Tertiary Context Research Articles

Vocational English Lecturers’ Professional Identity: A Closer Look to the Six Domains

The growing research on teachers’ identity focused mostly on pre-service teachers, beginning teachers, and teachers at the secondary level. Research on teacher identity in the tertiary context has indeed been carried out, however, not much research has focused on the identity of English lecturers in vocational institutions, which arguably face more challenges compared to non-vocational counterparts. Teachers’ identity impacts the teaching process, in the way teachers see themselves, value their roles, and what their beliefs about teaching. These things significantly influence how they approach their work in the classroom. Aiming to fill in the gaps and add to the literature regarding the identity of vocational lecturers, this study seeks to answer three questions: (1) How do vocational English lecturers define their identities related to the six domains namely self-image, motivation, commitment, self-efficacy, task perception, job satisfaction, of teacher identity? (2) What are the things that cause the vocational English lecturer to define their identity, based on the six domains? (3) What are the advantages of knowing the teachers’ identity regarding the challenges that the vocational English lecturers face in their professional lives? The research used the purposive sampling method in qualitative research and was based on the saturation principle to determine the number of research participants. Using questionnaires and interviews with three participants as well as three-stage coding techniques and inductive analysis, this research found various positive identities within all six domains of teacher identity. These identities stem from both personal and contextual factors. Despite these promising findings, vocational English lecturers encounter certain challenges, notably with students who often have limited academic abilities, resulting in feelings of inadequacy, and a lack of enthusiasm for the English learning process.

Re-examining the reused Roman masonry at Rubers Law hillfort

Antiquarian exploration of the archaeological features on Rubers Law (NGR: NT 58030 15567), a large hill in the Scottish Borders, found approximately 30 worked Roman stones on the summit of the hill. Based on the prominent location and visibility from the site, these stones led to the conclusion that there had been a Roman tower on the hill, despite a lack of further supporting evidence. In order to investigate the possibility of a Roman structure on the hill, two surface surveys of the stone tumble were conducted in 2016 and 2017, locating almost 300 sandstone blocks around the summit of Rubers Law. The distribution of the stones was analysed using point density analysis in GIS and was examined in relation to the remaining archaeological features on the summit. Based on the hotspots in the distribution of the stones, the majority were in a tertiary context after being reused in the construction of a post-Roman nucleated hillfort. In light of recording a much larger number of Roman stones on Rubers Law, this paper also reinterprets the evidence for a Roman tower and explores other possible structures that could have been built on the summit.

The Effectiveness of Online Feedback and Automated Writing Feedback in Improving Writing: A Systematic Literature Review

Online feedback and Automated Writing Feedback (AWF) are increasingly popular tools for assessing and enhancing students’ writing skills. These methods utilise a range of multimedia online platforms and tools to deliver feedback which encompasses interactive forums, virtual collaboration spaces, and sophisticated automated writing feedback systems, in order to provide comprehensive and varied feedback to students. With students becoming more accustomed to technology and having easy access to the internet on their devices, they are now well-equipped to receive and benefit from online feedback and AWF. However, whether this feedback given through online platforms or tools is effective in addressing writing issues and improving students' writing is yet inconclusive. As the effectiveness lies in the manner the platforms and tools are being used, this review intends to address the effectiveness of online feedback and AWF tools on writing by looking at recent studies related to these fields to find out in what way it can support students’ writing skill, to what extent these online feedback and AWF tools are effective in improving writing and the key considerations when employing these modes for feedback provision. This paper employs the PRISMA approach to collect primary data using keywords such as "online feedback," “automated feedback” and "writing." An advanced search on SCOPUS yielded 15 articles from tertiary contexts and were analysed under two central themes: (1) The Effectiveness of Automated Writing Feedback/Evaluation (AWF/AWE) in Improving Writing (2) The Effectiveness of Online Feedback Platforms in Improving Writing. Result indicates there is a positive impact of online feedback and the use of AWF/AWE tools in improving students’ writing skills. However, specific considerations for its effective implementation are discussed in this review.

