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Measuring the impact of teaching on learning is necessary for discerning the relative effectiveness of different teaching models and methods. Frequently this determination is restricted to hypothesis testing involving the impact of a single variable on a specific performance measure. The common approach is to compare statistics for a treatment group versus a control group with a specified confidence level in order to accept or reject the hypothesis. While this approach may be adequate for clinical studies it is not very practical for a classroom environment where multiple input and output variables are in play. This paper presents the Tri-Square methodology from "Triostatistics" (Osler, 2014) for studying the interplay between a set of three input and three output variables within a culture or system to look for significance. This is a mixed methods model that can accommodate quantitative and/or qualitative variables. The value of mix methods statistical procedures was illustrated in a 2017 Academy of Process Education Workshop entitled, "Measuring The Impact of Teaching and Learning" conducted at the 2017 Academy of Process Education Conference. The power of the method is illustrated using student data from a recent Recovery Course. This paper illustrates the "PE: L2L" experiences, Triostatistics procedures, the PE philosophy, as well as models of the "Taxonomy of Process Education" first presented in the research article entitled, "AMOVA ["Accumulative Manifold Validation Analysis"]: An Advanced Statistical Methodology Designed to Measure and Test the Validity, Reliability, and Overall Efficacy of Inquiry-Based Psychometric Instruments". The authors provided a series of models from the book "Interactive Statistics Methods" (Osler, 2012) to illustrate the various statistical methods during the PE workshop. That data is provided in this narrative to further illustrate utility of the Tri-Squared methodology.

The present paper aimed to compare the influence of two vocabulary teaching strategies on students' vocabulary retention--roughly used in this paper to refer to the process of acquisition and memorisation. In particular, the strategies of semantic mapping and rote memorisation were compared and contrasted within a trail of evidence-based data gathered systematically from two ESL classes in an international school in the Emirate of Sharjah in the United Arab Emirates (UAE). The participants of the study were 30 male students who were in grade 12, the last stage of high school in the UAE educational system. The participants were randomly divided into two groups: a control group and an experimental group. In order to measure the impact of the two strategies under investigation on the students' vocabulary retention, the two groups sat for a pre-test and a posttest. The intervention that took place between the two tests lasted for three weeks. The results showed that the students' retrieval of the target vocabulary words improved as a result of implementing both strategies, but that the improvement which resulted from the use of semantic mapping overrode that which ensued from rote memorisation.

This study explored the sub-strategies Saudi English majors use most when consulting the dictionary. In particular, it looked at the aspects of the dictionary use strategy relevant to the dictionary itself rather than the lookup words (mainly purposes for consulting the dictionary, means of dictionary ownership and type of dictionary consulted). The participants were 90 English major students enrolled in an English undergraduate program at the Department of European Languages at King Abdulaziz University, Saudi Arabia. A survey questionnaire adapted from the literature was used to collect data for the study. The results showed that the learners' strategic preferences were largely affected by the features they liked (e.g. free dictionaries, the ease of use and search as well as portability of tech-based digital dictionaries) or disliked (e.g. the difficulty of search and use in paper dictionaries as well as their heavy weight and high thickness) most about dictionaries. Thus, they preferred to either download dictionary apps to their phones from application stores or go online whenever they needed to consult a dictionary for a word. Moreover, in terms of dictionary types, learners favored the bilingual English-Arabic dictionary (language-wise), dictionary apps and online dictionaries (medium-wise) and the ordinary dictionary (content-wise). Also, they consulted the dictionary no more than five times a day and tended to look up more words when consulting tech-based (digital) dictionaries than when using paper dictionaries. Finally, they used their dictionaries mainly to understand new words while reading.

The paper describes one problem solving strategy -- the Use of false assumption. The objective of the paper is to show, in accordance with Phylogenesis and Ontogenesis Theory, that it is worthwhile to reiterate the process of development of the concept of a variable and thus provide to pupils one of the ways helping them to eliminate usual difficulties when solving word problems using linear equations, namely construction of the equations. The paper presents the outcomes of a study conducted on three lower secondary schools in the Czech Republic with 147 14-15-year-old pupils. Pupils from the experimental group were, unlike pupils from the control group, taught the strategy the Use of false assumption before being taught the topic Solving word problems. The tool for the study was a test of four problems that was sat by all the involved pupils three weeks after finishing the topic "Solving word problems" and whose results were evaluated statistically. The experiment confirmed the research hypothesis that the introduction of the strategy the Use of false assumption into 8th grade mathematics lessons (14-15-year-old pupils) helps pupils construct equations more successfully when solving word problems.

