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number: /2021
CIT number: 0
Number of views: 2,104
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: 3,700
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: 1,664
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: 1,507
This study aims to discover middle school students’ creative capacity in reading literary texts. Starting with discussing the definition of creative capacity prior to assessing the creative capacity of 128 middle school students in reading literary texts, the research finds that Vietnamese students perform well in a low level of creativity as in recognizing new ideas. However, they are limited in the high level of the capacity in reading comprehension such as giving their own opinion on literary text content, comparing works, applying the values of literary texts into real life as well as the ability to create new products. The results provide significant insights into the current situation of enhancing creative capacity for students in reading comprehension grounding the basis for proposing some appropriate solutions and recommendations to help develop students’ creativity in reading comprehension of literary texts.
number: /2021
CIT number: 0
Number of views: 1,679
Teaching Biology at the upper secondary school level is considered to be the most important basis for developing students’ interest in science and then into careers in the field of Biology. This study’s purpose was to suggest some learning activities of Biology grade 10 to promote students’ career orientation competencies. This study investigated the contents of the Biology grade 10 programme of the General Education Curriculum 2018, and the types of learning activities that can be organised to promote students’ career orientation competencies. The results of the study included: 1) Defining learning activities represented by various forms such as research activities, project activities, explore activities, experimental activities, career discovery, experience activities,... depending on the characteristics of contents and the requirements that need to be achieved in the Biology grade 10 programme; and 2) Proposing the illustration for designing learning activities which can be organised in 5E inquiry learning model to enhance students’ career orientation in teaching Biology
number: /2021
CIT number: 0
Number of views: 1,909
Assessment to Learning (AtL) emphasises social constructivism, via the collective and sharing of knowledge through guided and planned incremental learning. The goal of AtL is to capture and impact on the learner’s learning journey. AtL achieves this goal above by acknowledging the power of collective learning experiences; the learning experiences that reflect the successes and failures of the learner, their peers and their teacher/s (henceforth referred to as the participants), and then, through cultivating those learning experiences into Future Actionable Knowledge (FAK). FAK represents the application of present, past and future knowledge by emphasizing the Multi-Dimensional Discourse (MDD) communication channels, via Feedback-Feedforward Learning (FB-FFL), between the participants to diminish gaps-in-knowledge. Therefore, AtL is a formative assessment process built on the learning experiences of the participants to guide, and incrementally impact, via FAK, on their learning by facilitating a diminishment of gaps-in-knowledge.
number: /2021
CIT number: 0
Number of views: 1,312
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: 1,314
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: 1,319
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: 3,752
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.