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Publisher: Springer-Verlag (Total: 2355 journals)

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Showing 1 - 200 of 2355 Journals sorted alphabetically
3D Research     Hybrid Journal   (Followers: 19, SJR: 0.214, h-index: 10)
4OR: A Quarterly J. of Operations Research     Hybrid Journal   (Followers: 10, SJR: 1.073, h-index: 25)
AAPS J.     Hybrid Journal   (Followers: 21, SJR: 1.192, h-index: 74)
AAPS PharmSciTech     Hybrid Journal   (Followers: 6, SJR: 0.718, h-index: 54)
Abdominal Imaging     Hybrid Journal   (Followers: 14, SJR: 0.723, h-index: 60)
Abhandlungen aus dem Mathematischen Seminar der Universitat Hamburg     Hybrid Journal   (Followers: 3, SJR: 0.447, h-index: 12)
Academic Psychiatry     Full-text available via subscription   (Followers: 23, SJR: 0.492, h-index: 32)
Academic Questions     Hybrid Journal   (Followers: 8, SJR: 0.135, h-index: 6)
Accreditation and Quality Assurance: J. for Quality, Comparability and Reliability in Chemical Measurement     Hybrid Journal   (Followers: 26, SJR: 0.378, h-index: 30)
Acoustical Physics     Hybrid Journal   (Followers: 11, SJR: 0.355, h-index: 20)
Acoustics Australia     Hybrid Journal  
Acta Analytica     Hybrid Journal   (Followers: 7, SJR: 0.387, h-index: 6)
Acta Applicandae Mathematicae     Hybrid Journal   (Followers: 1, SJR: 0.624, h-index: 34)
Acta Biotheoretica     Hybrid Journal   (Followers: 5, SJR: 0.419, h-index: 25)
Acta Diabetologica     Hybrid Journal   (Followers: 13, SJR: 1.318, h-index: 46)
Acta Endoscopica     Hybrid Journal   (Followers: 1, SJR: 0.113, h-index: 8)
acta ethologica     Hybrid Journal   (Followers: 4, SJR: 0.465, h-index: 23)
Acta Geochimica     Hybrid Journal   (Followers: 6)
Acta Geodaetica et Geophysica     Hybrid Journal   (Followers: 2, SJR: 0.294, h-index: 13)
Acta Geotechnica     Hybrid Journal   (Followers: 7, SJR: 1.818, h-index: 22)
Acta Informatica     Hybrid Journal   (Followers: 5, SJR: 0.524, h-index: 32)
Acta Mathematica     Hybrid Journal   (Followers: 11, SJR: 8.021, h-index: 47)
Acta Mathematica Hungarica     Hybrid Journal   (Followers: 2, SJR: 0.53, h-index: 29)
Acta Mathematica Sinica, English Series     Hybrid Journal   (Followers: 6, SJR: 0.406, h-index: 30)
Acta Mathematica Vietnamica     Hybrid Journal   (SJR: 0.451, h-index: 5)
Acta Mathematicae Applicatae Sinica, English Series     Hybrid Journal   (SJR: 0.22, h-index: 20)
Acta Mechanica     Hybrid Journal   (Followers: 20, SJR: 0.898, h-index: 52)
Acta Mechanica Sinica     Hybrid Journal   (Followers: 5, SJR: 0.426, h-index: 29)
Acta Metallurgica Sinica (English Letters)     Hybrid Journal   (Followers: 5, SJR: 0.525, h-index: 18)
Acta Meteorologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.524, h-index: 14)
Acta Neurochirurgica     Hybrid Journal   (Followers: 6, SJR: 0.833, h-index: 73)
Acta Neurologica Belgica     Hybrid Journal   (Followers: 1, SJR: 0.348, h-index: 27)
Acta Neuropathologica     Hybrid Journal   (Followers: 5, SJR: 6.61, h-index: 117)
Acta Oceanologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.295, h-index: 17)
Acta Parasitologica     Hybrid Journal   (Followers: 9, SJR: 0.581, h-index: 28)
Acta Physiologiae Plantarum     Hybrid Journal   (Followers: 2, SJR: 0.551, h-index: 39)
Acta Politica     Hybrid Journal   (Followers: 13, SJR: 0.658, h-index: 20)
Activitas Nervosa Superior     Hybrid Journal  
adhäsion KLEBEN & DICHTEN     Hybrid Journal   (Followers: 5, SJR: 0.103, h-index: 4)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 22, SJR: 0.871, h-index: 15)
Adhesion Adhesives & Sealants     Hybrid Journal   (Followers: 8)
Administration and Policy in Mental Health and Mental Health Services Research     Partially Free   (Followers: 15, SJR: 0.795, h-index: 40)
Adsorption     Hybrid Journal   (Followers: 4, SJR: 0.774, h-index: 52)
Advances in Applied Clifford Algebras     Hybrid Journal   (Followers: 3, SJR: 0.319, h-index: 15)
Advances in Atmospheric Sciences     Hybrid Journal   (Followers: 34, SJR: 0.959, h-index: 44)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 15, SJR: 1.255, h-index: 44)
Advances in Contraception     Hybrid Journal   (Followers: 3)
Advances in Data Analysis and Classification     Hybrid Journal   (Followers: 52, SJR: 1.113, h-index: 14)
Advances in Gerontology     Partially Free   (Followers: 8, SJR: 0.141, h-index: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 25, SJR: 1.397, h-index: 42)
Advances in Manufacturing     Hybrid Journal   (Followers: 3, SJR: 0.2, h-index: 4)
Advances in Polymer Science     Hybrid Journal   (Followers: 41, SJR: 0.637, h-index: 89)
Advances in Therapy     Hybrid Journal   (Followers: 5, SJR: 0.79, h-index: 44)
Aegean Review of the Law of the Sea and Maritime Law     Hybrid Journal   (Followers: 7)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2, SJR: 0.882, h-index: 23)
Aerobiologia     Hybrid Journal   (Followers: 2, SJR: 0.511, h-index: 36)
Aesthetic Plastic Surgery     Hybrid Journal   (Followers: 9, SJR: 0.821, h-index: 49)
African Archaeological Review     Hybrid Journal   (Followers: 16, SJR: 0.612, h-index: 24)
Afrika Matematika     Hybrid Journal   (Followers: 1, SJR: 0.248, h-index: 6)
AGE     Hybrid Journal   (Followers: 7, SJR: 1.358, h-index: 33)
Ageing Intl.     Hybrid Journal   (Followers: 7, SJR: 0.337, h-index: 10)
Aggiornamenti CIO     Hybrid Journal   (Followers: 1)
Aging Clinical and Experimental Research     Hybrid Journal   (Followers: 3, SJR: 0.529, h-index: 55)
Agricultural Research     Hybrid Journal   (Followers: 3)
Agriculture and Human Values     Hybrid Journal   (Followers: 13, SJR: 1.197, h-index: 49)
Agroforestry Systems     Hybrid Journal   (Followers: 19, SJR: 0.64, h-index: 56)