This paper investigates the learning experience of Chinese students' learning experience in the business Faculty of an Australian university. Chinese students are often characterized as "rote learners" or stereotyped as "reduced Other". Areas of concern are limited to addressing the differences in learning styles, language, and sociocultural barriers. However, learning occurs in many forms. There is an absence of discussion about what practices Chinese students use in order to learn. Based on practice-based theory, a longitudinal ethnographic study of the journeys of five students was traced and investigates what practices Chinese students use in the learning and how these students "put things together" in the journey. This paper reports on two of the five students from the larger study. In particular, this article brings attention to the students' everyday life and insights into their doings, sayings, and relatings between people, other beings and material artefacts. Chinese students' learning involves foreground entanglements, co-construction, and relationality of practices from both educational and sociocultural perspectives. This paper provides new insights about Chinese students' learning and encourages academics and institutions to be aware of the impact of their practices and to deepen their understanding of the complexities of Chinese students' learning.

Educators in contemporary educational settings are met with many challenges in the classroom. This is a descriptive paper focused on the impact of classroom management on students' academic achievement at the undergraduate level, entailing two aims one is from teachers' perspective, and the other is from the students' perspective. The first aim of this paper was to find out the factors that have an impact on classroom management and the strategies used in the classroom by the teacher and, in turn, the effect of classroom management on the students' academic achievement. Thirty-five teachers were selected randomly from the Science and Art University in Yazd Province. An adopted questionnaire consisting of three sets of questions each set with six questions was distributed and the data were collected. The results showed that students' need and teachers' knowledge and teachers' skills were three things that affect classroom management. Regarding the classroom strategies, the teachers' idea was that they have to provide instructional activity awareness. Lastly, teachers believed that management of the class was an interesting process of creating and maintaining a successful learning environment and friendly relationship which leads to students' success and in this way the teachers' role impact students' academic achievements. The second aim was to investigate students' perceptions of classroom management. Survey method was used to collect the data from the students through an adopted questionnaire. For this purpose, 250 students were selected from Science and Art University of Iran from fields of Psychology, Management, law and Accounting. Data was collected by using a Five-Likert scale. The result showed students' idea was that the latest technologies must be used in classrooms to facilitate the learners. There must be transparency and strict implementation of rules regulations and time schedule.

This paper explored the role of the narrator's gender in teaching literary texts that Ahlam Mosteghanemi's makes use of gender in her literary work. This quantitative qualitative study includes only one novel "Memory in the Flesh" (2008) first published in 1985 as its main sample. This paper argues that the shift in the gender of the narrator in "Memory in the Flesh" employs the aesthetic elements of the narrative to stimulate the thinking skills of the language's learner in similar situations as assumed by the Gestalt shift concept. The Gestalt theory as the theoretical framework enhances EFL learners to analyse the real identities of the narrators in relation to gender. In doing so, the research constructs a theoretical framework out of two main standpoints: One of the male narrator and the other of the female narrator which are linked to the gender roles in the narration. These learning strategies are used in teaching literary texts for postgraduate students in EFL contexts. This research used two instruments: semi-structured interviews and textual analysis. This mixed method (quantitative -- qualitative) study used only one novel "Memory in the Flesh" (2008) first published in 1985 as its main date. The findings of the study showed that the use of the Gestalt pattern in reading the literary text "Memory in Flesh" as a case, with concern to the role of the narrator's gender improves the thinking skills of the EFL learner and interpretation abilities. This research recommends that further future research be conducted to investigate gender aspect in relevant literary works.

Instructors in STEM classrooms often frame students' interactions with technologies to help them learn content. For instance, in many STEM domains, instructors commonly help students translate physical 3D models into 2D drawings by prompting them to focus on (a) orienting physical 3D models and (b) generating 2D drawings. We investigate whether framing prompts that target either of these practices enhance the effectiveness of an educational technology that supports collaborative translation among multiple representations. To this end, we conducted a quasi-experiment with 565 undergraduate chemistry students. All students collaboratively built physical 3D models of molecules and translated them into 2D drawings. In a business-as-usual "control" condition, students drew on paper, without support from an educational technology. In two experimental conditions, students drew in an educational technology that provided feedback and prompted collaboration. One condition received framing prompts to focus on physical models ("model" condition); another received prompts to generate intermediary drawings on paper ("draw" condition). Compared to the control condition, the model condition showed higher learning gains, but the draw condition showed lower learning gains. Analyses of log data showed that students made more model-based errors, and the prompts in the model condition reduced these model-based errors. However, interviews with instructors showed that they prefer drawing-focused prompts, in contrast to our results. These findings offer theoretical insights into how students learn to translate among representations. Furthermore, they yield practical recommendations for the use of educational technologies that support learning with multiple representations.

