Implications For Education Research Articles

A Qualitative Exploration of Factors Affecting Academic Achievement of University Students

The purpose of this study was to identify the prospected factors affecting undergraduate university students' academic achievement. This study adopts a qualitative approach to explore the lived experiences and perceptions of university students regarding the factors that impact their academic achievement. The study's general population includes all of Punjab's universities and education departments. Purposive sampling was used to select the desired participants for the interview, and 10 participants were chosen. A semi-structured interview was used to gather qualitative data. Participants' interview responses were transcribed for qualitative data analysis, and thematic analysis was performed. Seven main themes (e.g., family, environment) and all sub-themes were categorized into positive (e.g., Supportive family, self-drive) and negative factors (e.g., Performance anxiety, holistic environment at home). The findings have implications for educators, policymakers, and students. The results may serve as a guide for students and education institutions seeking to raise university students' academic achievement.

Coh-Metrix 시스템을 통한 고등학교 영어 모의시험 독해지문의 학년 내 연계성 분석

This corpus-driven research aims to examine the intra-grade continuity of reading passages within high school English mock exams, specifically the national academic achievement tests for seniors in 2023. These tests were conducted quarterly by four regional educational offices: Seoul in March, Incheon in April, Gyeonggi Province in July, and Seoul in October. A corpus of 100 reading passages, 25 from each test, was analyzed via a range of Coh-Metrix measures, including word features, lexical diversity, connectives, readability, referential cohesion, syntactic complexity, semantic cohesion, and so on. These Coh-metrix results demonstrated that there was no compelling evidence to support strong intra-grade continuity, highlighting the necessity for meticulous calibration of text difficulty, which should incrementally escalate with successive test administrations. The analysis of basic metrics, lexical frequency and diversity, syntactic complexity, and readability revealed no consistent trends across test administrations. Additionally, lexical attributes such as concreteness, familiarity, imagery, and age of acquisition did not show significant continuity. Moreover, the analysis of syntactic complexity also showed no consistent pattern. The current inconsistency in text difficulty suggests that students may not be receiving the progressive challenge needed to develop their reading comprehension skills effectively. Drawing upon these findings, theoretical and pedagogical implications are elucidated.

Analysis of learning styles in first semester students at the UACyA UAN: an exploration based on the VARK Model

This article analyzes the predominant learning styles in first semester students at the UACyA UAN, which classifies the styles as visual, auditory, reader-writer and kinesthetic. This approach provides a solid foundation for understanding individual learning preferences. The objective is to analyze and understand the predominant styles through a statistical analysis of the results, examining preference patterns and their correlation with academic performance and adaptation to the university environment. Pedagogical implications are explored to design personalized educational interventions that fit the most common learning styles. The results highlight the diversity of learning styles, providing valuable information to improve content delivery and the educational experience. This approach based on the VARK model offers a comprehensive perspective on learning preferences, promoting a more inclusive and effective pedagogy in university education.

Undergraduate Students’ Willingness to Communicate in English during Remote Learning Classes

Objectives: This study examines Jordanian undergraduate students’ willingness to communicate (WTC) in English during remote learning. Methods: The data were collected using a 61-item Likert scale questionnaire from 285 undergraduate students (118 males and 167 females) studying English at a public university. All the responses collected were analysed using descriptive analysis (e.g., mean, standard deviation) and Pearson’s Correlation coefficient. Results: The results of the descriptive analysis showed that students had an overall moderate level of online experiences (M 2.98, SD 0.98), and high levels of WTC (M= 3.61, SD= 0.969), self-perceived communicative competence (M=3.62, SD=1.038), L2 communication anxiety (M=2.91, SD=1.156) and virtual intercultural experience motivation (M=3.5, SD=1.111). On the other hand, the results of the 2-tailed correlation revealed that there was a statistically medium-positive correlation between students’ online experiences and their WTC in online classes (r=.359, p<.001), a strong positive correlation between students’ self-perceived communicative competence and their WTC in online classes (r=.664, p<.001), an insignificant low positive correlation between L2 communication anxiety and their WTC in online classes (r =.031, p < .605), a strong positive correlation between students’ virtual intercultural experience motivation and their WTC in online classes (r = .535, p<.001). Conclusions: The study shows that despite the lack of experience in e-learning, the students tend to have good self-perceived communicative competence. Pedagogical implications and suggestions for future studies are given based on the results of the study.

