Implications For Education Research Articles

Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education

AbstractLearning academic disciplinary knowledge through English as a medium of instruction (EMI) in higher education can be emotionally taxing. However, compared to the bulk of studies investigating the role of emotions in language learning, research that explores students’ emotional experiences in EMI contexts remains scarce. Drawing on a sample of 746 undergraduate students at an EMI university in China, the present study disentangles how two heavily researched emotions (i.e., enjoyment and anxiety) affect students’ learning motivation and willingness to communicate (WTC) inside and outside of EMI classrooms. Students’ motivation is conceptualized through the notion of ideal self to represent their aspired future self‐image as competent language users (ideal L2 self) and subject experts in the field (ideal disciplinary self). Results from structural equation modeling analyses highlighted enjoyment as a strong positive predictor for both ideal selves and WTC. In contrast, anxiety failed to predict neither ideal L2 self nor ideal disciplinary self but had a negative effect on WTC. The two types of ideal selves were found to differ in their respective impact on students’ WTC inside of EMI classrooms yet neither predicted WTC outside of classrooms. Pedagogical implications for EMI teaching and learning are provided.

Teachers’ Strategies for Improving ESL Learners’ Speaking Skills

The study examines the perception of Nepalese English teachers on the strategies employed to enhance ESL learners’ speaking skills. To gather insights and experiences, interviews were conducted with two secondary-level English teachers from schools in the Kathmandu valley. The findings reveals that creating a supporting learning environment and utilizing different teaching strategies, such as task-based learning and communicative language teaching are crucial for improving students’ speaking abilities. The study also highlights how socio-economic and cultural factors influence language learning, underscoring the need for the inclusive and equitable educational practices. Despite the study’s contributions to understanding effective ESL teaching practices and its practical implications for educators and policymaker, effective reading strategies are underestimated. The study emphasizes the importance of adopting effective teaching strategies and fostering supportive learning environments to enhance ESL learners’ speaking skills and confidence in using English.

The longitudinal development of argumentative writing in an English for academic purposes course in Japan

Recent advances in second language (L2) writing pedagogy have placed argumentative writing at the center of the agenda for classroom instruction and research owing to its perceived advantages for developing learners' language, reasoning, and thinking skills. Along with this trend, the assessment of argumentative writing in terms of both structure (i.e., formal elements) and substance (i.e., argument quality) presents challenges and opportunities. In addition, relatively few studies have looked closely at the longitudinal development of argumentation in L2 writing and their range of geographic contexts is limited. Therefore, this classroom study aimed to track the development of students’ argumentative writing over one year of instruction in an English for Academic Purposes (EAP) course at a Japanese university. Samples of argumentative writing were collected from eighteen student writers using a counterbalanced, pretest, posttest, delayed posttest design. These were scored using an analytic rubric that integrates Toulmin-like elements and argument quality. A significant gain was found between the pretest and delayed posttest, which amounted to a 20% score increase. However, progress was also found to vary according to argumentative elements. This development is discussed in terms of teaching practices adopted in the EAP course, including the pedagogical implications of using the Toulmin model in L2 argumentative writing instruction. Limitations including measurement reliability are also considered.

Examining the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation

The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individual students when viewed through the lens of Person-Environment misfit theory and technostress. This paper aims to fill this gap by examining the impact of student and university misfit when adopting TEL and technostress on students' performance, satisfaction, and motivation. Utilizing a quantitative survey, we gathered data from a sample of 332 Higher Education students in the UK. The results reveal the significant influence of student and university misfit in adopting TEL on academic performance, satisfaction, and motivation. Moreover, the findings highlight the mediating role of technostress in these intricate relationships. Our research indicates that technostress stems not from the use of technology itself but from the misfit between students and the university learning environment. To address this, universities should enhance students' sense of belonging by offering additional pastoral and academic support. Moreover, providing training to boost students' digital confidence and skills is crucial. Creating a psychologically healthy technology-enhanced learning environment will ensure a more pleasant learning experience, alleviating student technostress.

