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Purpose: Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners' motivational behavior and its predictors vary with grade level. Methodology: A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings: The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners' intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance: In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners' motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.

This study aims to explore the impact of dual learning on preschool teachers' thriving at work and creative performance, and whether preschool teachers' thriving at work acts as a mediating factor in the relationship between dual learning and teachers' creative work. The participants were preschool teachers from Taiwan. Convenience sampling was used, resulting in a sample size of 388 people. The study results found that preschool teachers' dual learning, which includes both exploitative and exploratory learning, can improve the novelty and usefulness of their work and creativity. Furthermore, the study found that preschool teachers' thriving at work mediates the relationship between dual learning and creativity. This study also discovered that dual learning should combine and complement both exploitative and exploratory learning to achieve balance and the most significant effect. Therefore, it is essential to first help preschool teachers engage in both exploitative and exploratory learning. Schools and kindergartens can also provide relevant courses to help teachers combine these two learning methods. By integrating and complementing their advantages and disadvantages, a balance in learning can be achieved, thereby promoting teachers' creativity in their work.

This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until adulthood in certain cultures. Two cultural groups, Indonesian (n = 61) and Taiwanese (n = 60) college students, were recruited from a public Taiwanese university. Reading an essay about how the biological five kingdoms were classified served as the foundation for student-generated drawings. Semi-structured interviews and verbal data were used to track the origin of influences in their drawings. The initial result of coding drawings revealed that most of the drawing structures were shared between groups while only the design of Evolution, revealing sequential taxa in the evolution history, was Taiwanese-specific. Further statistic testing indicated that only participants' nationality was a significant factor in determining the drawing structure while pedagogical content knowledge is not. A comparison of these results indicated that most Taiwanese representations agreed with that of the non-hierarchical design used in their prior textbook while the Indonesian representations agreed with the hierarchical design of their textbook. The results suggest that there are several competing factors interfering with the decision about image design. Suggestions for teacher education and further study are addressed.

The development of teacher leadership is closely intertwined with the transformation of teacher roles. However, few studies have investigated how this concept, first developed in North America, is affected by teachers' role identities (RIs) in an Asian context. To this end, this study aimed to examine the effects of teachers' perceived role expectations (PREs) and RIs on their leadership behaviour. The sage teacher, professional teacher and labourer teacher framework was used for analysis, and 498 junior high school teachers in Taiwan participated in a survey. Structural equation modelling and bootstrap analysis were employed to analyse the data. The results showed that teachers' PREs as professional and sage teachers were more significant than for labourer teachers. Their RIs also presented the same pattern. Moreover, although teacher leadership is closely related to the development of teacher professionalism, of the three types of teacher roles, only the PRE and RI of the sage teacher can significantly motivate teachers to lead in direct and indirect ways.

Citizen science, a growing domain that allows public participation in scientific research, plays an increasingly significant role in formal education. Its potential to foster scientific literacy, address environmental issues, and promote sustainability is widely acknowledged. Drawing on the concept mapping approach, this study aims to investigate the factors that could motivate students' participation in a university-based citizen science project. This methodology enabled substantive insights, driving focused discussions and yielding rich, consolidated outcomes that reflect a strong consensus. These factors encompass the importance of real-world connections, experiential learning, institutional support, autonomy, and global consciousness, extending existing theoretical frameworks. The results illuminate the transformative potential of school-based citizen science and offer valuable insights for designing engaging educational initiatives and strategically allocating resources. The implications of this study transcend the academic realm, underscoring the role of citizen science in fostering a science-literate society and a sustainable future.

This study investigates the enhancement of spoken English proficiency among students at Taiwan's technological and vocational education (TVE) universities. The focus is on the significant impact of positive learning attitudes and effective methodologies, using questionnaires and in-depth interviews to assess students' confidence and perceptions of spoken English. The research employs the spoken English confidence scale, covering five dimensions: 1) attitude and aptitude for English learning; 2) confidence in English usage within classroom settings; 3) personality in the context of the native language; 4) belief in potential English capabilities; 5) faith in current English proficiency. Key findings reveal gaps in confidence and English-speaking skills, suggesting the need for immersive English-speaking environments, confidence-boosting classroom activities, and personalised feedback. Therefore, the results of this study suggest interventions aim to cultivate a student-centred approach, addressing proficiency gaps and enhancing confidence in English communication.

