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Digital games are increasingly used in education to boost engagement and reduce stress. Digital game-based learning (DGBL) has improved the learning experience. However, further investigation is needed to determine the specific impact of commercially available, off-the-shelf (COTS) video games on English language skills. This study provides a comprehensive overview of DGBL literature, specifically focusing on how COTS games enhance English language skills in ESL and EFL classrooms. The systematic review methodology, following PRISMA guidelines, involved searches across database like Scopus, Springer, Science Direct, and Web of Science, and other sources, and 16 articles were selected for detailed analysis from 19,201, screened articles. The systematic review examines the positive impact of commercial games on improving English language skills , identifying different game genres, and elements and linking game elements with the four perspectives of game-based learning (GBL): affective, motivational, cognitive, and socio-cultural, highlighting their direct contribution to English language skills development. This study contributes to ongoing discussions on innovative pedagogical methods to meet learners' evolving needs in a technologically advanced educational landscape. The study provides valuable insights for policymakers, educators and researchers by highlighting the potential of commercial video games in enhancing English language learning.

The development of new media technology facilitates interaction between people of different cultures. However, people from different cultures show different cross-cultural communication behaviors that may influence their communication efficiency, perceived communication experiences, and perceived social presence. This study aimed to explore Taiwanese students' communication behaviors and their perceived social presence in online cross-cultural communication. Nineteen English-major students participated in a 10-week online cultural communication exchange with students from Japan and Colombia. The data were collected from their online interaction postings, an after-study survey, and the teacher's observation journal. Content analysis of the postings and the teacher's observation journal were utilized to identify their online communicative behaviors. Moreover, the survey data were analyzed to examine their perceived social presence. Finally, the results of the questionnaire and interaction data were compared to identify the types of communicative behaviors favorable to social presence development. The results suggested that the Taiwanese students in this study had similar communicative behaviors and shared some with the communicators from some low-context cultures. The more types of communicative behaviors they used in online cross-cultural communication, the better they perceived social presence. Some types of communicative behaviors (e.g., using emoticons or expression symbols, using more expression types, self-disclosing more) seemed to benefit their social presence development more than others.

Although Chinese has become one of the most influential second/foreign languages in the world, teaching Chinese as a foreign/second language (CSL/CFL) abroad faces great challenges. M-learning and mobile-assisted language learning (MALL) display great advantages to facilitate second language learning, including CSL/CFL. However, most research was related to English as a second language (ESL) learning. Although mobile-assisted CSL/CFL learning has developed rapidly and steadily, most of these studies were conducted in mainland China and published in Chinese, which was very difficult for non-Chinese speakers to understand. Therefore, researchers should make more efforts to study mobile-assisted CSL/CFL learning abroad. With this in mind, a systematic literature review was conducted to determine the status and trends of this topic. Considering the inclusion and exclusion criteria, 28 articles published between 2010 and 2022 were selected from Scopus and WoS databases. Publication information, research methodology, participant characteristics, mobile technologies, and research findings were summarized and reported accordingly. This review also addressed the limitations of previous research, based on which the related researchers and practitioners could make more efforts to focus on the weaknesses of mobile-assisted CSL/CFL learning.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

This article casts light on informal caregiving, an essential aspect of the international postgraduate researcher (PGR) experience, but which is often invisible in literature and discourses on international education. Drawing from qualitative semi-structured interviews with international PGRs in a British university, it highlights their dual role as care recipients and lesser known caregivers across transnational and local spaces. It gives insights into the forms and dynamics of care that they give to and receive from family, friends and others, uncovering the emotional and affective aspects of undertaking a postgraduate research degree overseas which impact on their mental wellbeing. The findings have implications for the improvement of university support for international PGRs which has relevance for the wider international student community.

While many Vietnamese students are reported to study abroad, the experiences of home-making among Vietnamese returning students are paid scant attention to in current research on Vietnamese international student mobility. Following a Heideggerian perspective on building and dwelling at home, this study explores the sense-making of home through conversations with 13 Vietnamese returning graduates. The analysis of the empirical material shows that home which is constructed and experienced by the returning graduates' use of intersecting materials is socially shared. It is an embodiment of returning migrants' engagement in the world with familiarity and discomfort created by their friction with the interrelated materialistic and discursive aspects of life. Their returns involve incomplete life happenings with diverse emotions and experiences of belonging. The findings of this study add nuance to the extant understanding of home as belonging and challenge the common conceptualization of home as a private space.

