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Abstract: Abstract To motivate learners to engage in writing courses and help to improve their writing performance, a mobile-game-based collaborative prewriting approach was proposed in this study. A quasi-experiment was implemented by recruiting two classes of non-English major students from a university in northeastern China. Class 1 learned to write under the guidance of the mobile-game-based collaborative prewriting method, while Class 2 in the conventional teacher-centered approach. Their writing performance was measured to evaluate the effectiveness of the proposed approach. By analyzing the scores of students’ writings in pre-test and post-test and the content of student discussions in prewriting activities, it was found that, the students in Class 1 who focused on content talk in group discussions improved more in organization of content, originality, fluency, and elaboration than those in Class 2 in post test. In addition, the findings showed that the incidence of different types of idea units in collaborative prewriting discussions had significant correlation with the ratings of different dimensions, respectively, in individual writings. Furthermore, the majority of volunteer students who finished the questionnaire endorsed the mobile-game-based collaborative prewriting approach. PubDate: 2023-04-01
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Abstract: Abstract This paper presents the reflections of one of the authors, a junior faculty member, on teaching a master’s level, English-medium instruction (EMI) course. The course was titled, International Research on Teacher Education, and it took place in a Chinese research-intensive university. It was, in part, a response to the need for internationalisation in higher education. The authors explore seven contradictions embedded in the EMI course: (1) teacher-centred vs. student-centred educational beliefs, (2) authoritarian vs. democratic classroom atmosphere, (3) traditional printed materials vs. multi-modal learning resources, (4) direct instruction vs. self-regulated learning, (5) classroom-based teaching vs. place-based learning, (6) individual learning vs. group-based work, and (7) summative assessment vs. formative assessment. The authors apply Engeström’s cultural historical activity theory to extrapolate these contradictions. Using student narratives to demonstrate, the titular question of whether the course was a bane or a boon is answered. An autoethnographic or three-dimensional narrative approach was employed to analyse the data in the context of temporality, sociality, and place. Additionally, the authors discuss the dilemmatic space and implications associated with implementing the EMI course in China. PubDate: 2023-04-01
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Abstract: Abstract With rapid development of emerging technologies, teachers have been required to integrate mobile technology into their practices to improve learning outcomes. However, teachers have been reluctant to integrate technology into teaching because of technostress. Many studies have investigated the reasons and consequences of technostress in different contexts more than education, specifically teachers in K-12. To shed light on the boundary condition of using new technology, this study investigated technostress as a boundary condition that influences perceived usefulness for continuance intentions of using portable technology. Therefore, the authors introduced a model to describe the relationship among technostress, perceived usefulness, and K-12 teacher attitudes toward and continuance intentions to using mobile technology in the Palestinian context. 367 teachers from different backgrounds participated in the quantitative study. SPSS and AMOS were used to find the path coefficients of the model. The findings revealed that technostress has non-significant direct effects on continuance intentions of using portable technology, where perceived usefulness plays a crucial role in continuance intentions. Technostress has negative effects on both perceived usefulness and teachers’ attitudes toward mobile technology. Participants in the study were from northern Palestine, which limited generalizing the findings on other technological tools. Longitudinal future studies are recommended to understand the impact of perceived usefulness and its relationship with technostress, which is important to deepening our understanding of continuance intentions in using mobile technology. PubDate: 2023-04-01
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Abstract: Abstract This article begins with a historical overview of the STEM education policy and related classroom practices in Hong Kong. Against the backdrop that the Hong Kong education authority has been promoting STEM education over the past few years, there has been a pressing need for effective strategies of implementing STEM education in the context of reduced class size classrooms (i.e. small class teaching). With a view to addressing this need, this article strives to exemplify the incorporation of STEM education into small class teaching settings. Intended as a conceptual paper drawing on design approaches for STEM lessons and a small class teaching framework, the article demonstrates the relevance of STEM education to small class teaching. Two illustrative lesson design examples are provided to showcase how the design approaches and framework can be operationalised. In addition, the article also offers a thoughtful discussion concerning the potential challenges of delivering the two sample lessons as well as the coping strategies. It contributes to understanding of STEM education theories and provides a valuable reference for educational practitioners. PubDate: 2023-04-01
