International Journal of Instruction
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Constructing and Validating a Professional Development Model for EFL Teachers: Insights from the Journal Club Approach
No full textProfessional development for teachers is essential yet context-sensitive, requiring nuanced approaches for effective implementation. This study aimed to construct and validate a model of professional development for Iranian EFL teachers, integrating the journal club approach from medical education. Utilizing a multiphase, multi-method design, the research involved 16 educational experts (10 from English and Linguistics departments and 6 assistant professors from medical universities), 50 participants for initial piloting, 90 for reliability estimation, 150 for exploratory factor analysis, and 250 for confirmatory factor analysis. Data collection included a systematic literature review, documentary analysis, and semistructured interviews. The validated model comprises four dimensions - Theoretical-Ideational, Instructional-Procedural, Organizational-Structural, and Attitudinal-Perceptional- encompassing 35 variables. Structural equation modeling confirmed the model's validity and reliability, offering actionable insights for stakeholders. Teacher educators can use this scale to evaluate EFL teachers’ needs for developing and enriching professional development courses. This interdisciplinary approach highlights the potential of journal clubs in fostering effective teacher professional development
Investigating the Role of Virtual Reality to Support Student’ Engagement, Spatial Awareness and Problem-solving Skills in Engineering Education
No full textThis study explores the transformative role of Virtual Reality (VR) in enhancing engineering education, a field increasingly reliant on innovative teaching methodologies to engage students and improve learning outcomes. By integrating VR technology, educators aim to bridge the gap between theoretical concepts and practical applications, creating immersive learning environments that foster deeper understanding and retention of complex engineering principles. Through a comprehensive literature review, this research highlights existing studies on VR's impact in educational settings, noting notable advancements in engagement, spatial awareness, and problem-solving skills among engineering students. Utilising a qualitative approach, this investigation consists of collecting data through interviews and class observations. Findings reveal that students exposed to VR experiences demonstrate improved academic performance and heightened motivation and interest in their studies. Additionally, the discussions reveal the challenges of incorporating VR into curricula, including costs and training requirements for educators. Overall, this research underscores the potential of VR as a powerful pedagogical tool in engineering education, calling for further investment and exploration in adapting this technology to maximize its benefits in learning environments
A Meta-Analysis of the Existing Studies on Effects of Mobile Learning on Vocabulary Acquisition
No full textThis meta-analysis examines the effect of mobile learning (m-learning) on students’ vocabulary acquisition and explores the moderating effects of education level and intervention duration. By systematically synthesizing and evaluating data from 17 studies across four databases (IEEE Xplore, ScienceDirect, SAGE, and Emerald Insight), this study calculates effect sizes and conducts moderator analyses. The findings reveal that m-learning has a significant positive impact on vocabulary acquisition. While education level does not moderate this effect, intervention duration does (p = 0.036). Among the three subgroups analyzed, interventions lasting 4 to 12 weeks exhibit the strongest moderating effect, followed by those exceeding 12 weeks and those lasting less than 4 weeks. Based on these findings, this study recommends integrating m-learning into language education, particularly for vocabulary instruction, optimizing intervention duration, and selecting user-friendly, age-appropriate applications. However, limitations include the exclusive use of journal articles, restriction to four databases, and the absence of device type as a moderator, highlighting the need for broader data sources and further research on technological variations in mlearning
Audiovisual Media Integration in Oral Communication in Context: A Dual Perspective Study in Philippine Senior High Schools
No full textAudiovisual aids are essential tools in classrooms that enhance the teaching-learning process. In language teaching, their use ensures comprehensible input, maximizes target language exposure, and minimizes direct translation. This study examined the effectiveness of audiovisual media in teaching Oral Communication in Context to Grade 11 students. Using stratified random sampling, 200 students from three public senior high schools in Nueva Ecija participated, along with 15 teacher-respondents selected through total population sampling. A survey questionnaire was administered via Google Forms, and data were analyzed using Microsoft Excel and SPSS Version 21. Findings indicate that learners frequently used audiovisual resources such as short films, television/movie clips, music videos, and vlogs/TikTok, rating them as "effective" in enhancing English learning. Teachers also reported extensive use of these resources, finding them highly beneficial. A significant difference was observed in students' and teachers' responses regarding short films and television/movie clips, while no significant difference was noted for music videos and vlogs/TikTok. The null hypothesis regarding the relationship between respondents' profiles and their use of audiovisual media was accepted. The study recommends continued use of audiovisual media to enrich Oral Communication in Context instruction and suggests further training for teachers in multimedia integration
Barriers to Learning English as a Foreign Language (EFL) for University Students: A Systematic Review
No full textLanguage barriers incorporate emotional, psychological, sociocultural, educational, and situational dimensions. This study performed an interdisciplinary systematic review of English as a Foreign Language (EFL) barriers facing university students. A search across Web of Science, EBSCO, and ProQuest yielded 2,773 studies, with 21 meeting inclusion criteria. Most studies were in the Middle East and Asia, with minimal representation in Europe. The analysis identifies three main clusters of EFL barriers: 1) foreign language anxiety (FLA), affecting four language skills, including test anxiety; 2) inhibitory self-beliefs, involving negative and unrealistic self-perceptions, motivational, and personality struggles; and 3) linguistic challenges, due to mother tongue influence (L1). The analysis suggests an overlap between FLA and negative self-beliefs, termed the FLA and Inhibitory Self-Beliefs Spectrum. While linguistic challenges are substantial, nonlinguistic factors are also significant. Positive findings like overcoming anxiety and self-regulation are noted, informing adaptable teaching methods