Teaching and Learning English Academic Writing in Malaysian Tertiary Context

Teaching and Learning English Academic Writing in Malaysian Tertiary Context

International students' employability: a language socialization perspective

PurposeThis study introduces a non-orthodox approach to the dominant policy-based approaches to graduate employability through contextualizing international students’ everyday experiences within their educational and wider structural contexts of the labour market.Design/methodology/approachThe study used narrative frames to collect data from 180 international students from China, Hong Kong, India, Sri Lanka, Vietnam and Nepal at a New Zealand tertiary institution. Narrative frames as a research tool in educational contexts are used to ellicit the experiences of individuals in the form of a story as participants reflect on their experience. The frames use sentence starters to draw responses from participants about their experiences (Barkhuizen and Wette, 2008).FindingsThis study argues that, through a socialization process, international students develop identities that fit an ever-changing labour market. This process is catalysed by a higher education landscape that produces career-ready subjects capable of appropriating different social spaces that prepare students and graduates to enter the labour market. Further, it argues that graduate employability should be understood as a complex process through which students and graduates socialise themselves through negotiating the socioacademic spaces by (1) familiarising themselves with the dominant workspace norms, (2) positioning themselves as more career-ready individuals, and (3) imagigining employable selves capable of meeting the needs of the job market.Research limitations/implicationsThis study has limitations. Only one data collection source has been used. It would have been great to use narrative frames along with interviews. In addition, the data would have been stronger if the researcher could have used classroom observations, which could be a future initiative.Practical implicationsThis study could provide practical insights to tertiary institutions about international students’ developing capabilities and identities so they could better prepare themselves for the world of work. Further, this study provides insights about some of the challenges that international students face in tertiary contexts to become career-ready. Hence, educators could employ strategies to better support these learners in their everyday learning spaces. This study also has useful benefits for future and current international students and international graduates regarding what investments they need to make so they can better socialize themselves in their tertiary and workplace practices.Social implicationsThis study has social implications. It helps international students better understand the social, cultural and academic expectations of their host countries. Therefore, they could better socialize themselves into those practices and contribute more effectively to their academic and workplace communities. The study also helps academic and workplace institutions strategize more effectively to address the social and cultural needs of international graduates. The study also contributes to the social and cultural understanding of the teachers that engage with international students on a daily basis by helping them devise activities that better address these students’ and graduates’ needs.Originality/valueThe study adds theoretical and methodological value to the debates around graduate employability. It includes the voices of 180 students and unravels their day-to-day experiences of capability building and employability development from their own perspectives.

Quantitative Analysis of EFL First-year-Students' Anxiousness in Learning English Language in a Tertiary Context

Quantitative Analysis of EFL First-year-Students' Anxiousness in Learning English Language in a Tertiary Context

Searching for a shared understanding of digital confidence in a tertiary context: a scoping review

Digital confidence has been increasingly cited as key for staff and student development in tertiary education, often alongside concepts of digital competence or digital capabilities. In the past three years it has formed part of the discussion in our sector (higher education) around adapting to this time of rapid change, especially during the period of Covid-19 emergency learning and teaching moved online. While digital confidence has long been a focus of our learning technology staff support team, we noticed through discussion with peers and previous reading and research, that our understanding of what digital confidence is and how it develops sometimes differed from the way in which it was represented in the journals and grey literature that we were initially reading. This prompted our scoping review of the literature, exploring whether there is a shared understanding of digital confidence in the tertiary sector and how its relationship to digital competence and similar concepts is understood. The review also discusses implications for organisational digital transformation strategies, student employability, and the wellbeing of students and staff, as well as noting the important role learning developers could play in supporting the development of digital confidence.

Contextualising the Hyflex Model of Instruction for Language Classes

The paper discusses a possible, practical application of the hybrid flexible (hyflex) model of content delivery in a tertiary context. The model may as well be applied in foreign language instruction. It is the author’s belief that there are convincing reasons for employing digital competences and skills acquired over the last two years to enhance teaching and learning. AnMappropriate contextualisation of the hyflex model may further encourage the retention of theMalready attained competences and skills in the new normal. It may also allow to combine the traditional, in-class instruction with the new, online interaction both synchronously and asynchronously. The possibility of hyflexing language courses can be a challenging, however responsible, prospect because the restoration of the education we used to know might not be easy. Although theoretical, the paper provides practical guidelines as well as offers a selection of online tools to contextualise the hyflex model in language teaching. The paper may also constitute a strong claim for the practical application of the hyflex model especially when combined with an in-depth analysis and research of the model in various educational contexts. As the future is hard to envisage, various models and approaches might be taken into account so as to appropriately respond to the challenges and requirements education is likely to be confronted with.

