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Journal articles on the topic 'CFL teaching'
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Yu, Aihong, and Gretchen Geng. "Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL)." Global Chinese 6, no. 2 (September 1, 2020): 359–80. http://dx.doi.org/10.1515/glochi-2020-0018.
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Abstract The high dropout rate of students studying Chinese is a concern for educators in teaching Chinese as a Foreign Language (CFL). However, very limited studies have been undertaken to investigate the impact of the important part of CFL learning ‘Hanzi’ in the successful teaching and learning of CFL. This paper therefore investigated the rationale and significance of Hanzi’ instruction and the need to integrate Hanzi instruction into teaching of CFL from the very beginning of teaching CFL. Readers will find this paper useful in understanding the importance of Hanzi instruction in teaching CFL, and how to construct a contemporary, international curriculum that can adequately address the fundamental concerns of the teaching and learning of CFL. This paper can be used to initiate a research agenda and inform an initiative thinking for curriculum development, to be used as a signpost to set up a conceptual framework on international curriculum development of CFL.
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Lin, Chun-Yu, Chung-Kai Huang, and Chang-Hua Chen. "Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities." ReCALL 26, no. 1 (January 2014): 100–116. http://dx.doi.org/10.1017/s0958344013000268.
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AbstractThis study aims to investigate barriers to the adoption of information and communication technology (ICT) for teachers of Chinese as a foreign language (CFL) in US universities. Although the development of ICT for teaching is growing, few published studies address ICT specifically regarding CFL teaching. Therefore, this study has reviewed the existing ICT literature's treatment of important ICT-related matters, including barrier factors, and has examined them in the context of CFL teaching. The current study features a mixed method, consisting of a survey and semi-structured interviews. Of the 47 CFL teachers who participated in the study, five volunteered for in-depth interviews. According to our findings, the most critical barriers to these CFL teachers’ adoption of ICT were insufficient support and insufficient time for developing technology-driven pedagogy and activities. These issues are reflected in CFL teachers’ unique subject expertise and workloads in existing universities’ curricula and approaches to instruction. In addition, age influences CFL teachers’ confidence in their use of ICT for the preparation of subject material and for teaching, whereas gender influences their willingness to spend time working on ICT.
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Han, Yu, Xiaoyan Ji, and Jinghe Han. "Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context." International Journal of Contemporary Education 2, no. 2 (July 21, 2019): 27. http://dx.doi.org/10.11114/ijce.v2i2.4393.
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This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their teaching practice CFL teachers’ understanding of teacher–student relationship influenced by their background educational culture had major impact on their strategies in teacher–student interaction in class. However, with the progress of teaching and meantime influenced by the Australian local educational culture, their behaviors for dealing with teacher–student relationship in class changed. Basically, their ways of handling teacher–student relationship transformed from a more Eastern guanxi tendency to a more Western rapport tendency. This transformation did not occur automatically and easily; it was achieved by the CFL teachers’ struggles and tribulations in the process of interacting with their Australian students. In an era of CFL teacher shortage, it is hoped that this study would shed some light on CFL teacher education.
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Yu, Yuetong. "Using Gamification to Support Learning Chinese as A Foreign Language: A Systematic Review." International Journal of Languages, Literature and Linguistics 8, no. 4 (December 2022): 330–36. http://dx.doi.org/10.18178/ijlll.2022.8.4.371.
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Gamification has been proposed as a pleasant and entertaining way to encourage students to acquire Chinese as a foreign language (CFL) and to bridge the gap between their learning and teaching practice. This systematic review provides a summary of the current state of the art in CFL gamification. Furthermore, when learners cope with CFL through gamification, this review study maps their learning process and results. 11 publications from 2016 to 2021 were analyzed for this systematic review. Even though these studies found that gamification had a favorable impact on learners' learning experiences and achievements, none of the studies identified gamification elements linked with the learning experiences and outcomes. Gamified CFL offers good learning experiences by being engaging, fun, motivating, engaging, and interesting. Gamified CFL learning results included content language acquisition, beliefs, motivation, satisfaction, and confidence. The findings of this study offer suggestions on how to develop gamification for learners' CFL learning, as well as the learning experiences and outcomes that follow.