Explaining the penetrating role of technology in online foreign language learning achievement

AbstractThis study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.

Simple techniques to bypass GenAI text detectors: implications for inclusive education

This study investigates the efficacy of six major Generative AI (GenAI) text detectors when confronted with machine-generated content modified to evade detection (n = 805). We compare these detectors to assess their reliability in identifying AI-generated text in educational settings, where they are increasingly used to address academic integrity concerns. Results show significant reductions in detector accuracy (17.4%) when faced with simple techniques to manipulate the AI generated content. The varying performances of GenAI tools and detectors indicate they cannot currently be recommended for determining academic integrity violations due to accuracy limitations and the potential for false accusation which undermines inclusive and fair assessment practices. However, these tools may support learning and academic integrity when used non-punitively. This study aims to guide educators and institutions in the critical implementation of AI text detectors in higher education, highlighting the importance of exploring alternatives to maintain inclusivity in the face of emerging technologies.

Breathing democratic air: North Korean refugees’ journey to sociocultural learning about democracy

This study investigates the acquisition of normative knowledge and values about democracy by North Korean refugees in the United States through everyday experiences and academic concepts. Drawing on Vygotsky’s sociocultural theory, which posits that knowledge is socially constructed and forms the basis of a society’s culture, an analysis is conducted on the sociocultural learning experiences of democracy among North Korean refugees. Utilizing Clarke’s situational analysis of interview transcripts, various scenes of sociocultural learning about democracy and the interpretation of these experiences by North Korean refugees compared to their past in North Korea are uncovered. A common space (e.g. ESL courses) for teaching refugees about democracy can serve as a valuable platform for non-traditional, adult refugee learners, regardless of their educational background, affordability or status. The study’s findings underscore the significance of providing refugees with opportunities for democratic education in a new cultural context, with potential implications for democratic citizenship education.

Reclaiming Narratives - Muslim Women Navigating Activism in Educational Research Implications and Recommendations for Educators

This chapter delves into the intricate dynamics of activism within educational research within the context of resistance and justice within settler-colonial states from Turtle Island and beyond. Drawing inspiration from Eve Tuck's (2010) concept of shifting from damage-centered research to desire-based research and Sara Ahmed's (2010) work on embodying what it means to be a killjoy, we endeavour to confront and address prevailing tensions we face as visibly identified Muslim women researchers and educators. We position ourselves to navigate the complexities of our lived experiences and advocate for justice in the current climate. We come together from Pakistani and Palestinian familial lineages to share our lived experiences and specific testimonies of ‘othering’ in educational research and activism. Using an anti-colonial and desire-based framework, we explore the framing and tensions of Orientalism and the struggle against it. We also contemplate our identities, positionalities and stances within educational research. Drawing strength from Indigenous cultures and Islamic philosophies, we seek to advocate for disruption, refusal and subversion, essential to activist research. We conclude with implications for educators, universities, researchers, schools, communities, and beyond. We aim to illuminate the paths we navigate as activist researchers, harnessing our collective experiences and reframing the research approach through a desire-based approach.

The influence of peer feed-back and peer feed-forward on international students’ L2 writing in China’s higher education

Peer feedback has been recognized as a crucial strategy in enhancing L2 writing skills and performance. It addresses common challenges faced by students, such as grammar and spelling errors, limited expression ability, and cultural differences. Peer feed-back and feed-forward are two major approaches to providing peer feedback. However, existing teaching practices overlooked the distinction between peer feed-back and feed-forward, both of which convey different information about students’ learning statuses and may have varying influences on L2 writing. Therefore, this research compared the effects of peer feed-back and peer feed-forward on students’ L2 writing. 44 international students participated in this research and their essays, the results of the domain knowledge understanding test, the content of peer feed-back and peer feed-forward, and self-reported data were collected. Overall, the findings showed that there were no significant differences between peer feed-back and peer feed-forward conditions on students’ L2 writing performance and domain knowledge understanding. Students performed better in producing peer feed-back content than peer feed-forward content. Based on the results, pedagogical implications were proposed to promote peer feedback practices and harness its potentials to improve students’ L2 writing quality.

