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This research aims to investigate if information and communication technologies (ICT) supported activities prepared by the researchers can contribute to academic success in developing listening skills in EFL when they are presented in a connective approach and what the participants think about the content and approach used. The sample includes fifth-grade students (aged 11-12) in different numbers in five applications carried out in seven weeks in spring term of 2020-2021 academic year. The research employed mixed method integrated action research in which quantitative data were collected through achievement tests developed by the researchers and qualitative data through participants' and researcher's diaries and semi-structured interview form, all collected online. A website was developed, and the ICT-supported content was presented through it to participants while all applications were carried out in online synchronous classroom sessions. The results show that in all applications there is a statistically significant difference between pre- and post-tests, indicating a moderate to high level effect on academic success in EFL listening skills. The researcher's and participants' diaries include mostly positive attitudes towards ICT-supported activities presented in a connective approach. Besides, data from diaries and the semi-structured interview form signals various student behaviors such as retrieving information, establishing connections with peers and online sources, and discovering individually that are triggered by connective approach. [Note: The page range (24-45) shown on the PDF is incorrect. The correct page range is 24-44.]

This article reports on a single case study investigating the adoption of reading portfolio and video-mediated reflection tasks so as to promote Indonesian university students' engagement in dialogic reading. Nested in a classroom ethnography design, data were collected through multiple interviews, teaching journals, and students' Facebook-mediated interaction records. Drawing on thematic and discursive analysis, the findings showed that the reading portfolio and video-assisted reflection tasks encouraged the students to invest their time and energy into and engage in dialogic reading where collective meaning making practices took place. As the students were engaged in the reading portfolio and video-assisted reflection tasks, they perceived their peers as co-meaning makers who viewed reading as a social and dialogical process in which they had the opportunity to negotiate meaning.

Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three different times across the semester explored students' perceptions towards the value of the active learning activities and evaluated how perceptions changed over time. Overall, students enjoyed the diverse active learning activities and perceived value toward their success in class. This was more pronounced and unidirectional for individual tasks than it was for group work. In addition to the findings of the structured survey, observation and feedback indicated that other elements contributed to effective course delivery. These included clear and frequent communication to the students from the primary instructor, prompt feedback from the instructor on graded exercises, such as a reflective learning diary and ungraded quizzes, and student confidence that sincere effort would achieve a good grade.

Massive open online courses (MOOCs) provide digital learning spaces for individualized professional development that may create opportunities in teacher education and support language teachers. Language teachers need continuous professional development to develop their digital literacies, and further research is essential to investigate new teacher-learning modes and spaces. This netnographic study reports two case learners' MOOC experiences based on the qualitative data collected from digital learner diaries, mentoring session recordings, course assignments and forums, and semi-structured interviews. These were analyzed thematically to explore the learner experiences and behaviours. The findings revealed that MOOCs provide professional development opportunities for language teachers when these courses promote self-regulation, assessment-for-learning, and reflective practice. On the other hand, MOOCs can involve learning challenges when the content, which is generally designed for a general audience, does not match the individual needs and teaching contexts. Accordingly, several implications were drawn for language teacher educators and MOOC designers.

The Indonesian English Foreign Language (EFL) curriculum emphasizes using technology to enrich learning and teaching processes and encourages teachers to supplement the curriculum with context-relevant materials. However, little attention is given to the voices of teachers in implementing Computer Assisted Language Learning (CALL) for teaching English, especially how to elaborate technology, pedagogy, and content in Islamic schools where context and teacher agency remain underexplored. To fill this gap, we conducted professional development workshops to support teachers in Islamic school settings in their development of technological and pedagogical content knowledge. Twenty-one Islamic English teachers were involved in developing materials that supplemented the textbook used in Indonesian Islamic schools and at the same time introduced online and digital technologies into the EFL classroom. Drawing on Participatory Action Research (PAR), the data collected consisted of pre-and post-reflective journals, focus group discussion, field notes, participants assignment artefacts, and were analysed by thematic analysis. Our findings identified that the teachers enhanced their agency as material developers to utilize technology and pedagogy in EFL language teaching. Meanwhile, in terms of their content knowledge integration in TPACK in action, teachers integrated their cultural and religious background into materials, and this increased their confidence. This study also reports on challenges developing and sustaining TPACK.

