Authors:Seyed Javad Roudehchi Tabrizi, Elahe Seifodin, Samar Goldouz Pages: 1 - 18 Abstract: This study has made several observations regarding the teaching conditions of this subject in primary schools. It has been noted that, in general, students in the sixth year lack the proficiency required for basic communication in English. However, we aim to validate our interpretation of the circumstances by examining the educational setting of English language instruction in a Turkish-speaking milieu in Ankara. In this particular instance, our objective is to elucidate the circumstances surrounding the training of English educators in elementary schools, with the aim of comprehending their pedagogical methods and personal perspectives on their professional environment, as well as the objectives they establish for themselves in terms of their students' English proficiency upon completion of primary education. Our objective is to identify parameters that are likely to contribute to English fluency among elementary students who are native English speakers, with an emphasis on achieving equality among these parameters. The qualitative methods and the case study were deemed as the most suitable approaches due to their ability to provide a comprehensive description of a real-life situation that is closely aligned with the research domain. From a methodological perspective, a sample of six primary education English as a Second Language (ESL) teachers were selected based on criteria including their years of teaching experience, the grade levels they taught, and their specialization in ESL. This study demonstrates that teachers prioritize creating a comfortable learning environment in the English classroom, fostering student motivation to develop language skills, and acknowledging the challenges associated with teaching in a context with limited practice hours. These concerns are influenced by the teachers' training, instructional practices, working conditions, and perceptions. PubDate: 2023-09-01 DOI: 10.53103/cjess.v3i5.166 Issue No:Vol. 3, No. 5 (2023)
Authors:Seyed Javad Roudehchi Tabrizi, Samar Goldouz Pages: 19 - 37 Abstract: There is a prevalent belief among individuals that the optimal approach to acquiring a second language (L2) is through instruction provided by native English-speaking teachers (NESTs). The objective of this research was to investigate the perspectives of English as a Foreign Language (EFL) students at the post-secondary level regarding the instructional competencies of non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs). The study comprised a sample of 30 Turkish students who were learning English as a foreign language. The sample included 17 female and 13 male participants who were selected from post-secondary students enrolled in ANKU (Ankara University Development Foundation Private Anatolian & Science High School). Participants were required to have a minimum of 27 hours of weekly English language instruction. The participants were selected through the convenience sampling method. The present study utilized semi-structured interviews as the primary data collection instrument, with a total of 30 participants being interviewed. The investigator conducted individual, semi-structured interviews at the English Language Department of Foreign Languages. The data collection process consisted of five interview sessions, each of which lasted for 90 minutes. Thematic analysis (TA) was utilized to examine the interview data. The results of the current investigation indicate that non-native English-speaking teachers (NNESTs) have the potential to offer more effective feedback compared to their native English-speaking counterparts (NESTs). Furthermore, non-Native English-Speaking Teachers (NNESTs) possess superior abilities in instructing writing and grammar compared to Native English-Speaking Teachers (NESTs), and they exhibit a proficient understanding of pedagogical techniques. Conversely, non-native English-speaking teachers (NESTs) exhibited exceptional linguistic aptitude and demonstrated fluency in their use of language. Additionally, non-native English-speaking teachers (NESTs) served as a significant source of inspiration for English language learners, and they exhibited greater efficacy in instructing oral communication and auditory comprehension abilities than non-native English-speaking teachers (NNESTs). The study's implications were presented in the paper's conclusion. PubDate: 2023-09-01 DOI: 10.53103/cjess.v3i5.167 Issue No:Vol. 3, No. 5 (2023)
Authors:Siddhartha Paul Tiwari Pages: 38 - 47 Abstract: Through the application of social sciences theories, new socio-technical approaches to information systems seek to overcome traditional shortcomings. Identifying complex problems today requires a deeper understanding of how our lives, traditions, and institutions have become profoundly 'sociotechnical' at any level of human interaction. Flexibility and speed are the primary pillars of future analysis to ensure survival. A change in mindset is the first step towards transforming an organization, since in the future, organizations will need to find a balance between extremes. There will continue to be interest in socio-technical design in the future, and therefore, this field will adapt over time in order to meet the demands of ever-changing conditions. Regardless of changes in their organizational structures, organizations must remain committed to motivation. When implementing disruptive, more advanced technologies within an organization, both long and short-term considerations are required. Several findings of this paper indicate that any new technology can pose a significant disruption to an organization and society in general if not implemented properly. As a consequence, organizations should investigate new technologies from all angles within their organization. This paper presents a conceptual framework for engineering socio-technical systems that is required in order to integrate socio-technical considerations into existing technology research and development processes in a progressive manner. This study employs a qualitative approach to examine the antecedents and determinants of sociotechnical systems. A focus group discussion was conducted with 310 professionals from 40 organizations working in fields such as technology and society and managing sociotechnical systems in general. This discussion led to the recommendations and conclusions resulting from the study. PubDate: 2023-09-01 DOI: 10.53103/cjess.v3i5.171 Issue No:Vol. 3, No. 5 (2023)
