IAFOR Journal of Education最新文献_第6页

Sociocultural Issues Experienced by Adults Learning Maltese as a Second Language 成人学习马耳他语作为第二语言所经历的社会文化问题

IAFOR Journal of Education Pub Date : 2022-05-27 DOI: 10.22492/ije.10.1.04

Jacqueline Żammit

{"title":"Sociocultural Issues Experienced by Adults Learning Maltese as a Second Language","authors":"Jacqueline Żammit","doi":"10.22492/ije.10.1.04","DOIUrl":"https://doi.org/10.22492/ije.10.1.04","url":null,"abstract":"The pedagogy of language has since time immemorial majored in the use of pens and other printed materials. However, there occurred a separation of the teaching culture into two major categories; the “big C” and “little c”, meaning high and popular culture. Over the years, advancements in various pedagogical techniques have made this boundary separating the two cultures thinner and thinner. It is now blurred with the result that one may not tell which teaching culture is applicable in various circumstances. The leading cause of these changes is sociocultural issues. Present-day evaluations of the humanities have caused a shift towards a broader view to accommodate anthropological and sociological approaches. This shift has also had an influence on the techniques which are used in teaching within the classroom setting. The current study focused on providing a comprehensive picture of various sociocultural problems affecting Maltese as a second language (ML2) pedagogy and the depth to which the reported sociocultural issues are significant to ML2 and any second language teaching and learning. This study investigated the challenges experienced by thirty-five ML2 adult learners. Participant interviews constituted the sole data collection tool. The participants, who came from all walks of life and spoke a variety of first language linguistic systems, including Semitic, Romance, Germanic, Slovanic, Indo-European, Indo-Aryan, and Indo-Iranian, experienced challenges regarding their linguistic abilities, culture shock, personalities, memory, and the teaching method. The current study was required to investigate challenges encountered by adult learners of ML2 and to make some recommendations for improving instruction for adult learners.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41524440","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

Factors Obstructing English Teaching Effectiveness: Teacher Voices from Thailand’s Deep South 阻碍英语教学效果的因素：来自泰国深南部的教师声音

IAFOR Journal of Education Pub Date : 2022-05-27 DOI: 10.22492/ije.10.1.08

Muhammadafeefee Assalihee, Yusop Boonsuk

{"title":"Factors Obstructing English Teaching Effectiveness: Teacher Voices from Thailand’s Deep South","authors":"Muhammadafeefee Assalihee, Yusop Boonsuk","doi":"10.22492/ije.10.1.08","DOIUrl":"https://doi.org/10.22492/ije.10.1.08","url":null,"abstract":"Administering English language teaching (ELT) in rural settings of the three southern border provinces has been challenging for both teachers and learners due to two decades of political unrest, eruptions of violence, fears, and insecurity. To enhance ELT, this study aimed to investigate factors affecting the ineffectiveness of ELT in these three educational environments and introduce a new lens of contextualized English instructions for learners in schools located in Southernmost Thailand, where learners live amid linguistic and cultural diversity. In this qualitative study, data were collected from teachers operating in two schools of each province (totaling six institutions) by semi-structured interviews and analyzed by content analysis. Findings revealed that five primary factors deteriorating English language learning efficiency in the three southern border provinces were Implementation of Broad-Spectrum ELT Policies; Insufficient Teaching Integrations with Islamization; Inadequate Awareness of the Significance of English; Inconsistencies between ELT Textbooks and the Sociolinguistic Reality of English; and Impractical Classroom Arrangement. The findings could be beneficial if they are further utilized by the Ministry of Education in establishing policies for ELT in specific contexts as well as school administrators and teachers in formulating instructional approaches, managing learning resources, and arranging classrooms based on local needs and identities. Although this study has a specific spatial scope, which is the three southern border provinces of Thailand, its findings can be adapted for a broader application as a part of the global perspective and a clue to solve language learning problems across ELT communities encountering a similar challenge.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48284909","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: 2

The Effect of Proficiency on Non-Native English as a Foreign Language (EFL) Teachers’ Self-Efficacy and Practice in the EFL Classroom 熟练程度对非母语英语教师自我效能感的影响及课堂实践

