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The study aimed to investigate the Effect of Academic Stress on Students' Academic Achievements and Its Implications for Their Future Lives. A correlational research design was employed through stratified random sampling (n[subscript i] = 270, where female = 80 and male =190) to collect pertinent data through a questionnaire. Descriptive and inferential statistics were employed. Firstly, academic stress highly affects students' academic achievement, with females being more stressed (65.20%) than males (59.60%), which leads to a high dropout rate and low graduation rate. Secondly, about 69% were accustomed to drinking alcohol, chewing Khat, absenteeism, and smoking whereas about 31% were regularly engaging in unsafe sex, physical fights, smoking shisha, and poor personal sanitation. Thirdly, there were significant positive relationships among sex, age, academic batch, and student's cumulative grade point average. To conclude, academic stress hinders good academic achievement, increases college dropout rates, low graduation rates, and lack of self-confidence. It leads to drinking alcohol, absenteeism, chewing khat, reduced academic morale of students, and failure in completing assignments on time. Therefore, university authorities should ensure a good academic environment for the students and minimize academic stress through appropriate course load, appropriate lecture hours, proper lecture schedules, and non-congested lecture halls.

This literature review examines the main factors in a child's life that directly impact the development of emergent literacy skills. The literature in this review was collected from several peer-reviewed articles and government-certified websites. As discussed in the literature, the development of emergent literacy skills is dependent upon a child's phonological awareness. The review identified the home literacy environment (HLE) as an area that is influential in developing emergent literacy skills, as a result of providing a continuation from school to home. Other key factors include the dynamic of the classroom and programming or interventions provided. Overall, this literature review demonstrates the importance of emergent literacy. The author concludes that the home literacy environment, classroom dynamic, and interventions/programming provided are the main factors in a child's life that affect early literacy development.

Learner-Centered Teaching (LCT), as opposed to teacher-centered practices, actively engages students in the learning process. In this paper, we discuss the importance of adopting LCT strategies in family science courses to improve student learning outcomes. Family science is particularly apt for LCT because of the interpersonal focus of the discipline. To help fill an important gap in the literature, seven LCT strategies are articulated within the specific context of family science. We highlight the following seven approaches: small group activities, questioning, think-pair-share discussions, gaming, in-class writing, low-stakes quizzes, and flipped classroom design. In addition to describing the approaches, we discuss class size, adapting the techniques for online courses, and working with students who require accommodations. Finally, we share evaluation data from students that speaks to four of the seven LCT strategies. Our hope is that this paper will offer ready-made ideas that family science instructors may adopt. To conclude, we discuss implications, challenges in implementing LCT, and areas of future research.

The current practices and shortcomings of engineering students' English language teaching (ELT) syllabi were examined from the perspectives of learners and teachers in English as a foreign language (EFL) context. The syllabi included content that had little impact on students' communicative competence in English (CC-E). Students were generally concerned about their professional communication abilities. In this study, the researchers collected data from ten engineering-focused universities in Bangladesh. These universities' existing ELT syllabi (ELT-S) were examined, seeking the current practices and pitfalls. The study sampled 152 participants from the selected universities. The study followed a mixed-method approach. In the qualitative technique, content analysis, focus group discussion (FGD), and interviews were employed for data collection, while survey questions were used in the quantitative approach. The study's findings revealed that the existing English syllabi of those selected universities required updating and modification to meet the identified professional requirements regarding the type, credit allotment, content, classroom practices, class size, policies, etc. The improvements included redesigning English syllabi, material, and teaching methods to improve engineering students' communicative abilities. A uniform curriculum with at least one English language sessional course per semester in all engineering majors was strongly recommended.

Background: South Africa is a country with a reading crisis: 81% of Grade 4 learners are unable to read for meaning in Grade 4. Teaching methods and practices have been identified as a primary cause; there is an over-reliance on choral methods, very little focus on meaning, weak feedback and assessment, and little interaction with books. Aim: This article reports on the kinds of knowledge required to teach Group Guided Reading (GGR) and the extent to which teachers enacted this knowledge in their practice, using Shulman's (1987) knowledge categories. Setting: The research was carried out in three no-fee, township primary schools where isiXhosa was the language of learning and teaching (LoLT), in the Eastern Cape, South Africa. Methods: The research took the form of a case study of three teachers, who were given support, including coaching, to implement GGR. Data were generated through classroom observation and stimulated recall interviews using videos; the data were analysed using Shulman's knowledge categories (1986, 1987). Results: Teachers demonstrated sufficient pedagogical content knowledge (PCK) to put GGR into practice. However, no assessment was observed, and two of the teachers chose not to put the learners into reading ability groups, both of which are core elements of GGR. Conclusion: New methods of teaching do not always take account of local circumstances. Contribution: Group Guided Reading was developed in countries where classes are small, and classrooms are spacious and well-equipped.

