Implications For Education Research Articles

Evaluating English-language morphological awareness assessments

Many studies have shown that morphological knowledge has effects on reading comprehension separate from other aspects of language knowledge. This has implications for reading instruction and assessment: it suggests that children could have reading comprehension difficulties that are due to a lack of morphological knowledge, and thus, that explicit instruction of morphology might be helpful for them, indeed for all children. To find children who might especially benefit from specific instruction in morphology, we would need good tests of morphological knowledge. We evaluated a set of morphological awareness assessments to determine whether they conclusively tapped into morphological knowledge, and found that it was not possible to be certain that they were accurately targeting morphological knowledge.

Embodied Philosophy and Its Implications for English Vocabulary Teaching Strategies in College

Language is the result of human cognition and words are derived from human experience. Embodied philosophy brings rich implications for vocabulary teaching in college classroom. The research aims to analyzes the potential strategies of teaching vocabulary on the basis of experiential view of language. At the level of vocabulary teaching, teacher can improve students’ vocabulary memory effect from the motivations of physical experience, environmental experience and cultural experience behind vocabulary. At the level of morphology teaching, teacher can focus on explaining the formation of words regulated by cultural experience based on the experiential perspective to help students master the formation mechanism of words. These strategies are argued to be effective in improving students’ vocabulary proficiency.

From classrooms to cyberspace: Understanding pedagogical approaches and outcomes in Metaverse learning environments

In recent years, the educational landscape has undergone a seismic shift propelled by the emergence of Metaverse learning environments. This transformative phenomenon has sparked widespread interest and prompted scholars to delve deeper into its intricacies. Our research plans to meticulously explore and comprehend the diverse pedagogical methodologies adopted within these cyberspatial realms, focusing on unravelling their outcomes and educational implications. As we embark on this scholarly journey, we recognize the need to contextualize the evolution from traditional brick-and-mortar classrooms to the dynamic expanse of cyberspace. This transition marks a shift in the physical setting and a fundamental reimagining of educational paradigms. Thus, our study endeavours to trace this trajectory, shedding light on the nuanced interplay between pedagogy, technology, and learning outcomes within Metaverse environments. Employing an interdisciplinary approach, we aim to dissect the multifaceted nature of Metaverse learning, transcending disciplinary boundaries to gain a comprehensive understanding. This entails delving into these digital realms' immersive and collaborative dimensions, exploring how they shape the educational experience and foster innovative pedagogical practices. Moreover, our research seeks to uncover the transformative potential inherent in metaverse learning environments. By critically analyzing their affordances and limitations, we aim to offer insights into how these digital platforms can revolutionize education, paving the way for a more inclusive, engaging, and practical learning experience. In essence, our study aspires to contribute to the ongoing discourse surrounding the future of education in the digital age. By interrogating the complexities of Metaverse learning through a rigorous scholarly lens, we endeavour to chart a path forward that harnesses the full potential of these emerging technologies for the betterment of education.

Evaluation of Measurement System Analysis Techniques for Screw Shaft Manufacturing in Teaching Factory Setting

This study examines the Evaluation of Measurement System Analysis (MSA) Techniques for Screw Shaft Manufacturing in a Teaching Factory Setting at Politeknik STMI Jakarta. The research investigates the precision and accuracy of the measurement system using statistical methods such as Analysis of Variance (ANOVA), Number of Distinct Categories (NDC), and metrics like Total Gauge Repeatability and Reproducibility (GRR), Repeatability, and Reproducibility. Through comprehensive data collection, including multiple appraisers across various trials measured quantitative surveys and qualitative observations, Screw Shaft dimensions and tolerances. The collected data underwent thorough statistical analysis utilizing ANOVA to explore the sources of variation in measurements. The results of the MSA analysis provided critical insights into the measurement system's performance. Repeatability variability (9.97%) and reproducibility variability (3.80%) contribute to a total GRR of 10.67%, indicating an acceptable measurement system. Part-to-part variation emerged as the primary source of variability, emphasizing the importance of addressing part differences in quality control processes. Moreover, ANOVA highlighted the influence of different factors on measurement consistency. Part variations significantly impacted measurement variability, underscoring the need to manage part differences effectively. The assessment of repeatability and reproducibility revealed insights into measurement consistency and reliability. These findings carry significant implications for both industry and education. Understanding the factors affecting measurement variability enables the implementation of corrective measures to enhance product quality and consistency. Additionally, advancements in measurement techniques and quality management practices in Teaching Factory environments contribute to improved product quality and competitiveness in industrial settings. Continued research and evaluation are crucial for further enhancing measurement systems and manufacturing processes.

