1,873 results
Search Results
2. Addressing Emotional Aspects in the Second Language Learning Processes
- Author
-
Luis F. Cisneros
- Abstract
Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.
- Published
- 2024
3. CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)
- Author
-
Research-publishing.net (France), Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
4. 'Through the Unknown, Remembered Gate': The Brian Nettleton Lecture -- Outdoors Victoria Conference, 2022
- Author
-
Brian Wattchow
- Abstract
This paper is an adapted version of the Brian Nettleton Lecture given at the Outdoors Victoria Conference, 2022. It explores how the last two decades have seen an ever-accelerating Digital Revolution which has impacted on almost every aspect of human experience to the point that it is now omnipresent. Life is now mediated through the screen. As a result, children and young people have become hyper-vigilant, overly anxious, experience a sense of climate trauma, and have decreasing access to, and time spent in, the outdoors. In addition, children have just experienced two years of isolation as a result of the COVID-19 pandemic and evidence suggests that they are already experiencing significant mental health issues as a result. This paper considers the implications of this for Outdoors Victoria and Outdoor Education.
- Published
- 2024
- Full Text
- View/download PDF
5. A Profile of Youth Not in Employment, Education or Training (NEET) in Canada, 2015 to 2017. Analytical Studies Branch Research Paper Series
- Author
-
Statistics Canada, Davidson, Jordan, and Arim, Rubab
- Abstract
Reducing the proportion of youth not in employment, education or training (NEET) is one of the targets of the United Nations Sustainable Development Goal 8. This has become an important indicator that is monitored by many countries and international organizations since youth NEET are prone to long-term economic and social difficulties. Although Canada-centric studies on youth NEET exist, they tend to focus on sociodemographic characteristics and on educational and employment outcomes. This report aims to expand the information on Canadian youth NEET by examining various sociodemographic and psychosocial characteristics. It also aims to explore whether different subgroups of youth NEET experience similar psychosocial characteristics. This study is based on data from three recent Canadian Community Health Survey cycles (2015 to 2017). This study indicated various sociodemographic and psychosocial differences between Canadian youth NEET and non-NEET, and also highlighted the diversity among different youth NEET subgroups. Future research should continue to identify risk and protective factors related to NEET status by distinguishing among the subgroups of this population.
- Published
- 2019
6. The Impact of School Closures on Learners' Mental Health in the Context of COVID-19 in the City of Cape Town
- Author
-
Thulani Andrew Chauke and Olusegun Samson Obadire
- Abstract
This paper explores the negative impact of the shutdown of contact-based learning on learners' mental health as a result of COVID-19 and provides recommendations to promote learners' mental health during and post COVID-19. A qualitative research method was used to guide the collection and analysis of the data. Data was collected from a sample of 20 learners from Cape Town and analysed through thematic analysis. The study findings revealed that with the shutdown of contact-based learning as one of the COVID-19 containment measures by the government learners experienced social anxiety disorder and sleeping disorder. Youth policymakers need to design interventions that promote mental health in after-school programmes implemented by qualified youth workers and social workers. Youth workers should take the courses of action in a non-formal education to promote youth mental health.
- Published
- 2024
7. Psychological Applications and Trends 2024
- Author
-
Clara Pracana, Michael Wang, Clara Pracana, and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.
- Published
- 2024
8. Needs Assessment of National Communication Association Conference Presentations: Members' Perceptions of Presentation Effectiveness, Values, and Challenges
- Author
-
Charoensap-Kelly, Piyawan, Priddis, DeAnne, and Punyanunt-Carter, Narissra M.
- Abstract
This study analyzed the National Communication Association (NCA) members' perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others' presentations has a significant association with members' perceived value of the conference presentations. The "lack of experience" and "lack of confidence" are key variables that heighten anxiety which can impact the effectiveness of presentations. "Process anxiety" was positively associated with presentation effectiveness whereas "performance anxiety" was negatively associated with presentation effectiveness. This needs assessment provides informed suggestions for making academic presentations more effective in the future.
- Published
- 2022
9. Reviewing the Anxiety and Motivation in Foreign Language Learning from the Perspectives of Definition and Classification
- Author
-
Tongyu Wu
- Abstract
Many previous studies have identified "foreign language anxiety" and "motivation" as two important areas of applied linguistics. This study aims to evaluate the pertinent literature with also providing new information and justifications in past studies on learning anxiety and motivation. In this paper, the first section explains the concept of L2 anxiety and elaborates on the three most widely used classifications of learning anxiety: "trait anxiety," "state anxiety," and "situation-specific anxiety." Furthermore, according to the anxiety's impact on learners, it can be broadly divided into two types: "debilitating anxiety" and "facilitative anxiety." Then, the second section of this paper explains the concept of L2 motivation from the abstract to the concrete, divides learning motivation into two categories (i.e., "integrative motivation" and "instrumental motivation") by its importance to second language learning, and classifies them into two other different categories (i.e., "intrinsic motivation" and "extrinsic motivation") by introducing new theories. The last section summarizes the relationship between the independent variables of L2 anxiety and motivation, along with the dependent variable of L2 learning, and also the relationship between learning anxiety and language motivation, which provides some constructive suggestions to the students and teachers of related majors. Therefore, the contribution of this paper is to empower faculty to adapt their instruction to the motivation and anxiety of different students in various classes, which enables learners to strike a balance between motivation and anxiety in order to achieve effective and fruitful learning outcomes. [For the full proceedings, see ED656038.]
- Published
- 2023
10. 'The Power to SAY What I Want to and It Gets Written Down': Situating Children's and Adults' Voices and Silence in Participatory Research
- Author
-
Sabine Little, Hannah Raine, Ailin Choo, Ronia Joshi, Shanza J. Qarni, Ayden Sukri, Grace Horton, and Sarah Pakravesh
- Abstract
This paper, co-authored between three adults and five children aged 8-11, adopts a 'collaborative writing as inquiry' approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two 'young advisory panels', one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min-long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co-framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring 'silence as voice', arguing for an extension to participatory research projects, going beyond the research itself and creating a 'third space' which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.
