The Asia-Pacific Education Researcher最新文献_第6页

Language Teachers’ Collaborative Actions and Relationships in a Textbook Writing Community of Practice 语文教师在教科书写作实践社区中的合作行动与关系

The Asia-Pacific Education Researcher Pub Date : 2024-04-01 DOI: 10.1007/s40299-024-00840-7

Jiarui Zhao, Citing Li, Dingfang Shu

{"title":"Language Teachers’ Collaborative Actions and Relationships in a Textbook Writing Community of Practice","authors":"Jiarui Zhao, Citing Li, Dingfang Shu","doi":"10.1007/s40299-024-00840-7","DOIUrl":"https://doi.org/10.1007/s40299-024-00840-7","url":null,"abstract":"Materials development is increasingly recognized as a valuable venue for narrowing the research–practice gap. This qualitative case study explores how four middle school teachers and three university researchers collaborated in a community of practice (CoP) to write textbooks by highlighting the interplay between their collaborative relationships and actions. Data were collected from several sources, including semi-structured interviews, observations, and artifacts. The findings reveal that this textbook writing CoP was characterized by the interplay of joint enterprise, mutual engagement, and a shared repertoire; mutual engagement, featuring dynamic interaction between the participants’ collaborative relationships and actions, played a pivotal role. In light of a nuanced interpretation of teacher–researcher collaboration in this CoP, we foreground the role of mutual engagement and the factors which influence it. The study concludes by highlighting the mutually reinforcing nature of the dynamic interplay between language teachers’ collaborative relationships and actions in bridging the research–practice gap in communities.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140589265","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}

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The Role of Anxiety and Self-perceived Communicative Competence in Bilingual Subject Teachers’ Willingness to Communicate in L2 焦虑和自我认知的交际能力在双语学科教师的第二语言交际意愿中的作用

The Asia-Pacific Education Researcher Pub Date : 2024-03-29 DOI: 10.1007/s40299-024-00837-2

Tzu-Yu Tai

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Teacher Expectation Effects on English-as-a-Foreign-Language Achievement: Student Characteristics as Moderators 教师期望对外语学习成绩的影响：作为调节器的学生特征

The Asia-Pacific Education Researcher Pub Date : 2024-03-26 DOI: 10.1007/s40299-024-00835-4

Xinglong Wang

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The Bidirectional Relationship Between Self-Concept and Self-Efficacy and Their Relative Importance to Foreign Language Learning Achievement 自我概念和自我效能感之间的双向关系及其对外语学习成绩的相对重要性

The Asia-Pacific Education Researcher Pub Date : 2024-03-26 DOI: 10.1007/s40299-024-00836-3

Yuyang Cai

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Exploring Learning-Oriented Assessment in Enhancing Students’ Lexical Fluency Through MALL 探索以学习为导向的评价，通过 MALL 提高学生的词汇流利度

The Asia-Pacific Education Researcher Pub Date : 2024-03-24 DOI: 10.1007/s40299-024-00832-7

Abdullah Al-Abri, Fatemeh Ranjbaran Madiseh, Mostafa Morady Moghaddam

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Effect of Students’ Perceived Mastery Goal Orientation on Engagement in Chinese Rural Schools: Mediator Role of Grit 中国农村学校学生感知到的成功目标导向对参与的影响：勇气的中介作用

The Asia-Pacific Education Researcher Pub Date : 2024-03-21 DOI: 10.1007/s40299-024-00826-5

Jiali Huang, Guoyuan Sang

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Young Learners’ Well-Being and Emotions: Examining Enjoyment and Boredom in the Foreign Language Classroom 青少年学习者的幸福和情感：考察外语课堂中的乐趣和无聊

The Asia-Pacific Education Researcher Pub Date : 2024-03-14 DOI: 10.1007/s40299-024-00828-3

Art Tsang, Christelle Davis

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Impact of Multiple Job Demands on Chinese University Teachers’ Turnover Intentions 多重工作要求对中国高校教师离职意向的影响

