International Journal of Instruction
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Manifestations, Dynamics and Influencing Factors of EFL Learners’ Engagement in the Blended Learning Context
Full text linkLearner engagement in blended learning contexts has been a hot topic in educational research for decades. This study adopted the diary method to investigate the manifestations, dynamic changes and influencing factors of EFL (English as a Foreign Language) learners’ engagement in blended learning contexts with an aim to have a deeper understanding about the fundamental nature of engagement in language learning. A total of 42 pieces of diary entries by two participants within three weeks were collected and analyzed through thematic analysis. The findings showed that learners’ behavioral engagement was manifested by routine learning behaviors and learner autonomous behaviors; cognitive engagement indicated by cognitive learning strategies and selfregulation strategies and emotional engagement manifested by both positive emotions such as enjoyment and confidence and negative emotions such as anxiety and frustration. Learner engagement in blended contexts was featured with a layer technological color and with some native characteristics. Individual learner’s engagement was varying with the day, showing non-linear changes. The trajectory of learner engagement stems from the dialectical interplay between individual factors and sociocultural environment. The findings have much pedagogical implications that teachers should take targeted measures to promote and sustain learner engagement
Expectations and Outcomes of First-year University Students in English Language Learning
Full text linkStudents’ expectations constitute a critical factor that can significantly influence their attendance, performance, satisfaction, and retention in a course. Unfortunately, the existing literature on university students’ expectations within academic contexts, and their potential evolution throughout study, remains limited. This study examines students’ expectations regarding English courses during their first year at a Czech university, evaluated at two distinct time points. Initial expectations were assessed at the beginning of the winter semester, and follow-up opinions were gathered after the first academic year. The survey revealed discrepancies in students’ self-assessed language proficiency and the anticipated versus actual time dedicated to self-study at both the onset and the end of the period. The findings indicate that while several aspects examined in the study were consistent with student expectations, considerable scope remains for improvement. The department's management should guide instructors towards taking responsibility in fostering and facilitating oral communication among students, a task that may occasionally provoke anxiety
Effect of a Teacher-Focused Intervention on Teacher Self-Efficacy and Students’ Motivational Climate: A Pilot Study in Physical Education
No full textThe aim of this pilot study was to explore the effect of a 6-month teacher video-based reflection program on their students perceived motivational climate (MC) in physical education classes, and to examine potential improvements in teachers’ self-efficacy (TSE) and how they link to MC. A pre-post-test design was used to assess the variables at three time points: before and after the intervention, and six months later. A total of 155 students from one elementary school and their teachers filled questionnaires on MC and TSE, respectively. MC did not change at post-test (p = .282). However, after 6 months, it showed significant improvements in all dimensions (p < .001). Average scores of TSE increased at post-test. Our findings support the use of video-based reflections for increasing teachers’ responsiveness to diverse in-class situations, leading to a more positive students’ perception of the in-class climate. More studies are recommended to better examine the interaction between these variables
Training Teachers Who Shape the Future: Teacher Education in Switzerland
Full text linkIn Switzerland, teachers across all educational levels are trained at universities, with the majority receiving their education at universities dedicated to teacher training. Established and integrated into the system of higher education institutions in the early 2000s, universities of teacher education (UTE) are designed to train prospective teachers for primary and lower secondary levels, as well as for special needs education. Some of these universities of teacher education (UTE) are integrated into universities of applied sciences. Due to their practice-oriented degree programs and research focused on occupational fields, universities of teacher education are classified typologically as universities of applied sciences. At the national level, their legal foundation is established by the recognition regulation issued by the Swiss Conference of Cantonal Ministers of Education (EDK). Teacher training for the eight-year primary level (including kindergarten or entry level) is typically conducted at universities of teacher education. The program spans three years and culminates in the awarding of a teaching diploma and a bachelor’s degree. The program equips them with the vocational skills