The purpose of this study is to determine whether or not teachers’ lifelong learning tendencies vary by gender, professional field, educational level of service, professional seniority, and frequency of reading a book, magazine, and newspaper. The study employs a descriptive research model. Its population consists of primary teachers and field teachers working in the central district of Kayseri province, located in the middle part of Turkey, in the 2015-2016 academic year. The study group consists of 380 teachers chosen from this population through stratified sampling. The data were collected through Personal Information Form and Lifelong Learning Tendency Scale developed by Diker-Coskun. The obtained data were analyzed via SPSS 20.00 at 0.05 significance level. The study revealed that the teachers working in the middle part of Turkey have low lifelong learning tendencies. Also, the study determined that the teachers’ lifelong learning tendencies significantly vary by gender, professional field, educational level of service, and frequency of reading a book, magazine, and newspaper, but professional seniority is not a factor that leads to a significant difference in lifelong learning tendency.

In almost all European countries, many schools offer a form of bilingual education provision according to which content subjects are taught either through two different languages or through one foreign language. This approach is known as Content and Language Integrated Learning (CLIL). The main problem addressed in this research article is the need to examine and describe the contribution of CLIL methodology to the development of bilingual language competence of students of a secondary vocational school. In addition, the study looks at the teaching and learning within a bilingual Slovak-English study program of the school, specifically at the implementation of CLIL methodology in content subjects taught within the program. Specifically, the extent, approaches, materials used in the study program to enhance bilingualism at school in general and the bilingual language competence of the students through CLIL methodology in particular, as well as opinions and perceptions of teachers and students were investigated. Three data collection tools were used – interviews with teachers and students, classroom observations and document review. The results of the study indicate that various factors inside and outside the classroom and school enhance students’ bilingual language competence with CLIL methodology playing an important but not a decisive role.

This paper presents how the process of flipped teaching with Computer Assisted Language Learning (CALL) works in teaching English as a Foreign Language (EFL) writing in the Indonesian context. As well, it also elaborates how the teaching model affects learner autonomy. This flipped teaching with CALL was experienced by some lecturers of private universities in East Java, Indonesia. This study used a multi-site case study research design. The data were yielded from in-class observation, lesson plan analysis, focus group interviews, and questionnaires. The total of 5 EFL writing teachers and 150 students from 5 private universities in East Java, Indonesia had participated in this study. Experimenting with flipped teaching with CALL in teaching EFL writing enabled the teachers, as course developers, to get an idea of their students’ response to the challenges of new ways, methods, and techniques of their study. The flip-class environment fostered better communication amongst learners and learner autonomy as well. The flip-class atmosphere also had a beneficial impact on the motivation of learners. The qualitative results from interviews of the learners showed that the learners had inspired themselves to engage in in-class learning activities and self-regulated teaching environments. The findings gave reflection to the teachers on several vitally necessary conditions enabling a course in a flipped teaching with CALL format to contribute to developing students’ professional competencies.

It is aimed, in this study, to compare the achievement level of the students taught with the fifth grade intensive English language curriculum (IELC) and the ones taught with the fifth grade English language curriculum (ELC) in terms of their speaking skills. With this aim, it is also intended to find out the failure behind the students’ speaking skills. Sequential explanatory strategy, which is one of the mixed-methods research designs, was used for this study as the aim was to further explain the quantitative findings. There were two groups of participants in this study. The first group included 64 fifth grade students selected from two different schools though simple random sampling, while the second group consisted of the five teachers teaching the fifth grade IELC. Two instruments developed by the researcher were utilized to collect data. The first instrument was an achievement test developed to measure students’ success in speaking skills, while the second instrument was a semi-structured interview schedule developed to collect data from the teachers implementing the fifth grade IELC. The quantitative data collected through the achievement test were analyzed with descriptive statistics including means and standard deviations and inferential statistics through independent samples t-test which was used to compare the two groups of students’ achievement levels, while the qualitative data gathered through the semi-structured interviews were analyzed with content analysis. The findings indicated that only one objective was attained by the students, the results of independent samples t-test indicated that there was not a significant difference in the achievement levels of the students taught with the fifth grade IELC and the ones taught with the fifth grade ELC. The reasons behind this failure was found to be resulting from teacher-related, student-related, and Ministry of National Education (MoNE)-related factors referring to implementation problems rather than curriculum design.

