Learner Orientation Research Articles

The Mediating Role of Teacher Training and Learner Orientation in ICT Integration for Competence-Based Curriculum Implementation in Kyaka II Refugee Settlement

This study explored the impact of teacher training and learner orientation on the integration of Information and Communication Technologies (ICTs) within the Competence-Based Curriculum (CBC) in secondary schools in Kyaka II Refugee Settlement. Despite significant efforts to improve education in refugee contexts, effective ICT integration remains a complex challenge. The research examined how teacher training and learner orientation influence ICT usage, teacher preparedness, and student engagement in this distinctive educational environment. Utilizing a descriptive survey design and questionnaires, data was collected from 455 participants, including 89 purposively selected teachers and 366 randomly selected students. Data was analyzed using SPSS to generate descriptive statistics. The findings indicate that comprehensive teacher training positively affects ICT integration, with trained educators demonstrating enhanced confidence and competence in using ICT tools, as evidenced by a moderate positive correlation coefficient (r = 0.54). Oriented learners exhibited increased interest and engagement in ICT-driven learning. The study identified a gap between training outcomes and practical classroom application, suggesting a need for more hands-on and continuous professional development. Challenges such as inadequate ICT infrastructure, poor internet connectivity, and limited administrative support were significant barriers to optimal ICT integration. The study recommends implementing ongoing, hands-on teacher training programs, improving ICT infrastructure, establishing robust support systems within schools, and enhancing student access to ICT resources to address these challenges and support effective ICT integration in refugee education settings

초등학교 수석교사의 직무역량모델 개발

The purpose of this study was to develop a job competency model for primary school master teachers. Through literature review, behavioral event interviews and in-depth interviews, a draft job competency model was developed, and focus group interviews were conducted to develop a tentative job competency model. Then, a content validity study was conducted with 20 experts to obtain CVI and IRA values, and the final job competency model with validated job competencies and behavioral indicators was confirmed. The job competency model of elementary school master teachers consists of four job areas (supporting school education, student education activities, supporting teacher professional development, and research and development activities), nine job competencies (supporting school educational goals, responding to changes in the educational environment, curriculum literacy, learner orientation, teaching expertise, instructional consulting, teacher professional coaching, learning organization, and master teacher professional development), and 33 behavioral indicators. It is significant that the model of master teachers' job competencies developed in this study provided a systematic understanding of master teachers' job competencies.

Learning Immersion According to the Learning Orientation of Adult Learners and Research on Impact on Learning Outcomes

This study confirmed how adult learners' learning orientation affects learning outcomes and empirically analyzed the mediating effect of learning flow. Based on previous research at home and abroad, theories of learning orientation, learning flow, and learning outcomes were reviewed, and a research model and hypothesis were derived based on the theories. Of the 200 returned survey responses, 186 were selected, excluding 14 inappropriate ones, and were subjected to final analysis. The results of this study are as follows. The activity-oriented, learning-oriented, and goal-oriented types of adult learners' learning orientation were found to have a significant effect on learning flow, and learning flow had a significant effect on learning performance. The learning-oriented and goal-oriented types of learning orientation influenced learning outcomes, and learning flow was found to mediate the relationship between the activityoriented, learning-oriented, and goal-oriented types of learning orientation and learning outcomes. What can be seen from these results is that in order for adult learners to participate in learning activities and increase awareness of learning outcomes according to learner orientation, it is necessary to provide various opportunities and incentive systems at lifelong education institutions to increase learning immersion. I'm doing it. Therefore, differentiated lifelong education programs are needed by distinguishing the learning orientation of adult learners.

