Subjects -> EDUCATION (Total: 2566 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2200 journals)
    - HIGHER EDUCATION (158 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (2200 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 4)
21st Century Pedagogy     Open Access   (Followers: 12)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 10)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 34)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 68)
Accounting & Finance     Hybrid Journal   (Followers: 63)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 25)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 14)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 1)
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 90)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 47)
Action Research     Hybrid Journal   (Followers: 53)
Active Learning in Higher Education     Hybrid Journal   (Followers: 396)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 18)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 275)
Adult Education Quarterly     Hybrid Journal   (Followers: 258)
Advanced Education     Open Access   (Followers: 19)
Advances in Building Education     Open Access   (Followers: 8)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 29)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 14)
Africa Education Review     Hybrid Journal   (Followers: 31)
African Journal of Chemical Education     Open Access   (Followers: 6)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 12)
African Journal of Health Professions Education     Open Access   (Followers: 7)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 13)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access   (Followers: 1)
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 4)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 9)
Ainedidaktiikka     Open Access  
Akademos     Open Access   (Followers: 2)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 4)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 2)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 3)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 3)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 18)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 259)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 35)
American Journal of Education     Full-text available via subscription   (Followers: 295)
American Journal of Educational Research     Open Access   (Followers: 76)
American Journal of Health Education     Hybrid Journal   (Followers: 39)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 3)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 8)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 9)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Art Education     Hybrid Journal   (Followers: 1)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 49)
Arts Education Policy Review     Hybrid Journal   (Followers: 6)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 16)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 28)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 7)
Asian Journal of Distance Education     Open Access   (Followers: 5)
Asian Journal of Education and Social Studies     Open Access   (Followers: 3)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 19)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 5)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 17)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 258)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 50)
Assessment Update     Hybrid Journal   (Followers: 7)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 20)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 6)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 34)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 51)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 11)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 15)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 7)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 473)
Australian Journal of Teacher Education     Open Access   (Followers: 31)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 7)
Australian Screen Education     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 356)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 3)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 6)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 3)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 13)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 280)
British Journal of Educational Studies     Hybrid Journal   (Followers: 212)
British Journal of Educational Technology     Hybrid Journal   (Followers: 210)
British Journal of Music Education     Hybrid Journal   (Followers: 28)
British Journal of Religious Education     Hybrid Journal   (Followers: 11)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 66)
British Journal of Special Education     Hybrid Journal   (Followers: 59)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Asia-Pacific Education Researcher
Journal Prestige (SJR): 0.353
Citation Impact (citeScore): 1
Number of Followers: 16  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0119-5646 - ISSN (Online) 2243-7908
Published by Springer-Verlag Homepage  [2658 journals]
  • Reconceptualizing Testing in Times of COVID-19 from an Activity Theory
           Lens: A Narrative Inquiry of a Test-designer’s Experiences

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      Abstract: This article explores the implementation of an online high-stakes language proficiency test during the COVID-19 pandemic through a narrative inquiry of a test-designer, Eda (pseudonym). Situated in the context of Turkish higher education, this study examines Eda’s narrative accounts with regard to the development of test adaptation and implementation, technology use, and the emerging contradictions for future language testing practices. The data are analysed based on Clandinin and Connelly’s (in Narrative inquiry: Experience and story in qualitative research, Jossey-Bass, 2000) three-dimensional space narrative structure: interaction, continuity, and situation. First, personal and social interaction are analysed to better understand test-designers’ dispositions and views, and internal and existential conditions in testing practices in the pandemic. Second, continuity is dealt with in regard to their testing experiences, emerging needs, and implied roles and directions of stakeholders in online testing. Third, the situation is analysed to understand the new landscape where the online test implementation is bounded by pandemic rules and regulations. Third generation activity theory was used to interpret the results of analysis. The study concludes by recognizing how resolutions produce motives for high-stakes test implementation and how the dynamic relation between constructs of activity systems supports the continuity of online test beyond pandemic times.
      PubDate: 2021-10-12
       
  • Hierarchical Linear Modeling to Explore Contextual Effects on EFL
           Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): The
           Taiwanese Case

