Search

The study examined faculty’s research productivity, their perceptions of influence of factors and policy directives on their research productivity. It also examined the correlation between faculty’s gender, level of education, years of teaching experience and their research productivity. A questionnaire was used to collect data from 162 faculty members at four public higher education institutions (HEIs). Descriptive and multiple regression analysis were used to analyze the data. The results showed that faculty’s research productivity was significantly low. For instance, 76% of the participants reported publishing 468 articles in national journals while 71% of them reported publishing 253 works in international journals since they started working as faculty. Around 82% of the participants did not publish any articles in international journals indexed in Web of Science, Scopus, or PubMed. Furthermore, 54% of the participants did not publish any articles in international journals over the one-year period (2022). The participants believed that various factors influenced their publications in international journals including lack of access to funding, journal articles and data analysis tools. Furthermore, Faculty perceived policy mandates to have varying degrees of influence on their decisions to publish their works on different venues including international and high-impact journals. The study revealed a significant correlation between participants’ characteristics, particularly their years of teaching experience and their research productivity, which highlights the significance of tailoring policies and interventions to diverse needs of various faculty groups to enhance their research productivity.

AbstractThe main objective of the present study was to investigate undergraduate students’ perception of smartphone addiction and its impact on themselves and their academic performance in Takhar province. 1321 participants from Takhar University and 4 private universities responded to an online survey questionnaire. The researchers used SPSS Version 26.0 to analyze the data. The findings revealed that undergraduate students were highly addicted to smartphones, and the excessive use of smartphones had an adverse effect on the academic performance of students. The results showed that there were statistically significant differences in smartphone addiction by the respondents’ gender, access to social media and daily hours of smartphone usage. Moreover, a strong negative correlation was found between smartphone addiction and its impact on students’ academic performance. The findings of the study are crucial to higher education leaders because they may help them develop policies to reduce the excessive and inappropriate use of smartphones in classrooms.

AbstractThe study investigated lecturers’ perceptions of student incivility in higher education of Afghanistan. It examined students’ behaviors that lecturers considered uncivil as well as causes and consequences of students’ uncivil behaviors. It also explored strategies lecturers used to address student incivility and to what extent they rated the strategies effective. A survey questionnaire and interview protocols with open-ended questions were used to collect data for the study. Descriptive and inferential statistics, and thematic analysis, were utilized to analyze the data. The study revealed that the participants considered threatening, harassing comments, belittling, making waseta, complaining about a lecturer, and cheating on exams as extremely uncivil behaviors. The participants believed that society, students, lecturers, and institutions were the major sources of student incivility. They believed that student incivility had negative impacts on learning environment (e.g. interrupted the normal flow of the class), lecturers (reduced their interest in teaching), and students (e.g. made them lose their concentration). Lecturers used a number of strategies including friendly verbal reminders and talking to a student in private and in front of other students to deal with student incivility, and they suggested individual and institutional strategies to cope with students’ uncivil behaviors. The study recommends universities to develop a policy to address incivility in order to create a safe learning environment for lecturers, students, and other stakeholders.

The study investigated undergraduate students’ perceptions of gender equality, their practices and perceived strategies to promote gender equality in Afghanistan. It also examined the impact of the participants’ gender on their responses. The authors used an online questionnaire to collect data from 448 students using snowball sampling technique. They used descriptive and inferential statistics to analyze the data. The findings showed that the majority of the participants had favorable perceptions about gender equality, and an overwhelming majority disagreed with the traditional notion of “women belong in the kitchen and men belong at the office”. They used various practices to varying extent to promote gender equality in their communities (e.g. advocacy for gender equality). They suggested a number of strategies to promote gender equality in Afghanistan (e.g. integration of gender equality in education). Furthermore, the participants’ gender had a significant impact on their perceptions of gender equality. Female students had stronger perceptions about gender equality than their male counterparts did; they used a number of practices more frequently than males to promote gender equality. Compared to their male counterparts, female students were also more aware of roles of men, mullahs, education and awareness programs in promotion of gender equality in society.

The main purpose of this quantitative study was to investigate EFL undergraduate students’ perceptions about cheating in exams: reasons, techniques, and consequences. It also examined the differences between participants’ responses by their gender and class. A total of 185 EFL undergraduate students at two public universities took part in the study. A survey questionnaire was used to collect data for the study. SPSS version 28.0 was used to analyze the data. The results revealed that students cheated in exams for various reasons including getting a higher grade, passing an exam, and not having enough time. Students used different ways to cheat in exams such as cheat sheets, cellphones, clothes, and their body parts. Furthermore, students faced certain consequences as a result of cheating in exams. For instance, they failed a particular course due to being caught cheating in exams and they lost their class ranking and self-respect. The study also revealed that there were differences between the participants by their gender but not class. Lecturers should use student-centered learning and formative assessment techniques in their teaching practices to engage students in the learning process and maximize their learning.