Formation of Value Orientations of Learners in Professional Education

The article reveals the process of formation of value orientations of education seekers in vocational education institutions. The peculiarities of the formation of value orientations are also highlighted. It has been proven that education seekers need the formation of value orientations, as this is the key to the formation of emotional and value attitudes towards the surrounding world. Research by scientists characterized the formation of value orientations as a generalization of the experience of other theories and concepts of the educational process, the integration of everything innovative in pedagogical theory and practice.
 The most rational ways of the process of formation of value orientations of education seekers in vocational education institutions are characterized, as well as methodological principles. The importance of the development of the process of formation of value orientations of education seekers in vocational education institutions in Ukraine based on the development of their components is emphasized. It has been proven that the formation of value orientations of education seekers in vocational education institutions should be based on the formation of their system.
 It is noted that the process of forming the value orientations of education seekers in vocational education institutions should be carried out according to the principle of collective learning, which will allow the realization of the requirement of compliance of the mental and personal development of the education seeker with the parameters of the norm, on the one hand, and recognition of the indisputable fact of the uniqueness and inimitability of the path of development of each personality - on the other.
 It is noted that in Ukraine it is necessary to create such a process of formation of value orientations of education seekers in vocational education institutions, which would ensure the task of forming in teenagers unconscious driving forces of prosocial behavior and internal «brakes» restraining negative behavior.
 The concept of an educational program for the formation of value orientations of learners in vocational (vocational-technical) education has been presented. It is expected that the process of shaping the value orientations of education recipients in vocational education institutions through the implementation of a new program in this field will contribute to the healthy development of individuals, enhance their success not only in the learning process but also in any important activities for them, and serve as a preventive measure against antisocial behavior

A Rating Framework for the Quality of Video Explanations

AbstractMore and more teachers create video explanations for their instruction. Whether or not they are effective for learning depends on the videos’ instructional quality. Reliable measures to assess the quality of video explanations, however, are still rare, especially for videos created by (preservice) teachers. We developed such a measure in a two-step process: First, the categories were theoretically derived. Second, a coding manual was developed and used with 36 videos, which were created by preservice teachers during a university seminar. The resulting framework, which can be used as a coding manual for future research, consists of twelve criteria in five different categories: video content, learner orientation, representation and design, language, and process structure. With this framework, we contribute a reliable measure to evaluate the quality of existing videos. In practice, teachers can also use this measure as a guideline when creating or choosing video explanations for the classroom.

The Feasibility and Effectiveness of an Online Curriculum for Virtual Onboarding/Orientation of Graduate Medical Education Learners During the COVID-19 Pandemic.

Graduate medical education (GME) orientation/onboarding is conventionally an in-person activity, but the COVID-19 pandemic prompted virtual approaches to learner onboarding. However, online GME onboarding strategies have not been disseminated in the literature. To determine the usefulness of an online curriculum for GME learner orientation at a large sponsoring institution using an electronic survey. The primary outcome was to discover the usefulness of our online curriculum for GME onboarding, and secondary outcomes included identifying barriers to implementation and weaknesses associated with online GME orientation. We created an online GME orientation curriculum to onboard incoming learners (from June 1 to August 31, 2020) and electronically surveyed our learners to determine the usefulness of this novel approach. We conducted orientation sessions and electronically recorded questionnaire responses using CarmenCanvas, our institutional learning management system. Linear regression analysis was performed to identify factors predicting satisfaction with virtual GME orientation using IBM SPSS Statistics, Version 26.0 (Armonk, NY, USA). Of 353 trainees, 272 completed the survey for a 77% response rate. 97% of respondents reported that the curriculum supported performance of learner duties. 79% of trainees perceived the overall quality as "very good" or "good", 91% responded that the curriculum provided "effective learning", 94% reported "accessing the course content easily", 92% reported "easily navigating the curriculum", 91% described the curriculum as "well-organized", and 87% reported that the lectures "supported their learning". Online delivery of a comprehensive GME orientation curriculum is useful and facilitates learner education, training, and integration into a large GME institution in the COVID-19 era.