The Concept Of Ulul Albab According To M. Quraish Shihab In Tafsir Al-Mishbah QS. Ali Imran Verse 190-191 And Its Implication On Character Education

The importance of this research is to examine the concept of ulul albab and its implications for character education. The research method used in this study is qualitative library type. The primary data source is Tafsir Quraish Shihab and the secondary data sources are books, articles, and proceedings. The data collection technique is documentation and the data analysis stage of this research uses content analysis techniques. The results in this study indicate that the implication of the concept of ulul albab in Tafsir Al-Mishbah Q.S Ali Imran Verse 190-191 is the role of reason as a remembrance in all circumstances and thinking with reason. Both of these activities will lead to knowledge in the human intellect. This will lead to the perfection of reason and spiritual intelligence. Spirituality education that is done correctly will make a person have an optimistic spirit, face life with a positive spirit, and see the world as a place to realize the common good. Thus, good spirituality will form a good character as well.

Pursuing Inclusive Vocational Education Amidst Discrimination: The Plight and Hopes of Christian Youth in Pakistan

This research endeavors to delve into the effectiveness of civic education in shaping Pakistani students' understanding of the Palestine-Israel conflict, recognizing the imperative role of global citizenship in today's interconnected world. The study aims to go beyond traditional approaches, focusing on innovative pedagogical methods to enhance critical thinking and empathy among students. The complexity of the Palestine-Israel conflict and its global implications underline the necessity of informed perspectives. Pakistani students, like many others globally, often lack a comprehensive understanding of the conflict's historical, political, and cultural dimensions. The qualitative study focuses specifically on the Palestine-Israel conflict, aiming to uncover insights that enhance the educational experience and contribute to the broader dialogue on global citizenship. The research methodology involves a diverse sample, qualitative research methods, and thematic analysis of data. Expected contributions extend to informing curriculum development and teacher training programs, fostering a generation of Pakistani students with a deeper understanding of the Palestine-Israel conflict, and a commitment to global peace and justice. In conclusion, this research endeavors to contribute valuable insights into the realm of civic education, addressing the gaps in understanding of the Palestine-Israel conflict among Pakistani students. The findings may have broader implications for global citizenship education and similar initiatives in comparable contexts.

Utilization of Euphemism in Conveying Negative Information: A Mixed-Methods Case Study

While euphemism has been extensively studied, there remains a gap in the literature regarding its use by physicians with critically ill patients during consultations, as well as medical students' perceptions of this practice. This present mixed-methods case study addresses this gap by examining the forms of euphemistic language employed by doctors with critically ill patients and exploring medical student’s perspectives on this use. Findings reveal that physicians utilize euphemisms to emphasize positive aspects, employ softer terminology, and omit frightening details when communicating with critically ill patients. Medical students perceive this practice as valuable for minimizing patient stress and facilitating comprehension of information. of information. These findings have significant implications for medical practice and education. For practitioners, a nuanced understanding of euphemisms language can enhance patient-doctor communication, particularly in sensitive contexts, by mitigating anxiety and fostering a more supportive atmosphere. For medical educators, incorporating training on the effective use of euphemisms into curricula can better equip future physicians to navigate difficult conversations with empathy and clarity. This study also highlights the need for continued research into communication strategies within healthcare to ensure their alignment with both ethical principles and the emotional well-being of patients.

IBNU KHALDUN DAN PENDIDIKAN ISLAM: TELAAH ATAS AL-MUQADDIMAH

This study aims to examine Ibn Khaldun's thoughts on the concept of education as outlined in his book titled Muqaddimah. The research method used is a literature review of the primary source, the Book of Muqaddimah, supported by other sources such as journal articles, research results, and findings which are then analyzed to draw conclusions. The results of the study indicate that Ibn Khaldun paid significant attention to the field of education in addition to his expertise in sociology. In his monumental work, Muqaddimah, Ibn Khaldun elaborates on various aspects of education, including the nature of education itself, the classification of knowledge, the goals of education/teaching, effective teaching methods, stages of education, and the integration of religious knowledge with rational sciences. Ibn Khaldun refutes the dichotomy of knowledge by striving to understand revelation with the help of reason/intellect. To this day, the educational concepts formulated by Ibn Khaldun remain relevant and can be applied to the modern educational era, which emphasizes affective, cognitive, and psychomotor aspects. Ibn Khaldun's concept of education in the Muqaddimah encompasses these three important aspects of modern education. Ibn Khaldun's thoughts on education in the Muqaddimah have implications for modern education, as evidenced by his concepts on educational goals, teaching methods, curriculum, and educators in the Muqaddimah, which have implications for modern education.

