Cognitive and Affective-Motivational Factors as Predictors of Students’ Home Learning During the School Lockdown

During the COVID-19 pandemic, students were facing great challenges. Learning was shifted from the classroom to the home of the students. This implied that students had to complete their tasks in a more autonomous way than during regular lessons. As students’ ability to handle such challenges might depend on certain cognitive and motivational prerequisites as well as individual learning conditions, the present study investigates students’ cognitive competencies as well as affective-motivational factors as possible predictors of coping with this new learning situation at home. The study uses data of Starting Cohort 2 of the German National Educational Panel Study (NEPS). Data of two measurement points are analyzed: Predictors were assessed at the earlier time point, when students (N=1,452; Mage=12years, 8months; 53.4% female) mostly attended seventh grade of a secondary school. They completed competence tests in reading as well as mathematics and rated affective-motivational aspects in terms of willingness to exert effort, learning enjoyment, and intrinsic motivation. One and a half years later − during the COVID-19 pandemic and the first period of school closures − the second measurement point took place. Students’ parents rated the situation of learning at home with respect to students’ coping with the new situation and parents’ difficulties to motivate them. Regression analyses controlling for school track, students’ gender, and parents’ educational level and parental stress revealed that students’ reading competencies and their willingness to exert effort were significant predictors of their coping with the new learning situation at home. Moreover, parents reported that boys were more difficult to motivate to learn during this time as compared to girls. Other predictors (e.g., learning enjoyment) turned out to be non-significant when entered simultaneously in the regression analyses. The results point to the importance of children’s prerequisites for autonomous learning situations without structuring elements by teachers within the school context.

A Study of High School Students’ English Learning Enjoyment (ELE) in China

English Learning Enjoyment (ELE) potentially sustains students’ motivation of English learning, especially under China’s fresh context where National English Curriculum Standards for Senior High Schools issued in 2017 has directed teachers to cultivate students’ core competencies of English as a subject. Its theoretical framework was established by Dewaele and MacIntyre (2014) on Foreign Language Enjoyment (FLE) and then subcategorized by Li Chengchen et al. (2018) into ELE-Private, ELE-Teacher, and ELE-Atmosphere. The three dimensions have thus made it possible for the following quantitative research, where an enormous space remains on senior high school students in China, despite exhaustive studies beforehand with either overseas background or distinctive educational contexts. This quantitative study will concentrate on the general levels of ELE, both overall and for each dimension. Thus with Li Chengchen et al.’s (2018) ELE Scale came the investigations of 351 senior high school students of all grades with diverse academic levels, whose data were analyzed through SPSS in terms of general levels (both mean values and standard differentiations). The results have looked at an intermediate and converging level of Overall ELE with a more prominent level of ELE-Teacher than ELE-Private and ELE-Atmosphere. Inspired by the results comes a disclosure of students’ positivity in English learning under the guise of their inclination to teachers’ efforts instead of automatic drive or constructive environment for authentic language development. Thus an integrated approach is recommended by dint of an elaborate picture of ELE-Private and ELE-Atmosphere to reclaim the lost authentic “self” of senior high school students.

Effects of sequence and storytelling methods on EFL development of an adult learner

This article presents the effects of sequence and storytelling methods on an adult beginner learner’s English language development. Being a powerful and natural way to learn, convey, and retain information, these methods offer a number of benefits, such as improving learners’ language proficiency, increasing learner participation, providing learners with cultural experience and encouraging creativity. The following research questions guided the study: 1) How do sequence and storytelling methods motivate an adult language learner to improve English? 2) What linguistic aspects do sequence and storytelling methods develop in the learner’s English? A qualitative research approach, specifically a case study, was used to investigate these questions. The findings demonstrate that sequence and storytelling methods of teaching EFL positively contribute to English speaking proficiency and empowerment by motivating the learner. The participant of this case study appreciated the benefits of sequence and storytelling teaching techniques as they addressed her individual needs and increased her learning enjoyment, cultural awareness, and language ability.

