Group Interviews Research Articles

Chinese students’ experiences of ‘high-stakes’ assessment: the role of fitness testing

ABSTRACT Background ‘High-stakes’ testing is a common practice in China and is expanding worldwide. As part of these practices, physical education assessments are compulsory for all students. Given this, China provides a unique setting to explore students’ reflective experiences of mandatory ‘high-stakes’ assessment in physical education. Purpose The purpose of this paper was to explore Chinese students’ reflective experiences and perceptions of the physical education component of the Zhongkao (‘high-stakes’ senior high school entrance examination). Methods This paper uses semi-structured group interviews with 24 students enrolled in a Year 11 physical education class in Shanghai. The transcripts from the interviews were analysed using concept coding, conceptual mapping, and analytical memos. Findings This paper found ‘high-stakes’ assessment in Shanghai focused on physical performances and students felt this went against the perceived holistic aims of physical education. The students also reported teachers changed their pedagogical approach to focus on achieving higher fitness scores. Lastly, students stated the test lacked diversity and was not a fair measurement of learning. Conclusion This study suggests ‘high-stakes’ testing practices in China are disconnected from the students’ beliefs about the value of physical education. As such, we contend that assessment practices in physical education should reflect the diverse forms of learning that happens in physical education.

An Investigation into Students' Perception of Using Call Annie as a Virtual Conversational Partner

There is no doubt that using AI tools to learn a foreign language has become more common in recent years. This study aims to explore students’ perception of using Call Annie – an AI-powered tool – to practice speaking regularly, as part of their homework to find out their perceived advantages and disadvantages after conversing with the application. This research project employed 85 English majors at a university for the investigation, in which both quantitative and qualitative data were collected via questionnaires and interviews to observe their interactions with the Call Annie chatbot for homework assignments as conversational partners for three weeks. After the period, students were given surveys to record their perception, and after their final speaking test, a focus group interview was held with 3 students. Findings show students’ willingness and confidence to utilize Call Annie in the future for their speaking skills, as well as their positive attitudes. However, the data also shows that students were worried about using the tool due to concerns about authenticity and language content. In the future, AI chatbots may be used as conversational partners, which could enable teachers to take more active roles in individualized approaches to teaching speaking.

K-12 Teachers’ Acceptance and Resistance Perceptions of Learning Analytics Adoption: A Mixed-Methods Approach

Abstract Learning analytics (LA) is an educational innovation that enhances teaching practices and facilitates student learning. However, the degree of LA adoption across schools remains limited, and teachers who adopt LA do not engage with it consistently. Based on the unified theory of acceptance and use of technology (UTAUT) as a framework, we conducted a perception survey and five focus group interviews with K-12 teachers, aiming to identify their expectations, needs, and perceptions of LA adoption. This study focuses on aspects related to LA’s technology acceptance in school education. The research question is, “Using the UTAUT framework as a theoretical perspective, which factors explain the adoption of LA in schools? How do teachers describe their motivation and readiness for LA adoption?” The findings indicated that the factors facilitating LA adoption were performance expectancy, social influence, and feelings. Furthermore, the factors inhibiting the adoption of LA were effort expectancy, self-efficacy, facilitating conditions, and culture change. The implications and potential future research for adopting LA in schools are discussed.

Nurturing preservice teachers’ metacognitive pedagogies through Lesson Study

ABSTRACT This case study examines how preservice teachers (PSTs) collaboratively develop metacognitive pedagogies through Lesson Study (LS) within a teacher education program. Utilizing pre- and post-questionnaire surveys focused on metacognitive pedagogies, alongside lesson observations and group interviews regarding teacher learning, the study identifies five distinct metacognitive pedagogies through confirmatory factor analysis. The results from t-tests reveal significant improvements in areas such as modeling thinking, provoking reflections, and reviewing thinking between the pre- and post-surveys. These findings emphasize the importance of socializing tacit knowledge in lesson planning, engaging in collective reflections on teaching practices, and documenting shared explicit knowledge to enhance PSTs’ metacognitive skills.

Phenomenological Description of the Experiences of Teenagers With Critically Ill Parents.