Curricula have historically overlooked non-heteronormative education for elderly populations. The purpose of this study was to assess attitude changes toward same-sex relationships among Taiwanese older adults before and after taking a curriculum focused on the lived experiences of same-sex partners. Seventy-six older adults from Hualien County, Taiwan voluntarily participated in a six-hour course, split across two 3-hour sessions, on same-sex relationships and non-traditional families. Researchers formulated the class on contact theory and equity education, intended to exhibit new perspectives and gender paradigms to older adults. Participants completed a post-class 5-Likert scale survey regarding (1) their understanding of course material and (2) their opinion on same-sex marriage legislation, then an optional qualitative form interview. Sixty-four respondents completed the form in full. Findings identified that after the course: (1) females were significantly more likely to support same-sex marriage legislation (67.2% of females compared to 33.3% of male participants) (2) there was no significant difference between males and females on empathy (3) those who supported same-sex marriage legislation were significantly more likely to empathize with the challenges same-sex partners face. Free responses collected reflected increased understanding, respect, and empathy toward same-sex partners and non-traditional families. These results suggest older adults do not stick to 'rejecting' new understandings of gender paradigms. The discussion involves implications for future, successful, and equitable elderly education curriculum design on gender issues.

Extant literature has preliminarily confirmed the potential benefits of holographic projections for educational purposes. Yet, students' experiences of learning by holographic projection have rarely been addressed. The main purpose of this study was therefore to explore students' conceptions of and approaches to learning by holographic projection. A holographic projection system was devised to assist students in learning the concept of lunar phases. This study also investigated the relationships between students' conceptions and approaches, and determined if there were any variations based on students' learning gains. Phenomenographic analysis was adopted to analyze 30 university students from Taiwan, and a multiple-choice conceptual test was conducted to assess their learning achievements. The main findings indicated that students with conceptions of learning by holographic projection as increasing the presence of a scene or mapping 2D images to 3D structures tended to adopt surface approaches, such as only observing the changes presented in the holographic projection, repetitively operating the system functions without intended purposes, or simply following the instruction guidelines to meet the minimal requirements. However, this study unexpectedly found that students who utilized surface approaches had significantly higher learning gains on the conceptual test than their counterparts did.

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students' active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students' knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students' higher-order thinking skills and learning scores, proving that it significantly enhances students' creativity, problem-solving abilities, critical thinking, and knowledge construction.

Learning in a virtual environment has been found to foster students' affective responses, indicating the importance of exploring the factors which affect students' learning when engaged in a virtual game. This study aimed to explore the relationships among students' epistemic curiosity, situational interest, and learning engagement in an exploratory 3D virtual game environment. A virtual game was designed for elementary school students to learn concepts of evaporation and condensation in real-life situations. Data were collected using questionnaires from a total of 121 sixth-grade elementary school students, and were analyzed using partial least square structural equation modeling (PLS-SEM). The reliability and validity of the instruments employed in this study were verified. The structural relationships showed that I-type epistemic curiosity showed a stronger influence on the design of the virtual game environment compared to D-type epistemic curiosity. Challenge was found to be negatively predicted by I-type epistemic curiosity, but positively predicted by D-type epistemic curiosity. Instant enjoyment was also found to play a significant mediating role between I-type epistemic curiosity and emotional engagement. It is suggested that future research should consider providing students with interesting contexts and challenging tasks as a critical approach to designing virtual game learning environments.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

This paper explores how non-Indigenous teachers understand challenges and barriers to academic progress and success for Indigenous students in Taiwan. Drawing on data from a study with 17 teachers of Han Taiwanese and Hakka background who had worked closely with Indigenous students from elementary to high school across Taiwan, we utilise Expectancy-Value Theory to explore teacher participants' views of the barriers and challenges to educational success for their Indigenous students. Previous research suggests a deficit view among majority background teachers, depicting them as biased against Indigenous peoples and lacking relevant knowledge that would allow them to teach Indigenous students and about Indigenous cultures and histories. In contrast with this previous research, the teachers we interviewed exhibited a good and nuanced understanding of the obstacles and challenges of Indigenous students, families and communities which prevent their success. The teachers in our study indicated that they lack agency and are limited by structural forces in effecting meaningful change. Far from holding deficit views, the teachers interviewed pointed to the importance of working together with Indigenous families and communities to support the learning of Indigenous students. In our conclusion we point to ways of capitalising on the non-deficit positive views captured here to effect long-term sustainable change to support teachers to, in turn, support the learning of Indigenous students.