Pre-service teachers of the 21st century are expected to be equipped with both pedagogical and digital competence. In fact, teacher education programs should give prospective teachers the opportunity of becoming the designers of their own lessons instead of dictating them certain ways of integrating technology. The pre-service teacher education programs tend to fail to equip prospective teachers with a sound TPACK knowledge base, which is likely to pose a challenge for them in the way of effective technology integration. The aim of the 10-week qualitative study was twofold: (1) to examine the TPACK development of the English as a Foreign Language (EFL) pre-service teachers of English in Turkey at a private K-12 school and 2) to investigate how Turkish pre-service teachers' TPACK knowledge was reflected in their digital materials. 24 pre-service EFL teachers who took the elective course "Designing and Using Digital Materials for ELT" in the spring semester of the 2020 and 2021 academic year and 9 in-service EFL teachers at a private K-12 school participated in the study. Purposeful sampling was used for the participant selection. The data were collected via pre-service teachers' reflective journals as well as a technology integration observation instrument (for in-service teachers) (Harris et al., 2010) and analyzed via content analysis. The findings revealed that the pre-service teachers reported gains in terms of all the components of the TPACK framework (Koehler & Mishra, 2009) in varying degrees, with an enhanced awareness towards the purposeful integration of technology, content, and pedagogy.

Using qualitative methods with an action research design, the author investigates uses of visual journaling as a media production opportunity in an undergraduate media literacy class. Through visual journaling as an arts-based inquiry process, students engaged in production, creating and sharing graphical representations of their emerging media literacy knowledge and perspectives. Findings illuminate visual journaling as a way of "audiencing" that cultivates agentive knowledge building, active negotiation of learning, and student-centered expression in the context of media literacy education. Visual journaling as a method of production results in a manageable and creative maker experience that augments learning, inviting students to synthesize physical materials and nonlinear digital content as a contemporary literacy act. Visual journaling has implications not only as a literacy exercise, but also as an anti-oppressive and democratic teaching and learning practice.

This article shares innovative practices from a workshop series called Teach and Thrive Learning Circles (TTLCs) offered to pre-service and recent graduates from the Master of Arts in Teaching (MAT) program at Colorado College (CC). TTLCs aim to proactively prime pre-service and early career teachers to navigate the pressures that can contribute to burnout and attrition. Inspired by the scholarship on teacher development and characteristics of thriving teachers, I invited twenty-two novice teachers ranging from pre-service through three years of experience to co-construct and co-facilitate the TTLC monthly workshops. In this article, I first share an overview of our co-construction process, the resulting workshop structure, and chosen topics. Based on trends from a pre-workshop questionnaire, the workshop topics included early career teacher development, maintaining purpose, self-care, navigating toxicity, and cultivating efficient systems. Next, I provide a detailed synopsis of the first workshop focused on early career development. I provide an overview of this workshop to offer readers an example of our TTLC structure and a glimpse into its value. I share the session workshop agenda, materials, and TTLC teacher reflection journal themes. Preliminary qualitative trends derived from the reflection journals suggest that understanding their development through the lens of the teacher lifecycle scholarship empowered them to be more patient with their pedagogical growth and to seek out mentorship and peer support to thrive. The TTLC framework, example session, and preliminary themes presented offer liberal arts teacher educators a dependable framework to establish similar offerings in their context.

This study examines if teachers can learn to be more culturally relevant in their classrooms by reading culturally relevant literature and then engaging in the practice of family visits. The study employed a basic qualitative design with data sources such as transcripts of discussions and visits, interviews, and participant journals. Results show that family visits led to new and more culturally relevant classroom practices. Based on this study, teachers who engage with culturally relevant training, including the practice of family visits, may become more culturally relevant in their classrooms.

This study explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools' culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers.

The interconnectivity of peoples worldwide is sufficient rationale for foreign language learners to develop the relevant competences for intercultural interactions in both local and global--"glocal" contexts. This study presents a conceptualisation of "glocal" competence for Jamaican foreign language teaching professionals from a content analysis of three relevant competence frameworks (PISA, and Byram's and Deardorff's ICC models). It further reports on Phases 1 and 2 of ClerKing, a Franco-Jamaican telecollaborative project between Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and Modern Languages student teachers of French/ Spanish from Shortwood Teachers' College (STC), Jamaica. Through qualitative content analysis, parameters of "glocal" competences were identified and examined against the different frameworks. Preliminary findings show that student teachers developed negotiation, adaptive, and collaborative skills in their professionalization process. However, local values impeded understanding of and appreciation for alternate worldviews on certain topics discussed. [The page range on the PDF is incorrect. The correct page range is p158-178.]