Critical illness not only threatens the life of the patient but also may profoundly impact the lives of their loved ones. For teenagers with a critically ill parent, these impacts may have significant, developmentally impactful effects. A descriptive understanding of these effects may advance scholarly understanding of the challenges these teenagers face. In this study, we sought to understand this overlooked population, i.e., teenagers with a critically ill parent, using a descriptive analysis of their experiences. Individual and group interviews were conducted with the participants (n = 9). Interviewers presented standardized semistructured interview questions to all of the participants. The questions explored situational, emotional, relational, and dynamic phenomena related to the experience of having a critically ill parent. Themes describing the participants' lived experiences related to having a parent with a critical illness were examined using a three coding framework. Four themes emerged, including parental health interference on teenagers-fallout, worsening, and interference; emotional experience and how emotions were processed-emotions, cognitive strategies, and behavioral strategies; relationships with others-sharing feelings, company, and relationships; and information and secrecy-learning, secrecy, and history. All of the teenagers in this study were found to suffer from both situational and emotional interference. Parentification, use of selective distraction as an emotion regulation skill, and reliance on support from others were also observed. These results shed light on the overall experience of teenagers who have a critically ill parent. The fallout effects of a parent's health can encompass situational, logistical, emotional, and relationship aspects. Importantly, attention must be paid to how teenagers cope with the emotions experienced during a parent's critical illness. This framework may inform how to more effectively support teenagers through strategies such as providing peer support opportunities.

Strategies Employed by Single Fathers in Preventing Violence against Children. A Case of Nzuguni Ward in Dodoma City

Violence against children has recently become detrimental. The study was conducted in Dodoma city at Nzuguni ward to examine strategies employed by single fathers in preventing violence against children, whereby a cross-sectional design was employed. A non-probability sampling procedure through the snowball technique was used to select single fathers, and a purposive sampling technique was used to obtain key informants, including a ward police officer, community development officer, social welfare officer, and ward executive officer. Data were collected using surveys, focus group discussions and interview methods, using questionnaires and checklists as tools. The study collected data from 65 respondents. Descriptive statistics was used to analyse quantitative data, where frequencies and percentages were computed, and qualitative data were analysed through content analysis. The findings indicate that the majority of single fathers employ living with relatives and sending children to boarding schools as strategies to prevent violence against children. Other strategies include limiting interactions with others, talking openly and friendly with children, staying alone with children, and using caregivers and neighbours. The study concludes that strategies used have succeeded in preventing their children from violence in their households but have not ensured preventive measures outside their home place. Therefore, the study recommends collaborative efforts of different stakeholders in preventing and responding to violence against children. Furthermore, awareness of parents and guardians talking openly with children should continue being raised as it seems less employed.

Implementation of Artificial Intelligence (AI): Chat GPT for Effective English Language Learning among Thai Students in Higher Education

The study aimed to (i) explore the effectiveness of Artificial Intelligence (AI) models like Chat GPT to facilitate English language learning among Thai students in Higher education and (ii) compare the English Language Learning effectiveness among Thai Students after implementing artificial intelligence (AI) like Chat GPT to facilitate English language learning. The participants were Thai students aged 19-20 from first-year pre-service teachers in Bangkok. A total of 120 students participated, 60 in the control and 60 in the experimental group. The selection of participants was done through stratified random sampling to ensure a diverse representation of pre-service teachers with varying levels of English proficiency. We utilized a mixed-methods approach that combined qualitative and quantitative data: Standardized English tests, Chat GPT, focus group interviews, and field notes. The research instruments were (i) Standardized English Tests, (ii) Chat GPT, (iii) Focus Group interview questions, and (iv) Field Notes Form. The research findings strongly advocated integrating AI tools like Chat GPT in educational settings to facilitate more effective language learning. The study demonstrates that students who interacted with AI improved their language skills. A paired sample t-test revealed that this difference between control and experimental groups was statistically significant (p .001). Feedback from the focus group interviews indicated that students in the experimental group. After implementing artificial intelligence (AI) like Chat GPT, the AI-based learning experience increased engagement, personalization, real-time feedback, attitude change, and learning motivation. They reported that the real-time feedback and interactive exercises offered by Chat GPT helped them understand and apply language concepts more effectively. Lastly, the attitude changes because the students had high motivation, strong self-confidence, and a positive attitude shift.