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings: The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers' beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice: The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students' language learning outcomes.

With the rapid development of economic globalization and educational internationalization, overseas education has emerged as a pivotal trend in the current global education landscape. Employing bibliometric methods, this study conducts co-citation and co-occurrence analyses using VOSviewer and Bibliometrix software to scrutinize 1985 publications related to overseas education retrieved from the Web of Science database from January 2000 to November 2023. Statistical findings reveal a steady growth trend in overseas education research over the past two decades, with the USA, China, and England identified as the highest contributors. Co-citation analysis unveils that the knowledge foundation of overseas education research primarily emanates from the fields of linguistics and education, giving rise to research themes such as language acquisition, identity, and learning experiences. Co-occurrence analysis demonstrates that research hotspots in overseas education are concentrated in six directions: higher education and international students, internationalization and intercultural competence, language acquisition, identity, and study abroad, student mobility, globalization, and internationalization of higher education. Based on bibliometric analysis, this study proposes future research recommendations, including enhancing research on the mobility of specific groups of international students, strengthening studies on the overseas education market, addressing new dynamics in overseas education in the post-COVID-19 era, and intensifying research on the academic achievements of international students. This study provides scholars in the field of overseas education with an in-depth understanding of the knowledge structure and developmental trends, offering a solid foundation for future research.

Globally, one in three students are now enrolled in private higher education institutions (PHEIs), with the total reaching almost 70 million enrolments. This pattern is similar across a highly diverse Asia: more than 35% of students are enrolled in the private sector, and around 60% of higher education institutions (usually much smaller than their public counterparts) are private. But in East Asia, a combination of high participation rates and a rapidly ageing demographic has led to a complex, developing crisis, particularly in a much-expanded private sector. Adding to the existing suite of problems -- finance, over-supply, declining standards, regulatory issues, and in some cases, corruption -- the combined effect of recent COVID disruptions, regional economic reversals, and a rapidly ageing demographic has intensified existing problems, constituting a major crisis for the sector, especially more marginal private institutions. The analysis charts the various responses of governments in Japan, South Korea, Taiwan, and China, draws out some of the limits to reform, and poses the dilemma for the future of private higher education in the region.

Social contagion, the process whereby psychological states spread from one person to another, is a pervasive phenomenon. However, this has not been adequately explored in the educational context, especially in relation to the social contagion between principals and teachers. This study aimed to examine the social contagion of job satisfaction from principals to teachers and its implications for instructional quality (i.e., clarity of instruction and cognitive activation). We made use of the Teaching and Learning International Survey (TALIS) 2018 data and drew on 47,315 teachers and 3008 principals from two cultural groups: Confucian societies (Japan, Taiwan, Korea, and Shanghai) and English-speaking societies (Canada, Australia, New Zealand, United States, and United Kingdom). Results of multilevel mediation analyses revealed that principal job satisfaction was related to teacher job satisfaction, providing support for the principal-teacher job satisfaction contagion. The job satisfaction contagion was subsequently associated with teachers' clarity of instruction and cognitive activation in Confucian societies, but only cognitive activation in English-speaking societies. Teacher job satisfaction was associated with both instructional quality indicators in both cultural groups. The study provided evidence of the social contagion of job satisfaction between principals and teachers. Study results also demonstrated how the contagion of job satisfaction is subsequently associated with teachers' instructional quality across different cultural contexts.

Qualities of effective teachers matter because teachers are the number one school-related factor that impacts on student achievement. Although researchers in the United States have studied frameworks for evaluating teacher effectiveness, these frameworks are not focused on teachers working in international schools. Thus, they may not reflect the importance of understanding both the context of working in intercultural settings and the skills that allow teachers to flourish in international schools. Using a systematic configurative synthesis review of 23 studies, this study identifies qualities of effective teachers working in international schools through a synthesis of the study findings. We identified four key attributes that are emphasized, if not unique, in international school effective teacher research: a focus on teacher collaboration and teacher leadership; cultural awareness and responsiveness from multi-national perspectives; and host country language acquisition. Overall, we find that a focus on what makes an effective international school teacher is lacking in the extant research, particularly given the predicted enormous growth of international schools.