- Published
- 2024
- Full Text
- View/download PDF
11. Addressing Science Anxiety in German Fifth-Graders through Mindfulness
- Author
-
Michael Hast
- Abstract
German primary school students' reading skills have declined between 2016 and 2021, with a deficit of up to one third of a school year. The most significant portion of the decline is attributed to the COVID-19 pandemic experiences. These delays are critical because children have to catch up on skills and knowledge they should already have while continuing to acquire new skills and knowledge. Students who are ill prepared in core readiness skills for secondary schools are simultaneously having to cope with the stressful experiences of school transition. Anxiety generally impedes participation in science classes, but the specific concept of science anxiety is less explored. Mindfulness has been successfully implemented in schools to alleviate stress as well as being somewhat effective in positively supporting student anxiety. This paper presents background to a current study that aims to address the significance of the issue of science anxiety amongst German post-transition students, and whether science anxiety can be improved through the implementation of a mindfulness program. [For the full proceedings, see ED652261.]
- Published
- 2023
12. Students' Foreign Language Speaking Anxiety: The Roots of the Problem
- Author
-
Bensu Zambak and Yesim Bektas Çetinkaya
- Abstract
Experiencing anxiety is a major obstacle for language learners, especially in productive skills. Among these, speaking is considered to be generally the most challenging. Clearly, many students are affected by Foreign Language Speaking Anxiety (FLSA) and this negatively affects many aspects of their language learning experience, such as group work, speaking tests, presentations etc. Although many studies examine the causes of students' FLSA, there is a lack of focus on individual-specific causes. This qualitative multiple case study aimed to examine the phenomenon of FLSA, and explore the root causes of this problem, aiming at providing teachers with specific solutions to enable them to develop more effective ways to assist their students. Three preparatory class students participated in this study. The data was collected through the participants' diaries, semi-structured interviews and the researcher's informal participant observation over 6 weeks. The findings revealed that the causes of FLSA are highly personal and therefore, generally unpredictable. While certain causes have received much attention, others are practically invisible to teachers and therefore difficult to deal with effectively. The results emphasize the need for teachers to fully consult students before deciding on approaches to overcome FLSA. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 322-336.]
- Published
- 2023
13. Gender-Related Differences in the Effects of Motivation, Self-Efficacy, and Emotions on Autonomous Use of Technology in Second Language Learning
- Author
-
Kata Csizér and Ágnes Albert
- Abstract
The aim of our paper is to explore the predictor variables of autonomous use of technology (Benson, 2011) in relation to second language learning. To this end, we explored motivated learning behavior (Dörnyei & Ushioda, 2021), self-efficacy (Bandura, 1986) and several language learning-related emotions, such as enjoyment, pride, hope, curiosity, confusion, anxiety, shame, boredom, and apathy (Albert et al., 2021) in our quantitative study. Our research questions concerned the investigation of gender differences in addition to exploring relationships between the constructs analyzed. Our standardized questionnaire was completed by 1,152 secondary school students, 467 boys and 682 girls. Regression analysis results suggest that, in addition to motivation and self-efficacy, there are several emotions which significantly shape the autonomous use of technology related to language learning. Out of these, confusion (with a negative effect) and boredom (surprisingly with a positive effect) influence autonomy for all students, while pride and shame are significant only for boys and anxiety exclusively for girls. Our results have both theoretical and pedagogical implications. The findings concerning the individual difference variables tested contribute to the study of the complex interplay of these variables, and the pedagogical implications draw our attention to the important role of teachers in shaping emotions.
- Published
- 2024
- Full Text
- View/download PDF
14. Reading from Screen vs Reading from Paper: Does It Really Matter?
- Author
-
Ocal, Turkan, Durgunoglu, Aydin, and Twite, Lauren
- Abstract
This study investigated whether reading comprehension would differ when the texts are studied and tested on screen or on paper. Participants were 69 college students who were attending a college in midwestern United States. Participants read two expository texts each, under comparable paper and screen conditions and answered comprehension questions. Test forms and the order of the conditions were counterbalanced. The correlations between reading outcomes and reader characteristics were examined. Participants also completed a survey on their views on the two media (paper or screen). The results did not indicate a significant difference on students' reading comprehension as a function of medium and reader characteristics. However, students reported preferring paper-based reading for complex material.
- Published
- 2022
- Full Text
- View/download PDF
15. Worries of Novice Researchers in Writing Research Papers
- Author
-
Wilang, Jeffrey Dawala, Jantori, Parinda, and Chutataweesawas, Sirikoy
- Abstract
Due to 'pressures' to publish research papers, a group of novice researchers (n = 9) was encouraged to attend a 'Write right' workshop. The participants were asked to fill out a self-report anxiety questionnaire to understand their worries in writing research papers in English. Afterwards, they were asked to write an essay on situations that provoke their anxiety when writing research papers. Descriptive analysis of the survey questionnaire revealed their worries on the process of research paper writing and evaluation. Additionally, responses of the participants in the open-ended question included their worries on the following situations: grammar usage (n = 6), appropriateness of word use (n = 4), weak English writing skills (n = 3), negative perception of the readers, writing arguments, writing the discussion, difficulty of the research topic, lack of research background, unsure of methods in writing 'arts' research, unsure if its research, difficulty of finding the topic, data analysis, writing a sentence, and designing the paper. Such worries were thematized into technical writing-related worries, research writing-related worries, research knowledge-related worries, and negative perception. Further, error analysis, which was used to explore their written outputs, showed grammatical, lexical and syntactic errors. Data triangulation confirmed that their writing apprehensions are due to lack of writing skill and lack of confidence in writing research papers. The responses of the participants were used to redesign the workshop as series of group and individualized sessions to respond to their needs. Some resources on technical and research writing, research methods and publishing papers are also recommended. [This paper was published in: "International and National Conference on Learning Innovation in Science and Technology" (ICLIST & NCLIST 2018). p171-180.]
