Instructor Attitudes Research Articles

Exploring the attitudes of EFL university instructors and students toward utilizing ChatGPT for acquiring writing fluency and accuracy skills

Technological advancements, including ChatGPT, influence foreign language education in several ways. This study specifically explores the attitudes of university instructors and students regarding the use of ChatGPT, a robust language model capable of producing error-free essays and translating texts, among other uses, to enhance writing fluency and accuracy skills in English as a foreign language (EFL). Four research questions were addressed to examine the study’s main concerns. Conducted during the 2023–2024 academic year at a private university in Sharjah, where the author works, the study involved a sample of EFL instructors and students. A mixed methods design was used by employing two tools: a five-point Likert scale questionnaire comprising nine items and a semi-free interview with two questions. The findings indicated that most of the study’s subjects did not view utilizing ChatGPT in EFL higher education as significant in terms of augmenting writing fluency and accuracy skills. Based on the findings, it can be concluded that using ChatGPT for the acquisition of fluent and accurate writing skills is not significantly impactful in EFL in higher education. Unless wisely utilized as a supportive tool for developing writing abilities rather than the main means for performing writing tasks, ChatGPT utilization is not significantly beneficial.

Exploring the Online Leadership Effect on Blended Learning in Educational Institutions: Post-COVID-19 Learning Context

Background: The COVID-19 pandemic has necessitated the transition of administrative and instructional work in schools to an online format. This shift has prompted school administrators to embrace online leadership as a suitable approach during and after the pandemic. Blended learning has been recommended as a sustainable and well-suited solution for educational institutions in the post-pandemic period. Aims: to investigate the impact between online leadership and the adoption of blended learning in educational settings. Sample(s): A total of 385 instructors participated in this study. The participants were surveyed using Google Forms to gather their perspectives. Methods: Structural equation modeling (SEM) and path coefficients analysis were employed to analyze the survey data and examine the attitudes of instructors toward online leadership and blended learning. Results: The findings indicated that online leadership (OL) exhibited a higher likelihood of being adopted for blended learning (BL) implementation, as revealed by the study results (59%). Instructors demonstrated increased flexibility and readiness to utilize online leadership methods for career advancement in the post-pandemic era. However, it should be noted that the adoption of online leadership measures was primarily driven by the necessity (41%) to maintain continuity in educational practices during the pandemic. Conclusions: These findings shed light on the significance of online leadership in facilitating the integration of blended learning in schools. The study highlights the adaptability of instructors and their recognition of the potential benefits associated with online leadership practices. The results emphasize the importance of online leadership as a strategic approach for educational institutions in navigating the challenges brought about by the COVID-19 pandemic and beyond.

Experiences of Pregnant Women Undergoing Prenatal Gentle Yoga at Griya Kamini Gianyar

During pregnancy, most women experience psychological and emotional changes, and it is not uncommon for a mother to feel worried about potential problems. Concerns may include the possibility of losing her beauty or the baby being abnormal. Prenatal gentle yoga, a modification of prenatal yoga with a gentle birth approach, is offered at Griya Kamini Gianyar. This practice involves deep yoga therapy to support a healthy and fit pregnancy and labor. This study aimed to understand the experiences of pregnant mothers undergoing Prenatal Gentle Yoga at Griya Kamini Gianyar. The research design used in this study employs a qualitative interpretative method to understand the real experiences of pregnant women undergoing Prenatal Gentle Yoga Therapy at Griya Kamini Gianyar. The research results identified seven major themes: Positive Anticipation, Stress Management, Hope for Socializing, Connecting with Babies, Fitness and Flexibility, Professional Instructor Attitudes, and Managing Pain and Discomfort. The overarching theme identified is Stress Management, indicating that Prenatal Gentle Yoga is practiced by pregnant mothers to manage their emotions and ensure a smooth birth. Overall, yoga can be a valuable tool for pregnant mothers to manage pain and discomfort. With a careful and thoughtful approach, yoga can help pregnant mothers experience a more comfortable pregnancy, both physically and mentally.

