The educational process has been dramatically transformed by technology; this transformation has caused the emergence of central concepts, among which is distance learning. The latter has brought new opportunities to learn from; meanwhile, it has presented challenges that have impacted learning in many ways. Thus, the present study investigated the implementation of E-learning among EFL students at Moulay Ismail University to identify students' perceptions about this type of learning and consider the pros and cons to ensure best practice (...) solutions that endorse online learning quality. The study included 315 students at Moulay Ismail University in Morocco who completed an online questionnaire and used descriptive analysis because the data was presented in simple summaries that aimed to describe the basic features of the data and measures. The findings, both quantitative and qualitative, indicated that e-learning is still in its early stages. At the same time, students are not entirely prepared to supersede traditional learning with distance education due to some reasons, in particular, such as lack of university support in offering resources to learn online, lack of internet connection, malfunction of technological tools, etc. All in all, EFL students prefer blended learning because it allows them to combine a new technological experience with a traditional one. Meaning that e-learning should not be excluded entirely from the educational system, but it can be used only as a support to foster EFL students' academic achievements. (shrink)

Speaking skill is one of the most important skills of the four language skills. It is believed as an indicator of competency in a language. Nazara (2011) considers speaking skill as an essential skill of the four language skills and suggests that EFL students have to master the speaking skill. Unfortunately, the majority of Afghan EFL undergraduates are facing issues in the speaking skill. Most of Afghan undergraduate EFL learners are good in reading and writing but they are not (...) accurate and fluent in oral communication (Zia and Sulan, 2015). Hence, this study was conducted to particularly investigate student-related factors that affect students’ speaking skill. A mixed-method approach was used for the study. Data was collected through questionnaires and interviews. The data collected through questionnaires was analyzed in SPSS whereas the data collected through interviews was thematically analysed. A total of 90 students were purposively selected and participated in the study. The findings show that psychological factors and weak background of English language in the part of students were some of the factors that impede students speaking skill. It is hoped that the findings of the current study will help teachers as well as educators to be attentive toward students-related responsibilities to reduce the factors that affect students' speaking skill. (shrink)

The 21st academic curriculum worldwide has emphasized Critical Thinking as one of the paramount thinking skills. However, the fact that whether EFL teachers- as direct guides in the classroom- have thoroughly grasped the concept, have been exposed to the concept or equipped with adequate methods and approaches to teach critical thinking in daily lessons remains questionable. This paper aims to present the Vietnamese EFL teachers’ perceptions of critical thinking and provide an overview of their current practices of critical thinking skills. (...) The paper emphasized the extent of understanding of critical thinking that Vietnamese EFL teachers show in comparison with definitions in the literature, and how they apply what they understand in the EFL classroom. Participants of the study are 5 teachers who have teaching experience of more than 3 years, and the researchers collected data through in-depth interviews. The findings revealed a lack of information and training from the participants as well as some challenges in practicing the skills due to time-constraints or inadequate general knowledge and limited language level of students. This paper gives EFL managers and practitioners’ assessment criteria for whether to include or exclude critical thinking in their classes and sheds light on how Vietnamese EFL teachers can structure their lessons to critical thinking in the classroom. (shrink)

Abstract: There are inherently relations between English language learning education and learners’ psychology. Learners possess their individual ways of comprehending and employing the language. Speaking in front and at the presence of others make them embarrassed and petrified in language classrooms. This matter causes the learners to behave in a particular psychological way either consciously or unconsciously through repetitions of some words or phrases, reveal sentences nervously, lack of confidence and produce ungrammatical sentences while communicating with others. As a result, (...) language instructors need to apply remedial courses to unlock the challenging issues of the learners which influences on their relationship in the classroom. Treating students equally and proper counseling of every learner irrespective of their knowledge and a genuine assurance that they are equally important components of a language classroom are some of the techniques that can work wonders in mitigating these issues. This study tries to deal with the negative and positive psychological treatments EFL learners may reveal in various foreign language classrooms which pose as challenges to language educators and tries to manage these issues with some remedial courses and prospects. (shrink)

Of the four language skills, speaking is usually considered an indicator of proficiency in a language. As an EFL student, one should master speaking skill (Nazara, 2012). Unfortunately, most Afghan EFL undergraduates are not as good at speaking as they are in the other three English language skills (reading, writing and listening). Most Afghan undergraduate EFL learners are good at reading and writing, but in part of oral communication, they are not accurate and fluent (Zia & Sulan, 2015). Hence, this (...) study was conducted to investigate the factors that affect the Afghan undergraduate EFL learners’ speaking skill at Sayed Jamaluddin Afghani University Kunar, Afghanistan. The study specifically investigated the learning environment-related factors that affected student speaking skill. A mixed method was used for this study, i.e., quantitative (questionnaire) and qualitative (interview). The questionnaire data were descriptively analyzed in SPSS version 20 and presented in figures and tables. The interview data were thematically analyzed and presented. A total of 90 students (40 junior and 50 senior) were purposively selected and participated in this study. The findings revealed that large classes and the lack of basic facilities in the speaking classroom were some factors in the learning environment that affected the students speaking skill. The current study’s findings will hopefully help teachers and educators be attentive and creative in building a proper learning environment to reduce the factors that affect students’ speaking skill. (shrink)

Reading, writing, listening and speaking are the four primary and required skills of every language. Of the four skills of a language, speaking is the skill that always matters the most for a language learner, and it is considered essential. According to Nazara (2012), speaking is an important and essential skill of the four language skills, and as an EFL student, one needs to master the speaking skill. However, the majority of Afghan EFL undergraduates face difficulties in this all-important skill (...) of the language. According to Zia and Sulan (2015), for most of Afghan undergraduate EFL learners, reading and writing are easy, but in oral communication, they are not accurate and fluent. Hence, this study was conducted to investigate the factors that affect the Afghan EFL undergraduates’ speaking skill at Sayed Jamaluddin Afghani University Kunar, Afghanistan. The study specifically investigates teacher-related factors that affect students’ speaking skill. A mixed method was used for this study, i.e., quantitative (questionnaire) as well as qualitative (interview). The data of the questionnaire was descriptively analysed in SPSS version 20 and presented in figures and tables. The interview data were thematically analysed and presented. A total of 90 students (40 junior and 50 senior) were purposively selected and participated in this study. The findings revealed that the rare use of speaking activities like pair work, group work, role-plays, group presentations and improper methods of teaching were some of the factors on the part of teachers that affected students' speaking skill. It is hoped that the findings of the current study will help teachers as well as educators to be attentive toward their related responsibilities to reduce the factors that affect students' speaking skill. (shrink)

