Part of enabling progressed learners’ successes is provision of adequate curriculum support to bridge content gap. Learner progression was introduced as an intervention for retention and to minimise ...school dropout. Dynamics around education policy implementation gaps seems to be obstacle between progression policy promises and outcomes. This is visible through the national grade 12 results which continue to decline amid learner progression. Within debates of progression policy derailing quality education, Covid19 disruptions unleashed inequalities in the education sector. For instance, learning losses and in turn pedagogical implications for progressed learners’ extended learning opportunities. This paper reports on curriculum support provided to progressed learners reflecting on Covid19 disruptions using Bandura’ Social Learning Theoretical lens. The study adopted a qualitative research approach placed within interpretivism paradigm and employed exploratory case study design. Six teachers were purposively selected from three secondary school in one district of the Limpopo Province, South Africa. Thus, two grade twelve teachers per school whose subjects were directly affected by progression policy because the study focuses on progression from grade eleven to twelve. Data were collected through document analysis and interviews. Thematic analysis was used for data analysis. Findings revealed limitations to reach out to progressed learners’ due catch-up plans because of lockdown and rotational models. This study concluded on a fair compliance on policy stipulations yet limited specific intervention strategies. The unique contribution of this study is the reflection on three implementation gaps which had implications for progression policy outcomes.
This review aimed at examining the related studies on the effect of English as a foreign language learners' (EFL) psychological well-being and academic engagement as positive emotional constructs on ...learners' grit. The positive significant effect of psychological well-being on learners' grit has been confirmed in the literature review. Studies have shown that resilience, enjoyment, engagement, lack of depression, interest, and world meaningfulness can act as mediator variables in the relationship between psychological well-being and grit. Furthermore, few studies have been done on the effect of academic engagement on learners' grit. The studies showed that some factors such as meticulousness, self-control, self-confidence, and motivation act as mediators in the relationship between academic engagement and grittiness. In the end, the pedagogical implications are expounded to promote the quality of language learning quality. This review also provides some suggestions for further research to clarify our perspective over positive emotional variables and their relationships with each other.
Students' success as a cognitive issue in learning is prejudiced by proper learning approaches which improve their comprehension and achievement. In an attempt to scrutinize supplementary or ...alternate variables that envisage students' success, the researcher inspected a non-cognitive factor, namely grit, theorized as passion and perseverance due to its long-term quality, on the one hand, and its popularity among scholars in preceding decades on the other hand. Moreover, experiential learning (EL) is a momentous instructional approach used in the educational process to accelerate “do it and learn.” The proposed review aims to gauge the EL approach as well as grit to regulate learners' educational success. Consequently, some pedagogical implications are presented for teachers, students, and syllabus designers.
Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to ...improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers.
Different elements in education should be taken into account in the development of education which affects learners' success. Educators are one of the main elements of any educational program, ...primarily in mainstream education, and there is considerable research recognizing this and the fact that educators have a significant effect on learners' success. Therefore, education can be enhanced simply by enhancing educators' effectiveness. Moreover, because of the importance of educators' factors, many researchers have emphasized educator attributes over the last 20 years. In an attempt to better explain the interaction between educator-related concepts in the setting of English as a Foreign Language (EFL), educator self-efficacy has a significant impact on the educators' everyday lives as well as on their learners and is regarded as an important factor in successful education and instruction. Furthermore, as one of the characteristics, teacher resilience is a multifaceted and developmental concept that has newly captured the interest of some scholars, specifically in the last 20 years, allowing educators not only to face difficult situations to survive but also to recover and prosper. To this end, the current review tries to emphasize these two significant factors in regulating learners' success. Corresponding to this review, some suggestions for further research are provided and pedagogical implications are proposed.
This study aims to delve into the role of teachers' self-disclosure on developing students' willingness to communicate (WTC) and students' engagement. First of all, a definition of willingness to ...communicate is proposed, then the concept of teachers' disclosure is explained. Moreover, the definition of engagement and its facilitators are mentioned. The interpersonal relationship between students and teachers with regard to some examples is discussed then. Finally, the significant effect of what has been disclosed by the teachers in both students' willingness to communicate and engagement is discussed. Some limitations in this line of study and pedagogical implications are proposed for avid researchers.