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Zajdler, Ewa. "Speech shadowing as a teaching technique in the CFL classroom." Lingua Posnaniensis 62, no. 1 (June 1, 2020): 77–88. http://dx.doi.org/10.2478/linpo-2020-0005.
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Abstract The aim of this paper is to present speech shadowing (the listener’s repetition of a word, phrase or sentence immediately after hearing it) as an effective teaching technique. Shadowing has been practiced in English classes in Japan for decades and many studies have confirmed its effectiveness for improving learners’ listening comprehension and pronunciation skills. Even though some studies have already indicated that this technique is successfully used in teaching Chinese as a Foreign Language (CFL) (Zajdler & Chu 2019), its potential has not been widely utilized in the Chinese classroom in Poland. Thus, the present paper will first discuss the auditory and cognitive underpinnings of shadowing, then a classification of the types of shadowing will be proposed. Finally, practical aspects of shadowing as an effective in-class CFL teaching technique will be presented.
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Zeng, Yueying. "Analysing Teacher Knowledge for Technology Use among Secondary Teachers Teaching Chinese as a Foreign Language (CFL) in Australia." Journal of Curriculum and Teaching 11, no. 2 (January 19, 2022): 15. http://dx.doi.org/10.5430/jct.v11n2p15.
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Technology has normalised education and promoted teaching and learning activities. However, not all teachers effectively integrate technology into their instruction. Prior studies indicate that teacher knowledge impacts such integration. This study examines technology use among teachers teaching Chinese as a foreign language in Australian secondary schools. Specially, it investigates (a) what teacher knowledge affects technology, (b) how CFL perceive their knowledge, and (c) how to effectively develop teacher knowledge. The findings suggest that technological knowledge (TK) strongly influences CFL instructors’ technology use, and these instructors were more confident in their non-technological knowledge than their technology-related knowledge. The finding regarding relationships between knowledge constructs should shed light on knowledge development for teacher education. Hence, this study contributes to teacher training in Australian secondary schools.
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Ren, Ping, and Meinert Meyer. "“The Students Have Been Spoilt Previously”." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 378–400. http://dx.doi.org/10.1163/25902539-00102014.
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The professional development of Chinese teachers of Chinese as a foreign language (cfl) in Europe is confronted with various complex educational challenges and problems. Traditional Chinese educational schemata and cultural values have great impact on these teachers’ professional beliefs and their perceptions. My case studies of six cfl teachers show that their professional challenges are connected with the cultural differences of Chinese and German educational contexts. Open-ended questions, in-depth interviews and classroom observation were employed. And multiple data sources, such as the transcripts of teacher interviews, field notes were included. Cross-case analysis indicated that the cfl teachers have to deal with some conflicts of their previous biographies and new requirements of local educational context, such as teacher-centered didactics versus student-centered didactics, traditional Chinese language approaches versus intercultural communicative didactics; strict classroom discipline versus acknowledgement of students’ individuality etc. I depict their professional development by employing a theoretic framework of developmental task theory, i.e. professional competence, mediation, acknowledgment and institution. My study may help to shed light on understanding the individual difficulties that cfl teachers face in overseas teaching environments. The study’s findings and recommendations therefore are of significance for the future design of teacher training for cfl teachers in Germany and in other European countries.
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Wang, Di, and Lawrence Jun Zhang. "Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation." Sustainability 13, no. 5 (March 3, 2021): 2698. http://dx.doi.org/10.3390/su13052698.
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With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.
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Li, Linghong, Martin Valcke, Linda Badan, and Christoph Anderl. "Video Self-Modeling (VSM) as a Strategy to Instruct CFL Students’ Sentence-Level Stress." Sustainability 14, no. 23 (November 22, 2022): 15509. http://dx.doi.org/10.3390/su142315509.
