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A phenomenological study of primary school pupils' perceptions of Chinese language learning
No full textThis paper is focused on finding out the perceptions of Primary School Fifth-grade students towards learning the Chinese language. By adopting Marton’s Phenomenography as a research method, it further aims to explore the relationship between students and their perceptions
Reimagining the Future of Teaching & Learning in the Age of AI (23 May 2025)
No full textProf Liu Woon Chia (left), Prof Tan Oon Seng (right), and H.E. Dr May Laith Al Taee (far right) speak with a guest (far left)
ChatGPT in assessing writing
No full textChatGPT is a large language model (LLM) that uses advanced natural language processing to understand and generate text and images. This entry examines the potential of ChatGPT (and similar LLMs) within the writing assessment context, highlighting its opportunities and challenges. It examines how ChatGPT can either support or complicate various stages of writing assessment, from test development to final evaluation. ChatGPT holds the potential to transform traditional product-based proficiency testing into a dynamic, process-oriented approach. A human-AI synergy approach is proposed, with humans acting as gatekeepers to harness this powerful yet fallible tool effectively and ChatGPT (or similar LLMs) serving as a digital extension of the human mind. Additionally, the development of AI literacy is advocated to address the ethical and practical challenges presented by AI integration in writing assessment settings
A cognitive-based investigation of P3 students' learning of Chinese grammar in Singapore bilingual context: The case of compound sentences
No full textThis study conducts a cognitive-based investigation of P3 students’ learning of Chinese grammar in Singapore bilingual context. We observe the current teaching approach, identifies the gap between the learning outcomes and teaching goals, and conducts the pedagogical experiment to fill in the gap by incorporating the cognitive-based practices. The experimental findings confirm the hypothesis that aligning cognitive-based practices with the cognitive processes of the human brain leads to more effective classroom instruction and learning activities, fostering the development of students’ proficiency in Chinese
新加坡小学华文《欢乐伙伴》口语教材研究 (A study of Chinese oracy instructional materials in the Happy Companion textbook series for Singapore primary schools)
No full text在以英语为主导语言的环境中，新加坡学生的华语口语能力不容乐观。根据《乐学善用——2010母语检讨委员会报告书》，更新版的小学华文教材《欢乐伙伴》中首次系统性地加入了口语教学内容，这在小学华文教材的发展历程中尚属首次。本研究旨在探讨该口语教材的设计对学习者口语交际能力提升的促进作用。本研究首先以现代口语和交际能力等理论研究为基础，并结合对新加坡小学生口语交际情境的分析，建构“新加坡小学生华语口语能力模型”，明确口语能力的构成。接着，以交际语言教学理论为基础，依据《乐学善用——2010母语检讨委员会报告书》和《小学华文课程标准2015》生成“新加坡小学华文口语教学大纲”。再以这份大纲和新加坡小学生华语口语能力模型为指导，借鉴英语作为第二语言的教材分析与评估的理念和模式，开发“小学华文口语教材核查清单”。然后应用这一工具对《欢乐伙伴》一至六年级全套口语教材，从学习内容、学习语料和学习活动三个方面进行核查和分析。同时展开教师使用《欢乐伙伴》口语教材情况的问卷调查与访谈。综合教材核查与问卷调查的结果分析，分低、中、高三个年级组对教材的口语交际能力促进作用展开全面评估与深入分析。最后，根据评估结论对教材的设计和使用提出改进建议。研究结果显示，《欢乐伙伴》口语教材对学生口语交际能力提升的促进作用等级评估均值为3.83（最高值为5），促进作用显著。相对而言，教材更注重语言知识的学习，而在技能点的目标设定和运用方面存在完善空间。大部分教师在使用该教材进行口语教学时按照教学用书的建议进行，一些教师的不同做法主要是基于实际情况做出的调整。本研究关注学习者口语能力的培养，从口语能力提升的角度对教材进行分析和研究，是对华文教材研究视角的新的尝试与探索；所建构的新加坡小学生华语口语能力模型以高度概括的方式直观地呈现小学生口语能力的构成；所开发的评估工具不仅适用于该教材，也可为其他口语教材的评估与分析提供参考
Internationalizing philosophy of education: The vexing (liberating) problem of language
No full textAs the philosophy of music education further internationalizes with Asian philosophies in recent years, the problem of language is a crucial issue that can no longer be ignored. When mining ideas originally written in non-English languages, is it possible to truly know what was said or written? Is knowledge of the original language necessary? When interpreting and quoting non-English philosophical texts, what does it mean to do philosophy with integrity and in a philosophically responsible manner? These questions resist simple answers. To this end, I delimit this paper to three central themes: doubt, rigor, and humility, which offer implications for publications, leadership, and gatekeeping in our field as it continues to internationalize. While I draw examples primarily from the vexing problem of interpreting and presenting Chinese philosophical texts to English readers, the ideas offered may also be applied to work involving texts in other non-English languages. I conclude by arguing that while vexing, the problem of language is simultaneously liberating—one that expands the limits of our worlds for the melioration of music education.Accepted versio
Conclusion: Chinese language education in Singapore and future research directions
No full textThis chapter provides a comprehensive conclusion to the book, summarizing the insights gained from examining Singapore’s bilingual education system and proposing future research directions
A model of situated professional learning in Singapore: Lessons learnt
No full textThe tripartite partnership between the National Institute of Education, Academy of Singapore Teachers, and schools provides the contextual and structural enablers to create a model of situated professional learning in Singapore. Situated professional learning creates authentic learning experiences for teachers that are contextualised to everyday practice. There are deliberate attempts to create a theory–practice nexus and understanding that relates to authentic classroom settings. Despite its strengths, the situated professional learning model also has its challenges. Depending on the teachers’ profiles and mindsets, the value and challenges for professional learning may vary. This chapter takes a reflective lens to elaborate on the positive attributes of situated professional learning as well as its challenges and makes recommendations as opportunities for value-adding the model.</p
The factorial validity and measurement invariance of the 7Cs of positive youth development among emerging adults in Southeast Asia
No full textPositive youth development (PYD) has gained considerable traction among developmental scientists, but past studies were generally conducted among youth samples from Minority World countries. This study investigated the factorial validity of the newly developed 7Cs model of PYD (competence, confidence, connection, character, caring, contribution, and creativity). Specifically, we compared four measurement models (one-factor, seven-factor, higher order, and bifactor) among emerging adults living in five Southeast Asian countries. The study also aimed to establish evidence of measurement invariance across gender, age, education, and country of origin. Criterion-related validity was also sought using COVID-19 socially responsive behaviors and anxiety. Controlling for the influence of gender, age, and education, sample-level comparisons were also performed on the 7Cs. Data came from 1,888 emerging adults (Mage = 24.10; SDage = 6.89) from Indonesia (n = 253), Malaysia (n = 289), the Philippines (n = 496), Singapore (n = 306), and Thailand (n = 544) during the pandemic. The results supported the superiority of the seven-factor model, which exhibited strict invariance across gender, age, and education and partial scalar invariance across country of origin. The 7Cs exhibited mixed associations with the pandemic-related measures. Significant differences were found in the 7Cs across the five countries. The study provides additional evidence on the theoretical validity of the 7Cs model among youth from understudied settings, while also highlighting avenues for refining current PYD measures.Accepted versio