Has Family Engagement Finally Gained Foothold in Forensic Mental Healthcare?

Despite advancements in promoting family engagement in mental health settings, limited involvement of family members persists in forensic mental healthcare. Forensic mental healthcare professionals face various barriers in engaging families, including a patient-centered approach and resource constraints. However, limited understanding exists of professionals' experiences with family engagement, which is crucial for improving care practices in this setting. Consequently, this study investigates the evolution of professionals' experiences with family engagement from 2015 to 2021 in Flanders, Belgium. Qualitative methods were employed, including focus group interviews in 2015 and individual interviews in 2021 with 23 forensic mental healthcare professionals. Thematic analysis is employed to identify patterns and changes over time. The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was utilised to report the study. The analysis revealed that while initial steps towards family engagement in forensic mental healthcare have been taken, full integration in organisational structures is still lacking. Future efforts should focus on involving family organisations and caregivers, addressing barriers like time and resource constraints, and fostering a cultural shift towards family engagement. Further research involving a broader range of stakeholders is needed to enhance family engagement initiatives in forensic mental healthcare settings.

Experiences of Intern Nurses Returning From Distance Education to Clinical Practice During the COVID-19 Pandemic: A Qualitative Study.

The present study aimed to understand the experiences of intern nurses returning to clinical practice after a year-long distance education during the pandemic. The study was conducted using the qualitative content analysis method. The participants were 32 intern nurses. The data included specific narratives on the experience of intern nurses returning from distance education to clinical practice during the pandemic. Data were collected through a total of four focus group interviews. Data analysis was conducted using an inductive qualitative analysis approach. The content analysis identified three main categories. The category 'Feelings during Clinical Practice' included the subcategories 'fear', 'uncertainty' and 'intolerance'. The category 'Challenges during Clinical Practice' included the subcategories 'sleep problems', 'alienation from clinical placement', 'lack of knowledge and experience', 'hospital staff', 'difficulty reaching nurse educator' and 'lack of protective equipment'. The category 'Suggestions for Clinical Practice' included the subcategories 'psychological support', 'case discussion and academic counselling' and 'protective equipment support'. The study revealed that intern nurses faced various challenges in clinical settings following their year-long distance education. The results may help nurse educators understand the experiences of intern nurses returning to clinical practice after a year-long distance education and determine the teaching strategies to be followed in specific situations like pandemics in the future.

Language ideologies, life-making and vitality in trans communities in the US South

This article examines how transgender individuals in South Carolina negotiate community language practices in light of personal and political projects for trans vitality. Drawing on moments of metalinguistic commentary from online group interviews with trans and nonbinary people in South Carolina, this article focuses on examples from two interviews to explore how interviewees orient to two distinct understandings of language use: a ‘self-facing’ approach and a ‘public-facing’ approach. While participants describe creatively using language for enjoyment and self-exploration, they are keenly aware that their language is up for critique once it enters the public realm. As such, they invoke a linguistic ideology that recognises multiple contextual approaches to language use. This article demonstrates how these trans South Carolinians use language for trans life-making: for the simultaneous personal and political projects of self-determination and the making of a safe and viable world for trans people.