- Published
- 2018
16. Investigation of Injury Anxiety Levels of Students Playing Sports
- Author
-
Mehmet Vakif Durmusoglu and Davut Atilgan
- Abstract
In this study, it is aimed to examine the differentiation status of the participants in terms of some demographic variables in order to determine the anxiety of the students towards sports injury. This quantitative study was carried out in a descriptive survey model. The sample of the study consists of 317 participants from high school students who continue their education in schools administered by Onikisubat and Dulkadiroglu District Directorate of National Education in Kahramanmaras city center in Turkey. The data of the research are analyzed using the statistical software program Jamovi 2.3.16. As a result of the research, it has been found that the anxiety scores of the participants towards sports injury are moderate. In the sports injury anxiety scale, statistically significant differences have been found in terms of what kind of sports they do, how many days a week they do sports, and whether they are injured or injured while doing sports. As a result, with this research, students' anxiety about sports injury has been determined in terms of different variables. [For the full proceedings, see ED652228.]
- Published
- 2023
17. Academic Advisors' Mental Health, Burnout, and Resilience
- Author
-
Elise Kokenge, Cassandra A. Heath, and Krista M. Soria
- Abstract
The purpose of this study was to determine if there are statistically significant relationships between academic advisors' demographic characteristics, advising-related variables, burnout, and risk for mental health disorders, such as generalized anxiety disorder (GAD) or major depressive disorder (MDD). In February 2023, we conducted a national survey of academic advisors (n = 1,598). Advisors with higher levels of burnout had increased odds of experiencing MDD and GAD symptoms. Resilience was significantly correlated with lower MDD, GAD, and burnout levels. [For the full proceedings, see ED648717.]
- Published
- 2023
18. The Transformation of Being in Mahmoud Darwish's 'The Dice Player': A Heideggerian Perspective
- Author
-
Ghnaim, Feda, Khoury, Ogareet, Alkhawaja, Linda, Mahmoud, Hafieza Mohamm, and Badrakhan, Sawsan Saad Eddeen
- Abstract
This research paper aimed to study the transformation of Being in Mahmoud Darwish's last poem "The Dice Player" through a Heideggerian framework analysis. It took Heidegger's famous quote "The poets are in the vanguard of a changed conception of Being" as a point of departure in investigating and unveiling the assumed transformation in the Darwishian Being in the poem. By employing a descriptive-interpretative qualitative research method, the paper argued that "The Dice Player" depicted Darwish's implicit and explicit changed conception of his own Being which Heidegger called 'minemess' particularly in relation to his amour propre, his perception of Death and the 'Other'. The findings reveal that the Darwishian changed conception of Being, which was driven by his anxiety and submission to death, gave rise to a new Darwishian Being. The new Darwishian Being developed a different perception of himself ("amour propre"), death and others in "The Dice Player" when compared to his previous poems. Therefore, the paper concluded that Darwish seemingly joined "the vanguard of a changed conception of Being" by showing a transformation in his Being at three different levels.
- Published
- 2023
19. The Mindful Interactions (MI) Tool: Promoting Student Mental Health in Tertiary Education
- Author
-
Elspeth Stephenson and Helen Yost
- Abstract
This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: "understandings" to provide theoretical guidance which inform pedagogy, "practices" to provide strategies for translating theory into practice, and "guiding principles" which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two 'approaches' (the 'Three Pillars of Trauma-informed Care' and 'Trust Based Relational Intervention') along with associated trauma literature underpinned the development of the MI tool.
- Published
- 2023
20. The Foreign Language Anxiety and Self Coping Strategies of Chinese Language Learners in Vietnam
- Author
-
Jin Hua Liu, Man Jiang, and Jian Hong Ye
- Abstract
The purpose of this study was to investigate the sources of Chinese learning anxiety among Chinese learners in Vietnam and the strategies and methods used to cope with anxiety. Based on the findings, we suggest effective strategies to relieve learners' learning anxiety caused by different anxiety-inducing situations. The results of this study showed that (1) seven factors, namely learners' own anxiety, teachers, peers, the characteristics of the Chinese language itself, fear of making mistakes, test anxiety and the learning environment, were the main causes of Chinese learners' anxiety. (2) When Chinese learners face anxiety, they try to cope with it through independent learning and seeking assistance from teachers. In addition, because Chinese is a challenging language, they also constantly adjust their feelings to face the learning tasks, strengthen their motivation to overcome anxiety, and increase their self-confidence in learning Chinese through repeated practice. [For the full proceedings, see ED654100.]
- Published
- 2023
21. Emotions in Online Language Learning: Exploratory Findings from an 'Ab Initio' Korean Course
- Author
-
Nicola Fraschini and Yu Tao
- Abstract
Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for "ab initio" Korean. Through an Achievement Emotions Questionnaire administered to 117 students in an Australian university, this study measures learners' pride as well as their enjoyment and anxiety during four teaching weeks. In addition, this paper examines how learner emotions correlate with academic achievement as well as crucial learner and teacher variables. The study confirms many patterns of learner emotions in offline teaching environments, such as the association of positive emotions with positive outcomes and with some teacher characteristics, and the association of anxiety with negative outcomes. However, it also reveals patterns that appear to be new, warranting further empirical studies. The pedagogical implications of results for L2 teaching and learning are also discussed.
- Published
- 2024
- Full Text
- View/download PDF
22. Education Systems and Academic Stress--A Comparative Perspective
- Author
-
Björn Högberg
- Abstract
Academic stress among adolescents can undermine academic achievement and harm mental health. Levels of academic stress vary considerably across countries and education systems, but little is known regarding the causes of this variation. In this paper, I develop a theoretical framework positing that stress will be lower in education systems that reduce the stakes attached to academic achievements, temper competition and high aspirations, and weaken the link between achievements and self-worth. I test observable implications of the framework by analysing if stress is influenced by the degree of external differentiation and vocational orientation of education systems, using harmonised survey data on pupils in more than 30 countries. The empirical analyses largely support the implications of the framework: pupils in more differentiated and vocationally orientated systems report significantly lower levels of stress, also in models adjusting for country fixed effects. Moreover, academic achievement is a less important predictor of stress in differentiated or vocational systems, possibly due to lower stakes attached to achievements. I end by proposing further predictions of the framework that can be tested in future research, and by discussing implications of the results with regard to possible trade-offs between different goals of education policy.