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      Abstract: The integration of technology in teachers’ pedagogical practices has become the norm within various educational settings including the English as a Foreign Language (EFL) praxis. Although the technology, pedagogy, and content knowledge (TPACK) of EFL teachers has been explored previously, the contextual effects of the diffusion of technology at each school on the teachers’ TPACK are yet to be determined. The present study performed hierarchical linear modeling (HLM) to bridge this research gap. This study invited 492 EFL teachers and 112 school administrators from 71 schools in Taiwan to participate in this survey. The research instruments include the TPACK scale for EFL teachers’ TPACK and the diffusion of innovation (
      DOI ) questionnaires to assess the
      DOI at the school level. The four-stage HLM indicated that a cross-level analysis was appropriate, and the three elements of TPACK significantly affected TPACK. The contextual factor of
      DOI was found to be significantly influential in the TPACK of EFL teachers. Such an effect was negatively related to the technological knowledge of the EFL teachers; however, it was not significantly related to their pedagogical and content knowledge. The possible reasons are discussed accordingly followed by theoretical and practical implications entailed in this study.
      PubDate: 2021-10-06
       
  • How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL
           Students’ Writing

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      Abstract: Providing feedback on students’ writing is considered important by both writing teachers and students. However, contextual constraints including excess workloads and large classes pose major and recurrent challenges for teachers. To lighten the feedback burden, teachers can take advantage of a range of automated feedback tools. This paper investigated how automated feedback can be integrated into traditional teacher feedback by analyzing the focus of teacher and Grammarly feedback through a written feedback analysis of language- and content-related issues. This inquiry considered whether and how successfully students exploited feedback from different sources in their revisions and how the feedback provisions helped improve their writing performance. The study sample of texts was made up of 216 argumentative and narrative essays written by 27 low-intermediate level students at a Myanmar university over a 13-week semester. By analyzing data from the feedback analysis, we found that Grammarly provided feedback on surface-level errors, whereas teacher feedback covered both lower- and higher-level writing concerns, suggesting a potential for integration. The results from the revision analysis and pre- and post-tests suggested that students made effective use of the feedback received, and their writing performance improved according to the assessment criteria. The data were triangulated with self-assessment questionnaires regarding students’ emic perspectives on how useful they found the feedback. The pedagogical implications for integrating automated and teacher feedback are presented.
      PubDate: 2021-10-04
       
  • Pre-service Teachers’ Career Values as Determinants of Career Choice
           Satisfaction: A Hierarchical Regression Analysis

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      Abstract: This study examined the relationships among pre-service teachers’ demographics, motivational factors, and career choice satisfaction in the Chinese context. A sample of 503 pre-service teachers at three education universities from East China was investigated. Informed by the Fit-Choice framework, a hierarchical multiple regression analysis was implemented. Female pre-service teachers had higher levels of career choice satisfaction than their male counterparts, and pre-service teachers with an associate degree had higher levels of career choice satisfaction than those without such a degree. Motivational factors jointly explained 67% of variance in pre-service teachers’ career choice satisfaction, among which intrinsic career value was the strongest predictor. Theoretical and practical implications are discussed.
      PubDate: 2021-10-01
       
  • Investigating a Blended Learning Environment: Contribution of Attitude,
           Interaction, and Quality of Teaching to Satisfaction of Graduate Students
           of TEFL

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      Abstract: The level of learner satisfaction, according to Chen and Yao (J Educ Res 4(7):1667−1671, 2016), has a main role in measuring the effectiveness of blended learning, which is influenced by various factors. The purpose of this study was thus twofold: (a) to explore graduate students’ attitudes, interaction patterns, and satisfaction with blended learning technology and (b) to investigate the extent to which attitude, interaction, and quality of teaching contributed to satisfaction. The participants of this study were 140 graduate students of TEFL at the e-learning campus of Iran University of Science and Technology. The instruments were four types of questionnaire on learner satisfaction, attitude, interaction types, and quality of teaching. The results of quantitative and qualitative analysis revealed learners' positive attitudes towards blended learning technology. The instructor was also successful in teaching theoretical and practical concepts of TEFL, guiding online discussion through giving constructive feedback, and motivating learners to do more online learning. Learner–-instructor interaction was also found to be the most frequent type of interaction. The results of multiple regression analysis also revealed that contribution of quality of teaching to satisfaction was higher than that of interaction and attitude, implying the significance of training online teachers to enhance their knowledge, skills, and strategies required for online teaching.
      PubDate: 2021-10-01
       
