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number: /2021
CIT number: 0
Number of views: 1,657
This paper presents the results of a study exploring the English as a foreign language (EFL) high school students’ perceptions of the factors that affect their intercultural communicative competence (ICC) development. This mixed-methods study was conducted in the context of a high school in Lam Dong Province, and it involved 140 EFL high school students in answering the questionnaires and 12 of them in semi-structured interviews. The quantitative data were processed using the software SPSS, while the qualitative data were analyzed by the content analysis approach. The findings unraveled that participants believed that learner-related factors played an important role in shaping their ICC. Learners’ psychology (e.g., confidence, calmness, risking-taking) and motivation (e.g., importance, necessity and usefulness of culture) were two major factors in contributing to their ICC development. Nevertheless, it was found out that participants were unsure of the effects of teacherrelated factors (e.g., teaching methods/approaches, enthusiasm, assistance) and learning material-related factors (e.g., cultural issues, textbook contents, effectiveness) on their ICC enhancement. Such preliminary findings may imply that learners play an important role in shaping their ICC, while the teachers and learning materials are not clearly significant in developing students’ ICC.
number: /2021
CIT number: 0
Number of views: 3,121
Student intercultural adaptation in higher education has been extensively studied throughout the world, primarily from socio-cultural and psychological perspectives. This paper draws on recognition, agency and transformative learning theories to develop a conceptual framework of intercultural adaptation in students of international training programs in higher education. Firstly, it articulates intercultural adaptation issues that have been presented in the recent literature. Secondly, it conceptualizes “intercultural adaptation” in student self-transformation through exercising their “needs-response agency” and “agency for becoming” that is shaped by structural and affective recognition in ecological circumstances. Accordingly, the needs-response agency is manifested in students’ intentions and actions in response to structural contexts in terms of international curriculum, culturally responsive pedagogy, intercultural support policies and extra-curricular programs. Meanwhile, agency for becoming is exhibited in self-transformation to become more interculturally adaptable through future aspirations and goals, agentive access to available resources and support and a stimulating environment. The paper concludes by arguing for a critical orientation towards transformed agency through structural and affective recognition as a worthwhile means of achieving effective intercultural adaptation in students of international training programs in higher education.
number: /2021
CIT number: 0
Number of views: 1,288
Gifted education in Malaysia can be traced back to the 1980s. However, the first gifted school was established in 2011. It was later included in the policy as the awareness of gifted education gained more significance. The gifted education curriculum is specifically designed to tailor to the needs of gifted students while also accommodating the standard national curriculum. This paper reviews history and current practice of gifted education in Malaysia. The conclusion showed that there is much room for improvement for gifted education in Malaysia and find the best system to cater to the needs of gifted students that are arising in Malaysia.
number: /2021
CIT number: 0
Number of views: 1,068
SOGIE-related school violence covers sexuality and gender-identity/ expression-related bullying and other violent acts and threats, occurring in and around educational contexts. These may result in physical, verbal, sexual, psychosocial or technology-related harm to children. It is based on gender and sexuality stereotypes, particularly roles and norms expected of children because of the privileging of heterosexual norms and gender roles in society. The study on SOGIE-related school violence in secondary schools of Viet Nam revealed some important findings on the level of SOGIE-related violence that LGBT students experienced in schools, their perception of school safety, as well as their responses to this form of school violence. Based on the evidence collected from the study results, several recommendations were proposed, including those for policy makers, curriculum developers, and schools, to prevent SOGIE-related school violence and build a safe, healthy school environment for all learners.
number: /2021
CIT number: 0
Number of views: 1,026
Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.
number: /2021
CIT number: 0
Number of views: 2,712
The current study was conducted to investigate high school EFL teachers’ perceptions towards the role of content schema activation that is focused on the pre-reading stage of their students’ reading comprehension ability and to find out the most common instructional strategies EFL teachers use to foster schema activation in the EFL classroom and gain insights into possible difficulties EFL teachers face when activating schemata in the reading lessons. The participants included 77 EFL high school teachers in the Mekong Delta, Vietnam. To collect the data, a 22-item questionnaire and the semistructured interview on the teachers’ perceptions were carried out. The findings showed that although the participants had a positive perception towards the role of schema activation in English reading comprehension, they confirmed instructional strategies were not often used to activate students’ schemata in English reading comprehension. In addition, the participants tend to use more simple strategies, such as questioning, brainstorming, discussion and using audiovisual aids than complex strategies, Know - Want to know - Learned chart, semantic mapping, and anticipation guide, in order to activate students’ schemata. Most possible difficulties in activating students’ schemata in English reading comprehension were also revealed, such as the students’ limited linguistic knowledge, unfamiliar reading text’s topics, limited time for teaching reading, time-consuming work in designing the effective and appropriate schema activation activities, and the large classes. Pedagogical implications and suggestions for further research are presented based on these findings.
