Chinese English Lecturers’ Self-Identification as Researchers

Peng, Wangxin; Wider, Walton

doi:10.18488/73.v10i3.3077

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…Several studies on online learning have reported that teachers need to possess the competence to create interactive sessions for the students, manage learning activities and time effectively and use e-learning features and other supported applications (Albrahim, 2020). In this study, some essential online skills were identified for teachers such as online course design, communication, resource authenticity, time management and technical skills (Case & Nall, 2022;Hadiyanto et al, 2021;Mahyoob, 2020;Peng, Nair, & Wider, 2022;Putri et al, 2020). Teachers must have a well-designed online course before starting an online class.…”

Section: Online Learning Skills and Their Necessitymentioning

confidence: 98%

The gap between teachers' English proficiency, necessity and online learning skills in the COVID-19 pandemic

Hadiyanto

Mukminin

Ali

et al. 2023

Nurture

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Purpose: This study aims to investigate the relationship between teachers’ perceived necessity and their online learning skills during the COVID-19 pandemic in Indonesia. It focuses on four key elements of online course design: course communication, resource authenticity, time management and technical skills. Design/Methodology/Approach: A quantitative survey was used to collect data from 39 teachers using the Survey Monkey application and manual returns. The data was collected through five Likert- scale questionnaires. Finding: The findings showed a significant discrepancy between teachers' perceived necessity and their actual online learning skills. The mean score for teachers' perceived necessity for online learning was at the highest level while their actual skills were at the lowest. A positive correlation between English proficiency and teachers' online learning skills was found. Further analysis demonstrated a significant relationship between English proficiency and teachers' online learning skills. Conclusion: Teachers perceived the necessity for online learning skills as crucial as their actual skills were found to be limited or low during the pandemic. Furthermore, the study demonstrated that English proficiency skills positively impact teachers’ online learning skills. Research Limitations: It is recommended to carry out a more extensive investigation involving a larger population to obtain generalizable results. Practical Implication: The result indicates that teacher training in online learning skills is crucial in preparation for the future. The study informs the policymaker to consider further emergency situations related to the full online learning policy. Contribution to Literature: This study highlights the importance of English proficiency in the development of online teaching skills.

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Section: Online Learning Skills and Their Necessitymentioning

confidence: 98%

The gap between teachers' English proficiency, necessity and online learning skills in the COVID-19 pandemic

Hadiyanto

Mukminin

Ali

et al. 2023

Nurture

View full text Add to dashboard Cite

show abstract

“…They all confirmed the importance of language in communication and mental, intellectual, social, psychological, and academic development. It is known that language represents the characteristic or distinctive appearance that distinguishes man from other creatures, and it is a main element in expressing emotions, thoughts, needs, sharing information, and dealing with others (Al-Daher, 2010;Peng, Nair, & Wider, 2022). Additionally, language is man's finest source of strength and uniqueness; it represents a medium through which the individual organizes his thoughts and expresses them in an understandable manner to others.…”

Section: Introductionmentioning

confidence: 99%

Language skills level among students with mental disabilities at Ajloun Governorate

Wahsheh

2023

Nurture

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Purpose: To define the level of language skills among students with mental disabilities. Design/Methodology/Approach: The population and the sample (n = 106) included students with mild and moderate mental disabilities enrolled in special education centres at Ajloun Governorate. The descriptive analytical design was used using a questionnaire consisting of (32) items. Findings: The level of language skills among students with mental disabilities was low. Statistically significant differences were found in light of the disability's degree in all domains and the total score in favour of moderate mental disabilities, while no statistically significant differences were found in light of gender. Conclusion: The language skills topic for students with mental disabilities is one of the most important topics among specialists in special education. Thus, the primary issue with this research revolves around the level of language skills among students with mental disabilities at Ajloun governorate. The study found that the mean score for the level of language skills among students with mental disabilities was 0.37, with a low level. So, it is recommended to concentrate the efforts of educators, parents, and officials to increase the interest in this group of students, and to provide all material, moral, and training means to develop their social skills in order to become better. Practical Implications: The importance of this study stems from the fact that it sheds light on the level of language skills among students with mental disabilities, which in turn will affect the process of providing different programs for students with mental disabilities, especially those related to developing their language skills. The study complements the previous researchers' work on the language skills of students with mental disabilities; it could be a starting point to address the topic from other aspects and with multiple variables.

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Teacher-Researcher Autonomy of Chinese EFL Academics: An Exploratory Sequential Mixed Methods Design

Peng

2024

High Educ Policy

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Chinese English Lecturers’ Self-Identification as Researchers

Cited by 3 publications

References 39 publications

The gap between teachers' English proficiency, necessity and online learning skills in the COVID-19 pandemic

The gap between teachers' English proficiency, necessity and online learning skills in the COVID-19 pandemic

Language skills level among students with mental disabilities at Ajloun Governorate

Teacher-Researcher Autonomy of Chinese EFL Academics: An Exploratory Sequential Mixed Methods Design

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