The study examines English as Foreign Language (EFL) students’ attitude towards developing their speaking abilities at KRI University in order to better understand the disparities in speaking competency among undergraduates. The study utilized a quantitative approach and employed a 4-item interview survey to gather data for the study. The survey interview questionnaire was adopted from Wang, Kim, Bong, and Ahan (2013) and administered to 100 students in the departments of English of six universities in Iraq's Kurdistan Region. A (...) semi-structured interview was developed for EFL students. The questionnaire was online and an open-ended one. The data from the participants was analyzed using thematic analysis with (SPSS) software. The finding revealed a perceived failure in EFL students' English-speaking skills and this was reported along with causes of the perceived difficulty. The finding also revealed a poor level of speaking ability among EFL undergraduates as well as little education in the skill at the university level. Apart from these, the study discovered some major challenges for EFL students such as lack of confidence, lack of planning, a demotivating atmosphere, incorrect word choice, poor gestures, and incorrect style which made the students not to be successful in their speaking abilities. The study suggested that EFL learners' competency should be securitized to strengthen their speaking abilities in the light of the results of the study. Speaking is a crucial ability in language acquisition and EFL teachers should help their students acquire it. As a means of improving students' communicative ability, task-based instruction should be utilized in educational institutions and universities. The implication of this paper is that speaking difficulties among EFL students in the Iraqi Kurdistan Region institution can be solved by putting greater focus on this ability. There are several issues to consider, including teachers, instructional methodologies, the curriculum, extracurricular activities, and assessment rules. (shrink)

Many studies have been conducted to investigate the implementation of Communicative Language Teaching (CLT) in ESL and EFL contexts, but those conducted in EFL context, have reported that the application of CLT was challenging. Still, as far as the Afghan EFL context is concerned, there is a lack of empirical research investigating the issue. Hence, the purpose of this study is to explore afghan EFL lecturers’ perceived challenges in practicing CLT. The study also aims to examine if there is any (...) significant relationship among teachers use of CLT, the perceived challenges, and their demographic profiles. This study uses a quantitative research approach in which a survey questionnaire was given to EFL lecturers teaching in a public university. The results of the study revealed that the EFL lecturers had positive perceptions of using CLT activities, as there were evidence of a number of major CLT activities conducted in their classrooms. The results also revealed that they faced certain challenges that prevented them from implementing CLT effectively. Furthermore, significant correlation was found between students’ related challenges and teachers’ perceptions of using CLT; however, no significant correlations were found among teachers’ demographic profiles and CLT perceived challenges. This research is significant since it could be used as a resource presenting a comprehensive picture of CLT implementation in EFL classrooms in Afghanistan. (shrink)

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a test (...) of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness. (shrink)

Inspired by the recent trends in education towards learner autonomy with their emphasis on the interests and desires of the students, and borrowing ideas from philosophy (particularly ethics), the present study is an attempt to investigate the discrepancy in the findings of the studies addressing error correction in L2 writing instruction, and suggest the (oft-neglected) students’ beliefs, interests and wants as what can point the way out of confusion. To this end, a questionnaire was developed and 56 advanced (...) adult EFL learners were asked to complete the questionnaire. The opinions of 20 EFL teachers were also collected using another questionnaire. Twenty-three of the students and 13 of the teachers were then interviewed in an attempt to collect explanations for their answers in the questionnaires. The results indicated that all the learners wanted the errors in their writings to be corrected. About 90 percent of them believed that all the errors in their writings should be corrected and only less than 10 percent of them agreed that there is no need to correct all the errors and that only “important” errors should be rectified. On the contrary, of the teachers who participated in the study, only 20 percent believed that all the errors in the students’ writings should be corrected. While most of the interviewed students attributed their preference of choice to feeling more confident and efficient in learning when they can recognize all the errors in their written assignments, most of the teachers believed that by correcting important errors (and not all errors), learners can get the most of their writings. Given the incongruity between teachers’ and (advanced) students’ beliefs over writing error correction, and considering advanced students as legitimate decision makers for their own learning, some suggestions are offered for EFL writing teachers. -/- . (shrink)

This paper presents the results of an attempt to adapt the technology acceptance model to a questionnaire to indicate whether or not the Moodle content management system was accepted by 147 Japanese University English language students. The questionnaire consisted of 13 items based on the factors of usefulness and ease-of-use. A factor analysis was performed on the results to ensure the number of underlying factors explaining the data. The result indicated that 2 factors explained more than 94% of item (...) variation. In addition, a discussion of the individual participant answers demonstrated that more than 85% of participants of this study accepted the Moodle system as both useful and easy to use. (shrink)

This article presents the findings of a seven-week case study which aimed to identify the benefits of self-assessment in EFL writing classes at tertiary level. The study was conducted with 17 B1- English language proficiency level students studying at an English preparatory programme of a foundation university. First, the students were introduced to using rubrics to assess a written product. Then, each week after students composed a writing, a paragraph for the first three weeks and an essay (...) for the remaining four weeks, the students were asked to assess their own writing by using the relevant rubric and filling in the self-assessment form. In addition, a questionnaire was conducted at the beginning of the study to investigate whether the students could identify their own strengths and weaknesses in writing, whether they could make sense of the criteria that are used for writing quizzes, and whether they made sense of the feedback given by the teachers for their writings. The same questionnaire was conducted again on the last day of the research to check whether the participants changed their opinions. The results revealed that the students improved their understanding of the rubrics over time by practice, they felt more responsible for their own learning, they were able to reflect on their own performance, and they became more autonomous learners. (shrink)

Digital Literacy (DL) is defined as the ability to use information and communication technology to communicate with cognitive and technical skills. One of the Digital Literacy is Mobile-Assisted Language Learning (MALL) or mobile phones-based language learning. Merits of this study are worthy of helping learners easier understand the language learning materials presented by either guided face to face in the classroom or self-learning out of the school. The study used experimental and control classes to compare the results that the significance (...) of Mobile-Assisted Language Learning in learning language could be prescribed. Refer to the initial students’ ability, this study designed pre and post-test for the experiment. Furthermore, participants were 40 students of second-year students at the English Education Department. Same topics were taught for experiment and control class in alter methods. The results claimed that the using post-test of MALL had merits on improving experimental group more than control group performance. The results declared that using MALL would encourage students learning activities such as self-language learning, enriching vocabulary, promoting teacher’s pedagogic, student’s cognitive, writing skill, reading comprehension, speaking, grammar and listening skill. Lastly, this paper implied MALL as a reference for future curriculum and material development. (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in (...) their language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

