This study focuses on online supervisory written feedback on PhD supervisees’ performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students’ academic lives. This scenario has influenced both students’ and teachers’ mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors’ perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students’ production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

The paramount objective of English language teaching and learning is to achieve language competence in communicative purposes with the minimal learners’ errors. To attain that goal, corrective feedback plays an important role due to its efficiency in developing learners’ English capacity. However, the correlation between language students’ and teachers’ views on the issues of corrective feedback including its types, methods and timing has received inadequate attention from educational scholars. This study, therefore, aimed to examine teachers’ and learners’ perceptions of corrective feedback at a higher education institution. The research employed the mixed method with the participation of 425 law-majored sophomores. Specifically, the statistics involved the survey questionnaires, follow-up interviews with students as well as the interview with thirteen teachers of English. The results indicated overall matches between learners’ and teachers’ high remarks on the necessity of oral corrective feedback in the students’ English acquisition. Notably, they both highly valued the use of metalinguistic feedback, prompt feedback for grammatical and lexical errors while explicit correction and recast were preferred for phonological errors. In terms of feedback timing, students were perceived not to be negatively affected by immediate correction, yet expressed their preferences for the delayed corrective feedback, which was compatible with teachers’ views. Such findings set practical pedagogical implications for language educators in the language teaching and learning process.

In the last decade, vocational education in Indonesia has experienced problems in making career decisions for students, which was exacerbated by the COVID-19 pandemic. Therefore, this research aims to examine the role of self-efficacy and mediate digital literacy, social environment, and counselling guidance in influencing career decision-making. This is an ex-post-facto research design with data collected from a sample of 566 vocational education students in Indonesia through a questionnaire method distributed online using Google Form. The collected data was then analyzed using structural equation modelling (SEM) with path analysis and bootstrap methods. The results revealed that self-efficacy plays a vital role in mediating digital literacy and guiding students in career decision-making. On the other hand, digital literacy, guidance, and counselling have a significant direct effect on self-efficacy and career decision-making. Meanwhile, the social environment only has a significant direct effect on students’ career decision-making. The real role of all elements of vocational education in strengthening self-efficacy, growing digital literacy, monitoring social environment interactions, and providing counselling guidance to students is needed to increase optimism and the quality of career decision-making in vocational education.

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.

This investigation examined English as a foreign language (EFL) teachers’ perceptions of their self-efficacy in using instructional strategies in the context of the Mekong Delta of Vietnam. The research was designed as a descriptive research collecting quantitative and qualitative data from a questionnaire and semi-structured interviews. Forty-six Vietnamese EFL teachers were invited to partake in the study. The results indicated that participants were in general confident in using instructional strategies in their English classes. Specifically, the participants were highly confident in their abilities to use multimedia (M=4.41), assessment techniques (M=4.35), and classroom English (M=4.35). The study also indicated that participants were not confident in evaluating the level of task difficulty (M=3.37), dealing with unmotivated students (M=3.57), and meeting students’ particular needs for support (M=3.62). Pedagogical implications and recommendations were addressed to help manifold stakeholders at the end of this paper.

The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students’ learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.

Phonological awareness relates closely to listening and speaking skills. It also has an important role in learning to read in an alphabetic writing system. In the context of learning a new language, it is essential to figure out an appropriate strategy in accelerating the phonological awareness skill. The present study aims at investigating the effect of embedding phonological awareness training in adult English as a foreign language (EFL) learners’ phonological awareness skill. It involved 63 EFL students who were divided into two groups: Experimental and control. The data were taken by using a phonological awareness test and analyzed by using independent samples t-test. The overall comparison showed that the experimental group who received an embedded phonological awareness training for 4.5 hours (45 minutes of six meetings) surpassed the control group who joined a regular vocabulary class without phonological awareness training (p = .017). Thus, phonological awareness training effectively accelerates adult EFL learners’ phonological awareness skills.

Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a narrative inquiry investigating a teacher who taught first graders both content matter and English during the COVID-19 forced-remote learning. Furthermore, data were gathered using semi-structured interviews to guide the participant in narrating CLIL science teaching experiences. Virtual observations were carried out eight times to obtain evidence of translanguaging practiced. Due to forced-remote learning, the results indicated that the teacher had to find the most convenient ways to instruct the young students without adding to their burden. Furthermore, it was reported that scaffolding by translanguaging was planned systematically by valuing the students’ L1 and alternating it with English as the target language. The findings also discussed the practical implications of this study to maintain young learners' (YLs) engagement through translanguaging strategies.

