Student Autonomy Research Articles

ChatGPT Affordances and Indonesian EFL Students’ Perceptions in L2 Writing: A Collaborative Reflexive Thematic Analysis

ABSTRACT This study explores ChatGPT affordances, students’ use of prompts, and their perceptions of using the tool in EFL writing. With screen capture technology to observe students’ interactions with ChatGPT during writing process and semi-structured interviews, the data were analysed using a collaborative reflective thematic analysis. The results revealed that students’ use of ChatGPT has the potential to improve their essay quality in terms of lexical resources, grammatical range and accuracy, and coherence and cohesion. ChatGPT also provides such affordances as brainstorming, essay outlining, idea development, and feedback on hedging devices. Overall, students considered ChatGPT a valuable personal learning tutor that may stimulate student autonomy by offering immediate feedback in a less anxiety-provoking learning environment. However, some experienced challenges in producing effective prompts and understanding ChatGPT’s feedback. The study concludes that while the use of ChatGPT can enhance L2 writing development, teachers’ guidance is necessary during students’ interaction with the tool.

Causal mechanisms of the psychological needs for online gamified learning and the impact on learning engagement among college students

ABSTRACT This study explores the development process of psychological needs in online gamified learning (OGL) among university students and examines its impact on learning engagement. Grounded in Self-Determination Theory (SDT), the research conducted a purposive sampling survey involving 483 university students with diversified academic backgrounds. Results from Mplus-based analysis show: Perceived autonomy correlates positively with perceived relatedness and perceived competence; Autonomy-Supportive Motivation is positively linked to the three basic psychological needs; Perceived autonomy, perceived relatedness, and perceived competence are positively associated with intrinsic motivation; Intrinsic motivation further correlates positively with learning engagement; and intrinsic motivation, along with the basic psychological needs, mediates the relationship between autonomy-supportive motivation and learning engagement in college students within a OGL environment. Additionally, the study found that external orientation negatively moderated the link between autonomy-supportive motivation and perceived autonomy in college students. The main value of this study is that it reveals the logical relationships within students’ psychological needs in the context of OGL, validating the development process of students’ psychological needs and its impact on learning engagement, emphasizing the crucial two-way interaction between teachers and students, and creating an indirect impetus driven by external contexts, causal factors, and behavioral structures.

The Role of Digitization and Independent Learning In Enhancing Professional Competencies

This article explores the impact of digitization on higher education in Uzbekistan, focusing on the comprehensive development of students through independent learning. Highlighting the significance of President PQ-1875's decision to improve foreign language education, the research examines the implementation of this initiative since 2013 and its effects on enhancing the professional competencies of language teachers. Through the establishment of specialized programs and educational frameworks, the study underscores the importance of fostering critical thinking, creativity, and socialization among students. The findings emphasize the role of interdisciplinary integrated independent learning, where students actively engage in their educational processes, supported by educators who guide and facilitate their learning journeys. The article outlines effective teaching strategies, assessment criteria aligned with international standards, and innovative educational technologies that encourage student autonomy and collaboration. By integrating various subjects and promoting creative approaches to problem-solving, the research advocates for a student-centered educational environment that prepares learners for complex real-world challenges. The conclusion stresses the necessity of organizing independent learning processes to cultivate students' professional competencies, fostering an educational landscape that aligns with their interests and enhances their critical and creative skills.

Contributions of Lesson Study to the reconstruction of teachers' practical knowledge within a virtual setting context. Case study at Universidad Nacional de Educación (Ecuador)

PurposeThis article examines the training of nine practising teachers and the development of their practical thinking through Lesson Study (LS) at Universidad Nacional de Educación (UNAE). The study therefore aims to describe and understand how this group of teachers might reconstruct their practical knowledge while engaging in the LS experience in a virtual setting.Design/methodology/approachA case study was conducted with (virtual) field immersion, qualitatively collecting and analysing data through observations, interviews, a focus group and written outputs.FindingsReconstructions and reinforcements were evident in each of the five dimensions of practical thinking (Soto et al., 2019; Pérez-Gómez, 2022) and in certain knowledge and values, in addition to various skills, attitudes and emotions. The main findings of the study relate to the importance of planning to avoid improvisation, viewing the teaching methodology as a flexible process, developing student autonomy, understanding and managing technological and digital tools and being prepared for uncertain situations.Originality/valueIt is understood that Lesson Study is a strategy that strengthens and enhances understanding of teachers’ knowledge, even in the virtual context and should therefore be considered for the ongoing professional development of teachers in Ecuador.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

