Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1959 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
International Journal of Sustainability in Higher Education     Hybrid Journal   (Followers: 15)
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 2)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 21)
International Journal of Training Research     Hybrid Journal   (Followers: 4)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 5)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 7)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 4)
International Review of Economics Education     Hybrid Journal   (Followers: 2)
International Review of Education     Hybrid Journal   (Followers: 9)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 34)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 25)
International Studies in Catholic Education     Hybrid Journal   (Followers: 3)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 18)
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access  
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 3)
Iseedu : Journal of Islamic Educational Thoughts and Practices     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 3)
Issues in Language Instruction     Open Access   (Followers: 4)
Italiano LinguaDue     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access   (Followers: 2)
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JET (Journal of English Teaching)     Open Access   (Followers: 1)
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JMIR Medical Education     Open Access   (Followers: 2)
JOHME : Journal of Holistic Mathematics Education     Open Access   (Followers: 3)
Journal for Learning Through the Arts     Open Access   (Followers: 6)
Journal for Multicultural Education     Hybrid Journal   (Followers: 1)
Journal for STEM Education Research     Hybrid Journal   (Followers: 2)
Journal for the Study of Sports and Athletes in Education     Hybrid Journal   (Followers: 2)
Journal of Abnormal Child Psychology     Hybrid Journal   (Followers: 13)
Journal of Academic Advising     Open Access   (Followers: 1)
Journal of Academic Ethics     Hybrid Journal   (Followers: 5)
Journal of Academic Writing     Open Access   (Followers: 9)
Journal of Accounting Education     Hybrid Journal   (Followers: 7)
Journal of Adult Development     Hybrid Journal   (Followers: 6)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 11)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 7)
Journal of Advertising Education     Hybrid Journal   (Followers: 5)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 2)
Journal of Agricultural Education and Extension     Hybrid Journal   (Followers: 3)
Journal of Appreciative Education     Open Access   (Followers: 1)
Journal of Architectural Education     Hybrid Journal   (Followers: 12)
Journal of Assessment and Institutional Effectiveness     Full-text available via subscription   (Followers: 1)
Journal of Attention Disorders     Hybrid Journal   (Followers: 1)
Journal of Behavioral Education     Hybrid Journal   (Followers: 3)
Journal of Beliefs & Values: Studies in Religion & Education     Hybrid Journal   (Followers: 5)
Journal of Biological Education     Hybrid Journal   (Followers: 2)
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 10)
Journal of Chandrakasemsarn     Open Access  
Journal of Chemical Education     Hybrid Journal   (Followers: 23)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 5)
Journal of Childhood Studies     Open Access   (Followers: 3)
Journal of Classics Teaching     Open Access   (Followers: 2)
Journal of Cognitive Education and Psychology     Hybrid Journal   (Followers: 8)
Journal of College Student Development     Full-text available via subscription   (Followers: 8)
Journal of College Student Psychotherapy     Hybrid Journal   (Followers: 1)
Journal of College Student Retention : Research, Theory and Practice     Full-text available via subscription   (Followers: 7)
Journal of Competency-Based Education     Hybrid Journal   (Followers: 5)
Journal of Computing in Higher Education     Hybrid Journal   (Followers: 14)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 2)
Journal of Continuing Education in the Health Professions     Hybrid Journal   (Followers: 11)
Journal of Copyright in Education & Librarianship     Open Access   (Followers: 33)
Journal of Counselor Leadership and Advocacy     Hybrid Journal   (Followers: 5)
Journal of Creative Behavior     Hybrid Journal   (Followers: 11)
Journal of Criminal Justice Education     Hybrid Journal   (Followers: 8)
Journal of Curriculum and Pedagogy     Hybrid Journal   (Followers: 12)
Journal of Curriculum and Teaching     Open Access   (Followers: 9)
Journal of Curriculum Studies     Hybrid Journal   (Followers: 18)
Journal of Curriculum Studies Research     Open Access   (Followers: 2)
Journal of Curriculum Theorizing     Open Access   (Followers: 3)
Journal of Dance Education     Hybrid Journal   (Followers: 12)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 14)
Journal of Developmental and Physical Disabilities     Hybrid Journal   (Followers: 6)
Journal of Disability Studies in Education     Open Access   (Followers: 8)
Journal of Early Childhood Teacher Education     Hybrid Journal   (Followers: 13)
Journal of Early Intervention     Hybrid Journal   (Followers: 9)
Journal of Economic Education     Hybrid Journal   (Followers: 10)
Journal of Education     Full-text available via subscription   (Followers: 4)
Journal of Education and Educational Development     Open Access   (Followers: 4)
Journal of Education and Future     Open Access   (Followers: 1)
Journal of Education and Learning     Open Access   (Followers: 2)
Journal of Education and Learning     Open Access   (Followers: 8)
Journal of Education and Practice     Open Access   (Followers: 9)
Journal of Education and Research     Open Access   (Followers: 6)
Journal of Education and Teaching in Emergency Medicine     Open Access   (Followers: 1)
Journal of Education and Training     Open Access   (Followers: 5)
Journal of Education and Training Studies     Open Access   (Followers: 4)
Journal of Education and Work     Hybrid Journal   (Followers: 14)
Journal of Education Finance     Full-text available via subscription   (Followers: 1)
Journal of Education for Business     Hybrid Journal   (Followers: 1)
Journal of Education for Students Placed at Risk (JESPAR)     Hybrid Journal   (Followers: 3)
Journal of Education for Sustainable Development     Hybrid Journal   (Followers: 8)
Journal of Education for Teaching: International research and pedagogy     Hybrid Journal   (Followers: 14)
Journal of Education in Science, Environment and Health     Open Access   (Followers: 1)
Journal of Education Khon Kaen University     Open Access  
Journal of Education Khon Kaen University (Graduate Studies Research)     Open Access  
Journal of Education Policy     Hybrid Journal   (Followers: 25)
Journal of Education Studies     Open Access   (Followers: 1)
Journal of Education Thaksin University     Open Access  
Journal of Education, Society and Behavioural Science     Open Access   (Followers: 3)
Journal of Educational Administration     Hybrid Journal   (Followers: 9)
Journal of Educational Administration : Khon Kaen University     Open Access  
Journal of Educational Administration and History     Hybrid Journal   (Followers: 2)
Journal of Educational Administration, Silpakorn University     Open Access  
Journal of Educational and Developmental Psychology     Open Access   (Followers: 15)
Journal of Educational and Psychological Consultation     Hybrid Journal  
Journal of Educational Change     Hybrid Journal   (Followers: 7)
Journal of Educational Computing Research     Full-text available via subscription   (Followers: 8)
Journal of Educational Innovation, Partnership and Change     Open Access   (Followers: 2)
Journal of Educational Issues     Open Access   (Followers: 1)
Journal of Educational Leadership, Policy and Practice     Open Access   (Followers: 18)
Journal of Educational Measurement     Hybrid Journal   (Followers: 9)
Journal of Educational Measurement Mahasarakham University     Open Access  
Journal of Educational Research     Hybrid Journal   (Followers: 21)
Journal of Educational Research and Practice     Open Access   (Followers: 4)
Journal of Educational Review Faculty of Education in MCU     Open Access  
Journal of Educational Technology Systems     Full-text available via subscription   (Followers: 27)
Journal of Emotional and Behavioral Disorders     Hybrid Journal   (Followers: 1)
Journal of Engineering Education     Hybrid Journal   (Followers: 9)
Journal of English for Academic Purposes     Hybrid Journal   (Followers: 17)
Journal of English Language Teaching and Applied Linguistics     Open Access   (Followers: 6)
Journal of Environmental Education     Hybrid Journal   (Followers: 7)
Journal of European CME     Open Access   (Followers: 1)
Journal of Experiential Education     Hybrid Journal   (Followers: 5)
Journal of Experimental Education     Full-text available via subscription   (Followers: 3)
Journal of Extension Education     Open Access   (Followers: 1)
Journal of Faculty Development     Full-text available via subscription   (Followers: 7)
Journal of Formative Design in Learning     Hybrid Journal  
Journal of Further and Higher Education     Hybrid Journal   (Followers: 36)
Journal of Gay & Lesbian Issues in Education     Hybrid Journal   (Followers: 7)
Journal of General Education     Full-text available via subscription   (Followers: 1)
Journal of Geography in Higher Education     Hybrid Journal   (Followers: 15)
Journal of Geoscience Education     Hybrid Journal   (Followers: 2)
Journal of Graduate Research     Open Access  
Journal of Graduate School Sakon Nakhon Rajabhat University     Open Access  
Journal of Graduate Studies in Northern Rajabhat Universities     Open Access  
Journal of Higher Education Outreach and Engagement     Open Access   (Followers: 12)
Journal of Higher Education Policy and Management     Hybrid Journal   (Followers: 32)
Journal of Higher Education, The     Full-text available via subscription   (Followers: 41)
Journal of Hispanic Higher Education     Hybrid Journal   (Followers: 3)
Journal of Honai Math     Open Access  
Journal of Hospitality & Tourism Education     Hybrid Journal   (Followers: 9)
Journal of Hospitality, Leisure, Sport & Tourism Education     Full-text available via subscription   (Followers: 3)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Information Technology and Application in Education     Open Access   (Followers: 3)
Journal of Information Technology Education : Discussion Cases     Open Access  
Journal of Information Technology Education : Innovations in Practice     Open Access   (Followers: 7)
Journal of Information Technology Education : Research     Open Access   (Followers: 6)
Journal of Innovative Science Education     Open Access   (Followers: 3)
Journal of Inquiry and Action in Education     Open Access   (Followers: 3)
Journal of Instructional Technologies & Teacher Education     Open Access   (Followers: 2)
Journal of Integrated Elementary Education     Open Access   (Followers: 7)
Journal of Intellectual & Developmental Disability     Hybrid Journal   (Followers: 67)
Journal of International Education in Business     Hybrid Journal   (Followers: 2)
Journal of Interprofessional Education & Practice     Full-text available via subscription   (Followers: 5)
Journal of Language and Cultural Education     Open Access   (Followers: 4)
Journal of Language and Education     Open Access  
Journal of Language Identity & Education     Hybrid Journal   (Followers: 11)
Journal of Latinos and Education     Hybrid Journal   (Followers: 4)
Journal of Learning Analytics     Open Access   (Followers: 5)
Journal of Learning Disabilities     Hybrid Journal   (Followers: 27)
Journal of Legal Education     Open Access   (Followers: 5)
Journal of Legal Studies Education     Hybrid Journal   (Followers: 5)
Journal of Library & Information Services in Distance Learning     Hybrid Journal   (Followers: 1167)
Journal of Literary Education     Open Access   (Followers: 1)
Journal of Machine Learning Research     Open Access   (Followers: 64)
Journal of Marketing Education     Hybrid Journal   (Followers: 7)
Journal of Marketing for Higher Education     Hybrid Journal   (Followers: 10)
Journal of Mason Graduate Research     Open Access   (Followers: 1)
Journal of Mathematics Education at Teachers College     Open Access   (Followers: 7)
Journal of Mathematics Teacher Education     Hybrid Journal   (Followers: 20)
Journal of Media Law     Hybrid Journal   (Followers: 7)
Journal of Media Literacy Education     Open Access   (Followers: 3)
Journal of Mixed Methods Research     Hybrid Journal   (Followers: 24)
Journal of Montessori Research     Open Access   (Followers: 8)
Journal of Moral Education     Hybrid Journal   (Followers: 7)
Journal of Motor Learning and Development     Hybrid Journal   (Followers: 1)
Journal of Multicultural Counseling and Development     Hybrid Journal   (Followers: 7)
Journal of Multilingual and Multicultural Development     Hybrid Journal   (Followers: 17)
Journal of Museum Education     Hybrid Journal   (Followers: 21)
Journal of Music Teacher Education     Hybrid Journal   (Followers: 10)
Journal of NELTA     Open Access  
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 7)
Journal of Occupational Therapy Education     Open Access   (Followers: 27)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 56)
Journal of Outdoor and Environmental Education     Hybrid Journal   (Followers: 2)
Journal of Pedagogy : The Journal of University of Trnava     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 2)
Journal of Philosophy of Education     Hybrid Journal   (Followers: 19)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 13)
Journal of Political Science Education     Hybrid Journal   (Followers: 9)
Journal of Practical Studies in Education     Open Access   (Followers: 3)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 1)