- Published
- 2024
- Full Text
- View/download PDF
23. Investigating Nontraditional First-Year Students' Epistemic Curiosity during the Research Process: An Exploratory, Mixed-Methods Study
- Author
-
Knecht, Michelle Keba
- Abstract
The purpose of this exploratory, mixed-methods study was to investigate the relationship between nontraditional undergraduate students' curiosity and their experiences researching a topic. The author collected and analyzed survey data and annotated bibliography rubric scores from 59 students at a private, liberal arts university and conducted in-depth interviews to gather a fuller picture of the students' curiosity. Based on the study's findings, librarians and professors should create opportunities for students to select research topics to which they have a personal connection while intentionally offering supportive feedback to students as they refine their topics to reduce anxiety and frustration.
- Published
- 2022
- Full Text
- View/download PDF
24. A Comparison of Machine Learning Algorithms for Predicting Student Performance in an Online Mathematics Game
- Author
-
Lee, Ji-Eun, Jindal, Amisha, Patki, Sanika Nitin, Gurung, Ashish, Norum, Reilly, and Ottmar, Erin
- Abstract
This paper demonstrates how to apply Machine Learning (ML) techniques to analyze student interaction data collected in an online mathematics game. We examined: (1) how different ML algorithms influenced the precision of middle-school students' (N = 359) performance prediction; and (2) what types of in-game features were associated with student math knowledge scores. The results indicated that the Random Forest algorithm showed the best performance in predicting posttest math knowledge scores among the seven algorithms employed. Out of 37 features included in the model, the validity of the students' first mathematical transformation was the most predictive of their math knowledge scores. Implications for game learning analytics and supporting students' algebraic learning are discussed based on the findings.
- Published
- 2022
- Full Text
- View/download PDF
25. Investigating EFL Learners' Perceptions towards the Difficulties in Oral Presentation at Kandahar University
- Author
-
Tareen, Hashmatullah, Haand, Mohammad Tahir, and Muhammadi, Attaullah
- Abstract
Presentation skills are considered as the most vital proficiencies required in higher education. This research paper examined the difficulties of oral presentation EFL learners encountered, strategies used to make oral presentation well and the perceived role of lecturer in improving EFL learners' oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting frequencies and percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, this study also discovered that lecturer has to show learners videos of good speakers for enhancing their presentation skills and lecturer has to give learners freedom to choose their own topics that lower their anxiety. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners' oral presentation and assist learners to work their way out of anxiety.
- Published
- 2023
26. Let's Talk Series: Binge-Watching vs. Marathon. The Duality in the Consumption of Episodes from the Grounded Theory
- Author
-
Martínez-Serrano, Eva, Gavilan, Diana, and Martinez-Navarro, Gema
- Abstract
Binge-watching refers to the consecutive viewing of episodes of a fictional series, usually of the drama genre, in a single session. The approaches to its background, practice, and effects are diverse and controversial. Using a qualitativeexploratory approach analysed with Grounded Theory, this paper studies the experience of binge-watching users from data collected from a sample of 20 individuals combined with techniques such as group meetings, in-depth interviews and projective techniques. Results lead to the identification of two underlying patterns of behaviour associated with the consumption of dramatic content: planned binge-watching and unplanned binge-watching. Planned binge-watching is the intentional consumption of more than two consecutive episodes of a fictional series whose psychological effects are mainly gratification based on evasion. Planned series consumption has a socializing effect, especially among young people. Unplanned binge-watching is the unintentional and spontaneous chained viewing of more than two episodes of a fiction series. The viewing unit is each individual episode, linked to the next by the curiosity aroused by the plot. The psychological effects are gratification derived from evasion, followed by a feeling of guilt derived from the loss of control. The study concludes with the formulation of seven hypotheses for empirical verification, academic and professional implications, and future lines of research.
- Published
- 2023
27. Medical Students' Empathy during the COVID-19 Pandemic: A Cross-Sectional Study
- Author
-
Triffaux, Jean-Marc, Tisseron, Serge, and Nasello, Julian A.
- Abstract
Several authors have underlined the negative consequences of the COVID-19 pandemic on mental health in several populations, including medical students, such as increases in anxiety, depression and burnout symptoms. Furthermore, previous studies showed that anxiety and depressive symptoms are positively associated with affective empathy and negatively associated with cognitive empathy. Given the adverse pandemic effects highlighted by several authors, the present study sought to determine whether medical students' empathy has been potentially impacted, with higher affective empathy and lower cognitive empathy score in the pandemic cohort compared to pre-pandemic cohorts. Medical students (n = 395) were recruited during the COVID-19 pandemic and completed the "Interpersonal Reactivity Index" (IRI) and the "Basic Empathy Scale" (BES). This cohort was then compared with two pre-pandemic cohorts (one used the BES [n = 1168], and the other used the IRI [n = 342]). Similar results were found on both scales: the pandemic cohort displayed significantly higher scores in affective empathy and personal distress (affective empathy domain) and, surprisingly, significant higher scores in cognitive empathy, fantasy, and perspective-taking (cognitive empathy domains). As stressed by previous studies, we posited that the higher scores in affective empathy, personal distress, and fantasy might indicate emotional difficulties. The paper concludes with the identification of empathy components that should be promoted in the curriculum of medical students.
- Published
- 2023
28. A Correlational Study on Enjoyment and Anxiety in a Foreign Language Learning Context
- Author
-
Denkci Akkas, Ferdane, Tekin, Isil, and Aydin, Selami
- Abstract
Emotions are of vital importance in the foreign language learning process. However, while anxiety is one of the most commonly studied affective variables in the foreign language research context, positive emotions have recently become a trendy research topic among English as a foreign language (EFL) researchers. In addition, foreign language anxiety (FLA) and foreign language enjoyment (FLE) are related emotions that might coexist in individuals, while the number of studies in the Turkish EFL context is too limited to draw a conclusion. This study aims to investigate whether there is a relationship between enjoyment and anxiety in the Turkish EFL learning context. In this correlational study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Enjoyment Scale (FLES) were administered to 242 English as a foreign language (EFL) learners. The correlational data were obtained to see the relationship between FLA and FLE. The results showed that there is a significant negative correlation between FLE and FLA. [This paper was published in: International LET-IN Conference Proceedings, 2022, pp. 306-314.]