Comparison of German and American Higher Education Accreditation Systems and Implications for Quality Management of Higher Education in China

Comparison of German and American Higher Education Accreditation Systems and Implications for Quality Management of Higher Education in China

An SFL Analysis of Dialogues in Elementary EFL Textbooks

Textbooks play a vital role in language instruction. The study aims to examine the three metafunctions of language based on the Systemic Functional Linguistics (SFL) theory. As such, a descriptive qualitative approach along with content analysis is employed to examine dialogues that were selected conveniently from two elementary EFL textbooks. The findings indicate that the relational process is the most frequent process type indicating the ideational function of the two textbooks. For the sake of interpersonal function, declarative sentences are mostly utilized. Meanwhile, the textual function is mostly reflected by the T (Thing) and DT (Deictic + Thing) nominal group pattern. These findings have pedagogical implications for teaching English as a Foreign Language (EFL), particularly for elementary school students; providing simple language patterns that help students build a foundational vocabulary and understanding of grammar for proficient communication. The theoretical implication of the findings is the importance of scaffolded learning that helps learners grasp basic linguistic concepts before moving on to more complex and dynamic language use

Let Pictures Explain the World: Text–Image Narration in Picturebooks

ABSTRACT Teachers have faced difficulties in selecting acceptable picturebooks for young students, particularly in terms of image selection, content, and the integration of both. The lack of meaning-making and interaction between text and images in picturebooks contributes to this trend. This study analyzes how images represent varieties of context and how they function to construct meaning in learning foreign language for young learners. Grammar of visual images by Kress and Van Leeuwen and picturebook typology framework by Gregersen are employed to analyze text-image relationship in the top 10 most rented picturebooks in China. This study indicated that the images provide the nature of the social interaction taking place and the setting familiar to young learners, which can help them to find new vocabulary to recognize their surrounding environment. The data on human depiction also indicated that the images representing Chinese/Asian appearance recognized young learners as global citizens in literature. We also found that the most popular text-image relationship is the one that shares equal representation. The study provided pedagogical implications to help teachers deal with different types of text-image interactions in picturebooks.

Social Factors and Students’ Academic Performance: A Case Study from Dai Nam University

This study investigates the impact of peer pressure on students' academic performance, aiming to elucidate the multifaceted nature of peer influences within educational settings. Peer pressure can be categorized into various types, but Moldes et al. (2019) identify four main categories: social belongingness, curiosity, the cultural-parenting orientation of parents, and education. In this study descriptive correlation was used. The study was conducted at Dai Nam University. The results show the relationship between the anticipated level of peer pressure concerning social belongingness, curiosity, the cultural-parenting orientation of parents, and education. The findings of this study indicate a significant relationship between peer pressure and academic performance, with both positive and negative influences observed. These findings contribute to the broader understanding of the social dynamics in educational contexts and offer practical implications for educators, policymakers, and parents in enhancing student academic success.

Framing the Research and Engaging the Reader in Graduate Engineering Students’ Abstracts

Abstract Writing an abstract is a challenging assignment for graduate students as it requires condensing all the extensive research into a few sentences, providing sufficient background knowledge, and presenting findings compellingly to the academic community. This study observes how graduate engineering students cope with writing their abstracts for their first published papers, with a specific focus on metadiscourse. The study is based on the learner corpus of 1,746 abstracts (117,535 words) written by non-native English speakers in English and Serbian during their Master’s studies. The research follows Hyland’s taxonomy, focusing on interactive frame markers and interactional engagement markers, together with metadiscursive nouns in order to uncover cross-linguistic patterns and pedagogical implications. The comparison of the absolute and relative frequency with statistical significance and log likelihood between Serbian and English sub-corpora demonstrates that students tend to use frame markers with greater frequency in Serbian abstracts than in English ones. Additionally, engagement markers, and especially directives, are used twice as often as frame markers in both sub-corpora, with a higher prevalence in English abstracts. Following the qualitative and quantitative analyses, the findings offer pedagogical implications related to the range of frame markers and metadiscursive nouns used by students to introduce their research aims and the range of engagement markers used to engage readers in their research and thus claim their credibility in academic writing.

Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures

Abstract Higher education (HE) has experienced a swift internationalization process in the last decade, introducing English as a Medium of Instruction (EMI) in many universities. This new reality brings about novel challenges for content lecturers as they adapt to a new way of teaching in English for intercultural audiences. Following Ädel’s (2010) taxonomy of metadiscourse, this paper aims to explore the use of organizational metadiscourse in EMI lectures to foster successful communicative interaction and engagement. Assuming that all communication is multimodal, i.e., meaning is conveyed through the combination of several semiotic resources, this paper sets out to go beyond traditional linguistic studies in order to examine the multimodal use of organizational metadiscourse in lectures. To carry out this analysis, three 90-minute-long videorecorded EMI lectures taught at Universitat Jaume I (Spain) were selected, transcribed and manually inspected to account for all instances of organizational metadiscourse. Next, six structuring segments were chosen, i. e. sections within the lectures in which the contents are being organized. Using the software Multimodal Analysis Video, interactions between speech (organizational metadiscourse) and paralanguage, gestures, gaze, proxemics, head movement and facial expression were examined. Finally, the findings were presented to the lecturers in the recordings to obtain an insight perspective. Results show the active utilization of complex multimodal ensembles co-occurring with organizational metadiscourse. These ensembles reveal an underlying aim of achieving successful communication, by accommodating language to a non-native intercultural audience, and engaging the audience. Lastly, these results are interpreted and pedagogical implications for teacher training are put forward.

One Journal, Different Practices: A Corpus-Based Study of Interactive Metadiscourse in Applied Linguistics

Abstract Research articles are a primary medium for scholars to communicate with disciplinary community, but there is little evidence suggesting how much writing practices on different research subjects within a discipline diverge in a single journal. This study remedies the oversight by comparing the use of interactive metadiscourse in the papers of Applied Linguistics on language acquisition and discourse analysis. Based on a corpus of 30 research articles on each research subject, results show that writers in language acquisition make a significantly more frequent use of additive and consequential transitional markers, reformulators, and non-integral citations. However, discourse analysts prefer to invest in exemplifiers, linear and non-linear references and topic shifts. All the differences can be attributable to the characteristics of disciplinary research paradigms, which lead to different knowledge-making and interactive patterns in academic writing. The findings offer empirical evidence to the rhetorical function of metadiscourse in constructing disciplinary knowledge, and raise pedagogical implications for EAP instructors to help scholars in applied linguistics increase international publications.

The Effectiveness of Technology-Enhanced Learning Tools in English Language Education

The integration of technology into English language education has revolutionized traditional teaching methods, offering new avenues for language acquisition and cultural understanding. This literature-based article explores the effectiveness of technology-enhanced learning tools in English language education, focusing on their impact on student engagement, proficiency, and cultural competence. Through a comprehensive review of existing research, the article examines the factors influencing the success of these tools and discusses practical implications for educators and policymakers. Key findings suggest that technology-enhanced learning tools have the potential to enhance student engagement and motivation, personalize learning experiences, and provide access to authentic language use and cultural contexts. However, challenges such as unequal access to technology and the need for effective pedagogical integration remain significant considerations. The article concludes with recommendations for optimizing the use of technology in English language education to maximize its benefits and address existing challenges.

Exploring Cybersecurity Implications in Higher Education

With the rapid technological evolution and widespread integration of digital transformation in higher education institutions (HEIs), the educational landscape has undergone a shift in teaching methodologies and how content is delivered. The digitization of higher education has ushered in numerous benefits, enhancing accessibility, collaboration, and efficiency. However, this era of digitization of higher education also brings forth a plethora of cyber challenges. The objective of this paper is to comprehensively explore the cybersecurity landscape in the digital age, providing a critical analysis of prevailing cyber threats, emerging trends, and potential impacts on HEIs. Therefore, this study conducted a systematic literature review (SLR) using the PRISMA framework to assess the current cyber threats faced by higher education institutions. The findings of the study reflect on the challenges faced by higher education institutions in this digital age and present opportunities in strategies that may be adopted to protect HEI’s systems from cyber threats.