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Sentence-level stress is one of the major means of expressing information focus in oral speaking, and it is of importance for Chinese as a foreign language (CFL) learners to accurately receive and send the right information in conversation. However, research related to teaching stress, especially sentence-level stress, is indeed scarce. In this study, we investigate whether video self-modeling (VSM) is applicable to improve CFL students’ sentence-level stress. VSM, as an innovative strategy, only shows the positive targeted behavior by using videos or audios of oneself, and aims to decrease students’ frustration and the negative influence caused by failed accomplishments. Twelve beginning-level CFL students, taken as the experimental group, received the edited perfect pronunciation audios with their own voice and used these own-voice audios to train their sentence-level stress. At the same time, another twelve advanced-level CFL students were taken as the control group, and received traditional instructional strategies from their class teacher. The whole training continued for ten sessions during a period of two and half months. Quantitative results show that with the help of VSM, CFL students’ sentence-level stress improved significantly as compared to the control group, with increased scores on the pronunciation of sentence-level stress words and increased scores in all three parameters: pitch, intensity, and duration. A post-training survey revealed that the participants’ preference for using their own voice as instructional material resulted in a feeling of success and satisfaction. The findings corroborate the importance of computer-assisted language learning in the second language (L2) field, and add solid evidence of using VSM in foreign-language training.
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Wang, Yanjun, Pei-Ling Wei, and Van Thanh Nguyen. "An Exploratory Intervention Program on Chinese Culture among CFL Students at a Vietnamese University." Education Sciences 12, no. 12 (December 2, 2022): 887. http://dx.doi.org/10.3390/educsci12120887.
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This article reports on a study of an intensive three-week culture intervention program, delivered via VooV Meeting (an online meeting platform) as an additional opportunity for CFL students at a Vietnamese university in December 2021. The primary aim was to explore students’ perceptions and experiences of learning about Chinese culture in a non-target language environment since the outbreak of the COVID-19 pandemic. Two hundred and nine mixed-level undergraduate CFL students participated in a survey administered via Google Forms. Overall results indicated that students valued the opportunity offered by this program to learn Chinese culture and acknowledged the importance of cultural study in CFL. There appeared to be different preferences among male and female students and the different year groups in choosing the contents and methods of cultural learning. Additionally, students expressed concerns about using technology in language and culture learning despite its benefits, especially in the absence of real-life human interactions and communications due to travel restrictions. One significant finding was that students recognised teachers’ essential role in learning culture. The survey results, in particular the participants’ responses to open-ended questions, are discussed in this paper. The understanding gained from this study is expected to provide Chinese language professionals and practitioners with insights and suggestions on how Chinese culture can be better integrated into CFL through appropriate and effective teaching strategies in a post-pandemic era.
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Osborne, Caitríona. "Examining Character Recognition and Recall Skills of CFL beginner Learners under Four different Approaches." TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (November 15, 2018): 52–73. http://dx.doi.org/10.35903/teanga.v25i0.49.
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The following paper presents an action research project investigating four approaches to teaching Chinese as a foreign language (henceforth CFL) to beginner learners in an Irish secondary school over a period of 16 weeks. Around 85 participants were divided into four groups and were taught Chinese via one method of rote memorisation, delayed character introduction, character colour-coding, or a unity curriculum approach respectively. The fourth group acted as a comparative group, and focused on all four skills of reading, writing, speaking, and listening. Participants were taught for two one-hour classes per week and each group covered the same material, including learning 107 Chinese words and their characters. Upon completion of the 16 weeks of teaching, participants were presented with identical recognition and recall tests, whereby higher results in each group reveal effectiveness in a given teaching approach, and provided written feedback detailing their learning experience in the form of a questionnaire. It was found from the questionnaires that all participants felt that learning Chinese was challenging, particularly the characters. While all groups struggled to provide correct answers in the recognition and recall tests, the character colour-coding group coped best in providing the highest percentage of correct answers in both tests. At the same time, all groups agreed that more time spent learning would have allowed for more favourable outcomes. It is hoped that the current study will encourage further research relating to character-teaching methods, with particular reference to using colour, as well as providing some possible guidelines for a future Irish secondary school Chinese language course that is currently in the planning stage. These may include guidelines not only relating to the use of colour when teaching characters, but also in relation to the amount of time spent learning Chinese both inside and outside the classroom.
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Fan, Jingwei, and Mei Tian. "Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning." Sustainability 14, no. 17 (September 5, 2022): 11106. http://dx.doi.org/10.3390/su141711106.