E-books have been introduced to educational institutions in many countries. The use of e-books in traditional classrooms enables the recording of learning logs. Recently, researchers have begun to carry out learning analytics on the learning logs of e-books. However, there has been limited attention devoted to understanding the types of learning strategies that students employ when they read e-books. In this paper, using e-book learning logs, we examine the learning strategies that students employed when reading e-books. In this paper, we will introduce how to identify learning strategies from e-book learning logs with two case studies. One is "Identifying Learning Strategies Using Clustering" and the other is "Examining Learning Strategies Using Sequential Analysis."

According to the literature, listening comprehension problems mostly relate to the shortage of learners' metacognition in listening. Through reviewing the developed instruments on listening comprehension problems and metacognitive listening strategy use, some shortcomings can be detected in available instruments. This paper adapts the previous instruments and seeks to explore their shortcomings by adding supplementary sections and items to them. It also aims to validate the new instrument. The adapted questionnaires are Listening Comprehension Problems Questionnaire (LCPQ) and Metacognitive Listening Strategy Questionnaire (MLSQ). The adapted instrument is validated by a panel of experts (n= 3) and a Field- Test (n= 28). The changes are presented in this paper. Results show 9 items of LCPQ and 6 items of MLSQ have been revised by the experts. The modified questionnaires were tested for their internal reliability and the Cronbach's alpha values were greater than 0.7. According to the Field- Test's results, 2 items are added to LCPQ and 1 item is added to MLSQ. Moreover, 1 item of LCPQ and 1 item of MLSQ are changed by applying participant's comments. The developed instrument named 'Self- perception of LCP (Listening Comprehension Problems) and MLSU (Metacognitive Listening Strategy Use)' is predicted to be effective for researchers who are concerned with the same area in different contexts. The new instrument will help researchers to identify the perceived metacognitive listening strategy use and listening comprehension problems among ESL/EFL learners with different listening comprehension abilities. Future surveys would validate the effectiveness of the current instrument.

In response to global assessment reforms, using assessment for learning (AfL) in various education jurisdictions is on the rise. However, using assessment as learning (AaL) appears to enjoy a low profile in language learning in general and in L2 writing in particular. To this end, the paper intends to describe what AaL is in relation to AfL, argue for its pedagogical values when applied in L2 writing classrooms, and propose suggestions on how to include AaL into existing curriculum and policy. The paper has three constructive outcomes. First, it provides scholars with a unifying and explicit notion of AaL. Second, it adds new insights to research that AaL is theoretically sound and pedagogically viable in the writing assessment landscape. Third, AaL is considered a much-needed twenty-first century study skill for life-long learning. The paper is structured into five sections. The first part introduces the origin, features, purposes of AaL in relation to AfL, followed by the aim of the paper. The second part discusses the theoretical underpinnings of AaL using the theories of formative assessment and self-regulated learning, emphasizing the significance of internal feedback in learning writing. The third part delineates various writing assessment trends, depicting a paradigm shift from large-scale to individualized assessments. The fourth part adopts portfolio assessment of writing as a case, describing its definition, application, characteristics and examples of putting AaL into practice, and addressing issues when portfolio assessment is utilized to promulgate AaL. The final part of the paper revisits whether the goals of the paper are fulfilled, and proposes how to improve teaching and learning of writing by synergizing assessment of learning (AoL), AfL and AaL.

Objectives: The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. This study aims to elicit how theory is being written into general practice (GP) vocational education research papers in order to elucidate how theory might be more effectively used. This has relevance for the field of GP and for medical education more broadly. Methods: This is a scoping review of the presentation of theory in GP vocational education research published between 2013 and 2017. An interpretive approach is taken. We frame research papers as a form of narrative and draw on the theories of Aristotle's poetics and Campbell's monomyth. We seek parallels between the roles of theory in a research story and theories of characterisation. Results: A total of 23 papers were selected. Theories of 'reflective learning', 'communities of practice' and 'adult learning' were most used. Six tasks were assigned to theory: to align with a position; to identify a research problem; to serve as a vehicle for an idea; to provide a methodological tool; to interpret findings, and to represent an object of examination. The prominence of theory in the papers ranged from cameo to major roles. Depending on the way theory was used and the audience, theory had different impacts. There were parallels between the tasks assigned to theory and the roles of four of Campbell's archetypal characters. Campbell's typology offers guidance on how theory can be used in research paper 'stories'. Conclusions: Theory can be meaningfully present in the story of a research paper if it is assigned a role in a deliberate way and this is articulated. Attention to the character development of theory and its positioning in the research story is important. Treating theory as a character in a story, Brown et al. demonstrates how theory can be written into research papers in a way that contributes meaningfully to the research narrative. [ABSTRACT FROM AUTHOR]