CONSENSUS CLASSROOM CLIMATE INVENTORY: SCALE DEVELOPMENT AND VALIDATION

Science education is a key area of research, largely due to its inherent complexity and challenges. Various teaching methods have been developed to address these difficulties, which include the consensus classroom climate. However, no standardized tool has been created to evaluate the consensus within a classroom. This study aimed to develop and validate the Consensus Classroom Climate Inventory (CCCI), an instrument designed to measure the consensus climate of a classroom. The research was conducted in two phases: (1) initial item pool development based on an extensive literature review and (2) expert panel review for content validation. The resulting 29-item scale was pilot-tested with 120 freshmen students from a state university. Exploratory factor analysis using SMART-PLS yielded four distinct factors: Student Agency, Collaborative Learning Environment, Inclusive and Flexible Learning, and Student Autonomy. The final scale consisted of 23 items. Confirmatory factor analysis demonstrated strong factor loadings (>0.8) for all items, indicating good construct validity. Model fit indices suggested a generally good fit, though some indices indicated room for improvement. Reliability analysis revealed high internal consistency across all factors. The CCCI shows promise as a reliable and valid tool for assessing consensus classroom climate, though further refinement is recommended to enhance model fit. This instrument can assist educators in evaluating the consensus climate of Science classrooms and help educators enhance teaching to improve students’ Science learning. Keywords: consensus classroom climate, factor analysis, scale development, reliability test, validity test

The Impacts of Computer-Assisted Translation Tools on Learning Autonomy of Students in English Translation Courses

Computer-assisted translation (CAT) tools have played an important role in professional translation work. Nevertheless, integrating CAT tools in translation training effectively has remained a conundrum in educational institutions. This research investigates the impact of CAT tools on the learning autonomy of English-majored students in translation courses. Several CAT tools were employed in the training process of 64 students majoring in English translation for 10 weeks. The Learner Autonomy Perception Questionnaire was used to collect quantitative data for pre-test and post-test. Qualitative data was also collected from 15 individual interviews. Findings reveal that the integration of CAT tools has positive impacts on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, metacognitive skills, and freedom, but it has no significant influence on motivation. Furthermore, although CAT tools facilitate opportunities to foster self-confidence, independence of learning and critical thinking skills, they may cause an over-reliance on technology and a lack of creativity and sense of ownership. Accordingly, several teaching implications are drawn in this study.

Transactional distance and connectivism learning theories during crisis times

ABSTRACT The abrupt transition from face-to-face classes to online learning in March 2020 occurred due to the COVID-19 pandemic. The physical distance between students and teachers led to changes in interactions. This case study explored the implications of online learning during times of crisis by examining teachers’ and students’ experiences of the online platform. The study utilised a qualitative approach, with three junior and high schools participating. Thirteen teachers were interviewed, and 27 students participated in three focus groups, one from each school. Three main themes were identified: Curriculum structure and student autonomy, Dialogue between teachers and students, and Social distance. Findings indicate a gap between pedagogy and technology, expressed through a non-flexible structure, low dialogue, and a high Transactional Distance. Autonomy is a core variable of Transactional Distance Theory and Connectivism Theory, relying on the learner rather than the teacher to determine goals and learning experiences. However, teachers reported using autonomy to vary their teaching approaches. At the same time, students felt uncertain about how to cope with the autonomy given to them and even perceived neglect from their teachers. The findings emphasize the importance of teacher-student interaction, flexible structure, and autonomy that aligns with learners’ abilities.

Prevalence of pelvic examinations on anesthetized patients without informed consent.