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The outbreak of COVID-19 has forced Chinese international education to move online. An emerging number of studies have been published on online teaching and learning during the pandemic, few of which, however, focus on international students in China. This study examined the predictive effects of an online learning environment and student engagement on international students’ learning of Chinese as a foreign language (CFL). Self-reported data were collected in an online questionnaire survey involving 447 international CFL students at eight universities located in different geographical regions in China. Descriptive statistics revealed the participants’ favorable perceptions of an online learning environment, student engagement and Chinese learning achievement. The results of multiple linear regression revealed that three online learning environment factors, i.e., course accessibility, student interaction, course organization, and student engagement exerted significant positive effects on Chinese learning achievement. The implications of the study are discussed for the sustainable enhancement of the online learning environment to improve international students’ online language learning.
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Li, Linghong, Martin Valcke, Bart Dessein, Linda Badan, and Christoph Anderl. "Pedagogical content knowledge: A systematic review of Chinese language pronunciation teaching in the CFL context." Foreign Language Annals 54, no. 2 (July 2021): 525–57. http://dx.doi.org/10.1111/flan.12558.
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M.K., Maharoof, Shamshad Ahmed Khan, Prakash Robert Saldanha, and Reshad Mohamed. "Comparison of light emitting diode and compact fluorescent lamp phototherapy in treatment of neonatal hyperbilirubinemia." International Journal of Contemporary Pediatrics 4, no. 2 (February 22, 2017): 341. http://dx.doi.org/10.18203/2349-3291.ijcp20170083.
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Background: High levels of total serum bilirubin can cause life threatening complications in neonates requiring management either with phototherapy or exchange blood transfusion. Most commonly used modality of phototherapy is with blue light. There are many bulbs like fluorescent tubes, halogen spotlights etc. Due to disadvantages of the available bulbs, newer method like light-emitting diodes (LEDs) has been investigated as possible alternatives as they produce low heat, has a longer life span with lower energy consumption and rapid reduction of serum bilirubin level. The aim was to compare the efficacy between phototherapy equipped with light emitting diode (LED) to compact fluorescent lamp (CFL) in the treatment of neonatal hyperbilirubinemia among neonates.Methods: A hospital-based intervention study was conducted among 50 neonates born in the hospital during the study period, with gestational age more than equal to 35 weeks, being breastfed and healthy in a private medical college teaching hospital in Dakshina Kannada district from August to September 2016. Following ethical committee clearance the neonates looking icteric by clinical examination were randomly allocated to receive CFL or LED phototherapy. Baseline, 24 hour total serum bilirubin and rectal temperature was measured. Results: A total of 50 neonates were randomly allocated into two groups with almost similar characteristics between the two groups with respect to gender, type of delivery and gestational age. The mean bilirubin values (in mg/dl) among neonates in the CFL group and LED group were 14.8 and 15.6 respectively and post 24 hour values were 11.54 and 10.68 respectively. The mean difference in the reduction in the bilirubin values before and after receiving phototherapy between the two groups were significant (p <0.001). The increase in temperature was lesser among LED treatment group.Conclusions: LED therapy is better than the CFL therapy in terms of mean reduction in the total serum bilirubin after a fixed duration of time and lesser raise in temperature among the neonates.
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Wang, Amber Yayin, and Wan-Jeng Chang. "Developing Intercultural Awareness and Language Speaking Proficiency for Foreign Language Learners through Cross–Cultural Voicemail Exchange." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 4 (October 2011): 17–32. http://dx.doi.org/10.4018/ijcallt.2011100102.
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To expand global and intercultural communication, the effectiveness of asynchronous online communication devices, especially email, have been discussed in the area of foreign language teaching. A lack of specific research exists that addresses the application of online voicemail. This paper reports on a five month period of voicemail exchanges between 53 EFL learners in Taiwan and 56 CFL learners in the United States. The authors examine the responses of EFL students to this cross–cultural voicemail project and assess their progress in intercultural awareness and English speaking proficiency before and after the project. This study concludes that the use of voicemail creates an impact on the English speaking performance and intercultural awareness of EFL students and increases the motivation of EFL students in using English to express ideas. Further implications for teaching are discussed.