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Journal of Language and Education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2411-7390
Published by National Research University Higher School of Economics Homepage  [2 journals]
  • Evidence-Based Social Sciences and Practices: A Scoping Review

    • Authors: Lilia Raitskaya, Elena Tikhonova
      Pages: 5 - 31
      Abstract: Introduction: The evidence-based medicine (EBM) was introduced in the 1990s, paving the way for the new approaches to science methodology and research evidence that changed medicine-related practices. Following the EBM, social sciences ranging from education to public governance and policymaking entered a new stage of knowledge production and dissemination. Each evidence-based social science field produces its own evidence and evidence synthesis laying the foundation for efficient social practices. Pilot searches failed to bring complex and complete evidence-based methodology for social sciences. Purpose: This scoping review aims to identify the scope of the evidence-based social sciences and practices as an emerging field. Method: The review adhered to the PRISMA extension for scoping reviews, and the PPC framework. The eligibility criteria include problem (population), concept, context, language, time period, types of sources, geographical location, databases, areas of research. The searches to identify relevant publications entail searches in the Scopus database. The studies were identified and selected by screening titles, abstracts and full texts, totalling 35 documents. Results: The results cover search and selection outcomes; a bibliometric analysis, the breakdown of the publications among the four thematic clusters; the findings relating to evidence-based medicine and practice methodology applicable to social sciences; the analysis of the research area of evidence-based social sciences and practices; the social science practices by sectors. Much of the EBM methodology was directly borrowed by social sciences. Though, the major controversy was found in the hierarchy and levels of evidence as social sciences are subject to human choices. Randomized controlled trials and systematic reviews were analysed in the context of social sciences. The most elaborated and fast developing evidence-based areas in social sciences contained evidence-based education and evidence-based policymaking, with systems of governmental agencies and institutions introducing these evidence-based practices. Сonclusion. The review attained the objective and gave answers to the research questions. Only few studies were published to comprehensively address the emerging field of evidence-based social sciences and practices. Fragmentated sub-fields are covered unevenly, with many mythological divergences and disputed issues, including the quality of evidence, their weight and hierarchy, types of research.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.21681
      Issue No: Vol. 10, No. 2 (2024)
       
  • Online Learning in Modern Digital Era: A Distance Training Program for
           Greek Language Teachers