essential for the education and holistic development of primary school pupils. The program comprises subject sciences, subject didactics, educational sciences, and practical vocational training. Teacher training for the lower secondary level is primarily conducted at universities of teacher education and, in some cantons, at universities. The program spans 4.5 to 5 years and culminates in the awarding of a teaching diploma and a master’s degree. The training equips students with the vocational skills essential for educating and supporting the development of lower secondary school pupils. Obtaining a teaching diploma for baccalaureate schools and upper secondary specialized schools requires both a bachelor’s and a master’s degree in a specific subject area. Depending on the canton, vocational training is undertaken either at universities of teacher education or at universities. The training for the teaching diploma equips candidates with the professional skills essential for educating and guiding the development of pupils at baccalaureate schools. The University of Basel also offers Bachelor and Master degrees in various disciplines for teacher education
The Effects of Emergency Remote Teaching on Language Teachers' Digital Tool Integration in Traditional Classrooms
No full textThis article reports on the findings of a survey which investigated the experiences of primary language teachers during the recent period of emergency remote teaching (ERT) with a special focus on the effect of these experiences on their current use of digital tools in their in-person teaching practices. The research was based on a questionnaire completed by 706 language teachers from Hungarian primary schools in the spring of 2022. It is of central interest how the perceived obstacles and negative experience on the one hand and perceived positive outcomes on the other hand influenced teachers’ willingness to use digital media in the traditional classroom: the presented research identified positive experience as a decisive factor. Although many respondents reported a lack of preparedness and a certain level of concern about switching to online language teaching, the majority considered their online teaching successful and an opportunity for development. On assessing and comparing the results, suggestions are made about pre-service and in-service training of digital skills, as the feeling of preparedness and perceived success may lead to increasing language teachers’ willingness to integrate digital elements in traditional teaching
Direct and Indirect Acts of Labeling Gifted Pupils in the Pro-labeling Pedagogical Situations
No full textThe labeling gifted pupils is related to the unsparing treatment of the label “gifted” which creates inappropriate teachers’ emotions and attitudes towards giftedness. Labeling should be given through “direct acts”, which include specific pro-labelled actions and speech toward gifted and can be easily identified and eliminated. However, also the “indirect acts” exist, which are hidden in educational procedures. The study aimed to identify the pro-labeling pedagogical situations and describe the direct and indirect acts of labeling. The qualitative research was conducted in elementary schools in the Czech Republic, with class observations and teacher interviews as data sources. Nine pro-labeling pedagogical situations were identified which were typical with signs such as overemphasizing the differences between gifted pupils, unavailability of activities for other pupils, accentuated selection, and rigidity. The direct acts of labelling included naming gifted pupils by specific names, explicitly expressed instructions for gifted pupils, and presenting increased expectations for their performance. Acts of indirect labeling occurred in situations where the primary purpose was to engage gifted pupil, assemble a group of pupils with a strong performer, quickly activate pupils in competitions, develop the pro-social skills of the gifted, help weaker pupils, assign extra tasks according to recommendations and assess specific tasks for the gifted. The study highlights the existence of indirect acts of labelling next to the direct acts. Limiting the theory of labeling only to direct acts can lead to legitimization and frequent use of inappropriate pro-labeling pedagogical situations against gifted pupils
Reassessing Employment Trends and Outcomes for Teacher Education Graduates in a Changing Educational Landscape
No full textThis study delves into the employment outcomes of the 2021-2022 College of Education (COED) Alumni from Nueva Ecija University of Science and Technology (NEUST) Gabaldon Campus, employing a quantitative approach, specifically, the descriptive-correlational design. A cross-sectional survey utilizing a web-based questionnaire was employed to collect quantifiable data from COED graduates regarding their general information, post-college training and advanced studies, current employment, encountered challenges, and coping strategies. The study assesses the graduates' employment readiness, the challenges they faced, their coping mechanisms, and their current job status. Results reveal that the majority of these graduates are aged 23 or younger, predominantly female, and single, with a focus on pursuing the Licensure Examination for Teachers (LET). Many quickly secured jobs, primarily in temporary roles and local companies. Interestingly, graduates tended to disagree with the challenges they encountered and displayed adaptable and effective coping strategies. The study highlights significant relationships between training and performance in professional examinations, as well as the notable influence of gender on job application challenges, through the use of Pearson product-moment correlation coefficient. This investigation sheds light on the career trajectories of COED graduates from NEUST Gabaldon Campus and offers valuable insights for future graduates and institutions alike