Authors:Ajayi Olatunde, Adediran; Yinka Oluranti Pages: 48 - 64 Abstract: The world is a global village. Nigeria as a member of the global community cannot be isolated from globalization, which has contributed to her development and that of several nations. The demand for leverage on globalization for competitive advantage is a challenge that can be felt in all sectors of the Nigerian society, including education. This study investigated the impact of globalization on educational development in Nigeria. To achieve the intended purpose, four research questions and four corresponding hypotheses were formulated. Validated self-structured questionnaire with test-re-test reliability of ‘r’ = 0.87 was administered on the study sample. A total of 110 respondents were randomly selected from the study population, which comprised students of Abrose Alli University, Ekpoma, Edo State, Nigeria. Findings of the study revealed that Information and Communication Technology (ICT) globalization has improved the teaching and learning process, enhanced access to education, improved the quality of educational administration and increased access to foreign aids or intervention funds. The study recommended improved funding, provision of up-to-date facilities and employment of more professionals to plan the education system in line with contemporary global demands for optimal impact of globalization on Nigeria’s education system. PubDate: 2023-09-01 DOI: 10.53103/cjess.v3i5.176 Issue No:Vol. 3, No. 5 (2023)
Authors:Vincent Elram Barbaso, Maryjane Omandam Pages: 65 - 80 Abstract: This qualitative study aimed to investigate the contribution of Aikido practice on the overall well-being of seminarians, focusing on their transformative learning experiences. The research design incorporated elements from Merriam's framework of qualitative research. In-depth interviews were conducted with actively participating seminarians, and the collected data were analyzed using categorical analysis. The study identified various ways in which Aikido practice contributes to seminarians' well-being across different dimensions. Physically, Aikido enhances fitness, body awareness, control, and balance and coordination. Mentally, it promotes mindfulness, conflict resolution, emotional regulation, and self-control. Aikido also supports spiritual well-being through the cultivation of mind-body connection, transcendence, and self-transformation. Additionally, it aids in emotional well-being by helping individuals regulate their emotions and manage stress. In terms of moral development, Aikido fosters moral reasoning and behavior. The findings of this study contribute to a deeper understanding of the transformative potential of Aikido for seminarians' overall well-being and provide practical implications for integrating Aikido into seminary training programs. PubDate: 2023-09-01 DOI: 10.53103/cjess.v3i5.175 Issue No:Vol. 3, No. 5 (2023)
Authors:Jason Enmacino, Symond Rey Repal, Nikko Briones, Remy Richie Ferrater, Andres Kim Apoya Pages: 81 - 103 Abstract: Social workers are essential in society. They help the community by assisting in conducting plans and providing resources to the community. As social work students, community services like outreach programs are recognized as one of the significant components of social work education and a major determinant of its quality. A community outreach program may enhance the understanding and responsibilities of a social work student. This study describes the experiences of third-year social work students who engaged in community outreach programs within the Subanen community. The study employed a qualitative research design with a case study methodology, and through analysis of participant narratives, the researchers concluded that the students perceived their experiences as both challenging and fulfilling, often accompanied by a sense of culture shock. The research participants also employed resilience and teamwork to cope with different challenges and successfully carry out their planned activities. PubDate: 2023-09-01 DOI: 10.53103/cjess.v3i5.156 Issue No:Vol. 3, No. 5 (2023)
Authors:Tara Brabazon Pages: 104 - 123 Abstract: Seeing is believing. Supposedly. But how many metrics, online dashboards, ‘stretch targets,’ bullying incidents, research misconduct and academic misconduct cases do scholars need to see before alternative modes of higher education are considered' If distinctive and dissonant ways of teaching, learning, researching and knowing are to be offered, then it is time to activate the soundscapes of scholarship via the auditory academic. Revisiting the work of two powerful Canadian scholars from the analogue age – Murray Schafer and Harold Innis – their key tropes of the ‘Thinking Ear’ and the ‘Bias of Communication’ are deployed to configure and shape the auditory academic, listening to the different ways of knowing, rather seeing (and believing) the unjust, irrational and mediocre. PubDate: 2023-09-13 DOI: 10.53103/cjess.v3i5.181 Issue No:Vol. 3, No. 5 (2023)
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