This study investigated the impact of service learning using quantitative and qualitative methods. Forty-one First Year Experience and capstone students completed the Civic Attitudes and Skills Questionnaire (CASQ) at the term's beginning and end. Although the CASQ total and subscores did not differ, capstone students scored higher on CASQ measures, suggesting better civic attitudes and skills. Community partners completed an impact survey, reporting overall benefits. Instructors' journals revealed benefits and challenges to implementing service learning.

Digital Storytelling (DST) is a globally accepted approach in teaching English. However, in the Indonesian EFL context, little attention has been paid to DST as a pedagogical approach, particularly its potential to create a bridge between the students' primary culture and that of English cultures. We report on how DST helped Indonesian junior-school students make meaning in English through a local culture-based DST narrative project. As part of a case study approach, we used various qualitative data collection methods, including focus group interviews, students' reflective journals, classroom observations, and the DST product itself. Finally, multimodal transcription and thematic content analysis were used to interpret the data. The study shows that the digital story is an effective tool to express the students' identity and make meaning through their local culture stories. Participating in these activities also increased student motivation. Working collaboratively in a group helped them to make meaning and focus on topics that resonated with them personally, reduced stress, and allowed them to focus on communication. Drawing on their local culture also assisted to build a bridge between the familiar lexical content and terminology and the less familiar English cultural content and vocabulary, resulting in enhanced engagement and achievement in English. Practically, the DST project-based learning assisted EFL teachers to integrate authentic and communicative learning experiences into a packed curriculum.

Recent conceptualizations of L2 motivation have regarded target language learners' goal-directed visions as the core feature of directed motivational currents; that is, a period of intense and enduring motivation in pursuit of a favorable personal vision. This study reports on a multiple-case study designed to explore the effective factors on language learners' vision generation process in the context of Iran based on the framework developed by Dörnyei and Kubanyiova (2014). Taking into account that the notions of motivation and vision are no longer seen as stable individual difference factors, but as dynamic and continuously fluctuating ones, the present study takes an ecological analytical framework towards the issue applying Bronfenbrenner's (1979, 1993) nested ecosystems model, involving four layers of context as: microsystem, mesosystem, exosystem, and macrosystem. The participants of the study were four university students and the data were collected through semi-structured interviews, learning journals, and classroom observations during a period of six months. The results of the study revealed the existence of different eco-systemic agents and affordances in the emergence of the participants' goal-directed visions. They were parents' expectations and teachers' behavior at the microsystem, learners' background experiences at high school at the mesosystem, types of tests and materials at the exosystem and Iranians' competitive spirit at the macrosystem.

Differentiated Instruction (DI), as a single instructional technique that focuses on the challenges of meeting varied needs and qualities of learners in inclusive educational contexts, has recently attracted great attention in the field of education. The present study aims to explore the effects of differentiated instruction (DI) on foreign language achievement (FLA), foreign language motivation (FLM), and learner autonomy (LA) of English learners at a state school in Istanbul, Turkey. Additionally, the study attempts to explore how students and their teacher perceive the use of DI in English classrooms as well. The participants were 24 students and one teacher enrolled in the 8th grade (secondary level) English program at a state school in Istanbul, Turkey. The data were collected quantitatively using the Foreign Language Motivation Questionnaire, pre-and post-achievement tests, and the Learner Autonomy Scale. To complement the quantitative data, qualitative data were gathered from student interviews and teacher reflective journals. The findings demonstrated that incorporating DI enhanced the participants' overall FLA as well as FLM and LA. Both students and their teacher perceived DI to be effective and useful while studying and teaching English. Based on the obtained findings, the study provides suggestions and pedagogical implications about incorporating DI in secondary-level English classrooms.

Art is a special tool for mathematics education. Many artists have used mathematics and geometry in their artworks. This study aims to examine M.C. Escher's drawings with creative drama in the light of transformation geometry. In this study, the explanatory sequential was chosen from the mixed-method designs. Quantitative data of the study were collected with the Geometry Attitude Scale (GAS). Qualitative data were collected with the Workshop Evaluation Form, the Academic Achievement Measurement Form (AAMF), and semistructured interviews. The study group consisted of 21 volunteer participants. The data obtained from GAS were analyzed with SPSS and qualitative data were analyzed using descriptive and content analysis. Participants' GAS scores differed significantly after the implementation. Regarding both quantitative and qualitative analysis obtained from this study, which consisted of 8 workshops in total, an increase was observed in participants' attitudes towards geometry after participating in the workshop.

