University Learning Research Articles

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.

Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era

ABSTRACTAs artificial intelligence (AI) has been integrated into foreign language (FL) education, learners' well‐being is influenced by various factors, including technological, personal and contextual elements. However, few studies explored how external and internal factors jointly shape FL learners' well‐being in the era of generative AI. To fill this gap, this study explores the effects of generative AI acceptance, perceived teachers' enthusiasm and self‐efficacy on FL learners' well‐being by investigating 613 university learners of English as a foreign language (EFL). The structural equation modelling results reveal that (1) generative AI acceptance positively predicts EFL learners' well‐being and self‐efficacy; (2) perceived teachers' enthusiasm does not predict learners' well‐being and positively predicts EFL learners' self‐efficacy; and (3) the self‐efficacy for receptive skills mediates the relationship between generative AI acceptance/perceived teachers' enthusiasm and EFL learners' well‐being, whereas self‐efficacy for productive skills does not play the mediation role. This research broadens the understanding of the antecedents of EFL learners' well‐being and extends the application of self‐efficacy theory in the AI‐driven educational environment, providing significant pedagogical implications.

Latent space bias mitigation for predicting at-risk students

Researchers have observed the relationship between educational achievements and students' demographic characteristics in physical classroom-based learning. In the context of online education, recent studies were conducted to explore the leading factors of successful online courses. These studies also investigated how demographic features impact student achievement in the online learning environment. This motivates the use of demographic information alongside other features to predict students' academic performance. Since demographic features include protected attributes, such as gender and age, evaluating predictive models must go beyond minimizing the overall error. In this work, we analyze and investigate the use of neural networks to predict underperforming students in online courses. However, our goal is not only to enhance the accuracy but also to evaluate the fairness of the predictive models, a problem concerning the application of machine learning in education. This paper starts by analyzing the available solutions to fairness in predictive models: bias mitigation with pre-processing and in-processing methods. We show that the current evaluation is missing the case of partial awareness of protected features, which is the case when the model is aware of bias on some protected attributes but not all. The in-processing method, specifically the adversarial bias mitigation, shows that debiasing in some protected features exacerbates the bias on other protected features. This observation motivates our proposal of an alternative approach to enhance bias mitigation even in the partial awareness scenario by working with latent space. We implement the proposed solution using denoising autoencoders. The quantitative analysis used three distributions from The Open University Learning Analytics dataset (OULAD). The obtained results show that the latent space-based method offers the best solution as it maintains accuracy while mitigating the bias of the prediction models. These results indicate that in the case of partial awareness, the latent space method is considered superior to the adversarial bias mitigation approach.

A blended teaching and learning model for family-medicine registrar training at a South African university.

Effective primary healthcare is essential in developing countries but faces several challenges, including the lack of standardised training across decentralised sites. In response to unsatisfactory registrar examination outcomes in 2013, the Department of Family Medicine at the University of the Witwatersrand in South Africa introduced a blended teaching and learning programme. The aim of the new programme was to level the playing field by providing uniform online resources on a course site on the university's learning management system. The uniform online resources would be integrated into the teaching programme. A team consisting of the registrar-training-programme coordinator, an educationalist and five family-medicine consultants from different districts began reviewing the curriculum, selecting appropriate resources and developing the course site. The blended programme was developed and implemented using a phased, participatory research action approach, including phases of evaluation and redesign. Since the implementation of the blended-learning programme in 2017, registrar outcomes have improved, but this has not been the only success attributed to the programme. The programme also resulted in an enhanced focus on teaching and learning, especially among those involved in its development. We share the lessons gleaned from our experiences, emphasising the need for adequate training and teamwork if we are to use technology appropriately and effectively to address the difficulties associated with decentralised training in developing countries.

Picture Your Science Educators: Through the Eyes of the Student Teachers

This study was aimed to examine and compare the opinions of science teachers studying at undergraduate and master levels in Norway and Turkey towards their instructors. 22 students studying in science fields at a state university in Norway and 28 students studying in science fields at a state university in Turkey participated in the research. The students participating in the research were selected on the basis of a easily accessible sample. Research data was collected using a structured interview form consisting of 5 open-ended questions that questioned students' opinions about the instructors. The data obtained at the end of the research was analyzed using content analysis and descriptive analysis methods. Considering the findings, the themes of student opinions were obtained: 21st century skills of the science instructors, methods and techniques they use in the classroom, the effects of the science instructors on themselves, what I would do if I were a science educator, and role modeling. While some of the participating students in Turkey found the lecturers inadequate in terms of 21st Century skills, most of the students in Norway found the lecturers sufficient. While student teachers in Turkey emphasized that science instructors ' interaction and communication with students and a strong academic infrastructure are important, participants in Norway pointed out that science instructors have positive effects that contribute to being a good teacher. However, participating students in both groups stated that more traditional teaching methods were used in the classroom. It was determined that students had negative opinions as well as positive opinions. The two most important components of the university learning environment that are meaningful to each other are students and science instructors. Therefore, it is thought that more qualified teaching activities will be realized if science instructors care about what students think about them