교육공동체와 함께 하는 유아교육과정평가 탐구

This study aims to explore curriculum assessment in early childhood education within the educational community. For this study, six early childhood teachers working in an innovative kindergarten in the P region where a professional learning community is activated, were purposefully selected. Group interviews were conducted twice per institution, totaling four sessions, between January and February 2023. The data analysis revealed that the teachers' practices in curriculum assessment were categorized into three themes: ‘curriculum assessment conducted through co-creation and mutual care,’ ‘expansive implementation of curriculum assessment and creation of diverse assessment methods,’ and ‘curriculum assessment as a space for life and a trajectory.’ The findings are as follows: First, the teachers shared the understanding that curriculum is not created by an individual alone but is a process of collective creation, emphasizing that assessment is also a co-creation process driven not by individual teachers but through mutual care. Second, in the educational community, mutual care facilitated the co-creation of curriculum assessment, where teachers experienced curriculum practices that expand children's growth and learning, along with diverse assessment methods. Third, reflecting on the teachers' experiences with the educational community, it was confirmed that curriculum assessment, following the trajectory of children's learning, ultimately unfolds into the realm of life. This study, by examining the practice of curriculum assessment within the educational community alongside early childhood teachers in an innovative kindergarten, explores the teachers' perceptions and discussions about children, play, curriculum, learning, and teaching, seeks the relationship between curriculum assessment and the world, and aims to discover the ‘beyond learning’ co-created by the educational community.

Of course you should fight with a girl! Doing gender in the inclusion work of budo and martial arts sport clubs

ABSTRACT This study explores the role of gender as a central organizing principle in the inclusion work within martial arts clubs in Sweden, against a backdrop of inclusion being an explicit focus in the policy programs of the sports movement. Based on qualitative data collected through focus group interviews with representatives from three martial arts clubs, this study departs from a social constructionist perspective where gender is understood as a social process or a ‘doing’. The analysis of the data reveals two distinct approaches to gender as an organizing principle: downplaying the significance of gender and explicating the significance of gender. Within the first approach the meaning and significance of gender are subordinated by organizing mixed-gender groups and regulating interactions within the groups. The importance of equalizing potential physical differences and avoiding sexism in practice, is emphasized. However, the approach also brings forward challenging situations related to gender and other inclusion aspects, such as religious beliefs and cultural backgrounds. The second approach recognizes the significance of gender as a structural aspect and employs gender-separatist training groups and specific activities for girls and women. These targeted efforts are justified by the respondents because of the male dominance and masculinity norms that exist in martial arts and hinder girls’ and women's participation. The findings highlight the complexities and tensions of how gender is constructed and reproduced within the context of martial arts clubs and contribute to deepening the understanding of how these constructions condition the inclusion work.

Measuring the Effectiveness of an Online Teacher Training Program for In-Service Secondary School Teachers: Trainees’ Reactions and Learning

This study evaluates the effectiveness of a 48-hour online training program designed for in-service secondary school English teachers across Thailand. Using Kirkpatrick’s model (Kirkpatrick & Kirkpatrick, 2006), the research examines the participants’ reactions to the program (Level 1: Reaction) and changes in their attitudes, knowledge, and skills (Level 2: Learning). A mixed-methods approach was adopted, with 38 trainees completing an online questionnaire and 17 subsequently joining focus group interviews. Findings indicated that the program was well-received, achieving a high satisfaction score (M = 4.87) at the reaction level. At the learning level, the participants reported increased knowledge, particularly in ELT methods. Questionnaire and focus group interview data further revealed that the program positively impacted their attitudes toward online teacher training and motivation to engage in further learning. Additionally, the training enhanced both their teaching competencies and their English language skills. The study’s findings offer baseline data for further development of online professional development programs tailored to in-service secondary school English teachers’ needs.

What exactly are NESTs in Thailand?: Understanding among Thai Students Regarding the Concept of ‘Native English Speaking Teachers’ in EFL Classrooms

In Thailand, where students encounter both Native English-Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs)—with a significant portion of NNESTs being Thai and Filipino—a gap exists in understanding how Thai students interpret the terms Native English Speakers (NESs) and NESTs. This study aimed to explore this understanding among 279 Thai undergraduate students majoring in English, ranging from 1st to 4th year, focusing on their perceptions of countries considered as NES nations and using Kachru’s (1985) Three Concentric Model as a framework. It examined the relationship between students’ educational backgrounds and comprehension of these terms, as well as their expectations and experiences with NESTs and NNESTs. Data were collected via a mixed-methods approach, encompassing questionnaires and semi-structured group interviews, and analyzed using SPSS for statistical measures and AntConc for frequency analysis of questionnaire responses. Interview recordings were transcribed and analyzed for emerging themes. Key findings included that students identified countries from Kachru’s outer and expanding circles as NES nations, in addition to commonly recognized ones such as the US and the UK. The study highlighted a correlation between the students’ four-year education and their broader understanding of English. Moreover, this research found that students judge NESTs by their teaching skills and education quality rather than origin. This study underscores the importance of examining participants’ preconceptions of NESs and NESTs to enhance the accuracy of future research. It also suggests potential for further research, such as comparative studies with participants in NES countries.