The pelvic examination is a fundamental tool for the evaluation and diagnosis of women's health conditions and an important skill for all medical students to learn as future physicians for the early detection of treatable conditions such as infection or cancer. Although the American College of Obstetricians and Gynecologists (ACOG) asserts that performing pelvic examinations under anesthesia for educational purposes should only occur if the patient provides explicit and informed consent, there still have been reports of medical students performing pelvic examinations on anesthetized patients across the country, and many states are now starting to pass bills requiring informed patient consents to conduct pelvic examinations under anesthesia. The objectives of this study are to evaluate the prevalence of pelvic examinations performed by osteopathic medical students on anesthetized patients without consent while fulfilling their third-year OB-GYN clerkship requirements. The survey was administered and distributed to all osteopathic medical schools in the country via the Student Osteopathic Medical Association's (SOMA's) chapter emails, outreach emails, and SOMA's social media accounts to collect data. Inclusion criteria included third- or fourth-year osteopathic medical students who completed their OB-GYN clerkship rotations when taking the survey. The exclusion criteria included any osteopathic medical student who had not completed their OB-GYN clerkship rotation. We utilized descriptive analysis to summarize the final data. We received 310 responses. The final number of responses was 291 after meeting the exclusion criteria. Most osteopathic medical students (94.2 %, n=274) considered the practice of performing pelvic examinations on anesthetized patients without their explicit consent unethical. Among theparticipants, 40.9 % (n=119) admitted to performing pelvic examinations on patients under anesthesia while on OB-GYN rotations, but most of them (57.1 %, n=68) did so without obtaining prior consent from the patients. Notably, the number of pelvic examinations performed by medical students on patients under anesthesia ranged widely from 1 to 25 with a median number of 10. Moreover, 58.9 % (n=70) indicated that they had not been properly educated to obtain specific consent before performing pelvic examinations under anesthesia. Many participants cited efficiency of practice, lack of policy awareness and personal education by medical students, andfailure to refuse to perform pelvic examinations on anesthetized patients as trainees when asked by their seniors or preceptors. This study demonstrates that although most osteopathic medical students consider performing pelvic examinations on anesthetized patients unethical, many still admit to practicing pelvic examinations on patients under anesthesia, while on OB-GYN rotations for efficiency of practice, lack of policy awareness and personal education, and being in unique positions in which grades are determined by seniors and preceptors for their willingness to do what is asked even if the practice does not align with their conviction. This study highlights the importance of ongoing research and implementation of policies at institutional and state levels that will procure the value of pelvic examinations while protecting and upholding the ethics of patients' rights and autonomy of medical students.

Las competencias digitales y la autonomía del estudiantado de educación superior. Validación y diagnóstico

Aim. This study aims to analyze the levels of digital competencies (DC) and autonomy among higher education students and to characterize the possible correlation between these variables. Method. A non-probabilistic convenience sample of 294 Mexican undergraduate Social Sciences and Humanities students was used. The research was quantitative-correlational, descriptive-cross-sectional, and non-experimental. Self-administered online questionnaires were used to measure the DC and autonomy variables: an adaptation to Mexican Spanish of the instrument “Basic Digital Competencies 2.0 of University Students” (COBADI®) (Zapata-Ross, 2013) and the “Autonomy” by Bei et al. (2019), respectively. Results. Diverse levels of DC and autonomy were found among students from the different universities. Higher levels of DC and autonomy were associated with being female, using ICT for academic activities, having computer equipment and the Internet, and using the computer for more hours. Non-parametric tests confirmed direct and moderate associations between the variables, particularly when considering some of their dimensions. Conclusions. Adequate levels of DC are associated with higher student autonomy in ICT-mediated education.

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.

The influence of perceived formative assessment on the learning autonomy of medical students: the chain mediating role of psychological empowerment and positive academic emotions.

Medical students' autonomous learning is a cornerstone of their educational journey. Formative assessment is defined as a process to enhance learning and improve academic performance, and the key to the effectiveness of formative assessment is the students' perceptions of it. The present study investigates the impacts of perceived formative assessment on the learning autonomy of medical students, explores the chain mediating role of psychological empowerment and positive academic emotions, and offers strategies for facilitating medical students' autonomous learning. A cross-sectional investigation was conducted using a convenience sampling method involving 713 medical students (mean age 19.72 ± 1.18 years; 207 male and 506 female students; the proportion of participants is 93.69%) in Shandong Second Medical University. Perceived formative assessment was performed using a self-designed questionnaire of Perceived Formative Evaluation for Medical Students, learning autonomy using the Autonomy in Learning Rating Scale for College Students, positive academic emotions using the General Academic Emotion Questionnaire for College Students, and psychological empowerment of medical students using the Chinese version of Psychological Empowerment Scale (PES). The data were analyzed using descriptive statistics, Pearson's correlation, multiple regression, and mediation analysis using the SPSS26.0 program and PROCESS3.1. Perceived formative assessment significantly predicted learning autonomy (β = 0.06, p < 0.05). It also positively predicted psychological empowerment (β = 0.20, p < 0.001), and psychological empowerment positively predicted the learning autonomy of medical students (β = 0.36, p < 0.001). Psychological empowerment also positively predicted positive academic emotions (β = 0.64, p < 0.001), and positive academic emotions positively predicted learning autonomy (β = 0.44, p < 0.001). The direct effect value of perceived formative assessment on learning autonomy was 0.18, while the total indirect effect was 0.43. The mediation effect of psychological empowerment on the relationship between perceived formative assessment and learning autonomy was 0.22, and the chain mediation effect of psychological empowerment and positive academic emotions was 0.18, accounting for 30%, 70%, 36%, and 30% of the total effect, respectively. Perceived formative assessment directly enhances medical students' learning autonomy. This relationship is partially mediated by psychological empowerment and positive academic emotions. The results suggest that formative evaluation boosts psychological empowerment, which fosters positive academic emotions and further promotes learning autonomy.