Strategy instruction is essential in the literature of language learning/learner strategies. This paper employs a literature review to determine how much strategy instruction is addressed in language learning research in Saudi Arabia, how many instruments have been used and what kind of strategies are taught. A search was conducted on articles from 1950 to 2020 through the Saudi Digital Library. From an initial 297 records, 17 (5.7%) studies met the review criteria. This small number reflects the shortage of language learning strategy instruction in Saudi Arabia. The reviewed studies also targeted different variables in their strategy instructions, which shows that they were developed based on personal discretion. The most taught strategies are reading strategies and then vocabulary/spelling strategies. The least taught strategies, however, are social and motivational strategies. Only one of the studies utilized a standardized measure for one of its dependent variables after instruction. Thus, it was difficult to make comparisons across the studies. It is recommended that Saudi strategy researchers include strategy instruction in their investigation of language learning strategies and calculate the duration of their instruction in hours for clarity. They should also explain in detail what intervention is used, why and how they conducted the instruction. In addition, strategy instruction is a demanding task that requires a multi-method data collection approach.

This paper is an attempt to deal with language learners' beliefs. Researchers used Elaine Kolker Horwitz's model (1988), Beliefs about Language Learning Inventory, and they applied it to explore the views of Kurdish EFL university students concerning language learning. The study aims to investigate and expose their opinions regarding language learning generally, then English language more precisely. Its significance lies in exploring the beliefs of Kurdish EFL university students about language learning. It mainly answers the question, "what are the beliefs of Kurdish EFL university students about learning English?". The researchers administered a Beliefs about Language Learning Inventory (BALLI) questionnaire to seven universities to achieve this aim. The questionnaire includes several viewpoints regarding the difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. They collected and analyzed the questionnaire results and found out that the first category, the difficulty of language learning, has the lowest mean score among the five categories. In contrast, the fifth category, motivation and expectations, has the highest mean score. They ended the study with suitable beneficiary recommendations.

As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students' academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.

This paper describes the results of surveys and interviews from over 1800 students in five large STEM classes at a research university when classes abruptly moved online for spring quarter 2020 due to the COVID-19 pandemic. We examine how students' expectations compared to their realities at the end of the quarter; what factors impacted their spring 2020 quarter; and students' academic sense of belonging, self-efficacy, cost of engagement, and effort regulation in spring 2020. We contextualize students' experiences of emergency distance learning (EDL) through quantitative comparisons to previous quarters, open survey responses, and interviews. We also examine heterogeneity with respect to race/ethnicity, gender, first-generation college students, and students from low-income families. We find that there are reasons to expect increased achievement gaps post-EDL, but we also find examples of resiliency and improved self-regulated learning that will be life-long assets for students. Our goal in this paper is to use exploratory findings from one particular context to help identify potential ways to disrupt the reproduction and deepening of educational inequality exacerbated by the crisis, and educational opportunities in these unconventional times.

Self-regulated learning (SRL) plays a significant role in promoting academic success in online education. In recent years, attention has focused on using new techniques to promote SRL--one of which is the recommender system. However, there has been little discussion of the actual effects of using recommender systems to facilitate SRL skills among online learners. This paper aims to elucidate the role that recommender systems play in assisting learners to gain self-regulation skills. The main topics addressed in this paper are as follows: (1) SRL strategies that are supported by recommender systems, as well as the techniques used by these recommenders to promote SRL strategies; and (2) evaluations conducted on the use of recommender systems and results. Our analysis of 20 empirical articles indicates that various features of recommender systems were designed to promote SRL strategies in different phases, and students were generally positive about using such systems to help them self-regulate. Five key knowledge gaps related to existing research on SRL recommender systems were identified. The conclusions suggest that future studies could be improved by demonstrating a more comprehensive understanding of the design of recommender systems, as well as by placing more emphasis on the evaluation process.

In the present study, we investigated pre-service mathematics teachers' problem-formulation performances, which is a kind of problem-posing, in terms of being related to the existing problems, mathematical validity, and strategy types. Thirty-eight participants responded to a paper-and-pencil test wherein they formulated mathematics problems in as many ways as possible. We analyzed the problems formulated in the paper-and-pencil test according to our theoretical framework of problem-formulation strategy types and determined whether they were task-related and mathematically appropriate. The results indicated that most of the formulated problems were task-related and mathematically appropriate. The pre-service mathematics teachers tended to use strategies that involved making changes to the surface features of existing problems rather than the structural features of existing problems. The pre-service mathematics teachers used the strategy of replacing the given and requested information and generalizing strategies the least among the structural strategies. We also found that their problem-formulation tendencies changed according to the problem type.