Language learning motivation of Vietnamese EFL students and their attitudes towards classroom factors

Motivation has long been considered as a significant factor, remarkably contributing to the success of second language acquisition. The current study focuses on investigating the socio-psychological orientations of Vietnamese-speaking English learners. A survey was administered to 74 non-English majoring undergraduates in four IELTS preparation courses at the pre-intermediate and intermediate levels. The questionnaire included ten statements on the students’ integrative and instrumental motivations for language learning, as well as ten questions about their attitudes towards four classroom factors: physical conditions, teaching styles, teachers, and success. SPSS was utilized to analyse the collected data by percentage, mean of frequency, and standard deviation. The statistics revealed that participants were generally motivated at a high level with an inclination towards instrumental motivation. Additionally, the participants of the study expressed positive attitudes towards physical classroom facilities, teaching methods, teachers, and learning achievements in their classrooms, which significantly influenced their decision to enroll in English courses. The study’s findings were used to generate discussion and pedagogical implications concerning approaches for increasing students’ enthusiasm to learn a foreign language. Some recommendations were made for further research on what motivates people to learn a foreign language.

Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form

Research on the acquisition order of inflectional morphemes in English has shown that third-person singular –s (3SG–s) is challenging to acquire and acquired later than be copula by both L1 and L2 learners of English. In a departure from the usual practice of controlled elicitation, the current study investigated the production of these two forms by Vietnamese EFL learners in oral communication tasks performed in intact classrooms. Vietnamese L1 does not inflectionally mark 3SG–s although the construction of be copula in Vietnamese and English shares some features. These differences motivated the selection of the two target forms. Nine pairs of Vietnamese EFL university students were recorded performing five communicative tasks generated contexts for use of 3SG–s. over three weeks in their normal classes. Performance data were transcribed and analyzed for frequencies of production and omission of the two target forms in obligatory contexts. After completing the tasks, the students were interviewed about what they attended to when performing the tasks. Interview transcripts were analyzed thematically. Results show that the learners omitted 3SG–s in most obligatory contexts and across all tasks. They were better at accurately producing be copula than 3SG–s but accuracy rates varied between learners. Interview data revealed the conscious decisions learners made concerning the accuracy of their language production. The findings are discussed with reference to different theoretical models. The study advances understanding of acquisition of 3SG–s and be copula by EFL learners and offers pedagogical implications for how a focus on inflectional forms can be managed in oral communicative task performance.

Exploring the Motivation Orientations for Learning Arabic as L2 Based on Self Determination Theory

The number of enrollment in Arabic language classes in the last two decades experienced a remarkable spike worldwide. Hence, exploring students’ motivation in learning Arabic language as L2 has gained considerable scholarly attention in various contexts. This study aims to explore the motivation orientations of Arabic language learners at King Khalid University based on Self-determination Theory ( SDT). A total of 52 students of Arabic, in the first and second year, were randomly selected. A 19-item questionnaire based on SDT was administrated to the participants via online. A principle component analysis was primarily employed (PCA) to categorize the questionnaire items into distinctive and latent factors. The results yielded four distinctive motivation orientations ,with an eigenvalue greater than one for each. In addition, categorial analysis was employed to analysis an open-ended item. The categorial analysis highlighted that religious reasons for learning of learning Arabic is the most frequently reported reason for learning Arabic as l2 among this population. Moreover, the results showed that religious identity and religious motives have a latent role in determining the students’ overall motivation orientations in learning Arabic. Also, the results showed that demotivating factors could possibly exist among learners of Arabic in the Saudi context.

Application of project-based teaching method in teaching the heat engine

Project-based teaching is an important form of teaching to implement the modern teaching perspective such as learner orientation, action orientation, and problem solving teaching and integrated teaching perspective. The more developed science and technology, teaching methods in the field of engineering (technical pedagogy) are also increasingly rich, diverse and sophisticated. Content of this article presented on the application of project-based teaching method to teach for subject of the “heat engine” of technical university. The initial results showed that this teaching method has been promoting a positive, creative and create excitement for learners in the learning process. This method should be further studied and applied much more in practice teaching in the colleges and universities.

