The Post-Covid-19 Language Classroom in Physical and Virtual Spaces

This study aimed to examine the levels of Pakistani university learners' higher order thinking skills (HOTS) in English reading comprehension and to explore how explicit assessments of HOTS can reveal learners' strengths and weaknesses in reading as compared to the traditional assessment of reading. Secondly, the study analyzed the effect of learners' metacognitive awareness on reading on the relationship between their HOTS levels and reading performance. It used a mixed-method approach. In the quantitative phase, an explicit HOTS-based reading test was designed using Bloom's taxonomy. Using random stratified sampling, it was administered to the learners of Bachelor of Science in English (n = 200). Stratified sampling was performed for investigating the gender gap in HOTS levels. The learners' metacognitive awareness of reading was analyzed using Survey of Reading Strategies. Descriptive analysis, independent sample t-test, correlation analysis, and moderator analysis were conducted. It was found that the learners' HOTS levels correlated with their reading performance where creative skill was the strongest, and evaluating skill was the weakest. Metacognitive awareness of reading positively moderated the relationship between the learners' HOTS levels and reading performance. In the qualitative phase, purposive stratified sampling was applied. A subsample (n = 6) was extracted from the core sample based on the high, average, and low reading performance, and three groups were formed. A semi-structured interview was conducted to know learners' opinions on using HOTS-based assessment in reading and their cognitive and metacognitive abilities. The thematic analysis of the qualitative data revealed that three out of six learners did not approve of the way they were assessed by the university. They informed that they had issues with cognitive and metacognitive control of English texts. The findings revealed that the majority of learners suffered low HOTS levels in English reading. The study offers recommendations for English as a second language (ESL) teachers, assessors, and policymakers to improve learner performance to the possible optimal level, especially in underdeveloped contexts that use traditional reading assessments.

6,445 views

4 citations

Original Research

18 October 2022

Iraqi Kurdish EFL teachers’ beliefs about technological pedagogical and content knowledge: The role of teacher experience and education

Sirwan Sadiq Ali

and

Behbood Mohammadzadeh

3,059 views

4 citations

English as a foreign language (EFL) students’ attitudes toward learning the English language.

Brief Research Report

29 August 2022

Saudi English for specific purpose students’ attitudes toward the learning of English language: An investigative study

Bader Alharbi

Students’ attitudes are usually consulted before launching any learning/teaching program since they are the center of the learning process. This study is also motivated by such an aim as it gauges the attitudes of Saudi health track students on learning English for specific purpose (ESP). Furthermore, the students’ perceptions toward the culture of English are sought. It also explores the factors that impact the students in their endeavors. The study applies mixed methods by conducting a survey and follow-up interviews to gather information from 57 Saudi students enrolled at the preparatory year program (PYP), and interviews with 25 students. Findings show that the students have a moderately positive attitude toward learning English. Further, students’ responses aggregate toward moderate attitudes toward learning the target culture. In addition to that, the study reports some factors which shape the students’ positive attitudes toward learning English: (1) teaching quality, (2) classroom scenario, and (3) classroom environment. The study indicates the necessity of engaging students in a relaxed learning environment. As far as the English as a foreign language (EFL) teachers are concerned, they need to take into consideration their students’ interests while preparing and delivering the lectures.

6,782 views

6 citations

Original Research

09 September 2022

Lexical and cohesive links in EFL learners' writing: Exploring the use of task based language teaching

Hani Hamad M. Albelihi

3,781 views

2 citations

Brief Research Report

26 August 2022

Business English instruction: Empowering learners with the 4Cs of the 21st century

