Design of Interactive Spaces for Promoting Parental Involvement: Strategies Used by EFL Teachers

Figures and Tables.- Preface.- Acknowledgments.- 1. Introduction.- 1.1 Aims and rationale.- 1.2 Methodological design.- 1.3 The significance.- 1.4 Overview of the study.- 2. Approaching Teachers' beliefs from a perspective of complexity theory.- 2.1 Introduction.- 2.2 Definition of teacher beliefs.- 2.3 Introduction to language teacher beliefs.- 2.4 Complexity theory as a tool for understanding the relationship between beliefs, practice and contexts.- 2.5 Theoretical framework of the study.- 2.6 Analytical framework of the study.- 2.7 Conclusion.- 3. Chinese ELT context and EFL teachers.- 3.1 Introduction.- 3.2 Socio-economic contexts of Chinese educational reform.- 3.3 Chinese educational reform in the 21st century.- 3.4 Chinese EFL teachers' dilemmas.- 3.5 Chinese EFL teachers' professional development.- 3.6 Conclusion.- 4. Complex features of Chinese EFL teachers' beliefs about EFL teaching.- 4.1 Introduction.- 4.2 Heterogeneity of the teachers' professed beliefs about EFL teaching and learning.- 4.3 Interactive features of the teachers' professed beliefs.- 4.4 Conclusion.- 5. Interactive dynamics between EFL teachers' beliefs and practice.- 5.1 Introduction.- 5.2 Major types of the teachers' practices and the teachers' beliefs in practice.- 5.3 Analysis of the interactions between the teachers' beliefs and practice.- 5. 4 Dynamic features of the teachers' beliefs.- 5.5 Conclusion.- 6. Adaptive dynamics between EFL teachers' beliefs and contexts.- 6.1 Introduction.- 6.2 Openness of the teachers' belief systems.- 6.3 The mechanism of adaptation of the teachers' complex belief system.- 6.4 Self-organisation of the teachers' complex belief system.- 6.5 Conclusion.- 7. Complex features and co-adaptive mechanism of EFL teachers' belief systems.- 7.1 Introduction.- 7.2 Heterogeneous belief systems.- 7.3 Interactive dynamic belief systems.- 7.4 Open and co-adaptive belief systems.- 7.5 Making sense of the teachers' belief systems: dynamic stability and self-organisation.- 7.6 Conclusion.- 8. Conclusion.- 8.1 Introduction.- 8.2 Theoretical implications.- 8.3 Methodological implications.- 8.4 Pedagogical implications.- 8.5 Implications for further research

Students' perceptions of instructors' roles in blended and online learning environments: A comparative study

A plethora of scientific evidence has pinpointed that teaching English as a foreign or second language (EFL) is difficult, challenging, and emotionally burdensome. Nevertheless, most English language teachers remain committed to the teaching profession and actively engage in the instructional environment. This has inspired several scholars worldwide to explore what personal, emotional, and psychological factors motivate English language teachers to engage enthusiastically in their workplace. While a large body of studies have to date examined the personal, emotional, and psychological predictors of English language teachers' work engagement, to our knowledge, no inquiry has investigated the role of academic buoyancy and self-efficacy in predicting EFL teachers' work engagement. Furthermore, the potential impact of demographic variables on the interplay between EFL teachers' academic buoyancy, self-efficacy, and work engagement has been disregarded. To bridge this gap, we examined the interplay of these three constructs among Chinese EFL teachers. To do so, we administered three pre-designed questionnaires to 242 EFL teachers working in Chinese schools and universities. The collected data were then analyzed using structural equation modeling (SEM). The outcomes of SEM divulged positive and strong relationships between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. The SEM results also indicated that academic buoyancy and self-efficacy could strongly and favorably predict Chinese EFL teachers' work engagement. Additionally, the study outcomes disclosed that demographic variables, including gender, educational degree, and teaching experience, directly impacted the interplay between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. These results may have significant implications for English teachers, teacher trainers, and educational principals.