Teaching English for Specific Purposes in Tertiary Contexts: Navigating Education and Assessment Challenges

ABSTRACT Since its inception in the early 1960s, English for specific purposes (ESP) has been characterised as a materials-driven and a teacher-led movement. Distinctively separated from general English teaching, ESP teachers often function as designers and implementers in curriculum development. Attaining a certain degree of disciplinary expertise is the greatest challenge that they encounter while transitioning from general to specific language teaching. Recognising a dearth of research on ESP teacher development, this study has emerged from in-depth, unstructured interviews conducted with both novice and expert educators. This qualitative inquiry examines the collaborative strategies employed and hurdles encountered by ESP educators within the tertiary education arena, with a specific emphasis on their vital contributions to the English language instruction of undergraduate students in India. The findings offer insights into the evolving specificity of English language education in India, particularly for educators and institutions committed to improving language teaching practices in higher education.

Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts

This study explored the effects of the writing experiences of supervisors on undergraduate English language thesis supervision, specifically focusing on the Japanese and Swedish tertiary contexts where English medium instruction (EMI) is delivered to students whose first language is not English. Employing a Collaborative Autoethnographic (CAE) approach, three teacher-researchers working at universities in Japan and Sweden jointly co-constructed their narratives about their own literacy practices in the historical development of their writing and current thesis supervision. Findings demonstrated limited influences of the teachers’ personal experiences on their practices, with social and educational norms in each country emerging as more significant factors. Particularly, the teacher-centeredness and exam-orientation were observed by the Japan-based supervisors to affect Japanese students, whereas the more horizontal relationship between students and teachers in Swedish education was reported as impacting university students’ autonomy in thesis writing. We concluded that in both tertiary EMI contexts, local embedded educational norms largely influenced teachers' supervisory practices.

The Linkage Between University Students’ Academic Engagement and Academic Support: The Mediating Role of Psychological Capital

Purpose: Despite the importance of university students' academic engagement and the role of academic support in facilitating their success, there appears to be a dearth of research investigating the mediating effect of psychological capital in this relationship, highlighting a significant gap in the existing literature. Methodology: This research was quantitative on the basis of the natural and general features and employed a descriptive-correlational approach based on the structural equation model (SEM). The statistical population of the research included all undergraduate students of Farhangian University of Kerman, approximately 2100 students. Out of this statistical population, 677 participants responded to the online survey. The sampling method was convenience sampling and the data was collected in the first semester of the academic year 1401-1402 (From Aban to Azar). Sands and Plunkett’s (2005) academic support scale, Reeve and Tseng’s (2011) academic engagement scale, and Luthans and Avolio’s (2007) psychological capital scale were used to gather data. The statistical analyses were conducted with SPSS 23.0 and AMOS 23.0. Confirmatory factor analysis (CFA) supported the validity of the scales used in the Iranian tertiary context. Correlational results indicated that the relationships among main research variables were significant. Findings: Structural equation modelling (SEM) indicated that psychological capital mediated the linkage between academic support and academic engagement (β = 0.58, p < 0.01). The results also revealed that academic support (β = 0.69, p < 0.01) and psychological capital (β = 0.39, p < 0.01) were predictive of university students’ academic engagement. Conclusion: The findings of this study indicated that providing academic support has the potential to influence students' psychological capital, resulting in their active engagement and participation in educational and learning endeavors. The limitations of this study and the future directions will be discussed.