Linguistic Features of Different Proficiency Learners’ Oral Performance in a Project-Based Learning Context

Project-Based Learning (PBL) can potentially enhance learners’ oral proficiency. However, little evidence supports how PBL improves learners’ complexity, accuracy, and fluency, particularly for learners with different proficiency levels. This study examined the changes and linguistic features of varying proficiency learners’ complexity, accuracy, and fluency within a PBL context. It involved a homogeneous group of 45 Chinese college learners, categorized into high (N=15), medium (N=15), and low proficiency learners (N=15). Their oral complexity, accuracy, and fluency were assessed using speaking tests before and after PBL. The changes in their oral performance were evaluated using objective measures of complexity, accuracy, and fluency. The transcripts were also used to analyze the linguistic features of different proficiency learners. The results indicate that PBL significantly enhances syntactic complexity as learners’ proficiency levels increase. Significant differences were observed in lexical complexity, pronunciation accuracy, and self-repairs between high and low-proficiency learners. However, no significant differences were found in syntactic accuracy and speech rate across high, medium, and low proficiency learners. The findings also indicate that different proficiency learners reveal various linguistic features of syntactic complexity, syntactic accuracy, and self-repairs in their oral performance. This study provides implications for educators to design project-based activities for different proficiency learners to improve their complexity, accuracy, and fluency.

Reciprocal cognitive and emotional interaction in STEMM university learning and teaching

University learning and teaching involves contrasting and interacting emotional experiences. Even in disciplines considered as objective as Science and Engineering, emotion plays a significant role in catalysing and sustaining learning. Although emotions are individually felt, they are socially constructed between people. This is especially relevant in group-based learning evident in much contemporary higher education. This paper applies the concept of emotion socialization to illustrate how groups of students and teachers cope and succeed in cognitively and emotionally challenging learning settings. The study is based on qualitative data collected across six STEMM university departments, from 280 students via in-situ questionnaires and from 20 teachers via group and follow-up interviews. Two key findings offer insight into processes of reciprocal influence on cognition and emotion. The first relates to ways in which students’ and teachers’ differing knowledge-related goals and relationships with knowledge influenced cognition and emotion, uncovering previously unacknowledged connections. The second relates to how students’ comparisons of progress towards academic goals with peers contributed considerably to their emotional experiences in cognitively and emotionally helpful and unhelpful ways. Practical implications are presented, including possibilities for capitalising on existing emotion socialization processes and enhancing how they influence cognition and emotional well-being.

Learning Style Preferences of French Learners: A Perspective from Bangladesh

The objective of this research was to determine the learning style preferences of French learners in Bangladesh. A questionnaire was distributed among the French learners in different public universities and two other French language institutes across the country. Reid’s (1984) questionnaire comprises thirty learning style preference items, which are classified into six separate learning styles, i.e., auditory, visual, kinesthetic, tactile, group, and individual styles. The questionnaire is prepared to accumulate quantitative data. The researcher used five questions for the interview to collect the qualitative data. Findings of the survey reveal that visual, group, tactile, and kinesthetic learning styles were determined as major learning styles among the participants of this study. Some recommendations, like using different teaching aids such as audio-video materials and applying different techniques, have been proposed for French learners in Bangladesh. Teacher’s World: Journal of Education and Res arch, 50(1): 155-170

Every cloud has a silver lining: a person-centred analysis of foreign language learners’ motivation and engagement in Chinese universities

ABSTRACT Purpose This study aimed to identify different profiles of foreign language learners' motivation and engagement (ME) and examine their relationships with university-level learning environments (i.e. supportive facilities, academic freedom, and learning resources) and students' generic learning outcomes (i.e. academic efficacy and overall satisfaction with language learning). Methodology With a sample of 1,005 foreign language learners in Chinese universities, the study adopted a person-centred approach and conducted the latent profile analysis to identify distinct ME profiles. The robust three-step method (R3STEP) was used to test how university-level learning environments contributed to the categories of language learners' ME. The Block-Croon-Hagenaars approach (BCH) was conducted to reveal how different ME profiles were related to learners' generic learning outcomes. Findings The study identified three profiles of language learners' ME with distinctive characteristics, and unraveled their relationships with environmental antecedents and students' learning outcomes. Specifically, academic freedom and learning resources played a significant role in shaping these profiles. Interestingly, the seemingly “maladaptive” learners reported higher levels of academic efficacy and overall satisfaction. Value This study provided new insights into the positive role of maladaptive motivation, especially negative emotions, in enhancing engagement and learning outcomes among Chinese foreign language learner.