Teachers' Perceptions of the Behavioural Problems among Regular and Disabled Students in inclusive Saudi Schools
No full textMany regular students and students who are diagnosed with disabilities are educated in inclusive schools in Saudi Arabia. These students and their teachers may face some difficulties related to their behavioural problems. The study aims to determine teachers’ perceptions regarding behavioural problems exhibited by regular students and students with disabilities and teachers’ perceptions about their schools’ related problems that they face in inclusive education. The study’s design was a descriptive study. The participants were 124 male and female teachers, who responded to an online survey. The main findings of the study indicated that regular students did not wish to play with students with disabilities, and they exhibit inappropriate verbal behaviours toward students who are diagnosed with disabilities and have behavioural problems. Students with disabilities showed overly sensitive behaviour and withdrawal behaviours in inclusive settings. Teachers referred that the schools may need to provide behavioural specialists. The study’s limitations and recommendations for researchers are mentioned
Psychological Barriers Contributing to Students’ Poor English Language Speaking Skills
No full textThe study aimed to investigate psychological barriers contributing to students’ poor English language speaking skills at the College of Education and Behavioural Sciences, Haramaya University, Eastern Etiopia. A descriptive survey research design was employed through a stratified random sampling technique to collect primary data from participants (n = 210) by using a questionnaire. Both descriptive and inferential statistics were used to analyze the collected data. The finding indicated that 75% of the participants agreed upon psychological barriers contributing to students’ poor English language speaking skills in Ethiopian Higher Learning Institutions in general and Haramaya University in particular. Students’ lack of confidence in English language speaking skills, lack of motivation to speak the English language, fear of mistakes while speaking in English in front of many eyes, shyness, and stage anxiety (psychological barriers) contributed about 88% to students’ poor English language speaking skills. There was a statistically significant mean difference between female and male respondents in English language speaking during their senior essay presentation, open defense, and advisory activities. To conclude, fear of mistakes, stage anxiety, shyness, lack of self-confidence, and lack of motivation were the five psychological barriers contributing to students’ poor English language speaking skills
Digital Platforms and Big-Tech in Public Schools: Why Are Families and Students Concerned?
No full textThe current process of digitisation of education is marked by the presence of digital platforms of large technology corporations or Big Tech in a growing number of schools. This process of platformisation is generating multiple challenges for the Public Administration and for global education systems. In this process of platformisation, this research explored and analysed the perceptions of parents and students regarding the use of digital platforms in public schools. A mixed methodological design was used for this purpose. In the quantitative part, data was collected from 2,330 Catalan families (Spain) with children studying in public primary or secondary schools. In the qualitative part, eight focus groups were carried out with students from six schools. The results showed that the main concerns of students and families revolve around three main issues: 1) the management of the data that companies can collect from the use of their digital platforms, 2) the educational aspects related to the use of digital platforms at school and, 3) the potential costs associated with the use of these platforms. The paper concludes that there is a need for greater involvement of the Public Administration in ensuring safer use of these digital resources in schools
Informal Learning of English or English Learning Beyond the Classroom? A Systematic and Bibliometric Review (1998-2024)
Get PDFAs digitization advances, English learning has gained prominence increasingly among language researchers. However, informal learning of English (ILE) or English learning beyond the classroom (ELBC) have struggled with conceptual ambiguity and a lack of systematic bibliometric reviews regarding their evolution in the context of higher education. This study addresses this gap through a comprehensive literature review employing both quantitative and qualitative methods to examine these concepts and identifies emerging trends. This study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-2020) framework, and 678 publications were selected between 1998 and 2024. Excels, VOSviewer, and CiteSpace were used to visualize data on publications, research collaboration, authorship, international collaborations and co-occurrence. The findings revealed significant shifts in the focus and scope of ILE/ELBC research, highlighting four phases: Emergence from 1998 to 2009, technology integration from 2010 to 2015, digital trend from 2016 to 2020, and current state 2021-2024. Besides, this study contributes to the literature by providing a comprehensive evolution of ILE/ELBC, and identifying four key drivers: learner autonomy, self-regulation, self-direction, and technology. These insights offer valuable implications for educators and researchers interested in the evolving dynamics of ILE/ELBC in higher education
The Need for Meta-Skills Development Among Secondary Education Personnel
Get PDFMeta-skills are a type of higher order cognitive skill becoming more critical each year as artificial intelligence (AI) and automation begin to reduce the need for lower order thinking skills in the modern world. While many studies have established the importance of student meta-skills, the purpose of this study was to assess and analyse the skills needed by secondary school personnel, a cohort that few studies have adequately addressed so far. This study measured the specific desired meta-skills among 556 individuals working at 33 St. Paul de Chartres Schools across Thailand. Each respondent answered questions about their educational background, in addition to self-assessment of existing meta-skills. The data were analysed using Prioritised Needs Index (PNImodified), which compares each respondent’s current skills (“reality”) with their desired skills (“expectations”). PNImodified elucidates the largest perceived gaps in meta-skill development amongst school system personnel. Respecting the human dignity of others was identified as the top priority meta-skill among respondents. This underscores the importance of fostering a positive and inclusive school culture that values human dignity. It also provides evidence that education personnel are open to growth through meta-skill development, and suggest there may be benefits of formulating policies within establishments to nurture these types of skills. Future studies should investigate a paradigm for how to prioritise and grow these skills within secondary school personnel