    • Authors: Spyridon Bouras, Panagiotis Barkas, Eleni Griva
      Pages: 32 - 44
      Abstract: Purpose: The purpose of this study, which was part of a broader research on Greek minority education in Albania, was the evaluation of a training program tailored to language teachers’ needs who teach Greek in bilingual/intercultural environments. In particular, the study attempted to contribute the development of an integrated framework for the training of language teachers in the modern educational process. Specifically, distance training was carried out, in modern and asynchronous environments through a training platform. According to the mapping of the needs of the Greek Language teachers in bilingual educational environments throughout Albania and based on the specifications dictated by the international literature, 10 thematic modules were designed with modern methods in the instruction of Greek. Method: The training program was implemented in 43 language teachers of Greek minority education in Albania from the area of Argyrokastro, Delvino and Agioi Saranda. For the evaluation of the program four forms were utilized that were carried out at different stages of the program: a) Initial, b) Formative, c) Final and d) Follow-up Evaluation. To collect the quantitatively data, four questionnaires were distributed at all stages of the training program to trainees. Results: The results indicated the effectiveness of the training program and highlighted the active involvement of trainees in all stages of the program. It revealed the development of teachers’ ability to take decisions in order to improve daily teaching routines with the ultimate goal of achieving a quality language education in bilingual/intercultural environments. The trainees acquired, through digital learning processes, the ability to implement innovative language activities in their classrooms, laying the foundations for the consolidation of a modern way of thinking of language teachers. Implications: The collection of data will contribute to the implementation of more effective training programs in the region and the application of modern teaching methods by teachers who teach in bilingual/intercultural environments in general.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.18425
      Issue No: Vol. 10, No. 2 (2024)
       
  • The Study of EFL Learnersʹ Perception of Using E-learning,
           Self-Regulation and Constructivism in English Classrooms: Teachers,
           Intermediate and Advanced Learners′ Attitude

    • Authors: Marzie Faridi, Siros Izadpanah
      Pages: 45 - 58
      Abstract: Introduction: Effective ways of acquiring a second language in an educational context undergo development in teaching and learning through e-learning, self-regulated learning, and constructivism methods of learning that would be practical and useful for EFL learners.     Purpose: To investigate the impact of self-regulated learning, constructivism, and e-learning on English language learning and the attitudes of learners toward them. Method: The study employs a quantitative research method involving 360 intermediate and advanced EFL learners and 34 teachers. Data were collected over a six-week period in Zanjan English language institutes using the questionnaires. The one-sample T-test compared the means, while ANOVA assessed significant differences among the variable means of E-learning, self-regulation, and constructivism in the study groups. Post-hoc LSD tests were used to compare the means of groups two by two. Results: The results showed that the participants displayed positive attitudes toward using e-learning, self-regulation, and constructivism in acquiring a second language. Qualitative data analysis revealed EFL learners' autonomy in learning and the potential influence of teachers in shaping learners' attitudes.    Conclusion: This study highlights the importance of considering learners' attitudes and autonomy in designing effective language learning environments. Understanding the learners' perspectives can aid educators in adopting innovative and learner-centered approaches, leading to enhanced language learning outcomes.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.12492
      Issue No: Vol. 10, No. 2 (2024)
       
  • “Expunge Virtually All Use of the Passive Voice”: How Does Style
           Guideline Affect Passive Voice Occurrences in Research Articles'

    • Authors: Humairah Fauziah, Yazid Bashtomi
      Pages: 59 - 70
      Abstract: Background: The prevalence and impact of passive voice (PV) structures in research articles have garnered attention, particularly within the context of academic publishing guidelines. Some journals’ writing style guideline, for example, explicitly advises authors to eliminate passive voice instances from their manuscripts, prompting an examination of the extent to which this guideline influences authors' choices in different journal contexts. Purpose: This study aimed at comparing the frequency of passive voice (PV) structures used in research articles published by journals originating in Indonesia (henceforth, JOI) to those in research articles published by journals originating in English-speaking countries (henceforth, JOE). Method: Data were gathered from respected journals in Indonesia and the United Kingdom, both renowned for their excellence in language education and applied linguistics. After reviewing relevant literature and considering journal origins and author affiliations, we selected 34 articles (17 from each group) out of 66. We focused our analysis on the 'Introduction' and 'Method' sections, as these sections typically contain active voice in the former and passive voice in the latter. Other sections and peripheral elements were excluded. The analysis involved exporting PDFs to text files to count words and passive voice occurrences. We utilized a passive voice detector tool and manual analysis for accuracy. A t-test was conducted to compare the frequency of passive voice between the two journals. Results: The results indicated three main findings with respect to the research questions: 1) PVs in JOI occurred more frequently in the ‘Method’ than in the ‘Introduction’ section, 2) similarly, PVs in JOE occurred more frequently in the ‘Method’ than in the ‘Introduction’ section, 3) JOI comprised fewer sentences than JOE but the frequency of PVs in JOI was significantly higher than that in JOE. Conclusion: We inferred that the current guidelines seemingly affected the authors' choices of using PV. We also provided some suggestions on how to use AV and PV appropriately in the manuscript.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.14403
      Issue No: Vol. 10, No. 2 (2024)
       
  • Literary Works and Technology Aids Inclusion in Foreign Language Learning:
           Case of Kosovo Students’ Approach

    • Authors: Seniha Krasniqi, Lendita Gjikolli
      Pages: 71 - 83
      Abstract: Introduction: The research in this paper was adapted to provide insight into the expectations, prejudices, and openness of higher education students of the University of Prishtina to the inclusion of literary material in the teaching/learning of English and French as a second foreign language (FL2). Simultaneously, as the modern and technologically developed world requires, the paper deals with the opinion on the contribution of appealing teaching material and technology aids in the acceptance of literary works (LWs) in foreign language learning (FLL). Purpose: Apart from some excerpts in the course books, LW inclusion in foreign language learning (FLL) is almost non-existent in the Kosovo education system. Through this study, we concurrently aim to raise the awareness of the students of the advantages that literary works can bring into the foreign language classroom incurring learner-centred teaching/learning, progression of critical thinking and judgment skills as well as sharing experiences and opinions through non-linear and more spontaneous manner. Method: In this study, 69 respondents are freshmen at the University of Prishtina (UP), Faculty of Philology who are mainly future teachers of foreign languages and elected English and French language as their FL2. The method used in this paper consists of quantitative and qualitative approaches aiming for a more thorough analysis through the SPSS statistical computer program and descriptive statistics. Conclusion: The findings revealed that the students have a positive approach to the merge of LWs and foreign language learning, less through printed LWs and more through digitized literature. Hence, applying the merging of literature with language, in the new pedagogical practices and English/French language curricula can be optimistic expectations. Significance: The significance of the study lies in the fact that this under-investigated issue can help in creating insight into the current condition in FL classrooms and help FL curriculum changes in the Kosovo middle and upper high schools as well as higher education FL course curriculum. This study raises hope for merging language and literature in FL classrooms.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.17856
      Issue No: Vol. 10, No. 2 (2024)
       
  • Predictive Effects of English Classroom Anxiety and Motivation on Chinese
           Undergraduate EFL Learners’ English Achievement

    • Authors: Meihua Liu, Tianhao Li
      Pages: 84 - 94
      Abstract: Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. Purpose: Guided by the self-determination theory, this study aimed to explore the levels of and the relationship between English classroom anxiety and motivation as well as their predictive effects on Chinese undergraduate EFL (English as a foreign language) learners’ English achievement. Method: The participants were 571 Chinese university students who answered an 8-item English Classroom Anxiety Scale, a 35-item English Learning Motivation Scale, and a 5-item Demographic Information Questionnaire. They also reported their scores in tests that they had recently taken and self-rated their overall English proficiency as indicators of their English achievement. Results: The study revealed the following major findings: (a) the participants had a small to moderate level of English classroom anxiety, and a medium level of intrinsic motivation, extrinsic motivation, personal goals and expectancy/control in English learning, (b) English classroom anxiety was significantly negatively correlated with all motivation scales, (c) English classroom anxiety was not only significantly negatively related to but negatively predicted the students’ English achievement, and (d) significantly positive correlations existed between English learning motivation and English achievement. Of different motivation dimensions, intrinsic and extrinsic motivation positively predicted the latter. Conclusion: The findings of this study further demonstrate the importance of anxiety and motivation in L2 learning and the need to explore anxiety-reduction strategies, increase students’ intrinsic and extrinsic motivation, and strengthen their expectancy in L2 teaching and learning, thus contributing to the understanding of foreign language anxiety and L2 motivation and enriching the current literature on the two issues.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.16906
      Issue No: Vol. 10, No. 2 (2024)
       