Research Perspectives on English as a Foreign Language (EFL) Learning Motivation in Turkish Context: A Systematic Review of Studies between 2010 and 2021

Motivation has been demonstrated to be an important affective factor in language learning process and its importance has led to the emergence of diverse research perspectives in both foreign and second language learning contexts. In addition to the research studies investigating language learning motivation of learners, review studies presenting the picture of how and in what ways this phenomenon has been studied as a research focus make a significant contribution to the understanding of it. Based on this, this study aims to scrutinize how English as a foreign language (EFL) motivation has been studied as a research matter in Turkish context. Aims of the studies, the participant groups and contexts, research methodologies, motivational frameworks followed and major findings were examined to find out the general trends in EFL motivation research. For these purposes, 14 research studies and nine master’s thesis and doctoral dissertations in the last 10-year period were selected based on certain criteria, and they were systematically analyzed in the light of the research questions. The findings showed that motivational research in Turkish EFL context mainly concentrate on university context, and some of the findings related to motivational orientations of Turkish EFL learners are inconsistent and need more investigation.

‘Motivational orientation for adult learners’

The present study is part of an exploratory research study conducted to understand the Learning experiences of adult learners in Higher Education Institutes in India. The primary aim of the present study was to examine the motivational orientations of adult learners for lifelong educational courses and hence, the Educational Participation Scale (EPS) by Boshier was used to examine the motivational orientations among adult learners enrolled in selected lifelong courses. In total, seven motivational factors were identified among the adult learners to enrol in the Programmes: Communication skills and Social contact, Professional advancement, Intellectual recreation, Cognitive interest, Family Togetherness, Children Relationship and Educational Compensation. Age, gender, type of course and educational background had varying influences on the motivational orientation of the adult learners. Though professional advancement was found to be higher, Communication skills, social contact and family togetherness was found to be significantly higher among older research participants aged 50 years and above.

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

AbstractFormulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

A Study on Motivation Orientations of English Learners in Management Major

Based on the motivation theory, this study aims to investigate the motivational orientations of the English learners from Management majors. 32 graduate students participated in the questionnaire and accomplished the interview in this research. Based on the statistics processed by SPSS, it is found that (1) instrumental orientation is significantly stronger than the integrative type; (2) among all the motivation items, the most three significant motivations are preparing for a future career, desiring to be a knowledgeable person and passing exams. Besides, based on the analysis of interview, a model of major-oriented, international and nested systems of instrumental motivation was constructed, indicating the interrelationship between motivational factors: globalization, social expectation, university policy, major needs and learner factors. It is expected that this study can provide some implications to English teaching to management students with the investigation of the systematic structure of their motivations.

Exploring Factors for English Language Learners’ Language Competence

This study aims to analyze the relationships among self-efficacy, strategies, and goal orientations of college-level English Language Learners (ELLs). Participants who were more than 25 years old had a lower level of strategy use than those who were less than 25 years old. Greater strategy use could result in higher level of self-efficacy and goal orientations. When mastery goals increased, use of overall strategy, compensation, cognitive, metacognitive strategy and social strategy increased. Teachers are suggested to use scaffolding, set goals and adopt assessment methods to promote ELLs’ ability and mastery of class content instead of external evaluation to improve learners’ self-efficacy and confidence.

How can an adult literacy tutoring program help participants build confidence and meet their goals?

Low literacy in adulthood can be a powerful barrier to opportunity. Our research explored how participation in a free adult literacy program that provides dyadic support can help participants to build confidence and meet their unique literacy goals. We conducted in-depth interviews with 15 randomly-selected adult literacy learners who participated in the program. Respondents had diverse literacy skill gaps and needs, and the program helped them to begin to address these issues. Respondents’ learning goals were more typically directly linked to study or work requirements rather than social needs, and some respondents demonstrated an ongoing commitment to improving their literacy beyond the program, showing an internal locus of control and a lifelong learner orientation. Improvement in literacy for vocational needs had a tangible influence on respondents’ working lives. Some respondents showed an ongoing autonomous effort to build their literacy skills that was related to confidence gained through program participation.

A Smartphone app for intensive care unit rotation Orientation.

Implication Statement
 The Department of Critical Care at Dalhousie University developed a smartphone app to improve the quality of learner orientation to the intensive care unit (ICU). The app increased satisfaction with orientation and was perceived as useful. It was ranked as the second most valued resource for orientation after other residents. There is potential to improve the experience of learners with this popular technology.

Promotion of Student Autonomy in Learning the German Language. University Case Study

Summary The concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.