Perception and Attitude towards French for specific purposes among Linguistics Students in the University of Calabar

The need for specialized language instruction arises from the growing demand for professionals proficient in French within specific contexts. The objective of this study was to explore the effectiveness of FSP in improving language skills and cultural knowledge among learners in the Department of Linguistics, University of Calabar. To achieve the purpose of this study, three research questions were posed. A literature review was carried out according to the study variables. Descriptive research design was adopted for the study. The target population consists of all students and instructors in the Department of Linguistics at the University of Calabar who are enrolled in or teaching French language courses. The study sample consisted of 33 respondents which involved 26 learners and 7 instructors were purposively sampled from the Department of Linguistics, University of Calabar. Questionnaire was the instrument used for qualitative data collection. Qualitative data analysis was conducted using thematic analysis techniques which involved simple percentages. The results indicate a gap in language needs and challenges for learners in the Department of Linguistics. Secondly, FSP instruction impacts learners’ language proficiency and cultural understanding. Finally, the results indicate that FSP instruction's impact on the perceptions and attitudes of learners and instructors towards FSP is high. The findings from this study have several implications for the design and implementation of FSP instruction to enhance language proficiency, promote cultural understanding, and foster cross-cultural communication skills among learners. Educators and curriculum developers can leverage these findings to design effective FSP-based language programs that cater to the diverse needs of language learners.

Developing French for Specific Purposes to Enhance Foreign Language Skills of Curriculum and Teaching Students in The University of Calabar

Traditional language teaching methodologies often fall short in meeting the specialized needs of learners who require language skills for specific professional contexts. This gap has led to the emergence of French for Specific Purposes (FSP), a subfield focused on equipping learners with the necessary skills to function effectively in their chosen professions. This study aimed to evaluate the effectiveness of FSP in enhancing language skills and cultural knowledge among learners in the Department of Curriculum and Teaching, Faculty of Educational Foundation Studies. To achieve this objective, three research questions were formulated. A literature review was conducted based on the study variables, and a descriptive research design was employed. The target population comprised all students and instructors in the Department of Curriculum and Teaching, University of Calabar, who are involved in French language courses. A purposive sample of 31 respondents, including 25 learners and 6 instructors, was selected. Data were collected through semi-structured questionnaires and interviews, providing rich qualitative insights. Thematic analysis techniques, involving simple percentages, were used to analyze the qualitative data. The results revealed that learners in the Department of Curriculum and Teaching face specific language needs and challenges. Additionally, FSP instruction was found to significantly enhance learners' language proficiency and cultural understanding. The study also indicated that FSP instruction positively influences the perceptions and attitudes of both learners and instructors towards FSP. The findings of this study have important implications for the design and implementation of FSP courses, especially in the context of tertiary education. These insights are valuable for curriculum developers, educators, and policymakers aiming to improve language education and ensure its alignment with professional and academic needs.

Comparing Student and Writing Instructor Perceptions of Academic Dishonesty When Collaborators Are Artificial Intelligence or Human

It remains unclear if perceptions of academic dishonesty concerning artificial intelligence writing technologies (AIWTs) present new challenges or if they reflect prior, non-AI concerns. To structure this problem, we used a randomized control survey experiment. We compared student ( n = 603) and instructor ( n = 312) attitudes toward dishonesty in collaborations involving humans versus AIWT in 10 writing-related scenarios. Results suggest similar perception patterns among students and instructors, with both populations expressing significant differences in perceived dishonesty between AI and human collaborators in some scenarios. This experiment structures the problem of AI writing and academic dishonesty for future research in this emerging field.

