International Journal of Instruction
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To Choose or Not to Choose: EFL Teachers’ and Learners’ Perspectives on Information Overload
No full textThis paper aimed to investigate the challenges EFL learners face due to the availability of too much information. Teaching and learning without the internet are almost impossible in the 21st century. With the advancement of technology, the internet has made it accessible for all types of learners from all fields to get information. As a result, the availability of the internet has made learners’ lives easy, but at the same time, it throws them into an overwhelming situation. Accessing too much information can negatively affect the learners and burden them with it. Hence, to find out the attitudes of both teachers and students regarding this phenomenon, 22 EFL teachers and 65 students, both males and females at the Faculty of Languages & Translation, King Khalid University, Saudi Arabia were chosen randomly to participate in this study. Two separate questionnaires were administered to them. The results showed that teachers and students opined that too much information supported learners in their studies, but it was not without its drawbacks. Students find it challenging when they have access to too much information. Based on the study results, the paper concludes with some recommendations about how both teachers and students can collaborate to avoid being burdened with too many resources
An Artificial Intelligence-Enhanced Phenomenon-Based Learning Approach for Interdisciplinary Understanding and Speaking Skills
No full textTeacher education programs are critical for creating a new generation of skilled English teachers in Thailand. The interdisciplinary learning process is an important measure for developing expertise in English, enhancing competency-based learning, and improving the quality of learning and teaching skills. This study aimed to 1) determine whether AI-enhanced phenomenon-based learning instruction facilitates the development of preservice teachers’ interdisciplinary understanding and English-speaking skills, and 2) compare interdisciplinary understanding and speaking skills development between the experimental group and the control group. Participants were monitored through subjective and speaking tests conducted before and after learning instruction. Descriptive statistics (mean scores, standard deviations, and percentage) and inferential statistics through multivariate analysis of variance (normality test, Levene’s test, Bartlett’s test, and Box’s test applied for assumption test and Wilks’ lambda applied for hypothesis testing) were employed to analyze quantitative data collected in this study. Relative gain scores were also analyzed. The findings demonstrated that 1) AI-enhanced phenomenon-based learning instruction improved the interdisciplinary understanding and speaking skills of preservice teachers, and 2) the experimental group participants gained higher interdisciplinary understanding and speaking skills than the control group participants, as indicated by the increase in the performance mean scores across the pretest and posttest
Development of Critical and Creative Thinking Skills Instruments Based on Environmental Socio-Scientific Issues
No full textThis study aims to produce an instrument model for critical and creative thinking skills based on environmental socio-scientific issues and test the validity and reliability. First, field studies and needs analysis use a design and development approach. Namely: (1) problems, (2) goal setting, (3) model design and development, (4) model testing, (5) evaluation of the test results model, and (6) application model. Then, the planning and development stages are carried out using a literature study to obtain a formulation of indicators which are then developed into a grid and a prototype instrument. The trial sample describes 277 science teacher candidates from 3 universities in Indonesia. Proof of content validity using the Aiken formula by seven experts and getting a score of 0.84 in the excellent category. The measurement model reliability assessment includes Composite Reliability with a value of 0.89 in the reliable category. Confirmatory factor analysis shows that the instrument model is fit or the stated model is by the data obtained in the field and can be used in a wide range of measurement
Engineering Students’ Experience of Surprise Caused by Test Performance in Foundational Courses
No full textWhen students who are confident in their abilities do not perform well in an important course, they are likely to experience surprise. This case study investigated engineering students’ experiences of surprise caused by test scores in foundational courses. Students taking Engineering Statics reflected on their surprise after completing tests by following a template that asked questions about how surprised they were (experiential indicator of surprise), how much they liked their scores (affective indicator), and how much they expected such scores (cognitive indicator). An inductive analysis of the reflections showed that students were at least moderately unpleasantly surprised and moderately pleasantly surprised in 34.6% and 13.5% of the reflections, respectively. Among all reflections, 34.6% showed that students did not like their scores, and 25% showed that they did not expect such scores. A major cause of unpleasant surprise was the disparity between the students’ high confidence in their understanding and their lower-than-expected scores. The other major cause was the disparity between the students’ high effort in studying for the tests and their scores that were lower than expected. More than half of these students prepared for tests by reviewing materials. The emotions associated with unpleasant surprise included feelings of being disappointed, frustrated, and upset, and those associated with pleasant surprise were happiness and relie
Vietnamese Students’ Voices on the Strengths and Weaknesses of a Newly Formed CLIL Program in a Regional Public University
No full textThe purpose of this study was to examine and express students' perspectives on the existing state-of-the-art CLIL implementation in a regional public university at an early stage, with the expectation of re-evaluating and exploring CLIL's strengths and threats through the eyes and perspectives of the students. This study intends to contribute to filling this gap in the literature by presenting the perspectives of 335 Vietnamese students enrolled in newly formed CLIL courses on the possibilities and risks they perceive in their learning. As the major method for collecting qualitative data, the study utilized a survey containing both closed-ended and openended questions. The results of the qualitative data analysis reveal the positive perspectives of various students regarding the strengths and opportunities of CLIL programs at the surveyed university, namely their improvement in English proficiency, language abilities, and language knowledge; an international, comfortable learning environment; and enjoyment of high-quality training programs with well-trained teaching staff, updated learning materials, and academic extracurricular activities. These results imply that learning a university topic in a non-native language is challenging but rewarding if students are able to recognize all of the benefits CLIL education offers. These findings provide an important first step toward CLIL research on the perspectives of students in developing nations where university teaching environments are not as wellequipped as in wealthy nations
The Effect of Cooperative Learning Model with Think Pair Share Type on Speaking Skill