Authors Kevin McCaughey and Rick Rosenberg demonstrate techniques for using board games to stimulate student-centered language practice that is flexible, productive, engaging, and fun. The article includes tips for efficient game play and for using games with a variety of levels and class sizes. The authors show that playing board games for language practice can be educational AND entertaining.

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner. Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa. Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels. Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes. Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment. Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement. Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

In the main, convergent mixed-methods study on which this article reports, we explored Grade 12 accounting teachers' experiences of teaching in large classrooms in the Manzini region of Eswatini. As part of teachers' experiences, the methods that the teachers used to teach were also explored. Purposive sampling was used to select 25 accounting teachers from 10 schools (5 schools from rural areas and 5 schools from urban areas) who taught accounting classes with more than 35 Grade 12 learners. The selected teachers completed questionnaires for the quantitative component of the study. Purposive sampling was used to select 10 participants who were interviewed and observed on the basis of meeting the criterion set out above for the qualitative component of the study. The Statistical Package for Social Sciences (SPSS) for quantitative data analysis, and thematic analysis for qualitative data analysis were used. We found that the most dominant methods used by teachers to teach accounting in large Grade 12 classes in Eswatini were group discussions, question and answer, lecturing and demonstration methods. With the study we extended awareness of methods that teachers in emerging economies can use to cope with teaching accounting in large Grade 12 classes, and we propose further approaches to be considered to make teaching this subject in large classes sustainable.

STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the 'Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)', a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education.

Creativity has been proven to be a core competitiveness in the twenty-first century. Although many experimental studies have confirmed that game learning can improve creativity, some studies have contrary results. Currently, there are very few, and primarily incomplete, meta-analyses integrating experimental studies of educational gaming's impact on creativity. The current meta-analysis included 29 articles from 2002 to 2022, containing 116 effect sizes and 4,159 student subjects. The results showed that the overall mean weighted effect size was 0.84, indicating that game learning significantly positively affected students' creativity compared with non-game learning. In addition, the mean effect size was moderated by digital content, teaching strategies, educational stages, publication sources, and class size but not by patterns, disciplines, and experiment duration. Accordingly, this study provides new insights and suggestions on improving creativity via game learning design and implementation as a reference for researchers, teachers, game designers, and developers in the field of creativity.

This study investigated the motivation and motivational orientations along with the most prominent problems the students of non-English majors (SNEM) encounter in learning oral English skills (OES). To this end, a mixed method design was applied in this study by using a questionnaire to elicit quantitative data and a stimulated recall to generate qualitative data. The questionnaire was administered to 942 students, among whom 128 participated in a stimulated recall. This study took place at Universitas Dayanu Ikhsanuddin, Indonesia, during the academic year 2020/2021. The results of the questionnaire were analyzed quantitatively using the Microsoft Excel Program, and the participants' responses to stimulated recall were qualitatively analyzed by hand as prescribed by some experts. The findings revealed that SNEM are interested in learning OES, and their motivational orientation is employment. The students believe that OES: (1) will help them to get a good job; (2) is important for their future job; and (3) is beneficial for their future career. The three most significant issues that the SNEM face while learning OES are (1) insufficient class time, (2) a lack of opportunities to use English, and (3) a large class size. The findings are discussed, and some implications are provided.

This study examined high school mathematics teachers' job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools' infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers' unions need to work on behalf of teachers' welfare rather than carry forward their political parties' agendas and ideologies.

Regarding the faults of the Japanese compulsory enrollment system, premised on attendance at a specific school, a forward-looking view must be taken on the guarantee of opportunities for general education via non-physical attendance (online attendance) in which physical attendance is not the default. At this time, municipal Boards of Education are called on to "promote the guarantee of diverse opportunities for general education" and "form public school networks," while prefectures must establish new councils and comprehensive support centers for a continuous guarantee during the school age across a broad area in cooperation with municipalities. [This article was translated by Nadezhda Murray. This article was originally published, in Japanese, in "Kyoikugaku Kenkyu" ("The Japanese Journal of Educational Research"), Vol. 88, No.4, 2021.]