Agronomy for Sustainable Development     Hybrid Journal   (Followers: 10, SJR: 1.732, h-index: 59)
AI & Society     Hybrid Journal   (Followers: 6, SJR: 0.171, h-index: 19)
AIDS and Behavior     Hybrid Journal   (Followers: 13, SJR: 2.006, h-index: 71)
Air Quality, Atmosphere & Health     Hybrid Journal   (Followers: 4, SJR: 0.706, h-index: 19)
Akupunktur & Aurikulomedizin     Full-text available via subscription   (Followers: 1)
Algebra and Logic     Hybrid Journal   (Followers: 4, SJR: 0.566, h-index: 18)
Algebra Universalis     Hybrid Journal   (Followers: 2, SJR: 0.388, h-index: 22)
Algebras and Representation Theory     Hybrid Journal   (Followers: 1, SJR: 0.868, h-index: 20)
Algorithmica     Hybrid Journal   (Followers: 8, SJR: 0.898, h-index: 56)
Allergo J.     Full-text available via subscription   (Followers: 1, SJR: 0.183, h-index: 20)
Allergo J. Intl.     Hybrid Journal   (Followers: 2)
Alpine Botany     Hybrid Journal   (Followers: 5, SJR: 0.729, h-index: 20)
ALTEX : Alternatives to Animal Experimentation     Open Access   (Followers: 3, SJR: 1.392, h-index: 32)
AMBIO     Hybrid Journal   (Followers: 15, SJR: 1.094, h-index: 87)
American J. of Cardiovascular Drugs     Hybrid Journal   (Followers: 15, SJR: 0.864, h-index: 39)
American J. of Community Psychology     Hybrid Journal   (Followers: 25, SJR: 1.237, h-index: 83)
American J. of Criminal Justice     Hybrid Journal   (Followers: 8, SJR: 0.634, h-index: 13)
American J. of Cultural Sociology     Hybrid Journal   (Followers: 14, SJR: 0.283, h-index: 3)
American J. of Dance Therapy     Hybrid Journal   (Followers: 4, SJR: 0.175, h-index: 13)
American J. of Potato Research     Hybrid Journal   (Followers: 2, SJR: 0.558, h-index: 35)
American J. of Psychoanalysis     Hybrid Journal   (Followers: 22, SJR: 0.293, h-index: 13)
American Sociologist     Hybrid Journal   (Followers: 14, SJR: 0.18, h-index: 13)
Amino Acids     Hybrid Journal   (Followers: 8, SJR: 1.362, h-index: 83)
AMS Review     Partially Free   (Followers: 4)
Analog Integrated Circuits and Signal Processing     Hybrid Journal   (Followers: 7, SJR: 0.21, h-index: 37)
Analysis and Mathematical Physics     Hybrid Journal   (Followers: 3, SJR: 0.665, h-index: 7)
Analysis in Theory and Applications     Hybrid Journal   (Followers: 1)
Analysis of Verbal Behavior     Hybrid Journal   (Followers: 5)
Analytical and Bioanalytical Chemistry     Hybrid Journal   (Followers: 30, SJR: 1.096, h-index: 123)
Anatomical Science Intl.     Hybrid Journal   (Followers: 2, SJR: 0.301, h-index: 26)
Angewandte Schmerztherapie und Palliativmedizin     Hybrid Journal  
Angiogenesis     Hybrid Journal   (Followers: 3, SJR: 2.212, h-index: 69)
Animal Cognition     Hybrid Journal   (Followers: 16, SJR: 1.122, h-index: 55)
Annales françaises de médecine d'urgence     Hybrid Journal   (Followers: 1, SJR: 0.156, h-index: 4)
Annales Henri Poincaré     Hybrid Journal   (Followers: 3, SJR: 1.377, h-index: 32)
Annales mathématiques du Québec     Hybrid Journal   (Followers: 4)
Annali dell'Universita di Ferrara     Hybrid Journal   (SJR: 0.504, h-index: 14)
Annali di Matematica Pura ed Applicata     Hybrid Journal   (Followers: 1, SJR: 1.167, h-index: 26)
Annals of Behavioral Medicine     Hybrid Journal   (Followers: 12, SJR: 2.112, h-index: 98)
Annals of Biomedical Engineering     Hybrid Journal   (Followers: 18, SJR: 1.182, h-index: 94)
Annals of Combinatorics     Hybrid Journal   (Followers: 3, SJR: 0.849, h-index: 15)
Annals of Data Science     Hybrid Journal   (Followers: 11)
Annals of Dyslexia     Hybrid Journal   (Followers: 10, SJR: 0.857, h-index: 40)
Annals of Finance     Hybrid Journal   (Followers: 28, SJR: 0.686, h-index: 14)
Annals of Forest Science     Hybrid Journal   (Followers: 6, SJR: 0.929, h-index: 57)
Annals of Global Analysis and Geometry     Hybrid Journal   (Followers: 1, SJR: 1.136, h-index: 23)
Annals of Hematology     Hybrid Journal   (Followers: 15, SJR: 1.117, h-index: 62)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 8, SJR: 0.593, h-index: 42)
Annals of Microbiology     Hybrid Journal   (Followers: 10, SJR: 0.402, h-index: 26)
Annals of Nuclear Medicine     Hybrid Journal   (Followers: 5, SJR: 0.68, h-index: 45)
Annals of Operations Research     Hybrid Journal   (Followers: 10, SJR: 1.186, h-index: 78)
Annals of Ophthalmology     Hybrid Journal   (Followers: 12)
Annals of Regional Science     Hybrid Journal   (Followers: 8, SJR: 0.405, h-index: 42)
Annals of Software Engineering     Hybrid Journal   (Followers: 13)
Annals of Solid and Structural Mechanics     Hybrid Journal   (Followers: 10, SJR: 0.553, h-index: 8)
Annals of Surgical Oncology     Hybrid Journal   (Followers: 14, SJR: 1.902, h-index: 127)
Annals of Telecommunications     Hybrid Journal   (Followers: 7, SJR: 0.315, h-index: 25)
Annals of the Institute of Statistical Mathematics     Hybrid Journal   (Followers: 1, SJR: 0.931, h-index: 31)
Antonie van Leeuwenhoek     Hybrid Journal   (Followers: 5, SJR: 0.992, h-index: 87)
Apidologie     Hybrid Journal   (Followers: 4, SJR: 1.14, h-index: 57)
APOPTOSIS     Hybrid Journal   (Followers: 8, SJR: 1.554, h-index: 87)
Applicable Algebra in Engineering, Communication and Computing     Hybrid Journal   (Followers: 2, SJR: 0.354, h-index: 27)
Applications of Mathematics     Hybrid Journal   (Followers: 1, SJR: 0.274, h-index: 20)
Applied Biochemistry and Biotechnology     Hybrid Journal   (Followers: 42, SJR: 0.575, h-index: 80)
Applied Biochemistry and Microbiology     Hybrid Journal   (Followers: 16, SJR: 0.267, h-index: 26)
Applied Cancer Research     Open Access  
Applied Categorical Structures     Hybrid Journal   (Followers: 2, SJR: 0.361, h-index: 21)
Applied Composite Materials     Hybrid Journal   (Followers: 48, SJR: 0.705, h-index: 35)