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Abstract: Abstract Despite the important role of strategies in language learning, they have not been afforded much attention in the development of language proficiency scales. This study, situated in a nationwide project of developing China’s Standards of English language ability, presents in detail the development of a reading strategic competence scale for Chinese tertiary EFL learners, including determining the descriptive scheme, establishing the descriptor pool, constructing a preliminary scale by panel experts, and validating the calibration by Rasch Model scaling. According to the study, reading strategies are hierarchical in difficulty levels, and two levels can be set for Chinese tertiary EFL learners. A very clear progression is visible in the content of the final scale. Based on the findings, pedagogical implications for teachers and learners to use the scale are discussed. PubDate: 2023-04-01
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Abstract: Abstract This study aimed to understand the relationship among conceptions of teaching and learning (COLT), classroom management self-efficacy (CMSE), and pedagogical content knowledge self-efficacy (PCKSE). A total of 485 in-service Taiwanese preschool teachers participating in this study completed three questionnaires, viz. the Conceptions of Teaching and Learning, the Classroom Management Self-efficacy, and the Pedagogical Content Knowledge Self-efficacy. The research findings indicated that, while teachers regarded conceptions of teaching and learning from a constructivist perspective, they tended to possess higher classroom management self-efficacy and in turn expressed higher PCK self-efficacy. On the contrary, teachers with traditional conceptions of teaching and learning tended to have lower classroom management self-efficacy and accordingly displayed lower PCK self-efficacy. According to the research findings, the present study encouraged teachers to develop constructivist COTL in order to foster better management and PCK. Besides, it is suggested that future studies explore other factors affecting teachers’ self-efficacy. PubDate: 2023-04-01
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Abstract: Abstract COVID-19 has caused psychological problems in all age groups since it emerged from the first day. One of the most important groups has been affected negatively during the COVID-19 pandemic process are university students. One of the negative situations caused by the pandemic process in university students is student stress caused by COVID-19. To assess stress situations in Italian culture, the COVID-19 student stress scale (CSS-S) has been developed. In this context, the aim of this study was to adapt the CSS-S into Turkish. Another aim of the study was to investigate the direct and indirect relationships of COVID-19 student stress with school burnout, depression and subjective well-being. The participants of the study were 485 Turkish university students. The values obtained with the confirmatory factor analysis revealed that the factor structure of CSS-S is satisfying (χ2/df = 2.99, AGFI = .95, TLI = .93, CFI = .96, IFI = .96, REMSEA = .06, SRMR = .04). Moreover, it was found that school burnout has a mediating role in the relationship between COVID-19 student stress and depression and subjective well-being (χstructure of CSS-S is satisfying/df = 2.41, AGFI = .87, TLI = .91, CFI = .91, IFI = .91, REMSEA = .05, SRMR = .05). These findings imply that psychosocial intervention studies to reduce COVID-19 student stress can reduce students' school burnout and depression. It also implies that these psychosocial intervention studies can have a positive impact on students' subjective well-being. PubDate: 2023-04-01
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Abstract: Abstract This paper reports on a qualitative study of 35 Chinese primary school students’ needs of translanguaging in English classrooms where speaking Chinese is officially not favored. The author collected data through classroom observation, audio recordings, field notes, and semi-structured interviews. The analysis revealed that driven by the unknown and known things, the young Chinese students naturally alternated between Chinese and English out of two types of needs: 1) to accomplish in class learning tasks such as comprehending new content and producing complete sentences in English; and 2) to freely express themselves including describing their ability, sharing stories and explaining how they comprehend new knowledge. The first type is the basis for the young learners to continue to engage in learning and follow their teachers while the second type shows a more dynamic and flexible translanguaging. Translanguaging as a means of mediation is a way of knowing and a way of expressing for the young language learners. The findings inspire language teachers, educators, and policymakers to reexamine the English-only instruction policy in English as a Foreign Language classrooms and to gain a better understanding of translingual practices from learners’ perspectives. PubDate: 2023-04-01
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Abstract: Abstract The purpose of this study is to conceptually explore and investigate the attributes of varying monologic discourses in the classroom, in order to develop a more nuanced understanding of monologicality. Data for this study comprised transcripts of lessons conducted by a teacher from a larger national study on Year 7 classroom practices. Constant comparative analysis of these lessons revealed a continuum of monologicality involving different variants of monologic discourses that arose from the decoupling of voice and perspective. Along this continuum, there are varying configurations of voice and perspective: ranging from mono-voiced, mono-perspectival discourse to multi-voiced, mono-perspectival discourse. This can potentially provide a bridge to the dialogic side of the continuum, where multi-voiced, multi-perspectival discourse is represented. This conceptual framework provides a basis to examine teaching and classroom discourse along this continuum. Further interrogation using this framework can inform teaching practice, future classroom discourse research, as well as teacher education curriculum. PubDate: 2023-04-01