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Gong, Yang (Frank), Xuesong (Andy) Gao, and Boning Lyu. "Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)." Language Teaching 53, no. 1 (January 2020): 44–62. http://dx.doi.org/10.1017/s0261444819000387.
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AbstractThis review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research.
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Oubibi, Mohamed, Wei Zhao, Yue Wang, Yueliang Zhou, Qiang Jiang, Yue Li, Xiaoqing Xu, and Lifang Qiao. "Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers." Sustainability 14, no. 4 (February 11, 2022): 2045. http://dx.doi.org/10.3390/su14042045.
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With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus of attention of many scholars, and the heterogeneous cultural backgrounds and diverse language needs of learners determine that TCFL should promote the development of students’ intercultural communication competence in language practice with the use of educational technology. In this study, 82 preservice teachers as an experiment group and 64 preservice teachers as a control group participated in this study; this research aims to improve the quality and level of TCFL, using innovative teaching tools as a means to target preservice TCFL teachers and create a teaching–learning design strategy based on the smart teaching tools Moso Teach (MT) and Rain Classroom (RC). The findings from this research show the importance of the use of smart teaching tools and the improvement of preservice teachers during the experiment compared to preservice teachers with traditional methods. This paper answers the following questions: (1) How to improve preservice TCFL teachers’ competencies by integrating smart teaching tools into their learning process? (2) How to integrate technological, pedagogical, didactic, and social competencies into preservice teachers’ daily teaching CFL?
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Deng, Siqi, and Wenhua Hu. "An examination of Chinese character writing errors: Developmental differences among Chinese as a foreign language learners." Journal of Chinese Writing Systems 6, no. 1 (March 2022): 39–51. http://dx.doi.org/10.1177/25138502221066611.
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With interlanguage corpora, this study investigates the handwriting errors by Chinese as a foreign language (CFL) learners from eight countries and three language families (Indo-European languages, Slavic languages, Romance languages), including wrongly written characters and misused characters. The results indicate that the most common mistake among elementary, intermediate and advanced learners is wrongly written characters mainly caused by misuse of components, especially confusion between components and miswriting of components. Besides, stroke errors also matter. The reduction and improper location of strokes, in particular, trouble learners a great deal. As to the misused characters, how to differentiate similar characters is where the difficulties lie. On the whole, from the elementary stage to the intermediate stage, both types of errors decrease significantly, while after the intermediate stage, the decrease of wrongly written characters is more significant than that of the misused characters. Moreover, for advanced learners, the frequencies of these errors are basically the same. The study findings demonstrate that it is crucial for CFL learners to rapidly develop their awareness of orthography between the elementary and intermediate stages. This will last roughly 9 months. Advanced learners are usually well aware of orthography, but their awareness development of the form, pronunciation and meaning is not synchronized. They still make mistakes with details when writing. This research is instructive in the teaching of Chinese character handwriting. It points out the problems and countermeasures of online Chinese character handwriting courses during the pandemic and thus contributes advice to online Chinese character teaching during the long-term future.
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Zeng, Yueying, and Wenying Jiang. "Barriers to Technology Integration into Teaching Chinese as a Foreign Language: A Case Study of Australian Secondary Schools." World Journal of Education 11, no. 5 (October 15, 2021): 17. http://dx.doi.org/10.5430/wje.v11n5p17.
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This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.
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Zhang, Shenglan. "Applying research-based multimedia design principles in designing and teaching beginning CFL learners the ba construction online." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 3 (December 14, 2017): 255–89. http://dx.doi.org/10.1075/csl.52.3.03zha.
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Abstract Teaching grammar online is an increasingly necessary practice, but the process is resource-heavy, requiring online tools such as grammar videos. Studies show that current online grammar modules have mixed effectiveness, and none of the studies have examined the effects of the design of these modules. This study investigated whether an online module, designed according to basic multi-media design principles, is effective in helping learners understand the use of the ba construction. The study also asked how the students respond to the use of the online module. The findings show that the online module improved learners’ understanding and use of the ba construction. It also found that the students enjoyed using the online module and would like to have similar opportunities to learn grammar via multimedia online modules.