- Published
- 2022
29. Investigation of Science Achievement on Transition to High School System (THS) in Terms of Some Variables
- Author
-
Alkan, Muhammet Fatih and Günseli, Gülten
- Abstract
THS is applied to Science High Schools, Social Sciences High Schools, Anatolian Technical Programs of Vocational and Technical Anatolian High Schools and Project schools for student selection. With THS, approximately 10 percent of more than one million students are placed in a secondary education institution based on their preferences. The purpose of this study was to examine the relationship between the success of the THS Science test of the students who have just graduated from middle school and who took the THS exam and their middle school science course scores, gender, and socio-economic level. In this ex post facto research, a total of 101 students were involved in the sample. Majority of the students were male (n=54, 53.5%). Pearson correlation analysis revealed that THS science score of participants were significantly and positively correlated with their 6th, 7th, and 8th grade science scores. The results of independent samples t-test demonstrated that there was no significant difference in THS science scores for male and female participants. Finally, the results of one-way ANOVA indicated that there were significant differences in THS science scores by participants' socio-economic levels. Accordingly, students with high socio-economic level had higher scores from THS science test than students with moderate and low socio-economic levels. Based on this particular finding, policy makers are recommended to reconsider their efforts to provide equality of opportunity in education. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 225-231.]
- Published
- 2022
30. Investigation of Variables Affecting Reading and Mathematics Achievement with Latent Regression Rasch Model
- Author
-
Demirkol, Sinem
- Abstract
Purpose: Achievement in mathematics and reading is a function of many interrelated variables. Therefore, it is important to identify and compare the variables that affect success in these areas. The aim of this study is to examine the characteristics that are thought to be effective on achievement scores in reading and mathematics. Method: The data of this study, which is a correlational study, were obtained from the PISA 2015 Turkey sample. The analysis of the research was carried out with The Latent Regression Rasch Model, which is one of the multilevel analysis methods. Results: According to the results, female students were more successful than male students in reading and math. The student's SES and anxiety level were associated with success in both areas, and this relationship was more in mathematics than in reading. In addition, while there was no significant relationship between motivation and reading success, this relationship significantly increased mathematics achievement. Recommendations: It is recommended to carry out the necessary studies in order to reduce the exam anxiety levels of the students, and to increase the motivation of success by giving importance to the cooperation of students, parents and schools. In addition, future studies can examine the relationships between different fields (such as science, foreign language) and different variables. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 335-344.]
- Published
- 2022
31. The Behavioral Neuroscience of Posttraumatic Stress Disorder (PTSD) and Barriers to Learning
- Author
-
Downing, Callie F., Weigle, Rebecca J., and Harrison, Marissa A.
- Abstract
The number of migrants around the world has increased over the last decade, which can be attributed, in part, to increased violence from wars in the Middle East (Böhm et al., 2018; Hahnefeld, 2021; Reavell & Fazil, 2017; USA for UNHCR, 2022). About half of refugees are children (Amnesty International, 2022). These children are at risk of experiencing profound mental health issues (Williams et al., 2016), including posttraumatic stress disorder (PTSD). PTSD has been described as a condition wherein an individual enters "survival mode" (Dyer et al., 2009) and is characterized by anxiety, intrusion symptoms, avoidance of stimuli, negative alterations in cognitions and mood, and marked alterations in arousal and reactivity (American Psychiatric Association, 2013; Fasfous et al., 2021). PTSD can interfere with learning processes due to consequential deficits in verbal memory, top-down processing, and other neuropsychological functions (Herringa, 2018; Samuelson, 2010, 2017; van Rooij et al., 2018; Wrocklage et al., 2016). Researchers have documented poorer learning outcomes in refugee children compared to control (Fasofous et al., 2021). Moreover, deleterious consequences extend beyond childhood. Even after resettlement outside of a refugee camp, psychological concerns can persist, and deficits may be prevalent (Hess et al., 2022). For governments and practitioners seeking to assist refugees, it is important to understand the connection between trauma and learning so as to develop effective interventions and treatments. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 218-224.]
- Published
- 2022
32. Non-Cognitive Characteristics and Academic Achievement in Southeast Asian Countries Based on PISA 2009, 2012, and 2015. OECD Education Working Papers, No. 233
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Lee, Jihyun
- Abstract
Non-cognitive characteristics of students in four Southeast Asian countries -- Indonesia, Malaysia, Thailand, and Viet Nam -- were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with respect to their non-cognitive dispositions such as learning habits, approaches to learning, motivation for school subject matters and self-beliefs about their abilities. The non-cognitive characteristics that were most prevalent in the region included enjoyment and instrumental motivation to learn, which were evidenced by the indices of "intrinsicmotivation for mathematics" (INTMAT), "instrumental motivation for mathematics" (INSTMOT), "enjoyment in learning of science" (JOYSCIE), and "instrumental motivation in learning science" (INSTSCIE). However, these variables were not strong predictors of student achievement in this region. The review also revealed that the best non-cognitive predictors of student achievement were metacognitive awareness (METASUM and UNDREM) for reading achievement; self-efficacy, self-concept, and anxiety (MATHEFF, SCMAT, and ANXMAT) for mathematics achievement; and environmental awareness and epistemological beliefs (ENVAWARE and EPIST) for science achievement. These variables were also the best predictors, on average, across all PISA participants and economies. However, some region-specific non-cognitive predictors were also noted. These were "intrinsic motivation" (INTMAT) in Malaysia; "perseverance" (PERSEV) in Thailand; and "mathematics intentions" (MATINTFC)in Viet Nam. Overall, the similarities found in the non-cognitive characteristics among Southeast Asian students suggest that (a) regional collaboration in designing the educational strategies may be beneficial and that (b) an implementation of regional questionnaires in future PISA surveys may be useful to gain an in-depth understanding of achievement-related factors in this region.
