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Apps Integration in English Language Education: Shifting Perspectives of Pre-Service Teachers
Full text linkThis work aims to find out pre-service English teachers’ perceptions on how effective and intuitive a checklist (Luque-Agulló & Almazán-Ruiz, 2023) is for assessing the usability and educational value of language learning and teaching apps (Research Question 1), and to what extent participants’ perceptions of the pedagogical value of apps have evolved after the COVID-19 lockdown (Research Question 2). To do so, the paper introduces a classroom study at the University of Jaén with two groups of pre-service teachers during two semesters in the academic years 2020/21, after the COVID lockdown, and 2022/23, when physical teaching took place. As part of a classroom project, participants had to use the checklist to evaluate apps to be potentially used in their future classroom practice and then analyse its clarity and usefulness by means of a questionnaire. Results show that pre-service teachers’ perceptions about the checklist were positive, with higher values for the 2022 group (RQ1). The comparison of both groups also reveals a shift in attitudes, as there is an increased tendency towards integration of apps in the classroom, and a higher predisposition for apps analysis (RQ2). The article ends with the conclusions, which include the pedagogical implications and limitations of the study
Test Validation: Beyond Arguments
Full text linkThe discussion in this article is organized in three parts. In the first part we acknowledge the significant contributions made by Carol Chapelle to the development of the argument-based approach to validation in English Language testing. The move away from a focus on the test itself (construct and content) to the use of test scores for validation purposes has been a significant conceptual shift. In the second part we suggest that productive operationalization of the argument-based approach rests on a stable and profession-wide taken-for-granted construct with specifiable and scalable features. Until recently the widely accepted construct of proficiency in internationalized English Language testing has been associated with the concept of communicative competence. However, this concept has been complexified by research in contingency in interactional language use and flexible multilingualism, some of which have been encapsulated in the expanded notion of language proficiency in the 2020 iteration of the CEFR Companion Volume. Language proficiency in this emergent dispensation embodies contingent, non-scalable and non-prescribable language use. Some of the questions and issues for test validation, including the argument-based approach, arising from this destabilization are discussed in the final section
Bringing New Literacies into the Secondary Classroom: A Case Study of Synchronous Collaborative Writing with Google Docs
Full text linkDespite the increasingly widespread adoption of collaborative technology in K-12 writing instruction, little is known about how these new literacy practices shape students’ academic writing experiences with synchronous online collaboration, particularly within the context of long-term curricular integration. Addressing this gap, this study examines middle school students' in-class use of Google Docs for synchronous collaborative writing over the course of a year, exploring how technology reshapes learning experiences and opens new pathways for interaction and literacy practices as suggested by Chapelle (2007). Based on qualitative analyses of multiple data sources—including student and teacher interviews, student reflections, and observations , we examined the perceived affordances and challenges of these new literacy practices, as well as the contextual factors that influence students’ collaborative experiences. Findings revealed several key benefits of synchronous academic writing, including enhanced writing fluidity, reflective verbal composing, and audience awareness, while also revealing challenges such as an overemphasis on efficiency, and tensions over textual ownership. We conclude by emphasizing the pedagogical implications of effectively integrating synchronous collaborative writing into secondary classrooms and beyond
The Relationship between Self-Esteem and Academic Achievement among Female Students at Almaty Management University
Full text linkSelf-esteem is considered one of the important factors for predicting a person's success in education and career. The purpose of this research is to investigate the role of self-esteem in the academic success of female students at Almaty Management University. For this purpose, the academic grades of 30 undergraduate female students were collected and then, through a questionnaire, their self-esteem score was obtained based on the Rosenberg Self-Esteem Scale. The results showed a positive relationship between the high levels of self-esteem of female students and their academic grades. The results showed that women's self-esteem can be an important factor in predicting their success in education. It may help managers increase female employees' self-esteem in order to strengthen their performance in organizations
Supporting Facets of Teamwork and Leadership Skills of Business Students
Full text linkToday’s students are tomorrow’s team members and leaders in successful organizations. In the changing environment, the human character is developing and adapting to the new paradigms. Thus, teachers’ role is fundamental in developing the character strengths of students ready for the 21st-century demands. This study investigates how curiosity, creativity, authenticity, perseverance, perspective, capacity for love, social intelligence, self-regulation, gratitude, courage, equity, enthusiasm, and open-mindedness predict students' leadership and teamwork capabilities. The research instrument was defined using an existing open-science inventory from the International Personality Item Pool (IPIP), the Revised Values in Action Character Strength Scales (IPIP-VIA-R). The survey was disseminated among the students of the Faculty of Business, and the respondents completed the questionnaire online. The sample included 355 full-time bachelor’s and master’s students. While leadership and teamwork are closely linked, they exhibit distinct patterns of influence when considering the variables under study. Creativity, courage, curiosity, creativity, open-mindedness, self-regulation, and social intelligence are more strongly correlated with leadership than teamwork, which is primarily underlined by authenticity, capacity for love, equity, enthusiasm, and gratitude. The findings indicate several significant correlations among analyzed personality traits and some gender differences in preferences of character strengths. Therefore, fostering a holistic educational environment and nurturing students’ character strengths require more attention from responsible parties to fulfill the labor market needs of successful leaders and great team members