The Analysis of Translation Technique and Quality in Translating Meme Image

This study aimed to find (1) the translation techniques applied by students in translating meme images, (2) the translation quality of translating meme images and (3) the student problems in translating meme images. This research used a qualitative with case study approach, and the data collection was done by content analysis, Focus Group Discussion (FGD) and interview, so that it could explore more deeply related problems found at English Department at Universitas PGRI Yogyakarta. The subjects of this research were 27 fourth semester students. The results of this study showed that the students applied 9 types of translation techniques to meme images, namely established equivalent, pure borrowing, addition, modulation, generalization, natural borrowing, explicitation, literal translation, and description. The results of the Focus Group Discussion (FGD) with experts showed that the quality of the translations of meme images by the students was 2,44 (less accurate), 2,54 (less acceptable) and 2,78 (readable). The interviews with 10 students showed that the problems in translating meme images were lack of vocabulary, confusion with meme images and not understanding the context. It was concluded that the translation techniques applied by the students contributed to the quality of the translation. The description technique contributed negatively to the accuracy of meme image translation, while the addition technique contributed negatively to the acceptability, and the established equivalent technique contributed positively to the readability in meme image translation.

Parental Experiences of Administering Pediatric Tuina for Sleep and Appetite in Early School-Aged Children With Attention-Deficit/Hyperactivity Disorder: Qualitative Study in Hong Kong.

Previous research suggested that parent-administered pediatric tuina could improve symptoms of attention-deficit/hyperactivity disorder (ADHD), such as sleep quality and appetite. This study aimed to explore the experiences and perceptions of parents administering pediatric tuina to school-aged children with ADHD in Hong Kong. This qualitative study was embedded in a pilot randomized controlled trial on parent-administered pediatric tuina for improving sleep and appetite in school-aged children diagnosed with ADHD. Purposive sampling was used to invite 12 parents who attended a pediatric tuina training program and delivered the intervention to their children at home for at least 8 weeks. Data were collected through semistructured focus group interviews and individual interviews, which were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. Two main themes emerged: (1) effects of parent-administered pediatric tuina and (2) parents' experience of administering pediatric tuina. Parents reported significant improvements in children's sleep quality, appetite, behavior, mental state, and academic performance. Facilitators provided professional guidance and applied a user-friendly course design. Challenges included difficulties in mastering techniques, locating acupuncture points, and time management. Participants suggested the need for more traditional Chinese medicine pattern diagnostic sessions, real-time supervision methods, and extended follow-up to better observe long-term effects. Parent-administered pediatric tuina was perceived to improve children's sleep quality and appetite significantly, along with other aspects of well-being. Professional guidance and a structured training program facilitated implementation, and challenges highlighted the need for more frequent diagnostic sessions, real-time supervision, and extended follow-up.

A Collaborative Story Writing Project Using Google Docs and Face-to-Face Collaboration

The Google Docs application is part of Google Workspace for Education, a suite of cloud-based productivity and collaboration tools that are now ubiquitous in middle and high school classrooms. While there is an expanding body of research documenting the benefits of using Google Docs to support collaborative writing projects, there exists few qualitative studies detailing how cloud-based tools are integrated into courses that meet face-to-face on an ongoing basis. This case study explores how an experienced high school English teacher facilitated a collaborative writing project, in which students used Google Docs to co-write a story. The students were instructed to work on their stories asynchronously from home and synchronously during face-to-face classes. Data sources included field notes from class observations, reflections written by the teacher, semi-structured interviews with the teacher, focus group interviews with the students, and the shared Google Docs. This article describes affordances and constraints associated with the pedagogical supports provided during the collaborative writing process and offers recommendations for teachers who intend to use Google Docs to facilitate collaborative writing projects.