  • Reading Comprehension Performance Among Impulsive and Reflective English
           Learners: Examining the Influence of Three Reading Methods

    • Authors: Marjon Moiinvaziri
      Pages: 95 - 107
      Abstract: Background: Exploring the impact of various reading methods - such as oral reading, silent reading, and the relatively understudied subvocalization method - on the comprehension abilities of language learners with different cognitive styles, including reflective and impulsive learners, can contribute significantly to understanding how different reading techniques enhance comprehension across diverse cognitive styles.   Purpose: To investigate the role of three reading methods, including oral, silent, and subvocalization, on the comprehension performance of a group of English as a Foreign Language (EFL) learners, considering the cognitive styles of impulsivity and reflectivity. Method: In this study, 60 female students studying in first-grade senior high school were selected based on purposive sampling. Employing a counterbalanced quasi-experimental design with three treatments, the research investigated how different reading methods influenced the impulsive and reflective learners' reading performance. The impulsivity and reflectivity of the participants were determined by Eysenck's Impulsiveness Questionnaire (I.7). Results: The results revealed that all participants, both reflective and impulsive, demonstrated better comprehension performance with oral and subvocalization methods compared to silent reading. The oral and subvocalization methods had a similar effect on their performance. Reflective learners outperformed impulsive learners across all three methods, showing significantly higher performance. Additionally, most participants expressed a preference for oral reading over the other two methods.  Conclusion: The outcomes suggest the importance of teachers' increased flexibility in utilizing diverse reading methods and considering learners' diverse characteristics, including their cognitive style, in classroom instruction
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.19924
      Issue No: Vol. 10, No. 2 (2024)
       
  • Self-efficacy and Metacognition as the Mediated Effects of Growth Mindset
           on Academic Writing Performance

    • Authors: Lastika Ary Prihandoko, Ruly Morganna, Suci Nugrah Amalia
      Pages: 108 - 122
      Abstract: Background: Various studies have highlighted the theoretical roles of growth mindset, self-efficacy, and metacognition in academic writing. However, the clarity regarding which variables act as mediators in this context remains underexplored. Purpose: This study investigates how self-efficacy and metacognition mediate the effects of a growth mindset on academic writing performance among EFL students. It aims to clarify the mediating roles of these variables, directing the development of four research hypotheses and a conceptual model. Method: The study employed a structural equation modelling (SEM) method using the PLS-SEM analysis. Participants included 464 EFL undergraduate students from 28 provinces in Indonesia, who were working on their theses. They completed a series of valid and reliable scales online. Results: Analysis revealed that growth mindset significantly influences self-efficacy for ideation and metacognition. Further, self-efficacy in ideation, convention, and self-regulation, along with metacognition, effectively mediated the relationship between growth mindset and academic writing performance. Conclusion: The findings suggest that growth mindset significantly impacts academic writing performance through its influence on self-efficacy and metacognition. This underscores the importance of these mediators in enhancing academic writing competence. Consequently, EFL writing lecturers and thesis supervisors should focus on interventions that strengthen these attributes. Future research should continue to explore effective strategies to enhance metacognition and self-efficacy, thereby contributing to the broader field of EFL education.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.13979
      Issue No: Vol. 10, No. 2 (2024)
       
  • Scrutinizing the Relationship between Vietnamese English Majors’
           Intrinsic Motivation and Perceptions Towards Five Components of the 5Ts
           Framework

    • Authors: Diem-Ha Nguyen Thi
      Pages: 123 - 133
      Abstract: Background: Intrinsic motivation (IM) is not far from a new research topic in English teaching. However, the relationship between this learning construct and the 5Ts framework, proposed by Renandya (2014) as a teacher-induced motivational agent, has not been explored. Purpose: This work scrutinised the relationship between IM and perceptions towards five components of the 5Ts framework in an attempt to provide a simple means for effective teaching  Method: 110 English majors responded to a self-questionnaire containing two scales measuring IM and perceptions towards the 5Ts as a motivational agent. Besides descriptive statistics and Cronbach’s alpha, the present study employed other necessary techniques, such as Pearson’s correlation and regression, to analyse the obtained data to draw results which had pedagogical implications.     Results: The research questionnaire reached acceptable reliability, and the students expressed positive levels of IM and perceptions of the 5Ts framework. The results also revealed a positive relationship between these two variables, and students’ perceptions of the 5Ts components predicted their IM.  Conclusion: The findings support the hypothesis that the 5Ts framework enhances motivation. In addition, the teacher might need an added approach to enhance the learning motivation in the students with low levels, parallel with the 5Ts implementation for the entire class.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.12603
      Issue No: Vol. 10, No. 2 (2024)
       
  • Examining the Evolution and Components of the Culture of Learning in
           University Education: A Systematic Scoping Review

    • Authors: Tatiyana Lagutcheva-Nogina, Nadezhda Arupova, Natalya Mekeko, Svetlana Fomina
      Pages: 134 - 152
      Abstract: Introduction: The term "culture of learning" frequently appears in research on educational development and reform, yet defining it precisely remains challenging. Given its varied interpretations across scientific fields, it is crucial to review how authors use "culture of learning" in the context of modern educational environments. Purpose: The purpose of this study is to comprehensively examine and map the existing literature on the concept of "culture of learning" within educational environments. Method: The research strategy for this scoping review was structured around the "problem, concept, and context (PCC)" framework to ensure a comprehensive and logical exploration of the literature. This approach facilitated the systematic identification and selection of relevant materials that provide a rationale for each chosen criterion. A detailed research protocol was established prior to initiating the study, outlining the objectives, inclusion criteria, and methodological approach. The reporting of this systematic scoping review adheres to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, ensuring transparency, rigor, and reproducibility in the review process. This methodology was selected to provide a clear and structured pathway for mapping the existing literature on the culture of learning, highlighting key themes, trends, and gaps within the field. Results: Upon reviewing 74 articles, we identified and clustered the most frequently occurring terms in the titles, resulting in the formation of five distinct area clusters. These clusters encompass: the effectiveness of teaching and learning processes (and their components); teaching/learning trends; learning styles and processes (and their components); learning model components; and the emphasis on academic literacy as an integral part of the learning culture. Additionally, components of the architecture of the culture of learning were identified: learning environments, learning groups, learning subcultures, learning approaches and methods, and learning values and traditions. This comprehensive analysis allowed to define and structure the components of the learning culture. Conclusion: This scoping review contributes to the ongoing efforts to understand the concept of the "culture of learning" by providing comprehensive definitions and analyzing its possible components. The results offer educators and policymakers a clearer understanding of what constitutes a culture of learning, enabling them to design and implement more effective educational strategies and policies. These findings can guide the development of curricula that better integrate various learning cultures, thereby enhancing the educational experience for students. By identifying key trends and components of the culture of learning, this review provides a foundation for further research that can explore new methodologies and approaches in education, ultimately leading to improved learning outcomes and more dynamic educational environments.
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.21686
      Issue No: Vol. 10, No. 2 (2024)
       
  • Pedagogical Translanguaging – Elements in Language Teaching: Book
           Review

    • Authors: Jie Fan
      Pages: 153 - 155
      PubDate: 2024-06-17
      DOI: 10.17323/jle.2024.18397
      Issue No: Vol. 10, No. 2 (2024)
       