  • Measuring Teacher Leadership in Different Domains of Practice: Development
           and Validation of the Teacher Leadership Scale

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      Abstract: Echoing research interests in recent concepts and models of teacher leadership, the focus of existing scales needs to be updated, and their quality needs to be improved. This study summarizes common ground of influential definitions, models, and frameworks for teacher leadership, proposes a six-factor model (association, professional learning, assessment, instruction, community, and policy leadership), and develops the corresponding scale. The data from 534 teachers (97% from public schools) support the model, confirm psychometric quality of the scale, and reveal characteristics of teacher leadership in four cities in China. The scale is used in future studies as a measurement instrument and in practice to assess teacher leadership development.
      PubDate: 2021-10-01
       
  • Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests
           in a Large Undergraduate Class

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      Abstract: Unlike design studio, preparatory modules in the undergraduate Architecture course typically have a high student–teacher ratio and are conducted in a traditional lecture setting. By nature, lecture setting hinders engagement and reduces motivation, eventually lowering student learning outcomes. This study aimed to increase engagement with the content, lecturer, and among peers in a traditional lecture and consequently improve higher cognitive learning outcomes. Wi-Fi-enabled devices as clickers were used in all lectures to implement “pause and recall” with ConcepTests to increase participation and interaction. Lectures were paused every 15–20 min, and students were asked questions of higher cognitive order that required them to apply the concepts covered in an online platform that acted as clickers. For this quasi-non-experimental mixed-method study, 79 students’ approach to learning before and after the intervention, perception of using clickers, and learning outcomes were measured for a preparatory module, Environmental Systems in the undergraduate Architecture program. Learning outcomes were measured at various cognitive levels based on Bloom’s taxonomy. Students’ deep approach to learning increased at the end of the semester (Cohan’s d = 0.277 and 0.216 for deep motive and strategy, respectively). Students generally have a positive perception and those who showed a positive attitude towards using clickers achieved better scores at higher cognitive questions in the final test (rs = 0.359, p = 0.001). Students with a deep strategy approach to learning reflected increased self-evaluation (rs = 0.275, p = 0.022) and study behavior (rs = 0.263, p = 0.029) to use clickers. Clickers used to pose ‘ConcepTest’ questions to execute “pause and recall” in a large lecture class had a positive impact on student performance. Semi-structural interviews were performed to further explain the findings. Results were consistent with the generative theory of learning. The timing and design of clicker questions followed by a discussion were particularly beneficial in improving critical thinking among students.
      PubDate: 2021-10-01
       
  • The Relationship of Expert Teacher–Learner Rapport and Learner Autonomy
           in the CVIF-Dynamic Learning Program

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      Abstract: This study focused on the relationship of rapport between teachers and learners in the context of the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) and learner autonomy. The concept of rapport and learner autonomy in the field of education is often untouched in varied contexts, including the CVIF-DLP which shows a systems approach to process-induced learning, specifically designed to train learners to learn autonomously or independently. In this approach, learners are only provided intervention whenever the need arises, allowing them to learn with little to no assistance of the teacher; thus, the development of rapport between teachers and learners might diminish, compared to a conventional teaching approach that is teacher-centered, where more rapport may be provided due to more interaction between teacher and learner. A correlational study was conducted among 174 learners by answering scales intended to measure rapport with their teacher and autonomous learning. The results revealed an overall moderate, positive, and very significant correlation across all groups. Therefore, rejecting the generalization of most learners in their adolescence has lower rapport with their teachers as they mature; moreover, autonomy-supportive attitudes might have been a foundation instilled among learners by their teachers in the approach. The conclusion led to mediating factors such as the teaching approach itself and a strong guidance program. This study recommends more studies on the CVIF-DLP teaching approach, its effect on learner autonomy, and a detailed description of the rapport among specific subject teachers for further in-depth understanding.
      PubDate: 2021-10-01
       
  • Self-System Mediates the Effect of Physical Activity on Students’
           Anxiety: A study from Canada

