Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.

Challenges to Parental Involvement in Children’s ESL Learning

This paper highlights the findings from the research question, namely: “How do the participating parents work with their children at home?” This is a qualitative study involving seven participating parents of struggling readers of ESL in a Malaysian primary classroom. Interviews were conducted to obtain information from the participants and data was inductively analysed encompassing a co-construction of meaning between the participants’ expressions and researcher’s own interpretation. Two major themes emerged from the data namely involvement; and challenges. In this paper, the results of one of the main themes developed, that is challenges will be discussed. This paper focuses on three types of challenges reported by the participating parents of this study which are “parents and family factors”, “school and teacher factors” and “child factors”. The findings of this study suggest some implications for the system surrounding struggling readers in the Malaysian context including strengthening home-school relationship and establishing educational program for parents.

MENANAMKAN PENDIDIKAN KARAKTER MELALUI KEGIATAN PEMBIASAAN DI SD NEGERI 2 TAMBAKAN KECAMATAN GUBUG KABUPATEN GROBOGAN

Habituation activities are a process of forming attitudes and behaviors that are relatively permanent and automatically through a learning process that is repeated and carried out outside of class hours. Habituation is part of character education from character education which is carried out repeatedly in response to the same stimulus. The purpose of writing the article is to describe the habituation program carried out at SD Negeri 2 Tambakan, Gubug District, Grobogan Regency by guiding to shape the character of students. The research method used is descriptive qualitative research method, so the results of this study are: 1) The habituation program of SD Negeri 2 Tambakan, Gubug District, Grobogan Regency consists of 4 activities, namely routine activities, spontaneous activities, programmed activities and exemplary activities. 2) Character values ??that are applied and shown are religious, care for the environment, responsibility, honesty, and tolerance. 3). The obstacles in implementing character education in SD Negeri 2 Tambakan, Gubug District, Grobogan Regency are environmental factors, student factors, family factors and teacher factors. ABSTRAKKegiatan pembiasaan merupakan proses pembentukan sikap dan perilaku yang relatif menetap dan secara otomatis melalui proses pembelajaran yang berulang-ulang dan dilaksanakan di luar jam pelajaran. Pembiasaan merupakan bagian pendidikan budi pekerti dari pendidikan berkarakter yang dilaksanakan secara berulang sebagai respon terhadap stimulus yang sama. Tujuan penulisan artikel adalah untuk mendeskripsikan program pembiasaan yang dilakukan di SD Negeri 2 Tambakan Kecamatan Gubug Kabupaten Grobogan dengan cara membimbing untuk membentuk karakter siswa. Metode penelitian yang digunakan menggunakan metode penelitian kualitatif deskriptif, sehingga hasil penelitian ini adalah: 1) Program pembiasaan SD Negeri 2 Tambakan Kecamatan Gubug Kabupaten Grobogan terdiri atas 4 kegiatan yaitu kegiatan rutin, kegiatan spontan, kegiatan terprogram dan kegiatan keteladanan. 2) Nilai karakter yang diterapkan dan ditunjukan yaitu religius, peduli lingkungan, tanggung jawab, jujur, dan toleransi. 3). Hambatan dalam penerpan pendidikan karakter di SD Negeri 2 Tambakan Kecamatan Gubug Kabupaten Grobogan adalah faktor lingkungan, faktor peserta didik, faktor keluarga dan faktor guru.

Praise or Criticism? How Should Teachers Give Effective Feedback in the Classroom Teaching?

Tere are many factors that affect students' academic performance. Early studies emphasized students’ existing foundations, their own abilities (Stigler, Lee & Stevenson, 1986), family factors (Wang, 2015), school or class organizational structure (Angrist, & Lavy, 1999; Häkkinen, Kirjavainen & Uusitalo, 2003), cultural factors (Stigler, Stevenson, 2005; Geary, Bow-Thomas, Fan & Siegler, 1993) and other influences on their academic performance. However, the research on the influence of teacher factors has only received attention since the 1980s. Researchers explored the relationship between teachers’ classroom behavior and students’ academic performance, trying to focus on the teaching process (Lockheed & Komenan, 1989), teacher guidance (Brophy, 1988), teacher feedback (Gettinger, & Stoiber, 1999), Teacher planning and preparation (Peterson, Marx & Clark, 1978) explored the causes that can significantly affect students' academic performance.