Fostering students' critical thinking and creative thinking is an important aim in education. For example, art courses not only focus on artwork creation, but also on theoretical knowledge for identifying artworks. In the conventional lecture-based instruction mode for theoretical knowledge delivery, students' learning outcomes could be affected owing to the lack of student-teacher interactions, and hence researchers have started to employ interactive learning technologies, such as robots, to cope with this problem. However, without proper guidance and support, students' learning outcomes in such an interactive learning mode could be limited. To improve students' learning effectiveness, this study proposed a mind mapping-assisted robot (MM-R) approach for an art course. A quasi-experimental design was adopted to explore the effects of the proposed learning approach on students' performance in art appreciation, digital painting creation, creative thinking tendency, and critical thinking awareness. A total of 48 students from two classes in a university in central Taiwan were recruited to participate in this study. One class was the experimental group (n = 25) adopting the MM-R approach, while the other class was the control group (n = 23) adopting the conventional robot (C-R) approach. The results indicated that the integration of the MM-R approach improved students' learning achievement, performance in digital painting creation, creative thinking tendency, and critical thinking awareness.

In this study, a generative artificial intelligence (AI)-assisted Think-Aloud Pair Problem-Solving (TAPPS) learning strategy was introduced to support ethical dilemma-related problem-solving learning activities. Then, an interactive virtual learning companion system was developed and tested in a business ethics course to evaluate the efficacy of the proposed method. A total of 135 students from a technological university in central Taiwan participated in this experiment. The experimental group employed the generative AI chatbot virtual learning companion that assisted with the TAPPS approach for ethical dilemma learning. Two control groups used, respectively, the conventional TAPPS approach involving paired learners and the conventional individual thinking-aloud problem-solving method. The proposed method not only enhanced the students' problem-solving ability but also fostered their learning motivation and ethical reasoning ability.

Due to the pandemic, many students have been forced to study remotely. This study aims to investigate the impact of online collaboration scripts on learning outcomes in virtual reality (VR) co-creation learning activities during distance learning. The collaboration scripts were designed to foster students' remote teamwork. The participants consisted of 106 Taiwanese sixth-grade elementary students, divided equally into an experimental group and a comparison group. The experiment lasted for seven weeks, with approximately 40 minutes per week dedicated to VR co-creation activities. The experimental group followed online collaboration scripts, while the comparison group engaged in distance learning without scripts. Additionally, the researchers collected students' learning logs and analyzed behavioral sequences to enhance understanding of their learning behaviors. Epistemic network analysis was employed to analyze group interactions, focusing on Orientation, Planning, Executing, Monitoring, and Evaluation codes. Results revealed significant improvement in the experimental group's learning achievement and communication skills using online collaboration scripts in VR co-creation learning. The experimental group exhibited a stronger correlation in Planning--Executing, following the script stages, while the comparison group relied more on peer assistance. Overall, the online collaboration scripts could scaffold learning and support effective remote VR learning activities for content co-creation for elementary students.

This study explored the mobile language learning experiences that Taiwanese high school English language teachers created. A total of 119 valid mobile-assisted language learning (MALL) lesson plans from 36 senior high schools in the national mobile learning (m-learning) programme in Taiwan were analysed via content analysis. The results showed that: (a) "direct guided learning" and "video sharing" were the most used m-learning strategies; (b) the major learning activity foci were on "vocabulary/grammar" and "viewing," while "writing" received less attention; and (c) students often played the roles of "idea sharer," "worksheet doer" and "information searcher." Extrapolating the results with the replacement-amplification-transformation framework further revealed students as "worksheet doer" in the replacement level and "adaptive" as the distinguishing feature for the amplification and transformation level. Finally, from a mobile pedagogical framework perspective, the lesson plans showed that a certain level of personalization and collaboration was created. The results of this research could contribute to the understanding of teachers' MALL lesson design practice and provide possible directions for supporting teachers' design activities.