No full textThis research aimed at find out if there is a positive effect on the use of the Cooperative Learning model with Think Pair Share (TPS) type in the speaking skills at the study program of Indonesian Language and Arts in Institute of Teacher Training and Education “PGRI” Bojonegoro. It is a quasi-experimental research type. The populations were 172 first year students, the samples were 24 students in Class 1A serving as the control group and 29 students in Class 1B as the experimental group. The data on the speaking skill were collected using an evaluation rubric on speaking based on the students’ performance. The data were then tested using the variance-polled t-test. The results showed that there was a significant difference in speaking skill between the students taught using the Cooperative Learning model with Think Pair Share type and those taught using the Conventional Learning model. The average comparisons in the speaking skill between the experimental and the control groups were 15.12 and 9.67. The significant difference showed that the application of the Cooperative Learning Model with the Think Pair Share type positively gave effects on the students’ speaking skill
Trustworthiness of Teacher Assessment and Decision-Making: Reframing the Consistency and Accuracy Measures
No full textThe quality of assessment tools and the inferences drawn from the results to inform decisions in the classroom are usually measured using reliability and validity. These psychometric principles have been criticised for their inapplicability to classroom assessment, resulting in a parallel set of ‘classroometric’ principles. However, the use of two parallel principles widens the perceived dichotomy between formative and summative assessments. To overcome this dichotomy and ensure consistency of teachers’ decision-making, the concept of trustworthiness, drawn from qualitative research methodology, is increasingly being adopted, but it is under-theorised. We used a scoping technique to explore how this concept has been used in the assessment literature since it was first introduced in 1993. We accessed journal articles from four databases using combinations of search terms, resulting to 1,872 papers. Upon removal of duplicates and application of exclusion criteria, 27 papers remain relevant for full analysis. Our analysis expands Lincoln and Guba’s (1985) four criteria of qualitative research (credibility, transferability, dependability and confirmability) to include authenticity, rigour, fairness, equity, consistency, defensibility, accuracy, and adequacy and appropriateness of data. We develop a framework and a working definition for understanding trustworthiness in the context of assessment
Stimulus Appraisal-Based L2 Attitude and Motivation among Indian ESL Learners
No full textThis article presents the findings of a stimulus appraisal-based study using the criteria of goal significance, self/social image, coping potential, pleasantness, and novelty on the differences and similarities in the second language (L2) attitude and motivation of Indian English as a second language (ESL) learners (N>500) pursuing their undergraduate programs in three academic disciplines: engineering, humanities, and medical science. A modified version of Garnder’s attitude and motivation test battery (AMTB) was used as the questionnaire to collect data and the various L2 attitudinal and motivational dimensions in AMTB were interpreted as the criteria identified by Schumann in stimulus appraisal theory. The major finding of this study was that the mean scores of the need/goal significance dimension of ESL attitude and motivation significantly differed among the three ESL learner groups. The ESL learners across the three academic disciplines, however, exhibited mean scores within a similar range in the pleasantness and novelty dimensions of the stimulus assessment criteria. As studies on the differences in L2 attitude and motivation among adult L2 learners pursuing different institutional academic programs have been extremely limited, the findings reported in this article should have significant pedagogical implications for the understanding of L2 learning behavior in the context of such L2 classrooms
The Impact Continuous Adaptation of Augmented Reality After Covid-19 in United Arab Emirates
No full textAugmented reality is gaining popularity in a variety of disciplines, particularly in educational environments. Distance learning has become a reality in the aftermath of the Covid-19 epidemic. It is already in use worldwide, and education using augmented reality technology will assist learners in absorbing learning information in a more creative state of mind than ever before. There has been little study into the adoption of augmented reality in developing countries. As a result, understanding the characteristics of augmented reality adoption is critical for encouraging and motivating students to use this incredibly creative and effective form of technology in the continuous adaptation of the distance educational process after the covid 19 epidemic. In light of this, the authors combined UTUAT2 and Task-Technology Fit theories. The study has targeted undergraduate students at Al-Ain University in the United Arab Emirates to gather the data. Purposive sampling procedures were employed to gather a valid sample of 534 questionnaires for this investigation. Finally, the acquired data were analyzed using the Partial Least Square Structural Equation Model (PLS-SEM). The results revealed that technology characteristics, performance expectancy, effort expectancy, hedonic motivation, and task technology fit have a significant and positive effect on behavioral intention. In addition, the findings indicated that task technology fit partially mediated the effect of technology characteristics, performance expectancy on behavioral intention. The findings of this study will contribute more useful knowledge to the literature, resulting in a greater understanding of the characteristics and behaviors of Augmented reality after covid 19 pandemic implementation in developing countries
A Meta-Analysis of the Utilization of Computer Technology in Enhancing Computational Thinking Skills: Direction for Mathematics Learning
No full textThe aim of this research is to summarize and observe how interventions affect students’ computational thinking (CT) skills through computer technology. Some common factors predicted to cause students’ heterogeneous CT skills would also be examined. A meta-analysis was chosen to conduct this study. Finding and selecting the relevant literature resulted in 43 documents published in the period of 2011 – 2021 which involved 5.088 samples. The formula of Hedges’ g was used to measure the effect size. The Z test and the Q Cochrane test were also used to analyze the data. The results of this study revealed that the interventions involving computer technology on students’ CT skills had modest positive effect in which computer technology interventions significantly enhanced students’ CT skills. It indicates that the learning process utilizing computer technology is effective to enhance students’ CT skills. Furthermore, educational level, geographical location, group size of intervention, learning tool, and subject did not moderate students’ heterogeneous CT skills. It means that the level of students’ CT skills intervened by using computer technology is not affected by the factors. To improve students’ CT skills, this study suggests teachers to utilize computer technology into their mathematics teaching-learning process. Specifically, this study suggests teachers to utilize computer technology in implementing mathematics learning process