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Abstract: Abstract This study examined the relationships between kindergartens teachers’ emotional labour strategies and their relations to instructional leadership, trust in colleagues, teaching experiences, and teaching satisfaction. With a sample of 491 kindergarten teachers in Hong Kong, this study found that surface acting negatively predicted while deep acting and expression of naturally felt emotion positively predicted teachers’ teaching satisfaction; instructional leadership and trust in colleagues were positively related to deep acting and expression of naturally felt emotion, respectively. Meanwhile, teaching experience was found to be positively related to their adoption of expression of naturally felt emotion and teaching satisfaction. These findings shed light on the nature of kindergarten teachers’ work, and provide some implications for teacher development in kindergartens. PubDate: 2023-04-01
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Abstract: Abstract Much empirical research on textbook analysis has been undertaken. However, little evidence with regard to the adoption of SLA findings in the textbook analysis was reported, particularly for the Indonesian EFL textbooks. To fill this void, this study aimed at analyzing a textbook endorsed by the Indonesian Ministry of Education and Culture, “Bahasa Inggris, When English Rings a Bell” revised edition 2017 for grade VII, to reveal as to how the activities in the textbook provide learners with the opportunities that facilitate second language acquisition. We employed content analysis (Mayring, 2000) in this study. Informed by Ellis’ (2016) SLA framework and ten generalizations, the study’s findings portray that all activities receive support from SLA theory. Most activities are output-prompting, and language learning is mostly intentional. In addition, the textbook exposes learners with language input (e.g., target language skills and linguistic forms) exclusively, although they are not required to process the input further (e.g., enacting more social interaction activities). The implication of this study suggests that although second language learning input is penetrated into a textbook, the role of interactional activities in the classroom that bridges the input into practice is worth-considering. Thereby, English teachers are encouraged to innovatively and creatively design learning activities in the class. PubDate: 2023-04-01
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Abstract: Abstract Colleges and universities worldwide have adopted online teaching for short or long periods in response to the COVID-19 outbreak. This study examines the appraisal results of specific techno-stressors related to online instruction and how these appraisal results impact teachers’ continuance intention towards online instruction. The investigation is important because it enables university administrators to manage different techno-stressors distinctively and adopt appropriate coping strategies to support online teaching. A research model is developed based on the transactional theory of stress (TTS) and tested empirically with a sample of 201 university teachers in China. The results reveal that (a) work overload is positively associated with university teachers’ challenge appraisal but negatively associated with their threat appraisal; (b) invasion of privacy is not significantly associated with challenge or threat appraisal; (c) work–home conflict is positively associated with threat appraisal but negatively associated with challenge appraisal; and (d) challenge appraisal is positively associated with continuance intention, while threat appraisal is negatively associated with continuance intention. Implications for online learning during pandemics are discussed. PubDate: 2023-03-20
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Abstract: Abstract Many in higher education are calling for a re-think of teaching and learning principles. The global pandemic de-stabilized foundational assumptions that guided pedagogy for many higher education practitioners. One such assumption is the value of the physical classroom for student engagement. Advances in educational technology and online learning practice have become immediately indispensable. And they have forced a reckoning for traditionalists. This qualitative narrative study examines the stories of undergraduates while studying online during the campus lockdown at a liberal arts college in Bangkok, Thailand. Their stories were produced into animated clips, which are featured in this article. They provide a uniquely vivid illustration of their learning engagement, as well as critical reflections on the value of the campus experience during a forced absence of it. While the study finds that students in some ways became more self-disciplined, it also reflects a refreshed awareness of the importance of ritual and shared physical space, in spite of the allure of educational technology. PubDate: 2023-03-17
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Abstract: Abstract The practice of English-medium instruction (EMI) is increasing worldwide. While various obstacles and challenges facing EMI have been reported, little is known about the learning strategies employed by students to cope with EMI courses, especially among students of different disciplines. This study investigated the strategies used by students in an interdisciplinary EMI program at a Chinese university. Data were collected by inviting both English and non-English majors to participate in a survey and semi-structured interviews. The quantitative results of this study indicate that there was no significant difference in the overall use of strategies between the two groups, but the non-English majors significantly outperformed the English majors in the use of three cognitive strategies: elaboration, organization, and critical thinking. The qualitative findings indicate that these differences may be attributed to two main factors: disciplinary knowledge background and learning priorities. Finally, the implications of these findings for EMI teachers and program administrators are presented. PubDate: 2023-03-17
