Shaping Learners Research Articles

Language Learning Motivation in Post-Secondary Courses: English, German, Spanish, Japanese, and Multilingualism

This study explores the motivational profiles of students enrolled in language courses at the post-secondary level, emphasizing the role of the ideal multilingual self. A sample of 280 learners across English, German, Spanish, and Japanese courses participated in the research. Drawing from the L2 Motivational Self System framework and integrating the concept of the ideal multilingual self, the study utilized a questionnaire to investigate the sources of language learning motivation. The findings revealed English and German as the predominant language choices, primarily influenced by external factors such as academic requirements and societal expectations. In contrast, learners engaged in less commonly taught languages, particularly Japanese, demonstrated heightened intrinsic motivation and a more explicit ideal multilingual self-concept. This trend highlights the significance of multilingualism in shaping learners' motivational profiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proficiency. Moreover, the study revealed a positive correlation between speaking multiple languages and the aspiration for multilingualism, suggesting that learners with multilingual backgrounds are more inclined toward embracing linguistic diversity. These findings contribute to understanding the dynamic relationship between language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.

Scan of the postgraduate educational environment domains questionnaire: a reliable and valid tool for the evaluation of educational environment in postgraduate medical education

BackgroundThe educational environment plays a critical role in shaping learners’ perceptions and experiences in medical education. Evaluating and enhancing the quality of this environment is essential for the continuous improvement of medical training programs. The Scan of the Postgraduate Educational Environment Domains (SPEED) is a concise instrument that assesses three domains of the educational environment. This study aimed to translate the SPEED questionnaire into Persian and evaluate its validity and reliability in the context of postgraduate.MethodsA cross-sectional study was conducted with 200 first and second-year medical residents. The Persian translation of the SPEED questionnaire was assessed for content validity, and confirmatory factor analysis was performed to evaluate its structural validity. Cronbach’s alpha coefficient was calculated to assess internal consistency reliability.ResultsThe Persian-translated SPEED questionnaire demonstrated satisfactory content validity, with all items exceeding the minimum acceptable values for content validity ratio and index. Confirmatory factor analysis indicated an acceptable fit for the 3-dimensional structure of the SPEED instrument. Internal consistency reliability analysis showed high reliability for the content, atmosphere, and organization domains.ConclusionThe Persian-translated version of the SPEED questionnaire is a valid and reliable tool for assessing the domains of the educational environment in postgraduate medical education.

Relevansi Teori Belajar Humanistik Carl Rogers dalam Pendidikan Karakter Perspektif Islam

This study aims to analyze the relevance of Carl Rogers' humanistic learning theory in Islamic perspective character education. The type of research used is qualitative research with library research method. The data analysis technique consists of three stages, namely: data condensation stage, data presentation stage, and verification or conclusion drawing stage. The data validity test is carried out using the source triangulation method. Carl Rogers' Humanistic Learning Theory has relevance in the context of Islamic character education. Five important things in the learning process of desire to learn, meaningful learning, learning without punishment, learning by own initiative, and learning and change, provide a useful foundation for the development of students' character and spirituality in accordance with Islamic principles. Both approaches emphasize the importance of active learners, meaningful personal experiences, a positive learning environment, and a continuous process of change. The integration of these two approaches provides a strong foundation for creating more meaningful and effective learning in shaping learners' character in accordance with Islamic teachings that prioritize kindness, justice and compassion in relation to God, fellow humans and the universe. Therefore, the relevance of Carl Rogers' humanistic learning theory in Islamic perspective character education brings a sustainable positive impact in shaping a responsible and noble generation.