This article addresses key theoretical and practical concerns related to the intercultural encounter with multimodal literature. Previous efforts to incorporate an intercultural dimension into ...conceptualisations of literary literacy have primarily focused on competences associated with the reading of traditional, script-based texts. However, as the term “literature” is today associated with a wide range of new media texts, there is a need to take this into account in theoretical constructs as well as in pedagogical practice. The article provides insight into how the multimodal elements of film function as a complex meaning-making ensemble which adds layers of potential insight as well as potential misunderstanding to the text interpretation process. With a basis in the Model of the Intercultural Reader (Hoff, 2016), the article sheds light on how issues related to the narrative style and structure of a Hollywood motion picture can be navigated through an exploration of the recognisable audio-visual rhetoric of oft-repeated tropes. Drawing on Baz Luhrmann’s film Romeo + Julietas a practical example, concrete suggestions for pedagogical practice are offered. By integrating practices of script-based intercultural reading with new literacies, the article expands upon previous theorisations of the intercultural reader and provides insight into how teachers may facilitate nuanced intercultural explorations of literary multimodal texts in the 21stcentury language classroom.
Abstract
This case study explores the pedagogical implications of translingual practices for Content and Language Integrated Learning (CLIL). The case study examines how a multilingual undergraduate ...student at a Sino-U.S. joint-venture university in China employs translingual practices to understand, deepen, and broaden her understanding of research content and improve her academic writing with different language resources. Specifically, this study investigated how translingual practices were used and perceived to improve content development and language learning in a CLIL context and discussed how translingual practices could be implemented for CLIL. The results show that translingual practices facilitated content learning by allowing the student to use her full linguistic repertoire and helped her scaffold the understanding of new concepts and vocabulary. In addition, translingual practices enhanced the student’s language learning by exposing her to different linguistic structures, conventions, and vocabulary, and promoting a more inclusive and equitable learning environment. These findings suggest that incorporating translingual practices into educational settings, particularly in CLIL contexts, can lead to more effective and equitable learning outcomes for multilingual students.
The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics (SFL) and its theoretical and practical implications on the field of language ...education, being the former widely recognized due to its potentiality to encourage both reflection and action for the participants involved. Recent empirical studies were located and thoroughly reviewed, which shed light on the three most researched areas including text analysis and literacy intervention, classroom discourse, and the language teaching and learning processes. As a final remark and taking into account the literature analysis, some prospective studies are briefly proposed.
•International mathematical contest papers are an emerging type of research paper.•Metadiscourse analysis showed variances in use in winning papers across cultures.•Clear writing was more important ...than native-like writing in math contest papers.•Using IR and text analysis in an EAP course may increase contest competitiveness.
Practitioners of English for Academic Purposes (EAP) are responsible for preparing students to fulfill the expectations of an ever-growing number of written genres. One emerging application of the research paper genre is found in a related pair of highly competitive international contests, the Mathematical Contest in Modeling (MCM) and Interdisciplinary Contest in Modeling (ICM). Through a lens of intercultural rhetoric (IR) and English as a lingua franca (ELF), this paper examines a metadiscourse analysis of 38 summary and 38 conclusion sections of MCM/ICM Outstanding Winner papers, half of which were written by Chinese teams and the other half by American teams. The study found that while both Chinese and American writing depended heavily on the use of metadiscourse in the two sections, there are distinct differences in the frequency and linguistic realization of metadiscourse across cultures. The paper concludes with proposed pedagogical applications of findings in designing an EAP course to prepare international student teams to be more competitive in their MCM/ICM writing. In line with recent research in IR and ELF, the current research demonstrates that the MCM/ICM contests do not require students to hold strictly to “native-speaker” levels of writing as long as the contest papers are mathematically and logically sound.
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