Who Loses Motivation and Who Keeps it up? Investigating Student and Teacher Factors for Students’ Motivational Development Across Multiple Subjects

This longitudinal person-centered study investigated the combined role of student (gender, personality, choice of elective major subject) and teacher factors (perceived autonomy support, competence support, social relatedness) in explaining stability and change in profiles of extrinsic and intrinsic value beliefs in Mathematics, German, English, and French across Grades 9 to 11. In N = 850 (54% female, Grade 9: Mage = 15.6 years) Swiss-German upper-secondary school students, multilevel latent transition analyses revealed four rather subject-independent student profiles of extrinsic value beliefs across the four subjects, and five more subject-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs depended mostly on stable student factors such as their gender, elective major subject, and conscientiousness, whereas changes in intrinsic value beliefs depended mostly on students’ year-specific perceived need satisfaction in Mathematics and French. We discuss implications for the prevention of motivational decline.

Factors leading to low performance of second-grade female students in international mathematics tests (TIMSS) from the point of view of teachers and supervisors: العوامل المؤدية إلى تدني مستوى أداء طالبات الصف الثاني متوسط لمادة الرياضيات في الاختبارات الدولية (TIMSS) من وجهة نظر المعلمات والمشرفات

The current study aimed to investigate the factors that lead to low level of results of second-grade students in the international mathematics tests (TIMSS) in Riyadh, from the viewpoint of the teachers and educational supervisors. The sample of the study consisted of (99) math teachers and (51) a math supervisor, the questionnaire was used as a tool to achieve the objectives of the study, as it contained three axes: factors related to the teacher, factors related to the curriculum and teaching, and factors related to the student and family. Result find that the reasons of low students' performance in the international tests (TIMSS) return to the teacher, who got the first place, followed by the factors related to the school curriculum and teaching, then the factors related to the student and the family, and in light of this the study recommended several recommendations.

Implementasi Pendidikan Karakter dalam Mata Pelajaran Ilmu Pengetahuan Sosial

Social studies subject is a learning process for humans that aims to make students have positive behavior and interesting skills. Character education is a component of social science studies. From this research, the aim is to determine the supporting and inhibiting factors in the implementation of character education at SD Krajan 1 Magetan on social studies subjects. Thus this study contributes to education regarding how character education in elementary schools experienced by students in social studies learning. The results of this study are the implementation of character education has gone according to plan, because it is supported by teacher factors, character-based school management and community support. There are several obstacles such as the problem of attitude assessment and environmental factors, so the solution to overcome the problem is to create an assessment format and use of monitoring cameras in each hallway and class. The research method needed is to use qualitative research, so that the data collection technique is through interviews and observation.

Perspektif Guru Terhadap Pembelajaran Pelajar Remaja

Kajian ini bertujuan untuk meneroka perspektif guru berkaitan dengan pembelajaran pelajar remaja. Kajian ini menggunakan kaedah temubual yang melibatkan seorang guru yang berpengalaman. Instrumen kajian terdiri daripada protokol temubual dan komputer riba. Hasil kajian mendapati bahawa faktor pelajar, faktor guru, dan faktor persekitaran bilik darjah mempengaruhi pembelajaran pelajar remaja. Di samping itu, hasil kajian turut mendapati sekolah yang menyediakan kemudahan dan prasarana yang kondusif serta memberi pengiktirafan dan penghargaan kepada pelajar dan guru mampu meningkatkan pembelajaran pelajar remaja. Dari segi ciri-ciri pelajar remaja yang cemerlang, dapatan kajian menunjukkan bahawa pelajar remaja yang cemerlang memiliki kemahiran etika dan kerohanian, serta sahsiah yang positif. Selain itu, dapatan kajian juga menunjukkan bahawa guru mengakui keberkesanan penggunaan teknologi dan pembelajaran abad ke-21 dalam meningkatkan pembelajaran pelajar remaja. Hasil kajian turut mendapati bahawa guru perlu berkolaborasi dengan pelajar dan menjadi contoh kepada pelajar bagi mewujudkan persekitaran pembelajaran yang kondusif bagi pelajar remaja. Implikasi terhadap aspek pembelajaran pelajar remaja dibincangkan berdasarkan dapatan yang diperoleh dalam kajian ini. Teachers' Perspectives on Teenage Student Learning This study aims to explore teachers' perspectives related to adolescent student learning. This study uses an interview method involving an experienced teacher. The study instruments consisted of interview protocols and laptops. The results of the study found that student factors, teacher factors, and classroom environment factors influence the learning of adolescent students. In addition, the results of the study also found that schools that provide conducive facilities and infrastructure as well as give recognition and appreciation to students and teachers are able to improve the learning of adolescent students. In terms of the characteristics of excellent teenage students, the findings show that excellent teenage students have ethical and spiritual skills, as well as a positive personality. In addition, the findings of the study also show that teachers recognize the effectiveness of the use of technology and 21st century learning in improving the learning of adolescent students. The results also found that teachers need to collaborate with students and be an example to students to create a conducive learning environment for adolescent students. Implications on the learning aspects of adolescent students are discussed based on the findings obtained in this study