European Journals of Education Studies
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EXPLORING CHALLENGES IN ENGLISH LANGUAGE LEARNING FROM THE LENS OF BSED-ENGLISH MAJOR STUDENTS
Get PDFThis phenomenological study under qualitative research highlighted the experiences of the fourth-year English major students of Ramon Magsaysay Memorial Colleges, General Santos City, during the academic year 2024-2025. The purposive sampling design was used as the data gathering instrument. The 10 individual in-depth interviews were used in collecting the data, while content thematic analysis was employed in data analysis. The study showed that participants encountered different types of challenges, such as pronunciation, grammar, and vocabulary, among others. In this regard, participants used various coping mechanisms for each stage of the challenges, like developing the much-needed confidence, asking for help from classmates and teachers, and reviewing the learnings and experiences. The way of overcoming the challenges through time was to gain a growth mindset, be active in learning, and make the challenge an opportunity. In conclusion, a very encouraging and accommodating learning environment is one way of promoting one’s resilience and motivation. The elements of belonging, guiding, feedback, peer support and cooperation are essential in reducing anxiety, engagement, and achievement. Results indicated the relationship between the learner's individual development, perseverance, and the conditions under which the learning was taking place. By perceiving the problems as a chance to improve, students overcame both the immediate and long-term struggle by supporting their personal and educational growth. The results may imply that student-centered teaching strategies might facilitate social well-being and individual help. Article visualizations
THE EXAMINATION OF TEACHERS' PERCEPTIONS OF ORGANIZATIONAL JUSTICE IN TERMS OF DEMOGRAPHIC VARIABLES
Get PDFThis study aims to examine teachers’ perceptions of organizational justice based on various demographic variables. Organizational justice, a crucial factor in ensuring fair and effective institutional functioning, directly influences teachers’ job satisfaction, commitment, and motivation. The research was conducted with 316 volunteer teachers working in public schools in Uşak, Turkey. Data were collected through the Organizational Justice Scale and a Personal Information Form developed by the researchers. The findings revealed that teachers generally perceived a moderate level of organizational justice. Significant differences were found based on gender and professional seniority, with male and more experienced teachers reporting higher perceptions of justice. However, no statistically significant differences were identified based on the number of teachers at the school or the length of service at the current school. These results suggest that teachers’ justice perceptions are shaped by both individual and contextual factors. The study highlights the importance of inclusive, transparent, and equitable administrative practices in fostering a just organizational climate in educational settings. Article visualizations
TEACHERS’ LEVEL OF TRAINING IN PHONICS AND GRADE ONE LEARNER’S ACHIEVEMENT IN READING SKILLS IN MERU COUNTY, KENYA
Get PDFThis study sought to establish whether there is a relationship between teachers’ level of training in phonics and learners’ achievement in reading skills among grade one learners in Meru County. The study was guided by Gough and Tunmer’s Simple View of Reading and Vygotsky’s Social Cultural Theory. A mixed methods design involving descriptive survey, causal-comparative, and quasi-experimental approaches was used. The study targeted 61,870 learners and 1,397 teachers, from which a sample of 400 learners and 248 teachers from 234 schools was selected. Data collection involved semi-structured interviews, lesson observations, and learner assessments adapted from the Hasbrouck Quick Phonics Screener and EGRA tools. Quantitative data were analysed using SPSS Version 28, with descriptive statistics and regression analysis, while qualitative data were analysed thematically. The study findings established that the phonics approach, especially phonemic and phonological components, was minimally used in classrooms. The findings show that the level of training on phonemic and phonological awareness was insufficient. Teachers’ level of training on phonics was linked to higher reading achievements among grade one learners. The more the teachers were trained on varied phonics levels involving phonics elements, the better the reading skills. It was noted that there existed a high positive relationship between teachers’ level of training in phonics and reading achievements among grade one learners in Meru County. At the 5 per cent level of significance, the independent variable (teachers’ level of training in phonics) was statistically significant (p = 0.000 < 0.05). Since the p-value was less than 0.05, the researcher had enough evidence to reject the null hypothesis that teachers’ level of phonics training does not significantly influence the achievement of reading skills among grade one learners in Meru County. The study concludes that there is a strong relationship between the level of teachers’ training in the phonics approach and reading achievements. The higher the level of training on varied phonics, phonemic and phonological awareness skills, the higher the reading achievements. This study recommended that training programmes should focus on comprehensive phonics instruction that covers a wide range of phonics elements. Teachers should be offered continuous professional development opportunities to deepen their knowledge and enhance their phonics teaching skills, leading to improved reading achievement among learners. Article visualizations