Examining Teacher Feedback, Perceived Competencies, Interests, and Achievement in Fourth-Grade Students in Portugal

In a social cognitive framework, teacher feedback is a relational influence that is particularly significant in shaping learners’ vocational self-concept during childhood—a critical stage for career development. This study examines the relationships among perceived teacher feedback, children’s competence perceptions, interests, and achievement in two core curriculum subjects: native language (Portuguese) and mathematics. The sample comprises 409 fourth-grade students (51% male), aged between 9 and 13 years, who completed self-report questionnaires. Structural equation modeling analysis revealed that positive feedback in reading and mathematics is significantly associated with children’s perceived competencies in Portuguese language and mathematics, respectively. Furthermore, perceived competencies accounted for the indirect effects of feedback on both interests and grades. Conversely, negative feedback had a detrimental effect on all variables. Implications, limitations, and future directions for children’s career development will be discussed.

Pengaruh Media Fun Learning Card Terhadap Hasil Belajar Peserta Didik Kelas XI SMAN 21 Surabaya

Education plays an important role in shaping learners' competencies, including cognitive, affective and psychomotor aspects to face the challenges of the times. In Indonesia, education should look at holistic aspects that include character development, life skills and social abilities as mandated in Law No. 20/2003. However, challenges in classroom management and learning boredom often become obstacles. For this reason, innovative approaches are needed, such as the use of interactive learning media. This study aims to examine the effect of using Fun Learning Card media on the learning outcomes of grade XI students at SMA Negeri 21 Surabaya. This media is expected to significantly increase student participation and understanding, overcome boredom, and create more meaningful learning. By using descriptive statistical analysis techniques, standard deviation, and learning outcome categories, the following results were found before using the learning media in cycle 1 with an average score of 49.6. The score was obtained from the lowest score of 35 and the highest score of 70, then also obtained a standard deviation score (P) of 10.2. In cycle 2 using Fun Learning Card media, the highest score was 97 while the lowest score was 76 with an average score of 85.4 and a standard deviation of 6.3.

Exploring latent profiles in the relationship between learning atmosphere, negative emotions, and willingness to communicate among EFL learners

ABSTRACT The learning atmosphere, negative emotions, and willingness to communicate are pivotal in shaping learners’ experiences and fostering language proficiency. However, further exploration into these dynamics remains limited. Therefore, this study investigated latent profiles within English as a foreign language (EFL) learner and examined how they differ in terms of the relationships between the learning atmosphere, negative emotions, and willingness to communicate. A total of 591 EFL students from various universities across 19 provinces in China participated in the study. Using latent profile analysis, three distinct subgroups emerged: (1) a profile characterized by high learning atmosphere, very low negative emotions, and very high WTC; (2) a profile with moderate levels of learning atmosphere, negative emotions, and WTC; and (3) a profile marked by low learning atmosphere, high negative emotions, and moderately high WTC. The results underscore the significant positive impact of the learning atmosphere on WTC, alongside a marginal negative influence of negative emotions. These findings suggest tailored interventions and support strategies to cater to diverse learner needs, enhancing language learning environments effectively.

Enhancing EFL Learners’ Communicative Skills through Dramatisation of Lessons

Dramatisation breathes vitality into the realm of language learning, transcending mere vocabulary to engage the entire learner - their body, mind, emotions, and senses. This research explores the integration of drama within language instruction and its profound impact on students' speaking proficiency. Studies consistently highlight that enacting lessons not only bolsters fluency but also instills a sense of confidence in learners. As students step into various roles and articulate lines, their language skills undergo marked improvement, rendering their speech more natural and expressive. This newfound confidence serves as a catalyst, empowering students to actively participate in classroom discourse and embrace English communication with enthusiasm. Even for those initially hesitant to voice their thoughts, the immersive experience of dramatisation provides a safe haven. The playful nature of role-play alleviates apprehensions, enabling even the most reserved learners to find their voice and connect with their peers on a deeper level. Furthermore, the empathetic exploration of diverse perspectives inherent in dramatisation enriches students' spoken English with nuance and emotion. Beyond immediate language proficiency, dramatised lessons foster positive attitudes towards learning, injecting an element of enjoyment and excitement into the language acquisition process. By engaging in creative expression, learners not only acquire language skills but also develop a genuine passion for linguistic exploration. In essence, the integration of dramatisation into language instruction serves as a powerful tool for guiding students towards achieving proficiency in a language. Its multifaceted benefits extend beyond the classroom, shaping learners into confident, expressive communicators with a profound appreciation for the intricacies of language and culture.