Review of Research on Arab EFL Learners’ Motivational Language Learning Strategy-Use in the Tertiary Context

Research suggests that successful language learning requires learners to utilize effective cognitive, behavioral and affective language learning strategies (LLS). Under the impetus of Saudi Arabia’s Vision 2030, English as a Foreign Language (EFL) proficiency in an essential for adequately preparing the workforce of the future. This creates an imperative for LLs researchers to provide a contextualized and nuanced picture of the EFL learning experiences of tertiary-level Saudi EFL learners and their strategy-use. Thus, the aim of the present paper was to review LLs research within the Saudi and parallel Arab contexts to detect predominant themes, trends and gaps. To this end, 16 relevant studies undertaken between 2012-2023 were identified. The review found that the studies were largely focused on identifying perceptions and attitudes towards LLs amongst students and deployed mostly quantitative methodologies. They predominantly strove to confirm earlier studies rather than to pursue exploratory or intervention-based research trajectories that could provide deeper insights or deploy strategy-use research to address challenges faced by the learners. Based on the above, the present paper suggests an urgent need for Arab LLs researchers (particularly in the Saudi context) to undertake contextualized and actionable research of benefit to Arab (and Saudi) EFL practitioners and learners. Keywords: Language learning strategies, EFL learning, Vision 2023, Social contexts

A longitudinal study on content learning of EMI students in Vietnam from Bourdieusian perspectives

Abstract English as a medium of instruction (EMI) has increased rapidly. This study adopts a Bourdieusian framework to investigate two research questions. First, it examines whether there is a change in the content learning of EMI business students over time. Second, it explores the connection between students’ social milieus and their academic performance in an EMI tertiary context. The study collects GPA scores and background survey data from EMI and Vietnamese-medium instruction (VMI) students over a two-year period. The findings reveal that EMI students experience a greater decline in learning when transitioning from year 3 to year 4, compared to VMI students. Additionally, students with higher levels of cultural capital, as measured by English entry grades and English private tuition time, experience a drop in their academic performance. From a Bourdieusian perspective, the EMI group lacks the necessary form of capital to reproduce their class privilege in relation to the VMI cohort over time. Theoretically, the study reinforces the notion that EMI serves as a mechanism of cultural reproduction that aligns with the unequal distribution of resources. Empirically, it contributes to the understanding of EMI’s impacts, and its implications for policy implementation in Vietnam and similar contexts.

Using Online Tools to Help Students Elevate Lexical Range in English-as-a-Foreign-Language Writing

Different automated writing evaluation tools have been applied in English-as-a-foreign-language (EFL)/English-as-a-second-language (ESL) writing instruction to facilitate feedback giving and enhance writing quality. Yet they fail to provide needs-driven focused feedback that takes account of learner differences and that drives learning. In the Vietnamese tertiary context where I taught the EFL writing course for the present innovation, vocabulary was underscored as one of the key dimensions to be assessed in students’ EFL writing performance. However, many students were not certain about what they could practically do to elevate lexical range in their EFL writing. They tended to use overtly easy words or else they repeated words that have been used to a large extent. This classroom innovation responded to these lexical problems and the recent calls for the instructional pedagogies to provide needs-driven feedback that empowers learners to explore and edit their writing by themselves. It guided students to expand their lexical range in EFL writing through use of online dictionaries and Text Analyzer, a free online tool to find the Common European Framework of Reference level of their written text. The innovation afforded the students the autonomy to explore, reflect on their lexical use and make informed changes about it. The pedagogical values of the innovation were reported from students’ perspectives and my experience as their class teacher. In light of these benefits, future pedagogical directions for upgrading lexical use in EFL writing are further discussed.

Translanguaging Practices in Tertiary Context EFL Classrooms in Indonesia

The phenomenon of code-switching, or translanguaging, has evolved within the field of linguistics, particularly in the context of bilingualism. Researchers have explored the use of the first language (L1) in second language (L2) classrooms from various perspective. This study explores students’ attitudes toward using L1 in EFL classrooms and its relationship with translanguaging characteristics, frequency, and factors including proficiency levels and gender. Based on Poplack’s (1980) theory, the study examines how highly language proficient bilinguals engage in translanguaging. This study involves 49 participants from an Indonesian EFL program using a survey-based research design. Data collection methods encompass Likert Scale surveys and open-ended questionnaires. The result reveals that students had positive attitudes toward translanguaging, considering it a natural practice for bilinguals that should be allowed in L2 classrooms. However, the study found that the students showing neutral perceptions that the practice of translanguaging did indicate the students’ lack of linguistics proficiency and gender. This led to the meaning that the statements were true without being influenced with the participants' subjectivity. This study also proves the hypothesis which stated that bilinguals who are highly proficient in both languages (L1 and L2) are generally better at translanguaging.Keywords: EFL classroom; translanguaging; correlation; L1; L2.