This paper introduces the smart classroom learning model based on the concept of ambient intelligence. By analyzing a smart classroom, the ambient intelligence system detects a student and determines their level of fatigue based on the data about their previous daily academic activities. This information is then used to assign the student the appropriate learning strategy. The paper describes relevant factors for developing the model. The model was tested on a sample of 80 students. By analyzing the information available through ambient intelligence, it was possible to utilize the smart classroom to provide students with the adequate learning strategy in accordance with the criteria compatible with the expected leaning outcomes. The research results have shown positive effects of the application of the ambient intelligence-based smart classroom model on learning results.

Purpose: This paper aims to explore team learning processes used by soccer players in a professional training context by focusing on their identification and evolution for 22 months. Design/methodology/approach: A soccer team from a professional academy participated to this study based on six training sessions. Qualitative data on training sessions were collected. Data analysis followed four steps: reporting the game timeline and behaviours connected to each situation; coding verbal data by delineating meaningful units of activity; classifying meaningful units of activity according to team learning processes derived from previous studies; and providing a temporal graph representing occurrences of team learning processes at each training session. Findings: Results showed that soccer players used 13 team learning processes during training sessions. Two processes are mainly mobilized to visualize the situation and to plan. A temporal graph was edited to represent processes evolve over training sessions. The latter illustrated a stability in team learning processes mobilization during the 22 months follow-up. Research limitations/implications: This study complete knowledges about team learning by providing a fine-grained understanding of how players learn in teams and how team learning processes evolve over time. Practical implications: This paper can help practitioners who manage teams in high temporal pressure situations to design adapted training programs. Originality/value: This exploratory study highlights that the team learning processes usually mobilized "off-field" could also be used by team members in high temporal pressure situations, "on-field". This study offers an original longitudinal approach that fits with some recent calls for contribution about team activity and could benefit to other research fields.

Purpose: Community engaged research and learning strategies are considered meaningful methods for universities to demonstrate their critical importance to today's societies. At the same time, it is stressed that not all approaches are equally beneficial, highlighting the need for well-considered design and delivery. This paper aims to outline a helpful tool in this regard: the engagement CUBE. Design/methodology/approach: The engagement CUBE was developed by a learning community set-up at a Belgian university to explore the potential of engaged practices for meeting both needs and assets of its urban surroundings. A series of learning circles was organized for discussing recent research findings, experiences and ambitions with engaged campus-community initiatives and support targeted (re)design. Findings: The CUBE is a helpful instrument for navigating the complex fabric of engaged practices. It is to be used as a dialogic tool, facilitating collaborative meaning negotiation and decision-making among participants in engagement strategies. Its purpose is both to help design a supportive environment for establishing partnerships that build on shared ownership and mutual learning, as to stimulate capacity-building for taking responsible change-oriented action. Originality/value: This paper contributes to the existing literature on engaged teaching and research by emphasizing the need of acknowledging conflict as an important condition for fostering insightful learning and genuine transformation. The authors will argue that adopting a conflict perspective also allows for a more critical examination of the emerging concept of university social responsibility.

The article seeks to investigate the methods of teaching and learning English as an additional language in primary education, and to identify the most appropriate and effective means of achieving this. The study tracks a cohort of children from reception to Year 2. Data collection draws on the strengths of both qualitative and quantitative paradigms and combines observations of children and staff, interviews with staff, and focus groups with parents. Alongside these are assessments of children and a review of records and policy documents. This is an ongoing longitudinal study spanning three years; the researcher is currently in the final year of data collection. (Contains 1 note.)

Given the increasing number of learners in massive open online courses (MOOCs), students' self-directed learning (SDL) skills are necessary for their success. The purpose of this study was to explore learners' motivation for enrolling in MOOCs and their SDL strategies, as well as instructional elements that support SDL from learners' perspectives. This qualitative study adopted a phenomenological research design. The data source was semi-structured interviews with 15 learners from three MOOCs. The data were analyzed using thematic analysis. The researchers found that the motivation for enrolling in MOOCs included intrinsic motivation (e.g., curiosity, improving personal knowledge, and personal interest) and extrinsic motivation (e.g., supporting formal education and career development). The learning strategies used by MOOC learners were task strategies, self-monitoring, and self-management strategies. The task strategies included taking notes, reading texts or subtitles, watching videos, and conducting further research. The self-monitoring strategies included self-assessment, self-reflection, progress indicators, final projects, and authentic tasks. Learners' self-management strategies (e.g., time management and resource management) varied depending on their diverse motivations. In addition, the instructional elements that support SDL were self-assessment and discussion forums, instructor feedback, flexibility, clearly stated learning goals, the authenticity of the content, and small learning units. The implications of the study are discussed in the paper.