Academic Writing is a core subject that undergraduate students take during their four years of study. However, many students find the subject challenging. Several studies have been conducted to explore the difficulties students face, yet in Afghanistan, little to no research is available. Hence, this project is a small attempt to address this gap. This research aims to look into the difficulties of undergraduate English major students face in Academic Writing. The writing difficulties were investigated in (...) terms of content, structure, and language. A quantitative descriptive method was employed for this study, and a questionnaire was given to 121 undergraduate degree students from the English Department at Kabul University. The research data were analyzed using SPSS. The research findings revealed that the students faced several challenges in Academic Writing in terms of language, structure, and content. Finally, some recommendations to overcome the difficulties and suggestions for future research are provided. (shrink)

The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners' regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. (...) Of them, 12 students also participated in an interview. The results showed that the two main components of metacognition, i.e., the knowledge and regulation of metacognition, are closely and significantly correlated. The learners, assigned to four different ability groups (LK/LR, LK/HR, HK/LR, HK/HR), were found to benefit most by engaging in a task with the highest involvement load. Despite the benefits, their regulatory ability mediated the effects of task-induced involvement load on word learning, which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed. (shrink)

This study examines the representations of male and female social actors in selected Iranian EFL (English as a Foreign Language) textbooks. It is grounded in Critical Discourse Analysis and uses van Leeuwen’s Social Actor Network Model to analyze social actor representations in the gendered discourses of compulsory heterosexuality. Findings from the analysis show that the representations endorse the discourse of compulsory heterosexuality which is an institutionalized form of social practice in Iran. Three male and three female students were interviewed (...) to find out what they think about these representations. Their responses with regard to whether they think textbooks should also include representations of other forms of sexuality were non-committal and vague. To them LGBT people are the ‘‘Other’’ practicing a form of sexuality that is not normal. Such exclusions could obscure the reality regarding the existence of such gender identities and represent the world in a particular manner. (shrink)

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out (...) teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts. (shrink)

This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes were (...) substantiated by Clandinin and Connelly to replicate their voices and experiences. The research finding reveals that teachers’ profound knowledge and skills about their capital are useful to integrate various cultures and content in the classrooms. Pedagogically inbuilt potentials of teachers and their pedagogical capital maximally enhance learners’ learning opportunities and foster students’ potential. However, it contributes to teachers’ education by rationalizing the essence of teachers’ pedagogical knowledge to transform our ELT practice in Nepal. (shrink)

Language and politics go hand in hand and learning and comprehending political genre is to learn a language created for codifying, extending and transmitting political discourse in any text/talk. Drawing upon the theoretical framework of Fairclough’s CDA and Rhetoric, the current study aims at investigating Donald Trump’s First Speech, from the point of frequency and functions of some rhetorical strategies (Parallelism, Anaphora and the Power of Three, Antithesis and Expletive, etc.), Nominalization, Passivization, We-groups and Modality as well as Lexical and (...) Textual Analysis, presented to the UN delivered on Sep. 19, 2017. Specifically, the study seeks to determine: (1) how President Trump succeeded in conveying his notions and assumptions to his intended audience, and in convincing and negotiating, (2) how he attempted to explicitly and implicitly pass his attitudes on his targets, and (3) how those orientations, intended notions and assumptions were seamlessly presented to his addressees in discoursal and lexico-grammatical levels; (4) and finally in this underlying trend how he achieved his own ends. The results of the study hope to enhance reading comprehension and writing in academic registers for EFL/ESL students. (shrink)

This chapter presents a task-based lesson sequence based on Judith Butler's Gender Trouble. Gender Trouble is a great piece of philosophical literature. However, as philosophical literature is a genre rarely found in EFL teaching, this chapter first demonstrates in detail the merits of this genre for the teaching ofEnglish for Academic Purposes. After a brief analysis of the source text, which deconstructs the entire sex-gender link and presents both sex and gender as free-floating, this chapter presents task-based methodology and how (...) it is utilized in a lesson aimed at building gender awareness and acceptance. In the target task students are asked to take the role of an ethics teacher at an Irish high school, in which the discussion arose whether the school should introduce unisex toilets and changing rooms in order to not discriminate against transsexual students. Tue study of Butler's philosophy will provide students with both the knowledge and language to accomplish this task. Open follow-up discussions often lead to powerful ethical insights in the context of gender, homo- and transsexuality. (shrink)

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; (...) L. T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy. (shrink)

This riveting book introduces an overall analytical framework and theoretical guideline for all teachers-researchers involved in inspecting the dynamic role of English on social media. It concentrates on Facebook data generated by EFL university students in Mongolia and Japan, and it accommodates a clear delineation in the trans-linguistics turn, while exploring in depth the global spread of authenticity. Structurally, the book comprises nine chapters, and thematically is classified into four parts, and can be viewed from two aspects. The first (...) aspect, thereby, aims to elucidate the connection between English and transnational EFL university students as social media users. The focal point in the second aspect, thereby, is on numerous dynamic claims of authenticity and legitimacy by transnational EFL university students in term of their intricate association with English on social media. (shrink)

The current study is conducted with the aim to explore the practices and perceptions of Afghan EFL lecturers toward assessment. A second aim of the study is to explore the challenges the lecturers encounter in the implementation of formative assessments in their classes. To serve these basic objectives, a qualitative case study method design was employed with three English language lectures as the participants. Semi-structured interviews were used as the main instrument to collect data. The findings of the study indicated (...) that all three lecturers maintained positive perceptions toward formative assessment and favored it over summative assessment. However, the study also discovered that the lecturers practice summative assessments more than formative assessments in their classrooms. This, as indicated by the lecturers, was due to the fact that their choices of employing certain assessment practices were dictated in terms of certain challenges such as university rules and policies, large classes, and time constraints. Lastly, some suggestions are made that may prove useful to effectively apply formative assessment in Afghan EFL context. (shrink)

