation of the total course scores, a survey and interviews. Thirty students in a teacher training program in a western Chinese university voluntarily participated in the study. All of them completed the survey and fifteen of them were randomly selected for the interviews upon completion of the teaching practice in ISE course. Results: The results of the study displayed that ISE blended teaching and multi-dynamic evaluation model could significantly improve participants’ learning outcome of the total course scores, promote perceived learning abilities such as self-regulation, communication skills and learning tools using skills. Besides it would enhance their learning motivation in terms of learning autonomy, learning expectations, learning efficacy and engagement. Conclusion: The results showed the blended teaching and multi-dynamic evaluation model had significant effects on improving students’ learning outcome, self-regulation, communication, digital skills and learning motivation. Additionally, this model had no effect on the promotion of higher-level learning abilities like critical thinking and creativity skills. The findings of the study could provide pedagogical implications for blended teaching practice and the evaluation approaches.","PeriodicalId":489926,"journal":{"name":"Journal of Modern Educational Research","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0