This review explores the factors influencing the effectiveness of digital learning platforms (DLPs) in enhancing student engagement and academic performance. It identifies key factors such as technological infrastructure, the role of instructors, and student characteristics, which significantly impact the effectiveness of DLPs. Technological infrastructure, including platform availability, network connectivity, and device requirements, plays a crucial role in ensuring accessibility and usability. The instructor's role in adopting active teaching strategies and providing personalized support is also essential for maximizing student success in digital learning environments. Furthermore, student characteristics such as prior knowledge, learning preferences, and technological proficiency influence their ability to engage with and benefit from DLPs. The review presents evidence from empirical studies, case studies, and meta-analyses that demonstrate the positive impact of digital platforms on student engagement and academic outcomes, particularly in blended learning environments. The discussion emphasizes the importance of personalized learning and the need for further research in areas such as cross-cultural comparisons, long-term effectiveness, and equity in access to technology. Recommendations for higher education institutions to optimize the use of DLPs and ensure equitable access for all students are also provided.

Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics

The purpose of this study is to determine pre-service mathematics teachers’ views on digital learning platforms, the extent to which these platforms are integrated into teaching and assessment processes, the usability of digital learning platforms in teaching and assessment processes, pre-service mathematics teachers’ thoughts on the contributions of digital learning platforms to mathematics education and the problems they encounter when using digital learning platforms. This study is important in terms of helping to determine the necessary strategies and educational policies to support the integration of digital learning platforms into teaching and assessment processes, understanding the potential of digital learning platforms in mathematics teaching and identifying important considerations for improving teaching practices. It also aims to contribute to finding solutions to the problems encountered. In the context of 21st-century skills, including technological skills and digital literacy, it is important to determine pre-service mathematics teachers’ knowledge levels about these skills during their professional preparation process and to reveal their opinions about digital learning platforms, which are considered to play a significant role in developing these skills in middle school students. In this research, a case study design, which is one of the qualitative research methods, was used. The study group consists of 68 fourth-year students from the elementary mathematics teaching program at the faculties of education of state universities located in Aydın, Denizli and Kars. Data for the study were collected through a semi-structured interview form consisting of 8 open-ended questions. The data obtained from the data collection process were analyzed using content analysis, a qualitative analysis method. According to the findings of the research, pre-service mathematics teachers prefer the question-and-answer technique the most in teaching. They define digital learning platforms as web-based/online environments and use platforms such as GeoGebra/Desmos and Educational Informatics Network. These pre-service teachers integrate digital learning platforms into teaching and assessment processes and use these platforms because they are engaging and enjoyable. They decide on the platform selection based on the subject and learning outcomes. Additionally, they state that digital platforms are useful in visualizing abstract concepts. However, internet and infrastructure inadequacies are expressed as significant obstacles in the use of digital platforms.

This study reports on an enquiry into a group of 91 Chinese secondary EFL teachers with SA experience in the UK. Drawing on questionnaire data and 20 teachers’ interview narratives, the study examines how SA (study abroad) influenced their self-perceptions on EFL teaching in three aspects, namely, language proficiency, teaching ideology and NES (native English speaking)-NNES (nonnative English speaking) teacher debate. The enquiry revealed that the length of SA was a powerful factor in determining teachers’ attitudes toward their jobs and their own capacities to perform them successfully. These findings were discussed with suggestions for making SA experience an effective and sustainable path for EFL teachers’ professional development. Based on the findings, implications and suggestions are proposed, which are applicable not only to Chinese EFL teachers but beyond.