  • The Culture of Research: A Systematic Scoping Review

    • Authors: Elena Tikhonova, Lilia Raitskaya
      Pages: 5 - 24
      Abstract: Introduction: Research culture is the core of many processes in science. It is a broad concept presumably entailing practices, traditions, norms, etc. that prevail among researchers and other stakeholders in the field. Its definition, architecture, and taxonomy are essential in generating and pursuing scientific policies at universities and countries. As there is a lack of comprehensive reviews on research culture, the present publication aspires to fill the existing gap in the knowledge. This review aims to define research culture and build an architecture of research culture based on the relevant literature indexed in the Scopus database. Method: The problem, concept, and context (PCC) framework was applied to establish an effective search strategy and word the research questions corresponding to the aim. Based on Arksey and O'Malley's methodology (2005) and PRISMA checklist (2020) for systematic reviews, the authors sorted out 56 relevant publications for systematic scoping review. In addition, a bibliometric analysis was applied to examine the field. Results: Using a bibliometric analysis, the 56 publications were distributed by year, country, most prolific authors, sources, research fields, affiliation, and type of publication. With the help of VOSviewer, the authors singled out four thematic clusters (research culture; medical and biomedical research, methodology and research ethics, and clinical studies and human experiments). After synthesizing the data extracted from the documents under review, research culture was defined; components of research culture were singled out and summed up; and a framework of research culture was made up. The authors analysed the review findings in contrast with other research, offering their own comprehensive definition of research culture, its taxonomy, and an architecture of research culture.  Conclusion: The current review adds to the understanding of research culture, its gist, component classification. The limitation related to the period of review (2019-2024) may be overcome by further reviews of relevant publications from a historic perspective that would broaden perceptions of the origin of modern research culture and its negative aspects.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.21526
      Issue No: Vol. 10, No. 1 (2024)
       
  • Investigating the Challenges and Strategies of Thai University Students in
           Mastering English Idioms

    • Authors: Aisah Apridayani, Natthayos Chatwichit, Tiparoon Supanpong, Sukanya Kanto
      Pages: 25 - 34
      Abstract: Background: The acquisition of English idiomatic expressions is a critical aspect of language proficiency that unquestionably contributes to the improvement of effective communication skills. A number of studies have been conducted in the field of English idioms; however, there are still unanswered questions in this area. Since learning English idioms is a complex process, further investigation is needed, especially among students learning English as a Foreign Language (EFL) in the specific educational milieu of a university setting. Purpose: This study investigated the attitudes of Thai university students towards the importance of learning English idioms. In addition, it examined the challenges faced by these students in learning and comprehending English idioms, along with the effective strategies employed to overcome the difficulties. Methods: This study adopted a descriptive research design involving 50 fourth-year English major students (12% male, 88% female) from a university in southern Thailand. A survey questionnaire on a five-point Likert scale adapted from Orfan (2020) was used to collect the data from the participants. Results: The findings demonstrated that Thai university students had a positive attitude towards the importance of learning idioms and recognized the critical role they play in successful communication in English. Nevertheless, they faced various challenges when learning English idioms. They reported that idioms were challenging to grasp when taken out of context, and they faced difficulties due to their limited knowledge and cultural background. The participants in the study also reported utilizing different strategies to learn and comprehend idioms, such as guessing the meaning of idioms, using descriptive definitions in English, and memorization. Conclusion: This study offers valuable insights for both educators and researchers, serving as a foundation for the development of more efficient language teaching methodologies and promoting cross-cultural understanding in language acquisition.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.16842
      Issue No: Vol. 10, No. 1 (2024)
       
  • The Effects of Asynchronous Cross-cultural Communication on EFL University
           Students’ Writing Performance and Motivation

    • Authors: Wei-Yu Chang, Ming-Chang Wu, Shu-Wen Lin
      Pages: 35 - 48
      Abstract: Background: Researchers have integrated cross-cultural communication (CCC) with writing to examine students’ writing performance, motivation, and perceptions in EFL classrooms. However, the exploration of how authentic CCC with students from different cultural backgrounds benefits lower-proficiency students’ English writing competence and motivation remains underexplored. Purpose: This mixed-methods study, employing pre-test and post-test designs, examined the effects of asynchronous CCC on EFL university lower-proficiency students’ writing performance, motivation, and perceptions to determine whether asynchronous CCC facilitated EFL lower-proficiency students’ writing competence and motivation and to elucidate its impact on their writing performance. Method: Twenty-nine freshmen, who were non-English majors, were divided into lower-proficiency (N=15) and higher-proficiency (N=14) groups. Data were collected from the writing tests and Writing Motivation Questionnaires (WMQ) completed in the pre-test and post-test. The questions in the writing tests were identical in both tests, while the WMQ comprised 33 five-point Likert-scale questions and an open-ended question aimed at exploring the students’ motivation and perceptions regarding writing in this study. Results: The results indicate that the features of social interaction and cross-cultural engagement within asynchronous CCC significantly developed lower-proficiency students’ writing performance and mitigated their negative writing motivation. Utilising asynchronous CCC, which facilitated feedback exchange and collaborative writing with higher-proficiency peers, notably bolstered lower-proficiency students’ writing proficiency. Additionally, the integration of meaningful, intriguing, and authentic asynchronous CCC activities contributed to reducing negative writing motivations among lower-proficiency students. However, delayed responses from online peers and a sense of demotivation while collaborating with lower-proficiency peers may have contributed to the insignificant development observed among higher-proficiency students. Conclusion: Engaging EFL university lower-proficiency students in asynchronous CCC to exchange cultural and linguistic knowledge could enhance their writing performance and reduce their negative writing motivation. This is because the features inherent in asynchronous CCC render English writing meaningful, intriguing, and authentic.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.16241
      Issue No: Vol. 10, No. 1 (2024)
       
  • Exploring University Students’ Online Learning Readiness: A Mixed
           Methods Study of Forced Online Learning

    • Authors: Chek Kim Loi, Jason Miin Hwa Lim, Norazah Mohd Suki, Hock Ann Lee
      Pages: 49 - 67
      Abstract: Background: Despite the advancement achieved in previous research into online learning, few studies have used both quantitative and qualitative data to examine how students’ readiness to learn online is affected by three different external factors, comprising (i) the degrees to which technology is available to students, (ii) the support provided by the institutions of learning, and (iii) the social influence affecting the students engaged in forced online learning in a pandemic situation. Purpose: To fill this research gap, this study explored university students’ forced online learning readiness in relation to technological accessibility, institutional support and social influence during a pandemic, in an attempt to furnish insights into how educators can maximize the benefits of adopting online learning methods. Method: A mixed methods research design was employed in this study. Quantitative data, elicited via self-administered questionnaires completed by 211 participants, was analyzed using the frequencies, means, standard deviations and Pearson correlation analysis involving the Statistical Package for the Social Sciences (SPSS) software version 27. Qualitative data, elicited via 11 open-ended questions posed to 41 students through in-depth interviews, was then studied using a thematic analysis of the participants’ feedback concerning the three constructs in online learning. Results: Our quantitative analysis showed that institutional support had the strongest positive correlation with online learning readiness, and this was followed by technology accessibility and social influence in relation to students’ readiness to learn online. Qualitative findings further indicated that students were largely concerned about Internet accessibility and the setting where their roles were restricted to being mere listeners in online sessions. Apart from being apprehensive about excessive online assignments, students also acknowledged that their online interactions were influenced by their friends and family members, and they would prefer practical work that could inspire them to reflect and engage actively with the course material given during the pandemic. Conclusion: While lecturers can make online classes more interactive and discussion-generative, university administrators need to aptly facilitate their institution’s transition to the forced online learning mode, moderate social influence, improve the learning management system, and provide training to teachers and students on the use of emerging technology.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.16016
      Issue No: Vol. 10, No. 1 (2024)
       