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      Abstract: Physical activity has several mental and psychological health benefits for students. Various studies in western countries have shown evidence of a relationship between physical activity and academic anxiety. Further, researchers have suggested testing the mechanism of this relationship. In this study, we aim to test the association between physical activity and academic anxiety of Canadian university students and to examine whether the mediation of self-enhancement and self-criticism explains this relationship. Four hundred and forty-two university students participated in the study. Structural equation modeling was applied to develop multiple mediation models. Results revealed that physical activity does not directly affect academic anxiety, but indirectly through self-enhancement and self-criticism. Based on the study findings, it is recommended that physical activity be promoted among students to promote self-enhancement, minimize negative thinking and self-criticism, and reduce their academic anxiety.
      PubDate: 2021-10-01
       
  • Effects of Task Involvement Load on L2 Vocabulary Acquisition and Their
           Association with Language Aptitude

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      Abstract: Vocabulary acquisition is a central component of second language learning. While there have been advancements in our understanding of the factors contributing to vocabulary acquisition in L2 students, it is still unclear how language aptitude is associated with the effects of task involvement load in this process. This study investigates the effects of task involvement load on incidental vocabulary learning and their association with language aptitude. One hundred and forty-four participants were assigned to five groups. All groups finished reading a passage and completed tasks that had different involvement loads. A pretest and two posttests adapted from Paribakht and Wesche’s (TESOL Can J 11:9–29, 1993) Vocabulary Knowledge Scale (VKS) were employed to assess learners’ development of the target vocabulary items. The LLAMA test (Meara, in: In_lognostics, Retrieved from February 14, 2017, from https://www.lognostics.co.uk/tools/llama, 2005) was administered to measure participants’ language aptitude. We found that, in the immediate posttest, the Gap-fill (with search) group showed superiority over the Reading (no need) and Reading (with need) groups, while the Sentence-writing group significantly outperformed the other four groups. In the delayed posttest, both the Gap-fill (with search) group and the Sentence-writing group significantly outperformed the other three groups. Our study also reveals a moderate correlation between language aptitude and vocabulary learning.
      PubDate: 2021-10-01
       
  • Investigating the Effect of Podcasting on Iranian Senior Undergraduate
           TEFL Students’ Listening Comprehension Improvement and Motivation

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      Abstract: The present study sought to investigate the effect of podcasting on the listening comprehension skill of Iranian TEFL students at the Islamic Azad University of Shiraz. It also aimed to examine students’ motivation towards the use of podcasts as a learning tool. To this end, two groups, an experimental and a control group (n = 30 in each group) were selected. First, the homogeneity of students was tested through the Kolmogorov–Smirnov test of normality and independent sample t-test in the pre-test. Next, independent sample t-test was used to compare the effects of listening to podcasts between the experimental and control groups. According to the results for post-test scores, the mean scores between the two groups were significantly different and the mean scores in the experimental group were more than the control group. Then, the descriptive statistics was used to find out whether students in the experimental group were motivated by listening to podcasts or not. According to the results, the overall perspective of the motivation questionnaire indicated a positive number regarding the opinions of the participants towards the role of podcasts. On the whole, students agreed on the positive role of podcasts and disagreed on its negative role. However, they reported a neutral opinion regarding the role of podcasts in alleviating their concern for assessments, recommending it to others, reducing their anxiety of the subject and, its trendy effect and enjoyable style.
      PubDate: 2021-10-01
       
  • The Dialectic Integration of Dynamic Assessment: Assessing and Instructing
           EFL Beginning Learners’ Reading Difficulties

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      Abstract: Although sociocultural theory has aroused researchers’ interest in investigating the social role in language learning, few studies have investigated the possible effect of sociocultural-based teaching approaches on reading comprehension and ways to increase learners’ strategic reading repertoire. This study employs dynamic assessment (DA), a sociocultural-based assessment tool, to evaluate its dialectic function of simultaneously instructing and assessing the reading comprehension of beginning-level EFL learners. It first diagnoses EFL beginning learners’ reading difficulties and then intervenes with interactive mediation to support their strategic use of the learned reading strategies. Three reading difficulties are focused:(1) finding the main idea; (2) understanding unfamiliar vocabulary, and (3) making inferences. The teacher-learner interactions are presented to show how DA enabled the mediator to diagnose the participant’s reading problems and to provide the appropriate mediation according to each individual’s needs. Results indicated that (1) DA was effective in assisting participants’ reading performance, especially the ones who had lower language proficiency; (2) it could better reveal individual participant’s source of reading difficulty. Findings suggest that DA provides a more comprehensive picture than static assessment does. It can be used to complement reading strategy instruction and reading assessment in EFL contexts.
      PubDate: 2021-09-30
       