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Abstract: Abstract This review aimed at portraying a nuanced picture of the trajectory of teacher well-being research during 54 years from 1968 to 2021. This review used descriptive quantitative analysis with a dataset of 774 journal articles. The developmental trend demonstrates a considerable change in the volume of publications conducted during the most recent 14 years. Findings of the current review identify that research foci have covered the antecedents, nature, and effects of teacher well-being in a descending manner. Quantitative methods were observed as the most frequently used method in research studies. Moreover, the use of qualitative and mixed research methods increased in recent times. However, due to the considerable absence of mixed methods, longitudinal, and experimental research designs in this review’s corpus, our interpretation has been restricted to the ways in which teacher well-being can affect as well as be affected by associated constructs. Research on teacher well-being positions itself at the intermediate stage focusing on fusion relations combining new and recognized structures and adopting qualitative as well as quantitative practices. This review supports the evolution of the teacher well-being literature and poses recommendations for future research. PubDate: 2023-03-13
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Abstract: Abstract Financial education for children has drawn considerable attention and has recently been advocated in schools; however, its impact still needs to be examined with a more comprehensive evaluation framework. This study carries out a paired-design experiment to evaluate the effectiveness of the Aflatoun Child Social & Financial Education program, which is initiated by the International Children's Savings Foundation and covers more than 100 countries and millions of children and adolescents. The participants are students in grades 4–5 of primary schools in China. By using difference-in-differences estimation, this study finds that the Aflatoun curriculum can significantly improve children’s behaviors in regular saving, rational consumption, and social participation. At the same time, unintended adverse negative effects are spotted in terms of children’s attitudes and personality development. The estimation of its heterogeneous effects shows that financial education for children can achieve greater success in improving boys’ financial behaviors and in underdeveloped areas. PubDate: 2023-03-12
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Abstract: Abstract Various independent variables affect or have a relationship with students’ mathematics academic achievement theoretically, practically, and statistically. These variables include the learning needs of students, use of general teaching principles, and learning strategies. This study aims to examine the predictive level of learning needs, learning strategies, and general teaching principles variables on eight-grade students’ mathematics academic achievement with a structural equation model. Eight hypotheses were established and tested with structural equation modeling (SEM) that are appropriate for the goal of the research and are based on the theoretical basis. This study was conducted using the relational survey model. The SEM is appropriate for testing the accuracy of hypotheses developed or the rate at which independent variables explain and affect the dependent variable. The study group consists of 301 eighth-grade students studying at the secondary school. The research data were collected through the Learning Needs Scale, the Learning Strategies Scale, the Use of General Teaching Principles Scale, and the Mathematics Academic Achievement Test. The collected data were analyzed using EFA, CFA, and SEM. SEM goodness of fit was confirmed by fit values X2/sd, GFI, CFI, NFI, AGFI, RMSEA, and SRMR. It was discovered that learning needs affected the use of general teaching principles, the use of learning strategies, and mathematics academic achievement positively and significantly. Besides, the use of general teaching principles and the use of learning strategies affected mathematics academic achievement positively and significantly. Moreover, learning needs, the use of general teaching principles, and learning strategies together significantly explained mathematics academic achievement. PubDate: 2023-02-22
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Abstract: Abstract The application of information technology in the classroom is not a new thing. There have been many studies on the impact of information technology on teachers' teaching and students' learning. However, few studies focus on how information technology affects classroom interaction and instructional proxemics. In this study, 43 exemplary lessons with the application of information technology in teaching were analyzed to investigate the interaction types and instructional proxemics, as well as the relationship between them. The results show that the interaction between students and tools or environment is the most frequent among student-centered interactions. Instructional proxemics shows that teachers spend nearly one-third of their classroom time in the student area. There are significant differences in the spatial location of teachers for different types of classroom interaction. Finally, teachers interacted most with students who were at a social distance, followed by the public, personal, and intimate distance. This study not only makes up for the gap in the research of classroom interaction and instructional proxemics under the environment supported by information technology but also provides a reference for novice teachers to use instructional proxemics to carry out interactive teaching. PubDate: 2023-02-16
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