The knowledge of vocabulary can be considered the main factor of understanding the context in learning a foreign or second language process. This can be seen clearly in international exams such as TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System). This research aims to analyze the vocabulary learning strategies of 42 Omani EFL learners and measure the effect of gender in strategy selection among them. To collect the information, a questionnaire regarding VLS (Vocabulary Learning Strategy) was distributed among college EFL learners, and the paper results revealed insignificant relation between gender with vocabulary learning strategies. Determination strategies, among all other strategies, received the highest ranking among the users, while social strategies were at the bottom of the list. Omani colleges and universities are using English as the medium of instruction, so the current study can help the syllabus designers and teachers deal with the psycholinguistic level of books, materials, teaching methods, and strategies appropriately. To gain a more comprehensive map of learning strategies all over Oman, it can be suggested that a network of researchers try to distribute the questionnaire among all Omani EFL learners through some random sampling, and results can be beneficial for future analysis of the psycholinguistics map of the education in Oman.

The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Heutagogy is the study of self-determined learning and it is important that we appraise how students in higher education are developing their metacognitive awareness in how they learn and study effectively. Cognitive science is an interdisciplinary research area that involves the scientific study of the human mind. It helps provide new knowledge in relation to areas such as memory, problem solving, knowledge transfer and understanding of complex topics. Cognitive science has demonstrated that re-testing oneself on material when learning, enhances and promotes greater retention of knowledge compared to re-reading the material. Learning that is distributed or spaced out over multiple study sessions also allows for greater retention of knowledge in the longer-term compared to 'cramming' of information. To evaluate the use of effective study approaches and habits across three different levels of study in an undergraduate pharmacy programme, a survey study was employed. A paper-based survey was completed by first-, second- and third-year undergraduate pharmacy students (n=192) during class sessions. Although there was some evidence of metacognitive awareness such as using testing (retrieval practice) with practice problems; across all years, suboptimal study approaches such as rereading, copying notes and cramming were endorsed. A schedule of deadlines shaped the organisation of study and time management for most students. Self-testing was predominantly used to test learning rather than an approach used during learning. There was evidence of a difference between the cohorts in relation to decisions for prioritizing studying, returning to review course material and re-reading. The evidence from this study demonstrates that learners would require training on metacognitive awareness and effective study strategies to enable their self-determined learning capabilities to evolve. The linear progression through a programme of study alone will not achieve this. There is a need to embed and emphasize effective strategies for learning into curricula and for faculty to utilise metacognitive awareness in their teaching.

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of "motivation" and "test preparation" show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

The purpose of this paper is to contribute to the literature related to assessment cocreation, specifically on students' perspectives on their participation throughout the process, including the professor's role as well as the knowledge and skills students acquired in assessment co-creation in online and blended settings. To do so, we conducted qualitative research where three cases were examined through a validated survey. Quantitative data (Likert scale and close-ended questions) was analyzed with excel whereas to study qualitative data we used Atlas.ti. As a result, students appreciated the opportunity given as they believe it helped them to better understand the assessment process, as well as allowing them to improve their own understanding of their assignments and, therefore, to better perform on them. Also, students claim they have acquired different skills: from academic to life-long learning skills. In conclusion, we believe assessment co-creation has great potential to help students' self-regulation and agency as well as to enhance students' motivation, proactivity, and collaborative participation in their own learning process. Finally, we would like to point out that more studies related to this topic need to be conducted since there are only a few examples.

The research paper examines current tendencies in implementing e-learning as an integral part of the educational process, particularly in foreign language learning in higher education. The scholar attempts to answer the following question: How can e-learning contribute to effective foreign language learning? We have identified how e-learning is applied, the different existing e-8ulearning strategies students prefer to learn with, and the extent to which learners are satisfied with the support offered by e-learning to assist the process of foreign language learning. The study is significant because understanding the learners' preferences and support of these updated methods would help to find effective teaching practices within e-learning, fostering student-centered approaches. The contribution of this research is to estimate the new experiences of university students due to e-learning implementation. We used a quantitative method to collect research data by online tools (Google forms). It was achieved due to analyzing responses to the survey-based questionnaire of 35 learners of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, Ukraine. Within our research, we have found out that students usually use e-learning as it helps them to develop lots of soft skills besides the four basic language skills. It has also been proved that students are delighted with the e-learning application. We concluded that e-learning is an effective and innovative educational technology that can improve both the teaching and learning process in educational institutions.