In this study, the Computer Science (CS) education in K-12 of the countries in the "Asia-Pacific region", which are among the top 10 in PISA, and CS education of Türkiye were investigated. PISA is conducted to assess science, mathematics, and reading skills. PISA, which is carried out every 3 years by the OECD, evaluates 15-yearold students. When the countries that have been successful in PISA are examined, it has been observed that the number of countries in the "Asia-Pacific region" in the top 10 has increased in recent years. In this study, data analysis was done with document analysis, which included PISA results and reports, OECD reports, computer science curriculum of countries, and academic studies on PISA and computer science education. As a result of the data obtained, the countries' CS education was compared to identify successful practices. Also, the countries' practices in computer science education were compared to Türkiye, and implications were made about the effects of such works on PISA results.

Scientific literacy has become the goal of science education throughout the world. To assess scientific literacy, the development of a scientific literacy instrument is imperative. Several scientific literacy instruments have been created, such as those for the Programme for International Student Assessment (PISA) and Project 61 for Science for All America. In this study, the authors conducted a systematic literature reviewof journal articles that report on the development of instruments to measure scientific literacy. This study used Publish or Perish 7 software to study all related articles from the SCOPUS database using keywords related to scientific literacy instrument assessment. The result shows that of 290 articles there were 46 articles that developed scientific literacy instruments and 43 articles that used at least one framework to create scientific literacy instruments. This study found 12 frameworks that had been used to develop scientific literacy instruments. However, the authors also found an article that did not use any framework to create a scientific literacy instrument. In this article, the authors discuss the trend of scientific literacy instrument development and its framework, how the framework has been used, and possibilities for future studies regarding the development of scientific literacy instruments.

This study systematically reviewed and synthesized the qualitative scholarship published since 2000 examining parental involvement in East Asian countries (n = 20). Overall, our findings point to the structural and cultural barriers to parental involvement, notably weak home-school relations. In response, East Asian parents often engaged in alternative forms of parental involvement that are informal, not always academic, and occurring outside of schools. For instance, parents used social networks or online groups to support their children, and often engaged in affective forms of involvement that were not always academic (such as watching their children study) regardless of class.

Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students' motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overall data showed that (i) formative assessment had both direct effects on students' science learning behaviours and indirect impacts mediated by students' motivational beliefs and (ii) the total effect of teacher feedback on science learning behaviours was greater than adaptive instruction. The comparison between Western and East Asian datasets indicated that (i) the impact of teacher feedback on East Asian students' motivational beliefs was greater than that on their Western counterparts; (ii) the impact of adaptive instruction on Western students' motivational beliefs was greater than that on East Asian counterparts; and (iii) the direct impacts of teacher feedback and adaptive instruction on science learning behaviours were similar for both groups of students. Suggestions were made on how to effectively implement formative assessment to enhance science learning in different cultural contexts.

Purpose: The internationalization of higher education institutions (HEIs) is the top stage of international relations among universities, and it is no longer regarded as a goal but as a means to improve the education of sustainability. As institutional commitments to internationalize higher education continue to grow, so does the need to critically consider the intended purposes and actual outcomes of the resulting programs and policies. This study aims to explore how institutional international policies influence outcomes of HEIs internationalization in the East Asian region, specifically in Taiwan and Japan. Design/methodology/approach: The study used quantitative design. 3,158 participants, including 1,192 participants from Taiwan and 1,966 participants from Japan, were randomly recruited to complete the Academic Profession in the Knowledge Society (APIKS), an international survey examining the change in academic work in HEIs. The study adopted quantitative data and used two variables (institutional international policies and outcomes of internationalization) with descriptive, correlational, and moderated multiple hierarchical regression analysis with SPSS computer software to answer the research questions. Findings: The study showed that both Taiwanese and Japanese academics have high agreements on the outcomes of internationalization for enhancing academic quality and increasing mobility of students. In both countries, two institutional international policies of HEIs internalization- clear internationalization strategies and funding for faculty members to undertake research abroad- can significantly influence the process of internationalization in the teaching-oriented and research-oriented HEIs respectively. Originality/value: This study provides insight into the relationship between institutional international policies and the outcomes of HEIs internationalization in Taiwan and Japan. It provides university leaders with empirical evidence for implementing managerial strategies of internationalization that promote education for sustainability in HEIs.