The meaning of social work leadership. A local development process to enhance social services and reduce school dropout

ABSTRACT The study presents findings about social work leadership from a formative dialogue research project following an ongoing service development project in a Norwegian social services office. From observation of team meetings and individual interviews with the leader and middle managers the study contributes to research on the meaning of social work leadership when changes are made within an organization. Traditional leadership theories often focus on individual leadership qualities, grounded in binaries of leaders and followers, but this study’s findings support newer theoretical approaches that underscore the importance of approaching leadership within a social constructivist framework, highlighting the processual and relational aspects of leadership. The study adds to the call for more qualitative studies that capture the complexity of social work leadership. One particular finding in this regard is narrativity as a promising approach for the understanding of leadership as co-production between stakeholders. The study has implications for both practice and education, as it is relevant for understanding leadership issues in social work contexts, which should to a greater extent be a topic in social work education.

Islamic values and cultural identity in world cup football commentary

This study analyzed how football commentary during the World Cups of 2010, 2014, and 2018 serves as a reflection of cultural, religious, and community values within the Islamic country. The primary objective is to explore how these commentaries are used in Islamic teachings, cultural pride, and social unity into the fabric of sports narratives, and to assess the implications for Islamic education. The research employs a qualitative content analysis, focusing on football commentaries from YouTube impressions Muslim countries such as Saudi Arabia, Egypt, Indonesia, Turkey, and Morocco. The study examines how these commentaries are infused with values. The values are teamwork, respect, humility, and the connection of success with Islamic principles. The findings of this study found that football commentary is a potent tool for reinforcing national and religious identities, fostering a sense of unity, and promoting positive society values. For instance, commentaries from Saudi Arabia and Egypt highlight the link between football success and Islamic teachings, deepening the viewers' sense of cultural heritage. Indonesian and Turkish commentaries emphasize collective effort and social cohesion, mirroring broader community values. This research contributes to Islamic education by demonstrating how football can be an effective medium for imparting religious and moral values. By incorporating Islamic teachings into sports, educators and community leaders have the opportunity to engage younger generations in a way that is both relevant and meaningful. This approach not only helps to strengthen cultural identity but also provides a dynamic platform for promoting core Islamic values in a contemporary context. Keywords: Football Commentary, Islamic Values, Cultural Identity.

Standards, Instruction and Assessment of EFL Writing in Schools: Lessons From China's Basic Education

ABSTRACTThis paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include more specific writing performance descriptors. Comparisons of EFL curricula with other countries and regions suggest diverse examples and updated resources be added to China's current curriculum standards to improve feasibility and modernity. Moreover, there are discrepancies between the Curriculum Standards and the implementation in the classroom. Sociocultural factors, such as teachers' beliefs, instructional materials and the exam culture, have led to the tension between new pedagogies advocated in the Curriculum Standards and conventional instructional practices. This study further explores the writing section in the large‐scale high‐stake exams, that is, Zhongkao and Gaokao, which have long exerted strong influence on teachers' instruction and assessment practices. Regularising professional training in writing instruction and improving teachers' assessment literacy are thus suggested. Local practitioners' attempts to integrate the process approach into traditional teaching methods and scholars' efforts to develop the writing scales for assessment are discussed to offer policy and pedagogical implications for other education contexts that are faced with similar challenges.