Applied Entomology and Zoology     Partially Free   (Followers: 3, SJR: 0.554, h-index: 34)
Applied Geomatics     Hybrid Journal   (Followers: 4, SJR: 0.323, h-index: 9)
Applied Geophysics     Hybrid Journal   (Followers: 8, SJR: 0.541, h-index: 13)
Applied Intelligence     Hybrid Journal   (Followers: 11, SJR: 0.777, h-index: 43)
Applied Magnetic Resonance     Hybrid Journal   (Followers: 4, SJR: 0.358, h-index: 34)
Applied Mathematics & Optimization     Hybrid Journal   (Followers: 4, SJR: 0.955, h-index: 33)
Applied Mathematics - A J. of Chinese Universities     Hybrid Journal   (SJR: 0.275, h-index: 8)
Applied Mathematics and Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.37, h-index: 26)
Applied Microbiology and Biotechnology     Hybrid Journal   (Followers: 61, SJR: 1.262, h-index: 161)
Applied Physics A     Hybrid Journal   (Followers: 7, SJR: 0.535, h-index: 121)
Applied Physics B: Lasers and Optics     Hybrid Journal   (Followers: 23, SJR: 0.983, h-index: 104)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8, SJR: 0.677, h-index: 47)
Applied Research in Quality of Life     Hybrid Journal   (Followers: 11, SJR: 0.288, h-index: 15)
Applied Solar Energy     Hybrid Journal   (Followers: 17, SJR: 0.251, h-index: 6)
Applied Spatial Analysis and Policy     Hybrid Journal   (Followers: 5, SJR: 0.351, h-index: 9)
Aquaculture Intl.     Hybrid Journal   (Followers: 22, SJR: 0.613, h-index: 40)
Aquarium Sciences and Conservation     Hybrid Journal   (Followers: 1)
Aquatic Ecology     Hybrid Journal   (Followers: 32, SJR: 0.646, h-index: 44)
Aquatic Geochemistry     Hybrid Journal   (Followers: 4, SJR: 0.764, h-index: 39)
Aquatic Sciences     Hybrid Journal   (Followers: 13, SJR: 1.172, h-index: 53)
Arabian J. for Science and Engineering     Hybrid Journal   (Followers: 5, SJR: 0.345, h-index: 20)
Arabian J. of Geosciences     Hybrid Journal   (Followers: 1, SJR: 0.417, h-index: 16)
Archaeological and Anthropological Sciences     Hybrid Journal   (Followers: 23, SJR: 1.056, h-index: 15)
Archaeologies     Hybrid Journal   (Followers: 12, SJR: 0.397, h-index: 13)
Archiv der Mathematik     Hybrid Journal   (Followers: 1, SJR: 0.597, h-index: 29)
Archival Science     Hybrid Journal   (Followers: 56, SJR: 0.804, h-index: 22)
Archive for History of Exact Sciences     Hybrid Journal   (Followers: 8, SJR: 0.28, h-index: 15)
Archive for Mathematical Logic     Hybrid Journal   (Followers: 1, SJR: 0.946, h-index: 23)
Archive for Rational Mechanics and Analysis     Hybrid Journal   (SJR: 4.091, h-index: 66)
Archive of Applied Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.865, h-index: 40)
Archives and Museum Informatics     Hybrid Journal   (Followers: 132)
Archives of Computational Methods in Engineering     Hybrid Journal   (Followers: 4, SJR: 2.841, h-index: 40)
Archives of Dermatological Research     Hybrid Journal   (Followers: 7, SJR: 0.9, h-index: 65)
Archives of Environmental Contamination and Toxicology     Hybrid Journal   (Followers: 12, SJR: 0.846, h-index: 84)
Archives of Gynecology and Obstetrics     Hybrid Journal   (Followers: 17, SJR: 0.695, h-index: 47)
Archives of Microbiology     Hybrid Journal   (Followers: 8, SJR: 0.702, h-index: 85)
Archives of Orthopaedic and Trauma Surgery     Hybrid Journal   (Followers: 8, SJR: 1.039, h-index: 56)
Archives of Osteoporosis     Hybrid Journal   (Followers: 2, SJR: 1.092, h-index: 13)
Archives of Sexual Behavior     Hybrid Journal   (Followers: 10, SJR: 1.198, h-index: 74)
Archives of Toxicology     Hybrid Journal   (Followers: 17, SJR: 1.595, h-index: 76)
Archives of Virology     Hybrid Journal   (Followers: 5, SJR: 1.086, h-index: 90)
Archives of Women's Mental Health     Hybrid Journal   (Followers: 14, SJR: 1.264, h-index: 50)
Archivio di Ortopedia e Reumatologia     Hybrid Journal  
Archivum Immunologiae et Therapiae Experimentalis     Hybrid Journal   (Followers: 2, SJR: 1.2, h-index: 42)
ArgoSpine News & J.     Hybrid Journal   (SJR: 0.102, h-index: 3)
Argumentation     Hybrid Journal   (Followers: 5, SJR: 0.295, h-index: 18)
Arid Ecosystems     Hybrid Journal   (Followers: 3)
Arkiv för Matematik     Hybrid Journal   (Followers: 1, SJR: 0.948, h-index: 22)
Arnold Mathematical J.     Hybrid Journal   (Followers: 1)
Arthropod-Plant Interactions     Hybrid Journal   (Followers: 2, SJR: 0.797, h-index: 17)
Arthroskopie     Hybrid Journal   (Followers: 1, SJR: 0.145, h-index: 8)
Artificial Intelligence and Law     Hybrid Journal   (Followers: 11, SJR: 0.288, h-index: 25)
Artificial Intelligence Review     Hybrid Journal   (Followers: 14, SJR: 0.948, h-index: 48)
Artificial Life and Robotics     Hybrid Journal   (Followers: 8, SJR: 0.231, h-index: 14)
Asia Europe J.     Hybrid Journal   (Followers: 5, SJR: 0.247, h-index: 9)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12, SJR: 0.371, h-index: 17)
Asia Pacific J. of Management     Hybrid Journal   (Followers: 16, SJR: 1.676, h-index: 50)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12, SJR: 0.353, h-index: 13)
Asia-Pacific Financial Markets     Hybrid Journal   (Followers: 2, SJR: 0.19, h-index: 15)
Asia-Pacific J. of Atmospheric Sciences     Hybrid Journal   (Followers: 20, SJR: 1.006, h-index: 14)
Asian Business & Management     Hybrid Journal   (Followers: 8, SJR: 0.41, h-index: 10)
Asian J. of Business Ethics     Hybrid Journal   (Followers: 7)
Asian J. of Criminology     Hybrid Journal   (Followers: 5, SJR: 0.263, h-index: 8)
AStA Advances in Statistical Analysis     Hybrid Journal   (Followers: 2, SJR: 0.681, h-index: 15)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5, SJR: 0.195, h-index: 5)
ästhetische dermatologie & kosmetologie     Full-text available via subscription  