Compliance is an important skill of social competence for young children as it reflects children's ability to understand others' expectations and to display cooperative behaviors. Existing research has shown that parental responsiveness and child executive functioning separately make contributions to child compliance, but less is known about the relationships among these three variables. Therefore, this study tested a theoretical model by investigating the direct and indirect relationships among parental responsiveness, compliance, and executive functioning in preschoolers. This study utilized the data of parental self-reports from Kids in Taiwan: National Longitudinal Study of Child Development & Care (KIT), a nationwide longitudinal study designed to collect data on the development and care of children in Taiwan. 1,747 four-year-old preschoolers (857 boys, 890 girls, mean age 48.77 months) and their parents (either father or mother) were included in this study for analysis. The results from the structural equation model revealed that parental responsiveness was directly and indirectly (via child executive functioning) related to child compliance. For preschoolers, responsive parenting was associated with better executive functioning skills, which, in turn, led to increased compliant behaviors. Our findings highlighted the need to enhance parental responsiveness and child executive functioning when addressing compliance in young children.

Despite stakeholders' desire for organizations to participate in corporate social responsibility (CSR) activities, some organizations do not invest in CSR due to uncertainty around the value it provides to performance. This research investigates the effect size of the relationship between CSR and performance via a meta-analysis of 17 articles. A series of performance-indicating groups emerged and effect sizes were calculated using the Comprehensive Meta-Analysis software. These groups include in-role performance, extra-role performance, employees' affective attitudes towards organizations, and organizational-level outputs. Results suggest that CSR has a large effect on performance across a range of contexts. Implications for career counseling are discussed.

The study examines the effects of different questioning strategies on elementary school students regarding scientific knowledge, views of scientific inquiry, and scientific inquiry skills during scientific inquiry video learning. A quasi-experimental design was adopted involving 78 sixth-grade Taiwanese students from three classes. The three classes were randomly assigned into three groups: instructional video with embedded open-ended questions (G1), video with embedded closed-ended questions (G2), and video only (G3). All students were required to watch three scientific inquiry videos on different topics having already taken pretests and posttests on scientific knowledge, view of scientific inquiry, and scientific inquiry skills. The data suggested that G1 and G3 had significantly better performance regarding higher-level knowledge and views on scientific interpretation than did G2, with G1 displaying the best data interpretation skills. The study implies that open-ended questioning is better than the closed-ended approach, although neither is better or worse than having no questions at all in its videos. This study should, therefore, be of value to those interested in developing or implementing science videos for elementary students.

This study aimed to examine the predictive validity of junior high students' grit (including perseverance of effort (PE) and consistency of interest (CI)) on their short-term and long-term academic achievements using a longitudinal survey design under the structural equation modeling framework. Data were collected on 236 junior high students (56.3% boys) in Taiwan across three years. The analytical results showed that PE successively influences students' semester grades (as short-term achievements) in a unidirectional way. However, CI could not predict the consecutive semester grades. Furthermore, we found that both PE and CI did not directly predict students' achievement on the scores of the Comprehensive Assessment Program (CAP, as long-term achievements). Only PE can indirectly associate with the CAP scores via students' successive semester grades. The study results can be explained by the goal hierarchy of grit, where achieving good semester grades can be treated as the lower-order goals that are cohesively aligned with the superordinate goal to do well in the CAP. Strategies for fostering students' perseverance of effort and implications for future research on educational equity are discussed.

The rapid evolution of AI technologies has reshaped our daily lives. As AI systems become increasingly prevalent, AI literacy, the ability to comprehend and engage with these technologies, becomes paramount in modern society. However, existing research has yet to establish a comprehensive framework for AI literacy. This study aims to fill this gap by developing a holistic AI literacy scale. Three levels of dimensions are considered: individual, interactive, and sociocultural. The scale includes cognitive, behavioral, and normative competencies. After rigorous reliability and validity assessments, the final AI literacy scale comprises six dimensions: AI features, AI processing, algorithm influences, user efficacy, ethical consideration, and threat appraisal. Detailed scale development, validation, and dimension-specific items are thoroughly explained. This comprehensive scale equips individuals with the competencies needed to navigate and critically engage with AI in today's multifaceted AI landscape.