How does Realistic Mathematics Learning Shape Learners' Problem Solving and Critical Thinking Skills?

Education is vital for fostering problem-solving and critical thinking skills in students, essential for thriving in a globalized world. This study investigates the impact of the Realistic Mathematics Education (RME) approach on enhancing these skills among primary school students. Utilizing a quasi-experimental design with a pretest-posttest control group, the research involved 44 second-grade students, split evenly between classes II A and II B. Data analysis was conducted using descriptive and statistical techniques, employing SPSS 25.0 for Windows to evaluate the effects of the RME approach. The significance value for both problem-solving and critical thinking abilities was 0.000, indicating a substantial impact of the RME approach on these skills. The findings suggest that integrating realistic learning with other methodologies, such as project-based learning or developing media based on realistic principles, could further enhance educational outcomes.

Exploring the Influencing Factors of Chinese EFL Learners' Online Interactive Learning

Objective: This study aimed to explore the factors influencing Chinese English as a Foreign Language (EFL) learners’ interactive learning in an online learning context. The objectives were to identify these factors, understand their mechanisms, and develop a theoretical model that encompasses these elements. Methods: The research employed a grounded theory approach to analyze interactive data from the discussion forums of the Course of College English on China university Massive Open Online Courses platform. Data were collected from 3,279 learners during the Fall 2023 semester. The analysis proceeded through open coding, axial coding and selective coding to identify and categorize the influencing factors. Results: The study identified six main categories: learner characteristics, curriculum structure, teaching competence, expected outcomes, interactive behaviors, and online learning context. These categories were found to be dynamically interconnected, collectively shaping learners’ interactive behaviors and overall learning experiences. The core category, “EFL online interactive learning”, unified all these elements, highlighting the multifaceted nature of effective EFL online education. Conclusion: The findings underscore the importance of understanding the interplay between various factors in the EFL online learning environment. The developed theoretical model provides a comprehensive framework for enhancing EFL online education by addressing learner needs, improving curriculum design, and ensuring robust teaching and technological support. These insights offer valuable implications for educators and policymakers aiming to improve online EFL learning outcomes.

Critical Analysis of Writing Skills through School Literacy Movement in Grade IV Students of SD Negeri 2 Pamijen

Literacy is an essential basic ability in the process of education and individual development. In today's information age, literacy skills, especially writing skills, play a crucial role in shaping learners' critical thinking and creativity. Writing is not merely the act of composing words into sentences but a process that involves thinking, understanding, analysis, and structured expression of ideas. Therefore, the development of writing skills is a primary focus of education. The School Literacy Movement (Gerakan Literasi Sekolah, GLS) aims to enhance literacy culture among learners by fostering a supportive learning environment through various reading and writing activities. This study was conducted at SD Negeri 2 Pamijen, Baturraden District, Banyumas Regency, involving 22 grade IV students. The research aimed to critically analyze the impact of GLS on students' writing skills using a qualitative research method. Data were collected through interviews with principals, teachers, and students, observations, and questionnaires. The study found that school literacy activities significantly improved students' writing skills. This improvement was measured by analyzing pre- and post-intervention writing samples, showing a notable enhancement in students' ability to structure their thoughts, use appropriate vocabulary, and engage in critical thinking. The results indicated a significant improvement, with a marked increase in the average writing scores of students post-intervention, demonstrating the effectiveness of GLS in fostering better writing skills.

How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children.