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Journal Cover Asia-Pacific Education Researcher
  [SJR: 0.353]   [H-I: 13]   [12 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0119-5646 - ISSN (Online) 2243-7908
   Published by Springer-Verlag Homepage  [2355 journals]
  • What is Reflective Teaching' Lessons Learned from ELT Teachers from
           the Philippines
    • Authors: Paolo Nino Valdez; Jocelyn Amor Navera; Jerico Juan Esteron
      Abstract: Abstract Reflection is an essential dimension of effective teaching. It prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This then may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Grounded on the notions of reflective practice (in: Kumaradivelu 2003; Freeman 2002; Borg 2003), this brief report aims to share insights from a case study conducted in the Philippines. Initially, the study presents challenges teachers face in the Philippine education system in terms of actualizing reflective teaching. Using a case study approach among teachers taking a master’s class on English Language Teaching issues, the presentation proceeds with discussing the teachers’ views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. The presentation further identifies teachers’ contrasting views about existing theoretical viewpoints on reflective teaching that may serve as potential areas for further investigation.
      PubDate: 2018-01-11
      DOI: 10.1007/s40299-018-0368-3
       
  • Towards Improving Kindergarten Teachers’ Practices Regarding the
           Integration of ICT into Early Years Settings
    • Authors: Fathi Ihmeideh; Fatima Al-Maadadi
      Abstract: Abstract There is mounting evidence that information and communication technology (ICT) has the potential to support children’s development and early learning when used effectively, appropriately, and intentionally. In an attempt to improve teachers’ performance in integrating ICT into early learning, this study was designed to examine the effect of ICT training programmes on teachers’ perceptions and practices by integrating ICT into early learning settings. It also explored the types of ICT practices that teachers implement in their classrooms. Additionally, it sought to identify the obstacles faced by teachers when they attempt to integrate ICT into their teaching practice. The study used a case study approach, comprising two sources of information: interviews and classroom observations utilised before and after the training programme. Results revealed that the ICT integration training programme had an impact on teachers’ perceptions and practices as it increased teachers’ awareness and understanding of the value and applications of ICT tools in children’s learning. Teachers’ practices have positively changed because of using ICTs and the training programme helped teachers improve the quality of their ICT practices. Finally, the training programme was beneficial in reducing the obstacles which were hindering the integration of ICT into teaching practices. The study highlights the need for more and better ICT training programmes for early childhood teachers so as to increase the successful integration of ICT within early years settings.
      PubDate: 2018-01-03
      DOI: 10.1007/s40299-017-0366-x
       
