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Although technology has been seamlessly integrated into classroom teaching, there is room for improvement in the way professional development is implemented. The aim of this study was to explore the experiences of Thai teachers of English as a Foreign Language (EFL) in implementing digital literacy training. Focusing on technologically illiterate teachers (and particularly older ones), the study aimed to investigate the production of online videos by these teachers to be used in their classrooms. The study was conducted in Trang, Thailand, and involved 36 Thai EFL teachers who underwent a one-month training programme in 2020. Data was collected through a questionnaire, observation, and interviews. The results showed that the participants required additional training time, and faced challenges such as teaching style, computer specifications, and Internet accessibility. Despite these challenges, the teachers reported a positive perceptions of teaching English with technology, and found it was easier than they had anticipated. These findings have pedagogical implications for future implementations of digital literacy training for somewhat technologically illiterate language teachers. [ABSTRACT FROM AUTHOR]

This article describes how the transactional analysis concept of strokes can contribute to our understanding of educational psychology and the dynamics in educational settings between teachers and students. Teachers' stroking behavior may be influenced by several factors, including gender, age, and culture. The study described here investigates the differences among Iraqi English as a Foreign Language (EFL) learners' conceptions of types of strokes based on the age of their teachers. Five hundred Iraqi teenage learners responded to a 32-item scale. The results of repeated measures ANOVA manifested that there was not a significant difference in the students' perceptions of overall kinds of strokes given by young and older teachers. However, two subscales of strokes—verbal conditional positive and verbal conditional negative strokes—were perceived significantly differently between older and younger teachers. Finally, and importantly, verbal conditional negative strokes turned out to be less unpleasant than unconditional ones regardless of the teacher's age, denoting that if the teacher is to give negative strokes, students prefer conditional ones. [ABSTRACT FROM AUTHOR]

Senior volunteer teachers play important roles in learning programmes for the elderly. These volunteers’ level of teaching satisfaction was assumed to influence programmes, their organizational behaviours and outcomes. However, scant research has focused specifically on volunteers’ levels of satisfaction with teaching and how their satisfaction is influenced by participation characteristics and their demographic backgrounds. This initial study conducted in Hong Kong attempts to examine this topic. Data from 236 samples from 56 units across the territory were utilized in this study. The results showed that the overall level of teaching satisfaction among senior volunteer teachers was quite high. Senior volunteer teachers with longer teaching experience and teachers with longer service felt satisfied in many areas of teaching. Teachers who taught a greater number of subjects experienced less satisfaction. A ‘u-shaped’ trend of satisfaction correlated with the number of classes taught; senior volunteer teachers teaching 1–2 classes and volunteers teaching 6 or more classes exhibited higher satisfaction levels in various areas. The number of average teaching hours per week could simultaneously facilitate and hinder different facets of satisfaction. Female teachers experienced higher levels of ‘Recognition’ than male counterparts. Older senior volunteer teachers were quite satisfied in the areas of ‘Working Conditions’ and ‘Authority’. Findings of multiple regression were discussed. [ABSTRACT FROM PUBLISHER]