Background: Priority given to supported decision-making has increased internationally since the United Nations General Assembly adopted the Convention on the Rights of Persons with Disabilities (CRPDs). Nations worldwide have moved to ratify and enact the CRPD. Methods: A questionnaire survey on the supported decision-making status was conducted in Japan and Taiwan (60 and 73 people, respectively; N = 133, 82 women and 51 men). Survey items were objective indicators based on the CRPD. Results: In both countries, people who are older (vs younger) or those having more (vs less) experience supporting persons with intellectual disabilities were more likely to practice supported decision-making. Relationships between persons with intellectual disabilities and family members are vital. Conclusions: It is necessary to establish appropriate supported decision-making methods, that do not depend on aspects such as support experience, for persons with intellectual disabilities in Japan and Taiwan. Additionally, it is necessary to clarify the relationship with the family in supported decision-making for persons with intellectual disabilities and to work together appropriately.

This study provides research-based evidence to profile: (1) the roles of artificial intelligence in nursing; (2) its research applications; and (3) the research trends for future study. On the basis of the PRISMA statement, a series of AI and nursing education related keywords from the literature were used to retrieve high-quality journal articles from the Web of Science. A total of 112 AI-supported nursing education research articles were analyzed based on a three-dimensional framework, including interaction (e.g. the roles of AI, types of AI systems), research (e.g. methods and fields), and performance (e.g. research groups and measurement foci). The results revealed that AI played a primary role in profiling and prediction in nursing research (63%), and the most used AI system in nursing was intelligent agents (53%). The quantitative approach (87%) was the dominant research method, and the most relevant studies concerned health and medicine (92%). Regarding sample and measurement matters, patients and medical staff (75%) were the two primary research samples, and the performance evaluation of AI-related tools and systems (90%) was the core measurement focus. Additional content analysis across the three research interests was performed and discussed. Directions for future studies are provided.

Team coaching has become more utilized in organizations as they realize the importance of developing highly effective teams. There has been some research done on the skills needed by those who coach teams. However, very little has been done on the mindset needed for effectively coaching teams, and no research on the mindset for coaching action learning teams. This qualitative research is the study of 19 highly experienced master action learning coaches who have been certified by the World Institute for Action Learning (WIAL) and have over 500 h of action learning coaching experiences over a 10-year-plus time period. The Master Action Learning Coaches (MALCs) were asked to: (a) confirm if the 5 key mindsets identified by the researcher for coaching action learning teams were valid and (b) provide examples and questions that accrued from incorporating these mindsets in their coaching of action learning teams. The MALCs concurred on the 5 mindsets, and also provided a rich array of examples of how these mindsets affected their coaching. Two additional mindsets were offered as well. Implications for research and as well as the practice of action learning coaching are presented.

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

With the internationalisation of higher education, many universities in non-English-speaking countries have started offering English-medium instruction (EMI) courses. In Asia, in addition to the challenges caused by instructors and local students not being L1 speakers of English, the recent study-abroad trend has added more complexity to linguistic diversity in the classroom. This study investigates the experiences of three Japanese university students who took EMI courses in Taiwan and South Korea. Using a qualitative research method based on an open-ended questionnaire and semi-structured interviews, the study explores the following research questions: (1) how do multilingual university students use translanguaging to conduct their academic learning in EMI courses? 2) how are multilingual exchange students perceived by their peers and instructors? 3) how do peers and instructors' perceptions of exchange students affect their learning in their EMI courses? By applying the concepts of translanguaging and social categorisation to analyse the data, the study offers three main findings: (1) translanguaging is an essential tool for learning; (2) translanguaging is a potential cause for marginalisation; and (3) categorising exchange students can be a potential negative influence on students' perceived success. Ideally, pedagogical translanguaging in EMI courses should involve careful consideration of students' linguistic and cultural backgrounds.

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

This research aims to conduct a bibliometric study to describe how game-based educational research is structured and how it has evolved over time. For this purpose, bibliometric analysis has been used to analyze 4980 publications indexed by the Elsevier SCOPUS database between 1967 and May 2021. The related publications were evaluated by analyzing co-authorship, co-occurrence, and citation by considering author, keyword, country, journal, university, and publication variables. As a result of the bibliometric analysis, it was concluded that the United States was leading the field and significantly publishing more studies. Top performing organizations were in Taiwan and the United States. According to the keyword co-occurrence analysis, "game-based learning" was the most used keyword followed by "serious games" and "gamification". Co-authorship status results show that collaboration between researchers in the field was not high and the number of researchers in co-author groups was small. It was found that the most influential research was related to literature review on games and the effectiveness of games on motivation or learning and Computers & Education was the most published and cited journal in game-based educational research.