Hospitality Students’ Perceptions of Their Mental Health: Implications for Teaching and Learning

ABSTRACT This study focused on hospitality students’ perceptions of their mental health, including loneliness, anxiety, anti-mattering, and social support, for concerns about these issues are prevalent. In this mixed methods study, survey responses for quantitative and qualitative items were obtained from 135 hospitality students attending a university in the United States. Mental health data regarding anxiety, anti-mattering, and loneliness were gathered, along with demographic and education-related information. Significant relationships were found, such that anxiety and anti-mattering directly influenced student satisfaction with the college experience. Plus, social support mediated the relationships. Findings from the qualitative items indicated that school and/or classes contributed to stress, friends and family made them happy, they thought educators should be understanding, and their answers varied about whether hospitality students were more stressed than other students. Implications are provided.

Assessment of nutrition knowledge and associated factors among secondary school students in Haramaya district, Oromia region, eastern Ethiopia: implications for health education.

Nutrition knowledge stands as a cornerstone in facilitating informed dietary choices, thereby profoundly impacting overall health and lifestyle outcomes. Malnutrition often correlates with deficient nutritional knowledge, highlighting the critical need for comprehensive understanding in this domain. While Ethiopia has seen considerable research on nutritional status and associated factors, there remains a paucity of studies specifically addressing nutrition knowledge among secondary school students, particularly within the Haramaya District. Therefore, this study aimed to meticulously assess nutrition knowledge and its determinants among secondary school students in Eastern Ethiopia. Employing an institutional-based cross-sectional design, we carefully selected 417 students from secondary schools in Haramaya District, Eastern Ethiopia, through simple random sampling. Data Research Topic entailed structured interviews, with subsequent entry into Epi Data version 3.1 for meticulous analysis utilizing SPSS version 21 software. Descriptive statistics summarized participant characteristics, while both bivariable and multivariable logistic regression analyses were conducted to elucidate factors associated with nutritional knowledge, setting statistical significance at p-value <0.05. All 417 selected students participated in the study, yielding a commendable response rate of 100%. The median nutritional knowledge score among students stood at 58, with an interquartile range spanning from 44 to 66. Approximately 46.76% (95% CI: 42-51.59) of students exhibited good nutritional knowledge. Significant determinants of nutrition knowledge included sex [adjusted odds ratio (AOR) = 1.77, 95% CI: 1.03-3.04], being senior secondary students (AOR = 3.3, 95% CI: 1.95-5.73), and access to nutrition information (AOR = 3.3, 95% CI: 1.60-6.87). Our findings illuminate a notable level of nutritional knowledge among secondary school students in Haramaya District. However, discernible disparities in nutrition knowledge emerged based on gender, educational level, and access to nutrition information. These insights underscore the exigency of targeted interventions aimed at enhancing nutrition literacy among students, thereby fostering holistic health promotion endeavors.

INTEGRATING ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING: EXPLORING THE POTENTIAL AND CHALLENGES OF AI TOOLS IN ENHANCING LANGUAGE LEARNING OUTCOMES AND PERSONALIZED EDUCATION

This article delves into the dynamic field of integrating Artificial Intelligence (AI) into English Language Teaching (ELT), a burgeoning area of research with profound implications for educators and learners alike. It aims to unfold the complex interplay between innovative AI tools and traditional teaching methodologies, examining how the former can enhance language learning outcomes and personalize education. The article begins by evaluating the effectiveness of AI in language learning, exploring its role in areas such as vocabulary acquisition, grammar correction, and pronunciation. It highlights how AI’s adaptability and personalized learning paths can significantly benefit students with varied learning styles and needs. The discussion then shifts to the implementation challenges of AI in educational settings, including the need for robust infrastructure, teacher training, and the alignment of AI tools with curricular goals. A critical examination of the ethical and privacy implications of using AI in education follows, addressing concerns over data security, consent, and the potential for bias. The article also tackles the issue of cultural and linguistic inclusivity, stressing the need for AI tools to represent and accommodate the diverse linguistic landscape of global learners. Furthermore, it discusses the delicate balance between leveraging technology and retaining the essential human elements of teaching, suggesting ways to integrate AI tools without diminishing the role of traditional, interactive pedagogies. The article concludes by emphasizing the need for ongoing research and development to address the unresolved challenges and harness the full potential of AI in ELT. Through a comprehensive analysis and synthesis of current research, the article provides valuable insights for educators, policymakers, and developers looking to navigate the promising yet complex terrain of AI in language education.