PERSONALITY AS A PATHWAY TO AUTONOMY: A SCOPING REVIEW

In the contemporary education landscape, the intersection of personality and autonomy among teachers has become a focal point of interest and inquiry. As educators navigate the complex terrain of school environments, understanding the role of personality in shaping their autonomy is crucial for enhancing teaching practices and fostering professional development. This review explores the complex pathway linking personality to professional autonomy enactment to inform impactful policy and practice enhancements. Numerous studies have identified obstacles arising from instructor attitudes, uncertainties, and relational tensions around autonomy. However, the processes linking personality traits to promoting autonomy instruction remain unexplored. This scoping review addresses this gap by employing an advanced searching technique on the Scopus database, including studies published until 2023. The inclusion criteria encompassed empirical studies, theoretical frameworks, and systematic reviews that explored the relationship between personality traits and autonomy. Consequently, we unravel the multifaceted relationship between personality and teacher autonomy, delineating the challenges faced by educators, exploring applicable theories, and investigating the nuanced influence of personality traits. By presenting a comprehensive overview of these aspects, this study seeks to contribute valuable insights that can inform educational strategies, empower teachers, and guide future research endeavours in understanding the intricate dynamics of personality as a pathway to autonomy in the teaching profession. In addition, this study seeks to lay the foundation for further research, guiding future investigations and developing targeted interventions to enhance autonomy and individual agency.

Effectiveness of English Teaching as a Foreign Language (ETFL) in Pakistani Educational Institutions: Exploring Methods and Strategies to Address Challenges

This study delves into the effectiveness of English Teaching as a Foreign Language (ETFL) in various educational institutions across Pakistan, with a focus on schools in Lahore, Punjab. The qualitative research method was employed, and interviews were conducted in three different schools. The teachers and students were selected by purposive sampling to gauge the current methods and strategies employed in English language instruction. The initial phase involved posing identical questions to both teachers and students to ensure a comprehensive understanding of perspectives. Subsequently, the inquiry narrowed its focus, repeating the questions for the students exclusively. The research revealed explanatory implications, shedding light on the beliefs and attitudes of language instructors towards the teaching and learning of English as a second language. Additionally, the study proposed practical strategies for students to overcome challenges encountered in their language learning journey. For future research, a comparative analysis of urban and rural educational institutions in different regions of Pakistan may be investigated. Further, potential variations in teaching methods, resources, and challenges faced in diverse educational settings may be explored.

The Power of Visuals: The Significance of Higher Education Teacher Professional Development in Visual Literacy in Kuwait

This study explores the role of higher education professional development in the integration of visual literacy instruction at the university level. Visual literacy is a crucial skill that empowers students to comprehend and generate visual content across diverse domains. However, many instructors lack necessary training and support to effectively incorporate visual literacy into their teaching practices. The research survey investigates the significance of teacher professional development in visual literacy implementation, encompassing the status of training, effective professional development programs for teachers, suitable teaching methods, education technologies, attitudes of higher education instructors towards visual literacy, and the influence of student engagement with visual materials on visual literacy advancement in Kuwait. The questionnaire was administered to a sample of higher education teachers. That data was analyzed employing descriptive and inferential statistical techniques, with SPSS v.26 software. Regression analysis and other multivariate analyses were conducted to test the research hypothesis and model. The outcomes should provide insights into the effectiveness of collaborative, experiential, and technology-enhanced teacher professional development programs in fostering visual literacy development within higher education, the significance of student engagement with visual materials, and the necessity for further research on effective teaching methods and educational technologies for promoting visual literacy. The findings can inform policy and practice by highlighting the importance of equipping higher education instructors with necessary skills and resources to effectively incorporate visual literacy into their teaching approaches, enhancing the quality of higher education by fostering competencies among students and facilitating their engagement with visual materials across various disciplines.

An investigation into the attitudes of Iranian EFL instructors and students towards online education: Lessons from the Covid-19 pandemic

The Covid-19 pandemic had a profound effect on the delivery of teaching and learning. Recent studies indicate that Covid-19 interfered with years of educational gains and that university EFL instructors and students faced a variety of problems as they sought to adjust to pandemic requirements. This study explored Iranian university EFL instructors’ and students’ attitudes towards on-line education. It also examined learning and teaching barriers and challenges they encountered during Covid-19. 60 university EFL instructors and 93 students completed two on-line questionnaires. Following, six university instructors and six students took part in interview sessions. The results showed that students favored various advantages that on-line education offered such as convenience, comfort, accessibility, flexibility, and suitability. Students further appreciated the potential of new technology and the opportunities that on-line education brought. However, they identified poor Internet access and excessive screen time as common barriers that could hinder the success and sustainability of high-quality on-line education. The results, moreover, demonstrated university EFL instructors recognized the multiple challenges associated with on-line education. They expressed difficulties in tracking attendance during on-line classes, monitoring students’ progress in on-line classes, as well as concerns about security issues and privacy regarding on-line classes. We believe that the experiences of both university instructors and students should be considered when designing new approaches to empower them.

Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam

The increasing number of students intending to drop out of universities in Vietnam has raised concerns. While previous studies have addressed factors influencing dropout intentions, several aspects still need to be explored, particularly in developing countries like Vietnam. This research provides an overview of the factors influencing students’ dropout intention in Ho Chi Minh City. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with a survey sample of 804 students from universities in Ho Chi Minh City. The research findings reveal that factors such as Lack of university commitment (LUC), degree and course commitment (DCC), ineffective time management (ITM), curriculum design (CD), Ineffective adaptation to learning environment (IALE), low classroom participation (LCP) and personal circumstances (PC) significantly influence students’ dropout intentions. Additionally, factors including skills and attitudes of instructors (SAI), instructor support (IS), positive instructor feedback (PIF), university facilities (UF), cultural and social environment (CSE), and access to support from academic advisors (ASA) do not show statistically significant relationships with students’ dropout intention. Furthermore, the study finds no significant differences in dropout intention based on gender, area, and type of university, except for ASA has a differential impact on students’ dropout intentions based on the type of university. The research results provide valuable insights for researchers and educational experts to understand better the factors contributing to students’ dropout intentions. Moreover, the findings assist educational managers and instructors in developing appropriate support measures and interventions to enhance student engagement throughout their academic journey. Finally, the study discusses limitations and suggests future research directions.

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Technology has significantly influenced the educational field, including language teaching. However, some language instructors hold negative attitudes toward technology, particularly computer-assisted language teaching (CALT), which may affect the advancement of language teaching. This study examines the attitudes of language instructors toward CALT in some South African public universities and identifies sustainable lessons that could promote the use of CALT. The study employed a quantitative research approach using content analysis and surveys to comprehensively investigate language instructors’ attitudes toward CALT. Surveys provided the required information about the attitudes of language instructors toward CALT, and content analysis and descriptive statistics were used to analyze the data and identify sustainable lessons from the attitudes of the language instructors toward CALT. Descriptive statistics were used to summarize the survey results. The analysis revealed that some language instructors have negative attitudes toward CALT, suggesting that institutions require a fundamental approach to advance the use of CALT. Sustainable lessons learned from the attitudes of language instructors toward CALT are identified, and recommendations are made about how to implement effective CALT on a personal and institutional basis. This study highlights the importance of a positive attitude toward CALT and developing a fundamental approach to using CALT in language teaching. The sustainable lessons learned from this study could inform and advance language teaching practices that employ CALT, inform future research, and promote effective language teaching practices that use CALT.

The Effect of the Knowledge, Skills, and Attitudes from Nurse Training Using In Situ Simulation in an Intensive Care Unit.

In situ simulation is the practice of using simulated scenarios to improve skill implementation, train critical thinking and problem-solving abilities, and enhance self-efficacy. This study aimed to enhance nursing knowledge, skills, and attitudes toward clinical work by applying in situ simulation training to improve the healthcare of critically ill patients. This study was conducted from a medical center in northern Taiwan and included 86 trainees who received intensive care training courses from 1 June 2017 to 31 May 2019. The self-report knowledge assessment, empathetic self-efficacy scale, skill assessment, and attitudes of instructors before and after training were collected. The statistical analysis used the Wilcoxon test for knowledge and attitudes, and chi-square tests were used for skills to evaluate the learning effect. The results showed a statistically significant improvement in knowledge, skills, attitudes, and empathy in nursing care. In situ simulation learning can be an accepted method for nursing skills in the intensive care unit. Through this study, we understood that the in situ simulation method was beneficial to nurses' care and care thinking processes. It is worth developing and evaluating integrated simulation education to enhance learning, change behavior, and promote holistic care in the nursing field.