This study investigated the effectiveness of applying a smartphone to reduce the hyperactive/impulsive behaviors of 3 students with attention deficit hyperactivity disorder (ADHD) in class. A smartphone that can simultaneously provide vibration and visual text prompts was adopted in this study to remind the participants when they exhibited hyperactive/impulsive behaviors. This study adopted the multiple baseline design across subjects under the broader rubric of the single-subject research design, including 2 baseline phases and 2 intervention phases. The results show that the time spent engaged in target behaviors decreased for participants during the intervention phases, compared to the baseline phases. The findings show that applying the vibration and visual text prompts of a smartphone is a feasible prompting strategy to assist students with ADHD to reduce their hyperactive/impulsive behaviors in class.

Objectives: Previous studies have demonstrated poor oral hygiene in children with attention deficit hyperactivity disorder (ADHD). However, the association between ADHD and periodontitis is still unclear. Methods: In all, 16,211 adolescents with ADHD and 162,110 age- and sex-matched controls participated in the study between 2001 and 2011. To identify the occurrence of periodontitis, the participants were followed up till the end of 2011. Confounding factors, including smoking, diabetes, and depressive disorder, were assessed and adjusted in the Cox regression models. Results: Adolescents with ADHD (HR: 2.29) were more likely to develop periodontitis later in life than controls. We additionally observed the beneficial effect of atomoxetine (HR: 0.42) on the periodontitis risk among adolescents with ADHD. However, this finding should be interpreted cautiously given the small sample (n = 290) of children taking atomoxetine in the present study. Conclusions: ADHD is an independent risk factor for subsequent periodontitis development. Oral health should be closely monitored in adolescents with ADHD. Future investigation of the shared pathomechanisms between periodontitis and ADHD is warranted.

Background: Team-based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning. Objectives: This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection. Methods: A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes. Results and Conclusions: The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback. Implications: Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.

Background: The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. Aims: We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. Sample: Seventy-seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. Methods: The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. Results: A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy-supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands-on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. Conclusions: Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions.

Self-determination has been a primary focus of efforts to enhance quality of life for individuals with disabilities. Learning self-determination enables individuals to assume greater responsibility and control in their lives. The primary causal agency perspective on self-determination highlights the importance of learning self-determination for all individuals regardless of the severity of their disabilities. Examination of the perspectives of adults who have disabilities on their experiences of learning self-determination can provide valuable insights that can be applied to children and youths. In this study, we interviewed 10 participants from Taiwan, all of whom had severe to profound physical disabilities or multiple disabilities. Data were analyzed thematically, and the following themes regarding participants' self-determination experiences emerged: (1) beliefs about self-determination, (2) challenges from external interference, (3) challenges from societal and cultural influences, (4) peer support for self-determination, and (5) family support for decision-making. Findings are discussed along with implications for the teaching of self-determination practices to relevant stakeholders.

The binge-watching phenomenon on college campuses in Taiwan inspired this study. The researcher often overhears her students chatting about which Mandarin TV series they have been binge-watching recently. Given this drama fever, which may provide an impetus for sustained reading of on-screen text, the researcher is concerned with English vocabulary growth if the viewing habit shifts from Mandarin to English subtitles. A corpus of over 5.6 million English-subtitled words from 37 Mandarin dramas was compiled, totaling 1,238 episodes. The operational measures involved the ranked twenty-five 1000-word-family lists along the British National Corpus and the Corpus of Contemporary American English word-frequency scale. Results show that Mandarin drama English subtitles reached the 2000-3000 word-family levels at 95% text coverage and extended to the 4000-5000 levels at 98% coverage subject to genres. EFL Mandarin drama fans may encounter most words from each of the 1st to 6th 1000-word-family lists twelve times or more for potential learning by continually watching up to 24 English-subtitled Mandarin dramas. Moreover, twenty participants expressed their views on watching English-subtitled Mandarin dramas to a certain level of agreement. For extensive reading practitioners, the results may be a reference concerning what vocabulary level EFL learners may attain if they binge-watch English-subtitled Mandarin dramas in their leisure time.

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.