- Published
- 2020
- Full Text
- View/download PDF
33. Using Virtual Reality and Peer Feedback to Reduce L2 Speaking Anxiety: An Exploratory Study
- Author
-
Godefridi, Isabelle, Suñer, Ferran, Leblanc, Cécile, and Meunier, Fanny
- Abstract
The present study explored whether the use of Virtual Reality (VR) technology can help lower public speaking anxiety in the L2. To this end, we conducted an exploratory effect-of-instruction study using a one-group pre-test/post-test design with nine learners of English as an L2. The results from the post-test show that using VR in combination with peer feedback offers an interesting gateway to reducing public speaking anxiety. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
34. No Strings Attached: Using 2D Paper Dolls and 3D Toy Puppets to Promote Young Children's Positive Responses towards Immigrants
- Author
-
Jones, Siân E., Dalnoki, Laura, Kaliff, Alicia, Muir, William, Uusitalo, Kiia, and Uytman, Clare
- Abstract
Previous research indicates that imagining contact with someone who is an immigrant can reduce prejudice and promote positive friendship intentions. Much less is known about the optimal ways of effecting imagined contact. The reported research used an experimental design, where the status of a target-child toy puppet (immigrant versus refugee versus control) and the type of imagined contact (2D or 3D figures) was changed. Children aged 4-10 years, were tested for their responses towards immigrants and refugees, before and after a three-minute interactive play session with 2D or 3D toy puppet figures. Children were asked to show in the session how they would 'have a really good time' with the target-child toy puppet. Measures of children's direct contact with immigrants were also taken. The results suggest that 3D figures have a similar positive impact as 2-D figures on friendship intentions following imagined play. It was in the 2D experimental conditions only that children's friendship intentions were more positive with greater anxiety reduction.
- Published
- 2020
35. Indebted to My Education: Examining College Graduates' Perceptions of Student Loan Repayment
- Author
-
Carales, Vincent D. and Molina, Mauricio
- Abstract
In this paper, we examine college graduates' perceptions of entering student loan repayment and how they navigated this process. Findings highlight the importance of helping students make informed borrowing decisions, particularly as they begin repaying their student loan debt. Policy makers wishing to hold institutions accountable for keeping college affordable while enhancing financial aid policy will gain further insight.
- Published
- 2023
36. Proceedings of the 2021 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2021 du Groupe Canadien d'Étude en Didactique des Mathématiques (44th, Virtual, June 11-13, 2021)
- Author
-
Canadian Mathematics Education Study Group (CMESG), Holm, Jennifer, and Megroureche, Charlotte
- Abstract
With COVID-19 continuing to make meeting face-to-face impossible, the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) executive decided that, for the first time, the CMESG/GCEDM meeting would be held virtually. By necessity, the program had to be much compressed with no topic sessions and no gallery walk. The 44th annual meeting took place June 11-13, 2021. These proceedings contain one plenary lecture, five working groups, one panel, 13 new PhD reports, and two ad hoc sessions. Twenty-two papers are included in these proceedings--three papers are written in both French and English; one paper is written in French; and the remainder are written in English. [For the 2019 proceedings, see ED610111.]
- Published
- 2022
37. Psychological Applications and Trends 2023
- Author
-
Clara Pracana and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
- Published
- 2023
38. Digital Self-Help Groups for College Students with Dyslexia: What They Can Provide to Young People with Substantial Difficulties in Reading and Spelling on Their Path through Higher Education
- Author
-
Grünke, Matthias, Hammes-Schmitz, Edeltraud, Nobel, Kerstin, Ramacher-Faasen, Nicole, Stallmann, Till, Apel, Kirsten, Faasen, Josephine, and Faasen, Rainer
- Abstract
Higher education students with dyslexia are generally under enormous emotional pressure. The fear of getting exposed as "stupid" leads many of them to isolate themselves and avoid social contact with their peers. In consequence, a lot of dyslexic college students suffer from feelings of loneliness or even depression and anxiety. One promising way to palliate the anguish is participation in self-help groups. They can create a sense of belonging and of not being the only one out there with severe reading and writing problems. Moreover, they can help disseminate practical information on how to best cope with one's challenges. In this paper, we describe the opportunities that digital self-support groups (mostly by means of video conferencing) can offer. We argue that for these groups to be successful, they need a facilitator, must limit their attendance to a specific set of not more than five members, should have some etiquette and routines, should not limit the number of sessions that one is allowed to attend, and should be connected with nonprofit associations or other suitable organizations to elicit synergy effects.
- Published
- 2023
39. Examining the Role of English Language Proficiency, Language Learning Anxiety, and Self-Regulation Skills in EMI Students' Academic Success
- Author
-
Yuksel, Dogan, Soruç, Adem, Horzum, Baris, and McKinley, Jim
- Abstract
This study focuses on the predictive power of linguistic (i.e., general English proficiency; identified simply as "proficiency" in this paper) and non-linguistic (i.e., language learning anxiety and self-regulation) factors on the academic success of English medium instruction (EMI) students studying in engineering and social sciences programs in a Turkish university setting. Data were collected from 705 conveniently sampled EMI students of four academic subjects (international relations; N = 158; business administration; N = 184; mechatronics engineering; N = 181; mechanical engineering: N = 182) representing two disciplines (i.e., social sciences and engineering) from a public university. Pearson correlation and SEM analyses were run to determine the relationships among language learning anxiety, self-regulation, proficiency and EMI success. Findings revealed that anxiety and self-regulation skills do affect EMI students' proficiency irrespective of academic disciplines. Both self-regulation and proficiency impacted EMI students' academic success in engineering, while only proficiency predicted academic success in the social sciences. These results are discussed and pedagogical implications are given related to the impact of linguistic and non-linguistic factors in EMI contexts.