Beyond Mobile Payments: Exploring the Evolution and Future of Fintech (BY IJISRT)

In today's digital age, FinTech’s have become universal, transforming the way individuals conduct financial transactions. However, with the convenience of Fintech also come challenges that users encounter. This book chapter investigates into the changing landscape of Fintech challenges, drawing insights from a comprehensive survey conducted among various respondents The survey finds three primary obstacles faced by users during Fintech: network issues, time consumption, and privacy concerns. Notably, a significant proportion of respondents reported encountering network-related problems, highlighting the critical role of stable connectivity in facilitating seamless transactions. Moreover, the chapter explores into the foiling experienced by users due to the time-and privacy nature of the payment process, shedding light on the need for streamlined and efficient payment mechanisms. Building upon the survey findings, the chapter offers valuable insights into potential strategies and solutions to address these challenges. By elucidating practical approaches and technological innovations aimed at enhancing Fintech systems' efficiency and security, the chapter equips readers with actionable knowledge to navigate the digital payment landscape effectively. This study's findings add to academic discussion and have practical implications for policymakers, industry practitioners, and educators.

THE MEDIATING EFFECT OF STUDY HABITS ON THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND STUDENT ENGAGEMENT IN MATHEMATICS

This study aims to determine whether or not their study habits significantly mediate the relationship between learning strategies and student engagement in mathematics among grade 10 junior high school students in Governor Generoso South District, Division of Davao Oriental. This study employed a quantitative research design, utilizing both correlational and descriptive methodologies. This study selected 241 respondents using a stratified sample method to ensure an equitable distribution of respondents across all schools. Moreover, this research employed three adapted research instruments that were validated and assessed utilizing statistical measures such as mean, standard deviation, Pearson-r, Baron and Kenny Mediation method, and MedGraph with Sobel z-test among grade 10 students. Additionally, the findings demonstrated a noteworthy correlation between learning strategies and student engagement. There exists a significant relationship between study habits and learning strategies, as well as between study habits and student engagement in mathematics. This correlation indicates a significant relationship between these variables. Additionally, the results indicate that study habits partially mediate the relationship between learning strategies and student engagement in mathematics. The findings offer significant implications for educators and policymakers who aim to enhance the educational process. Furthermore, the provision of continuous professional development opportunities for educators helps guarantee their up-to-date knowledge of contemporary research findings and optimal strategies for fostering student learning and academic success. KEYWORDS: Study habits, learning strategies, student engagement in mathematics, correlational and descriptive approaches, Baron and Kenny Mediation approach, MedGraph using Sobel z-test, Davao Oriental, Philippines

Investigating the Metacognitive Strategies During Post-Editing Translation Process: An Application of Think-Aloud Protocols (TAP)

Metacognition, the reflection on thinking processes, plays a crucial role in cognitive activities. This study delves into metacognitive strategies employed during post-editing in the translation process, particularly focusing on English-Indonesian translation through the application of think-aloud protocols (TAP). The investigation encompasses planning, monitoring, and evaluation as interconnected phases of metacognitive strategies. A qualitative case study method is employed, with a university student as the participant. Data analysis involves coding and categorizing using a thematic analysis approach, based on the metacognitive strategies framework. The findings show that the participant employes the components of planning such as evaluate the necessity of post-editing, applied knowledge on the specific post-editing cases, and identified the goal and the necessity for having specific post-editing, the components of monitoring such as using facts and instruction learned previously, making changes for a better translation product, and self-monitoring of progress, and elements of evaluating, such as deep level revising to produce better post-editing, and taking action to collect extra information. Pedagogical implications highlight the potential for enhancing learning experiences and improving translation skills through explicit instruction, modeling and systemic strategy training. The study concludes by emphasizing the importance of metacognitive flexibility, cultural influences, and adaptive strategic behavior in post-editing, shaping a roadmap for learners to navigate challenges and continually refine their approach.

From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction

TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.

Enhanced student joy in learning environment; understanding and influencing the process

AbstractIn education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well‐being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy.