This article discusses how two beginning mathematics teachers mobilize and develop their didactics knowledge, specifically concerning knowledge of statistical content and teaching practice, during a teacher education experience. This work was developed as part of a specialization course for elementary school mathematics teachers, in the subjects Data Analysis I and II. The teacher education course took place in the West Zone of Rio de Janeiro, Brazil. This is a qualitative study with an interpretive paradigm, based on a case study with two beginning teachers. The data collected was obtained from sessions by a logbook, audio recordings, and interviews with the teachers after the teacher education course. The course was structured to articulate didactics and statistics knowledge from activities directed to teaching practice. Concerning statistical knowledge, the results show the development of knowledge about different concepts associated with carrying out statistical investigations. Regarding teaching practice, teacher's learning is highlighted to carry out statistical activities of exploratory nature and statistical investigations in the school context.

Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students' critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in Indonesia context need to be discussed by students. This study involved 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. The qualitative methodology was employed to analyze students critical thinking development in all learning processes through multiple data collection of students interviews, reflective journals, classroom observations, worksheets, and researcher's notes. Learning was carried out in five stages: textual approach and problem analysis, clarifying the chemistry background in a lab environment, resuming the socio-scientific dimension, discussing and evaluating different points of view, and meta-reflection. While the critical thinking skills was assessed through five indicators developed by SCIT 1020: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results illustrate an improvement in students' critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to chemistry learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other applicable and contextual subjects to increase student activity in the classroom and critical thinking skills in the learning process.

In this teacher-research study I examine factors influencing willingness to communicate (WTC) on 39 students, grades 1-6, enrolled in after-school English as a foreign language (EFL) classes in Korea. Quantitative data from student surveys, was analyzed to identify student perceptions of their comfort when engaged in various types of communicative classroom activities and to identify trends occurring across gender and grade levels. Qualitative data gathered from journals recorded after each day's lessons was coded to identify themes related to classroom WTC. Findings from these data sources were compared with observation records and self-reflection. Factors identified that influence student WTC included: familiarity with speaking tasks, class size and environment, and instruction appropriate for each student's proficiency level. I recommend that EFL teachers hoping to increase student engagement become familiar with their students' educational backgrounds, social interactions within their classroom, and actively take part in the assessment and placement of students.

The study described a mentoring program of a state-funded research and its effects on research and reflective practices to graduate students. Participatory Action Research (PAR), designed as a methodical and program framework, engaged nine mentors (researchers of a state-funded research) and 29 graduate students (purposively invited) to training-based mentoring (workshops and field work), small group mentoring (within research cells), and peer mentoring (field work and software-aided coding analysis). Observations, mentors' narrations, and reflection journals extracted the experiences of the participants on the mentoring program. These reflections revealed that mentors and mentees learned many skills in the mentoring program. They had transformed challenges and difficulties (time management, field work) into learning episodes leading to reflection-in-action and reflection-on-action. They realized the importance of the theory-practice-reflection paradigm in all research endeavors. Hence, PAR-influenced mentoring helped develop their research skills. However, low engagement of the others may be due to time aspect, which may be looked into in a replicated study.

In this study, answers were sought about how instruction reading activities affect pre-service teachers' instruction reading behavior, the opinions of pre-service teachers about instruction reading activities, how to apply instruction reading activities in Text Grammar in a French course, and how instruction reading activities affect pre-service teachers' awareness of delivering the instructions. The study was designed as action research. For this purpose, following the literature review, teaching materials were developed and applied to improve instruction reading skills. The participants of the study consisted of students studying at the French Language Teaching Program in a state university, who are attending a second-year spring semester Text Grammar in a French course. Different qualitative and quantitative data collection tools such as video recordings, observations, interviews, researcher diary, and achievement tests were used to collect data in the study. As a result of the analysis of the data, it was observed that instruction reading activities had a positive effect on the students' instruction reading skills, increased the students' awareness of instruction reading, and supported the use of strategies in instruction reading. Instruction reading activities conducted during the action research influence the development of instruction reading skills of French teacher candidates. And these activities created an awareness of the instruction in pre-service teachers and supported instruction reading behaviour. In addition, instruction reading activities had positive effects on the academic achievement, strategy use, and professional development of participants.