The purpose of this research was to investigate the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning German. In addition, it was aimed to determine how the independent variables predict the speaking scores and academic achievement. The research sample consisted of 110 students (75 female and 35 males). Three instruments used in the study were: Foreign Language Classroom Anxiety Scale; Strategy Inventory of Language Learning and Shyness Scale. The results of this study revealed that a moderate significant negative relationship (r= -.434) was present between the students' foreign language learning anxiety and academic achievement. Besides, a significant and negative relationship (r= -.290) was found between foreign language anxiety and speaking scores of students. According to the correlation analysis, no significant relationship was identified between shyness, academic achievement and speaking scores of students. According to the analysis, a significant positive relationship was found between the students' language learning strategies and their academic achievements (r= .275). Namely, these data showed that, the level of academic achievement increases as the use of strategy increases. Similarly, shyness and foreign language anxiety show a moderate positive correlation (r= .419). According to these findings, it may be stated that shyness increases as speaking anxiety rises. Besides, it was determined that students' shyness, foreign language anxiety and language learning strategies predicted 26.4 % of their academic achievement. The results indicated that independent variables were positive predictors of students’ academic achievement. Finally, suggestions were made for German teachers to reduce the effects of shyness and anxiety in the process of foreign language learning.

El Oro province undergoes a high rate of student’s withdrawal from distance courses offered by the local university. The distance education model gives for granted that the regular teachers are proficient for remote tutoring. This research attempts to reveal the state-of-art of this educative model in a provincial university. The study focused on a quantitative-qualitative explorative approach to determine, whether, if withdrawal is more frequent in introductory courses or not. Among the main causes for withdrawal were found: (1) the naive of learners in high education programs, (2) the inconsistency of the university proposals (academic and administrative) and; (3) the most important, the deficiencies in remote tutoring.

If the challenges of today's world are to be met, then there is a need to give more prominence to emotion in education, i.e.  indulging the personal, emotional and spiritual aspects of teaching, and promoting the teachers’ social-emotional competencies along with the schooling influence. In this respect, structuring the contents of in-service programs has gained vital importance in all fields of education including English Language Teaching (ELT). This action research study involved 17 EFL instructors to enhance their emotional literacy regarding learning in self and in others and consequently develop behaviors that would be caused by finding out about emotional intelligence. Relatedly, it was aimed to set up a framework of a teacher development program that the instructors at a foreign language school at a state university in Turkey improve their emotional literacy skills and create opportunities to impart these skills to their students as well as to people in their personal lives. The article reports on the participants’ and the researcher’s views regarding the maturation of an emotional literacy improvement program for in-service professional development purposes in ELT context.

The purpose of this study is to investigate the level of anxiety in learning Chinese, discover the dominant factors of anxiety in learning Chinese language and analyze differences in Chinese language anxiety based on gender, year of study and HSK in foreign students in Wuhan, China. The research method used was quantitative using a survey approach. There are 250 foreign students as the samples, consisting of 108 male and 142 female students. The data collection technique used is questionnaire called CLAS (Chinese Learning Anxiety Survey) adapted from FLCAS (Foreign Language Classroom Anxiety Survey). The data were analyzed using SPSS with descriptive statistical techniques and Multivariate Analysis. The results showed that Chinese language anxiety among foreign students is on a moderate level, with communication anxiety as the most dominant aspect. The male and female students have the same anxiety level in learning Chinese. The foreign students who had longer duration of learning Chinese and had higher HSK tend to have lower level of anxiety in learning Chinese. This showed that years of study and HSK were two factors that determine the high or low level of anxiety in learning Chinese for foreign students.

This study investigates the emotional responses of EFL student teachers to various affective situations during practicum and their coping strategies to enhance positive emotions and reduce negative emotions. Seventy female EFL student teachers participated in this study. To collect quantitative and qualitative data, two instruments were used: an emotional reflective diary and semi-structured interviews. The results of the study revealed that the practicum is an emotionally positive experience. The frequency of occurrence of pleasant affective situations was more than that of unpleasant ones. In the decreasing order of frequency, the most frequent emotional responses were happy, angry, and stressed and the least frequent ones were lost, influential, and shamed. Furthermore, the results indicated that student teachers adopted many regulation strategies to manage their emotions. The study recommends that teacher education programmes increase the focus on teachers’ emotions and training student teachers to manage their emotions to build future professional identities.

This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogical-related courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers’ needs to better prepare them with knowledge and skills for their teaching career in the future.

The purpose of the study was to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “Ukrainian language (for professional purposes)” provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook “Ukrainian for Special Purposes” was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver the language course to the students majoring in literature and language teaching.