Sustaining vocabulary knowledge growth through corpus-generated lists of lexical bundles and keywords in the law of contracts

Non-native English-speaking law students and international legal practitioners who speak English as an additional language face significant challenges while pursuing legal studies at English-only institutions, participating in professional training or catering to the legal needs of an increasingly diverse clientele. One of the most difficult challenges is sustaining adequate lexical knowledge to initiate and maintain communication regarding legal subject matter. This study aims to address this issue by presenting two short lists of lexical bundles and keywords (KWs) of the Law of Contracts. Through a combination of corpus analysis and linguistics methodology, these lists are designed to provide a pedagogically useful and subject-focused source for learning academic vocabulary. Bundles are functionally classified into referentials, discourse organisers and stance markers, and their structural forms are filtered into distinct nominal, prepositional and verbal categories. KWs are POS-tagged to allow for direct instructional intervention. This research discusses the pedagogical implications of the research for teaching English for legal purposes.

Unlocking future learning: Exploring higher education students' intention to adopt meta-education

Despite the potential of meta-education to transform higher education, there remains a scarcity of research investigating students' adoption intentions. This study aimed to identify factors influencing students' intentions to adopt meta-education using an extended Decomposed Theory of Planned Behavior model (DTPB). Data was collected via an online survey of 596 higher education students from Jordan who were purposefully selected. Structural equation modeling using partial least squares analysis revealed attitude, social influence, and perceived behavioral control as key antecedents of adoption intention. Furthermore, newly added variables including perceived enjoyment, herd behavior, student autonomy, and student innovativeness showed efficiency in explaining variance in attitude, social influence, and perceived behavioral control. Overall, the extended model provided meaningful insights on factors driving students' willingness to adopt meta-education. The study contributes to theory by extending the decomposed TPB model in the context of emerging educational technologies. It also provides practical implications for policymakers and educators aiming to encourage meta-education adoption.

Harmonizing Tradition and Innovation: Exploring Cross-cultural Elements in Contemporary Chinese Piano Compositions

With the globalization of music education, the piano has emerged as a universally embraced instrument, serving as a conduit for cultural exchange. Chinese piano music, a fusion of traditional Chinese and Western cultures, occupies a crucial position in global music education. This study investigates the cultural significance, impact on cultural identity, cross-cultural elements, and pedagogical approaches associated with contemporary Chinese piano compositions. Through qualitative analysis of survey data collected from 30 music majors at Yunnan University of the Arts Wenhua College, several key findings emerged. Chinese piano music plays a vital role in representing contemporary Chinese culture on a global stage, harmonizing traditional elements with innovative approaches. Engagement with this genre positively influences cultural identity and pride among students, fostering a deeper connection to their heritage. The study identifies cross-cultural elements and innovative techniques in Chinese piano compositions, providing insights for educators and composers. Furthermore, it highlights the need for a more balanced representation of Chinese piano music in music education curricula, addressing gaps and biases in current pedagogical approaches. Overall, this study contributes to a deeper understanding of contemporary Chinese piano music's cultural significance and its implications for music education, cultural diplomacy, and compositional innovation.

A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies

Despite the growing recognition of the impact of affective factors on second/foreign language (L2) learning, there remains a paucity of knowledge regarding academic burnout in L2 learning. Moreover, the intricate interplay between L2 burnout, maladaptive emotion regulation strategies, and negative L2 emotions remains inadequately explored. Given the increasing acknowledgment of network analysis as an advanced and appropriate method for unraveling the complex relationships among psychological constructs in applied linguistics, the current study aimed to investigate the network structure of burnout, maladaptive emotion regulation strategies, and negative emotions among 841 Chinese undergraduates who were learning English as a foreign language (EFL). The results of the network analysis revealed that shame, emotional exhaustion, and avoidance emerged as the most central nodes within negative emotions, burnout, and maladaptive emotion regulation strategies, respectively; shame, emotional exhaustion, and avoidance were also the most powerful bridging nodes linking the aforementioned three constructs. Notably, the robust bridging association between emotional exhaustion and anxiety was observed. Overall, Chinese EFL students may experience high levels of burnout and negative emotions and apply counter-productive regulation strategies in English learning, but these reactions are intertwined rather than independent of each other. Students who are overwhelmed by anxiety and shame are more prone to burnout symptoms, while those dominated by anger are more likely to vent it out. Theoretical and pedagogical implications are discussed.

A systematic review of large language models and their implications in medical education.