Mahdi Aben Ahmed

This research aims to measure the perceptions of business English teachers regarding the effectiveness of the proposed communication, collaboration, critical thinking, and creativity (4Cs) teaching model. Furthermore, it also identifies some of the gaps that emerged while applying the 4Cs model, and finally recommends deliberate instructional steps for using the model. The participants in the study are 140 Business English teachers at an academic institution in the eastern part of Saudi Arabia. The study is driven by the belief that educators in this field need to create modern language instruction involving the 21st century 4Cs: communication, collaboration, critical thinking, and creativity by the intervention of carefully planned objectives, varied activities, varieties of teaching methodologies, technological tools and materials, interaction patterns, teachers’ professional development and students’ awareness and cultural background. Using two questionnaires, the study gauged EFL teachers’ perceptions of the application of a specially developed 4Cs framework for Business English, to ensure that the students enrolled in these courses are fit to take on the role of global citizens. Findings show that teachers are positive about the appropriateness of applying the framework in the context of 21st century skills, and a viable degree of effectiveness in a learning environment. Participant teachers who applied this approach using the conceptualized paradigm in teaching Business English recommend its efficacy due to relevant pedagogical implications and practical principles that were discovered. The study concludes with six principles that can be directly used to ensure that the 4Cs which are a necessity in the 21st education system is integrated by educators in English language teaching (ELT) instruction.

9,389 views

4 citations

Original Research

16 August 2022

E-leadership of the school principals in implementing online learning during COVID-19 pandemic at public senior high schools

Ristapawa Indra

, 1 more and

Martin Kustati

This research aimed to discover the implementation of e-leadership for school principals during the COVID-19 pandemic and its effect on school performance through changes in teacher behavior. Quantitative research was used where it involved 8 public high schools with 150 respondents. The results showed that: (1) the implementation of e-leadership for school principals during the COVID-19 pandemic was at a very high level for the dimensions of the vision of continuous learning and professional development of teachers, and at a high level for the dimensions of classroom supervision and teacher performance assessment; (2) none of the independent variables have a correlation with the dependent variable greater than >0.50. The correlation between the independent variable and the dependent variable is at a simple stage for teacher behavior and a low stage for teacher performance; (3) the result of measurement model test with Confirmatory Factor Analysis (CFA) shows that the loading factor of each indicator is greater than 0.60, which means that the indicators are valid for measuring the variable; (4) the results of the structural model test show that the principal’s e-leadership variable, scientific competence (pedagogical knowledge and pedagogical content knowledge), personality competence and e-skills have a positive and significant effect on teacher behavior with a value of ***p = < 0.05. Teacher performance also has a positive and significant effect with a value of ***p = < 0.05 which makes H-1–H-9 accepted. Proportionally, e-leadership remains the main variable compared to other variables which gives the largest contribution to improving teacher performance through changes in teacher behavior by (0.280), scientific competence variables (pedagogical knowledge and content knowledge) and teacher personality, respectively, contribute to improved performance through changes in teacher behavior of (0.083) and (0.152). The e-skill competency variable of teachers contributes to increased performance through changes in teacher behavior of (0.177). The practical implication of this research is that principals need to change their roles and leadership styles from conventional to electronic-based learning leadership styles to realize effective online learning.

7,051 views

9 citations

Case Report

08 August 2022

The use of virtual and augmented reality in science and math education in Arab countries: A survey of previous research studies

Khaled A. Abutayeh

, 1 more and

Eman Q. Kraishan

The aim of this study was to present a survey of research relating to the use of virtual and augmented reality in science and math education in Arab countries after 2012. The research studies were collected from several sources that include a set of common Arabic research database, a set of English research database, and popular search engines. Thirty three research studies were found related to the use of virtual and augmented reality in science and math education in Arab countries. These studies were examined based on four variables: focus, research method, data collection tools, and geographical distribution. The results showed that most of the research related to uses of virtual and augmented reality in science and math education in Arab countries focused on students and their teachers and most of the researches followed the two-group experimental design, and the quantitative descriptive research. Regarding the methods of data collection most of the studies used test and questionnaires. In addition, most of the research studies were conducted in Saudi Arabia and Egypt. Based on the findings, a set of recommendations were presented.

6,493 views

6 citations