The Academic Communities of Engagement (ACE) framework was originally created to identify the critical factors that limit or facilitate students’ ability to engage in online and blended learning environments (Borup et al., 2020). Specifically, the ACE framework builds on previous educational psychology research that has three interconnected dimensions of engagement: affective, behavioral, and cognitive (the ABC dimensions of engagement). Within a blended or online learning environment, students can independently engage in learning activities without the support of others. However, much of the existing research has assumed the in-person learning environment and has not considered the affordances and constraints of online and blended environments that can facilitate or inhibit a learner’s ability to engage in learning activities. For instance, the nature of asynchronous online courses can leave learners feeling isolated and require that they exercise more self-regulation abilities compared to their in-person counterparts. These challenges are reflected in online learning’s relatively high attrition rates (Freidhoff, 2021). When online learners’ ability to independently engage affectively, behaviorally, and/or cognitively is insufficient, they require support from others to be successful. The ACE framework defines the ABC dimensions of engagement and explains how environments, communities, and learner characteristics can limit or facilitate academic engagement.

This study is an investigation into Chinese EFL teachers’ knowledge and understanding of teaching English as a foreign language within the context of a time of tremendous social change in China. In a medium-sized city, biographical narrative interviews and observation were used to three Chinese secondary EFL teachers, of three successive generations. An in-depth narrative analysis interpreting their metaphors, and constructing their life stories is employed to understand the biographical narrative data. It indicates how individual teacher’s knowledge is both constrained and enabled by themselves and by the wider society they live in, and how change and continuity are intertwined in the teaching and learning practices of the three generations. This paper also addresses certain key issues in biographical narrative studies, namely subjectivity, representation, and cultural bearings, and teachers’ knowledge, all of which constitute a form of pedagogy in educational research.

Digital anatomy learning platforms hold potential academic benefits, yet there is currently no universally accepted pedagogical framework guiding their utilization. This study applied the lens of Laurillard's conversational framework to explore second-year medical students' experiences with a digital anatomy learning platform at a South African university. An explanatory sequential mixed methods design was employed. Phase 1 used whole population (N = 280) sampling to survey students' usage of, and access to, the digital anatomy learning platform. The survey response rate was 29%, with 47% of respondents reporting usage of the platform. Internet and device limitations were minimal, with 74% and 87% respectively reporting no hindrance. While 39% found Primal Pictures easy to use and helpful to their learning, a disconnect emerged between perceived value and actual usage, with only 5% of participants exhibiting high usage. Phase 2 used purposive sampling (n = 13) based on students' usage of digital anatomy learning platforms. Two focus groups and two individual interviews explored students' use of the learning platform. Qualitative data were both deductively and inductively analyzed. Two themes were identified: types of learning and influencers of learning. Findings from the deductive analysis indicated that students engaged mainly in acquisition-based learning. Inductive analysis showed students encountered various factors that influenced their learning behavior. Affective domain development emerged as a key factor in students' engagement with their anatomy studies and the digital learning platform, suggesting a potential gap in the conversational framework. Digital anatomy learning platforms may strengthen approaches to learning anatomy if implemented systematically, together with pre-training.

In this chapter, the authors examine the challenges presented by supporting higher education students with disabilities in an online learning environment and put forth a discussion and recommendations for delivering literacy supports to geographically disparate students in fully online courses by embracing the social model of disability and universal design principals as opposed to the typical medical model of disability that it pervasive in educational systems. Under the Americans with Disabilities Act of 1990, educational institutions are required to promote auxiliary aids and services. Broadly defined, these aids are meant to enhance communication, inclusion, and participation of people with disabilities. The discussion of the resources put forth in this chapter begins with an exploration of the evolving consensus on the nature of disability and the standard (medical) model for providing accommodations and supports for students with disabilities, which was developed before the rise of online and blended learning environments. Next, the authors explore the problems inherent in the use of the medical model and highlight how the social model and universal design for learning can be utilized to empower learners and enhance their learning experiences in online and blended learning environments. The discussion returns to the importance of inclusion, participation, and engagement for students with disabilities no matter the modality of learning. This chapter concludes with a comparison of two models of support and recommended changes for implementation of best practices to enhance literacy supports in online learning environments.