Developing a safe learning environment in primary-level innovative schools in the Czech Republic

ABSTRACT This study examined how teachers in the Czech primary schooly create a safe learning environment, and identified key strategies they employ to foster a supportive and respectful classroom climate. Particular emphasis was placed on methodological analysis due to new requirements set by the Ministry of Education, which, within the new Competency Framework for Teaching Graduates, demands that teachers be capable of effectively establishing a safe educational setting. Innovative schools serve as crucial sources of inspiration for fulfilling this competence, as they implement progressive pedagogical approaches and methods that can be effectively adapted and applied across various educational contexts. The research was conducted through observations of teachers during classroom instruction and notes taken in field journals using a log. The results revealed that teachers utilise participatory rule-making, promote cooperation over competition, engage in open and non-violent communication, and adopt an individualised approach to teaching. These practices not only contribute to a safe classroom climate but also support the overall personal and academic development of students. The research also uncovered challenges faced by teachers, including maintaining discipline in an environment with high student autonomy and diversifying educational needs. Teachers overcome these challenges with flexible and expert approaches that support safe and inclusive education.

Examining the School Climate Influence on Jamaican Secondary School Students: A Comprehensive Literature Review

This article synthesises the literature on the socioecological factors within the school climate - quality and character of school life (Cohen, 2009) influencing adolescents’ resilience. The review focuses on social relationships and the mechanisms used for teaching and learning practices. Resilience is a positive development outcome resulting from a triadic interactive process between the adolescent, the internal capacity, and the socioecological factors within the environment (Ungar, 2008). Changes imposed by COVID-19 on teaching and learning practices assumedly altered the school climate and are known to impact adolescents’ psychosocial well-being. Transforming the school climate at its minimum will require improving social relationships, communicating expectations, and creating a school environment where students will feel safe. Giving students autonomy through active and productive engagement in decisions that affect their developmental outcomes is critical for success. Expansion of this study requires applying a methodological approach that allows for students’ perspectives of the school climate, careful measurement of their resilience levels and lived experiences of students and other school personnel.

Basic psychological needs to online engagement and achievement among first-year undergraduates

Empirical research has largely focused on either identifying online learner characteristics or best practices to support online learning in higher education settings. Yet gaps remain in our empirical understanding of which and to what extent certain factors influence online learning. This exploratory study sought to corroborate the influence of three student-level variables in Basic Psychological Needs (BPNs) of autonomy, competence, and relatedness among students as they participate in online higher education coursework. This study conducted multiple regression modelling on 159 cases of first-year undergraduate students to determine the extent to which the three variables relate to engagement and achievement in online coursework. Results present preliminary empirical evidence that the basic psychological need for autonomy relates to achievement in online coursework. However, the other basic psychological needs of competence and relatedness did not clearly relate with either engagement or achievement. Results in part affirm the claim that efforts to drive student achievement in online higher education coursework ought to embed elements that support student autonomy. And results support a position of nuance where BPNs influence specific dimensions rather than all dimensions of online higher education learning as a catch-all construct.

Modeling the Continuous Intention to Use Generative AI as an Educational Tool for EFL Learners among Vocational College Students in Guangzhou, China

This study aims to model the continuous intention to use generative AI (GenAI) as an educational tool among English as a Foreign Language (EFL) learners in vocational colleges in Guangzhou, China, by integrating the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). Data were collected from 419 vocational college students in Guangzhou enrolled in EFL courses. A structured questionnaire measured autonomy, relatedness, competence, perceived usefulness, and continuous intention. The analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that autonomy, relatedness, and competence significantly influence perceived usefulness, which, in turn, positively affects students' continuous intention to use GenAI. Furthermore, perceived usefulness mediates the relationships between the three independent variables (autonomy, relatedness, and competence) and continuous intention. The study is limited to vocational college students in Guangzhou, which may restrict the generalizability of the findings. Future research could expand the sample to different educational contexts. The findings provide valuable insights for educators and policymakers on how to enhance GenAI adoption in vocational education by fostering student autonomy, relatedness, and competence. This study extends TAM by incorporating SDT to explain both external and intrinsic factors influencing the continuous intention to use GenAI in educational settings, focusing on vocational students in a Chinese context.