Examining Gender Differences in Student Learning During the COVID-19 Pandemic: A Model from the Switching Costs and Quality-Related Perspectives

Aim/Purpose: The aim of this study is to address the research questions on: (1) what factors can significantly influence student learning in remote classes during the COVID-19 pandemic? and (2) what are the gender differences, if any, in this context? To do this, the authors developed a research model from the switching costs (defined as the time and effort students have been put to change from one learning platform to another) and quality-related perspectives. In addition, gender differences are examined and identified by testing the proposed research model on male and female students, respectively. Background: The recent worldwide outbreak of COVID-19 has changed many aspects of people’s lives, including higher education. To better protect students and faculty, many universities have moved most of their classes online. Such a sudden change could make significant impacts on student learning. Thus, this study aims to empirically examine factors that can influence student learning in remote classes during the COVID-19 pandemic, and to investigate potential gender differences in such a context. Methodology: The survey method is used in this study. The survey invitation was sent to students in multiple classes that had switched from in-person learning to remote learning during the COVID-19 pandemic. The survey was distributed in the online format. In total, 428 students completed the survey, with 202 being males and 226 being females. Contribution: This study contributes to the current literature on student learning during emergency situations such as COVID-19 by developing a research model to systematically investigate potential factors that could influence their perceptions of academic performance and learning enjoyment. A second contribution is the integration of theoretical perspectives of switching costs and three types of quality-related constructs in the proposed research model. In addition, the authors also investigate gender differences based on the proposed research model, and some interesting differences have been found and reported in this study. Findings: Data analysis indicates that perceived value has a significant impact on perceived academic performance for female but not male students. In addition, male students find information quality to be a significant factor in perceived academic performance, but not perceived learning enjoyment; on the contrary, their female counterparts find it to be significant in influencing perceived learning enjoyment, but not perceived academic performance. Also, female students perceive system quality to be influential on their learning enjoyment and support service quality to be influential on their academic performance, but no such significant perceptions are found among male students. Recommendations for Practitioners: The results of this study could help bring some insights to educators on teaching remote classes during the COVID-19 pandemic (or potentially in other similar emergency situations). For example, when moving classes to the remote platform because of an emergency situation, in order to make sure a smooth transition and achieve a higher rate of student learning success, educators, as well as the institution, need to focus on reducing the costs and, in the meanwhile, increasing the benefits associated with such a change from the students’ perspective. In addition, educators may need to keep in mind the gender differences identified in this study, which may help them better understand the learning needs of different gender groups. Recommendation for Researchers: Researchers could validate and apply the proposed research model on students from different types of institutions (such as public universities vs. private universities) and students at different levels (such as undergraduate vs. graduate students). It could also be valuable to apply and extend the current model on students from other nations who have different cultural backgrounds. Impact on Society: Understanding influential factors on student learning during the COVID-19 pandemic, as well as gender differences in this context, could help educators better adjust their teaching of remote classes in such an emergency situation, thus meeting the learning needs of students in both gender groups. Future Research: Future research could further validate the research model proposed in this study by applying it to students in other institutions and other nations. Also, in addition to perceived academic performance and learning enjoyment, future research may expand the current model or create new models on other student learning-related dependent variables.

Persepsi Pengunjung Domestik Terhadap Wisata Entertainment di Daya Tarik Wisata Kawasan Luar Pura Uluwatu