EFL Learners' and Teachers' Perceptions of AI-Powered Language Learning Technologies: Benefits and Challenges
Full text linkThis paper investigates the perceptions of English as a Foreign Language (EFL) learners regarding the usefulness, personalization, and adaptability of AI-powered technologies for language learning, while also examining the challenges and limitations faced by EFL teachers when incorporating these tools into their teaching practices. The study, conducted in May 2024, involved 71 EFL students and 52 foreign language teachers who completed separate online questionnaires. Results indicate that a significant majority of EFL learners perceive AI-powered technologies as beneficial for enhancing their language proficiency and highly personalized to their learning needs. However, EFL teachers report various challenges, including ethical concerns, compatibility issues with school technology, and difficulties in aligning AI technology with existing language learning standards and assessments. This study contributes to the growing body of knowledge on AI in education by providing insights that can guide the development of more effective and inclusive AI-powered language learning solutions in both traditional and online learning environments
Unlocking Spatial Wisdom: A Polya-Inspired Approach to Strengthening Year 5 Students' Higher-Order Thinking Skills
Full text linkThe development of higher-order thinking skills (HOTS) is central to educational objectives. There are few instruments to cultivate students' HOTS, and an instrument based on the Polya problem-solving strategy was designed. This study assessed the HOTS among 23 students in a spatial field in Johor Bahru, Malaysia. Utilising the content from Chapter 6 of the current Malaysian school curriculum textbook for Year 5, which is based on the Kurikulum Standard Sekolah Menengah(KSSM), this research employs a detailed scoring rubric to evaluate the quality of student responses and their adherence to the Polya problem-solving strategy across a series of spatial tasks. The results indicate a varied performance level, with some students demonstrating excellent problem-solving abilities, while others showed room for improvement. A significant decline in student performance occurs as task complexity increases, particularly in the design and steps of problem-solving. Only two out of 23 students met the requirements of HOTS, emphasising the necessity of differentiated teaching strategies. The study also examined the impact of gender on these skills and found no substantial effect. When examining the effect of different ethnic groups on students’ HOTS scores, it was found that the Malay-Chinese group had the highest mean ranking (14.00), followed by the Malay group (12.39), while the Indian group had the lowest mean ranking (10.50). Although there were some differences in rankings between different ethnic groups, such differences were not large enough to be statistically significant, and the sample should be expanded. This study recommends an instrument to strengthen HOTS and provides a replicable framework for future spatial reasoning research
Influences of Test Anxiety on Freshman Students’ Academic Achievement at Universities
Full text linkThe study aimed to investigate the Influence of Test Anxiety on Freshman Students’ Academic Achievements at Eastern Ethiopian Public Universities. A correlational research design was employed through stratified and systematic random sampling techniques to collect pertinent data from 353 freshman students. The quantitative data collected through the questionnaire were analysed by stepwise multiple linear regression, independent t-test, one-way ANOVA, and Karl Pearson’s Coefficients of Correlation to answer the basic research questions and hypotheses. Firstly, the cognitive, behavioural, and emotional components of test anxiety respectively contributed about 50%, 29%, and 40% negatively to the variation of grade point average as a measure of academic achievement among freshman students. Secondly, test anxiety resulted in significant gender differences in students’ academic achievement. Finally, female students were more susceptible than their counterpart males to test anxiety. To conclude, the cognitive, behavioural, and emotional components of test anxiety were found to be the most influential variables that negatively affected freshman students’ academic achievement. To go over the main point, test anxiety matters for students during and before the exams because of fear of failure, competition with other classmates, and friends, or fear of losing the race competition influences the performance of students