The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible classroom mode, which has brought significant changes to education. Therefore, this study aims to examine the studies’ research trends, advantages, and challenges concerning the flipped classroom for EFL courses during the COVID-19 epidemic. For this purpose, databases including the web of Science (WOS) and Scopus were reviewed, and 15 articles were analyzed. A systematic review was used as the research methodology. The study’s findings revealed the effectiveness of flipped classrooms for EFL courses during the pandemic. Based on the review, this paper puts forward suggestions for future research and points out the future development direction.
Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students’ academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations between EFL teachers’ cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers’ equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed.
This study aims to investigate the mentoring support given by the local and foreign mentors to English language teacher trainees during their teaching practicum. The practicum comprised two phases. In phase one, the trainees experienced a local teaching practicum for one month in Penang, Malaysia. In phase two, they went through an international teaching practicum in Indonesia for two months. The sample of this qualitative study comprised four respondents from Universiti Sains Malaysia, who voluntarily undertook the international teaching practicum in Jombang, Indonesia. All of them were females aged 24 years old. The data were collected from reflections and semi-structured interviews and were analyzed using thematic analysis. The findings suggest that in both phases, the mentors cumulatively provided cognitive, affective and, social support. All types of support augmented the teacher trainees' competence as future teachers.
Recently, many researchers focused on biocompability, corrosion resistance and properties behavior of implant materials in order to length the endoprostheses life. One of the rapid development areas of research is in the biomaterials field. Historically the uses of biomaterials has been to replace diseased or damaged tissues. This present paper reviews the research works carried out in the field of composite metal alloys reinforced with additive and to analyze the influence of modifying additive on mechanical properties of composite materials on the cobalt (Co), titanium (Ti) and magnesium (Mg) based alloy. The desirable mechanical properties of the matrix component compensate for the poor mechanical behavior of the biomaterials, while in turn the desirable bioactive properties of the additives improve those of metal alloys. The following additives were reviewed for research: poly methyl methacrylate (PMMA), fluoroapatite (FA) and bioglass. Results show that these composites can be the alternative materials for biomedical applications.
The aim for this study is to explore the types of web-based asynchronous peer feedback in enhancing the development of learner autonomy in writing. Ten respondents are involved in this interpretive qualitative study. They are from public universities. The data are collected from interviews, journal entries, essay drafts and feedback transcripts. All data are consistently compared and contrasted to yield an exhaustive analysis. The data are analyzed using thematic analysis and interpreted accordingly. The findings disclose that there are three types of WAPF delivered by the peers. They are Social, Affective and Cognitive WAPF. There are nine subcategories of Social WAPF at personal level, eight sub-categories of Affective WAPF at personal and text levels, and four sub-categories for Cognitive WAPF at text level. It is clear that the respondents in this study are able to develop their autonomy abilities in writing through the WAPF. Ultimately, the respondents are able to reflect, decide and revise better in their writing.
This study aims to examine the significant difference in reading comprehension performance after explicit instruction in morphology. This quasi-experimental study investigated specifically the effect of explicit teaching on compounding, inflectional and derivational morphological awareness upon Malaysian primary school learners' reading comprehension in the ESL context. Convenience sampling was applied in recruiting 125 pupils from two government primary schools in a suburb area. The experimental group was given the explicit instruction in morphology during their reading lessons for 12 consecutive weeks, and the control group had been taught without this intervention. After controlling for learners' pre-test scores, ANCOVA statistical result concluded that the experimental group could achieve higher scores in their post-tests, which indicated a significant difference in reading comprehension performance. Therefore, it is essential for curriculum developers to give recognition of the importance of morphology. Educational practitioners and academics should explore further the teaching of morphology in order to improve their learners' reading comprehension skill.
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