Curiosity is one of the most fundamental biological drives that stimulates individuals' intense desire to explore, learn, and create. Yet, mechanisms of how curiosity is influenced by instructional pedagogy remain unclear. To shed light on this gap, the present study sets out to investigate the underlying channels linking active learning pedagogy, learner engagement, and learner curiosity, employing a partial least-squares structural equation model leveraging the Social and Emotional Skills Survey dataset across ten sites (N = 45,972). Findings indicate that active learning pedagogy is positively associated with learner engagement (std. β = 0.016, p = 0.005), but there lacks a significant direct effect on learner curiosity (std. β = -0.001, p = 0.738). Structural mediation results show that learner engagement is a key mediating channel linking active learning pedagogy and learner curiosity (std. β = 0.013, p = 0.005).

Psychological determinants and technology acceptance in mobile learning for overseas students studying Chinese in China: A self-determination theory perspective

Emerging research in language education increasingly recognizes the transformative potential of mobile learning. Anchored in Self-Determination Theory (SDT) and Technology Acceptance Model (TAM), this study employed Structural Equation Modelling (SEM) to investigate how psychological factors—specifically perceived competence, autonomy, and relatedness—affect overseas students studying Chinese in China. It examined the interaction of these factors with Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in mobile learning environments and their impact on learners' satisfaction and intention to continue using these learning platforms. Involving 515 participants in a bilingual online survey, the research delved into the dynamics of these psychological determinants on learners' attitudes towards mobile learning technologies. The SEM analysis revealed a complex interplay, where competence, autonomy, and relatedness significantly forecast PU and PEU, thereby shaping learner satisfaction and commitment to ongoing use. The findings highlighted the critical role of social interaction, cultural exchange, and personalized learning experiences in enhancing mobile learning effectiveness. Implications of the findings were discussed to enhance learner engagement and educational achievement in Chinese language learning.

Cultural significance of elderly guidance in shaping learner discipline management: A case of two secondary schools in Nigeria.

: Learner indiscipline is a problem in schools worldwide, including Nigeria, which has caused uproar in school management. The problem of indiscipline in Nigerian secondary schools is examined through the lens of the Ubuntu, which is considered appropriate as it allows for an indigenous approach to addressing learner indiscipline. The study adopts an interpretive paradigm within a qualitative framework, focusing on the role of elderly advice in learner discipline management in selected secondary schools in Ado Ekiti, Nigeria. A case study research design was employed to gain an in-depth understanding of the phenomenon and management of learner discipline in two different secondary schools. The research involves six heads of department as participants, offering an in-depth exploration of their perspectives and experiences related to the guidance provided by elders in shaping disciplinary practices. The collected data is analysed using thematic analysis. The study reveals the cultural significance of teacher-elderly guidance on learner discipline, the impacts of such guidance on discipline strategies, and the challenges and opportunities in integrating teacher-elderly guidance into education. This study contributes to scholarship by contextualising the significance of teacher-elderly guidance as a unique way of managing learner discipline in secondary schools

The Representation of Culture in Moroccan EFL Textbooks: An Investigation of Reading Texts

As language and culture cannot be isolated, the teaching of culture in foreign language textbooks has gained great attention from experts in the field. The issue of which culture to introduce and how to introduce it has been a subject of debate among practitioners. The present study examines the representation of culture and its potential influence on the development of learners' intercultural awareness in three popular Moroccan EFL textbooks, namely "Window on the World", "Ticket to English 1" and "Ticket to English 2". A quantitative research design is adopted to examine how the textbooks represent (i) learners' native culture, (ii) English-speaking culture and (iii) international cultures. The results show varying degrees of cultural integration across the three textbooks. While "Window on the World" emphasized English-speaking culture in particular, potentially shaping learners' perceptions of global diversity, "Ticket to English 1" showed a lack of cultural references, indicating a gap in integration. In contrast, "Ticket to English 2" relatively adopted a more comprehensive approach, incorporating learners’ native culture, English speaking culture and broader international cultures. Despite this variety, the study revealed that the textbooks did not integrate culture effectively to enhance learners’ intercultural awareness. These findings suggest that a systematic and balanced approach to cultural integration is essential for Moroccan EFL textbooks. A gradual approach is recommended, through introducing learners’ native culture first, followed by English-speaking culture and finally including international cultures. The present study provided some empirical evidence for the discourse on cultural integration in EFL contexts and offered insights into its impact on intercultural awareness. The findings have some implications for the pedagogical practices in Morocco and highlights the need to promote the learners’ cultural awareness in foreign language learning environments.