This project examined academic reading in two contrasting English as a medium of instruction (EMI) university settings in Nepal and Sweden and the unique challenges facing students who are studying in a language other than their primary language. The motivation for the project was to explore the role of high-stakes testing in EMI contexts and the implications for the design of the "TOEFL iBT"® test. We employed a sequential mixed-methods approach to gather substantive and authentic qualitative data from stakeholders immersed in EMI settings. A small sample of students (Nepal = 19, Sweden = nine) were asked to complete reading logs over a period of 3 weeks so we could determine the types of texts and reading load associated with diverse EMI settings. Additionally, a larger cohort of students from each setting (Nepal = 69, Sweden = 60) completed questionnaires examining academic reading demands, reading skills, and practices. Students who completed the questionnaires also completed the reading section of the TOEFL iBT test. The same students also completed a "TOEFL"® family of tests suitability questionnaire so we could consider the suitability of the TOEFL iBT test for EMI contexts. Following test completion, a series of semistructured interviews (Nepal = 21, Sweden = 23) focused more closely on students' perspectives of reading demands in their academic contexts and the suitability of the reading section of the TOEFL iBT test to make claims about readiness to study in EMI contexts. Our findings revealed that different EMI contexts have different standards of high and low academic reading proficiency and that these differences may occur due to differences in educational experiences of the respective cohorts. The findings offer important new insights into academic reading and assessment in EMI contexts. Students in EMI contexts are sensitive to violations of expectations regarding test-taking experiences (face validity). The study has implications for the design of test tasks, which should consider local, contextual varieties of English.

The effect of high-stakes language tests on teaching and learning a language is usually known as washback. The true nature of test washback can be understood only by taking account of the educational, cultural, political and social contexts in which the test operates. Nevertheless, little research has explored the factors that affect the nature of washback. This paper reports on a study that explored the factors that affect the washback of the Secondary Education Examination (SEE) English test on students and parents in Nepal. The data generated through oral diaries (n=72) and semi-structured interviews with students and their parents (n=24) indicate that several factors including economic factors, social prestige associated with the test performance, parents' educational background, and perceived importance of English affect the nature of a high-stakes tests' washback. Finally, some of the pressing policy, pedagogical and research implications are discussed.

In this article we combine Boyer's 4 domains of scholarship with Hutchings' 4 types of questions and Ghaye, Melander-Wikman, Kisare, Chambers, Bergmark, Kostenius and Lillyman's (2008) reflective learning framework using a Participatory Action Learning and Action Research (PALAR) method to explore the perceived gap in in-service teachers' experience in classroom contexts. Qualitative data were collected in an action learning set (ALS) consisting of distance learning in-service teachers enrolled in a learning support programme through purposeful discussions, reflective diaries, observations, and open-ended reflective learning questionnaires. In the research reported on here we found that collaborative partnerships initiated scholarly thoughts and actions when sharing and evaluating insights during the research process, which resulted in building on learning that has been gained together. The findings point to the need for collaboration between lecturers and students to develop an awareness to not only take knowledge "from" one another to create theories "about" how they should deal with problems but rather to "jointly" become reflective collaborative scholars to address the theory-practice gap.

The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers' basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation. Keywords: Micro-Reflective Teaching, Pre-Service Physics Teacher, Professional Skill Development, Teacher Education, Reflective Diaries.

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.

Background: It is unclear whether the limitations of young persons with a mild intellectual disability or borderline intellectual functioning preclude feasibility of the daily diary method. Method: For 60 consecutive days, 50 participants (M[subscript age] = 21.4, 56% male) who receive care in an ambulatory, residential, or juvenile detention setting, self-rated both standardised and personalised diary questions through an app. Diary entries were used for feedback in treatment. Interviews were used to explore acceptability. Results: Average compliance was 70.4%, while 26% of participants dropped out. Compliance was good in ambulatory (88.9%) and residential care (75.6%), but not in the juvenile detention setting (19.4%). The content of self-selected diary items varied widely. Participants deemed the method acceptable. Conclusions: Daily monitoring is feasible for individuals with a mild intellectual disability or borderline intellectual functioning receiving ambulatory or residential care, and can provide scientists and practitioners with important insights into day-to-day behavioural patterns.

This study investigated the intervention of a weekly learning diary on design students' self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with the Microsoft Teams program was adopted for students to have real-time learning as well as recordings for after-class reviewing. The results revealed that the structured weekly diary was helpful for the students' goal setting, time management, self-monitoring, and self-evaluation. Students with clear strategies of time management mostly had better performance. The students had an upward trend of self-monitoring and self-evaluation. Regarding their self-efficacy, the freshman class did not change greatly over time but the senior class steadily built up confidence in online learning and self-regulated learning. Nevertheless, the process and experiences of online self-regulated learning with the intervention of the learning diary influenced the design students to a certain degree.

