Implications For Education Research Articles

Exploratory Factor Analysis of Influences on Social Integration and Religious Practice Among Catholic Students: Evidence from Hanoi- Vietnam

The study contributes to the existing knowledge by introducing how various factors determine religious commitment and practices among Catholic students in Hanoi, Vietnam, an under-studied region in academic literature. In this gap, the research study investigates the impact of social support networks, cultural identity, educational environment, and social integration on the students’ religiosity. The study method is justified, as the researcher employed a well-constructed questionnaire based on previous literature and expert consultations. Thus, the collected data from a stratified random sample of 200 university students in Hanoi over 2020-2022 was analyzed through Structural Equation Modelling (SEM). The study's findings show a positive relationship between social support networks, cultural identity, educational environment, and the dependent variable of religious commitment to the students. Moreover, there is a positive relationship between the dependent and independent variables, as noted in the first significant correlation. These results help bridge the gap and provide practical implications for educators and religious leaders in approaching Vietnamese youth. This can assist their overall spiritual health and help them engage effectively in religious and educational practices in Vietnamese society.

From mock interviews to real job interviews: Assessing the efficacy of business Chinese instruction

AbstractThe study investigates whether and how mock interviews, an instructional component of business Chinese courses, prepare students for real interviews. The study included 11 American undergraduate students who participated in a 10‐week summer study abroad program in China. Participants underwent two rounds of mock interviews with their instructors and received individualized written feedback after each interview. They were then interviewed by hiring managers from the companies of their choice. The results of the study showed that the feedback provided by instructors addressed various performance issues, with a focus on linguistic accuracy rather than interview content. Comparison of the mock interviews with real job interviews showed significant differences in interview content, including workplace‐related interactions, language functions, and free chatting. The findings have implications for teaching and research in language for specific purposes.

Book Review: Theoretical and applied perspective on teaching foreign languages in multilingual settings: Pedagogical implications

Book Review: Theoretical and applied perspective on teaching foreign languages in multilingual settings: Pedagogical implications

Tapping into the Pedagogical Potential of infinigoChatIC: Evidence from iWrite Scoring and Comments and Lu & Ai’s Linguistic Complexity Analyzer

ChatGPT has drawn rapid interest among linguists and language teachers, with academics and industries rushing to tap into its potential. Yet the pedagogical potential of ChatGPT for L2 English writing remains to be further explored academically. This study aims to examine the effects of ChatGPT, or one of its Chinese versions called infinigoChatIC, in improving the quality of L2 writing and in facilitating the development of L2 proficiency among some postgraduate students learning an English reading and writing course in a prestigious university in Southwest China. Specifically, the main research questions focus on how infinigoChatIC-polished L2 English writings perform in comparison to L2 learner writings, and how the improvement of English writing is reflected in the changes of lexical and syntactic complexity, as evidenced by measured data and its pedagogical significance. A set of 24 English writings are collected as part of regular homework assignments, then this set of English writing is polished by the teacher researcher in the infinigoChatIC dialogue box with the prompt “please correct grammatical errors in the following English text so that it is grammatically accurate.” These two sets of writings are scored in iWrite automatic scoring system and then analyzed in Lu & Ai’s web-interfaced linguistic complexity analyzer. The study finds that infinigoChatIC can effectively improve the quality of L2 English writing, with lexical complexity vastly improved and yet surprisingly overall syntactic complexity slightly reduced. Pedagogical implications are discussed.

Exploring the Experiences of College Women in Fields with Disparities in Gender Representation

Although women earn over half of all bachelor’s degrees in the United States, they are not equally represented across fields of study. Research on gender segregation in higher education has expanded, but this primarily quantitative work tends to neglect the voices of the college women who are experiencing gender-segregated settings firsthand. Our research explores the experiences of women majoring in fields where gender representation is unequal. Sixteen women undergraduates took part in interviews, with half coming from majors classified as women-minority, and half from majors designated as women-majority. Findings demonstrate that women in women-minority majors and women in women-majority majors differ in how they describe their experiences around three themes: relationships with classmates, relationships with professors, and the emotional impact of major demographics. This article concludes by exploring implications for higher education.