The Asia-Pacific Education Researcher Pub Date : 2024-03-12 DOI: 10.1007/s40299-023-00809-y

Siqi Zhao, ShouChen Zhang, Wang Hong

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“Who Just Pushed My Metaphoric Button”? An Examination of Student-Related Factors Influencing Teachers’ Motivating Styles "谁按了我的隐喻按钮？研究影响教师激励方式的学生相关因素

The Asia-Pacific Education Researcher Pub Date : 2024-03-08 DOI: 10.1007/s40299-024-00827-4

Woon Chia Liu, Leng Chee Kong, Chee Keng John Wang, Ying Hwa Kee, Betsy Ng, Karen Lam, Johnmarshall Reeve

{"title":"“Who Just Pushed My Metaphoric Button”? An Examination of Student-Related Factors Influencing Teachers’ Motivating Styles","authors":"Woon Chia Liu, Leng Chee Kong, Chee Keng John Wang, Ying Hwa Kee, Betsy Ng, Karen Lam, Johnmarshall Reeve","doi":"10.1007/s40299-024-00827-4","DOIUrl":"https://doi.org/10.1007/s40299-024-00827-4","url":null,"abstract":"Teachers’ motivational strategies can be categorised into two types of motivating styles—autonomy-supportive style versus controlling style (Reeve in Educ Psychol 44:159–175, 2009). Several factors can affect the teachers’ use of motivational strategies, and student-related factors are some influential reasons. In this study, we focussed on identifying the student-related reasons that could affect the teachers’ motivating styles through 56 teacher interviews from 17 secondary schools across Singapore. From the teachers’ accounts, we identified “student profiles”, “students’ behaviours”, “students’ engagements”, and “students’ feedback” as the student-related factors that could affect the teachers’ motivating styles. By identifying these factors, we hope to raise awareness amongst the teachers (at the personal level) and their social environments (at the contextual level) on what can facilitate or thwart the expression of autonomy-supportive teaching. We also hope to provide useful information on what the social environments can do to support teachers in autonomy-supportive teaching.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075389","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

Academic Dishonesty in Virtual Assessment During the COVID-19 Pandemic: A Cross-Cultural Study COVID-19 大流行期间虚拟评估中的学术不端行为：跨文化研究

The Asia-Pacific Education Researcher Pub Date : 2024-02-25 DOI: 10.1007/s40299-024-00829-2

Hossein Navidinia, Adrian Naznean, Maha Sourani, Nargess Hekmati

{"title":"Academic Dishonesty in Virtual Assessment During the COVID-19 Pandemic: A Cross-Cultural Study","authors":"Hossein Navidinia, Adrian Naznean, Maha Sourani, Nargess Hekmati","doi":"10.1007/s40299-024-00829-2","DOIUrl":"https://doi.org/10.1007/s40299-024-00829-2","url":null,"abstract":"Online teaching has gained more momentum since the outbreak of the COVID-19 pandemic. While this mode offers many benefits, one major concern is maintaining academic integrity, as online instruction can provide more opportunities for cheating. This study aimed to explore students’ attitudes toward cheating in online assessments (OAs) and any potential differences based on gender and nationality. Since our purpose was to perform a cross-cultural examination of cheating behaviors in an academic environment, we conducted the study in culturally diverse countries. The participants were 629 university students from Iran, Romania, and Lebanon. They completed a questionnaire about academic integrity in OAs. The results showed that 60% of the participants had no negative views on cheating in OAs, 58.5% admitted to cheating in OAs themselves, and 85% viewed OAs as less reliable than in-person assessments. During OAs, the most common ways of cheating included using notes on paper, relying on course materials, and sharing answers through social media and messaging apps. The main motivations for cheating included stress, time constraints, and the desire to achieve a higher grade, while factors that deterred cheating included moral and social stigma and the rights of other students. The study found no significant difference in attitudes toward cheating in OAs between male and female participants, but there were significant differences between students of different nationalities (p < 0.05).","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"242 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954992","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