The purpose of this descriptive study was to investigate changes in advanced musicians' self-regulated practice as they worked to acquire mastery of an étude across 2 weeks. Four advanced collegiate violinists recorded themselves practicing an étude in seven practice sessions, each approximately 20 min in length. Data were gathered via questionnaire, practice diaries, behavioral observations, an automated offline score-following program (which documented the measures played during practicing), and stimulated recall interviews in which participants commented on their own practice recordings. Several compelling changes in self-regulation sub-processes pertaining to forethought (goals, plans) and performance (strategies used, material addressed, time spent) self-regulation sub-processes across practice sessions were found. In addition, distinct differences in self-regulated learning tendencies were observed between participants. These results suggested that the participants struggled to implement a self-regulated learning approach, despite being advanced musicians and having much knowledge of practice methods. Suggestions for making practice instruction more explicit are discussed.

The family is often thought of as a private space. Relatively little research has been done on the childhood space of the family. Although the family is often considered a warm haven for children to grow up in, it is also a space for child-adult conflict. Based on the researcher's self-parenting diary, this paper uses thematic analysis and discourse critique to explore a 4-year-old girl's triggering, adapting, and even challenging of family rules in a Chinese family, in an attempt to demonstrate parent-child conflict in the family childhood space and explore its manifestations. The study found that families contain a variety of implicit rules, which are usually set and interpreted by parents. Four-year-olds differ from their parents in their understanding of family rules. Young children are predominantly passive adapters when it comes to health and hygiene; in play, they are allowed to show more agency and have more room for negotiation.

This study aimed to examine the relationship between Vietnamese university students' learning experience and their vocabulary learning strategy use frequency and perceived usefulness in English as medium of instruction (EMI) classes. The research involved 152 expert EMI students and 183 novice EMI students. A methodological triangulation was used to collect the data, included Schmitt's (1997) VLS questionnaire, students' diaries and focus group interviews. A significant difference was found between novice and expert EMI students in their VLS use frequency, but no significant distinction was found between these two groups of EMI students in their VLS perceived usefulness. More specifically, the results indicated that novice EMI students used VLS more frequently than their seniors, but the expert EMI students perceived VLS usefulness as much as their juniors. Based on the findings, some pedagogical implications are put forwards in order to improve the teaching and learning of vocabulary for EMI students in Vietnam.

The purpose of this study is to seek blended learning as an intervention programme in first year's students' English language academic writing. The 21st century's focus on technology presents an ideal opportunity to use the digital platform as a space for students to learn. This is believed to work well particularly with students who might be struggling with academic writing. It may also apply to students who appreciate not being publicly exposed to the stigma of a struggling student. On the digital platform, they can experience the freedom and space to learn at their own pace and convenience. The study is framed theoretically in the Community of Inquiry based on Bourdieu's structural constructivism theory. The study used the stimuli and synergies afforded by the qualitative interpretivist paradigm that involves a population of 36 people. It used a purposive sampling of six first year English Home Language students and three Intermediate Phase Lecturers. The data were collected through participant observations, focus group discussions and interviews. Thematic analysis served as the analytical tool for the data collected. We believe that this study is of paramount value because it informs and assists the teaching of English as the language of teaching and learning in the classroom to hone academic writing practices of students.

In today's world where technology develops rapidly and young people keep up with this technology, students should both improve their digital literacy and make their learning permanent. Digital storytelling is also a method where the student is active in the learning environment and improves his technological literacy. The present study aims to investigate the use of digital storytelling method in values education in primary school fourth grade. The study was conducted with a case study design, one of the qualitative research methods. The participants of the study consist of 31 students studying in the fourth grade of a primary school in the northwest of Turkey in the spring semester of the 2018-2019 academic year. The data were collected through observations, semi-structured interviews with students and teachers, products produced in the digital storytelling process, and the diaries kept by the second author and students. The descriptive analysis method was used for the analysis of the data. The data obtained in the digital storytelling stages were analyzed using students' products, video recordings, observations, and the diaries kept by students and the second author while the data obtained from the interviews were analyzed by showing themes, sub-themes, frequencies, and percentages in tables. As the results indicated, the students expressed that their use of technology and story writing skills developed during the digital story process and that they liked dubbing and the picture drawing processes but experienced difficulties due to not being equipped. In addition they underlined that the story presentations allowed them to reinforce and internalize their knowledge about the value of justice.