This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students' attitudes and perceptions of interprofessional competences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.

Recently, the flipped learning approach has been widely endorsed as an effective active learning alternative that responds to some of today's educational challenges, such as learner engagement. Flipped learning is a movement coping with the global rise of hybrid and digital learning, not just a teaching model. Although this review covers studies published before the COVID-19 pandemic, the findings of this review were analyzed during the lockdown witnessing the escalation of digital approaches. This review systematically revealed patterns, trends, conceptions, and practices in research into the flipped approach in higher education published from (2010-2019). It employed a descriptive analysis of 169 empirical studies in three highly indexed databases while focusing on authorship, subjective definitions, methods, theoretical frameworks, the role of media, and video in practice. Accordingly, the review provides an exhaustive summary of studies capturing the evolution of the flipped approach not restricted to a specific subject area or a study group. The findings revealed that the disciplines of education and medicine led the flip research. While the faculty was almost silent, students were the prominent participants in the investigation. Most studies employed the mixed-method research design, while they didn't employ a theory to guide the research. Furthermore, this review recommends using enhanced classification frameworks to contextually define key concepts addressing the gap of a unified framework defining this tangled and rich approach. Finally, this review suggests a better understanding of the flipped approach focusing on its value more than its modality.

The purpose of this study was to examine the studies related to augmented reality applications in sports science and to discuss the results based on this. Articles selected for analysis were found through searches journals in the Web of Science database from 1975 to 2018 were examined and searched using the keywords ("physical education" or "physical activity" or "sport$") and ("augmented reality"). As a result of the search, 44 articles were reached, and 11 articles were excluded from the research because they were not related to augmented reality applications or sports science. The publication classification form consists of the titles "Years, Authors Number, Country, Journals, Age, Sample Size, Variables, Sample Method, Research Method, Data Collection Method and Data Analysis Method." There are a limited number of studies where sports and augmented reality technology are used and interacted together. With the spread of the use of augmented reality and similar technologies in the field of sports sciences, it is thought that such fields as health and education will be positively affected.

This study examined the efficiency of using the same rating scale categories in measuring affective constructs for students with distinctive levels of achievement. Data used in this study came from the Trends in Mathematics and Science Study (TIMSS) 2011, as a case, on the three scales that were designed to measure eighth graders' attitudes towards science. Data from the four higher and the four lower science performing countries were analyzed using Rasch model. Results revealed that the use of a four-point rating scale appears to be appropriate for some of the higher performing countries; however, it was not appropriate for the lower performing countries. In addition, category functioning and distances between threshold estimates differed by whether the country was a higher or a lower performing country; distances between threshold estimates were too close for the lower performing countries as compared to the higher performing countries. The findings of the current study question the utility of using these scales for a cross-national sample and deducing results concerning the samples' agreeability to the construct of attitudes towards science.

This study compared individuals from two first language (L1) backgrounds (Italian, Mandarin) to determine how they may differ in their perception of Japanese consonant length (i.e. singleton vs. geminate) according to the phonemic status of length in L1 and experience with Japanese. The participants included two groups of non-native learners of Japanese: 14 native Italian speakers (NI + Japanese), 18 native Mandarin speakers (NM + Japanese) and two control groups: 14 native Italian (NI -- Japanese) speakers naïve to Japanese, 10 native Japanese (NJ) speakers. The participants' length perception accuracy was examined in a forced-choice identification task. The NJ listeners hardly misperceived any tokens, but the non-native listeners were generally accurate (> 85%) in identifying the Japanese length category. The NI -- Japanese group was slightly (albeit non-significantly) more accurate than the NM + Japanese group, suggesting the possibility that the use of phonemic length in L1 was facilitative. The direction of misperception (i.e. singleton as geminate or geminate as singleton) differed according to different group. Non-native learners' results also provided evidence for plasticity in cross-linguistic perception in adulthood.

Many researchers have focused on online collaborative learning, cross-cultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students' artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate different types of cross-cultural projects in their classrooms. The multiple cases of cross-cultural online collaborative projects in an EFL class were taught according to the theories of project-based learning and content language integrated learning alike, proved to follow this pedagogical framework. Implementation is also described to give more details on how the projects were conducted. In the end, opportunities and challenges are provided for future implementation of online collaborative EFL projects.