This study investigated factors affecting the teaching of creativity in Colleges of Education (CoE) in Ghana. A descriptive survey design was used by developing a questionnaire containing closed and open-ended questions to collect the data. The data were collected from 188 participants. The participants were selected by using a multistage sampling technique. The sample involved fashion design instructors (18) and principals (5) students (165) from five CoEs. Descriptive statistics like frequencies and percentages were used to analyze the data collected. The results revealed some challenges such as time and large class sizes, inability to cover the curriculum, lack of resources, acquisition of objectives, heavy workload and staff inadequacy and lack of in-service training. Based on the findings, the researcher made recommendations to improve the teaching and learning of creativity in colleges.

This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during COVID-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students' motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students' academic success. It is evident from the study that size does not affect motivation, which is solely the student's responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students' motivation and engagement, irrespective of the study group.

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students' indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students' indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students' indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed.

Concerns have long been raised regarding the constraints of CLT. The study aims to discern the exact as opposed to the supposed problems that are taken for granted as obstacles. A total of 95 in-service Korean, North American, Chinese, Uzbek English teachers participated in the study. The results reveal that none of the non-teacher-related external factors such as educational policy, class size, classroom layout, learners' English proficiency, and learners' motivation, was found to be significant for CLT. Amongst teacher-related internal factors such as teachers' language proficiency, teacher's motivation to teach, years in service, teacher competence, and training in instructional methodology, teacher competence was found to be significant. In addition to the influence of the constraints on the teaching methods, the study further investigated teachers' perception of their teaching. The results that teaching methods were selected for 'convenience' and external teaching environments as the No.1 precondition for their change to CLT suggest a need for a shift in teacher perception.

Community service-learning (CSL) is implemented mainly in smallscale classes. To date, little is known about how large-scale CSL courses could best be designed. This study seeks to identify benefits and potential strategies for designing large-scale CSL courses. A qualitative multiple case study was performed of three large-scale university courses (> 100 students) at Vrije Universiteit Amsterdam. Based on three core concepts of CSL, "reflection," "reciprocal learning," and "transformational learning experiences" were used as sensitizing topics in the thematic analysis. Implementing CSL in large-scale courses showed multiple benefits, such as the amount of work that could be completed and the potential to reduce students' individual workload. At the same time, realizing CSL in large-scale courses offered some challenges. This article presents nine hands-on strategies to implement CSL in large-scale courses.

To recognize and assess the job stressors that teachers face in daily practice is essential. One of the most used objective measures of stress is the heart rate (HR). This pilot study explored the use of a wearable device (smartwatch) to monitor the HR of two teachers over two weeks in the classroom. Educational context variables (subject, class size, timetable, activity learning performed) and environment variables (temperature, humidity, sun irradiance) were related with HR. The results showed significant differences on HR among the teachers according to the educational activity, time of the day, or day of the week. The environmental variables were related differently in each of the participants. The study showed the practical implications of using a smartwatch, or smart bracelet, in the field of education. It provides systematic data that be analyzed and linked to other variables, opening the possibility of measuring real-time stress in the classroom, as an alternative or complement to stress self-reports.

This study explores the perceived affordances and challenges of online teaching and learning among English instructors and students. Qualitative data were gathered through semi-structured interviews from 8 online English instructors and 8 online English learners at a state university in Turkey. Using Nvivo software, content analysis was employed for data analysis. Results indicate a strong consensus among the instructors and students on the affordances and challenges of online language education. Participants view online education positively for its flexibility, accessibility, comfort, technology integration, cost-saving benefits, and opportunities for autonomy and individual development. However, concerns have also been raised about the sudden transition to online education, leaving both instructors and students feeling unprepared. Consequently, participants perceive online education as demanding and challenging. Identified challenges include difficulties in teaching language skills and using language teaching methods, lack of interaction and communication, inadequate technical infrastructure, limitations of the online platform, poor attendance and participation, insufficient teacher training, ethical concerns, large class sizes, limited online material infrastructure, low motivation and autonomy among students, and increased workload for instructors. These technical, pedagogical, and attitudinal issues collectively influence the overall perception and effectiveness of online teaching and learning. The findings underscore the need for comprehensive training, improved technical and material infrastructure, and a reevaluation of online course design to ensure a high-quality teaching and learning experience.

This paper investigated factors affecting the teaching of practical assessment tasks in the Senior Phase Technology classroom at Ehlanzeni District in Mpumalanga Province, South Africa. The study follows the case study design. Three teachers were purposively sampled from three different schools based on their experience in teaching Technology in the Senior Phase. This paper is grounded on the Cognitive Apprenticeship theory. Qualitative data were collected using interviews. The data was analysed thematically. The emerging themes from the study were teachers' knowledge and skills, resources and class size as contributing factors affecting the execution of practical assessment tasks in the Senior Phase Technology classroom. The study findings have adverse effects on learners' achievements in practical assessment tasks, especially in design process skills.