Research proved that anxiety plays an essential role in foreign language speaking, especially when it comes to speaking in front of others. Learners in the department of English always show a negative attitude in speaking presentations and tasks in full view of people. The aim of this paper is to investigate the factors that contribute to learners' anxiety in foreign language speaking from learners' and teachers' perspectives. The study aims to answer the following questions: what are the factors that cause learners' speaking anxiety and what types of anxiety do students have, and what are some strategies to lower it? The study was conducted through mixed method research to achieve the purposes of both qualitative and quantitative methods. The subjects of the study were 240 students and ten teachers in the foundation program. These students are studying at different levels from 1 to 4 to be prepared for the academic programs, which are business, IT and engineering. The research data was collected through a questionnaire for learners and an interview with teachers. The questionnaire is based mainly on Horwitz's scale, which is always considered the best scale to measure anxiety and anxiety indicators. The data revealed that most of the students face all types of anxiety in speaking, including communication apprehension, fear of negative evaluation and speaking test anxiety. From the teachers' perspective, anxiety was also related to the syllabus itself and the types of tasks given. To solve the issue of anxiety, the self-system model of motivation was implemented with a group of students giving them speaking tasks using the motivational model of Hadfield and Dornyei (2014), where we adopted some tasks to make a unit of teaching relying on Willis' Task-based framework where we added the language focus to each task.

This study aims to reveal the relationship between primary school students' perceptions of self-learning and decision-making skills and whether gender, the education level of parents, and the number of siblings cause a difference. Within the framework of the stated purposes, the correlational survey model, which is among the quantitative research approaches, was used as a method in the research. The population consists of public primary schools' students studying in the city centre of Diyarbakir in the 2021-2022 academic year. The sample consists of 420 students determined by the "Simple Random Sampling" method, which is one of the probability sampling types, among the participants in the population. Descriptive and inferential statistical methods were employed to analyse the data. In the study, it was determined that there was a moderate, positive, and significant relationship between primary school students' self-learning and decision-making skills. In the study, it was determined that the self-learning skills of primary school students differed significantly according to gender and the number of siblings, but did not differ significantly according to the education level of their parents. In addition, the decision-making skills of primary school students were found to differ significantly according to gender and did not differ significantly according to the education level of their parents and the number of siblings. [This work oral presented with abstract paper in the 6th international Eurasian Conference on Sport, Education and Society was held between the dates 24-26 October 2022, in Diyarbakir, TURKEY.]

This study explores student flexibility in mathematics by examining the relationship between accuracy and strategy use for solving arithmetic and algebra problems. Core to procedural flexibility is the ability to select and accurately execute the most appropriate strategy for a given problem. Yet the relationship between strategy selection and accurate execution is nuanced and poorly understood. In this paper, this relationship was examined in the context of an assessment where students were asked to complete the same problem twice using different approaches. In particular, we explored (a) the extent to which students were more accurate when selecting standard or better-than-standard strategies, (b) whether this accuracy-strategy use relationship differed depending on whether the student solved a problem for the first time or the second time, and (c) the extent to which students were more accurate when solving algebraic versus arithmetic problems. Our results indicate significant associations between accuracy and all of these aspects--we found differences in accuracy based on strategy, problem type, and a significant interaction effect between strategy and assessment part. These findings have important implications both for researchers investigating procedural flexibility as well as secondary mathematics educators who seek to promote this capacity among their students.

Artificial Intelligence (AI) is changing the way people live in society. New technologies powered by AI have been applied in different sectors of the economy and the educational context is no different. AI has been considered a key to the development of learning strategies, especially in distance education. In this sense, this research aimed to identify the current state of Brazilian literature on AI applied to distance education. The Higher Education market in Brazil, which is the biggest in Latin America regarding the number of individuals able to enroll in a program, is still developing and distance education has grown rapidly. To reach the purpose of this paper, it was performed a Systematic Literature Review (SLR) to find the research conducted in graduate programs that investigate the subject of AI applied to distance education. The final analysis used a total of 63 studies -- 26 master's theses and 37 doctoral dissertations. The main results show that most of the research on AI in distance education in Brazil was conducted in Computer Science (56%) and Engineering (27%). Only 6% of the studies reviewed are from masters' or doctoral programs in Education. The result also shows that limited attention is paid to critical topics related to the growing introduction of AI in distance education, as such teachers' employability and technological training or the ethical implications of using AI for the educational process. As a result of this SLR, it was possible to suggest research opportunities considering the international agenda on AI.

Early exposure to innovative teaching strategies is vital for preservice teachers' preparation for their subsequent teaching careers. This paper aimed to challenge preservice Islamic studies teachers at Kuwait University to enhance their autonomous learning by assigning them the task of designing a reverse learning project. The participants completed various phases to finalize the project. This exposition and exploration aimed to develop their sense of autonomy, self-regulation, responsibility, technology and design skills, and ability to incorporate the task into their specialized subject matter. The mechanism and practices that participants acquired through designing and executing the reverse learning project were examined qualitatively and quantitively to unveil the effect of this experience on their autonomous learning skills. The results revealed that exposing the participants to the reverse learning project promoted their sense of and beliefs toward self-regulation, responsibility, technology integration, and design for subsequent Islamic studies teaching. The positive learning experiences increased the participants' emotional, cognitive, and manageability levels; however, the findings demonstrate the need for further research on preservice teachers in other specializations and designing reverse learning projects.