In this study, we examined the use of compliments, self-praise, and self-denigration, as exchanged among nonnative English users. This was part of participation in an online cross-cultural exchange project (Ibunka 2019), which involved learners from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). The aim of the study was two-fold: first, to contribute to the burgeoning research on the three speech acts in online settings; second, to unravel how the project participants -- as nonnative users -- managed to build and sustain rapport/comity via these social acts, despite their assumed linguistic deficiency. The study's data were extracted from a corpus of 2055 posts and comments ([approximately equal to] 368654 words) and analysed in terms of: distribution (1105, 301, and 361 tokens were identified, respectively), topics (core vs. peripheral), sequential organisation (vertical vs. horizontal), and rapport/comity building potential. The findings were extensively discussed in light of the existing literature, especially relative to social networking sites. Some of these findings are of a particular interest to English language teachers, namely: using linguistic proficiency and incompetence as topics for the three speech acts and the latter deployment as metacomments and message openers/closers as well as for the management of relational work.

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments.

The purpose of this study was to examine the reverse pathway dynamics between teachers' self-efficacy and job satisfaction from a cross-country perspective. By recognizing the sparseness of empirical studies on the reciprocal relation between self-referent assessment of capabilities and job satisfaction, a model of reciprocal determinism between teacher self-efficacy and job satisfaction is proposed. The data of 51,782 primary school teachers were analyzed using a non-recursive causal reciprocal structural equation system within the overarching framework of structural equation modeling. The results indicated that teachers' self-efficacy was reciprocally related to job satisfaction at the individuals' level. Despite this finding, feedback effects were identified only across seven education systems. Further, it was shown via multigroup structural equation modeling that organizational culture (i.e., education systems) by proxy of the countries was moderating the structural relations among the recursive and non-recursive effects of the model. These findings underscore the importance of self-efficacy in promoting job satisfaction and indicate that more satisfied teachers are characterized also by greater teaching self-efficacy. The results are discussed within the scope of better understanding the relations between these two focal constructs for educational practice.

Literacy is a term generally used for adults and young people. Basically, it is an acquisition that includes the process of reading, writing and understanding symbols in any language. While this concept, whose definition and scope has expanded over time, refers to people who can only say their names in the past, today it refers to individuals who can perform more functional skills. What is expected from today's literacy, which is also referred to as functional literacy, is not just saying the name, but also understanding what you read and harmonizing these information with the environment. It is critical to create texts that are easier to interpret, especially for poor readers and individuals learning foreign languages, in today's world where reading comprehension and correct use of information have become extremely important. In this context, the text simplification method, which is one of the text modification methods, comes to the fore. In accordance with these information, this current study aims to presents the bibliometric analysis of articles on text simplification, which are published in journals indexed in Scopus database in the field of social sciences. The data set of the study consists of 194 articles on text simplification published in journals scanned in the field of social sciences and scopus database. These 194 articles were examined in terms of different variables. The research is generally a descriptive study and document analysis method was used as a method. In the data analysis stage of the research, VOSviewer visualization software version 1.6.16 was used. According to the results obtained from the study, the most articles on text simplification were written in 2020 (f: 21), most cited article is "Interpretation as Abduction" (f: 363) written by J.R Hobbs, M.E Stickel, D.E. Appelt and P. Martin. Findings obtained from the research were shared in the form of tables, graphs and figures. The most common keywords that preffered by authors is "Simplification" (f: 18). The most cited institution is "Artifical Intelligence Center" (f: 363). The most cited journal is "Artifical Intelligence" (f: 363). The most published country is United States of America (f: 30). The most cited country is United States of America (f: 863). All findings obtained from the research were shared as tables and figures in the findings section.

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.

By reviewing regulative documents and extant literature, this paper explores the realities and trends of international students in East and Southeast Asia (ESA). It also shows motivation and strategies of four new players in the international higher education sector in East and Southeast Asia i.e., China, Hong Kong, Taiwan and Malaysia. Apart from showing that intraregional students have not predominated the overall international student population in the region anymore, the paper highlights that ESA region has become an established hub of international students rather than a new emerging destination as it was in previous years. The overall net flow of international students in this region was still deficit prior to 2010s, but the deficit in 2017 is still less than that of 2010?s. This is probably the first study of its kind to examine the trends of international students as well as of higher education policies of countries in the ESA region. The findings of this study shall provide an insight into international higher education trends among the ESA countries for stakeholders, including policymakers, university managers, faculty, students, and parents.