FACTORS AFFECTING ENGLISH READING COMPREHENSION COMPETENCES OF FIRST-YEAR ENGLISH-MAJORED STUDENTS AT NAM CAN THO UNIVERSITY, VIETNAM
Get PDFEnglish reading comprehension is a fundamental skill for English major students, especially first-year students in the transition period to the university academic environment. This study aims to investigate the factors affecting the reading comprehension ability of first-year English major students at Nam Can Tho University and suggest possible solutions to solve their difficulties. The study focuses on four main factors, including vocabulary, background knowledge, grammatical competence and reading strategies based on the constructivist reading comprehension theory. A mixed-method research design was used, including a survey of 130 students and semi-structured interviews with 10 students to collect quantitative and qualitative data. The results indicated that limited academic vocabulary, lack of background knowledge, poor grammar comprehension and ineffective application of reading strategies were the main barriers affecting students’ reading comprehension competences. In addition, limited reading habits and access to appropriate reading materials were also important factors. From these results, the study proposed some pedagogical orientations to improve reading comprehension skills and enhance students' self-learning ability. Article visualizations
EMBRACING CHANGE: A COMPASSIONATE EXPLORATION OF RETIRABLE TEACHERS’ TRANSITION FROM MODULAR TO IN-PERSON CLASSES
Get PDFThe purpose of this qualitative research study is to understand the lived experiences of transitioning retirable teachers of Tampakan National High School, located at Poblacion, Tampakan, South Cotabato and how they deal with the transition from modular to in-person learning. Additionally, purposive sampling was used to select the participants in this study. Qualitative research design using a partly phenomenological approach was employed to analyze the research inquiry that emphasized the exploration of experiences on the phenomenon of interest of the participants. The study involved eight (8) retireable participants, selected based on the availability of retirees at the school. For the assertion of confidentiality and anonymity, participants signed informed consents. The findings show that retirable teachers of Tampakan National High School have experienced similar experiences in the difficulty of adjusting to the transitions of modular and in-person learning due to the lack of interest in learning and the scarcity of discipline of learners caused by the two-year learning gap they experienced from the COVID-19 pandemic. The participants of the study have revealed and confirmed the same response. Through this study and through the experiences of the participants in educating the learners for a long and diverse setting, it has a great impact on the teaching-learning process. Article visualizations
MODERN DISTANCE EDUCATION: A GLANCE INTO THE NEW DIGITAL ERA
Get PDFThe present study addresses the conceptual clarification and delineation of Distance Education and modern Distance Education, aiming to alleviate the frequent confusion raised by a variety of popular concepts, more or less related, such as the concept of Open Education. Reference is also made to the recent, urgent global integration of modern Distance Education into curricula and the positive and negative effects recorded of its recent practical implementation in school contexts. In this context, we will also examine its prospects and challenges, particularly in view of rapid developments in technology and information. Modern Distance Education is an attractive option. However, it is not yet equally accessible and acceptable. This clearly demonstrates the need for continuous collaboration between all stakeholders and education policy-makers in order to respond more effectively to all the evolving expectations. Article visualizations
AWARENESS OF RHESUS FACTORS AND AVAILABILITY OF SCREENING FACILITIES AMONG ADOLESCENT STUDENTS OF REPRODUCTIVE AGE IN TERTIARY INSTITUTIONS, OSUN STATE, NIGERIA