Between villainification and heroification: toward a theory of nuanced ethical judgments

PurposeThe purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.Design/methodology/approachThe article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.FindingsThe article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.Originality/valueThe article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.

Manipulative Potential of Humor in Business Media Discourse: Drawing up a “Starter Pack” for LSP Teaching

The article investigates the manipulative potential of humor in business media discourse and its application in Language for Specific Purposes (LSP) teaching. Recognizing humor as a tool for simplifying complex ideas and engaging a broad audience, the study aims to identify the functional-stylistic means through which humor is conveyed in business media, focusing on its capacity to influence audience perceptions and attitudes. Employing continuous sampling along with descriptive, comparative, and discursive methods, the research analyzes utterances from Russian- and English-language business media to explore humor’s various functions – such as persuasion, focus-setting, and entertainment – and how these can be harnessed to facilitate linguistic manipulation. The findings reveal that humor, through rhetorical devices like metaphors, idioms, understatement, allusion, sarcasm, and oxymoron, plays a key role in making business concepts accessible and engaging. A “starter pack” of tools is identified for LSP education, equipping students to recognize and utilize humor’s manipulative power in professional contexts. This toolkit aims to prepare future business communicators to craft and recognize humorous statements. Implications for LSP educators, students, and business communication professionals are significant, advocating for an integrated approach in curricula that balances the creative and manipulative implementation of humor. This prepares students for global business communication, emphasizing humor’s strategic importance in effective leadership.

How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation

ABSTRACT Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cognitive, behavioral, and academic outcomes. Yet, novice teachers struggle to grasp constructivist teaching practices and tend to emphasize teacher-directed activities. The present study investigated whether the opportunity to learn and apply constructivist teaching approaches in an elementary school setting would affect education students’ understanding of constructivism and children’s self-regulation. Eight education students participated in a 4-week summer undergraduate class in a public-school setting. Students’ understanding of constructivist principles was assessed through a 30-statement questionnaire. Kindergarten classrooms were randomly assigned to either the Project Construct classroom where Education students participated in or the control classroom. Children’s self-regulation skills were assessed through the Head Toes Knees and Shoulders (HTKS) Task before and after the 4-week class. Results revealed that Education students’ knowledge of principles of constructivism grew significantly from the beginning to the end of this semester. Children’s performance on the HTKS grew significantly in the Project Construct and control classrooms, although there were no significant differences between the Project Construct and control classroom. These findings have implications for teacher education and how constructivist pedagogy can affect child self-regulation.

An Analysis of K-12 Climate Change Science Standards in the United States

Abstract In order to produce a climate-literate society willing to take action, students must be educated on the causes, changes, impacts, and solutions of climate change. One way to ensure students are educated on climate change is to have robust science standards. However, little is known about the collective climate change standards in the United States (US). Therefore, the purpose of this study is to conduct an analysis of the US K-12 science standards to uncover where the climate change standards are located in different grade levels and the extent to which the collective US curriculum covers topics of climate change. This study was a qualitative content analysis of US K-12 climate change standards. The results show that most US climate change standards are found within the high school grade levels and the Earth and Space Science domains. All US states address topics of climate change within their standards, however general mentions of climate change were cited most often. Finally, the majority of states address both natural and anthropogenic causes of climate change. Implications for policy makers and educators are included.

Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis

AbstractThis case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher‐selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first‐language and second‐language reading processes. The cross‐linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non‐Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators.