  • Understanding Interpersonal Meaning-Making in Chinese High School
           Students’ ESL Writing: A Systemic Functional Perspective
    • Authors: Wenhui Xuan; Xue’e Huang
      Pages: 227 - 238
      Abstract: Abstract Drawing on the framework of Modality from systemic functional linguistics, the present study aimed to explore adolescent ESL learners’ interpersonal meaning-making. Data were collected from 10 writing tasks completed by a group of 50 adolescent ESL learners in China. Functional text analysis was utilized to analyze the data, including Modality types, orientation, value, and polarity. The finding revealed that overuse of certain types of modal verbs is common in Chinese ESL learners’ writing, for instance, the case of “can”. Most of the modality deployed was simple and congruent. In conclusion, systematic introduction of Modality and the provision of more contexts for learners to practice them are highly recommended in such a context.
      PubDate: 2017-10-01
      DOI: 10.1007/s40299-017-0343-4
      Issue No: Vol. 26, No. 5 (2017)
       
  • Impact of the Political, Economic, and Educational Contexts on Life
           Stories of Taiwanese EFL Teachers
    • Authors: Chih-Min Shih
      Pages: 249 - 257
      Abstract: Abstract Although numerous research projects have examined the lives of general education teachers, relevant studies in ESL/EFL are rare. The present study intends to fill this research gap, focusing on Taiwanese EFL teachers’ perceptions of the impact of the political, economic, and educational contexts on their lives. Thirty-eight EFL teachers in Taiwan, from diverse backgrounds, were involved in the study. Results showed that political contexts, such as divergent ideologies, and Taiwan’s capricious cross-strait relations with China, had influenced teachers’ careers. Economic contexts such as the economic depression, the M-shaped income distribution, and the relocation of labor-intensive industries to China have caused certain English language teaching markets to shrink and have had an impact on the life stories of EFL teachers. Educational contexts including the boom in universities and teacher education programs have also altered EFL teachers’ career paths. Overall, this study demonstrates that external contexts significantly affect some EFL teachers’ lives. More research can be conducted in different countries to shed light on this issue.
      PubDate: 2017-10-01
      DOI: 10.1007/s40299-017-0345-2
      Issue No: Vol. 26, No. 5 (2017)
       
  • A Qualitative Inquiry on EFL Learning Demotivation and Resilience: A Study
           of Primary and Secondary EFL Students in South Korea
    • Authors: Tae-Young Kim; Youngmi Kim; Ji-Young Kim
      Abstract: Abstract This paper presents the components influencing English as a Foreign Language (EFL) learning demotivation and resilience. Semi-structured interview data from 23 EFL students and nine teachers were thematically analyzed guided by the Grounded Theory approach after systematic reiterative comparative reviewing. The major demotivators were teachers’ lack of clear delivery for elementary school students, excessive afterschool learning programs at private institutes for junior high school students, and impractical EFL lessons focusing on grammar rather than spoken English for high school students. In order to curb these demotivators and maintain high EFL learning motivation levels, four distinctive components influencing their resilience were identified: social support, emotional regulation, a clear learning goal, and tenacity in EFL learning. This study illustrates that emotional regulation, not negative emotions such as anxiety, is crucial, and students’ clearly stated short-term learning goal is a crucial component in maintaining high academic resilience. Participants cultivated specific components influencing resilience as they advanced academically. Additionally, high-proficiency EFL students exhibited greater tenacity and utilized various coping strategies. We argue for the necessity to refine the sub-constructs of EFL learning demotivation and resilience and recommend the need for a follow-up confirmatory study to prove the conceptual validity of these constructs.
      PubDate: 2017-12-09
      DOI: 10.1007/s40299-017-0365-y
       
  • Exploring the Relationship Between University Students’ Conceptions of
           and Approaches to Learning Mass Communication in Taiwan
    • Authors: Wen-Lung Huang; Jyh-Chong Liang; Chin-Chung Tsai
      Abstract: Abstract Previous studies have revealed the close relationship between students’ conceptions of and approaches to learning. However, few studies have explored this relationship in the field of learning mass communication. Therefore, this study aims to explore the relationships between students’ conceptions of learning mass communication (COLMC) and approaches to learning mass communication (ALMC). The two questionnaires were validated using a sample of 362 Taiwanese university students. Eight factors were derived from the COLMC questionnaire (“Memorizing,” “Aiming for examination,” “Video production,” “Integrated marketing communication,” “Increase of knowledge,” “Applying,” “Understanding,” and “Seeing in a new way”), and five factors were derived from the ALMC questionnaire (“Deep motive,” “Deep strategy,” “Surface motive,” “Surface strategy-narrow study target,” and “Surface strategy-rote learning”). Two newly developed factors, “Video production” and “Integrated marketing communication” were added to COLMC as unique features for mass communication students. The results indicated that these two questionnaires exhibited adequate reliability for assessing students’ conceptions of and approaches to learning mass communication. It was also found that the “Memorizing” and “Aiming for examination” factors in COLMC predicted students’ surface strategies in learning mass communication. In addition, students with conceptions of “Integrated marketing communication” tended to adopt deep motive for learning mass communication. In conclusion, this study revealed the relationships between students’ COLMC and ALMC in Taiwan. Furthermore, it may provide mass communication teachers with a better understanding of how students’ conceptions of learning relate to their approaches to learning mass communication.
      PubDate: 2017-12-07
      DOI: 10.1007/s40299-017-0364-z
       