This paper aims to examine the obstacles hindering the successful implementation of Free Primary teaching in Kakua chiefdom, Bo district, Southern Sierra Leone, focusing on the adequacy of funding and provision of educational resources to schools. The research employed a survey design with a cross-sectional approach, involving the collection of both qualitative and quantitative data from various respondents simultaneously. The target population consisted of 600 participants, including 20 school leaders, 575 teachers, and 5 education officers from the Bo district. The sample, comprising 120 responses, included one deputy director (DD), two zonal executives of the Sierra Leone Teachers Union (ZESLTU), nine school leaders, and 108 teachers. The DD and ZESLTU executives were selected through purposive sampling, while school leaders and teachers were chosen through proportionate sampling. Interviews were scheduled with the Sierra Leone Teachers Union's zonal executives and DD. The results revealed that a majority of teachers reported overcrowded classrooms attributed to free primary education, aligning with findings from other research. The necessary number of classrooms exhibited variation, with an average deficit of 2 per school. Teachers reported inadequacies in classrooms, urinals, toilets, desks, and textbooks. However, other teaching and learning aids were generally rated as sufficient. This highlights a lack of resources in schools, potentially impeding the efforts of teachers and school administrators. Therefore, the study recommends that the government should allocate adequate funding, time, and resources to ensure the effective implementation of free primary school education without compromising quality.

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.

Teacher well-being is an important issue that needs to be considered within a teaching environment. However, little research exists about the relationship between teacher well-being and learner performance. In this study we used data from the 2015 Trends in International Mathematics and Science Study (TIMSS) to look at the interplay between teacher-related factors (including stress), and the mathematics achievement of Grade 9 learners from South Africa in the 2015 TIMSS. The results show that levels of teacher stress, teacher qualification, class size, as well as the type of area in which the school is situated are all significantly associated with learner achievement. The findings of this study reveal that learners who are taught by teachers who feel more stressed, have large classes to contend with, are in schools located in poorer areas, and who are less qualified, are significantly more disadvantaged with regard to their mathematics education than their counterparts who are taught by teachers who do not share these problems. These findings suggest that it is important to consider the role of positive working environments for teachers in trying to find ways to improve the mathematics learning outcomes.

The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers' inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.

The aim of this study is to determine the teachers' views on emergency distance Turkish teaching as a foreign language after COVID-19 pandemic. In this context, the quantitative and qualitative data were collected simultaneously in the study, which was created by using the convergent mixed design of the mixed method, which is one of the basic research methods. The study group of the research consisted 137 of teachers who were obliged to switch to emergency distance Turkish teaching while teaching Turkish face to face to international students studying at Turkish Teaching Centers affiliated with universities. According to the findings of the research, it was determined that teachers faced with many technological and pedagogical problems. In addition, it was identified that before the process started, teachers did not receive any training for distance Turkish teaching and therefore started distance teaching without experience. Moreover, it was concluded that class sizes are suitable for distance teaching, writing is the most difficult skill to develop and measure in distance teaching, and there is a lack of materials to be used in distance teaching.

The study aimed at assessing teaching stress on in-service teachers' motivation and its implication for quality education in Ethiopian Secondary Schools. A correlational research design was employed. The target population for this study was one higher learning institution's three college in-service teachers who attend their upgrading degree. 358 in-service teachers were sampled out of 1078 by stratified random sampling technique to collect pertinent information through a questionnaire. Firstly, about 69% of the in-service teachers were frustrated by teaching stress; secondly, about 70% of them failed to feel responsible for low results scored by students; thirdly, about 79% of them were poorly motivated in the teaching profession. Finally, it was found that there was statistically a significant strong negative relationship between teachers' level of motivation and causes of stress (workload, resources constraints, time pressure, students misbehavior and large class size), [rho] (354) = -0.75**, [rho] (354) = 0.73**, [rho] (354) = -0.72*, [rho] (354) = 0.72** and [rho] (354) = -0.80**, [rho] < 0.05. Therefore, to sustain the quality education in Ethiopia, all education stakeholders should search for mechanisms to minimize teaching stress and increase teachers' motivation through providing professional training, incentives, and privileges in type and in kind.

In this article, we analyze the relationship between class sizes and examination results in higher education. Data from the University of Stavanger, collected in the Common Student System (FS) in the period from 2011 to 2021, shows that there is a negative correlation between the number of students enrolled on courses and examination results. An increase in the number of students taking a course reduces the average scores. We also show that the difference in examination results for different class sizes decreases when the course level increases.