The Computer has occupied a comprehensive coverage, especially in education scopes, including in learning-teaching processes, testing, and evaluating. This research aimed to develop computerized adaptive testing (CAT) to measure physics higher-order thinking skills (HOTS), namely PhysTHOTS-CAT. The Research Development used the 4-D developmental model carrying the four phases of define, design, development, and dissemination (4D) developed by Thiagarajan. This testing instrument can give the item test based on the student’s abilities. The research phases include (1) needs analysis and definition, (2) development design (3) development of CAT and assemble the test items into CAT, (4) validation by experts, and (5) feasibility try-out. The findings show that PhysTHOTS-CAT is valid to measure physics HOTS of the 10th-grade students of Senior High School according to 82.28% of teachers and students assessment on PhysTHOTS-CAT content and media. Therefore, it can conclude that PhysTHOTS-CAT can be used and feasible to measure physics HOTS of the 10th-grade students of the Senior High School.

The advancement of information and technology resulted in the change in conventional test methods. The weaknesses of the paper-based test can be minimized using the computer-based test (CBT). The development of a CBT desperately needs a computerized item bank. This study aimed to develop a computerized item bank for classroom and school-based assessments. A research and development method is used in this study, which consisted of four phases, i.e., planning, item development, system development, and field testing. Data is collected through documentation, expert judgment, and field testing. The data were analyzed using descriptive statistics and item response theory. The sample of this study was teachers and high school students in West Sumatera province selected using purposive random sampling techniques. The results of the study are as follows. 1) The computerized item bank has excellent quality based on expert validation. 2) There are 120 items inputted into the item bank system that has a moderate difficulty and good discriminant index based on item response theory. 3) The field testing indicated the computerized economics item banking has high effectiveness of usability, usefulness for the teachers, and feasible for classroom and school-based assessment.

The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors’ keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations “A Time for Telling”, published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.

The syntactic complexities of English sentence structures induced the Indonesian students’ sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students’ sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles & Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students’ SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the Indonesian and or other EFL students constructs sentences rests upon the knowledge, sensitivity and the mastery of complex syntactic structures through transformational/structural grammar.

Despite its well-documented benefits for training a wide range of professionals, including teacher candidates in almost all content areas, the incorporation of service-learning into foreign language teacher education is relatively new, and most research only dealt with narrative accounts of non-work-related charitable activities. Consequently, this study sought to investigate the impact of the 20-hour peer-tutoring project on the teaching beliefs, community service attitudes, personal and professional development of 14 Turkish EFL teacher candidates. A comparison between their pre- and post-service metaphors revealed a conceptual shift not only in their teaching perspectives from the behaviorist to constructivist paradigm for knowledge acquisition, but also in their community partnership approaches from the unidirectional to reciprocal pattern of altruism towards their tutees. The classification of their written reflections into six types of significant learning demonstrated that despite a relatively greater focus on expressing their foundational knowledge and application practices, a more balanced distribution of learning gains was achieved between the two overarching spheres of academic learning and personal growth, when coursework engagement and multimodal reflections were co-implemented. They reported developing effective teacher dispositions, interpersonal skills and social responsibility, valued intrinsic rewards for their contributions to the youth well-being, and also appreciated the informal professional learning opportunities the peer-tutoring service offered, though without establishing their own learning agendas.

Summative assessment of students' writing predicts not only the extent to which the course learning objectives have been achieved but also reveals the relevance of the assessment design with the construct of writing being assessed. Any dichotomy between the assessment criteria and the construct of writing or between the assessment criteria and test scoring procedures can produce unreliable and invalid interpretations of the students' writing proficiency. Assuming cohesion as a measure of writing quality, the present study chose samples of academic writing which did not specify cohesion as a descriptor in the assessment scale. A cohesion index was, therefore, developed to investigate how cohesive devices created texture in the sample texts and correlated with the test scores. Descriptive statistics and non-parametric correlation analysis revealed that cohesive devices were positively associated with appropriate use to create texture; however, they only weakly correlated with the test scores. The findings imply that there is the need for developing assessment criteria which consistently measures the text-forming resources to reliably ascertain the writing proficiency of the students. The study recommends a research initiative based on an analytical assessment criteria to ensure a more accurate analysis of the role of cohesion in text-formation and writing quality.

Developing Indonesian English as a foreign language (EFL) students’ structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students’ structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students’ structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.

Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students’ skills are less satisfying. Thus, this study aims to improve students’ problem-solving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasi-experimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre- and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students’ problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students’ problem-solving and mathematical communication skills.