Ensuring Student Mental Wellbeing whilst introducing Block Mode Intensive Learning and Teaching

As De Montfort University, a UK-based University, introduced block delivery across the undergraduate portfolio the University sought to maintain a continued focus on, and commitment to, an institution-wide approach to embedding mental wellbeing. With mental wellbeing relevant to the whole university community and recognising the power of transformational change to impact wellbeing, the university cross-examined student feedback to understand and ensure mental wellbeing. An intensive block model was introduced at De Montfort University (DMU) from the start of the academic session 2022-23. Undergraduate student experiences and learning from the initial months, focused on those in the Faculty of Computing, Engineering and Media, are presented alongside an examination of the methods and impact of embedding mental wellbeing in this new intensive mode; ensuring the continued institutional approach to embedding mental wellbeing in the curriculum, providing inclusive support for all learners. The learning and impact identified from initial experiences indicate areas of strength and areas for development, enhancement and growth. This article presents educational practice implications for other providers exploring and implementing block delivery in intensive learning and teaching modes. The University’s HealthyDMU philosophy recognises mental wellbeing is relevant to all, informed by a social model of wellbeing, in which a student’s experience of mental wellbeing is directly related to their environment and experiences, based on the five ways to wellbeing (Aked, Marks, Cordon & Thompson, 2008). Embedding this throughout the curriculum reduces wellbeing barriers to facilitate student success, establishing pro-active approaches to mental wellbeing and a health promoting environment. This article provides a unique focus on student experience from the position of mental wellbeing embedded in curriculum design and delivery. This paper presents an exploration of student responses to the introduction of intensive delivery at undergraduate level within a UK university, positioned around support for mental wellbeing.

Understanding hijab-wearing behaviour among female university students: an empirical examination of cultural influence, family influence, and personal preference

ABSTRACT The study aims to examine the impact of cultural influence, family influence and personal preference on hijab-wearing behaviour among female university students. By employing convenience sampling, a sample of 350 students from two large public sector universities was selected. Data were collected through a well-structured cross-sectional survey having items assessing cultural, family influences and personal preference, as well as hijab-wearing behaviour. SmartPLS-4 software was used to test the study hypotheses. The results showed that cultural influence and family influence along with personal preference have a significantly positive impact on hijab-wearing behaviour. The study highlights the importance of cultural and familial influences and personal preference in determining hijab-wearing behaviour among female university students. It suggests further research to examine potential mediating and moderating factors, as well as the influence of religious beliefs and peer pressure. Practical implications for educators, policymakers, and religious leaders are also discussed.

Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach

Few studies have explored the influence of a speaker’s accent and visual (facial and gestural) cues on second-language (L2) listening comprehension. The current mixed-methods between-groups design investigated: (1) the effects of accent and visual cues on Arab students’ comprehension of recorded lectures delivered by two speakers: first language (L1) American English and second language (L2) English (strong Vietnamese accent), (2) students’ assessments of the comprehensibility and English nativelikeness of the accents, and (3) students’ perceptions of and preferences for visual cues in communication. A total of 120 Arab university students were distributed across three stimulus conditions: auditory-visual (AV)-gesture-face, AV-face, and A-only within two accent conditions (L1, L2 English). Materials included: a listening comprehension task, 9-point rating scales for comprehensibility and nativelikeness of accent, and a speaker’s accent and visual cues (SAVC) questionnaire. ANCOVAs were conducted on listening comprehension scores and the ratings, with students’ listening proficiency as the covariate. Students with higher listening proficiency received higher comprehension scores and tended to recognize the L1 English accent as nativelike; however, proficiency was not significantly related to their comprehensibility ratings of either accent. The L1 English speaker’s gestures were associated with higher comprehensibility ratings; the L2 English speaker’s gestures were associated with a stronger nonnativelike accent, which students found frustrating to comprehend. Although SAVC responses revealed a general preference for facial cues and gestures in daily communication, the L2 English speaker’s gestures in the study were not considered helpful. Thematic analysis of interviews emphasized: (1) the variable effectiveness of visual cues, (2) the important role of topic and accent familiarity, (3) the relationship between listening proficiency and interlocutor/instructor preference, and (4) strategies to deal with unfamiliar accents. Pedagogical implications include increased awareness of variability in visual cues across speakers and the need to build familiarity with various accents and gesture patterns.

Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.

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