Organizational Support for Lecturer Performance with Psychological Well-Being as Mediation
Full text linkThis study aims to examine the influence of organizational support on lecturers' performance with psychological well-being as a mediating variable. The quantitative methodology the collected data. The data processing process in this study uses Smart PLS 3 software. Statistical analysis shows that organizational support either directly or indirectly affects performance. Psychological well-being serves as a key link between organizational support and lecturer performance. In higher education, it fosters enthusiasm, dedication, and effective workload management, enabling lecturers to develop professionally and contribute to the Tri Dharma of Higher Education. The findings of the study confirm that organizational support is a key pillar in supporting lecturer performance, which is strengthened by the unique role of psychological well-being as a bridge between the two. This study recommends that universities establish targeted policies to reinforce organizational support and take tangible steps, such as upgrading facilities, expanding access to technology, enhancing the quality of scientific journals, and fostering a supportive work environment. Further actions include acknowledging accomplishments, advancing career development, and providing programs to boost psychological well-being, such as stress management training, mentorship, and counselling. Incorporating these initiatives will foster a productive academic environment, enhance lecturer loyalty, and continually strengthen the institution’s reputation
Fintech: Innovating Financial Inclusion for African Small and Medium-sized Enterprises
Full text linkSmall and Medium-Sized Enterprises (SMEs) are the lifeblood of Africa’s economy. However, one of their biggest challenges is access to Finance. This study assesses the potential of Financial Technologies (fintech), as an innovative force, in addressing the financial inclusion challenges faced by SMEs across African countries. By adopting an exploratory approach, meticulously reviewing relevant published materials and data from reputable sources such as the World Bank, this study analyzes the correlation between SMEs’ financial inclusion and fintech implementation in Africa. Employing Principal Component Analysis (PCA) and regression modeling in R Studio, this study provides a rigorous analysis of this dynamic. The results indicate that increased usage of fintech significantly improves access to funding and enhances financial inclusion. However, while fintech is bridging the business gap, it cannot operate in isolation. A robust ecosystem, trust-building, and infrastructure are essential to fintech’s success
Blended Task-Based Language Teaching in Maritime English: Voices of Indonesian Seafarer Upgrading Program Students
Full text linkBlended learning in maritime education, particularly in the Seafarer Upgrading Program, faces challenges in adapting effective teaching methods for Maritime English (ME) instruction. A promising approach, Blended Task-Based Language Teaching (B-TBLT), combines Task-Based Language Teaching (TBLT) with blended learning environments. However, limited studies have explored students' perspectives on its implementation. This study endeavours to investigate students’ perceptions of B-TBLT in ME teaching. Data were collected from twenty Deck Officer Class IV students who were enrolled in ME instruction with B-TBLT using a mixed-method approach. This was achieved through questionnaires and interviews. The results indicate that students perceive B-TBLT positively, particularly in improved language skills, satisfaction and engagement, task relevance to real-world applications, and the role of technology. Moreover, the students expressed favourable views on the blended learning format, as it helped them increase independence and collaboration. Despite these positives, challenges related to time management and learning balance were identified. These findings underscore the potential of B-TBLT in ME education and provide implications for improving blended learning strategies in specialized training programs, particularly in vocational contexts
Sociocultural Consciousness: A Once and Future Approach
Full text linkVygotsky chose consciousness as a foundation for his approach to psychology, although it took several iterations to arrive at his final conception of a dynamic, semantic system, which included not only thought and language, the subject of most of his work up to that point, but how we refract our experience of the world through personhood as well. However, he had simply run out of time, and it is likely that his thinking on the matter would have evolved, although what he accomplished is of value not only on its own terms, but as key to understanding his work as a whole. Today the neuroscientific approach to consciousness has resulted in numerous theories, experimental work, and other forms of investigation, and interestingly, the two most prominent theories at this time address the two areas of most concern to Vygotsky: functional and phenomenal consciousness
Impact of the EU Language Agenda on Higher Education: The Case of Rey Juan Carlos University in Madrid
Full text linkTwenty years after the implementation of the bilingual programmes at school level in Spain, this study evaluates its impact on the English language proficiency of undergraduate students at Rey Juan Carlos University in Madrid through a descriptive longitudinal study (2014–2024) of enrolment data N = 77,834) in Modern Language, a cross-curricular subject included in all second-year academic itineraries which can be validated through an official language certificate. The study examines a significant amount of information concentrating on the following variables: figures for total enrolment in Modern Language, for students who study the subject and for those who validate it, and final average validation grade in terms of academic record and CEFRL levels. Our findings evidence notable progress in the linguistic competence of undergraduates —not only has the number of Modern Language validations increased over the last decade, the average level of submitted English official certificates has improved from a B1 to a B2— suggesting a positive correlation between the implementation of the bilingual project and the language proficiency of students. This study provides insights into the effectiveness of the European Union’s language agenda and demonstrates the influence of school policies on students’ language proficiency in higher education