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.

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.

The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master’s degree programme. This study specifies and adapts the methods of diagnostics, criteria for conducting teacher training which are reasonable, psychologically and pedagogically approved and could be implemented in the institutions of higher education of different profiles. It was found out that the training of a teacher within the boundaries of the master’s degree programme of institutions of higher education is an actual task of three-level training of a specialist in Ukraine and requires a differentiated approach for institutions of higher education of various profiles. The components of the programme, based on their comparative characteristics, the status of teacher training in higher education institutions of different profiles with the application of certain criteria, indicators and levels were determined. Comparative analysis of the results of determining the levels of activity empathy and pedagogical reflection formation at the final stage of the study showed objective differences in teacher training in the context of the master’s degree programme of institutions of higher education of different profiles. The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the Concept of master’s training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master’s degree programme, in the profile professional training.

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.

Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' self-efficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.

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.

Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants’ performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

This study aims to determine the effect of the application of the Search, Solve, Create, and Share (SSCS) learning model to the mathematical reflective thinking skills and the students' mathematical problem-solving abilities. This research is a type of Quasi-Experimental Design research with a 2x2 factorial research design. Data collection techniques in this study in the form of documentation and tests at Private school in Bandar Lampung with 28 students of experiment classes and 28 students of control classes. Data analysis techniques used are the normality test and homogeneity test. Testing the hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the results of the study, The calculation of the MANOVA test, it was concluded that there was an influence on the application of the SSCS learning model to students' mathematical reflective thinking skills. The application of the SSCS learning model to the mathematical reflective thinking ability has an influence percentage of 91.9%. The application of the SSCS learning model to mathematical reflective thinking skills and mathematical problem solving abilities has a relatively high level of effectiveness.

Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers’ self-efficacy and critical thinking. A quasi-experimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students’ self-efficacy and critical thinking skills in higher education.

The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 61.34 percent of total variance. Item total-correlations ranged from .488 to .778, and factor loadings from .590 to .790. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research.

The present study aims at investigating some English speaking problems found by the students of English language education department at State Islamic Institute of Kudus and exploring some implications for speaking curriculum development of English language education department. This study used a descriptive qualitative approach and the data were taken from semi-structured interviews, observation and focus group discussion (FGD). The results of the analysis reveal that the problems encountered by the students in English language education department in speaking English cover the lack of appropriate vocabulary, the lack of grammar mastery, the lack of correct pronunciation, the lack of input of English outside the class, the lack of confidence and the lack of English speaking curriculum development. There have been some implications for developing English speaking curriculum. First, the curriculum of speaking should be well designed. Second, lecturers should design English speaking curriculum integrated by technology and social media that makes students to enrich some culture, knowledge and experience around the world. Third, lecturers should facilitate the English speaking curriculum with the English speaking community so that the students will have more chance to speak English inside and outside the class.

Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.

This article highlights the main ideas that underlie the differences in potential pragmatic knowledge constructs students experience when solving problems, between the zone of proximal development (ZPD) and the zone of potential construction (ZPC). This qualitative research is based on a phenomenological approach to finding the meaning of things that are fundamental and essential from the ZPD and ZPC phenomena. Researchers observed mathematics learning by a teacher on 24 fourth-grade students who were divided into groups A (high IQ) and B (low IQ). Data collection through tests, observation, and interviews. While the validity of the data is done through triangulation of methods and triangulation of sources. The results showed that students of the Upper (A) group had high IQ but small ZPD and ZPC. In contrast, students in the Lower (B) group have low IQ but large ZPD and ZPC. This result means that intelligence (IQ) is measured not only logically-mathematically but also in the verbal-linguistic and spatial-visual fields. The conclusion is that there are differences in the construction of students' knowledge in the learning zone. This difference occurs because the knowledge constructs that the students have previously had an effect on the accommodation process of the schemes that students have built while in the proximal development zone (ZPD) where scaffolding works. Meanwhile, the potential construction zone (ZPC) is not sufficient to describe the real development of students. However, it only reflects what students have accomplished.

The implementation of Lesson Study (LS) varies considerably across countries and institutions and is still in a phase of adaptation and experimentation. This article explains the result and the process of a school-based initiative endeavor to implement LS at a suburban elementary in Padang, Indonesia. The study involved 13 teachers, the principal and 6 classes of students. The data were collected through observation and interview. They were classified on the basis of three noticeable emerging themes- teacher collaboration, scaffolding, and reflection. The data were analyzed qualitatively. The results of data analysis reveal a promising improvement in these aspects. Implementing school- support LS increased by weaving the concept into practice helped teachers develop their professionalism gradually. It was obvious that the teachers felt more at ease to work collaboratively when they designed the lesson. This also affected their design which showed more meaningful learning activities and challenging tasks. Then, the teachers improved the way they scaffolded the pupils. The content of reflection and the way the results of reflection were conveyed became better. The principal’s support and the teachers’ strong willingness to elevate their quality apparently took an important role. In spite of that, there were some challenges in carrying out collaboration, providing appropriate scaffolding, and doing reflection. Changing the teachers’ common practice to LS apparently needs some adjustment and time.

This research aimed at analyzing the influence of ‘Process Oriented Guided Inquiry Learning’ model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students’ scientific literacy who gain the POGIL learning assisted by the realia media and the students’ scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students’ critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.