Enhancing Listening Ability and Retelling Skills of Elementary School Students: Exploring the Impact of Nusantara Animated Videos

The role of students' listening ability and retelling skills is crucial in the teaching and learning process, particularly in elementary education where foundational skills are developed. In this context, listening ability directly influences how well students can comprehend instructional content, while retelling skills allow them to effectively organize and communicate the information. This study analyzes the impact of Nusantara animated video media on the listening ability and retelling skills of fourth-grade elementary school students. A quantitative experimental approach with a nonequivalent control group design was employed, involving a sample of 89 students divided into two groups: the experimental group (Jarakan Public Elementary School and Jarakan Public Elementary School 3) and the control group (Blunyahan Public Elementary School 2 and Sawit Public Elementary School). The schools were selected based on similar demographic and educational backgrounds to ensure comparability. Research instruments included a listening ability test and an observation sheet for retelling skills. Data analysis using the Wilcoxon test showed a significant positive impact of Nusantara animated video media on both listening and retelling skills (p 0.05). The findings suggest that incorporating Nusantara animated video media into classroom instruction is an effective strategy to enhance these critical skills, particularly in the context of Indonesian language learning. This study highlights the broader educational implications, including potential applications in curriculum design, teacher training, and educational policy development.

Self-concept in first grade and academic performance trajectories: roles of gender and dual-language immersion versus English-medium program enrollment

ABSTRACT This longitudinal study examined the latent structure of self-concept and its association with academic performance for elementary-aged students enrolled in dual-language immersion (DLI) and English-medium instruction (EMI) programs. Participants were 30 students in a Spanish-English DLI program and 40 peers in the same school’s EMI classrooms. The present study used confirmatory factor analysis to examine the structure of self-concept and multilevel growth modeling to investigate the effect of self-concept on academic performance tested in English. Results confirmed a three-factor self-concept construct and differences in several factors by program enrollment. Gender moderated the association between different factors of self-concept and academic performance. These findings suggest important educational implications: more attention to students’ early self-concept may be required as it plays a prominent role in students’ on-going academic achievement.

Advancements in Marketing Education: The Evolution of the API Model through Iterative Feedback

This study examines the iterative development and testing of the API marketing model initially created in 2019. The model was tested with 188 participants from 2019 to 2022, leading to revisions based on feedback, particularly addressing issues of complexity and visual clarity. A revised version, tested with 142 participants from 2022 to 2024, demonstrated improvements in clarity, simplicity, and overall effectiveness. Key advantages of the API model include its ability to integrate strategic and tactical marketing elements through visual presentation, while its primary limitation remains the complexity of the material. Collaboration with participants proved valuable in refining the model and enhancing its functionality and user engagement. Despite these improvements, future research must address the model's limitations, including its complexity and adaptability across different educational contexts. This study contributes to marketing education by presenting the API model that effectively supplements traditional teaching techniques and enhances learning outcomes, with implications for educators and practitioners in marketing management.

Essential competencies for healthcare chaplains: insights from hiring managers and implications for chaplaincy education

This first-of-its-kind study explored the essential competencies healthcare chaplaincy hiring managers (HCHMs) sought for entry-level healthcare chaplains (HCCs). We conducted qualitative interviews with 16 HCHMs and using reflexive thematic analysis (RTA), developed nine key themes: interpersonal skills, teamwork, knowledge of family and group dynamics, understanding of the healthcare system, professionalism, proficiency in spiritual assessment, effective communication, commitment to lifelong learning, and knowledge of various religious and spiritual beliefs, extending beyond one’s own faith tradition. These themes reflected HCCs roles as healthcare professionals who contribute to patient care, interdisciplinary collaboration, and spiritual leadership responsibilities. The study underscored the need for chaplaincy education to integrate healthcare-specific coursework, interprofessional training, cultural and religious humility, and deeper knowledge of diverse belief systems. Developing and incorporating curriculum standards based on these themes could enhance the readiness of HCCs to deliver comprehensive care and meet the dynamic demands of diverse patient populations within today’s healthcare landscape.