This study aims at providing a detailed description of the ways to understand the development process of a primary school teacher on philosophy with children (PwC) approach. Action research was used as the research method since the problems determined in the current study can be iteratively solved with the development of the teacher. The study group consists of a teacher in a primary school located at the center of Bayburt, Turkey in the 2018-2019 academic year and 20 third-grade students. Qualitative data collection methods; observation, interview, field notes and diaries were used. A systematic analytical method was applied and the data were analyzed using a content analysis approach. The primary school teacher was provided with training on the PwC approach and eight action cycles were conducted regarding the implementation of this approach. Observations and interviews conducted in this process indicated that there are developments in the teacher in implementing the PwC approach and these developments positively affect some skills of the students. Based on the findings obtained in the current study, the authors made some recommendations for practice and future studies.

The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six inservice English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers' reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers' reflections logs. The results showed that the English language teachers used reflective practice while in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.

This qualitative, exploratory research study is positioned within the field of Family Language Policy (FLP). Contextualised in bilingual Malta, where Maltese is the majority language, the study inquires into the effects of a plurilingual family language programme on the language ideologies within English-speaking Maltese families. The programme was followed by four such families over a four-week period, during which data were collected via the participants' weekly entries into semi-structured family language journals. Upon the programme's completion, a second set of data was collected via one-off, semi-structured, family focus group interviews, for the purpose of triangulation. The findings highlight interrelated issues across the macro, meso and micro levels of language ideology, contributing to existing research by postulating the potential of a family language programme to prompt ideological shifts in support of heritage-language engagement, transmission and maintenance.

Naturalists enrich our scientific understanding of biodiversity. However, just as countries have fallen behind on commitments to provide biodiversity conservation funding, so has the focus of life science stayed arm's length. The purpose of this article is to consider why biodiversity should be the center of life sciences education and how biographies of Charles Darwin and the incorporation of female scientists allow important findings, paintings, and journaling as part of standard teachings. The addition of female naturalists will provide role models for diverse, underrepresented student populations. This article suggests that biodiversity and biography become central to teaching life sciences while supplemented by other practices. Such reallocations provide students an opportunity to learn not only what these scientists discovered but how these individuals "developed" into scientists.

This study investigated students' perceptions of their behavioural and emotional self-regulation after a six-to-eight week implementation of classroom physical activity breaks (CPAB). It also explored students' perceptions of their affective states before and after CPAB, as well as their interest and engagement during CPAB. Eighty-two elementary students aged from 6 to 10 years filled in booklets each week during the study. Among them, 14 students with behavioural difficulties as experimental group and 14 students as control group completed the Self-Regulation Questionnaire at the beginning and the end of the experimental design. Repeated measure ANOVA revealed an interaction effect (condition X group) on emotional self-regulation among students with behavioural difficulties compared to their peers after CPAB. A descriptive analysis of the booklets revealed the positive reactions of students to CPAB, especially those with behavioural difficulties. These findings thus support the value of CPAB for students with behavioural difficulties, and open new perspectives of research.

This article proposes the living journals method for remotely studying participants, elevating participant agency in the data generation process and minimising or completely removing the need for a researcher to be physically present in the field. Employing this method, the paper describes how the method was used to explore 5-year-old children's digital practices in five families in Azerbaijan. Mothers were assigned as 'proxy' researchers to generate the data following prompts sent through a smartphone application. Mothers' answers were used to create journals, and subsequently, fathers separately, and mothers and children together were requested to interpret their own journals and those of other participant children. Allowing other families to comment on one another's journals further revealed their attitudes towards using digital technologies and enriched the data, emphasising its multivocality and metatextuality. The article describes the living journals method in detail, highlighting its affordances for researchers to generate data from a distance in other contexts. The article also discusses the methodological and empirical contribution of the method to this study about young children's engagements with digital media at home. By decentring the researcher in the data generation process, the method allows researchers to generate both visually and textually complex and rich data. The visual and personal nature of the method goes beyond text-based research accounts to bring the data to life, allowing the researcher to generate multimodal, multivocal, metatextual and multifunctional data.