number: /2021
CIT number: 0
Number of views: 975
The acceleration of all systems is the main characteristic of life in the 21st century, including in the economic field. The emergence of digitalization which is often associated with neo-capitalism has made practitioners in the Civic Economy need to strengthen their existence. Especially in the field of engaging to solve economic issues in society by using national values. It requires comprehensive skills or commonly known as transferable skills. In this study, the scope used is the practice of the economy in Indonesia with the perspective of the emergence of social entrepreneurship trends that are promoted by youth to run a business and strengthen social relations simultaneously. Based on the analysis of literacy studies, it was found that the existence of social entrepreneurship in Indonesia in building transferable skills is: 1) becoming a non-formal education for youth in the economic and social fields; 2) encouraging the creation of a multitalented generation, and 3) have the opportunity to become a role model for the implementation of Economy based on Pancasila values. However, weaknesses in the regeneration process and organizational development management are still obstacles that must be addressed immediately so that existing opportunities can be optimally fulfilled
number: /2021
CIT number: 0
Number of views: 1,033
Past research has reported that training on other aspects affected the learner’s language complexity but did not substantially promote accuracy or the results were too ambiguous to determine if accuracy was also improved (Ellis, 1987; Crookes, 1989; Wigglesworth, 1997). This study set out to determine if this is also the case for speed reading courses, in which EFL learners are trained to improve their reading fluency. An experiment was conducted on university students in order to see if their language knowledge accuracy would improve when their reading fluency developed. During the experiment, two treatment groups and two control groups were following an English program at university while the treatment groups also followed a speed reading course, which lasted two months. A set of language memory span tests were given before and after the treatment. The results indicated that although improvement in reading fluency facilitates language complexity, it does not assist language accuracy development to a remarkable degree.
number: /2021
CIT number: 0
Number of views: 3,125
The education process of the 21st century has been heavily impacted upon by digital technology. This impact has culminated in the transformation of pedagogy and learning through the penetration of digital technology into the social, political and economic fabric of society. Learning is now more strategic with a greater emphasis on learner-centred learning and virtual collaboration, whereby the role of the teacher has changed to a facilitator of learning, rather than the fountain of knowledge. This paradigmatic shift in approach responds to the need for life-long learning whereby, in a freelance economy, individuals will be expected to engage in working landscapes requiring a broad range of skill sets, including the soft skills. A freelance economy encourages individuals, through greater levels of autonomy, to collaborate and engage in enhanced decision-making and, as a result, be positioned to participate in the improvement of society through the use of flexible learning structures supported by digital technologies. This expectation, therefore, impacts educational institutions across sectors, requiring them to provide learners with the skills necessary to continue their learning journeys well beyond their formal education. In response to this pedagogical shift, this paper provides insights into the wide scope of digital technology use for 21st century learning to date. It provides three exemplars that encompass: 1) School curriculum implementation; 2) Enhancing languages education and 3) Use of Zoom for online collaboration. All three address the challenges faced in implementation, in addition to outlining the associated expectations, strategies and support mechanisms.
number: /2021
CIT number: 0
Number of views: 1,120
The Covid-19 pandemic has hit Indonesia since March 2020 and changed various order of community life. Various efforts have been made to tackle the transmission of this pandemic, including physical distance and lockdown. Academic institutions changed their learning activities, from face-to-face learning to online learning by using technology. Referring to the massive use of technology in the pandemic, digital literacy is needed for all levels of education. The purpose of this article is to describe the policy of digital literacy programs in Indonesia; the government’s role during a pandemic in education sector; and the implementation of digital literacy during the pandemic. The study of these three topics are useful for understanding how to increase utilization of digital literacy, and the possibility to develop digital citizenship programs to counterbalance unexpected impact of digital information.