Code-switching is explained as switching between two languages at the same time while conversing in the same discourse. The aim of this study is to explore the perceptions of Afghan EFL lecturers toward code- switching. This study used a qualitative research approach in which the data was collected via semi-structured interviews with five EFL lecturers. The lecturers were interviewed to explore their perceptions and reasons for code-switching, and the extent to which they practice code-switching in their classrooms. The results revealed (...) that the lecturers in the study had positive perceptions of code-switching and believed it as a beneficial strategy in facilitating the learning process. However, they also conveyed that an excessive practice of code-switching should be avoided. The study results also disclosed that the lecturers practiced code-switching for various functions such as explaining difficult concepts (translation), explaining complex grammatical points, clarifications, and giving instructions. Finally, the paper provides recommendation for further research. (shrink)

This study focuses on the differences in the perception of business ethics across two groups of management students from France and Romania (n = 220). Data was collected via the ATBEQ to measure preferences for three business philosophies: Machiavellianism, Social Darwinism, and Moral Objectivism. The results show that Romanian students present more favorable attitudes toward Machiavellianism than French students; whereas, French students valued Social Darwinism and Moral Objectivism more highly. For Machiavellianism and Moral Objectivism the results (...) are consistent with the literature and our hypotheses. However, contrary to our expectations, we find that Social Darwinism is more important in France than Romania. The results indicate that religious practice does not influence preferences for the three business philosophies. In terms of gender differences, women have less favorable attitudes toward Machiavellianism and more favorable attitudes toward Moral Objectivism than men. (shrink)

The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to describe the participants’ performance and confidence. Independent samples t-tests were used to determine (...) the significant differences in the performance and confidence between the two groups. In contrast, dependent samples t-tests were used to determine the significant differences in each group’s pre and posttest performance and confidence. Findings bared that the differentiated instruction successfully addressed students’ performance in mathematics even in a short period. It also increased the participants’ confidence when answering fundamental problems. Continuing differentiated instruction activities are recommended since it benefits students who struggle in mathematics, particularly in answering fundamental operations. Differentiated teaching activities in mathematics can boost academic achievement and engagement and prepare students for future success while fostering a positive and inclusive classroom culture that values individual learning needs and preferences. (shrink)

The primary purpose of the study was to determine the significant difference in the student performance in English selected topics through self-learning modules based on their sections. The respondents of the study are the 123 fourth-grade students of a central elementary school. Utilizing the descriptive-comparative type of research with Mean and Analysis of Variance as statistical tools, it was found that the level of student performance was satisfactory and there is no significant difference in the level of student's performance (...) when grouped according to section. The researchers, therefore, recommended that the school may implement face-to-face instruction with the help of the parents to address the needs of the students for their academic performance. Teachers should conduct a remedial class for the students with low academic performance and include assessments to assist and help the students develop their cognitive skills. Furthermore, future researchers were recommended to conduct similar studies with wider scope, with different research design and set of respondents. (shrink)

Students with high motivation to learn English as a second language become efficient language learners and ultimately acquire second language proficiency. However, demotivation in learning English as a second language remains to be a serious challenge. Thus, research-based information is needed to shed light in unravelling the factors of demotivation among second language learners and to guide teachers in putting forward practical solutions to increase students’ motivation in second language learning. This study was conducted to find out the (...) specific factors that hinder students’ desire to learn English as a second language. The researcher used descriptive research design and involved 1,302 students of Palawan State University Cuyo Campus selected through random sampling. Demotivating factors were measured using a modified questionnaire with reliability index of 0.85. Students’ self-confidence, learning content and context, focus of teaching and school facilities are revealed as demotivation to second language learning. The findings of this study may guide English teachers in designing teaching-learning contexts that are interesting and can boost student’s confidence in using English as a second language. It is also beneficial to policymakers and curriculum developers so that necessary policies may be implemented to improve school facilities, teaching strategies, and learning content and context. (shrink)

Introducing alternative modes of assessment is but one response to the recent call for democratic and ethical language assessment. Yet, despite the recent emphasis in the discourse community and the rise in publication on alternative assessment, these new forms of assessment still need to be explored further. This study is a two-fold attempt: first, to investigate teachers’ attitudes and beliefs about different aspects of traditional testing and alternative assessment, and second to delve into their ethical orientation and to examine views (...) on language testing apropos of their general ethical viewpoints. A questionnaire was developed and used to collect Iranian EFL teachers’ views on language testing and ethics in general (N = 153). The results indicated that despite its agreed-upon disadvantages, an obstinate stigmatization and refusal of traditional testing may still seem a practice at odds with the common sense. In fact, until a better proposal can be offered, alternative assessment and traditional testing can best be regarded as supplements rather than substitutes. (shrink)

Aims: This paper assessed the motivation and perception of Grade 12 public school students in learning social science during the pandemic. It also investigated the difference in their motivation and perception. -/- Study Design: Descriptive-comparative design. -/- Place and Duration of Study: School Division of a Component City in Northern Negros Occidental, between January 2021 to July 2022. -/- Methodology: The study utilized the descriptive-comparative design. The study was assessed by 436 stratified randomly sampled students. The assessments were (...) gathered using the modified motivation and perception questionnaires. In analyzing the data, mean, standard deviation, Mann Whitney, and Kruskal Wallis were employed. -/- Results: Generally, the motivation (M=3.83, SD= 0.67) shows an agreeable result. The extrinsic goal orientation (M=4.15, SD= 0.88) is rated highest with an agreeable result, and social engagement (M=3.46, SD= 0.92) is the lowest with a neutral result. Meanwhile, they have agreeable perceptions (M=3.69, SD= 0.65) with perceived value (M=3.79, SD= 0.79) as highest and perceived teachers' attitude (M=3.46, SD= 0.89) as lowest. Moreover, there was no difference in their motivation when group according to sex [U=21954.5, p=0.721] and track [U=22104.0, p=0.875]. While a significant difference in academic performance [χ2(4)=53.069, p=0.000]. In terms of perception, it found no difference when grouped according to sex [U=22309.0, p=0.771] and track [U=22163.0, p=0.912]. While a significant difference in academic performance [χ2(4)=32.042, p=0.000]. -/- Conclusion: The study implies the need to address students' motivation and perception issues to ensure their quality learning of social science. (shrink)

This study aimed to determine the significant relationship among student engagement, academic motivation, and academic performance of the Intermediate Level Students of Licup Elementary School. Utilizing descriptive correlational method of research and validated questionnaires in data analysis with Mean, and Pearson Product–Moment of Coefficient Correlation as statistical tools, results shows that there is no significant relationship among the three variables. In addition, results also indicated that the student engagement and academic motivation of the intermediate level students of Licup (...) Elementary School is low, while the Academic Performance of the intermediate students is Very Satisfactory. It was also recommended that future researchers be encouraged to conduct this kind of research in a new location and to set to expand this kind of study. (shrink)