Subject-related communicative language competence: Exploring future information technology specialists' learning and teaching

The need for IT professionals with fluency in foreign languages becomes increasingly critical as the Kazakhstani government implements steps to foster IT innovation. However, there are structural, geographical and professional imbalances in the interaction of supply and demand for IT professionals who can speak a foreign language in the modern labour market which is the main problem that is currently hindering the growth of the IT sector in Kazakhstan. The aim of this study was to assess the development of subject communicative language competencies (a) in linguistic or grammatical ability and (b) in discourse ability in first-year students for the proposed author's innovative learning technique in the educational process as well as the appropriate technological and systematic procedures. A mixed-research method was used in this study. The study involved 365 learners in the "Informatics" direction at the International University of Information Technologies in Almaty, Kazakhstan during the school year 2021-2022. According to the findings, the experiment participants did not develop subject-related communicative language competencies. The results show that the degree of capability formation is not satisfactory. 52.8% is the basic level, 41.6% is the production point and only 5.8% is the high level. Positive dynamics shaping learners' subject-related language communication competencies were identified as a result of the implementation of innovative techniques. This paper contributes to the research on teaching IT students in developing countries and highlights the most important factors that contribute to improve the level of subject-related communicative language competencies of IT students.

Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning

In recent years, investigating factors affecting learners’ acceptance has gained prominence. However, little is known about the effect of behavioural intention, and interactivity and engagement as mediating variables, particularly in the use of technology-based content application for language learning. This study explored the relationships among variables on learners’ acceptance of Content-Based Language Application (CBLA). The Unified Theory of Acceptance and Use of Technology (UTAUT) construct reveals a strong correlation with both self-efficacy and attitude. Performance expectancy demonstrates a positive correlation with attitudes, indicating that learners’ beliefs about favourable outcomes and performance in language learning influence their attitudes positively. Social influence exhibits a critical correlation with behavioural intention, highlighting the role of social factors in shaping learners’ intentions to engage in language learning activities. Effort expectancy shows a positive direct correlation with self-efficacy and attitude. Social influence significantly affects self-efficacy and attitude, and these effects are mediated by behavioural intention, as well as interactivity and engagement. These findings underscore the important role of social factors in shaping learners’ self-efficacy beliefs and attitudes, which in turn influence their behavioural intentions. Facilitating conditions have a substantial direct effect on behaviour, while interactivity and engagement act as mediators in the relationship between facilitating conditions and self-efficacy and attitude, highlighting their significance in shaping users’ attitudes and intentions to adopt and use content-based language application. Future research can investigate the suitability of the suggested model in other linguistic settings for broader applicability of the results. In light of the ever-evolving nature of technology and language learning, longitudinal studies could offer valuable insights into the lasting effects and stability of the observed relationships over an extended period.

The Interplay of Identity Construction and Motivational Development in Chinese Heritage Language Learning: Confrontation between Individual Agency and Hegemonic Social Discourse

This study explores the intricate relationship between identity construction and motivational development in Chinese Heritage Language (CHL) learners. Drawing on the narratives of three CHL learners in the UK, the research employs a post-structuralist perspective and the Heritage Language Identity Development Model (HLIDM) to analyze the dynamic interplay of personal histories, spatial contexts, and relational experiences in shaping learners’ identities and motivations. The findings underscore the pivotal role of accepting one’s Chinese identity in shaping motivations to learn CHL. However, this acceptance is not passive but emerges from active societal participation and the exercise of individual agency. The study also highlights the significant influence of societal hegemonic discourses, particularly those related to authenticity, which can impact learners’ motivations negatively. The research concludes by emphasizing the need for a more inclusive understanding of Chinese identity and a challenge to dominant discourses on authenticity to support effective CHL learning.