- Published
- 2023
40. In Their Own Words: Student Mental Health in Rural, Low Socioeconomic High Schools
- Author
-
Hughes, Jason E., Ulmer, Jonathan D., Clark, J. Spencer, Disberger, Brandie, Hock, Gaea, and Ellis, Jason
- Abstract
The purpose of this research paper was to highlight the factors students and school staff identify as contributors to mental health issues students attending rural, low socioeconomic high schools experience and the specific mental health issues they witness most. A collective case study was conducted in four rural high schools, two in Kansas and two in West Virginia. Field work at each school involved observations, document collection, and semi-structured focus group interviews with students and school staff. The factors identified as contributors to poor student mental health were pressure, technology, home life, bullying, and stigma. Anxiety, stress, depression, lack of health coping, and suicidal comments emerged as the specific mental health struggles students deal with the most. Recommendations for practice include practical ways to address the identified contributors of poor student mental health in rural schools and strategies to normalize mental health in the rural school environment.
- Published
- 2023
41. Exploring EFL Preservice Teachers' Sense of Self-Efficacy in Teaching: An Indonesian Case
- Author
-
Tutyandari, Caecilia
- Abstract
A sense of self-efficacy is an essential factor in preservice teachers' professional growth. This paper aims to explore pre-service English language teachers' sense of self-efficacy in teaching, which includes their perceptions of their teaching abilities and concerns during teaching practicum. Accordingly, this study employed a mixed methods approach with a cohort of final year students of the English language education department as the respondents. It was conducted in a university-based teacher education program in Indonesia with an online survey and interview as research instruments to collect the data. The data gathered were examined separately with descriptive statistical analysis and thematic analysis. Then, the two analyses were merged and their convergence as well as divergence were examined. This revealed that the participants' self-efficacy varied according to teaching tasks. One of their major concerns was their proficiency in the English language. The challenge related to classroom practices, including to speak fluently and accurately in the target language as well as teach it, appeared to give them pressure and affect their anxiety. Those results highlight the importance of understanding the conditions of pre-service teachers as beginning teachers, especially their teaching efficacy. Furthermore, this study strongly recommends continuous and systematic support from teachers/lecturers and school community to embrace future teachers in the teaching world.
- Published
- 2023
42. Emerging Adults and the Use of Textual Digital Communication: A Reflection on Self-Esteem, Loneliness, Anxiety, and Wellbeing
- Author
-
Tamba, Georgiana Ioana and Iancu, Ioana
- Abstract
Digital communication is a great facilitator of human connection, positively contributing to life satisfaction and prosocial behavior. However, the existing findings also insist on the drawbacks of the digital communication, as low levels of wellbeing satisfaction, or happiness. Thus, aiming to reconciliate the two sets of assumptions and relying on the reality that textual communication is preferred to voice interaction, the present paper investigates the impact of using messaging apps on the emotional state. More specifically, the study explores if time spent texting, the general affinity towards technology, the perceived ease of use, the perceived usefulness, and the intentional behavior to use messaging applications are correlated with self-esteem, loneliness, anxiety, and wellbeing. An online opinion survey (N=147) with Romanian emerging adults is conducted between February and May 2022. The results show that a positive attitude towards technology is negatively correlated with the feelings of loneliness and anxiety. Moreover, a positive perception on the ease of use and usefulness of the messaging applications is linked with an increased wellbeing.
- Published
- 2023
43. Undergraduate Students' Emotions around a Linear Algebra Oral Practice Test
- Author
-
González Peralta, Angelina G. and Aguilar, Mario Sánchez
- Abstract
Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during such practice tests. This paper reports on a study on the use of practice test in mathematics instruction at the undergraduate level, which focuses on exploring students' emotions during a practice test for linear algebra. 78 students answered a questionnaire one day after having participated in an oral practice test on linear algebra. The results suggest that before the practice test nervousness was predominant among students, but this emotion decreases as the activity progresses.
- Published
- 2023
44. Exploring the Indonesian EFL Students' Reading Anxiety and Attitude before and after COVID-19 Pandemic
- Author
-
Iftanti, Erna
- Abstract
The shifting mode of teaching reading comprehension from offline to online due to COVID-19 pandemic has changed the EFL students' anxiety and attitude toward reading. Studies on this topic particularly in the context of Islamic Higher Education have not been much explored. This paper is then aimed at revealing the EFL students' anxiety and attitude toward reading and the implication to their reading performance. This descriptive quantitative was done by distributing an online questionnaire to seventy-five students of an English Department at a state Islamic University in Tulungagung East Java Indonesia, who attended reading courses online mode dan had ever joined offline reading comprehension classes. The online survey was carried out from Mei -June 2021 when the pandemic was at its peak. The collected data which were qualitatively analyzed and interpreted exposed three important points. Firstly, the pandemic that leads to physical and social distancing is believed to be able to reduce anxiety among EFL undergraduate students when they are reading English. It is also believed to improve their positive attitude toward reading English, even though reading is not anymore perceived as their hobby. Moreover, their reading anxiety and attitude after the pandemic implicates reducing their performance reading for some conditions, i.e., the increasing number of school tasks, the time limitation, boredom, and the decreasing focus on online reading. The research results are pedagogically implemented to build a positive attitude and reduce anxiety in online or offline reading.
- Published
- 2023
45. The Formation Logic and Counteractions of Parents' Educational Anxiety Accompanying the Introduction of Double Reduction Policy
- Author
-
Ming Qian, Wei-qian Xiao, and Yao-han Wei
- Abstract
After the implementation of "double reduction" policy, parental education anxiety becomes a hit subject in the society. Aimed to figure out formation logic and countermeasures of it, this paper adopts literature survey method, through numerous researches, discovers that on the one hand, the policy has comprehensively standardized cram schooling market, optimized the homework design and relieved students' burden, which renders the overall educational ecology sustainable. But on the other hand, affected by multiple factors, such as the weakening function of family education, the imbalance between the supply and demand of educational resources, single selection criterion and unpredictable educational deviation, parents' educational anxiety keeps swelling, bearing several features like the heterogeneity of anxiety, classification of anxious crowds, different stages of anxiety and intergenerational mobility. Therefore, only by synchronous implementation of multiple measures, reconstructing education ecological system, standardizing the policy and continuing to strengthen faculty force, can we relieve parental education anxiety and give a push to the genuine implementation of "double reduction" policy.