In the past year, the use of large language models (LLMs) has generated significant interest and excitement because of their potential to revolutionise various fields, including medical education for aspiring physicians. Although medical students undergo a demanding educational process to become competent health care professionals, the emergence of LLMs presents a promising solution to challenges like information overload, time constraints and pressure on clinical educators. However, integrating LLMs into medical education raises critical concerns and challenges for educators, professionals and students. This systematic review aims to explore LLM applications in medical education, specifically their impact on medical students' learning experiences. A systematic search was performed in PubMed, Web of Science and Embase for articles discussing the applications of LLMs in medical education using selected keywords related to LLMs and medical education, from the time of ChatGPT's debut until February 2024. Only articles available in full text or English were reviewed. The credibility of each study was critically appraised by two independent reviewers. The systematic review identified 166 studies, of which 40 were found by review to be relevant to the study. Among the 40 relevant studies, key themes included LLM capabilities, benefits such as personalised learning and challenges regarding content accuracy. Importantly, 42.5% of these studies specifically evaluated LLMs in a novel way, including ChatGPT, in contexts such as medical exams and clinical/biomedical information, highlighting their potential in replicating human-level performance in medical knowledge. The remaining studies broadly discussed the prospective role of LLMs in medical education, reflecting a keen interest in their future potential despite current constraints. The responsible implementation of LLMs in medical education offers a promising opportunity to enhance learning experiences. However, ensuring information accuracy, emphasising skill-building and maintaining ethical safeguards are crucial. Continuous critical evaluation and interdisciplinary collaboration are essential for the appropriate integration of LLMs in medical education.

Cultivating Empathy and Environmental Stewardship: Harnessing the Partnerships of Parents, Teachers and Communities for Sustainable Moral Development and Social Cohesion

Objective: This study aims to delve into how integrating the Islamic principle of Rahmatan Lil Alamin with the concept of empathy development can, through the collective efforts of parents, teachers, and communities, nurture empathy and environmental stewardship. This synergy aims at fostering sustainable moral development and social cohesion. Theoretical framework: Grounded in the Islamic principle of Rahmatan Lil Alamin, which advocates for mercy, love, and benevolence towards all creation, including our planet, this study intertwines this principle with the concept of empathy development. This emphasizes compassion and understanding between people and towards the environment. Drawing on theories of moral development, social cohesion, and environmental education, this framework seeks to explore the interconnectedness of these concepts within the study. Method: Employing a systematic literature review, this paper aims to establish a theoretical base and identify gaps within existing research on this subject. Results and conclusion: Anticipated findings suggest that the integration of Rahmatan Lil Alamin and empathy development into environmental management and education could highlight the crucial role of collaborative partnerships among parents, teachers, and communities. This collaboration is expected to foster a culture of environmental stewardship. The study's conclusion is poised to showcase how such an integrated approach can contribute to nurturing a culture that values stewardship of the environment. Implications of the research: The study has significant implications for environmental management, education, and social policy. Demonstrating the integration of Rahmatan Lil Alamin with empathy development could lead to more inclusive educational approaches to environmental stewardship, benefiting educators and practitioners alike. Originality/value: The distinctiveness of this study lies in its interdisciplinary approach, linking Islamic principles and empathy with environmental education and management. By showcasing how integration can lead to sustainable moral development and meet sustainability goals, the paper offers valuable insights for educational practitioners and policymakers worldwide.

Exploring the potential of ai techniques in teaching English as a foreign language: A systematic literature review

The rapid evolution of artificial intelligence (AI) technology and its integration into different fields, including language teaching, have inspired a growing body of literature. Scholars have particularly examined the integration of AI techniques into the teaching of English as a foreign language (EFL). However, it is becoming more challenging to identify the most suitable and efficient tools for implementation in EFL education because of the massive amount of innovation. Accordingly, in this systematic review, we examine the latest literature on the integration of AI into EFL teaching. The objective of this study is to explore how AI is being incorporated into this field, its impact on enhancing core English skills, and the potential pedagogical implications. A total of 284 articles published between 2019 and 2023 were initially identified from the most popular databases, including ERIC, ScienceDirect, JSTOR, ProQuest, and Scopus. Following pre-established inclusion and exclusion criteria, 13 papers were selected for the final review. The findings of this review highlight the benefits of using different AI techniques such as chatbots, automated writing evaluation, and writing assistance technologies in the instruction of fundamental EFL skills, namely speaking, listening, and writing. This review also provides useful insights and indicates some promising directions regarding the appropriate and effective application of AI in EFL classrooms.