This paper investigated the effect of active learning techniques on academic performance and learning retention in the fourth-grade science course. This study adopted a quasi-experimental pretest-posttest control group design. Active learning techniques were applied in the experimental group, while the control group continued their routine education. The data were analyzed using a t-test. The results showed that the experimental group had higher academic performance and learning retention than the control group. Our results are consistent with the literature. Our experimental group participants had higher academic performance and learning retention than the control group participants. This suggests that active learning techniques enabled students to play a more active role in teaching/learning. Researchers should conduct longitudinal and mixed-design studies to understand the impact of active learning techniques more depth.

Business English is rather complex and the need to research this is necessary. The methodology used in the paper is to survey the current status of knowledge of Vietnamese students about conversations used in companies, these sentence patterns and their difficulty and importance are made clear. Some implications are proposed to practice communication situations in the company more effectively so that when working in a company, students do not feel surprised and confused. The article has been completed from interviews, actual surveys of many English language students, and the results of comparing and contrasting other sources of documents and research. Research results show that graduating students need to learn and understand basic formal and polite sentences used in foreign companies to be more confident when working in foreign companies.

Postgraduate students have to play active roles in self-determined learning, as major agent in their own learning and research activities. There is a lack of validated research instruments to measure self-determined learning among postgraduate students. The Postgraduate Self-Determined Learning Questionnaire (PSLQ) was specifically developed to fill in the gaps. This study aims to examine the validity and reliability of the PSLQ through exploratory factor analysis (EFA). The original version of PSLQ has 59 items and it was administered to a sample of 201 postgraduate students from a research-intensive university in Malaysia. The results of EFA revealed that PSLQ measures four distinct factors; learner-centered learning, interactive non-linear learning, double-loop reflection, and capacity development, which accounted for 54.22% of the variance in self-determined learning. The total number of items in PSLQ has been reduced to 42, after 17 items were removed. The instrument demonstrated excellent internal consistency, with a Cronbach's alpha value of [alpha]=0.959. The findings-suggest that PSLQ is a valid and reliable instrument that can be used to measure self-determined learning among postgraduate students. Implications of the research findings are discussed in this paper.

To investigate if a written guide or augmented reality (AR) guide improves free recall of diversified chiropractic adjusting technique and to capture participants' impressions of the study in a poststudy questionnaire. Thirty-eight chiropractic students were evaluated for diversified listing (a nomenclature denoting vertebral malposition and correction) recall, pre-AR and post-AR, or written guide review. The vertebral segments used were C7 and T6. Two randomized groups reviewed an original course written guide (n = 18) or a new AR guide (n = 20). A Wilcoxon-Mann-Whitney (C7) and t test (T6) compared group differences in reevaluation scores. A poststudy questionnaire was given to capture participants' impressions of the study. Both groups showed no significant differences in free recall scores after reviewing the guides for C7 or T6. The poststudy questionnaire suggested a number of strategies could be used to improve current teaching material such as more detail in the written guides and organizing content into smaller blocks. Use of an AR or written guide does not seem to change participants' free recall ability when used to review diversified technique listings. The poststudy questionnaire was useful to identify strategies to improve currently used teaching material. [ABSTRACT FROM AUTHOR]

Research has shown that an effective peer critique process improves the quality of student assignments in various disciplines. Despite its benefits, peer critique is not without challenges. The major concern is the quality of the feedback. Students are not willing to take critical stances in reviewing their peers' work and they tend to give more positive comments on their peers' work. Students often complain that most feedback is not useful. Due to poor feedback, students do not feel they have learned from their experiences. This paper reports a longitudinal study investigating peer critique conducted in the online learning environment. The purpose of this study is to observe how students conduct peer critique in an online environment, where interventions are infused and applied to promote group dynamics. Student online critiques were archived. Content analysis was applied in coding student critiques. Student-written reflections were collected to obtain student perceptions about online peer critique.

When we listen to human discourse, we do this in a context which may include the words themselves, tone of voice, stress on words, as well as gestures, visual context, facial expressions and interpersonal distance, which work to produce a multimodal message. The development of listening skills then implies focussing not only on audio input but also on all types of non-verbal input. This article describes a case study of a university listening paper where 12 predominantly English as a second language participants filled out a widely recognised pre and post Metacognitive Awareness Listening Questionnaire consisting of 21 questions. Seven additional questions were added to the questionnaires that related to multimodal aspects of listening. Four of the research participants were also involved in in-depth interviews. Findings indicate the following three main themes relating to student perceptions: that metacognitive listening strategies help their listening; that the teacher has an important role in teaching strategies and selecting listening material; and that overall, video material is more useful than audio material alone for the development of listening comprehension.