Student voice and choice in the virtual classroom: engagement strategies

The coronavirus pandemic has compelled a transition to distance and online education, requiring instructors and students to adjust swiftly. During this transition period, it became crucial to prioritize comprehending students’ perspectives and decision-making within virtual educational environments. The present study investigates the strategies a GPCOM (Purposive Communication) instructor employs at a premier university to enhance student autonomy and decision-making through student voice and choice in the online learning environment. Data were collected via a survey comprising Likert scale items and open-ended questions from the 335 participants who participated in the study. The study results indicate that educators significantly facilitate student engagement in expressing their thoughts and ideas, promoting self-discovery, critical thinking, and collaborative problem-solving. Student preferences noted that active learning, utilization of technology, and engagement in class discussions were prominent options. Several strategies were employed to promote student engagement, such as fostering cooperation, implementing interactive gamification techniques, establishing real-life linkages, facilitating class debates, and encouraging self-directed learning. This study emphasizes the crucial role of instructor assistance in virtual learning while recognizing and integrating student preferences. Doing so aims to create a well-rounded and captivating virtual learning experience.

Challenges in Promoting Learner Autonomy in Blended Learning: Perspectives from English as a Foreign Language Teachers in China

Blended learning is gaining popularity as a prevailing practice in higher education worldwide. This study explores the challenges faced by experienced English as a Foreign Language teachers in promoting learner autonomy within blended learning environments. Drawing from interviews and classroom observations conducted with five EFL teachers at a private university in China, the study identifies four key challenges: technological, pedagogical, cultural, and institutional. Technological challenges revolve around concerns regarding technical support, internet reliability, and hardware availability, highlighting the need for sturdy technical infrastructure and supportive mechanisms. Pedagogical challenges include designing effective blended learning activities that balance teacher-led instruction with opportunities for student autonomy, emphasizing the importance of scaffolding learning tasks, and providing adequate support for independent learning. Cultural challenges underscore the influence of cultural factors on student attitudes towards autonomy and authority in the classroom, emphasizing the necessity for culturally responsive teaching practices. Institutional challenges highlight barriers stemming from rigid curriculum requirements, limited professional development opportunities, and a lack of administrative support, underscoring the importance of systemic support and organizational change. The findings offer valuable guidance for institutions, administrators, and EFL teachers on how to design more effective blended EFL courses. Limitations and suggestions for future studies such as larger sample size, rigorous data collection method, and longitudinal studies are provided to enhance our understanding of promoting learner autonomy in blended learning environments.

PRÁTICAS DOCENTES NO CONTEXTO DA EDUCAÇÃO SUPERIOR

The study aimed to investigate, through the representations of professors from the Administration Program at the State University of Feira de Santana (UEFS), the epistemological foundation that underpins the teaching practices of these professionals. The analysis of this knowledge seeks to understand how the program has been structured to develop autonomous individuals capable of understanding and acting responsibly in contemporary society. A qualitative approach was used, with semi-structured interviews for data collection. The results indicate that most of these professionals did not have, either in their initial education or in graduate programs, courses related to university pedagogy that would help them in their teaching practice. It was observed that some professors appear to be influenced by instrumental rationality, often associated with the traditional paradigm, while others align with an emerging paradigm. Given this reality, the need for continued teacher education becomes evident. This training will enable professors to develop pedagogical practices in the classroom that promote the development of student autonomy, encouraging a more critical, reflective education capable of addressing contemporary demands.

Classroom Reconstruction and Practice of College Tennis Teaching under PBL and TBL Concepts

This study explores the implementation of Problem-Based Learning (PBL) and Team-Based Learning (TBL) concepts in college tennis teaching to enhance student engagement and skill acquisition. Given the challenges of traditional tennis instruction, which emphasizes teacher-led learning and often neglects student autonomy and creative thinking, the study proposes a restructuring of tennis teaching methodologies. By integrating PBL and TBL, the research outlines a new instructional design that promotes collaborative problem-solving and active learning. The experimental results indicate that students taught using this new approach show significant improvements in their tennis skills and overall interest in physical education, compared to those receiving traditional instruction. The study emphasizes the need for ongoing teacher development and curriculum innovation to facilitate effective learning experiences in college sports education.