We created an eight-week virtual exchange (VE) programme called the Virtual Culture Trip which enabled 68 students from seven countries to engage in online intercultural interaction under the guidance of educators. This study investigated participants' perceived language skill improvement and intercultural competence (IC) after the programme, the change in their interest in the VE discussion topics, and the relationship between their self-perceived improvement and background factors. Quantitative and qualitative analyses were conducted on data obtained from the pre- and post-surveys of 48 students. Results showed that participants believed that their language skills and the four IC constructs (i.e., knowledge, attitudes, awareness and skills) significantly improved. They also seemed to become more interested in the discussion topics. Some statistically significant differences were observed in the abilities to use the language between males and females and these differences might also be associated with the interaction between gender and prior VE experience. Moreover, the interaction between age and English level led to statistically significant differences in their perceived development of intercultural skills. The study shed light on how VE conducted through English as a Lingua Franca can be an enabling means to facilitate interactions across Global North and Global South countries despite challenges posed by geographical immobility due to resource limitations or a global pandemic.

Open educational resources (OER) are teaching and learning materials that are either in the public domain or published on an open licence which permits various forms of redistribution, reuse and repurposing. Many organisations and higher education institutions around the world are using such resources, and anecdotally many believe this is supporting innovations in practice. However, there is scant research into how such innovations should be understood or evaluated conceptually. In this paper, we present a conceptual framework that can describe and evaluate innovative practice as well as results from a study of 44 cases using this framework in the context of the ENCORE+ (European Network for Catalysing Open Resources in Education) project (2021-2023). This conceptual framework provides a rich qualitative description for instances of innovation which use OER. Our examples cover many countries, including Argentina, Australia, Canada, China, Colombia, UK, Germany, Greece, Hungary, India, Ireland, Kenya, the Netherlands, Norway, Scotland, Slovenia, South Africa, Spain, Taiwan, USA, and Zanzibar. The sample includes organisations of all sizes and maturities of implementation. This allowed us to differentiate OER value propositions for a range of stakeholders at different levels of maturity of OER use. We explore whether variables such as the size and maturity of an organisation influences innovation strategies and the perception of stakeholder relationships. Our data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types.

This study aims to explore the impact of STEAM teaching activities that incorporate local environmental awareness on university students' pro-environmental behavior (PEB), and scientific creativity. The teaching activity design of this study was centered on "designing livable housing in Taiwan", and a total of four projects were designed. This research included university students (N=66) who were divided into a control group (n=33) and an experimental group (n=33). The experimental group added videos on local environmental awareness such as "local disasters and local household interview news". The students were required to fill out the "Scientific Creativity Questionnaire" and "PEB Scale" before and after the teaching activities. The results of the study indicate that the experimental group outperformed the control group in the post-test for the sub-dimensions of "Green Behavior," "Global Warming Awareness," "Environmental Social Interaction," "Informal Environmental Education," and "Environmental Attitude." This suggests that incorporating local environmental awareness materials into STEAM teaching activities is more effective in enhancing university students' PEB compared to standard STEAM teaching activities. Additionally, both groups showed improvements in overall scientific creativity after participating in the different activities, particularly in the areas of fluency and flexibility. However, ANCOVA analysis revealed no significant difference in scientific creativity between the two groups in the post-test. The results indicated that the integration of local environmental awareness materials was not the primary factor contributing to improvements in scientific creativity. This study recommends that higher education lectures integrate both environmental awareness and scientific content into curriculum design to strengthen students' overall competencies.

The study investigates perceptions of AI-facilitated creativity in English as a Foreign Language (EFL) digital storytelling (DST). Focusing on language learners, instructors, and audience, the research explores how AI influences creative processes and how such creativity is perceived across different perspectives. Over a six-week period, 32 EFL students used AI tools to create digital stories. The study employed pre- and post-intervention surveys to assess students' perceptions of AI-enhanced creativity, while the resulting digital stories were evaluated by instructors as experts, and peers as audiences to gather multi-perspective insights. Findings reveal that while AI tools significantly enhanced visual and audio elements, aiding in the contextualization of stories, the creative essence, particularly in narrative development, was consistently preferred when human input played a central role. The study uncovered favorable attitudes towards AI-facilitated learning, with noticeable improvements in post-intervention surveys. However, despite these technical enhancements, human-created storylines were valued more highly by the audience than AI-generated components. The results suggest that while AI can augment certain aspects of digital storytelling, such as enhancing multimedia elements, it does not replace the core creative input provided by humans. This has implications for the integration of AI in educational settings, particularly in language learning and creative disciplines. The study advocates for a balanced approach where AI supports, but does not substitute, human creativity.

