International journal of learning and teaching最新文献_第7页

Teachers’ experiences of online teaching in English as a second language classes during the COVID-19 pandemic 新冠肺炎疫情期间教师英语为第二语言课程在线教学体验

International journal of learning and teaching Pub Date : 2022-09-09 DOI: 10.18844/ijlt.v14i3.6758

Robert John D. Gipal, Leonard John Carrillo, Jose Carlos Mallonga

{"title":"Teachers’ experiences of online teaching in English as a second language classes during the COVID-19 pandemic","authors":"Robert John D. Gipal, Leonard John Carrillo, Jose Carlos Mallonga","doi":"10.18844/ijlt.v14i3.6758","DOIUrl":"https://doi.org/10.18844/ijlt.v14i3.6758","url":null,"abstract":"The outbreak of the COVID-19 pandemic has profoundly altered the conventional face-to-face to a new modality of teaching and learning, all across the globe. Several changes have occurred as the pandemic ran its course and became a challenge for the majority of teachers. In this regard, this study aimed to explore teachers’ experiences of online teaching in English as a Second Language (ESL) classes during the COVID-19 pandemic. The findings of the study indicated that although others were getting accustomed to the use of technology in the teaching–learning process, the majority of language teachers expressed that online teaching has several limitations, such as access to the Internet and ownership of technological devices, classroom management in terms of low students’ participation and teachers’ readiness to facilitate online teaching, which might affect their experience in teaching ESL online. Hence, the researchers recommend that as the present situation continues to challenge the quality of education during these trying times, educators should have additional training in technology and should be given enough resources and support to ensure positive outcomes for the students.\u0000 \u0000Keywords: Teaching experiences, online learning, English as a second language (ESL), COVID-19 pandemic;","PeriodicalId":93451,"journal":{"name":"International journal of learning and teaching","volume":"2006 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86974630","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: 6

Learning Theories: Educational Perspectives. 8th edition. New York, NY: Pearson, 2020, 582 pages, LCCN: 2018034999; ISBN: 9780134893754 ISBN: 0134893751 (paperback).Author: Schunk. D. H.,North Carolina University, 2020 《学习理论:教育视角》第8版。纽约:Pearson出版社，2020,582页，LCCN: 2018034999;ISBN: 9780134893754 ISBN: 0134893751(平装)。作者:Schunk。博士，北卡罗来纳大学，2020

International journal of learning and teaching Pub Date : 2022-07-29 DOI: 10.18844/ijlt.v14i3.7888

M. Belay

{"title":"Learning Theories: Educational Perspectives. 8th edition. New York, NY: Pearson, 2020, 582 pages, LCCN: 2018034999; ISBN: 9780134893754 ISBN: 0134893751 (paperback).Author: Schunk. D. H.,North Carolina University, 2020","authors":"M. Belay","doi":"10.18844/ijlt.v14i3.7888","DOIUrl":"https://doi.org/10.18844/ijlt.v14i3.7888","url":null,"abstract":"The reviews were made on the book entitled “Learning Theories: An Educational Perspective” written by Schunk in 2020 which aimed at pinpointing important insights for readers. The review was made based on professional guidelines in reviewing books. The reviewers felt that the strengths of the book consist of addressing practical scenarios and objectives; and it explains vicarious and enactive learning, performance learning, self-regulatory learning, and positive effect of authentic modeling. On the other hand, the major limitations of the book include the criteria set to define learning was mainly in favor of behavioral learning theories which is against the notion of the book. There is also inconsistent organization and needless inclusion of contents. Therefore, the reviewers argued that the book is still recommended to education students, early-career researchers in psychology and education provided that the aforementioned limitations are corrected.\u0000Keywords: Learning; Self-regulation; Motivation; Cognitive learning; Performance learning ","PeriodicalId":93451,"journal":{"name":"International journal of learning and teaching","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77536506","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

Pre-service English teachers’ sense of efficacy with regard to gender and academic GPA 职前英语教师效能感对性别与学业绩点的影响

International journal of learning and teaching Pub Date : 2022-04-30 DOI: 10.18844/ijlt.v14i2.6653

Ulviye Keten

引用次数: 2

Automotive technology students’ OJT performance: A reflection of the programme’s kind of graduates 汽车技术专业学生的OJT表现:反映了该项目毕业生的类型

International journal of learning and teaching Pub Date : 2022-04-30 DOI: 10.18844/ijlt.v14i2.6254

R. B. Arante

{"title":"Automotive technology students’ OJT performance: A reflection of the programme’s kind of graduates","authors":"R. B. Arante","doi":"10.18844/ijlt.v14i2.6254","DOIUrl":"https://doi.org/10.18844/ijlt.v14i2.6254","url":null,"abstract":"The aim of this study is to evaluate the on-the-job training (OJT) performance of the automotive technology students for the years 2016, 2017 and 2018 based on their appraisal ratings from partner industries. The evaluation focused on the students’ job knowledge, job attitude and interpersonal relationship as evaluated by their respective supervisors using the standardised appraisal instrument. Research objectives were achieved using the mixed method research design. It combines the quantitative approach and the documentary analysis. There were 74 student trainees involved in this study in which their respective supervisors served as the respondents. Achieving the research objectives was carried out by collecting data from their performance appraisal reports and subjecting them to statistical analysis. The findings revealed that the student trainees performed well in their OJT based on job knowledge, attitude and interpersonal relationship. The study concludes that their consistently good performance in their OJT reflects the kind of graduates they will be.\u0000Keywords: Automotive technology, industry immersion, interpersonal relationship, job attitude, job knowledge, kind of graduates, OJT performance","PeriodicalId":93451,"journal":{"name":"International journal of learning and teaching","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88612502","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