This study focuses on the differences in the perception of business ethics across two groups of management students from France and Romania (n = 220). Data was collected via the ATBEQ to measure preferences for three business philosophies: Machiavellianism, Social Darwinism, and Moral Objectivism. The results show that Romanian students present more favorable attitudes toward Machiavellianism than French students; whereas, French students valued Social Darwinism and Moral Objectivism more highly. For Machiavellianism and Moral Objectivism the results (...) are consistent with the literature and our hypotheses. However, contrary to our expectations, we find that Social Darwinism is more important in France than Romania. The results indicate that religious practice does not influence preferences for the three business philosophies. In terms of gender differences, women have less favorable attitudes toward Machiavellianism and more favorable attitudes toward Moral Objectivism than men. (shrink)

Software piracy is older than the PC and has been the subject of several studies, which have found it to be a widespread phenomenon in general, and among university students in particular. An earlier study by Cohen and Cornwell from a decade ago is replicated, adding questions about downloading music from the Internet. The survey includes responses from 224 students in entry-level courses at two schools, a nondenominational suburban university and a Catholic urban college with similar student profiles. (...) The study found that there has been few if any changes in student opinions regarding the unauthorized duplication of copy- righted materials. Students generally felt that copying commercial software and downloading music from the Internet was acceptable and found that there was no significant correlation between student attitudes and their school’s religious affiliation or lack thereof. Additionally, the study found that a small but significant percentage of respondents considered the other questionable behaviors as ethically acceptable. Finally, the reasons for these attitudes are discussed as well as what colleges can do to correct the situation. (shrink)

Gaining a high level of proficiency is the ultimate aspiration of all language learners, and the use of apology and politeness strategies is consistently associated with the levels of language proficiency. Owing to the significance of speech acts, politeness strategies, and level of proficiency, this study aimed to investigate the realization of apology speech acts and politeness strategies among Iranian EFL learners to examine and compare the lower-intermediate and advanced learners’ use of apology and politeness strategies. To achieve this goal, (...) 320 learners were selected out of 390 EFL learners who took a test of English language proficiency and were then divided into lower-intermediate and advanced levels. The findings of the study revealed significant differences between lower-intermediate and advanced Iranian EFL learners in the realization of the speech act of apology and politeness strategies. Advanced learners preferred to use more indirect and complicated forms of apology speech acts and tended to apply negative politeness and off-record strategies more than the lower-intermediate learners did. However, lower-intermediate learners preferred to use simple and more direct forms of apology and politeness strategies. It can be concluded that as learners increase their knowledge in the target language, and as their interlanguages get closer to the target language, they tend to apply more complicated and native-like speech acts and strategies . (shrink)

The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ (...) argumentative reasoning and retrieving the background beliefs that are the basis of their arguments. On this perspective, the process of premise reconstruction is followed by a heuristic reasoning process aimed at discovering the students’ previous intuitions that can explain the premises and concepts that are left unexpressed in their arguments. The theoretical insights advanced in this paper are illustrated through selected examples taken from activities concerning predictive claims on scientific issues. (shrink)

Abstract: This study introduces a machine learning-based model for predicting student performance using a comprehensive dataset derived from educational sources, encompassing 15 key features and comprising 62,631 student samples. Our five-layer neural network demonstrated remarkable performance, achieving an accuracy of 89.14% and an average error of 0.000715, underscoring its effectiveness in predicting student outcomes. Crucially, this research identifies pivotal determinants of student success, including factors such as socio-economic background, prior academic history, study habits, and attendance patterns, shedding light on the (...) nuanced dynamics of student performance. The key influential features identified in this study offer valuable insights into the complex factors shaping student achievement. These insights are vital for educators, policymakers, and institutions seeking to enhance educational outcomes and promote equitable access to quality education. This research provides a data-driven foundation for proactive interventions, personalized learning strategies, and support systems, ultimately contributing to improved student performance and academic success. The high accuracy of the predictive model and the feature analysis it provides empower decision-makers in the education sector. This model holds significant potential for applications in student performance monitoring, early intervention, and tailored educational strategies. By adopting a data-driven approach, this work advances the field of educational analytics and contributes to the goal of fostering student success and educational equity. (shrink)

Student bullying a teacher is a phenomenon given with the least attention and focus since the perpetrators were seen as the academe itself. This descriptive study aims to determine the understanding and behavior of students in a higher education institution towards teacher bullying. The study surveyed 105 conveniently selected respondents from the three (3) different departments of a local community college in Olongapo City who were currently enrolled within the school year of 2017-2018. A draft questionnaire was created and (...) submitted for validity, reliability, and consistency checks from different experts. The data collected were then processed using SPSS 22. The following results were generated: the respondent was a female, 18-20 years of age, first-year level and studying under the College of Business and Accountancy. The respondents moderately understood the idea of teacher bullying by students and their behavior towards teacher bullying by students is slightly inappropriate. Significant findings were found when the variables were grouped according to the year level and the department. There was also a low direct relationship that was observed between the understanding, year level and department. Based on the results, pertinent institutional policies and programs were recommended and suggested. (shrink)

This paper examined the relationship between tertiary students’ social media management attitudes and their academic performance in Cross River State, with a specific focus on Facebook, WhatsApp, and Instagram. To achieve this purpose, three null hypotheses were formulated accordingly. The study adopted a correlational research design. Cluster and simple random sampling techniques were used to select a sample of 1000 students from the entire population. The instrument used for data collection was a questionnaire titled: Tertiary Students’ Social (...) Media Management and Academic Performance Questionnaire (TESSMMAPQ). The reliability of the instrument was established through Cronbach alpha and estimate of .93 was obtained indicating that the instrument was internally consistent in measuring what it purports to measure. Pearson Product Moment Correlation Analysis used to analyze data and to test the hypotheses at .05 level of significance. Findings revealed that there is no significant relationship between tertiary students Facebook management attitudes (r. cal.0.032 < crit. r.0.062), WhatsApp management attitudes (r. cal.0.038 < crit. r.0.062), and Instagram management attitudes (r. cal.-0.009 < crit. r.0.062) respectively, with their academic performance. Based on these findings it was recommended among others that; tertiary students' social media usage should be regulated by smartphones producers and internet service providers; in such a way that a maximum monthly login interval (MMLI) is provided that will restrict users to a limited number of login chances. This will ensure that students maintain focus when they have been barred. (shrink)