  • A Corpus-based Analysis of Rhetorical Moves and P-frames in an Omani
           Learner Corpus of Research Project Abstracts

    • Authors: Priya Mathew, Lee Mccallum
      Pages: 68 - 82
      Abstract: Background: Rhetorical moves have long been studied in several disciplinary texts, including research articles and their part-genres. A solid base of literature has emerged in this respect, informing current writing pedagogy for novice writers. However, one part-genre which has been rarely studied is student project abstracts. This paper represents one of the first studies to explore the extent rhetorical moves are realised through the linguistic unit of phrase frames (p-frames) in final year Capstone project abstracts. Methods: Using two faculty-informed analytical frameworks, the paper explores the use of rhetorical moves and p-frames in corpora of Social and Physical Science student abstracts.  The moves and the p-frames (if any) used to realise them were identified in order to understand how students organised this part-genre and to gauge their formulaicity. Results: Amongst the key findings was that Omani students did not perform all the rhetorical moves recommended by the faculty. Moreover, they added spontaneous moves of their own to the abstracts. When performing rhetorical moves, they used very few p-frames, indicating that their approach did not rely on formulaic language of this nature. Conclusions: Pedagogical implications for the Omani context and for broader EAP contexts are discussed.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.17364
      Issue No: Vol. 10, No. 1 (2024)
       
  • The Correlation Between the Use of Online Learning Platforms and
           Undergraduate Students’ Self-Efficacy

    • Authors: Asnawi Muslem, Usman Kasim, Faisal Mustafa, Siti Sarah Fitriani, Maulidia Rahmi
      Pages: 83 - 100
      Abstract: Background: Self-efficacy and the use of learning activities in online learning platforms have been extensively researched recently and are considered factors of online learning success. However, little research empirically seeks the correlation between those variables, including in English as a foreign language (EFL) online classes. Purpose: To investigate whether there is a significant correlation between the use of online learning platforms and EFL students' self-efficacy in online learning in English classes. Method: This quantitative research used two questionnaires, i.e., the Online Learning Platform Questionnaire (OLPQ) and the Self-Efficacy Questionnaire for Online Learning (SeQoL). The use of online learning platforms measured in this study includes independent learning, virtual meetings, forum discussion, collaborative learning, and assessment; meanwhile, self-efficacy includes course completion, social interaction, academic interaction, interaction with lecturers, and the use of LMS. The sample of this research was 133 EFL students from three universities in Indonesia. The data was analyzed using Spearman's correlation at the significance level of 0.05. Results: The results show that independent learning, collaborative learning, and forum discussion correlate with most constructs of self-efficacy. Meanwhile, the results indicate no correlation between two constructs of online learning platforms, namely virtual meetings and assessments, and three constructs of self-efficacy, i.e., students’ social interaction, academic interaction, and students’ interaction with lecturers. Conclusion: This research shows that more frequent use of online learning platforms, especially those covering independent learning, collaborative learning, and forum discussion, results in higher confidence among EFL students to succeed in online learning. Suggestion: Therefore, this research suggests that lecturers consider using significant features of online learning platforms to enhance students’ self-efficacy in online EFL classes.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.17606
      Issue No: Vol. 10, No. 1 (2024)
       
  • L1 Influence on the Use of the English Present Perfect: A Corpus Analysis
           of Russian and Spanish Learners’ Essays

    • Authors: Javier Perez-Guerra, Elizaveta Smirnova
      Pages: 101 - 114
      Abstract: Background: Mastering verbal tenses, especially those expressing aspect, in a second language presents a challenge as learners frequently link the semantic nuances of verbal forms in their second language (L2) to the characteristics of the verbal systems in their native languages (L1). This study explores the impact of L1 on the usage of the English Present Perfect (PP) among non-native speakers. Purpose: In an effort to contribute to the ongoing research on the mechanisms governing the acquisition of English tenses, this study focuses on the variations that affect the usage of the PP in the writing of English learners. The investigation is particularly centered on university students whose L1 is Russian and Spanish, seeking to delve into the ways in which their first language influences the utilisation of the PP in their English writing. Method: Analysis of L2 English by Russian and Spanish learners, based on corpora of argumentative essays written by undergraduate Russian and Spanish learners of English, controlled by a corpus of essays produced by native speakers of English; frequency and distribution of the PP in learner writings; examination of semantic contexts;  identification of error types. Results: The findings indicate that, despite a higher occurrence of the PP in texts produced by Spanish learners compared to Russian learners, the rate of errors in its application is nearly identical in both learner corpora. These errors are likely attributable to challenges in comprehending the functions of the PP and in distinguishing its semantics from those of other English tenses, particularly the Past Simple. Conclusion: The study suggests that the increased prevalence of PP usage by L2 learners may be attributed to positive transfer from their L1 when it exhibits structures analogous to the English PP. Conversely, patterns indicative of, for example, undergeneralisation of semantic contexts suggesting the relevance of an action, or of overgeneralisation of adverbs compatible with the PP can be interpreted as evidence of negative transfer. The results of this study hold significance for language pedagogy, as they highlight potential challenges in acquiring the PP that learners from diverse L1 backgrounds may encounter.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.16720
      Issue No: Vol. 10, No. 1 (2024)
       
  • Self-Efficacy (SE) and Motivation of the Indonesian Teacher Educator
           Authors (TEAs) in Writing Articles for Publication: The Bloom Digital
           Taxonomy (BDT) Perspective

    • Authors: Dedi Turmudi, Muhammad Ihsan Dacholfany, Ummi Rasyidah
      Pages: 115 - 132
      Abstract: Background: Writing articles is inevitable for Teacher Educator
      Authors (TEAs) at the university level, and many studies reported writing articles for publication. However, self-efficacy (SE) and motivation in writing scientific articles by higher education teachers remained unexplored compared to the Bloom Digital Taxonomy (BDT). Purpose: This study explored self-efficacy (SE) as well as intrinsic and extrinsic motivation (IM & EM) in writing articles for publication by Teacher Educator
      Authors (TEAs) in the light of the Bloom Digital Taxonomy (BDT). Furthermore, it measured how prior empirical evidence and current findings are presented in the Bloom Digital Taxonomy (BDT). Method: The design used qualitative descriptive content data from an ethnographic study, and 21 Teacher Educator
      Authors (TEAs) of English in Indonesia with specific characteristics were purposively selected. The participants constituted state and private universities in Java, Sumatra, Borneo, and Celebes. Data were collected through questionnaire, in-depth interviews, and electronic observation. The participants were then requested to complete a Google Form, and directly interviewed electronically and physically. The questionnaire data were subsequently addressed in the in-depth interview. This study utilised the Criteria Content Analysis (CCA) method and exploratory-provisional coding to analyse the transcription data.    Results: The results showed that self-efficacy (SE) features were mainly related to profession, self-development, and attributes of Teacher Educator
      Authors (TEAs). Furthermore, self-esteem, expertise markers, and a way to learn dominated intrinsic motivation (IM), while appreciation, shaping expertise, and seeking dignity dominated the extrinsic. The findings were in the high order of affective skills (HOAs) with valuing (A3) and internalising (A5). The study had practical implications that writing for scholarly publications should inevitably be part of the curriculum in higher education, and grants should increase to maintain the internalisation of Teacher Educator
      Authors (TEAs) in producing articles. In addition, the results contributed to the theoretical implication that HOAs, valuing, and internalising dominated roles in creating quality articles at any level.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.13056
      Issue No: Vol. 10, No. 1 (2024)
       