  • Social Media Facilitated English Prewriting Activity Design and Evaluation
    • Authors: Ben Chang; Fang-Chen Lu
      Abstract: Abstract Social media can benefit English as a foreign language (EFL) learning, but learners need a deliberate approach to pursue deeper learning. To this end, the aim of this study was to design a prewriting activity using a mobile-based concept map to assess participants’ writing performance in different aspects of writing. The designed prewriting activity comprised (1) structuralized private knowledge, (2) explicit knowledge affordance, and (3) consolidated social activities. To evaluate the effects of the prewriting activity, an EFL prewriting experiment was conducted. In this experiment, 80 participants in a high school in Taiwan were evenly assigned to a control or experimental group. The participants’ writing essays and learning perceptions were collected, and the analysis results indicated that (1) a significant difference was found in the aspects of communicative quality, linguistic accuracy, and linguistic appropriacy, and (2) the questionnaire statistics aligned with similar findings that the prewriting activity helped learners’ writing from communicative quality and social collaboration perspectives.
      PubDate: 2017-11-23
      DOI: 10.1007/s40299-017-0363-0
       
  • Voices of Adolescents on School Engagement
    • Authors: Noradlin Yusof; Tian Po S. Oei; Rebecca P. Ang
      Abstract: Abstract A limited number of empirical studies have been conducted to explore how students perceive school engagement and the factors influencing their engagement in school, particularly amongst Asian students. The purpose of this qualitative study was to understand school engagement from the perspectives of twenty-two secondary school students through two group interviews. Analysis was conducted using thematic analysis yielding themes based on deductive reasoning. Findings showed that the concept of school engagement was complex with relationships with peers and teachers emerging as the most dominant theme. The second most prominent theme was school participation and rules, followed by academic pursuits. The theme of school-contextual factors also emerged. Interestingly, a negative valence to school engagement was found. The findings of this study have the potential to inform researchers and practitioners in the on-going efforts to examine the concept of school engagement to further improve school system wide practices.
      PubDate: 2017-11-22
      DOI: 10.1007/s40299-017-0362-1
       
  • Social Stratification and Studying Overseas: Empirical Evidence from
           Middle Schools in Beijing
    • Authors: Aiai Fan; Baoyan Cheng
      Abstract: Abstract Through analyzing original survey data from 1012 ninth graders at 9 middle schools collected in Beijing in 2015 and adopting the frameworks of social stratification and Effectively Maintained Inequality, this study examines the differential in the choice of and access to such educational resources as studying overseas among different social strata in China. Particular attention is paid to students from those groups which are at an advantage in building networks and mobilizing social resources, namely high-ranking officials, wealthy business owners, and white-collar professionals. By analyzing how different social strata differ in their willingness and plan to study overseas, this empirical study has shown that studying overseas, which is considered an option for pursuing high-quality educational resources, has proven to be such a tool for advantaged social classes to maintain their status and for disadvantaged social classes to climb up the social ladder.
      PubDate: 2017-11-13
      DOI: 10.1007/s40299-017-0361-2
       
  • The Value of Digital Storytelling as an L2 Narrative Practice
    • Authors: Heyoung Kim; Jang Ho Lee
      Abstract: Abstract The purpose of this study was to investigate the value of introducing digital storytelling (DST) into second language (L2) narrative practice, by examining the characteristics of L2 learners’ narrative when multimodality is added. To this end, the present study examined pairs of personal narrative scripts produced by 50 undergraduate L2 learners in DST, along with their self-created videos for DST presentation, as well as their narrative scripts developed in traditional (exclusively linguistic) modes. The participants’ narrative scripts and videos were analyzed based on the ‘good story’ framework, which consists of important dimensions to consider in the narrative genre. The findings demonstrate that L2 students’ narratives become better stories when they are practiced in DST, particularly in terms of expressing one’s feeling, showing awareness of the audience, and adding more details to the story. Also, the availability of multiple modes of expression was found to expand their narrative topics and elicit their stories and visions more powerfully. The authors conclude that an understanding of the unique features of DST enables teachers to use this new approach for enhancing L2 narrative skills in their learners.
      PubDate: 2017-11-13
      DOI: 10.1007/s40299-017-0360-3
       
  • Revisiting Code-Switching Practice in TESOL: A Critical Perspective
    • Authors: Hao Wang; Behzad Mansouri
      Abstract: Abstract In academic circles, the English Only view and Balanced view have established their grounds after volumes of work on the topic of code-switching in TESOL. With recent development in Critical Applied Linguistics, poststructural theory, postmodern theory, and the emergence of multilingualism, scholars have begun to view ELT as a constantly shifting dynamic approach to questions of language in multiple contexts, rather than a method, a set of techniques, or a fixed body of knowledge (Lin in Appl Linguist Rev 4(1):195–218, 2013). Therefore, this paper represents a crucial step in addressing the paucity of research on the criticality and sociopolitical nature of code-switching in TESOL by drawing from the constructs of identity (Peirce in TESOL Q 29(1):9–31, 1995), capital (Bourdieu in Soc Sci Inf 16(6):645–668, 1977), and critical pedagogy (Freire in Pedagogy of the oppressed, The Continuum Publishing, New York, 1970). The purpose of this article is to draw connections between code-switching, constructs of identity, and capital and reveal the power dynamics embedded in language learning process. We suggest that language teachers be cognizant of the sociopolitical aspect of code-switching and pay more attention to the multiple, fluid, and contradictory identities that are assigned, claimed, and negotiated by students in classrooms. In this paper, we elaborate on studies that view classroom codes-witching as social indexicality and identity construction, discuss the missing gap in the ongoing debate about code-switching, and provide some tangible pedagogical implications in ELT classrooms.
      PubDate: 2017-10-23
      DOI: 10.1007/s40299-017-0359-9
       