Students’ experiences of educational technology use to facilitate university learning: factors influencing their mediation of learning

The ability to design effective technology-enhanced learning (TEL) experiences is a critical skill for university teachers. However, challenges endure on how best to develop university teachers in research-intensive universities to design TEL experiences that meet student, professional, and employer expectations. Having a greater insight of the varying ways students use educational technology in their learning benefits university teachers’ TEL design skills. To develop this insight, a qualitative case study comprising differentiated interview strategy was conducted to explore students’ use of educational technology for their university learning. This research drew on phenomenographic and sociocultural theoretical perspectives and analysis techniques to investigate university students’ experiences of educational technology use. The analysis of the research data collected found a variance in the way students used educational technology for their university learning with three distinct dispositions identified. This study identified that students’ varied dispositions influenced their educational technology use and were mediated by the task and social contexts of their learning. These findings aim to support university teachers further develop their TEL experience design skills.

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

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

Reflecting on the Implementation of Online English Learning in Islamic Higher Education

The penetration of technology into education has rebounded since the emergence of the COVID-19 pandemic era, especially in bridging the practice of online learning in schools and universities. Reflecting on the practice of online learning, teachers and students give various perceptions. Some benefits and obstacles are mentioned. This descriptive study focused on investigating the perception of lecturers and students toward online language learning in Islamic higher education. The data were collected from teachers and students in three Islamic Higher Education, namely the State Islamic Institute of Palopo, the State Islamic Institute of Bone, and the State Islamic University of Makassar. The questionnaire was used to collect data from 12 lecturers and 86 students participating. In contrast, the interview was used to gain more profound information about the lecturers’ experience and opinions about implementing online learning. From both the questionnaire and the interview, the writers concluded that Lecturers and students in Islamic higher education in South Sulawesi have a positive view of online EFL learning. They value the flexibility, access to resources, and networking opportunities it provides. Students appreciate the ability to manage their learning independently, connect with diverse learners, and engage with various language aspects. However, there's a need for improvements in technology familiarity, stable internet access, access to online learning equipment, and pedagogical training for lecturers to enhance the online learning experience further.

Medical students’ satisfaction towards videos as flipped classroom materials

A video with the complete workflow of colorimetric assay of serum glucose was shot and launched on the college Learning Management System (LMS) for first year medical students. The aim of this project was to assess students’ satisfaction with videos as flipped classroom (FC) materials. Year 1 medical students were instructed to watch the video through an available link before the practical session and answer a questionnaire measuring their satisfaction at the end of the session. 162 students responded to the questionnaire. 85.8% of students said that FC videos should be used for other practical/ clinical sessions. Students’ satisfaction indicates that videos may be useful as FC materials.

Multiculturalism and Gender Values in Arabic Language Learning in Islamic University

This study aims to explore the integration of multiculturalism and gender values in the Arabic language learning process at Islamic universities. Using qualitative research methods, the study analyzes learning content through observations and interviews. The findings reveal that multicultural and gender values are embedded in the textbooks used and are also reflected in the approaches, strategies, methods, and techniques employed by lecturers. These values are consistently emphasized throughout the Arabic language learning process. The results of this study provide valuable insights for further research on Arabic language education, particularly in the context of multiculturalism and gender equality. Unlike previous research, this study simultaneously addresses these two critical issues in education, highlighting that multicultural education cannot be fully effective without also considering gender equality as an integral part of the learning process.

Measuring EFL Learners’ Perceptions of Technology Self-efficacy in Online Language Learning

Technology self-efficacy plays a pivotal role in learners’ technology uptake during their learning process in technology-mediated learning environments. This study aims to explore EFL learners’ perceived technology self-efficacy in online language learning. The quantitative data obtained in this study was via a survey questionnaire with 910 learners of a Vietnamese university. The study results revealed that the overall level of EFL learners’ technology self-efficacy was moderate, except for their high efficacy in using the Internet to gather information. Moreover, these results indicated that male learners were more confident in fulfilling online learning tasks than their female counterparts. The learners majoring in engineering showed more confidence in their capability to use computers and learning management systems in their English learning process compared to those of other majors. However, the learners’ length of time learning English had no significant impact on their perceptions of technology self-efficacy. The findings provide some insights into how the EFL learners perceive their self-efficacious beliefs of technology use in online language learning, which will help train strategies to promote technology uptake in Vietnamese higher education settings.

