Analyse the Issues and Challenges in Teaching Writing Among English Teachers

Teaching one of the productive skills of the English language, writing, involves developing students' linguistic competence, which many E.S.L. teachers find difficult. The study's main goal is to examine the challenges faced by E.S.L. teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts Colleges in Universities. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

From Digital Distraction to Digital Motivation

The presence of technology on college campuses has increased rapidly in recent years. Students come to the classroom with a variety of technological devices including smart phones, tablets, or laptops and use them during academic activity. For this reason, there are many researchers who, in recent times, have been interested in the problems derived from digital distraction in higher education. In many cases, researchers have conducted studies and surveys to obtain first-hand information from the protagonists, that is, from university professors and students. Despite the efforts, there are many questions that still remain unanswered. The authors are aware of the enormous challenge that the use of technology poses in the university classrooms and want to delve into the causes and consequences of student digital distraction and the strategies that can be used by instructors to curb student digital distraction without deteriorating student-instructor rapport in the context of higher education.

Characteristics of Invisible Discrimination and Diversity in Students of a Public University

This article has to relate invisible discrimination with diversity in students in university classrooms, whose variable is invisible in nature, with tendencies to distort objective reality, thus causing discriminated young people to have socio-emotional instability in their lives. Quantitative, descriptive correlational study and due to the sensitivity of the subject, a non-probabilistic sample was taken for convenience of 290 students from the different academic programs; The data collection instrument was a questionnaire, the results were found using Pearson's Correlation Coefficient, which indicates that there is a partial relationship between diversity and invisible discrimination (p = 0.45).

Resetting Integrity Through Communication on Plagiarism: University Classrooms Weaving Values into the Social Fabric

Academic dishonesty manifested in the proliferating acts of plagiarism can be eradicated by returning to value teaching. In a study involving 37 first-year students in one academic year, a single-group quasi-experimental procedure with mixed qualitative and quantitative analyses of students’ assignments was performed. The procedure involved diagnosing plagiarism by strategic manual detection and classification of occurrences and recording the frequency of occurrence. The objective was to examine the effects of communicating about plagiarism by the designed plagiarism integrity narratives (PIN) intervention on students’ integrity based on their source-attribution practices. In the first semester, an assignment was administered without any word on plagiarism as the baseline data for students’ academic integrity at pre-test. In the second semester, the post-PIN-intervention assignment set with similar cognitive demand as the first was administered. The post-PIN intervention showed 76% of students taking steps to not succumb to plagiarism, far outweighing the 5% not taking heed. Of those who acknowledged information sources, 14% showed excellent referencing skills, capturing the potential first-year role model. In terms of outsourcing and attribution combined, the PIN intervention offered a 95% transformation of moral values, hinting at the possibility of resetting academic integrity via communication and clear directives. Lifting plagiarism rules as a “litmus test” (third assignment) revealed 28% integrity-ready students applying the fundamental attribution rules. Outstanding referencing skills and honesty were portrayed by a self-regulated student who had internalized academic integrity. The findings signal the possibility of curbing plagiarism in university classrooms and nurturing students to start weaving values into the social fabric.

A Comic Road to Interiors, or the Pedagogical Matter of Gen Z Humor

Generation Z (Gen Z) represents something of a quintessence for the broken promises that now seem to make up the promise of higher education. But if despair indicates the dark side of generational malaise around things like civic engagement, community, and student learning, the dark humor that has emerged out of these generations points to modes of democratic citizenship that are more about reconciliation than resignation. This essay offers a critical reflection on Gen Z humor, its place in college and university classrooms, and its usefulness as a resource for reconsidering how teaching and learning might be tied to a comically examined life. It proceeds with a fresh look at pedagogies of hope as developed by Paulo Freire, Martha C. Nussbaum, bell hooks, Henry A. Giroux, and others. This examination allows for the conceptualization of a comic poësis for understanding how instructional practices that meet students on uncommon ground contribute to the production, creation, and care for personhood as well as public culture. Ultimately, this essay balances theories of a comic teaching praxis with actual activities from the classroom to meditate on a pedagogy of reconciling curricula with who and where students are, beginning and ending with feedback loops.

Analyse and challenges of teaching writing among the English teachers

Teaching is a one of the productive skills in the English language writing, involves developing students' linguistic competence, which many ESL teachers find difficulties. The study's main goal is to examine the challenges faced by ESL teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts faculty in the Universities level. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling

This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic cariño (composed of intellectual, familial, and critical cariño). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic cariño. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical cariño. We conclude with a call for teacher educators to consider enacting authentic cariño and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic cariño can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development.