This study aims to first investigate the effect of the extreme response style (ERS) which could lead to an attitude-achievement paradox among the countries participating in the Trends in International Mathematics and Science Study (TIMSS 2015), and then to determine the individual- and country-level relationships between attitude and achievement by adjusting the effect of ERS. For the sample of this correlational study, 500 students were randomly selected from each of the 15 countries that participated in TIMSS 2015. The differences in the ERS tendency of the countries were determined by performing MANOVA. To determine the effect of ERS, two different multidimensional item response theory (MIRT) models were used: one did not include the ERS trait as a dimension while the other included this trait as a dimension. The results were analyzed with Latent GOLD 5.1 and WinBUGS software. To determine the relationship between attitudinal variables and achievement, the correlation values based on the observed scores and MIRT models were obtained. Whether there was any significant difference between these correlation values was determined by Fisher's rz transformation. The findings of this study were as follows: (a) the model in which the ERS trait was included as a dimension best fit the data and (b) the correlation values based on the observed scores were negative and those based on the MIRT models were positive, with the two statistically differing from each other. ERS is one of the factors causing the achievement-attitude paradox; however, it not sufficient to explain this paradox.

The purpose of this research is to: (1) clarify the scope and connotation of the OPOP (One Product/Project/Performance, One Paper) model comprehensively; (2) show its application in design and creative teaching; (3) introduce this model to more people. First, the author reviews the design doctoral education system and its shortcomings and analyzes the similarities and differences between "Ph.D. of Design" and "Master of Design"; second, the researcher discusses the DIKW (Data, Information, Knowledge, Wisdom) pyramid, cognition and communication theory separately. The author also interviewed the two teachers who created the OPOP model to clarify its core meaning and goals. Finally, the author invited students who participated in an OPOP forum to fill out a questionnaire in order to analyze and understand their responses and suggestions. The OPOP model allows participants to realize that "creativity" and "interpretation" are equally important and to gradually learn to use academic papers to transform personal "tips" and "experience" into "knowledge" that can be imparted. The author hopes that the OPOP model and the general frameworks mentioned in this study can inspire all readers, enabling them to continuously explore the connotation and further possibilities of OPOP in light of the actual situation.

The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in "Computer Assisted Language Learning," a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.

Understanding the make-up of gritty L2 students has garnered quite a lot of attention recently. In this descriptive narrative-based study, we looked at the interview data of eight English language learners who recorded high scores on a nine-item grit questionnaire. Specifically, two female university students each from Taiwan, Malaysia, Thailand and Japan were interviewed and their interview scripts were transcribed and then coded looking for common threads to emerge from the data by applying the tenets of Charmaz's (2006) Grounded Theory. The data show that beyond perseverance, gritty L2 students enjoy learning the L2, are consistently curious about the L2, are generally not bored by the L2, are confident using the L2 (not letting anxiety dissuade them), are extraverted--encompassing a strong willingness to communicate, have focused L2 vision and have had experiences and/or encounters that bolstered their L2 grittiness. As for encouraging L2 grit development, we suggest that good L2 classroom practice include frequent communicative activities so that students can see the practical side of learning a L2 with the hopes of strengthening their L2 vision.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

The redesigned four-skills "TOEIC Bridge"® tests were designed to measure the listening, reading, speaking, and writing proficiency of beginning to low--intermediate English learners in the context of everyday life. In this paper, I describe two studies that were conducted to investigate claims about the meaningfulness of redesigned TOEIC Bridge test scores by comparing them to self-assessments of listening, reading, speaking, and writing proficiency. In Study 1, test takers who participated in the redesigned TOEIC Bridge field test in Japan and Taiwan completed an online self-assessment survey of their speaking and writing proficiency. In Study 2, test takers who participated in pretesting for the redesigned TOEIC Bridge Listening and Reading test in Japan and Taiwan completed a paper-based self-assessment survey of their listening and reading proficiency. Both studies were designed with the same research questions in mind in order to evaluate claims about the meaning of redesigned TOEIC Bridge test scores and to enhance the interpretation of test scores by relating them to test takers' self-assessed ability to perform a variety of related tasks. The results indicated that self-assessments had medium correlations with redesigned TOEIC Bridge Listening test scores (r =.55), Reading test scores (r =0.54), Speaking test scores (r =0.51), and Writing test scores (r =0.46). These results compare favorably with the results of similar studies of the relationship between test scores and self-assessments of language proficiency and provide evidence to support claims about the meaningfulness of TOEIC Bridge test scores. In addition, the pattern of results across TOEIC Bridge test proficiency levels and can-do statements taken from language proficiency standards suggests that the tests meaningfully differentiate test-takers' proficiency levels, an important consideration of test design.