The generation, use, and analysis of educational data comes with many promises and opportunities, especially where digital materials allow usage of learning analytics (LA) as a tool in data-based decision-making (DBDM). However, there are questions about the interplay between teachers, students, context, and technology. Therefore, this paper presents an exploratory systematic scoping review to investigate findings regarding LA usage in digital materials, teaching, and learning in K-12 mathematics education. In all, 3,654 records were identified, of which 19 studies met all the inclusion criteria. Results show that LA research in mathematics education is an emerging field where applications of LA are used in many contexts across many curricula content and standards of K-12 mathematics education, supporting a wide variety of teacher data use. Teaching with DBDM is mainly focused on supervision and guidance and LA usage had a generally positive effect on student learning with high-performing students benefiting most. We highlight a need for further research to develop knowledge of LA usage in classroom practice that considers both teacher and student perspectives in relation to design and affordances of digital learning systems. Finally, we propose a new class of LA, which we define as guiding analytics for learners, which harnesses the potential of LA for promoting achievement and independent learning.

Many university students in Taiwan have complained that the general English class is not very exciting nor useful for the workplace due to its exam-oriented and teacher-centered instruction focus. Such negative impressions often lead to a low motivation toward learning English and affect students' learning outcomes. This study aimed to establish an innovative work-based teaching approach and to explore whether it can help enhance students' motivation to learn English, positively impacting their overall performances. The work-based teaching approach included job-seeking activities involving self-introduction and resume writing, as well as product introduction tasks, fostering student participation, teacher-student interaction, and balanced summative-and-formative assessments. The study recruited 129 second-year university students in the general English class for an 18-week course where they were required to complete work-based tasks and assessments. A triangulation of research methods was employed to collect both qualitative and quantitative data from questionnaires, student formative and summative assessment, reflection journals, and student interviews. Three major findings arise from this study: 1) students' score gain on TOEIC pre- and post-tests was statistically significant; 2) students offered positive views on the diverse, interactive, and communicative teaching methods that enhanced their understanding and application of workplace English; and 3) performance assessment played a more important role in increasing students' learning interest and motivation than traditional paper-andpencil tests. This study concludes with some pedagogical implications and suggestions for future research.

Most teaching pedagogies in English as a Foreign Language (EFL) classes prioritize linguistic skills development over exploring how cultural factors shape language interpretation. To address the gap, this study developed and evaluated an instructional design project using the attention, relevance, confidence, and satisfaction (ARCS) motivational design model combined with critical pedagogy through computer-mediated communication (CMC) tools. The purpose of this research is to enhance EFL teachers' intercultural competence. Multimedia resources were used to capture participants' attention, and news articles were selected to connect to their lived experiences. Online forums were used to build their confidence, and intercultural activities provided satisfaction through practical engagement. Critical literacy pedagogy guided the design of questions to encourage EFL teachers to explore assumptions, challenge perspectives, and critically analyze language. Data from 16 EFL teachers' questionnaires, online comments, and interviews indicated that task attractiveness and the online environment motivated EFL teachers to develop critical literacy skills. Future studies could explore additional strategies for integrating intercultural competence into EFL teaching and examine how cultural dynamics within groups influence online communication.

Being able to pronounce a language so that a listener can understand (i.e., intelligibly) is critical to achieving communicative competence (Munro & Derwing, 1995), but is Duolingo helpful in this regard? Given Duolingo's status as the world's most widely used language-learning app (Hirschi, 2020), understanding its potential is important to English teachers in Australia, who might wonder whether to incorporate Duolingo into their pronunciation teaching strategy. The present study examines whether Duolingo's implicit pronunciation teaching is as effective as that of a human teacher in a classroom -- a question which has not been well researched to date. In the design of this study, the researchers sought to avoid some of the methodological problems from Jiang et al. (2021). First of all, the participants in the current study shared the same first language (Mandarin); second, Duolingo users' results were compared to a control group, rather than self-set targets; third, all participants were included in the evaluation; and fourth, the study experienced a high completion rate. This greatly reduced the impact of attrition, self-selection, or unsuccessful completion of the test on the data. This report seeks to answer the following research question: To what extent is Duolingo effective at promoting implicit pronunciation learning, especially as compared to human teachers?

This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students' perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in 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.