Learning-Oriented Assessment (LOA) Implementation in EFL Tertiary Contexts: Towards a More Task-based Learning (TBL) Environment

Over the past decade, learning-oriented assessment (LOA) has gained increasing attention as an emerging approach to classroom-based assessment. LOA prioritises learning and focuses on engaging learners actively in assessment and feedback activities. To enhance the learning environment in higher education, it is crucial for teachers of English as a foreign language (EFL) to be aware of and implement innovative assessment methods that support student learning, such as LOA. The purpose of this mixed-methods study was to investigate the knowledge, use, and challenges of LOA in tertiary contexts. A total of (93) male and female EFL teachers teaching in tertiary education participated in the study. An adaptation of The Teachers' Learning-Oriented Assessment Questionnaire survey (Alsowat, 2022) and items from semi-structured interviews (Fazel & Ali, 2022) were used to collect the data for this study. The findings of this study show that EFL teachers had good knowledge of LOA concepts but suggest that they need further focused training on the implementation of LOA. The study also shows that the teachers faced pedagogical, practical, attitudinal, and institutional challenges that prevented the better implementation of LOA practices.

Curiosity-Driven, Inquiry-Based Science Projects Bridge Face-to-Face and Online Learning Formats During COVID-19: A Teacher's Community of Inquiry

This paper is a report on a year-long action research project with a Community of Inquiry where a group of teachers from across primary, secondary, and tertiary contexts were developing and implementing student-centered, curiosity-driven, inquiry-based science projects to bridge face-to-face and online learning contexts and support their students’ engagement in learning during the COVID-19 pandemic. We followed the teachers through two research cycles to investigate their driving question: “How can we best support our students’ learning in blended learning environments through Curiosity-Driven, Inquiry-Based Science Education?” We report on their ideas, successes, and challenges as they created and implemented eighteen projects. In the first cycle of inquiry in fall 2020, the teachers met online to discuss plans, they implemented their plans with their classes, and they met online to reflect on their projects and share resources. In the second cycle of inquiry in spring 2021, the teachers met online again for further planning, implementation, and reflection. We recorded all online meetings, collected resources that teachers shared, and conducted thematic analysis. Findings indicated the primary focus for the teachers were: which education technology methods to use; the importance of supporting their students’ voices to discuss their work at all stages of their projects; coming up with appropriate means of assessment of their students’ projects; supporting their students in their developing research and problem-solving skills; and supporting their students to reflect on their learning. This study is significant because it demonstrates the creativity and innovation of a group of teachers in their efforts to support their students’ engagement and learning through Curiosity-Driven, Inquiry-Based Science Education during the Covid-19 pandemic. The teachers’ projects have been shared on an Open Education Resource.

Development and Use of CEFR Based Self-Assessment in a Thai Tertiary Context

Development and Use of CEFR Based Self-Assessment in a Thai Tertiary Context

EFL Teachers’ Maxims: The Impact of COVID -19 Pandemic on Online Teaching in the Thai Tertiary Context

EFL Teachers’ Maxims: The Impact of COVID -19 Pandemic on Online Teaching in the Thai Tertiary Context

Understanding Chinese English-major students’ engagement with supervisory feedback on their undergraduate thesis: Insights from a multiple case study

ABSTRACT Students completing undergraduate thesis projects rely on supervisory feedback to improve their academic writing and research abilities. Despite its critical role, supervisory feedback on undergraduate theses is under-researched. Adopting a qualitative multiple case-study approach, this study explores how students’ motivation for writing the undergraduate thesis and English proficiency might influence their engagement with supervisory feedback. Four students participated in the research through purposive sampling. Multiple sources of data were collected from the focal participants, including stimulated recalls, interviews, and focal students’ thesis drafts. The findings suggested that students’ motivation for writing their undergraduate thesis and English language proficiency played pivotal roles in the extent and manner of their engagement. Pedagogical implications derived from the findings are discussed to enhance undergraduate thesis supervision quality in the Chinese tertiary context.