Investigating English Teachers’ Perceptions of English language Education through the Q Method

Educators, politicians, and scholars have been interested in English language education for many years. Despite the rising significance of English as a global language, there still needs to be agreement on the most effective techniques for teaching English language skills. Understanding the opinions and attitudes of English instructors towards language instruction might assist in shaping educational practises and initiatives. This research sought to evaluate English instructors' perspectives on English language education using the Q approach. Q methodology is a research strategy that enables people to rank and prioritise their ideas on an issue, allowing for a more nuanced understanding of people’s viewpoints. The research included 40 English language instructors from various areas of Turkey who were asked to rate 20 English language education statements based on their degree of agreement. A survey of the literature and conversations with instructors and students were used to construct the assertions. The study’s findings indicated three unique points of view among English language instructors, which the researchers named "Traditionalists," "Idealists," and "Realists." Traditionalists felt that language learning should be based on knowledge of linguistic norms and emphasised the significance of grammar and translation abilities. The Idealists felt that language study should strengthen students’ abilities to communicate and comprehend diverse cultures and that communication and critical thinking skills should be prioritised. Realists emphasised practical abilities and tactics that can be used in everyday life, and they felt that language instruction should be relevant to students personal and professional aspirations. The research finds that varied opinions and attitudes towards English language education among English instructors might impact their teaching practises and tactics. The research also emphasises the necessity of knowing teachers’ opinions on language instruction and the possible advantages of investigating instructors’ perceptions using the Q technique. This research has practical consequences for language education policy and teacher education programmes.

Impact of Mobile Learning Apps on Study Habits and Academic Performance of College Students in the United States: A Review of Literature

This study explored the consequences of mobile learning applications on the study habits and academic performance of college students throughout the United States. The surge in smartphone usage and the availability of diverse educational apps prompted a departure from conventional learning methodologies. This review synthesized an array of scholarly literature to illuminate the ramifications of this paradigm shift. Through a meticulous analysis of academic articles, research reports, and educational journals, the study identified prevalent patterns in the utilization of mobile learning apps among college students. It delved into the transformation of study habits, including alterations in reading methodologies, note-taking practices, and interactions with course materials. Furthermore, the review critically evaluated the influence of mobile apps on academic performance indicators such as grades, examination scores, and retention rates. The synthesis pointed to the multifaceted impacts of mobile learning apps on students' educational experiences. It explored the advantages, encompassing augmented access to learning resources, heightened interactivity, and tailored learning trajectories. Conversely, it also addressed potential challenges, such as digital diversions, diminished face-to-face interactions, and concerns about the precision of information. The study unveiled diverse factors that influenced the adoption and effectiveness of mobile learning apps, encompassing technological acumen, app design, and pedagogical strategies. Furthermore, the review contextualized its discoveries within the broader sphere of higher education, taking into account institutional policies, instructor attitudes, and student preferences. The study points to the necessity for a well-balanced approach that harnessed the benefits while addressing potential drawbacks. By providing insights into the evolving educational landscape, this study established a foundation for educators, institutions, and app developers to make informed choices concerning the integration of mobile technology into the learning milieu. Keywords: Mobile Learning Apps, Study Habits, Academic Performance, College Students, United States.

Attitudes Toward Code-switching in EFL Classrooms Among Iraqi Instructors

Code-switching is a hot-button issue for many EFL classes. It is related to the impact of the students' first language on the foreign language they learn. The purpose of this research is to examine and demonstrate instructors' attitudes toward code-switching in EFL classes in Iraq. A 15-items questionnaire with three sections is designed and distributed to the instructors. The questionnaire responses are weighted; and percentages are calculated using the SPSS program. The findings indicate that instructors have a favorable opinion about the majority of question items. Attitudes of EFL instructors toward code-switching are consistent, with a moderate level of agreement with reference to access to the subject matter. The instructors' attitudes toward classroom management are poor in the second section. There is little agreement among faculty members on the third section, which deals with interpersonal ties. Dissimilarities in attitudes exist when it comes to a few questions. Because of these inconsistencies, code-switching in EFL classrooms should be changed to match the real teaching methods.