IAFOR Journal of Education Pub Date : 2022-05-27 DOI: 10.22492/ije.10.1.01

Jean–Marc Dewaele, Pearl Leung

{"title":"The Effect of Proficiency on Non-Native English as a Foreign Language (EFL) Teachers’ Self-Efficacy and Practice in the EFL Classroom","authors":"Jean–Marc Dewaele, Pearl Leung","doi":"10.22492/ije.10.1.01","DOIUrl":"https://doi.org/10.22492/ije.10.1.01","url":null,"abstract":"The current study addresses the question whether the level of proficiency of teachers who teach a “non-native” language, English, affects their attitudes, motivation, well-being and self-reported classroom practices. This quantitative study is based on a cross-sectional research design in order to investigate the relationship between the actual English proficiency of 376 English as a Foreign Language (EFL) teachers from around the world who learned English as a foreign language and their sense of self-efficacy in the EFL classroom. Statistical analyses showed that more proficient teachers scored higher on the dimensions “Classroom practice” and “Attitudes toward students and institution”. They were also more motivated and happier. Intermediate (B1-B2) teachers scored significantly lower on these measures than EFL educators with Advanced proficiency (C1-C2). No significant differences emerged between teachers at Lower advanced (C1) and Upper advanced levels (C2). An argument is made that all dependent and independent variables are connected, highly dynamic and interacting directly and indirectly, which means that causality is multi-directional. The implication is that educational authorities should organise regular in-service training to maintain and boost teachers’ proficiency because investing in teachers’ linguistic skills represents a long-term investment in their emotional well-being and will ultimately benefit their students.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46239807","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: 1

Facebook as a Flexible Ubiquitous Learning Space for Developing Speaking Skills Facebook作为一个灵活的无处不在的学习空间，以提高口语技能

IAFOR Journal of Education Pub Date : 2022-05-27 DOI: 10.22492/ije.10.1.06

S. Mykytiuk, O. Lysytska, T. Melnikova, S. Mykytiuk

{"title":"Facebook as a Flexible Ubiquitous Learning Space for Developing Speaking Skills","authors":"S. Mykytiuk, O. Lysytska, T. Melnikova, S. Mykytiuk","doi":"10.22492/ije.10.1.06","DOIUrl":"https://doi.org/10.22492/ije.10.1.06","url":null,"abstract":"he research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students’ speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners’ impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43361503","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: 3

Perceived Discrimination and Students’ Behavioural Changes: The Role of Cultural Background and Societal Influence 感知歧视与学生行为改变:文化背景和社会影响的作用

IAFOR Journal of Education Pub Date : 2021-12-18 DOI: 10.22492/ije.9.6.02

S. M.

{"title":"Perceived Discrimination and Students’ Behavioural Changes: The Role of Cultural Background and Societal Influence","authors":"S. M.","doi":"10.22492/ije.9.6.02","DOIUrl":"https://doi.org/10.22492/ije.9.6.02","url":null,"abstract":"Discrimination among students in educational institutes is one of the key reasons for their behavioural changes. Research has increasingly recognized the discriminating behaviour of teachers, but the impact of perceived discrimination by teachers on students’ behavioural changes has not been investigated enough. Applying a theoretical model based on Phenomenological Variant of Ecological Systems Theory (PVEST), the present study aimed to investigate the manner in which students’ behavioural changes were determined by their teachers’ perceived discrimination, after knowing family background and how this relationship was moderated by societal influence and cultural background. A sample survey of 215 class 8 to class 10 students studying in rural and urban schools located in Krishnagiri district in Tamil Nadu, India was administered through questionnaires and partial least squares-structural equation modeling (PLS-SEM) was used to evaluate the gathered data. Overall, perceived teacher discrimination of students based on their caste, creed, and financial background significantly influenced students behaviour. The association between students’ behavioural changes and perceived discrimination was significantly influenced by cultural background. However, societal influence did not significantly change the effect of perceived students’ discrimination on their behavioural changes.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48726023","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

No Campus Life for Us: Personal Reflections of First-Year Students at a Malaysian University 没有校园生活：马来西亚大学一年级学生的个人反思