The Effect of Interaction between Virtual Tour Presentation Type via Web and Orientation Style of Learner on Developing Self- Regulated Skills and Achievement among Primary Stage Pupils

هدف البحث الحالي إلى تقصى أثر التفاعل بين بين نمط تقديم الجولة الافتراضية عبر الويب وأسلوب توجيه المتعلم في تنمية مهارات التنظيم الذاتي للتعلم والتحصيل الدراسي لدى تلاميذ الصف الرابع الابتدائي. تم استخدام التصميم شبه التجريبي (2×2)؛ حيث تضمن التصميم التجريبي متغيرين مستقلين الأول؛ نمط تقديم الجولة الافتراضية الممارسة وله نوعان (حرة مقابل موجهه)، والثاني أسلوب توجيه المتعلم، وله نوعان (نص وصورة مقابل فيديو)، وجاء المتغير التابع ليتضمن مهارات التنظيم الذاتي والتحصيل المعرفي. تمثلت أدوات القياس للبحث فى مقياس التنظيم الذاتي واختبار تحصيلي. تکونت عينة البحث من (100) تلميذ وتلميذة من تلاميذ من الصف الرابع الابتدائي بإدارة شرق کفر الشيخ التعليمية تم توزيعهم على أربع مجموعات. وتم استخدام تحليل التباين ثنائي الاتجاه 2-Way ANOVA، ثم استخدام طريقة توکى Tukey’s Method (فى حالة المجموعات المتساوية العدد) للمقارنات البعدية في حالة وجود فروق دالة إحصائيا بين المجموعات. أوضحت النتائج أن الجولات الافتراضية الحرة کانت أفضل من الجولات الافتراضية الموجهة، وأن أسلوب التوجيه بالفيديو کان أفضل من التوجيه بالنص والصورة في تنمية مهارات التنظيم الذاتي والتحصيل لدى تلاميذ الصف الرابع في تعلم وحدة الجهاز الهضمي في مادة العلوم. کما توجد فروق دالة إحصائيا عند مستوى 0.05 بين متوسطات درجات تلاميذ المجموعات التجريبية في تنمية مهارات التنظيم الذاتي والتحصيل ترجع إلى التفاعل الثنائي بين بين نوع الجولة الافتراضية (مستقلة مقابل موجهة) وأسلوب توجيه المتعلم (نص وصورة مقابل فيديو) عبر الويب لتلاميذ الصف الرابع الابتدائي في وحدة الجهاز الهضمي في مقرر العلوم. This research investigated the effect of interaction between virtual tour presentation type and orientation style of learner via Web on developing self- regulated skills and achievement among primary school fourth graders pupils. A quasi-experimental 2x2 factorial design was employed. Independent variables were two types of virtual tour (independent virtual tour vs. guided virtual tour) and two orientation styles of learner with content (text-picture vs. video), the dependent variables were developing self- regulated skills and achievement. The Research included four experimental treatments via web: (independent virtual tour + text-picture orientation), (independent virtual tour + video orientation), (guided virtual tour + text-picture orientation), and (guided virtual tour + video orientation). The measure tools included scale card of self-regulation strategies of learning, and e- achievement test. The participants were 100 Pupils (males &females) selected from fourth grade, who were randomly assigned to 4 groups. Two Way Analysis of Variance (2-Way ANOVA), and Tukey’s Methods post hoc comparison were employed to analyze data. The results indicated that independent virtual tours were better than guided virtual tours, video orientation style were better than text-picture orientation on developing self- regulated skills and achievement among fourth graders in learning the Digestive System Unit in their science course .There were no significant differences at the 0.05 level between the mean scores of the four experimental groups' pupils in self-regulated skills and achievement which lies in the two ways interaction between the virtual tour type (independent vs. guided), and the learner orientation style (text-picture vs. video) via the web for primary school fourth grade pupils in the digestive system unit in the science course.

Education and, in consequence, the Czech language hidden in the value orientations of Czech learners in the United States of America

Education and, in consequence, the Czech language hidden in the value orientations of Czech learners in the United States of America