Rethinking the online environment through collaborative learning

The COVID-19 pandemic brought about a devastating disruption to health, social, economic, and educational systems worldwide. Post-secondary institutions responded expeditiously by extensively converting their classes to a digital format. Teachers' use of collaboration represents a critical instructional approach to enhance student learning and retention in online courses. This investigation examined the perceptions of health education faculty towards incorporating online collaborative learning into their curriculum. Grounded in the northeastern United States, the study’s findings suggested that instructor attitude functioned as a powerful, effective, and consistent predictor of their willingness to implement collaboration.

The Influence of Effective Teaching on Elementary School Students: A Review Paper

Given how quickly the educational landscape is changing, educators are having a fascinating conversation about how to incorporate excellent pedagogy into teaching practices. The objectives of this study are to locate recent writings on successful pedagogy for elementary schools and to emphasize their themes in instructional contexts. 15 recent journal papers were reviewed throughout a five-year period, from 2017 to 2021, as part of the study's literature strategy. The research demonstrates that a number of factors that contribute to effective education have continued to draw scholars to write about them in their papers throughout the past five years. Classroom management, instructors' competencies, instructional tactics, valued learning, and students' accomplishments are the core features of effective pedagogy that are commonly stressed in primary education. According to the findings of this study and numerous recent academic works, effective pedagogy is defined as the general attitude of instructors who specify their activities to implement new techniques, approaches, and ways to promote primary school students.

EVALUATION OF REACTION OF VILLAGE PLANNING AND BUDGETING ONLINE TRAINING PARTICIPANTS AT THE FINANCE TRAINING CENTER OF MALANG

Evaluation is required to determine the success of training in increasing employee competence and performance. The purpose of this study is to determine the attitudes of participants and instructors to the implementation of online village planning and budgeting training batch 1 of 2022 at the Malang Financial Education and Training Center. Donald L. Kirkpatrick's level-1 Kirkpatrick four levels evaluation model was used to undertake training evaluation. This is a quantitative descriptive study that employs a survey method. The findings revealed that the learners' attitude to the implementation and the instructors of the online village planning and budgeting course was quite positive. This is demonstrated by the participant's assessment of the implementation process, which received an average score of more than 4.6, and the participant's assessment of the instructor, which received an average score of more than 4.5. Participants suggested that this training be extended to other village apparatus, and that if the circumstance is safe, it be conducted offline at the Malang Financial Education and Training Center to maximize the outcomes.

The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

English-medium instruction (EMI) has been rapidly adopted worldwide as a strategy for internationalization, accompanied by a substantial amount of research attention. However, research on EMI has only recently been conducted in Iran. To contribute to the ongoing growing literature, this study explores the attitudes of Iranian students and instructors toward the possibility of implementing EMI in Iran through virtual exchange (VE). In order to determine whether EMI can be used through VE in Iran, a mixed method sequential explorative study was conducted. It has been identified that the linguistic readiness of students and/or instructors is the primary barrier to the success of EMI through VE in Iran because EMI is still in its infancy. In accordance with the literature, systematic support is required at the institutional level. Yet many of the students showed interest in the idea of EMI via VE, even if it was only a short one-session VE lesson, primarily to enhance their linguistic skills and global competencies. This study proposes that integrating EMI through VE at the graduate level may be more feasible. This is because there are already more EMI seminars and classes available, students are self-directed learners, and they may be better linguistically prepared. Regarding EMI access through VE, there were advantages and disadvantages. The benefit of using VE in EMI is that EMI would be accessible even to students living in less privileged locations, but the disadvantage is that the accessibility of the Internet may not be stable, considering requiring a VPN to access some websites. It is hoped that this study will serve as a useful starting point for future research in Iran and similar settings.