  • The Likelihood of Cheating at Formative Vocabulary Tests: Before and
           During Online Remote Learning in English Courses

    • Authors: Budi Waluyo, Nur Lailatur Rofiah
      Pages: 133 - 145
      Abstract: Introduction: Early review studies identified the prevalence of cheating and the emergence of various forms of cheating in academic institutions. Now, there is growing concern about the rise of academic dishonesty in an unproctored online test environment that is conducted remotely. Purpose: This study examined the likelihood of student cheating at formative vocabulary tests that were conducted before and during online remote learning in English courses. The vocabulary tests were administered using the Socrative application in both learning conditions. Method: Using a quantitative research design, including Multiple paired-sample t-tests and independent t-tests, this study collected 2971 first- and second-year students’ formative scores across six general English courses. Results: Multiple paired-sample t-tests confirmed that students’ scores were significantly higher during online remote learning, with score differences ranging from 0.10 to 2.21 between before and during online remote learning. This difference in score patterns indicated the likelihood of students cheating during online remote learning. Then, independent t-tests did not reveal the tendency that male students are more likely to cheat on online tests more often than female students. Conclusion: The findings of this study may serve as an initial phase of inquiries into the identification of formative test cheating in online English classes.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.14037
      Issue No: Vol. 10, No. 1 (2024)
       
  • Analysis of CLIL-Related Research in School Settings: A Systematic Review

    • Authors: Belen Poveda-Garcia-Noblejas, Svetlana Antropova
      Pages: 146 - 159
      Abstract: Background: Content Language Integrated Learning (CLIL) is an emerging approach in the global educational landscape, and as such, there is a lack of a systematic review of this field. Purpose: To explore CLIL-related scientific publications in school settings around the world. Method: A systematic review was performed following the PRISMA guidelines in WoS and Scopus databases. A total of 142 articles published in the period 2018-2022 were analysed according to three types of variables: extrinsic to the scientific process, methodological, and content based. The results of the methodological and content-based variables were contrasted with the portfolio of CLIL evaluation measures and analysed through the lens of the 4Cs framework. Results: The findings revealed that CLIL studies were performed in a wide range of countries across continents. It was the secondary school which drew most scientific interest. Apropos of the methodological variable, there was a balance between qualitative and quantitative studies, and a questionмnaire as a tool was favoured by the researchers. The major scientific interest lay in the communication principle, while cognition was understudied. Conclusions: There was a growing scientific interest in CLIL. Although the major interest laid in linguistic gains, other fields of research transpired. The conclusions provide further agenda for CLIL research.
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.18150
      Issue No: Vol. 10, No. 1 (2024)
       
  • Translation as Social Justice. Translation Policies and Practices in
           Non-Governmental Organizations: Book Review

    • Authors: Chi Derek Asaba
      Pages: 160 - 164
      PubDate: 2024-03-30
      DOI: 10.17323/jle.2024.18092
      Issue No: Vol. 10, No. 1 (2024)
       
 
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  Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