In her book Specifications Grading, Linda B. Nilson advocates for a grading regimen she claims will save faculty time, increase student motivation, and improve the quality and rigor of student work. If she is right, there is a strong case for many faculty to adopt some version of the system she recommends. In this paper, we argue that she is mostly right and recommend that faculty move away from traditional grading. We begin by rehearsing the central features of specifications grading (...) and providing two examples of how to implement it in philosophy classes. In light of the examples, we argue that specifications grading fulfills two of Nilson’s central desiderata but not the third. Since specifications grading generates two benefits that when combined increase student learning, without adding or increasing burdens, we conclude that student learning increases when courses are revised to include aspects of specifications grading. (shrink)

Schools worldwide have started opening doors to welcome back students who, for almost two years, have been stuck studying at home. This study looks at the standpoint of Filipino students on going back to regular face-to-face schooling. There were 2,274 students of different tiers of education (high school, collegiate, graduate) from different major island groups of the Philippines (Luzon, Visayas, Mindanao) who participated in the study. The study used a mixed-method of descriptive statistics to present the quantitative (...) data gathered and thematic analysis of qualitative responses from the subjects. The majority of all the respondents favored going back to the physical classroom, and little only favored staying using the distance mode. In the qualitative analysis, the recurring reasons of the students varied from personal, economic, and fear of getting the virus. It was concluded that Filipino students want to go back to schooling. Moreover, a sizeable amount preferred hybrid while a small number preferred to stay in online or distance mode. Educational institutions should always observe the covid 19 protocol when students go back. (shrink)

Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using (...) descriptive statistics and Spearman's rank correlation coefficient utilizing jamovi software. Results revealed that the faculty-prepared instructional modules were acceptable and satisfactory to the students. Besides, the students' evaluation of the instructional modules was positively related to their level of satisfaction. Still, the students recommended that a review of the modules be done before sending the modules; a more extended time allotment is considered, and sufficient concrete examples are given in the modules. With this, the faculty concerned are encouraged to review the phases involved in the design, development, and distribution of the instructional modules to make them highly acceptable and very satisfactory to the students while maintaining the quality of both the content and aesthetics of the learning materials. Considering the study’s limitations, further endeavors may be carried out to validate this pedagogical innovation. (shrink)

In recent years, educational institutions have started using the tools of commercial data analytics in higher education. By gathering information about students as they navigate campus information systems, learning analytics “uses analytic techniques to help target instructional, curricular, and support resources” to examine student learning behaviors and change students’ learning environments. As a result, the information educators and educational institutions have at their disposal is no longer demarcated by course content and assessments, and old boundaries between information used (...) for assessment and information about how students live and work are blurring. Our goal in this paper is to provide a systematic discussion of the ways in which privacy and learning analytics conflict and to provide a framework for understanding those conflicts. -/- We argue that there are five crucial issues about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. First, we argue that we must distinguish among different entities with respect to whom students have, or lack, privacy. Second, we argue that we need clear criteria for what information may justifiably be collected in the name of learning analytics. Third, we need to address whether purported consequences of learning analytics (e.g., better learning outcomes) are justified and what the distributions of those consequences are. Fourth, we argue that regardless of how robust the benefits of learning analytics turn out to be, students have important autonomy interests in how information about them is collected. Finally, we argue that it is an open question whether the goods that justify higher education are advanced by learning analytics, or whether collection of information actually runs counter to those goods. (shrink)

The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ (...) argumentative reasoning and retrieving the background beliefs that are the basis of their arguments. On this perspective, the process of premise reconstruction is followed by a heuristic reasoning process aimed at discovering the students’ previous intuitions that can explain the premises and concepts that are left unexpressed in their arguments. The theoretical insights advanced in this paper are illustrated through selected examples taken from activities concerning predictive claims on scientific issues. (shrink)

Student evaluations of teaching (SETs) have been used, researched, and debated for many decades. It is a common practice in higher education institutions, with the supposed purpose of improving course quality and effectiveness, but with unintended consequences of encouraging and motivating poor teaching and causing grade inflation. There is strong evidence that SET “effectiveness” does not measure teaching effectiveness. This paper reviews empirical research examining common concerns about the usefulness (positive and negative) and accuracy of SETs. The findings reveal that (...) student satisfaction relates to their anticipated/expected grades in their courses; hence, they want to get good grades and their instructors want to get a good rating of SET, and this results in grade inflation. The key points are that SETs (1) allow students to speak their “mind”, (2) have no compelling correlation between quality of teaching and learning effectiveness, (3) reward easy, less demanding, and lazy teachers with a positive rating, (4) are biased against gender, attractiveness, ethnicity, race, etc., (5) are weaponized against “some” faculty members, and (6) are like asking convicts awaiting sentencing to evaluate the judge or jurors who convicted them. (shrink)