Unravelling the differences between observation and active participation in simulation-based education

Background In simulation-based education, the effectiveness of observation or active participation on the retention of knowledge and skills is uncertain. The aim of the study was to investigate knowledge retention, technical and non-technical skills and self-efficacy among observers and active participants in a simulated palliative extubation. Method We included medical and nursing undergraduates and residents. On the first day, participants were divided into observers and active participants, each with one participant from medical and nursing backgrounds. We presented a recorded lecture, followed by knowledge and self-efficacy tests for all participants before and after the simulation. After fourteen days, both groups actively participated in the scenario, without observers. We assessed technical and non-technical skills during the simulation and repeated the knowledge and self-efficacy tests after the training. Results Forty-four individuals participated in this study, half from each training programme. Knowledge improved after the first training in both groups, with a significant drop only for active participants after 14 days. Self-efficacy increased in both groups, being higher for the active participants. After 14 days, active participants performed better in technical skills compared to observers, but it was similar in both groups for non-technical skills. Conclusions Active participation seems superior to observation in the development of self-efficacy and the retention of technical skills. Observation may be superior to active participation in knowledge retention. Retention of non-technical skills appears to be similar with both observation and active participation. The findings have important implications for current simulation-based education, but further research is recommended.

The Effects of Using Digital Technologies on High School Geography Learning

In recent years, the integration of digital technologies into educational practices has become a focal point for enhancing student learning experiences across various subjects, including Geography. Following this trend, the present study investigates the effects of digital technology use on high school Geography education by comparing traditional teaching methods with modern, digitally enhanced approaches. Thus, the main aim of the paper was to evaluate whether digital tools such as interactive maps, 3D simulations, and augmented reality can improve student engagement and academic performance in geography classes. A quasi-experimental research design was employed, involving quantitative analyses of student performance data before and after the intervention. The study sample consisted of 50 high school students divided into two groups: one taught using traditional methods and another exposed to digital learning environments. Curricular Geography tests were administered to the two groups, along with surveys and interviews, to assess differences in academic outcomes and engagement levels between the two groups. The findings indicate that students in the digital learning group outperformed their peers in the traditional setting, achieving higher test scores. This may be attributed to the use of interactive digital tools, which facilitated a deeper understanding of geographical concepts and promoted active participation in the learning process. However, the study also highlights challenges such as unequal access to technology and the necessity for ongoing teacher training to effectively implement digital resources. These conclusions and insights have led to several important implications for education. The positive impact of digital learning tools suggests that educational systems should consider integrating more technology into the curriculum to enhance learning outcomes.

The Role of Artificial Intelligence in Education

The use of artificial intelligence (AI)-powered educational tools is growing over time and has the potential to completely transform the manner that education is provided. This paper looks at the pedagogical ramifications of artificial intelligence applications utilized in educational institutions. The study is qualitative research that analyzes an array of research on artificial intelligence-powered educational technologies using articles from peer-reviewed journals and conference proceedings. Content analysis is used to examine the literature to establish, the use of artificial intelligence in education, including its capabilities in educational processes, its pedagogical implications, and its challenges. The paper discusses how artificial intelligence could transform educational settings and educational resources, creating opportunities for services to be made scalable both inside and outside of the classroom. The paper concludes that while integrating artificial intelligence (AI) into education brings benefits to the education landscape, there are also significant risks. To fully utilize AI's technological innovation for educational purposes, ethical considerations must be taken into account.

Roles of science and research in vocational teacher preparation: A case study from a Norwegian VET teacher programme

Bridging vocational skills and scientific principles can pose challenges in vocational education and training (VET) teacher programmes. This study aims to enhance such programmes by exploring the potential of reflective practices among students and educators on the nature of science and research in VET contexts. Engaging VET teacher students with multidisciplinary backgrounds in a learning community, the study explores how to further develop research-based teacher training by ‘nudging’ student cooperation. A pedagogical course designed to appreciate students’ prior experiences aimed at preparing them to reflect upon their own professional development from a scientific perspective. Using five focus group interviews with 19 first-year students, the study identifies and explains four key factors for quality in VET teacher training: relevance of pedagogical theory, the value of a multidisciplinary approach, recognition of students’ VET backgrounds, and the importance of community in learning. The findings emphasise the significance of creating coherence between research, vocational skills, educational theory, and real-world applications to develop quality in VET teacher training. This study has implications for educators and policymakers, underlining the need for a comprehensive approach to research-based VET teacher competence that integrates personal, academic, and professional elements.