  • Structural Relationship Between L2 Learning (De)motivation, Resilience,
           and L2 Proficiency Among Korean College Students
    • Authors: Tae-Young Kim; Youngmi Kim; Ji-Young Kim
      Abstract: Abstract The purpose of the study is to explore the structural relationships among second language (L2) proficiency and the constructs of L2 learners’ resilience, motivation, and demotivation. A total of 869 undergraduate students in South Korea participated in the study. The data were analyzed by means of factor analysis, correlations, and structural equation modeling (SEM). The factor analysis identified seven resilience factors (life satisfaction, sociability, communicative efficacy, self-composure, strategic competence, metacognitive adaptation, and realistic optimism), six motivation factors (ought-to L2 self, ideal L2 self, instrumental motivation, parental support, academic motivation, awareness of importance), and six demotivation factors (negative perception of English-speaking countries, compulsory EFL learning, perceived inappropriateness of textbooks or tasks, low self-esteem, unsupportive learning environment, unsupportive teachers). The SEM corroborated that resilience, L2 learning motivation, and L2 learning demotivation contribute to L2 proficiency. L2 learning demotivation had more explanatory power for L2 proficiency than did L2 learning motivation. Resilience had both a direct and an indirect effect on L2 proficiency via L2 learning demotivation. The findings suggest that teachers should equip learners with strategies to manage adversity in L2 learning.
      PubDate: 2017-10-20
      DOI: 10.1007/s40299-017-0358-x
       
  • A Mixed Methods Evaluation of College English Writing: A Case Study in
           China
    • Authors: Hongjing Liao; Liwen Li
      Abstract: Abstract China’s recent curriculum reform of English as a foreign language programs has shifted toward an integration of language abilities and transferable skills such as intercultural skills. This study is part of an internal evaluation project that examines the implementation and impact of a newly reformed writing course at one of China’s top foreign studies universities. The study explores students’ acceptance and learning experiences of the course with specific focus on reform features. Applying a mixed methods approach, the study drew quantitative data from the student survey and test scores, and qualitative data from interviews and reflexive journals. Mixed analyses confirmed the design and suitability of the course. Findings indicated high appreciation of the course, statistically significant increase in test scores, and moderate improvement on intercultural skills.
      PubDate: 2017-10-17
      DOI: 10.1007/s40299-017-0357-y
       
  • Demotivation Experienced by English as Foreign Language (EFL) Learners in
           the Lao PDR
    • Authors: Vanhnaly Xaypanya; Shaik Abdul Malik Mohamed Ismail; Hui Min Low
      Abstract: Abstract Given the long establishment of English as an international lingua franca, the motivation of English learning among the English as foreign language (EFL) learners is still a challenging issue faced by EFL teachers in some contexts. In this study, a survey was conducted with 158 EFL learners in a university in the southern Lao PDR to explore factors that negatively impacted on their motivation to learn English. The results of factor analysis revealed that they reported five dimensions of demotivation in EFL learning, namely, difficulty to achieve linguistic accuracy, negative attitudes toward English, curriculum issues, lack of supports and resources, and foreign language anxiety. The findings of this study offered the directions to cultivate the motivation of EFL learning among the EFL learners in the Lao PDR. In addition, the findings also pointed to the possibility of viewing motivation and demotivation as the two ends of a continuum of L2 motivation; rather than describing these two notions using noncongruent frameworks as currently practiced by both L2 motivation and demotivation researchers.
      PubDate: 2017-09-07
      DOI: 10.1007/s40299-017-0355-0
       
  • Chinese Language Teachers’ Challenges in Teaching in U.S. Public
           Schools: A Dynamic Portrayal
    • Authors: Wei Liao; Rui Yuan; Hong Zhang
      Abstract: Abstract Teachers who teach in cross-cultural settings play a vital role in nurturing students’ appreciation of cultural diversity but they tend to experience tremendous challenges in their early years of teaching. To draw a dynamic portrayal of those challenges, this study primarily collected and analyzed 521 reflective journals written by 14 Chinese language teachers throughout their first 2 years of teaching in U.S. public schools. The study found that the teachers experienced a wide range of challenges in managing classrooms, developing curricular materials, crafting instructional strategies, assessing students, catering to learner differences, and collaborating with others. The seriousness of the challenges varied across areas and transformed differently over time. Cultural difference, school context, and teacher’s background and ongoing learning collectively contributed to the formation and transformation of the challenges. This paper concludes with practical implications on how to prepare and support teachers to work in cross-cultural settings.
      PubDate: 2017-09-01
      DOI: 10.1007/s40299-017-0356-z
       
  • How to Enhance Teachers’ Bullying Identification: A Comparison Among
           Providing a Training Program, a Written Definition, and a Definition with
           a Checklist of Bullying Characteristics
    • Authors: Li-Ming Chen; Yu-Hsien Sung; Wen Cheng
      Abstract: Abstract The purpose of this study was to investigate whether teachers’ ability to identify bullying incidents could be enhanced by offering bullying identification trainings. The participants of this study were 532 primary, middle, and high school teachers in Taiwan, who were recruited to participate in one of the four study groups (three treatment groups and one control group). Those in the three treatment groups were provided with the following interventions: a 1.5-h training on bullying identification (Group X); a definition including the features of bullying in written form (Group Y); and a written definition accompanied by checklist of three bullying characteristics for each scenario (Group Z). A 24-item Recognition of Bullying Incidents Questionnaire (RBIQ) was used in this study. Of these 24 scenarios, 12 were used to assess participants in the pre-test phase, and 12 were used for the post-test. The results, using a mixed-model two-way analysis of variance, indicated that the teachers in Group X were significantly better at bullying identification than those in other groups. Teachers in Group Z also were significantly better at bullying identification than teachers in Group Y and the control group. These results imply that merely providing a definition does little to enhance teachers’ ability to identify school bullying.
      PubDate: 2017-08-21
      DOI: 10.1007/s40299-017-0354-1
       