................English....................... The purpose of this study is to reveal university students’ perceptions regarding Holy Qur’an through metaphors. The survey group of study consists of 194 participants who were studying in Theology Department and Social Service Department at Gümüşhane University in the 2014-2015 academic terms. Both quantitative and qualitative methods are used together. The study’s data was collected through a form with the phrase “The Holy Qur’an is similar/like…, because...” and some demographical variables. The Content Analysis Technique was used to (...) interpret data. Results of this study determined that 44 different metaphors regarding Holy Qur’an were given by participants. Theme of these metaphors were compiled as 9 categories consisting of directional, life source, explanatory, key, protective, curative, instructive, speech, and other categories. Top metaphors are in the directional, life source and explanatory categories. Key words are metaphor, perception, The Qur’an perception, religious concepts, and religious symbols. Getting data through comprehensive and in-dept analysis can help to have information about concepts of holy books in the human mind. The purpose of this study is to pick out perceptions of university students with regard to the Holy Qur’an through metaphors. For this reason, these questions are searched by researchers: 1) What are the metaphors which used by university students on description of perceptions regarding the Holy Qur’an? 2) How are the metaphors regarding the Holy Qur’an categorized in terms of common characteristics which produced by university students? 3) Are there any links between socio-demographic variables and composed metaphoric categories? One of the qualitative data collection technics, data collecting through metaphors method is used, and is asked open-ended question in the study. Picking up similarities and diversities under thematic topics is quite easy in the method. Therefore, this method has a functional feature in the sociology, psychology and anthropology, and it gives a wealthy and qualified image about matter, phenomenon, event and situation (Yıldırım & Şimşek 2005, 212). The target population of the study consists of students who were taking education at Gümüşhane University. Easily accessible and availability principles pursued in the sample choosing. In the distribution of participants according to the demographical features, females have 61.9 percent (n:120) and males have 38.1 percent (n:74) in terms of gender. Students who graduated from religious vocational high school is 61.3 percent (n:119), and others who from other high schools is 38.7 percent (n:75) in terms of graduated from different high schools. Students in theology department have 68.0 percent (n:132), and students who were educated in the social service department have 32.0 percent (n:62). Research data is gathered through survey form includes “The Holy Qur’an is like/similar to…, because…” sentence and demographical variabilities. Data, gathered from 194 survey forms, is transferred to the Excel and the SPSS program. In an attempt to reliability of study, gathered metaphors is examined by four area expert. Frequencies (f) and percentages (%) is taken into consideration in the process of replacing metaphors to the tables. Data analysis technique is used on the getting relationships and explaining gathered data, while content analysis technique is used on the interpreting of data. The SPSS program is used in the analysis of quantitative data. Obtained data from the surveys and composed categories is associated with descriptive statements in the verses of the Holy Qur’an. In the composed categories demonstrate distribution of produced 44 different metaphors with regard to the Holy Qur’an as 9 categories. According to this, the sample is represented in the categories as 64.4 % (f:125) is in the ‘directional’, 11.3 % (f:22) is in the ‘life source’, 7.7 % (f:15) is in the ‘explanatory’, 3.1 % (f:6) is in the ‘key’, 3.1 % (f:6) is in the ‘protective’, 2.1 % (f:4) is in the ‘curative’, 2.1 % (f:4) is in the ‘instructive’, 2.1 % (f:4) is in the ‘speech’ and 4.1 % (f:8) is in the ‘other’ categories. Distributions of composed categories are represented according to common characteristics as frequencies and percentages in the next tables. In the distribution of produced metaphors in the ‘directional’ category, university students produced 7 different metaphors (f:125). Frequencies of produced metaphors in the category are such that: guide (f:41), advisor (f:25), mentor (f:19), compass (f:16), road map (f:8), route (f:3) and other (f:13). According to the result, it is understood that aspects of guide, advisor, mentor and compass stood mostly out in the category. In the ‘life source’ category, 6 different metaphors (f:22) is developed by participants. Developed metaphors’ frequencies in the category are the following: life (f:4), lifeblood (f:4), weather (f:2), water (f:2), inheritance (f:2) and others (f:7). So, life and lifeblood aspects stood mostly out in the category. In the ‘explanatory’ category, 5 different metaphor (f:15) is developed by participants. Frequencies of produced metaphors in the category are such that: light (f:5), sun (f:3), flashlight (f:2), torch (f:2) and other (f:3). According to the result, it is understood that aspects of light and sun stood mostly out in the category In the ‘protective’ category, 5 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: saver (f:2), lifeguard (f:1), hereafter-saving (f:1), escapeway (f:1) and branch to catch (f:1). According to the result, it is understood that aspect of saver stood mostly out in the category. In the ‘instructive’ category, 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: reference book (f:1), dictionary (f:1), priceless book (f:1) and life encyclopedia (f:1). In the ‘speech’ category, it is seen that 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: divine message (f:1), speaking truth (f:1), Allah’s dialogue with us (f:1) and final word (f:1). In the ‘key’ category, 3 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: a key (f:4), the key of heaven (f:1) and the key of salvation (f:1). In the ‘curative’ category, 2 different metaphors (f:4) is developed by participants. Frequencies of produced metaphors in the category are such that: a pill (f:3) and doctor (f:1). In the ‘others’ category, 8 different metaphors (f:8) is developed by participants. Frequencies of produced metaphors in the category are such that: world (f:1), the friend of lonely passenger (f:1), the tree with fruit (f:1), hereafter (f:1), priceless treasure (f:1), miracle (f:1), philosophy (f:1) and mirror (f:1). Participants composed of 44 different metaphors regarding the Holy Qur’an. The metaphors were summed up in the 9 categories as ‘directional’, ‘life source’, ‘explanatory’, ‘key’, ‘protective’, ‘curative’, ‘instructive’, ‘speech’ and ‘other’ To results of the study; guide, advisor, mentor and compass aspects of the Qur’an came into prominence at most in the ‘directional’ category, when life and lifeblood aspects of the Qur’an came into prominence at most in the ‘life source’ category. Light and sunny aspects of the Qur’an came into prominence at most in the ‘explanatory’ category, while saver aspect of the Qur’an came into prominence at most in the ‘protective’ category. Instructive aspect of the Qur’an came into prominence at most in the ‘instructive’ category. Speech aspect of the Qur’an came into prominence at most in the ‘speech’ category, while key aspect of the Qur’an came into prominence at most in the ‘key’ category. Moreover, pill aspect of the Qur’an came into prominence at most in the ‘curative’ category. Whatsoever world, friend of single traveler, tree with fruit, hereafter, priceless treasure, miracle, philosophy and mirror aspects of the Qur’an came into prominence at most in the ‘other’ category. It is inferred that significant relationships between demographic variables and metaphor categories. In terms of major variable; theology students were composed of more metaphor in the ‘explanatory’ and ‘instructive’ categories, while social service students were composed of more metaphor in the ‘life source’ category. In terms of gender variable; females composed of more metaphor in the ‘curative’ and ‘other’ categories, while males composed of more metaphor in the ‘directional category. In terms of graduating high school variable, students who graduated from religious vocational high school composed of more metaphor in the ‘key’ and ‘speech’ categories, when students who graduated from other high school composed of more metaphor in the ‘directional’ category. Whatsoever, in terms of having the Qur’an education in their life status variable, had the Qur’an education in their life students composed of more metaphor in the ‘curative’ and ‘other’ categories, while other group composed of more metaphor in the ‘directional’. Moreover, in terms of perception of subjective religiousness, students who think themselves are ‘religious’ composed of more metaphor in the ‘key’ and ‘other’ categories, while students who think themselves are ‘less religious’ composed of more metaphor in the ‘explanatory’ category. In terms of perception of family religiousness, students who think own family ‘less religious’ composed of more metaphor in the ‘directional’ and ‘life source’ categories, when students who think own family ‘religious’ composed of more metaphor in the ‘key’ category. It can be suggested by the results of this study; perception of the Qur’an can be studied with the different study techniques, or it can be studied in the different research groups with the same technique. Muslims’ perceptions regarding the Holy Qur’an can be examined with intercultural comparative studies. Perceptions regarding the Holy Qur’an can be researched through interviews. Members’ perception regarding holy book that have different religious faith can be comparatively examined. Individuals’ perceptions regarding different religious concepts can be studied through metaphors. .................. Turkish...................Bu araştırmanın amacı üniversite öğrencilerinin Kur’an-ı Kerim’e ilişkin algılarını metaforlar aracılığıyla ortaya çıkarmaktır. Araştırmanın çalışma grubunu, 2014-2015 eğitim öğretim yılında Gümüşhane Üniversitesi İlahiyat Fakültesi ve Sosyal Hizmetler bölümünde öğrenim gören 194 katılımcı oluşturmaktadır. Araştırmada nitel ve nicel yöntemler birlikte kullanılmıştır. Araştırma verileri, “Kur’an-ı Kerim……gibidir, çünkü……” cümlesini ve demografik değişkenleri içeren bir form aracılığıyla toplanmıştır. Verilerin analizi ve yorumlanmasında içerik analizi tekniği kullanılmıştır. Araştırmada Kur’an’a ilişkin 44 farklı metafor geliştirildiği tespit edilmiştir. Bu metaforlardan ‘yönlendirici’, ‘yaşam kaynağı’, ‘açıklayıcı’, ‘anahtar’, ‘koruyucu’, ‘öğretici’, ‘derman’, ‘kelam’ ve ‘diğer’ olmak üzere 9 farklı kategori oluşturulmuştur. Üretilen metaforların ‘yönlendirici’, ‘yaşam kaynağı’ ve ‘açıklayıcı’ kategorilerinde yoğunlaştığı görülmüştür. Demografik değişkenler ile metafor kategorileri arasındaki ilişkiyi ortaya çıkarmak araştırmanın ikincil amaçlarındandır ve bu yönüyle sonuçlar değerlendirildiğinde değişkenler ile kategoriler arasında anlamlı ilişkiler olduğu tespit edilmiştir. Demografik değişkenler ile kategori ilişkisinde fakülte değişkeni açısından ilahiyat öğrencileri ‘açıklayıcı’ ve ‘öğretici’ kategorilerinde daha fazla metafor üretirken sosyal hizmet öğrencileri ‘yaşam kaynağı’ kategorisinde daha fazla metafor üretmiştir. Cinsiyet değişkeni açısından ise kız öğrenciler ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken erkek öğrenciler ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Lise mezuniyeti açısından bakıldığında da İHL’den mezun olanlar ‘anahtar’ ve ‘kelam’ kategorilerinde daha fazla metafor üretirken diğer lise mezunları ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Kur’an Kursu eğitimi alma değişkeni açısından ise Kur’an kursu eğitimi alanlar ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken Kur’an Kursu eğitimi almayanlar ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Ayrıca öznel dindarlık ve aile dindarlık algılarıyla metafor kategorileri arasında da anlamlı ilişkiler elde edilmiştir. (shrink)