This is the first meta-analysis to examine the outcomes of nonfamilial, intergenerational programs (IGP) on youth and older adults. Relevant studies were identified by screening the abstracts from five systematic reviews on the impact of intergenerational programs on psychosocial outcomes. After all studies were screened 23 independent studies were included in the meta-analysis. An effect size, d, was calculated for the change in youth attitudes toward older adults, as well as older adults' change in generativity, quality of life, depressive symptoms, and physical health. Results suggested that IGP have a small, but significant association with improved youth attitudes toward older adults (d = 0.42). For older adults IGP were associated with a small, significant, reduction in depressive symptoms (d = > -0.30) and increased generativity (d = 0.25), quality of life (d = 0.48) and physical health (d = 0.10). Nonsignificant heterogeneity precluded the use of moderator variables to explain variation among the studies. With a better understanding of the effectiveness of IGP, researchers can more effectively develop IGP and assess their outcomes.

Sexual violence prevention initiatives often do not address the unique experiences of international students. This study examined the experiences of eight East Asian international students navigating sex, relationships, and sexual violence in the United States. Four themes emerged: navigating a more open society without preparation, feeling pressure and choosing silence, searching for meaning and learning through example, and developing knowledge through interactions. These themes describe the students' experiences and lead to implications for practice.

Mobile-assisted language learning (MALL) is a fast-developing field that is constantly growing and evolving in education. There is a lack of publications focusing on implementation studies of MALL as a means to enhance second language/foreign language (L2) reading comprehension. Building on Burston's (2013). Mobile-Assisted Language Learning: a Selected Annotated Bibliography of Implementation Studies 1994-2012. Language Learning & Technology, 17(173), 157-225. https://doi.org/10.1080/0022027032000276961] comprehensive historical background of MALL applications from 1994 to 2012, the current article aims to provide a thorough review of a selection of implementation studies between 2012 and 2017, which focus on L2 reading comprehension through the use of mobile devices. Thus, the current article will provide an overview of the main journal articles, book chapters and conference proceedings which investigate the use of mobile devices and tablets to improve L2 reading comprehension published in the last six years.

Background: As individuals with intellectual and developmental disabilities age, their siblings are more likely to assume caregiving responsibilities. However, little is known about experiences of East Asian siblings with respect to their caregiving and future-planning within their own country, as well as other East Asian countries. Methods: Using a national survey, this study explored experiences of 576 siblings across South Korea, Japan and Taiwan. Results: A common factor across the three countries was that siblings were less engaged in advocacy and future-planning activities and felt less competent to play the role of caregiving. Korean siblings reported more negative views about disability, while Japanese siblings reported less engagement in future-planning and Taiwanese siblings reported greater involvement in caregiving. Conclusion: Based on 'universalism without uniformity', it is recommended to develop culturally sensitive sibling-targeted intervention based on each country's context.

Translator professionalism is seldom studied in an empirical way in Asia, not to mention the similarities and differences in the perception of the topic as exhibited by practitioners versus clients. The present study examines translator professionalism as a multidimensional term covering practitioners' language competency, translation skills, ethics, attitudes, and behaviour in and outside the workplace setting. It compares the viewpoints of 425 practitioners and 72 clients in Asia. Data suggest that both parties have a rather positive attitude towards the professional status of translators although significant divergent viewpoints were found on whether the occupation is vital to society; whether becoming a translator requires a high degree of expertise and knowledge; and whether translators can exercise their own judgment in their jobs. However, both practitioners and clients have similar opinions on translators' proactive behaviour at work. Moreover, they attach great importance to translators' adherence to the principles of ethical practice. The findings not only contribute to research on the client-translator relationship but also provide translation teachers and students with knowledge of the latest development of translator professionalism as well as current and upcoming challenges in the industry.