Understanding how individual students cognitively engage while participating in small group activities in a General Chemistry class can provide insight into what factors may be influencing their level of engagement. The Interactive-Constructive-Active-Passive (ICAP) framework was used to identify individual students' level of engagement on items in multiple activities during a General Chemistry course. The effects of timing, group size, and question type on engagement were investigated. Results indicate students' engagement varied more in the first half of the term, and students demonstrated higher levels of engagement when working in smaller groups or subsets of larger groups when these groups contained students with similar levels of knowledge. Finally, the relation between question type (algorithmic "versus" explanation) and engagement depended on the activity topic. In an activity on Solutions and Dilutions, there was a significant relation where algorithmic items had higher occurrences of Interactive engagement. The implications of this work regarding teaching and research are discussed.

The aim with this study was to examine how, from the teachers' and students' perspectives, the project-based learning approach was applied in science and technology lessons. The research was conducted through a case study with qualitative research methods. The data of the study were obtained from semi-structured interviews with 38 students and 11 science and technology teachers. This data were analysed by descriptive analysis which is a qualitative data analysis method. The results of this study show that the teachers described the project-based learning approach as an inapplicable approach in schools. Teachers advised a reduction of curriculum content and a reduction in class sizes. We understood that the other phases of the project processes that started with the selection of project topics at school were done with the help of the students' families at home. It also became clear that during the evaluation process, the teachers took the students' own efforts into consideration. We determined that most of the students who participated in the projects in the science and technology course were free to choose their project subjects. It also became clear that students preferred to do projects in the science and technology course. At the end of the research report, suggestions based on the results of the research are made.

This paper focuses on the most significant empirical studies on the topic of challenges facing the communicative language teaching approach in Saudi Arabia. The communicative language teaching method has been used for more than two decades in Saudi Arabia and research conducted during this period offers some insight into the main challenges of the implementation. The main goal of this paper is to synthesize findings from research studies conducted in the past and by doing so, suggest the possible avenues for tackling these challenges. Four broad categories of challenges have been adopted from Li's (1998) comprehensive framework in an attempt to structure the challenges under meaningful labels. This, in turn, enabled us to categorize the challenges according to their source which helped our understanding of how to resolve them. The findings suggest that the most frequently observed policy-related challenges are the current exam system, overcrowded classes, no AV equipment, and low quality of in-house training programs for teachers. Teacher-related challenges mostly relate to conflicting ideas about CLT, low confidence in these methods, preference for the traditional learning model, focus on developing skills that feature in the exams, and deficiencies in teachers' English. Student-related challenges are found to be their low-level proficiency, passive learning style, lack of motivation to learn the target language, and fear of their marks being negatively affected if they are paired with weaker peers during communicative activities. This paper concludes that these challenges are all interconnected, and a systematic approach is essential in trying to tackle these with the government intervention being a potential first step.

This paper explores the top ten issues and ideas for the future of teaching and learning in the post-pandemic world. The study uses the researcher's informed reflection as a method. The informed reflector role allows the researcher to explore realities from multiple dimensions by scanning existing teaching and learning scholarship. The subjective accounting, the lack of external verification of the thinking, overshadows limitations. The researcher devises phenomenological bracketing to reduce the researcher to a reflector. The researcher acknowledges that there could be other critical issues and ideas than those in this study. Nevertheless, the reflections shared in this study may contribute to the existing stock of all other contemplations, discussions, and debates.

Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students' learning in face-to-face ELT classes, effective teachers' scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.

The violence, and instability because of civil war in Syria have caused millions of people to leave their country. Many countries have been affected from this migration. Turkey is one of the countries that has been significantly affected from this crisis. Turkey is trying to provide some services to Syrian people. Education is one of them. For education of this large population the schools called temporary education centers (TECs) were established by Turkish government. In this way, it is aimed to integrate Syrian asylum seekers children into the Turkish education system. But, TECs have major disadvantages on issues such as bureaucracy, school building, and student absenteeism. Simultaneously, various solutions are employed to overcome these disadvantages. In the current research, TECs' disadvantages, and solution proposal; which developed for Syrian asylum seeker children into Turkish education system were investigated. The investigations performed in a TEC, which located in Elbistan district of Kahramanmaras province in Turkey. Phenomenology was used in the research, and a semi-structured interview form developed by the researcher was used. Participants were determined through convenience sample approach. In this context, the opinions of six TEC employees, including Syrian educators who shared the same fate with Syrian asylum seeker children, were sought. The findings show TECs are intertwined with disadvantages such as lack of school building, overcrowded classrooms, limited social, and cultural activities, and lessening environmental support. The research intends to present firsthand solution proposals to the problems in the education provided for asylum seeker children. Results includes some clues on the relationship between mass migration, and education.