Unleash the untaught mathematics competencies through online, shareable and offline video lectures 通过在线、可共享和离线视频讲座，释放未教过的数学能力

International journal of learning and teaching Pub Date : 2022-04-30 DOI: 10.18844/ijlt.v14i2.6624

Sherwin Batilantes

{"title":"Unleash the untaught mathematics competencies through online, shareable and offline video lectures","authors":"Sherwin Batilantes","doi":"10.18844/ijlt.v14i2.6624","DOIUrl":"https://doi.org/10.18844/ijlt.v14i2.6624","url":null,"abstract":"The study aimed to determine the benefits of project online, shareable and offline (OSO) video lectures to seventh-grade students during flipped classroom to resolve untaught mathematics competencies before the school year ended. The study employed the experimental research design, and three groups were randomly selected from the seventh-grade population as respondents. These three groups underwent pre-test and post-test during and after the intervention using the verified and quality-assured test questionnaires by an expert panel of evaluators. The study’s findings revealed that learners’ test scores differed significantly among the three groups based on one-way analysis of variance. However, the Tukey post-hoc test showed that the flipped online group differed substantially from the flipped shareable and offline groups. Consequently, project OSO was considered a valuable resource in the flipped classroom and is highly recommended for instructing learners when the teacher is out due to school-related functions among the three video lectures’ platforms.\u0000Keywords: Ancillary service, flipped classroom, mathematics education, project OSO, unattained competencies;","PeriodicalId":93451,"journal":{"name":"International journal of learning and teaching","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86662963","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

Relationship between parental anxiety and students’ academic stress at secondary level 家长焦虑与中学生学业压力的关系

International journal of learning and teaching Pub Date : 2022-01-26 DOI: 10.18844/ijlt.v14i1.6271

Muhammad Hafeez, S. Saira, Anisa Ijaz

{"title":"Relationship between parental anxiety and students’ academic stress at secondary level","authors":"Muhammad Hafeez, S. Saira, Anisa Ijaz","doi":"10.18844/ijlt.v14i1.6271","DOIUrl":"https://doi.org/10.18844/ijlt.v14i1.6271","url":null,"abstract":"Academic stress and parental anxiety are two crucial factors for the academic achievements of students. Both of these factors play a key role in academic success. This research aims to find the relationship between parental anxiety and students’ academic stress at the secondary level. The population was selected from the students of grade 9th studying in various public schools of Tehsil Gujrat. A two-stage Stratified Random Sampling Technique was used for sampling. Out of a total of 89 boys and 94 girls secondary schoolers working at Tehsil Gujrat, twenty (10 boys and 10 girls) were randomly selected. Simple percentage formula, Regression, neural network model, and Independent sample t-test were used to analyze the collected data. The analysis of students related to research questions indicated that academic stress affects academic achievements, parents’ anxiety, mental health, learning process, social behavior, cognitive skills, learning style, communication between the teachers and students, and extra-curricular activities of the students.\u0000 \u0000Keywords: Academic stress; parental Anxiety; students, secondary level.","PeriodicalId":93451,"journal":{"name":"International journal of learning and teaching","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87908311","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

Development of digital competence in teacher training: A systematic review 教师培训中数字能力的发展:系统回顾

International journal of learning and teaching Pub Date : 2022-01-26 DOI: 10.18844/ijlt.v14i1.6242

A. P. Garcias, Antonia Darder Mesquida

引用次数: 0

Self-esteem as a predictor of students’ academic achievement in the colleges of education 自尊对高校学生学业成绩的预测作用

International journal of learning and teaching Pub Date : 2022-01-26 DOI: 10.18844/ijlt.v14i1.6302

Francis Britwum, Samuel Obed Amoah, Henry Yaw Acheampong, E. Adjei

引用次数: 5

Teaching oral English through technology: Perceptions of teachers in Nigerian secondary schools 通过技术进行英语口语教学:尼日利亚中学教师的看法

International journal of learning and teaching Pub Date : 2022-01-26 DOI: 10.18844/ijlt.v14i1.6434

Owolabi Paul Adelana

{"title":"Teaching oral English through technology: Perceptions of teachers in Nigerian secondary schools","authors":"Owolabi Paul Adelana","doi":"10.18844/ijlt.v14i1.6434","DOIUrl":"https://doi.org/10.18844/ijlt.v14i1.6434","url":null,"abstract":"English Language learners in Nigeria mostly find Oral English difficult to understand but technology is now supportive. However, being a dynamic language, the English Language is constantly evolving and so are the technologies used in its teaching. This study, therefore, intends to re-examine teachers’ current perceptions towards technology usage in teaching Oral English. The study was descriptive. The sample comprised 215 teachers to whom an instrument titled “Teachers’ Current Perceptions of Teaching Oral English through Technology Questionnaire (TCPTOETQ)”, was administered. Six research questions were formulated and answered using Mean, Standard Deviation, One-Way ANOVA, and t-test. The result showed that the teachers currently have positive perceptions towards the use of technologies in teaching Oral English. It was therefore recommended that stakeholders in education provide continuous training for English Language teachers for continuous adaptation to the changing landscapes of technology usage in teaching Oral English.\u0000 \u0000Keywords: English Teachers; Oral English; Perceptions Technology; Secondary Schools; Nigeria.","PeriodicalId":93451,"journal":{"name":"International journal of learning and teaching","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84733782","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: 6

Case Based Interactive Class Teaching Mode for Graduate Students 基于案例的研究生互动式课堂教学模式

International journal of learning and teaching Pub Date : 2022-01-01 DOI: 10.18178/ijlt.8.1.39-43

Yi Yang, Dekuang Yu

引用次数: 0