  • Investigating the Linkage Between School Psychological Capital and
           Achievement Emotions in Secondary School Mathematics

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      Abstract: Research on school Psychological Capital (PsyCap) and achievement emotions have been carried out in parallel with almost no intersection. This study aims to explore the potential synergies between these two paradigms by investigating whether school PsyCap has a predictive effect on discrete achievement emotions. Chinese secondary school students (N = 1067) took part in the study. Structural Equation Modeling analyses were conducted to examine the linkage between these two variables after controlling for demographic variables of gender and year level, and crucial antecedents of parental expectations, the teacher-student relationship, and prior academic achievement. Results indicated that individual variation in school PsyCap was the significant predictor of achievement emotions. Specifically, school PsyCap was positively correlated with positive achievement emotions such as enjoyment, hope, and pride, while it was negatively correlated with negative achievement emotions such as anger, anxiety, shame, boredom, and hopelessness. Both limitations and implications are discussed.
      PubDate: 2021-09-27
       
  • Impact of Humorous Chinese-Teaching Videos and Echo Method on Teaching
           Chinese Language: A Case Study of Vietnamese Students

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      Abstract: This study investigates the efficiency of humorous teaching videos integrated with the echo method in comparison with traditional teaching methods using humorous teaching handouts. There are 59 participants in this study divided into 2 groups of a quasi-experimental design. The findings indicate that the new teaching method design with humorous videos and echo method help learners gain higher learning outcomes, effectiveness of memorizing vocabulary and self-efficacy for learning & performance motivation. Educators are suggested to integrate humorous videos and the echo method in teaching Chinese. Future research should provide a selection standard of humorous videos in teaching Chinese. The impact of humorous videos on 6 dimensions of learning motivation in MSLQ should be further investigated.
      PubDate: 2021-09-22
       
  • SES-Achievement Gaps in East Asia: Evidence from PISA 2003–2018

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      Abstract: Widening achievement gaps driven by socioeconomic disparity have become a global concern. Yet, few studies have been able to track the changes and developments of socioeconomic-achievement gaps (SES-achievement gaps henceforward) across time. Using PISA data from 2003 to 2018, we estimated family SES-achievement gaps in seven Asian education systems. The findings suggest that in mainland China the gaps are most pronounced, whereas in Macao, they remain consistently modest. Other systems fall in between these two extremes. Based on the new synchronic and diachronic pieces of evidence, we extrapolate possible explanations of varying SES-achievement gaps across education systems. We found that the gaps tend to be smaller when the low-socioeconomic students perform better in academic environments. Based on our analysis, we argue that if the policy goal is to reduce the learning gap associated with social and economic division, public attention in education should be directed towards students from disadvantaged backgrounds.
      PubDate: 2021-09-22
       
  • The Role of Test, Classroom, and Home Language Correspondence in
           Cross-Lingual Testing

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      Abstract: Measuring learning outcomes on core skills is key to building evidence on which teaching and learning interventions are most effective, and ultimately informing policy that prioritises these skills, amongst early learners. However, developing national or systems-level assessments pose considerable challenges, including implementing an effective translation process from centrally developed tools. In developing nations, limited resources compounded the challenges. This paper investigated the effect of test, classroom, and home (or mother-tongue, MoT) language correspondence on the relationship between numeracy and literacy skills amongst early-grade learners (N = 4032) in high-poverty regions in the Philippines. Results show that language correspondence does not in itself have an effect on numeracy skill but positively moderates (i.e. strengthens) the relationship between literacy and numeracy skills. The findings suggest that targeted translation can effectively remove the effect of test language on the construct being measured, language match still exerts an indirect effect on the strength of relationship amongst the skills being tested together. The finding that language factors have no direct effect is dependent on the effectiveness of the targeted translation process, but also underscores its importance especially in linguistically diverse test settings. Finally, the impact of test language and implications for systems-level testing are discussed.
      PubDate: 2021-09-20
       