Developing Topics of Experiential Activities in Defense and Security Teaching in Order to Develop Learners' Ability to Learn about Nature and Society

This article aims to propose a set of topics for experiential activities in defense and security teaching that can enhance learners' abilities to learn about nature and society. The article begins by highlighting the importance of defense and security education in shaping learners' understanding of the role of military and security forces in protecting the nation and society. The article then presents five topics for experiential activities, which include visiting security and military agencies, practical experience in military training, practicing emergency response skills, learning self-defense techniques, and engaging in social activities related to security. The article argues that these activities can not only help learners gain a better understanding of defense and security but also provide them with opportunities to develop essential skills such as decision-making, problem-solving, and collaboration. Furthermore, the article suggests that these activities can instill a sense of civic responsibility and a willingness to contribute to the community's safety and well-being. Overall, the article proposes that incorporating experiential activities into defense and security teaching can enrich learners' learning experiences and foster their abilities to learn about nature and society. By providing hands-on experiences and opportunities for practical application, defense and security education can prepare learners to be responsible and engaged citizens who understand the importance of national defense and community safety.

Strengthening DepEd CALABARZON's Commitment to Values-Based Education

The Department of Education (DepEd) remains unwavering in its commitment to guiding and nurturing Filipinos who hold a deep love for their country and actively participate in nation-building. It steadfastly pursues a learner-centered approach, instilling values that inspire youth to be God-fearing, humane, environmentally conscious, and patriotic. In line with its mission, DepEd CALABARZON aligns with this vision and emphasizes the importance of values education in the Philippine Curriculum. Recognizing the significance of values, DepEd consistently integrates core values – MakaDiyos, Makatao, Makakalikasan, and Makabansa – into its educational framework. These values are assessed quarterly alongside academic achievements, shaping learners into well-rounded individuals. Edukasyon sa Pagpapakatao and the Homeroom Guidance Program further foster commendable values and attitudes, motivating students to excel in both education and employment. However, the current assessment and recognition system fails to emphasize the importance of value formation, leading students to undervalue these essential qualities as they complete basic education. A cultural shift is necessary to promote positive values that foster a highly innovative and trust-based society. DepEd CALABARZON conducts a qualitative-quantitative study to identify factors contributing to learners’ values, characters, and attitudes and the challenges they face in evolving these traits. The study aims to propose an innovative character education program rooted in DepEd’s core values, Edukasyon sa Pagpapakatao, and Homeroom Guidance competencies. This program seeks to recognize excellence in shaping fully developed CALABARZON learners, thereby strengthening DepEd’s core values and producing notable graduates in the future.

Application of Service-Learning Model to Shape Learners' Civic Engagement in Junior High School

This research aims to analyze the application of the service learning model to form student civic engagement, which is motivated by the lack of opportunities for students to become subjects in learning and the lack of student involvement in working together as a team. The method used in the research was qualitative with a descriptive approach. The subjects in the research were class VII students at State Junior High School 2 Airmadidi using data collection techniques, namely observation, interviews, and documentation. Data analysis techniques used data reduction, data presentation, and drawing conclusions. The research results showed that applying the service learning model to form civic engagement can be done through steps. First, students were divided into 4-5 heterogeneous members. At this stage, students made notes which were written and summarized. Second, students found and identified problems faced outside the classroom. Students exchange ideas about solutions that will be presented in solving problems. Third, conveying the results to educators to find solutions to problems. The final step was a group presentation in the question-and-answer process and making conclusions. The conclusion shows that the service-learning model can form civic engagement.