Abstract The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.

Incivility, a growing challenge in higher education institutions, interferes with and disrupts the learning process. This study examined faculty members' experiences of students' incivilities in institutions of higher education in Afghanistan. A survey questionnaire was used to collect data from 289 faculty members who were teaching in various higher education institutions across Afghanistan. Descriptive and inferential statistics and thematic analysis were used to analyze the data. The findings showed that faculty members experienced varying degrees of a wide range of incivilities in and outside the classroom, including conversing loudly in the class, interruption, and harassment. They also experienced a variety of incivilities related to assessment and grading. A small number of them experienced more serious forms of incivilities including beating, stabbing, and death threats. The findings also revealed that there were not significant differences between participants' experiences of student incivility by their gender, but there were significant differences between faculty members' experience by their level of education and years of teaching experience. The study recommends faculty members and higher education institutions take practical measures to address incivilities inside and outside the classroom in order to create a safe learning environment for faculty members and students.

The study examined instructors’ arguments for and against the use of L1 in EFL classes. It explored the frequency use and functions of L1. It also investigated the impact of the participants’ gender, education level and years of teaching experience on their responses. A survey questionnaire and classroom observations were used to collect data from 189 and 5 EFL instructors, respectively. Descriptive and inferential statistics were used to analyze the data. The results showed that EFL instructors had mixed perceptions about L1 use in EFL classes. They believed that L1 had both facilitative roles (e.g. helping students build up their lexicon) and negative consequences (e.g., interfering in students’ learning). Furthermore, the instructors utilized L1 for various language, classroom management and social purposes to varying extent. L1 was more frequently used to explain difficult grammatical points, new vocabulary and difficult concepts. Instructors favored and used L1 more frequently in low-level classes than higher levels. The study also revealed that there were statistically significant differences between participants’ responses by their gender, education and years of teaching experience. The study recommends EFL instructors to revisit their use of L1 in EFL classes and use it judiciously and systematically to optimize students’ English learning and prevent negative consequences of the overuse of L1 (e.g., learners’ dependence on L1).

Gender differences on the acceptance of ICT in English language learning is a vital component of the successful implementation of ICT in education. In this respect, the present study aims at exploring the gender differences on the acceptance and barriers of ICT use in English language learning from students’ perspectives at Takhar University, Afghanistan. A quantitative research method was utilized and a total of 152 respondents answered the questionnaires. The findings of the study indicated that the participants held positive perceptions in terms of the use of ICT in learning the English language at Takhar University. In addition to that, the study revealed that the common barriers to the use of ICT are the inadequacies in many aspects including internet/Wi-Fi, electricity, technological devices, ICT infrastructures, time and confidence in using ICT, sufficient training and support. This study is useful for curriculum developers and policy makers to make decisions concerning the development and implementation of ICT in learning the English language, particularly from the perspectives of students which take gender differences into account.

Social media has been widely used in EFL programs in higher education and they play an important role in transforming learning and teaching. This study investigated the use of social media in EFL learning and teaching in Afghanistan. Moreover, it explored the preference and the frequency of the use of social media in EFL learning and teaching. A survey questionnaire was administered to gather the data from 170 randomly chosen participants from Takhar University based in Taloqan City, a northeastern city in Afghanistan. The researchers used Statistical Package for Social Sciences to analyze the data. The study found that Facebook and WhatsApp were among the highly preferred social networking sites and they were frequently used in EFL learning and teaching in Afghanistan. The results of the study showed statistically significant differences in the frequency of the use of social media by the students’ gender, age and class. Female participants used social media more frequently than their male peers and senior and older students used social media more frequently than junior and younger students. The results of the study suggest that higher education leaders and policy-makers should encourage the use of social media and provide more technological facilities to improve students’ achievement and quality of education.

The study investigated the lecturers’ perceptions of problem-based learning (PBL); their attitudes towards PBL, their views of effects of PBL on the learning process and the factors for not employing PBL in their courses. A survey questionnaire was used to collect data from 40 randomly selected lecturers from Takhar University. Descriptive and inferential statistics were used to analyze the data. The findings showed that lecturers had strong positive attitudes towards PBL and they were interested in utilizing PBL in their teaching activities. They were aware of the effects of PBL on the learning process particularly students’ learning. They believed that PBL could help students develop a variety of generic skills, e.g., communication and problem-solving skills, which are necessary for employment. However, most of the participants did not make use of PBL in their courses for various reasons such as large number of students in their classes and lack of appropriate infrastructure. The lecturers’ gender, level of education and years of teaching experiences did not have any significant impact on their responses.