  • Criteria for Good Qualitative Research: A Comprehensive Review

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      Abstract: This review aims to synthesize a published set of evaluative criteria for good qualitative research. The aim is to shed light on existing standards for assessing the rigor of qualitative research encompassing a range of epistemological and ontological standpoints. Using a systematic search strategy, published journal articles that deliberate criteria for rigorous research were identified. Then, references of relevant articles were surveyed to find noteworthy, distinct, and well-defined pointers to good qualitative research. This review presents an investigative assessment of the pivotal features in qualitative research that can permit the readers to pass judgment on its quality and to condemn it as good research when objectively and adequately utilized. Overall, this review underlines the crux of qualitative research and accentuates the necessity to evaluate such research by the very tenets of its being. It also offers some prospects and recommendations to improve the quality of qualitative research. Based on the findings of this review, it is concluded that quality criteria are the aftereffect of socio-institutional procedures and existing paradigmatic conducts. Owing to the paradigmatic diversity of qualitative research, a single and specific set of quality criteria is neither feasible nor anticipated. Since qualitative research is not a cohesive discipline, researchers need to educate and familiarize themselves with applicable norms and decisive factors to evaluate qualitative research from within its theoretical and methodological framework of origin.
      PubDate: 2021-09-18
       
  • Aligning China's Standards of English Language Ability with the Common
           European Framework of Reference for Languages

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      Abstract: In the field of second language assessment, there is limited empirical research on the alignment of different language proficiency standards. This study aims to establish level correspondences for overall language proficiency between China's Standards of English Language Ability (CSE) and the Common European Framework of Reference for Languages (CEFR). All 467 CEFR descriptors and 104 CSE anchor descriptors were used in 15 questionnaires. Approximately 5441 teacher ratings and 23,260 student ratings were collected and analysed by Rasch analysis, fixed common item equating, and statistical comparison. The results show that CSE descriptors of a certain level tend to scatter at several adjacent CEFR levels, one of which is relatively predominant. CSE level 1 corresponds mainly to the CEFR below A1 level, level 2 to A1, level 3 to A2, level 4 and level 5 to B1, level 6 to B2, level 7 to B2 and C1, level 8 to C1 and C2, and level 9 to C2. This study enriches the literature on alignment between standards. It has implications for language teaching, learning, and assessment for different stakeholders in China and abroad.
      PubDate: 2021-09-09
       
  • Effects of Temperament and Parent–Child Interactions on Children’s
           Interest in Learning English: The Case of English Immersion Institutions

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      Abstract: Children who attend English immersion institutions present largely different attitudes toward learning English. The current study attempted to explain these differences by examining the variations of children’s temperament (i.e., impulsiveness and anxiety). The study also investigated whether parent–child interactions as a means for English education could reduce the negative effects of such temperaments on children’s interests in learning English. Data collection was conducted through surveys of mothers and teachers of preschool children who attend English immersion institutions. Frequency analysis, correlation analysis, regression analysis, and Johnson-Neyman technique were performed. Results suggested that individual differences in children’s English learning interests could be explained by variances in the levels of impulsiveness and anxiety. Parent–child interactions using English were found to reduce the negative effects of impulsiveness on children’s English learning interests. Findings of this study may offer theoretical contributions to existing research in the domains of child temperament and language learning. Possible methods for practical application within the English learning environment to enhance young children’s interests in learning English are also presented.
      PubDate: 2021-08-25
       
  • Childhood Home Language Effects on Teacher Risk-Taking and
           Student-Centered Professional Practice in a Bilingual Chinese Context

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      Abstract: This paper examines the effects of English Childhood home language (CHL) on teacher risk taking and identity in a Chinese context where Chinese and English bilingualism is prioritized in its national school curriculum. Data were collected from 3388 Chinese Singaporean teachers. We used structural equation modeling to examine the relationships among CHL, risk taking, and teacher identification with student-centered practices. Results indicated that English-CHL professionals have stronger risk-taking tendencies compared with Chinese-CHL professionals, and that risk taking mediates the association between CHL and the likelihood of implementing student-centered practice. The results also indicate that CHL has direct effects on student-centered practice. Theoretical and practical implications are discussed.
      PubDate: 2021-08-21
       
 
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