The use of learner modelling approaches is critical for providing adaptive support in educational computer games, with predictive learner modelling being among the key approaches. While adaptive supports have been shown to improve the effectiveness of educational games, improperly customized support can have negative effects on learning outcomes. To tackle these challenges, we present a novel approach, called DeepLM, that considers a series of time windows representing both sequences of learners' actions during gameplay and estimation of their current competencies (using stealth assessment) to model learners and accordingly predict their future performance. The approach employs a variant of deep neural networks to early predict learners' midterm and final scores simultaneously. The results show that using 20-50% of learners' action sequences can early predict their final scores, with a cross-validated convolutional neural network (CNN) achieving an area under the curve (AUC) and accuracy of 0.879 and 85.3%, respectively. The same model can also achieve high accuracy in predicting midterm and final scores at the same time, with an AUC and accuracy of 0.848 and 77.9%. Overall, the CNN model outperforms recurrent neural network, long short-term memory, and baseline multilayer perceptron (MLP) models in predicting learners' final performance and performs better than the baseline MLP model in predicting learners' midterm and final performance using both cross-validation and independent datasets. These findings show the potential of the proposed approach in accurately early predicting learners' performance, allowing educators and game designers to tailor interventions and support mechanisms that could lead to optimized learning outcomes.

This study investigates Taiwanese English as a Foreign Language (EFL) learners' use of strategies in developing job interview skills in English. The participants were 40 EFL learners majoring in English at a private university in Taiwan. The study was part of a four-week job interview training program, during which they prepared for a mock interview test. The students learned about the job interview process, expressions, and related language use, and practiced with their peers inside and outside the class. Throughout the training, they submitted weekly diary entries describing how they developed their job interview skills. Thematic analysis of these entries revealed various learning strategies and their applications. These included cognitive strategies, such as practicing and structuring output; metacognitive strategies, which involved arranging extra time to practice, planning the interview task by doing research on the Internet, and monitoring and evaluating their learning process; and social strategies, where students exchanged feedback collaboratively.

Continuing education (CE) plays a crucial role in workforce development and economic growth across Asia, yet the landscape of CE research in the region has not been comprehensively mapped. A comprehensive bibliometric analysis of continuing education (CE) research in Asia from 1972 to 2023 was carried out, utilizing data from the Scopus database to map the evolving landscape of CE research in the region. Findings revealed a significant surge in research output since the late 1990s, with East Asian countries, particularly China, Hong Kong (China), and Taiwan (ROC), emerging as leaders in the field. The analysis uncovers several key patterns: institutional collaborations tend to cluster regionally, there's a noticeable generational gap in researcher's networks, and the healthcare sector dominates CE research topics. Recent trends indicate a shift towards digital learning approaches and learner-centered methodologies. The study also highlights the need for increased cross-border collaborations and expansion of CE research beyond the healthcare sector. This research contributes to a deeper understanding of CE research trends in Asia and provides insights for future directions in the field.

This study investigates the use of design elements in the advertisement posters on the Facebook pages of ten Thai universities, comprised of five government and five private institutions. Using the Multimodal Corpus Analysis Tool (MCAT), the study systematically analyzed the color characteristics and dominant colors employed in the universities' Facebook advertisement posters. Findings revealed that while color characteristics were similarly employed across the universities, the use of dominant colors varied significantly. Government universities were found to incorporate their theme colors in the designs, reflecting their brand identity. In contrast, private universities predominantly used colors to augment the content of their advertisements, rather than to represent their institutional identities. This study provides valuable insights into how different color and design elements are utilized by Thai universities in their social media communication to enhance their brand identities and content messaging.

This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as pretests, three treatment conditions and a noticing log were employed in the respective comparative activities. Focus group interviews were for triangulating the data collected from the log. There was a two-to-four-week interval between the posttest and the delayed posttest to obtain the feedback strategies' short- and long-term effects. An analytical scale was adopted to measure students' writing performance. Johnson Neyman analyses showed a significant difference among the three experimental groups in both posttests as well as that between the reformulation, the error correction, and the control groups in the posttest. Students in the reformulation and the error correction groups reported noticing grammatical problems. Those in the model group declared noticing their inability to develop ideas and describe details. Further analysis showed that learners' noticing contributed to the enhancement of content, grammar, organization, punctuation, and lexis in the model and the error correction groups.pun

This research explores the innovative integration of OpenAI's GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5's features in a manner that is contextually relevant and pedagogically sound, ensuring the technology's use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students' writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5's role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression.

Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers' perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.