Critical Review of Lecturers' Attitudes towards Quality of Teaching and Learning in Malaysian Public Universities

This literature review aims to investigate how lecturers' attitudes impact the quality of teaching and learning in public universities in Malaysia. It provides the insights on understanding the relationship between lecturers’ attitudes (responsiveness, professionalism, and accountability) and their influence on quality (effectiveness, efficiency, and productivity). The study addresses issues such as limited curriculum development, ineffective monitoring of curriculum activities, job stress among academic staff, and the perception that public universities are less favourable compared to private institutions. Analysis of studies reveals that lecturers' attitudes such as responsiveness, professionalism and accountability significantly impact teaching and learning quality by lecturers. Positive attitudes are associated with improved effectiveness, efficiency, and productivity. The review identifies various dimensions in which these attitudes affect quality and highlights the need for further exploration of these relationships. This review involved analysing 28 peer-reviewed journal articles related to lecturers' attitudes and quality measures. While not all studies focused specifically on public universities in Malaysia, the selected literature was relevant to the study’s themes. To improve teaching and learning quality, public universities should focus on enhancing lecturers' attitudes, particularly in responsiveness, professionalism, and accountability. Further research is recommended to explore these dimensions more specifically within the context of public universities in Malaysia.

Needs analysis for developing tailored English program for adult learners in universities

Needs analysis for developing tailored English program for adult learners in universities

A comprehensive analysis of the limitations of the shift to virtual learning in universities and colleges during COVID-19 in developing nations

This literature review aims to discuss the transition to online distance learning during the Corona Virus Disease (COVID-19) pandemic in universities and colleges in underdeveloped nations. The limits and potential possibilities identified by the systematic review methodology were used to guide future practices in online distance learning. The results highlight several drawbacks, including digital inequality, inconsistent internet connectivity, a lack of technology proficiency and preparation among teachers and pupils, and a shortage of digital solutions. The results also show that the majority of students had social and emotional difficulties as a result of their quick and careless switch to online distance learning. It was determined that, even before the COVID-19 epidemic, the majority of the restrictions were caused by a deficiency of digital culture. Further possible areas for research recommended in this paper include the exploration of digital inclusion among marginalized groups in developing countries.

A STUDY OF THE CURRENT SITUATION AND FUTURE EXPECTATIONS REGARDING THE COMPETENCY OF LABORS WITH BACHELOR'S DEGREES IN ESTABLISHMENTS IN THE AUTOMOTIVE PARTS MANUFACTURING INDUSTRIES

This research was to study the current situation and future expectations regarding the labors competency with bachelor's degrees in establishments in the automotive and automotive parts manufacturing industries. The gap between the competencies of labors was analyzed with current bachelor's degrees and the competencies of labors with bachelor's degrees that enterprises expect. Data was collected by questionnaire from 80 employees in the establishment, and automotive parts manufacturer No. 1 and No. 2. Employees are from 20 establishments including executive administrators at the department head level and above, engineers, and operator with at least 5 years of experience. Establishments that have signed a cooperation agreement to work integrated learning of King Mongkut's University of Technology Thonburi in Bangkok and perimeter by purposive sampling. The research was found that the labors competencies who graduated with bachelor's degrees in today's establishment’s knowledge in performing one's work have the highest average of 3.720, at the highest average of 3.800 for the area of skills and learning skills, and at the highest average of 4.080 for characteristics of social responsibility. The results of the gap analysis between the labors competencies with bachelor's degrees in today's establishments and the expectations regarding the labors competencies with bachelor's degrees in the future were found that the averages were different and statistically significant at the .05 level in all aspects. The results have the highest average expectation of 4.440, followed by skills with an average of 4.160 and knowledge with an average of 3.972, respectively.

The sustainability of blended learning in Zimbabwean state universities in the post-COVID-19 era

This study delves into the sustainability challenges of blended learning within the context of selected state universities in Zimbabwe. Using a qualitative research methodology, the investigation engaged key stakeholders, including two Faculty Deans, two Information Technology (IT) directors, 15 lecturers, and 50 students, all purposefully selected for their involvement in blended learning initiatives. Through interviews, observation and document analysis, data was meticulously collected. The findings underscored the benefits of blended learning, such as enhanced accessibility, personalised learning experiences and flexibility. However, the study identified significant hurdles, including inadequate infrastructure and the need for lecturer training. To ensure the sustainability of blended learning practices, continual investments in technology and infrastructure are imperative. Additionally, the study recommends targeted lecturer training programs and initiatives to bolster student readiness, thus fostering improved pedagogical skills and heightened student engagement. Although focused on Zimbabwe’s state universities, this research contributes valuable insights into blended learning within higher education and offers actionable recommendations to enhance its sustainability on a broader scale.