Nowadays, Peruvian physicians commonly give oral medical reports to a patient´s family in English. For this reason, this research seeks to demonstrate the effectiveness of an Intervention Program for improving oral skills through role-playing activities, one hand, and, on the other, it aims to discover the kind of motivation, both goals in 40 students belonging to the Medicine Faculty of Universidad Nacional de Piura. This study has two parts, in the first quantitative phase, it measured the level of oral skills in these students, through an oral pre-test. After that, the students participated in an intervention program consisting of role-playing activities where the doctors usually use radiography to explain a medical condition. Then, the students were evaluated on their oral skills using an imaginary hospital situation similar to the pre-test. In the second part, the qualitative phase measured the Motivation of these students using the Attitude Motivation Test Battery (AMTB) in addition, a semi-structured interview could support the findings obtained in the aforementioned survey. The main findings were the improvement of oral skills and both Integrative and instrumental motivation in these students thanks to role-playing activities application.

The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.

Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.

This study aims to analyze the characteristics of social skills, digital literacy disposition, and mathematical literacy abilities of 49 students; to analyze the theoretical model of the direct and indirect influence of digital literacy skills and social skills on mathematical literacy skills. The number of samples is 49 of the 12th-grade students at state high school #1 Southern Konawe. The research instruments consisted of a mathematical literacy ability test, a social skills questionnaire, and a digital literacy disposition questionnaire. The data were analyzed by descriptive statistics and structural equational models (SEM) with a Smart PLS 3.0 application. The results showed that students' mathematical literacy skills tended to be better on content and context indicators but they are weak on competency and process indicators. Students' social skills tend to be better on indicators of peer-relationship skills and self-management skills, but are also weak on indicators of academic skills and compliance skills. Mastery of the digital literacy disposition tends to be better on the internet searching, content evaluation, and information sharing indicators but is still weak on knowledge assembly. Furthermore, it was found that (a) social skills have a direct effect on digital literacy disposition but do not directly affect mathematical literacy skills; (b) the digital literacy disposition has a direct effect on mathematical literacy skills.

Learning activities are conducted to help students achieve optimal academic achievement. This research aims to optimize student academic achievement through a learning process that integrates comprehensive formative assessments, including formative tests, self-assessment, peer assessment, and the initiator of creating summaries or concept maps that are given to students in a structured manner at the end of every lesson. The research method used was a quasi-experimental method with a 2x2 factorial design. Students enrolled in the biology education program of the basic physics course for the 1st semester of the 2019 academic year participated in this study. The participants were 66 undergraduate students divided into two classes. Thirty-four students in the experimental group were in class A, while 32 students in the control group were in class B. Data were collected using a learning outcome test instrument to measure academic achievement, which was tested at the end of the semester. Data were analyzed using a two-way ANOVA. This study concluded that a learning process that includes comprehensive formative assessment significantly affects students' academic achievement. These findings support the theory that formative assessment provides feedback, correction, and improvement in student learning.

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.

Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.

The vast technological development affects every layer of people’s daily life, including Education. However, Indonesia’s tertiary education status quo has not exhibited any rapid development in information technology-based learning media. This study aimed to develop and identify the effectiveness of Basic Pedagogy Material online learning material in improving students’ outcomes in pedagogy. It applied R & D design with a waterfall development model on second-semester students in Universitas Negeri Semarang, Indonesia, during the educational year of 2020/2021. The data collected through interviews, observation, questionnaire, scale, and test were analyzed using independent t-test and n-gain. The findings indicated a significant difference between the average score before and after students used the Basic Pedagogy Materials mobile learning application during the learning process. Therefore, the mobile learning application developed effectively improves students' learning outcomes in pedagogy subjects effectively.

This study aims to analyze the impact of Bandura’s observational learning model based on performance assessment learning models and general motor skills on athletic skills learning outcomes. This study used an experimental design treatment by level 2x2. A simple random sampling technique was used with a total of 88 people. The data collection method used consisted of tests and documentation. A two-way analysis of variance was used to analyze the data. The results showed that the students’ athletic skills learning outcomes that followed the Bandura observational learning model based on performance assessment were higher than students’ conventional learning model. There was an interaction effect between the learning model and general motor skills on the student's athletic skills learning outcomes. The students’ athletic skills learning outcomes who follow the Bandura observational learning model based on performance assessment were higher than the conventional learning model. The students with low general motor skills and the students’ athletic skills learning outcomes that followed the Bandura observational learning model based on performance assessment were lower than the conventional learning model. Based on the research findings, it is recommended to improve the athletic skills learning outcomes with Bandura's observational learning model based on performance assessments appropriately and correctly.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

This study aims to identify students' styles of career choices. The second aim is to investigate what factors influence career choice style. The third aim is to determine whether all students of education programs want to become teachers one day. This research model is a relational model that uses multinomial logistic regression. The research population was Universitas Negeri Semarang (UNNES) students of education programs from five faculties in 2018. The number of people in the population was 4,531, and the participants were 220 students. The data analysis consisted of the multinomial logistic regression method. The results showed that the model met the requirements for use. Factors affecting career decisions are gathering information, locus of control, decision-making speed, and aspiration of an ideal career. Career choice has five styles: rational, intuitive, spontaneous, dependent, and avoidant. Accordingly, the spontaneous style is most commonly used by students. The other result shows that the factor that most influences students in choosing a style is pursuing an ideal career.