The strategy forming tourist attraction to attract repeating guest is by developing entertainment tourism which offers sense of pleasure, satisfaction, and valuable experience. Uluwatu Kecak Fire Dance in Outer Area Uluwatu Temple was recognized as the most famous entertainment forms by domestic visitors. This aim of study is to identifying characteristics and measuring perception of domestic visitors to Uluwatu Kecak Fire Dance based on seven operational dimensions of entertainment tourism (Learning, Enjoyment, Escape, Refreshment, Novelty, Involvement, and Local Culture). The research used qualitative method with data collection techniques are questionnaire (number of samples were 65 respondents) and literature study. The data analysis technique used descriptive statistical analysis with continuum lines. The results showed that the perception of 65 domestic visitors for entertainment tourism in Uluwatu Temple were strongly agreed on Learning (277.5) and Enjoyment (285). While perception that were agreed are Escape (227), Refreshment (248.5), Novelty (259.25), Involvement (266), and Local Culture (272.33). In determining the dominant indicators of each dimension of entertainment tourism, the author uses the highest frequency capacity value. The three dimensions with highest average value are Enjoyment (285), Learning (277.5), and Local Culture (272.33). The administrator Outer Area Uluwatu Temple emphasize strategies that can maintain the three dimensions of entertainment tourism that have a dominant value, which is the Enjoyment dimension, Learning dimension, and the Local Culture dimension. Keyword: Visitor Perception, Socio-demographic Characteristics, Entertainment Tourism, Domestic Visitors

Teaching Disaster Medicine With a Novel Game-Based Computer Application: A Case Study at Sichuan University

ABSTRACT Objective: This study evaluates the effectiveness of our game-based pedagogical technique by comparing the learning, enjoyment, interest, and motivation of medical students who learned about best practices for patient surge in a natural disaster with a novel game-based computer application, with those of medical students who learned about it with a traditional lecture. Methods: We conducted our study by modifying an existing optional course in disaster medicine that we taught at Sichuan University. More specifically, in 2017, while our application was still in development, we taught this course by lecture. In this iteration, 63 third-grade medical students voluntarily joined our course as our ‘lecture group.’ Once our application was complete in 2018, 68 third-grade medical students voluntarily joined this course as the ‘game group.’ We examined the different effects of these learning methods on student achievement using pre -, post -, and final tests. Results: Both teaching methods significantly increased short-term knowledge and there was no statistical difference between the 2 methods (p > 0.05). However, the game group demonstrated significantly higher knowledge retention than the traditional lecture group (p < 0.05). Conclusion: Our game-based computer application proved to be an effective tool for teaching medical students best practices for caring for patient surge in a natural disaster.

Validating Dewey’s Notion of Genuine Interest

This investigation (1) elucidates genuine interest in the context of learning from Dewey’s perspective, (2) assesses construct validity evidence for a genuine interest conceptual model using data from the Factors Effecting Ethics Learning survey, and (3) assesses measurement invariance of the genuine interest constructs between male ( n = 352) and female ( n = 188) Taiwan high school students. Results provide support for genuine interest as a two-dimensional construct. Second-order factor analysis shows that latent variables of genuine interest in learning socio-scientific issues and interpersonal communication ethics-related issues are represented by sub-latent constructs of learning interest and learning enjoyment. Assessment of gender invariance in the conceptual model provides evidence of measurement equivalence.

Samuel Beckett's Reponses to Pedagogy

Beckett had many pedagogies. The academic pedagogy of set texts and examinations bred and fed insecurity, fostering the need to read before feeling ready to write. The pedagogy of music began, too, as rote learning. Enjoyment of music moved quickly beyond what Beckett himself could hope to achieve as a musician, to appreciation of what the forms of music could express. Likewise, with observation of the methods and techniques of cinematography, mime, music, radio, and television, and in the ‘hot-house’ of working with other artists, music opened words to rhythm and vocal timbre. Always, the listening ear was keen. When Beckett wrote, he listened to the voices in his head. By becoming himself a director of his work, the act of transforming words into three dimensions on stage or in other media tempered his expectations with great besoin of creativity: the need to find a way. Partnerships with composers and translators helped him toward both greater flexibility and greater precision. Collaboration with the technicians working with film and television brought creative experiment to bear on light, movement, and sound. And with that exposure came a willingness to risk, a capacity to adjust the preconceived to the pleasure of new discovery. Beckett's pedagogies may suggest to teachers of his work that there are many ways to engage students, so that the discoveries in sound, movement, image, and words can be theirs, and, that learning by doing can be transformative.

Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives

Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers. Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.