Get PDFThe study specifically assessed the awareness of Rhesus factors and the availability of screening facilities among female and adolescent students of reproductive age in tertiary institutions. The population for the study was female students of reproductive age in tertiary institutions in Osun State. A descriptive research design was adopted for the study. A multi-stage random sampling technique was used for the respondents’ selection. Data were collected from one thousand two hundred (1,200) respondents in only one of the three senatorial districts in Osun State, with three senatorial districts in Osun State, with the use of a self-designed questionnaire. Experts validated this. The test-retest method was used for the reliability of the instrument and found to be reliable at a 0.87 level of significance. Two objectives, which were transformed into two research questions, were raised with one hypothesis. Data were analyzed using frequency count, percentages, and the chi-square test was used to analyze the hypothesis formulated. Findings revealed that the respondents were aware of the Rhesus factor, but were not aware of the availability of screening facilities for the Rhesus factor. Finally, there was no significant relationship between the awareness level of the Rhesus factor and the awareness level of the availability of screening facilities among adolescent students of reproductive age in tertiary institutions. It is recommended that the government and non-governmental organizations should intensify awareness programmes and sensitize the students through educational materials, workshops, campaigns, seminars, and mass media about the need for reproductive health-related issues. Article visualizations
EMBRACING CHANGE: UNVEILING TEACHERS’ EXPERIENCES IN THE DEPARTMENT OF EDUCATION “OPLAN BAKLAS” BARE CLASSROOM WALLS POLICY
Get PDFThis phenomenological study explored the lived experiences of 10 purposively selected teachers in implementing the Department of Education’s “Oplan Baklas” Bare Classroom Walls Policy. Using a qualitative research design, data were gathered through in-depth interviews and analyzed using Colaizzi’s method for phenomenological analysis. The findings revealed several challenges faced by teachers, including the absence of visual learning materials, reduced learner engagement, difficulty in introducing new concepts, restricted creativity, and a diminished sense of community within the classroom. Participants also expressed concerns about emotional and financial burdens, although some acknowledged that the policy helped reduce classroom decoration expenses. To overcome these challenges, teachers demonstrated resilience and adaptability by reassessing their teaching strategies, becoming more resourceful, and integrating computer-aided instruction. They creatively maximized their learning spaces, leading to improved learner attention and a more focused environment. Some teachers embraced the policy as an opportunity to rethink conventional classroom norms and practices. Ultimately, this study underscores the importance of teacher adaptability and innovation in navigating systemic educational reforms, highlighting that even in the face of limitations, educators can transform challenges into meaningful opportunities for growth, creativity, and professional development. Article visualizations
METAPHORICAL SEMANTIC COMPARISON ANALYSIS OF WORDS RELATED TO “LIGHT” IN CHINESE AND VIETNAMESE
Get PDFThis study applies cognitive linguistic theory and comparative qualitative analysis methods to investigate the perceptual metaphor of words related to “light” in Chinese and Vietnamese. The results showed that both Chinese and Vietnamese use the source domain of “light” to map to target domains such as “openness, transparency, hope, future, righteousness, morality, wisdom, enlightenment, and power.” The differences mainly lie in cultural nuances, while Chinese tends towards philosophical, religious, and political metaphors, Vietnamese is more about human values and folk experiences. The study contributes to affirming the universality of perceptual metaphors and clarifying cultural characteristics in the linguistic perception of the two peoples. Article visualizations
FIRST-YEAR ENGLISH MAJORS’ PERCEPTIONS OF COMMON GRAMMATICAL ERRORS IN PARAGRAPH WRITING AT NAM CAN THO UNIVERSITY, VIETNAM
Get PDFGrammar plays an important role in EFL writing. However, many first-year students struggle with grammatical accuracy due to various factors. This study aims to identify common grammatical errors in English paragraph writing among first-year English majors at Nam Can Tho University in the Mekong Delta by analyzing sixty students’ written paragraphs. Moreover, semi-structured interviews were conducted with five students who made the most grammatical errors to gain insight into their perspectives on the causes of the errors. The findings indicated that students frequently made errors related to collocations (32.95%), word form (17.90%), prepositions (15.63%), subject-verb agreement (9.09%), sentence structure (9.09%), omission of “to be” (8.52%), verb tense (3.98%), and articles (2.84%). Among these errors, word form and collocations were considered to have the most significant impact on their ability to express an idea clearly. The interview results revealed that the main causes of these errors were reported to be mother tongue interference, lack of grammar knowledge and practice, lack of proofreading skills and time constraints. Article visualizations