The Education of Ulama Cadres in Muhammadiyah Islamic Boarding School Karangasem Paciran Lamongan, Indonesia

This research analyses the education of ulama cadres at the Muhammadiyah Islamic Boarding School, Karangasem Paciran Lamongan. This research uses a qualitative descriptive method with a case study approach. The techniques used in collecting data were observation, interviews, and documentation. Checking the validity of the data by triangulating sources and methods. Meanwhile, data analysis includes condensation, presentation, verification, and conclusion. The results of the research concluded: First, the concept of Ulama in Muhammadiyah Islamic boarding schools is to have professional competence, personal competence, social competence, and spiritual competence. Second, the strategy used by Islamic boarding schools to carry out education for ulama cadres is (a) education and training carried out in formal education and Islamic madrasas; (b) encouragement to memorize the Qur'an; (c) familiarization with students' activities; (d) field practice for preaching in the community. There are two variants in the education of ulama cadres, namely genetic and social theory (3). The educational implications of Muhammadiyah Islamic boarding school ulama cadres are (a) the existence of beneficial community service activities through da'wah weeks and field da'wah service; (b) there is an increase in the Islamic boarding school's clerical competence; (c) there is high satisfaction and trust in the community towards graduates of the two Islamic boarding schools, making it easier for graduates to play an active role in empowering the community, especially in the religious sector.

Race, affect, and marginalized communities: navigating racialized emotions in community-engaged pedagogy

ABSTRACT Extending earlier scholarly discussions surrounding whiteness as a social construct in community-engaged higher education, this paper argues that affect theory provides a promising lens for studying the racialized emotions underlying whiteness in community engagement. Pairing affect theory with antiracist discussions, this paper examines the presence of racialized emotions in community-engaged projects, with the aim of contributing to antiracist dialogues in higher education. This paper focuses on analyzing four narratives of community-engaged projects collected through interviews with 12 college instructors in the United States. The instructors’ narratives reveal both racialized emotions about marginalized community members and ways to counter these emotions within community partnerships. The paper concludes with implications for educators and students to attend to the affective formation of community-engaged work and reflect on their emotions toward communities of color.

The effects of input flood and input enhancement techniques in teaching collocations to EFL learners

Input flood and input enhancement are two prominent techniques to develop learners’ writing competence. While the former refers to offering multiple sources to increase students’ gains, the latter implies highlighting certain linguistic items to attract attention. A plethora of studies have been conducted to measure the effectiveness of both techniques. However, a gap in the literature has been noticed in comparing input flood with input enhancement technique in terms of writing improvement in Iraq. Thus, the present study was conducted to measure the impacts of the input flood technique to teach collocations on 48 EFL learners who joined an intensive language learning program at the Language Preparatory School of Tishk International University in Erbil, Iraq. Participants, chosen by convenience sampling method, were exposed to input flood or input enhancement techniques to expand their colloquial expression knowledge within six weeks in the 2022–2023 academic year spring semester. Data were collected via writing exams and interviews as a part of the explanatory sequential research design. The findings, analyzed by SPSS 27 and MAXQDA, revealed that experimental group students who received the instruction via input flood increased their writing marks more significantly than control group students whose instruction was via input enhancement. Likewise, students who received the instruction with input flood had more positive views than students receiving input enhancement. The findings of the study may have several implications for educators who think about teaching collocations via input flood and input enhancement techniques professionally.

Learning to produce and transcribe cardinal vowels: speech and language therapy students’ perception of task difficulty

ABSTRACT Learning vowel transcription skills is crucial to function as a Speech and Language Therapist (SLT). However, vowel transcription is commonly regarded as particularly difficult and therefore often avoided. Despite the importance of accurate transcriptions, little is known about all the factors that influence the process of learning vowel transcription, which usually includes the learning of the Cardinal Vowel (CV) system. There are only a few studies that investigate how CVs are learnt and what factors lead to successful learning. The current study reports students’ perceived difficulty of producing and transcribing CVs as a first step to identify how perceived difficulty affects phonetic learning. Perceived difficulty ratings for the production and transcription of 12 CVs collected from 155 students studying towards a qualification as an SLT were analysed. The results show that the classificatory features correlate with the perceived task difficulty of production and transcription. Implications for teaching are outlined.