The authors of the contribution closely follow the published results of their sociological research regarding views of Slovak teachers at primary and secondary schools in the area of relationships with students, parents, colleagues and superiors (Gluchman, & Gluchmanová, 2016). The present contribution analyses views of students at the second level of primary school and at secondary schools by means of evaluating their relationship to teachers, as well as relationships between parents and teachers while students’ views regarding the (...) presence of violence and bullying at school are also addressed. The research results indicate that almost a third of students do not perceive their teachers as ethical models of behaviour and actions; moreover, they have also witnessed instances of corrupt behaviour on the part of teachers. On the other hand, almost two thirds of students appreciate that teachers, when addressing problems at school, proceed in accordance with ethical principles and norms. Unlike teachers, students do not believe serious problems are present when it comes to the behaviour of parents toward teachers. They, however, believe the behaviour of students towards teachers is a more problematic area. (shrink)

This article explores ideas of a student-centred curriculum through an oral history project undertaken with minoritised students on an undergraduate health ethics module at a UK HEI. It analyses oral history interviews about student expereinces, reflects on the co-creation of knowledge via collective praxis, and re-thinks what it is to 'centre' students in a socially just classroom, institution, and wider HE sector. Furthermore, it discusses conceptualisations of trustful and dialogic classroom conditions and considers issues of intersectionality, decolonising, resisting (...) the 'mythical norm' and addressing epistemic injustice in HE. (shrink)

The reading abilities of Filipino students have been a challenge for educators and policymakers alike. Despite government efforts to improve literacy rates in the Philippines, recent studies have shown that many students need help with reading comprehension, vocabulary development, and critical thinking skills. This research note examines the current state of reading abilities among Filipino students and potential areas for improvement. The poor reading abilities can be attributed to several factors, including a lack of resources and socioeconomic (...) factors. However, there are identified potential areas for improvement, such as promoting early literacy programs, investing in teacher training, and developing reading materials that are culturally relevant and engaging for Filipino students. These findings have important implications for education policies and practices in the Philippines and for educators and researchers seeking to improve reading abilities among Filipino students. (shrink)

The pandemic of COVID-19 prompted several paradigm shifts throughout society, including in education. This study aimed to examine the relationships of students' engagement in online synchronous collaborative learning activities (OSCLA) with their self-efficacy (LSE), peer social support (LPSS), state of well-being (SWB), and level of academic performance (LAP). A total of 176 Filipino Grade 12 SHS students, 18 years old and older, from a private educational institution were purposively selected for this study. Data were generated using an online (...) survey. Results show that collaborative learning activities are frequently conducted (median = 4) in their synchronous online classes. It also revealed that their LSE is high (median = 4), their LPSS is high (median = 4), their LE is moderate (median = 3), their SWB is high (median = 4), and their LAP is high (median = 94.85). The results showed a statistically significant correlation of their LSE (r = 0.69, p 0.001) and LPSS with their OSCLA LE (r = 0.438, p 0.001). A statistically significant positive moderate correlation between LE and SWB (r = 0.536, p 0.001) was also found, however, no correlation was found between their OSCLA LE and LAP (r = 0.065, p = 0.393). Thus, the use of a well-designed OSCLA is strongly recommended as it positively impacts students' SWB but should be regularly reviewed for its effectiveness in sustaining improvement in the LAP of the students. (shrink)