  • Validating an Instrument for EFL Learners’ Sources of Self-Efficacy,
           Academic Self-Efficacy and the Relation to English Proficiency
    • Authors: Chunping Zheng; Jyh-Chong Liang; Chin-Chung Tsai
      Abstract: Abstract Research on self-efficacy has been a productive field while limited studies have explored language learners’ formation of academic self-efficacy. This quantitative study developed an instrument with two questionnaires for assessing English as a foreign language (EFL) learners’ formation of self-efficacy and academic self-efficacy. It further investigated the complex relationship among learners’ sources of self-efficacy, academic self-efficacy and their English proficiency. The participants were 700 EFL learners at a comprehensive university in China, who took a compulsory language course for improving their overall English proficiency. The results validated the two questionnaires and further confirmed the correlations among the three constructs. It is very striking to see that the ‘social persuasion’ played the most significant and positive role for predicting learners’ academic self-efficacy and all aspects of English proficiency. Moreover, ‘physiological states’ were found as a negative predictor for explaining learners’ achievements in English listening and reading. The research highlights the importance of socio-cultural factors during learners’ formation of academic self-efficacy in China, particularly the significant roles played by the influential social agents. Implications are provided for reducing EFL learners’ physiological stress and sustaining their academic self-efficacy for improving their language proficiency.
      PubDate: 2017-08-18
      DOI: 10.1007/s40299-017-0352-3
       
  • Listening Logs for Extensive Listening in a Self-regulated Environment
    • Authors: You-Jin Lee; Kyung-Whan Cha
      Abstract: Abstract Learner journals or diaries have been used in various educational contexts to motivate learning and learner reflection. This study examines how learner journals, especially listening logs for extensive listening in a self-regulated environment, affected university students’ listening proficiency, and how the students reported on their listening activities. Forty-two students who took an English listening practice course at a university kept a weekly listening log for a semester. They wrote their listening experience with various listening materials on different topics they chose. The TOEFL tests as pre-and post-tests were conducted to find out the effects of listening logs. A paired-samples test indicated there was a significant difference between the two tests. Analysis of listening logs showed that writing listening logs regularly influenced the students’ improved listening comprehension and facilitated motivation. Also, students reflected on their listening strategies, and became accustomed to listening to a variety of listening resources. In addition, students often mentioned learning logs built confidence in their own listening and helped them to manage their learning. Finally, the study discusses the educational implications for listening logs and makes suggestions for future research.
      PubDate: 2017-08-10
      DOI: 10.1007/s40299-017-0347-0
       
  • Relationship Between Different Combinations of Personality Traits and
           Motivation Mechanism: Change Leadership as Mediator
    • Authors: Kun-Dang Chen
      Abstract: Abstract The aim of this study is to identify combinations of different personality traits among teaching faculty and explore for which combinations college managers should use change leadership to mediate their cognition in a motivation mechanism and for which combinations doing so is not necessary. In this study, two-stage cluster analysis and partial least squares are the methods for identifying different combinations of personality traits and test mediation. This study uses 350 samples for analysis. From the test results, this study first identifies three combinations of personality traits, including “high central force but outgoing”, “middle–high central force but outgoing and a little nervousness”, and “synthesizing type”. The “highly central force but outgoing” and “middle–high central force but outgoing and a little nervousness” do not need to be mediated by change leadership, and teaching faculty who have these two combinations of personality traits will have positive attitudes or thoughts towards the motivation mechanism. Regarding the “synthesizing type”, those with this combination of personality traits will demonstrate complex attitudes, reactions, or thinking, and therefore, college managers should think about how to change their attitudes or behaviour through change leadership to communicate and guide them to accept the motivation mechanism.
      PubDate: 2017-08-10
      DOI: 10.1007/s40299-017-0351-4
       
  • Response, Resistance, or Restraint: A Triadic Model of Pre-service
           Teachers’ Perceptions on the (F)utility of Educational Therapy and Life
           Skills Education in ELT
    • Authors: Mansoor Tavakoli; Reza Zabihi; Momene Ghadiri
      Abstract: Abstract The improvement of mental health has been given considerable attention in educational settings since more than four decades. Accordingly, many programs were developed with the purpose of enabling children not only to deal with educational issues, but also to resolve their psychosocial problems. This study used an Explanatory Mixed-Methods Research Design to investigate the extent to which pre-service English teachers in Iran believed that educational therapy and life skills training should be included in English Language Teaching curricula. The collection of quantitative data was accomplished by administering the Life-Responsive Language Teaching Beliefs Questionnaire (LLTBQ) to 97 Iranian pre-service English teachers. Accordingly, among the four constructs of life-responsive language teaching (i.e., life-wise empowerment, adaptability enhancement, prosocial development, and life-over-language preference), teachers were more likely to highlight the importance of enhancing the adaptability enhancement and life-wise empowerment of language learners. The follow-up phase involved face-to-face interviews that were conducted with eight pre-service English teachers who were selected based on purposive sampling. While pre-service teachers’ responses to the questionnaire items as well as the initial comments provided by the interviewees indicated an overall interestedness on the part of most participants, their conceptions of what educational therapy and life skills training might actually entail appeared to be incomplete. Finally, the authors put forward a three-facet model of life-wise language teaching perceptions and a detailed hierarchy thereof.
      PubDate: 2017-08-09
      DOI: 10.1007/s40299-017-0353-2
       
 
 
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