On the way to understand responsible business - CSV and ESG concepts from employees' perspective

The main aim of this article is to explore how employees are aware of and perceive companies' commitment to environmental and social issues through the concepts of Creating Shared Value (CSV) and Environmental, Social, and Governance (ESG). The authors begin with a critical review of the theoretical background of Corporate Social Responsibility (CSR). Then, they highlight and compare a shift towards the more profit-oriented CSV and ESG concepts. Additionally, the authors examine generational attitudes toward corporate sustainability, focusing primarily on employees' perspectives. The second part of the article presents empirical findings based on qualitative research using focus group interviews. This section clarifies the extent to which employees understand sustainable development. Surprisingly, despite investors' heightened interest in CSV and ESG, employees need to become more familiar with these concepts, being more acquainted with CSR. Moreover, while the literature emphasizes the importance of environmental and social concerns to employees, the results reveal a general skepticism toward businesses claiming social responsibility, particularly when such claims lack concrete evidence. The study also finds that employees prioritize financial factors over sustainable development when making job decisions. This work contributes to the research on sustainable development in the context of human resources.

Parental Perspectives on Eating Disorders of Their School-Age Children with ADHD in Hong Kong: A Qualitative Study

Background: Children with attention deficit hyperactivity disorder (ADHD) frequently encounter eating problems. However, qualitative research on the eating problems of these children and the strategies employed by their parents to manage these issues remains limited. This study aimed to explore the eating problems of school-age children with ADHD and the coping strategies used by parents in urban settings like Hong Kong. Methods: A descriptive qualitative design was utilized, employing semi-structured focus group interviews. Purposive sampling was used to recruit 12 parents who voluntarily participated in five focus group sessions. The interviews were conducted in Cantonese, audio-recorded, and transcribed verbatim. Data were analyzed using template thematic analysis to identify key themes and subthemes. Results: Two major themes emerged: challenges affecting ADHD children’s eating behaviors and parental coping strategies in Hong Kong. Children’s eating difficulties stemmed from ADHD-specific behaviors, compounded by Hong Kong’s demanding educational system and urban environmental constraints. In response, parents developed multifaceted coping approaches, ranging from dietary modifications and behavioral management strategies to healthcare resource utilization, while adapting their urban lifestyle to accommodate their children’s needs. Conclusions: Children with ADHD face eating challenges that intersect with Hong Kong’s sociocultural environment, where educational pressure, limited living spaces, and parents’ work schedules influence their eating patterns. Parents adopt integrated Eastern–Western approaches, supported by Hong Kong’s comprehensive healthcare resources spanning professional networks and community programs. Evidence-based dietary guidelines are essential to address ADHD-related nutritional misconceptions.

Marital Resilience factors that enhance Conflict Management in Black African Marriages in South Africa: An Afro-Centric Perspective

Despite the stressful conditions and difficulties that bring about habitual conflict in many Black African marriages, some couples choose to manage their conflict and remain married, even in the context of the divorce culture. It is important to determine the potential factors that impact marital resilience in the midst of difficulties. Therefore, the purpose of this study was to explore resilience factors that enhance conflict management in Black African marriages in South Africa. A phenomenological research design was adopted using a qualitative research approach. Forty participants, consisting of 20 married men and 20 married women, were purposively selected to participate in this study. Data was collected using semi-structured individual and focus group interviews which were also audio-recorded. Following recordings, the interviews were transcribed. The data was analysed using inductive thematic analysis. The findings of this study demonstrated that, of all the techniques employed to handle marital crises, effective communication was the most widely favoured. Leaving things alone by opting to remain silent, being humble, and pastoral counselling were also found to be effective tactics. The findings of this study may be useful in therapeutic work with couples. The factors that participants identified as vital in contributing towards their marital resilience may be helpful to add to the understanding of marital resilience and may be used to develop a strengths-based intervention program for couples in marital crisis. Keywords: Marital Resilience, Marital Crisis, Conflict Management, Marriage, Divorce.