Speaking Assessments by Japanese English Teachers Pre and Post Implementation of CEFR in the Midst of a Global Pandemic

Choong, Emily Ee Ching; Manoharan, P. K.; Rethinasamy, Souba

doi:10.47836/pjssh.29.s3.17

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…And to ensure the quality of articles, only core collections were selected. WoS, the majority of which is a core collection (Carloni et al, 2018), is one of the two important and most comprehensive sources of publications and impact indicators worldwide (Pranckut_ e, 2021). The other is Scopus.…”

Section: Resources and Databasementioning

confidence: 99%

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The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

Zhu,

Mofreh,

Salem

2023

SAGE Open

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The application of the language proficiency scales (LPS) in education validates its function, as it can explore the value in-depth. However, little systematic research on applying LPS has been conducted due to the complex intertwining of stakeholders and a lack of theoretical framework and practical approaches. Adopting the framework proposed by Y. Jin and Jie (2020), this study explored how the Common European Framework of Reference (CEFR) and China’s Standards of English (CSE) were used and impacted various stakeholders in the education context. The literature search was taken from WoSCC, Scopus, and CNKI from 2018 to 2022. Qualitative content analysis was used for systematic review. Results showed that policymakers used LPS in education policy guidance; teachers applied them as the benchmark of diagnostic assessment to get accurate language profiles of students and create new approaches to teaching; students used them as goal-setting guidance and self- or peer assessment criteria to track progress; test developers aligned them with tests to obtain reliable results; curriculum designers tailored descriptors and scales from CEFR to develop new curricula, align, or revise the existing ones; researchers used LPS as references to develop new rubrics, frameworks and assessing models. This study could provide insight in scientific application of LPS. However, it focused mainly on the CEFR and CSE with a framework for exploring the impact of language testing. Studies containing more scales and theorizing the framework of aftereffects of LPS should be encouraged.

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Section: Resources and Databasementioning

confidence: 99%

“…Likewise, the study of Choong et al (2021) illustrated how CEFR affects primary school English teachers’ behaviors in Japan. Before introducing the CEFR, not all teachers conducted speaking assessments and teaching.…”

Section: Synthesis and Findingsmentioning

confidence: 99%

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

Zhu,

Mofreh,

Salem

2023

SAGE Open

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“…(3) Outcomes (Products), which are the results of activities, where this data can be identified by changes in attitudes, knowledge, and skills of the evaluation object (Puspayanti, 2018;Leong & Rethinasamy, 2020). The three pieces of information can be compared to determine what is received and expected.…”

Section: Countenance Stake Evaluation Modelmentioning

confidence: 99%

Evaluative study of the Kurikulum Merdeka learning system in Bandung Private Elementary Schools

Purwati,

Arifin

2023

j. curric. dev.

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ARTICLE INFOAn educational institution is considered successful if measured by the evaluation activities' success. This research was conducted to evaluate the implementation of the independent curriculum using the Countence Stake evaluation model, which focuses on antecedents, transactions, and outcomes. The sample used comprised 26 respondents consisting of school principals, class teachers, and subject teachers at private elementary schools in Bandung City who implemented the Merdeka Curriculum starting in the 2022-2023 school year simultaneously from phases A, B, and C. The sample was taken using the purposive sampling method, which was taken manually by how the respondents filled out the distributed questionnaire forms. Based on the research it shows that (1) the process of learning the independent curriculum in elementary schools is quite effective, although its implementation is still not optimal; (2) The obstacles to implementing the independent curriculum include the use of textbooks as learning resources; (3) Designing better learning strategies is needed. From this study, it can be concluded that teachers must be more creative in guiding students in projects and can inspire them to develop their potential and instill character values. In addition, teachers must develop their skills so that they can carry out fun learning.

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“…According to studies conducted in different nations, many teachers have died due to burnout, anxiety, and despair. Indeed, psychological symptomology has been investigated in elementary [10] and secondary educators as well as the university professors [11]. Even while the secondary school teachers have been found to have higher psychiatric symptoms than primary school teachers, the other variables, such as remuneration, interactions with pupils, and relationships with peers, are just as essential.…”

Section: How Teachers Responded During the Covid-19 Pandemic Periodmentioning

confidence: 99%

Untitled

2022

J. Med. Chem. Sci.

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Teachers in America returned to work in September 2020 to a climate of fear and uncertainty due to the country's first-ever government lockdown due to the Covid-19 pandemic. Since the outbreak of the epidemic, teachers around the world have been building up psychological symptoms due to various factors which have accompanied the pandemic, these factors have resulted in a significant amount of stress, depression, and anxiety, among the other factors in teachers and this study is done to determine that how these factors affect teachers especially after the pandemic. They had to use online teaching throughout the lockdown, and now that schools are reopening, they have exhibited a lot of anxiety about the new and the unprecedented teaching environment. According to the findings of the study, females had the highest stress response with a mean of 7.11 and a standard deviation of 4.414, while males had lower stress level with a mean of 4.99 and a standard deviation of 2.32. The results of t-test also revealed that there was a significant stress in teachers at 5 percent level of significance (p-value = 0.000, df = 1549, and t-test= 2.28). On work stability, many respondents chose NO with a mean of 8.79 and a standard deviation of 5.309 implying that after Covid-19, the work stability of teachers had been affected and adapting to the new normal was difficult and had not only for students, but also for the teachers. Anxiety was another variable that was taken into consideration in this study and further, females had the highest response with a mean of 7.01 and a standard deviation of 4.53, on the other hand, males had a lower response of 4.53, the study proved the significance of the test that teachers are affected by anxiety during this period at 5% level of significance and p-value of 2.28. Finally, depression as a variable was further determined to be significance (p-value = 0.000, df = 1549, and t-test = 2.28) by the study. Therefore, the study concluded that, having school-aged children, being a victim of Covid-19 or having a relative affected by the virus increases stress, depression, and anxiety levels in teachers especially in female teachers. Teachers who have children are more likely to be stressed out because they have to cope with a hefty workload and at the same time, the burden of caring for their families. These professionals had to deal with the twin whammy of returning to school for themselves and for their children. Family life may have contributed to the elevated anxiety levels during the pandemic, as raising a family during crisis times can include the additional challenges, such as managing finances, child care, and home education obligations.

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Speaking Assessments by Japanese English Teachers Pre and Post Implementation of CEFR in the Midst of a Global Pandemic

Cited by 3 publications

References 9 publications

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

Evaluative study of the Kurikulum Merdeka learning system in Bandung Private Elementary Schools

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