While interest in the learning of a language other than English (LOTE) has increased, research on how to foster learners' motivation towards learning a LOTE is still scarce. With a specific focus on learners' ideal LOTE and multilingual selves, this article reports on an intervention study which employed near peer role model (NPRM) to construct Chinese undergraduates' LOTE learning motivation. The research aim was to explore the role of the near peer role modeling in nurturing the development of the LOTE-related facets of learners' ideal selves. Open questionnaires, interviews and written journals were used to collect data at one Chinese university over the course of one academic term. Findings provide context-dependent evidence that the presentation of NPRMs in class may strengthen both of learners' ideal LOTE and their multilingual selves, mainly because it demonstrates approachable examples which manifest the value of learning a LOTE in a particular social context. With the help of the NPRMs, learners may not only alleviate their ambiguity about the availability of LOTE-using opportunities in their situated contexts but also deepen their understanding of how 'being multilingual' could benefit their future development. Pedagogical implications emphasize the effectiveness of near peer role modeling in developing learners' self-identification with being a LOTE user or a multilingual in the future.

The aim of this study is to reveal the development of professional knowledge and competencies among pre-service English teachers through the practice of lesson study. This study was carried out to improve pre-service teachers' teaching skills and to show the effect of the practice of lesson study. The action research method was used in this research. Each action plan is a lesson plan and each lesson plan consists of two cycles. The study group of the research consisted of two pre-service English teachers from among fourth-year students studying in the English language teaching department of a public university and taking teaching practice courses in Turkey. In the research, interview, observation, reflective daily form, student evaluation form and the letter about the process were used as data collection tool. At the end of the research, it was concluded that the lesson study method improved the knowledge and usage skills of pre-service teachers' student-centered methods and technique and positively affected the pre-service teachers' views of the teaching profession and developed their beliefs about being successful teachers.

This participatory action research aims to (1) construct a classroom research development model for Thai tertiary lecturers in the three southern border provinces and (2) evaluate their classroom research performance. Through voluntary participation, the target group comprises 40 lecturers in Thailand, specifically from Prince of Songkla University, Pattani Campus; Yala Rajabhat University; Princess of Naradhiwas University; Fatoni University; and Boromarajonani College of Nursing Yala. In-depth interviews were conducted with two university administrators, and a focus group discussion was held for 12 participants, including lecturer representatives and the researchers. Initial data on suggestions were collected to construct a draft classroom research development model which was subsequently assessed for quality by three purposively sampled experts. The selection criteria for these experts included having a research background in Education or having conducted at least three research titles on classroom research. The instruments were an in-depth interview form, a focus group discussion form, a model quality assessment, a self-assessment form, and a learning log. The data were analysed with content analysis and descriptive statistics.

Science camps for teachers have been held in Chile for several years and are recognized as important opportunities for continuing education, but they have been largely ignored as instances for impactful reflection on teacher self-assessment and identity. This article presents the analysis of teacher experiences at a science camp held in southern Chile called "Explora Va!", which was designed not just as an instance for continuing education for teachers in scientific contents but also for individual and collaborative reflection aimed at strengthening educators' skills as agents of change in their institutions. The question of this study was: how do the participants represent their teacher identities based on their experiences at the "Explora Va!" Camp? Using a qualitative approach, the results of the analysis of narratives from teachers' camp journals are reported here. The narratives from these journals provide an account of two dimensions, personal and contextual, where the importance of the teaching profession and science teaching were explored beyond conventional disciplinary limits. Collaboration, innovation, and personal and professional growth at the camp served to signify and resignify professional identities based on common elements but attending to the particular circumstances and unique backgrounds of each teacher.

Designed as participatory action research, this study aims to develop authentic tasks as assessment and evaluation activities in an undergraduate special education course, and to examine the impact of these tasks on students' experiences, viewpoints and feelings during the implementation processes. The study group was comprised of 205 student teachers collaboratively working in groups. The participants prepared forty separate mini research projects in relation to special education and students with special needs. Research data was collected through collective research diaries, in which the participants reflected their experiences, thoughts and feelings in relation to the performance tasks they took part in. A qualitative content analysis was carried out to examine the available data, which was accompanied by constant comparative analysis procedures to ensure the reliability of the analysis processes. The research findings show that authentic performance tasks improve student teachers' professional development, help them to enhance their repertoire on research, methodology and science process skills, and develop their skills of self-confidence, self-efficacy, communication, interaction and the use of technology. The results indicate that the performance tasks are fun, innovative, motivating and educative for the participants. Therefore, they have living experiences contributing to them from various aspects.