IAFOR Journal of Education Pub Date : 2021-12-18 DOI: 10.22492/ije.9.6.08

Ireena Nasiha Ibnu, W. Zainodin, Faizah Din

{"title":"No Campus Life for Us: Personal Reflections of First-Year Students at a Malaysian University","authors":"Ireena Nasiha Ibnu, W. Zainodin, Faizah Din","doi":"10.22492/ije.9.6.08","DOIUrl":"https://doi.org/10.22492/ije.9.6.08","url":null,"abstract":"The purpose of this qualitative study was to look into the online learning experiences of first-year communication and media students. The study was conducted by gathering 45 written reflection papers from first-year undergraduate students covering their opinions, challenges, and feelings about online learning. NVivo 12 was used to analyse the contents of these reflection papers. The findings of this reflective narrative study offer valuable insights into how first-year communication and media students perceive online learning classes in higher education, the challenges of working with new virtual classmates, the adjustment and role as student and daughters at home, as well as their mental health and emotional feelings towards online learning. Students learned vital lessons about time management, environmental awareness and independence as a result of these experiences. Students experienced anxiety and were demotivated as a result of the lack of face-to-face interaction and effective self-introduction with new peers. Most importantly, they were dissatisfied because they had lost out on the experiences of living on campus during their first year of study. Furthermore, this research looked into another component of the qualitative technique, which is a reflective method to study the first-year students’ experiences with online learning in a Malaysian public university, an insight that can be useful for both lecturers and students.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41793633","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

“Where am I?” A Critical Discourse Analysis of Religious Representation in Indonesia “我在哪里？”印尼宗教代表性的批判性话语分析

IAFOR Journal of Education Pub Date : 2021-12-18 DOI: 10.22492/ije.9.6.07

Maretha Dellarosa

{"title":"“Where am I?” A Critical Discourse Analysis of Religious Representation in Indonesia","authors":"Maretha Dellarosa","doi":"10.22492/ije.9.6.07","DOIUrl":"https://doi.org/10.22492/ije.9.6.07","url":null,"abstract":"Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49542179","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: 1

Teacher’s Working Condition and Hybrid Teaching Environment – A Narrative Case Study 教师的工作环境与混合教学环境——一个叙述性案例研究

IAFOR Journal of Education Pub Date : 2021-12-18 DOI: 10.22492/ije.9.6.09

N. Anand, Abbey Bachmann

{"title":"Teacher’s Working Condition and Hybrid Teaching Environment – A Narrative Case Study","authors":"N. Anand, Abbey Bachmann","doi":"10.22492/ije.9.6.09","DOIUrl":"https://doi.org/10.22492/ije.9.6.09","url":null,"abstract":"Since the onset of the COVID-19 pandemic, the entire system of education around the world is living each day under rapid experimentation to grapple with unforeseen challenges. The event of the COVID-19 pandemic has not only impacted a student’s track of learning but also disrupted the everyday functioning of schools. In the case of the United States, since the beginning of March 2020, when schools were pushed into remote learning options, most teachers had minimal training and resources to teach online. Teachers faced technological challenges and suffered a severe lack of pedagogical knowledge to engage students in an online platform. The overnight switch of face-to-face to remote teaching has added to existing teacher workloads, including accommodating student learning and engagement on the virtual platform. The narrative study considers the experiences of Ally, a veteran teacher, who experienced doubts about her sense of confidence as a teacher with the overnight change of instructional formats. Qualitative analysis was conducted from two interviews, 12 written reflections, and observation notes. Following a review of relevant literature, we report the narrative account of this teacher’s lived experiences. Next, we present suggestions and implications for research and practice while addressing the following research question: What were the lived experiences of a veteran teacher while pursuing a hybrid teaching instruction format, in both the traditional and online delivery format?","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268122","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: 2

Effects of Gamified Learning on Students of Different Player Traits in Malaysia 游戏化学习对马来西亚不同球员特点学生的影响

IAFOR Journal of Education Pub Date : 2021-12-18 DOI: 10.22492/ije.9.6.05

M. Sanmugam, A. Selvarajoo, Jeya Amantha David

{"title":"Effects of Gamified Learning on Students of Different Player Traits in Malaysia","authors":"M. Sanmugam, A. Selvarajoo, Jeya Amantha David","doi":"10.22492/ije.9.6.05","DOIUrl":"https://doi.org/10.22492/ije.9.6.05","url":null,"abstract":"Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45833840","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

Turkish Folk Music Lessons with Phenomenon-Based Learning: Preliminary Lessons and Results 基于现象学习的土耳其民间音乐课：初步经验与效果

IAFOR Journal of Education Pub Date : 2021-12-18 DOI: 10.22492/ije.9.6.04

Meltem Çimen

引用次数: 0