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International Journal of Sustainability in Higher Education     Hybrid Journal   (Followers: 15)
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 2)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 21)
International Journal of Training Research     Hybrid Journal   (Followers: 4)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 5)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 7)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 4)
International Review of Economics Education     Hybrid Journal   (Followers: 2)
International Review of Education     Hybrid Journal   (Followers: 9)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 34)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 25)
International Studies in Catholic Education     Hybrid Journal   (Followers: 3)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 18)
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access  
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 3)
Iseedu : Journal of Islamic Educational Thoughts and Practices     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 3)
Issues in Language Instruction     Open Access   (Followers: 4)
Italiano LinguaDue     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access   (Followers: 2)
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JET (Journal of English Teaching)     Open Access   (Followers: 1)
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JMIR Medical Education     Open Access   (Followers: 2)
JOHME : Journal of Holistic Mathematics Education     Open Access   (Followers: 3)
Journal for Learning Through the Arts     Open Access   (Followers: 6)
Journal for Multicultural Education     Hybrid Journal   (Followers: 1)
Journal for STEM Education Research     Hybrid Journal   (Followers: 2)
Journal for the Study of Sports and Athletes in Education     Hybrid Journal   (Followers: 2)
Journal of Abnormal Child Psychology     Hybrid Journal   (Followers: 13)
Journal of Academic Advising     Open Access   (Followers: 1)
Journal of Academic Ethics     Hybrid Journal   (Followers: 5)
Journal of Academic Writing     Open Access   (Followers: 9)
Journal of Accounting Education     Hybrid Journal   (Followers: 7)
Journal of Adult Development     Hybrid Journal   (Followers: 6)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 11)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 7)
Journal of Advertising Education     Hybrid Journal   (Followers: 5)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 2)
Journal of Agricultural Education and Extension     Hybrid Journal   (Followers: 3)
Journal of Appreciative Education     Open Access   (Followers: 1)
Journal of Architectural Education     Hybrid Journal   (Followers: 12)
Journal of Assessment and Institutional Effectiveness     Full-text available via subscription   (Followers: 1)
Journal of Attention Disorders     Hybrid Journal   (Followers: 1)
Journal of Behavioral Education     Hybrid Journal   (Followers: 3)
Journal of Beliefs & Values: Studies in Religion & Education     Hybrid Journal   (Followers: 5)
Journal of Biological Education     Hybrid Journal   (Followers: 2)
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 10)
Journal of Chandrakasemsarn     Open Access  
Journal of Chemical Education     Hybrid Journal   (Followers: 23)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 5)
Journal of Childhood Studies     Open Access   (Followers: 3)
Journal of Classics Teaching     Open Access   (Followers: 2)
Journal of Cognitive Education and Psychology     Hybrid Journal   (Followers: 8)
Journal of College Student Development     Full-text available via subscription   (Followers: 8)
Journal of College Student Psychotherapy     Hybrid Journal   (Followers: 1)
Journal of College Student Retention : Research, Theory and Practice     Full-text available via subscription   (Followers: 7)
Journal of Competency-Based Education     Hybrid Journal   (Followers: 5)
Journal of Computing in Higher Education     Hybrid Journal   (Followers: 14)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 2)
Journal of Continuing Education in the Health Professions     Hybrid Journal   (Followers: 11)
Journal of Copyright in Education & Librarianship     Open Access   (Followers: 33)
Journal of Counselor Leadership and Advocacy     Hybrid Journal   (Followers: 5)
Journal of Creative Behavior     Hybrid Journal   (Followers: 11)
Journal of Criminal Justice Education     Hybrid Journal   (Followers: 8)
Journal of Curriculum and Pedagogy     Hybrid Journal   (Followers: 12)
Journal of Curriculum and Teaching     Open Access   (Followers: 9)
Journal of Curriculum Studies     Hybrid Journal   (Followers: 18)
Journal of Curriculum Studies Research     Open Access   (Followers: 2)
Journal of Curriculum Theorizing     Open Access   (Followers: 3)
Journal of Dance Education     Hybrid Journal   (Followers: 12)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 14)
Journal of Developmental and Physical Disabilities     Hybrid Journal   (Followers: 6)
Journal of Disability Studies in Education     Open Access   (Followers: 8)
Journal of Early Childhood Teacher Education     Hybrid Journal   (Followers: 13)
Journal of Early Intervention     Hybrid Journal   (Followers: 9)
Journal of Economic Education     Hybrid Journal   (Followers: 10)
Journal of Education     Full-text available via subscription   (Followers: 4)
Journal of Education and Educational Development     Open Access   (Followers: 4)
Journal of Education and Future     Open Access   (Followers: 1)
Journal of Education and Learning     Open Access   (Followers: 2)
Journal of Education and Learning     Open Access   (Followers: 8)
Journal of Education and Practice     Open Access   (Followers: 9)
Journal of Education and Research     Open Access   (Followers: 6)
Journal of Education and Teaching in Emergency Medicine     Open Access   (Followers: 1)
Journal of Education and Training     Open Access   (Followers: 5)
Journal of Education and Training Studies     Open Access   (Followers: 4)
Journal of Education and Work     Hybrid Journal   (Followers: 14)
Journal of Education Finance     Full-text available via subscription   (Followers: 1)
Journal of Education for Business     Hybrid Journal   (Followers: 1)
Journal of Education for Students Placed at Risk (JESPAR)     Hybrid Journal   (Followers: 3)
Journal of Education for Sustainable Development     Hybrid Journal   (Followers: 8)
Journal of Education for Teaching: International research and pedagogy     Hybrid Journal   (Followers: 14)
Journal of Education in Science, Environment and Health     Open Access   (Followers: 1)
Journal of Education Khon Kaen University     Open Access  
Journal of Education Khon Kaen University (Graduate Studies Research)     Open Access  
Journal of Education Policy     Hybrid Journal   (Followers: 25)
Journal of Education Studies     Open Access   (Followers: 1)
Journal of Education Thaksin University     Open Access  
Journal of Education, Society and Behavioural Science     Open Access   (Followers: 3)
Journal of Educational Administration     Hybrid Journal   (Followers: 9)
Journal of Educational Administration : Khon Kaen University     Open Access  
Journal of Educational Administration and History     Hybrid Journal   (Followers: 2)
Journal of Educational Administration, Silpakorn University     Open Access  
Journal of Educational and Developmental Psychology     Open Access   (Followers: 15)
Journal of Educational and Psychological Consultation     Hybrid Journal  
Journal of Educational Change     Hybrid Journal   (Followers: 7)
Journal of Educational Computing Research     Full-text available via subscription   (Followers: 8)
Journal of Educational Innovation, Partnership and Change     Open Access   (Followers: 2)
Journal of Educational Issues     Open Access   (Followers: 1)
Journal of Educational Leadership, Policy and Practice     Open Access   (Followers: 18)
Journal of Educational Measurement     Hybrid Journal   (Followers: 9)
Journal of Educational Measurement Mahasarakham University     Open Access  
Journal of Educational Research     Hybrid Journal   (Followers: 21)
Journal of Educational Research and Practice     Open Access   (Followers: 4)
Journal of Educational Review Faculty of Education in MCU     Open Access  
Journal of Educational Technology Systems     Full-text available via subscription   (Followers: 27)
Journal of Emotional and Behavioral Disorders     Hybrid Journal   (Followers: 1)
Journal of Engineering Education     Hybrid Journal   (Followers: 9)
Journal of English for Academic Purposes     Hybrid Journal   (Followers: 17)
Journal of English Language Teaching and Applied Linguistics     Open Access   (Followers: 6)
Journal of Environmental Education     Hybrid Journal   (Followers: 7)
Journal of European CME     Open Access   (Followers: 1)
Journal of Experiential Education     Hybrid Journal   (Followers: 5)
Journal of Experimental Education     Full-text available via subscription   (Followers: 3)
Journal of Extension Education     Open Access   (Followers: 1)
Journal of Faculty Development     Full-text available via subscription   (Followers: 7)
Journal of Formative Design in Learning     Hybrid Journal  
Journal of Further and Higher Education     Hybrid Journal   (Followers: 36)
Journal of Gay & Lesbian Issues in Education     Hybrid Journal   (Followers: 7)
Journal of General Education     Full-text available via subscription   (Followers: 1)
Journal of Geography in Higher Education     Hybrid Journal   (Followers: 15)
Journal of Geoscience Education     Hybrid Journal   (Followers: 2)
Journal of Graduate Research     Open Access  
Journal of Graduate School Sakon Nakhon Rajabhat University     Open Access  
Journal of Graduate Studies in Northern Rajabhat Universities     Open Access  
Journal of Higher Education Outreach and Engagement     Open Access   (Followers: 12)
Journal of Higher Education Policy and Management     Hybrid Journal   (Followers: 32)
Journal of Higher Education, The     Full-text available via subscription   (Followers: 41)
Journal of Hispanic Higher Education     Hybrid Journal   (Followers: 3)
Journal of Honai Math     Open Access  
Journal of Hospitality & Tourism Education     Hybrid Journal   (Followers: 9)
Journal of Hospitality, Leisure, Sport & Tourism Education     Full-text available via subscription   (Followers: 3)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Information Technology and Application in Education     Open Access   (Followers: 3)
Journal of Information Technology Education : Discussion Cases     Open Access  
Journal of Information Technology Education : Innovations in Practice     Open Access   (Followers: 7)
Journal of Information Technology Education : Research     Open Access   (Followers: 6)
Journal of Innovative Science Education     Open Access   (Followers: 3)
Journal of Inquiry and Action in Education     Open Access   (Followers: 3)
Journal of Instructional Technologies & Teacher Education     Open Access   (Followers: 2)
Journal of Integrated Elementary Education     Open Access   (Followers: 7)
Journal of Intellectual & Developmental Disability     Hybrid Journal   (Followers: 67)
Journal of International Education in Business     Hybrid Journal   (Followers: 2)
Journal of Interprofessional Education & Practice     Full-text available via subscription   (Followers: 5)
Journal of Language and Cultural Education     Open Access   (Followers: 4)
Journal of Language and Education     Open Access  
Journal of Language Identity & Education     Hybrid Journal   (Followers: 11)
Journal of Latinos and Education     Hybrid Journal   (Followers: 4)
Journal of Learning Analytics     Open Access   (Followers: 5)
Journal of Learning Disabilities     Hybrid Journal   (Followers: 27)
Journal of Legal Education     Open Access   (Followers: 5)
Journal of Legal Studies Education     Hybrid Journal   (Followers: 5)
Journal of Library & Information Services in Distance Learning     Hybrid Journal   (Followers: 1167)
Journal of Literary Education     Open Access   (Followers: 1)
Journal of Machine Learning Research     Open Access   (Followers: 64)
Journal of Marketing Education     Hybrid Journal   (Followers: 7)
Journal of Marketing for Higher Education     Hybrid Journal   (Followers: 10)
Journal of Mason Graduate Research     Open Access   (Followers: 1)
Journal of Mathematics Education at Teachers College     Open Access   (Followers: 7)
Journal of Mathematics Teacher Education     Hybrid Journal   (Followers: 20)
Journal of Media Law     Hybrid Journal   (Followers: 7)
Journal of Media Literacy Education     Open Access   (Followers: 3)
Journal of Mixed Methods Research     Hybrid Journal   (Followers: 24)
Journal of Montessori Research     Open Access   (Followers: 8)
Journal of Moral Education     Hybrid Journal   (Followers: 7)
Journal of Motor Learning and Development     Hybrid Journal   (Followers: 1)
Journal of Multicultural Counseling and Development     Hybrid Journal   (Followers: 7)
Journal of Multilingual and Multicultural Development     Hybrid Journal   (Followers: 17)
Journal of Museum Education     Hybrid Journal   (Followers: 21)
Journal of Music Teacher Education     Hybrid Journal   (Followers: 10)
Journal of NELTA     Open Access  
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 7)
Journal of Occupational Therapy Education     Open Access   (Followers: 27)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 56)
Journal of Outdoor and Environmental Education     Hybrid Journal   (Followers: 2)
Journal of Pedagogy : The Journal of University of Trnava     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 2)
Journal of Philosophy of Education     Hybrid Journal   (Followers: 19)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 13)
Journal of Political Science Education     Hybrid Journal   (Followers: 9)
Journal of Practical Studies in Education     Open Access   (Followers: 3)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 1)

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