- Published
- 2023
46. Thai University Students' Understanding of Mock Politeness in English
- Author
-
Lerdpaisalwong, Siriporn, Maiklad, Chamaipak, and Pratama, Hendi
- Abstract
Even though linguistic or grammatical competence has been of paramount importance for language development and research in English language teaching and learning, other related competence types (i.e., pragmatic competence and sociolinguistic competence) should not be neglected. The objectives of this paper were to investigate Thai university learners' understanding of mock politeness expressions in English, comparing English major and non-English major students, and to discern the factors influencing their understanding. The data were collected from a stratified purposive sample of bachelor degree English majors and non-English majors enrolled in a public university in Bangkok. A mixed method approach was used; the quantitative data were collected from a mock politeness judgement task while the qualitative data were obtained from individual interviews. The qualitative findings revealed that the majority of both English majors and non-English majors seemed to understand English mock politeness without much difficulty, yet details of each individual's understanding differed in details. As for quantitative findings, an independent sample t-test revealed no significant differences between the accurate answers of majors and non-English majors, while a one-way ANOVA test revealed no significant differences in the accuracy of answers among the four years of study/enrollment of both majors and non-English majors. The participants' understanding of mock politeness in English is shaped by their differences in English proficiency, anxiety levels, and views regarding the importance of understanding English mock politeness, opinions about cultural influence, and strategies used for learning mock politeness. This study sheds some light for language teachers and policymakers, highlighting pragmatic or implicit meaning in English language use in general, and promoting appropriate strategies for teaching and learning different types of politeness and impoliteness in communications, including mock politeness. This enables learners to become more successful in understanding and using the English language accurately.
- Published
- 2023
47. Exploring Disruption through the Lens of an Adapted Five Senses Framework
- Author
-
Theresa Ashford, Peter A. Innes, Karen Hands, Sarah Casey, and Jacqueline Blake
- Abstract
This quasi-experimental research design surveyed 688 students through a self-administered online survey to specifically explore relations between student self-assessed capabilities (Lizzio Five Senses, 2006), overall program satisfaction, withdrawal behaviours, demographics and year of study in their university courses during an emergency COVID-19 lockdown experience. Importantly, this research offers a more nuanced view of the "Five Senses" and confirms their importance as a university strategy for student success. These findings offer further granularity into the complex set of relations that impact decisions around satisfaction, persistence, and capability in higher education and support previous research by Lizzio and Wilson (2008) indicating students' perceptions of "purpose" is the strongest predictor of satisfaction, lower anxiety and lower course withdrawal. Ultimately, the paper suggests as higher education looks towards future possible disruptions due to climate, health or political realities, equipping and fostering a strong sense of purpose, connectedness, and resourcefulness as well as sense of capability and academic culture will buffer and support students to persevere. In addition, this research suggests that those students who may have weak associations with these senses merit additional attention.
- Published
- 2023
48. A Comprehensive Study on the Problems of English Language Teaching in Turkey: Reflections from Pre-Service ELT Teachers
- Author
-
Samet Tasçi
- Abstract
The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year preservice language teachers. Reflection papers and semi structured interviews were used in the data collection process. Based on the content analysis technique, themes and codes were formed. According to the participants, there are problems with teacher education program, teachers, learners, assessment, curriculum, and context in English language teaching in Turkey. Excessive number of education faculties and teacher candidates, no standardization among ELT departments, divergence between theory and practice, insufficient teaching practicum, absence of assessing communicative skills in YKS, unvaried assessment tools, washback effect, test anxiety, course hours, inflexible curriculum, lack of extracurricular activities, inappropriate course books, non-communicative activities, high amount of L1 use, lack of teacher autonomy, demotivation, unwillingness, fear of making mistakes and anxiety, lack of interaction, lack of self-confidence, discipline issues, crowded classes, inadequate physical and technological resources, and audit gap were stated by the preservice teachers as some of the problems of English language teaching in Turkey. The findings were discussed in line with the previous findings and educational implications were offered.
- Published
- 2023
49. Cultivating Culturally Responsive-Sustaining Approaches to Social and Emotional Learning for Students with or At-Risk for Emotional Dis/abilities
- Author
-
Sharde Theodore, Lindsay Romano, Fanica Young, Danica Moise, and Tahnee Wilder
- Abstract
School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at risk for EBD, social and emotional learning (SEL) practices are most effective when implemented through a culturally responsive-sustaining lens. Thus, this paper examines how the pervasive inequities within special education praxis can be mediated through culturally responsive-sustaining SEL practices. Using the tenets of dis/ability critical race theory (DisCrit), we first problematize the current approaches to SEL curricula and address how they contribute to the pathologization of RELD students with or at risk for EBD. We then provide evidence-based recommendations for school leaders and practitioners to embed culturally responsive-sustaining pedagogy within SEL instruction.
- Published
- 2024
50. Dealing with Disability as 'Matter out of Place': Emotional Issues in the Education of Learners with Visual Impairment
- Author
-
Brian Watermeyer, Judith McKenzie, and Jane Kelly
- Abstract
Globally, education of children with disabilities increasingly occurs in inclusive school settings, requiring specialised teacher education. Scholars emphasise relational and instrumental skills, to overcome prejudice and exclusion. Visual impairment (VI) is emotionally evocative, presenting particular challenges to inclusion. Using data from in-service teacher education for VI inclusion in South Africa, this theoretical paper explores the personal and emotional barriers which teachers must negotiate surrounding the 'new reality' of VI in their classrooms if successful inclusion is to be achieved, and how teacher education may support this. We set qualitative data from an in-service short course for teachers of VI learners against ideas from disability studies, critical psychoanalysis and anthropology, conceptualising relational issues arising from VI in the classroom. Due to VI's evocation of unconscious anxieties in the observer, we argue that the experiences and needs of children with VI may be felt as 'matter out of place' in the classroom, confounding inclusion. Teacher anxiety threatens the capacity for containment and creativity, undermining the secure relationship which is elemental to successful learning. To manage the experiences, feelings and needs of VI learners, teachers require education which facilitates processing of their own emotions surrounding this evocative form of disability.
- Published
- 2024
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.