Background: COVID-19 has tremendously affected the world including Afghanistan since its outbreak. Objective: This study aimed to investigate the public knowledge about COVID-19 in Afghanistan as well as practices used to prevent contracting the disease. It also studied the attitudes of the public towards the COVID-19 survivors, and the impact of the participants' gender, place of residence and marital status on their responses. Method: The data were collected from 1472 individuals through an online survey questionnaire. SPSS version 24.0 was used to analyze the data. Results: The findings showed that the public were very knowledgeable about COVID-19. They used various practices to varying extent to prevent contracting COVID-19 and its spread. Moreover, the participants' attitudes towards the COVID-19 survivors varied. They had negative attitudes towards them if close contact was concerned, but their attitudes were positive towards them if close contact was not involved, e.g., educating community members about the disease. Gender and place of residence had a significant impact on the participants' knowledge and practices, but they did not affect their attitudes towards the survivors. Furthermore, marital status significantly affected the participants' practices, but it did not have any impact on their knowledge and attitudes towards the survivors.

The study examined EFL instructors' perceptions of English textbooks. It also investigated whether the instructors' gender and the type of textbooks they used had a significant impact on their responses. A survey questionnaire with 30 closed-ended items was utilized to collect the data from 60 randomly selected EFL instructors who were teaching English in higher education institutions and English language centers. SPSS version 26.0 was used to analyze the data. The findings showed that the instructors had positive perceptions about English textbooks. They also believed that four skills of English were equally represented in the textbooks, and they contained adequate listening, speaking, reading and writing activities. In addition, the textbooks were enriched with the cultural issues of the target language and that they were appropriate for the Afghan context. The results also showed that textbooks served various roles in EFL classrooms, for instance, as a source of assessment and assignment. There were not statistically significant differences between female and male instructors' responses. However, the type of textbooks they used significantly impacted their perceptions of English textbooks. EFL Programs are recommended to encourage and support their instructors to use other English learning resources to optimize their students’ learning.

The main goal of the study was to investigate the political participation of Afghan youths on Facebook. It explored their frequency of Facebook use as well as the impact of gender, age, and employment status on Afghan youths’ political participation and engagement in the 2019 presidential elections on Facebook. An online survey questionnaire was used to collect data. The data were analyzed using SPSS version 26.0. Descriptive statistics, T-test, and One-Way ANOVA test were employed to answer the research questions. The findings showed that Afghan youths did not actively participate in political activities on Facebook although they spent at least half an hour on Facebook every day. They were engaged in low-cost and low-risk political activities, e.g., following Afghan politicians. Likewise, their engagement in the 2019 presidential elections was superficial; they were engaged in electoral activities on Facebook that required low efforts and commitment, e.g., following presidential candidates. Moreover, the gender, age, and employment status of the participants did not have any significant impact on their frequency of Facebook use, political participation, and engagement in the 2019 presidential elections on Facebook.

The study investigated the attitude of Afghan undergraduate EFL students towards the importance of learning English idioms, sources of difficulties in learning and understanding them, and strategies used to learn and understand idioms. It also explored the impact of students’ gender and first language on their responses. The data were collected from 337 students majoring in English language and literature through a questionnaire. SPSS version 26.0 was used to analyze the data. The results revealed that Afghan undergraduate EFL students had a very strong positive attitude towards the importance of learning idioms. The study also showed that EFL learners were aware of the difficulty of learning idioms. Their difficulties mainly came from lack of cultural knowledge behind idioms, lack of analogues for English idioms in their first language, and lack of context. Furthermore, students used numerous strategies to learn and understand idioms. Afghan EFL students’ gender and first language had no significant impact on their responses. The study recommends Afghan EFL instructors to incorporate idioms in their teaching activities.

The study aims to investigate the cognitive, affective, and behavioral attitudes of Afghan students towards learning English. It also studies the differences in the attitudes of the students by their demographic profile, i.e., gender, age, first language, field of study, access to the Internet, and English learning experience in English language centers. The data were collected from 210 randomly selected students from Takhar University through a questionnaire with 30 close-ended items. The data were analyzed using SPSS version 26.0. Descriptive statistics, sample T-test, and one-way ANOVA test were employed to answer the research questions. The findings show that the students have positive cognitive, affective, and behavioral attitudes towards learning English. The study also reveals that there is not a statistically significant difference in the attitudes of students by their gender, age, first language, and field of study. However, the attitude of students with access to the Internet and English learning experience in English language centers is more positive than that of the students without access to the Internet and English learning experience in English language centers.

This study explored the relationship between principals' transformational leadership and teachers' emotional intelligence. The authors collected data from 395 teachers at Takhar high schools and statistically analyzed them using SPSS. The study found that there was a statistically significant positive correlation between principals' transformational leadership and teachers' emotional intelligence. It also revealed that there were statistically significant differences in teachers' level of emotional intelligence by their demographic factors: gender, education, work experience, and school location. The finding of the study will lead to the improvement of policies to advance principals' transformational leadership and teachers' emotional intelligence.