Learner autonomy (LA) is acquiring prominence in higher education, particularly in English language instruction, due to its favorable effects on the development of language proficiency, particularly in blended learning (BL) environments. This paper presents the findings of an investigation into the strategies adopted by instructors to nurture LA in a BL environment. Class observation and interviews were the study's primary data collection methods. During 15 lessons, three instructors were observed in an effort to determine how they promote learner autonomy. Teachers were interviewed to determine the motivations behind their utilization of such a method to cultivate learner autonomy. The findings of this study indicate that instructors employed a variety of strategies to cultivate learner autonomy, including organizational autonomy support, procedural autonomy support, and cognitive autonomy support. Cognitive autonomy-supporting strategies are the most frequently employed. Improving the quality of BL programs in educational institutions in order to nurture LA is an essential implication of the study for educators, curriculum developers, and educational administrators.

This study aims to examine the perceptions and effectiveness evaluations of blended learning environments among university students majoring in sports education at İnönü University and Fırat University. The research, conducted in the 2022-2023 academic year, is descriptive using quantitative methods, with a sample of 674 students from the Faculties of Sports Sciences at İnönü University and Fırat University. Data collected through the Blended Learning Environments Effectiveness Scale were analyzed using the SPSS program. The research findings indicate that students perceive face-to-face learning environments as more effective and contribute more to the learning experience (x=4.062). Blended learning environments are considered the second most effective learning environment (x=3.841). However, online learning environments (x=3.342) and technical issues (x=2.957) present some challenges. Correlation analysis reveals a moderate positive relationship between face-to-face learning environments and blended learning environments (r=0.435, p<0.01), as well as between online learning environments and blended learning environments (r=0.540, p<0.01). The effectiveness of blended learning environments for university students in sports education is associated with factors such as student motivation, student-teacher interaction, technical support, and communication. Face-to-face learning environments are perceived as the most effective by students and contribute significantly to the learning experience. Blended learning, as an effective method, has the potential to adapt to different learning styles and address technical challenges. However, careful attention is required regarding the effectiveness of online learning environments and technical support issues.

Exploring the professional difficulties EFL teachers face and discussing their classroom implications will undoubtedly increase the effectiveness and efficiency of EFL education. The primary objective of the study is to shed light on the difficulties faced by Chinese EFL teachers and how these issues may affect both ELT practice and academic inquiry in different education contexts. The participants were seven EFL teachers from different primary, secondary, and high schools in China. A phenomenological approach was adopted to explore the difficulties through multiple, in-depth interviews. Using the Constant Comparison Method, the researchers independently conducted content analysis of the qualitative data. The findings revealed 16 different themes, such as lack of pedagogical content knowledge, to difficulty in managing students’ motivation and engagement, and centralized examination-driven educational system. The findings from the first-hand data were discussed in relation to implications in a way that will contribute to the field of EFL teacher training, policymakers, education leaders, and consequently, EFL teachers and learners.

Spelling and grammar are a priority in first language (L1) classrooms. Digital learning has increased significantly around the world, particularly as a result of the COVID-19 pandemic. While the range of online learning for spelling and grammar is very large, there is still no systematic review of the effectiveness of different features and platform characteristics in this area. This systematic literature review summarizes research on online learning platforms for L1 spelling and grammar instruction. We aim to synthesize what is known about online L1 learning environments and to infer the effectiveness and quality of a platform from its design, pedagogical approaches, or technologies used. Special attention is paid to the different features that can be implemented in such platforms. 49 relevant publications were included after a two-step screening process and application of inclusion and exclusion criteria. We found that digital L1 learning platforms are often described rather than evaluated in an experimental study. However, immediate feedback, repetition of tasks, and varying levels of difficulty were described as particularly effective for learning success. While digital learning platforms are widely used, adaptive or machine learning based methods were rarely found. The review suggests future work in adaptive learning environments for L1 learners and the integration of experimental studies.