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Du, Xiangyun, Ke Zhao, Youjin Ruan, Li Wang, and Xiaoju Duan. "Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark." System 69 (October 2017): 108–20. http://dx.doi.org/10.1016/j.system.2017.07.001.
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Xu, Yi. "CFL learners' productions of relative clauses with demonstratives: From theory to empirical research." Chinese as a Second Language Research 2, no. 2 (October 25, 2013): 169–92. http://dx.doi.org/10.1515/caslar-2013-0029.
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AbstractRelative clauses (RCs), with their typological universality and structural complexity, have always been central to inquiries in generative linguistics and language acquisition. Although recent years witness a growing interest in psycholinguistic and acquisition research in Chinese RCs, few studies have attempted to make connections between psycholinguistic theories and Chinese as a second language learning and teaching. This paper tries to bridge the gap and uses an interdisciplinary approach to address the comparative difficulty of Chinese subject and object RCs in their interaction with demonstratives. Chinese L1 and L2 participants completed a written sentence completion task. More productions in a certain type of RC, when observed in both participant groups, were interpreted as evidence of structural preference, and differences between L1 and L2 patterns were analyzed as competence issues. It was found that both groups prefer subject RCs when the structure begins with a demonstrative, and this result corresponds to corpus studies of Chinese RCs as well as findings in previous acquisition research. At the same time, there was no asymmetry between the subject and object RCs produced when the demonstrative follows the RC. A multi-constraint model in which a “perspective” factor (MacWhinney 1977, 1982, MacWhinney and Pleh 1988) and a word order factor simultaneously contribute to production cost can explain the data. Meanwhile, L2 participants' errors were often related to neglecting the obligatory gap within the RC. Pedagogical implications were put forward.
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Al Roomy, Muhammad A. "Chinese Language Teaching in a Saudi Context: A brief review." 2018 International Conference on Multidisciplinary Research 2022 (December 30, 2022): 130–38. http://dx.doi.org/10.26803/myres.2022.10.
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While English remains the predominant language with prestigious status, which is highly valued throughout the world, other languages are also of paramount importance. For example, interest in teaching the Chinese language as a foreign or second language has increased both inside and outside China for historical, political, and economic reasons. Chinese has become an international and global language and millions of foreign students learn it to compete in the business market. Chinese language enjoys special attention from Saudi decision-makers. Recently, some selected schools introduced Chinese to Saud students for the first time in 2019. When teaching any foreign language, many problems occur in the teaching and learning process. Some of these problems are caused by psychological, cognitive factors, or individual variables. Others are related to teaching practices and curriculum designs. As teaching Chinese as a foreign language is relatively new in Saudi Arabia, there is a lack of official documents dealing with this issue and few studies have addressed this as a research topic. This brought us neatly to the necessity of producing more researches in this respect. Therefore, the aim of this paper is to lessen the gap and provide an overview of introducing Chinese language to Saudi students as a foreign language (CFL). It seeks to present some notes and indications of the inclusion of teaching Chinese in the Saudi educational system. It will discuss the possible problems to be encountered in light of the current situation and literature review, and finally, some recommendations and implications for further research are given.
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Abbas, Sukardi, Julkarnain Syawal, Tejapramuja Akun, and Astuti Muh Amin. "Effect of Collaborative Flipped Learning Strategy and Socio-cognitive Ability on Students’ Metacognitive Skills." Jurnal Penelitian Pendidikan IPA 8, no. 3 (July 31, 2022): 1236–42. http://dx.doi.org/10.29303/jppipa.v8i3.1589.
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The reality shows that instructors and students are having difficulty implementing online science education during the pandemic. The purpose of this study was to determine the effect of collaborative flipped learning (CFL) strategy and socio-cognitive ability on metacognitive skills and self-efficacy in primary school pre-service teachers who were currently enrolled in a Basic Science course. This objective was motivated by the current state of education and teaching, which necessitates the use of technology to facilitate learning activities. This study employed a quasi-experimental design with a non-equivalent control group and a 2 x 2 MANOVA inferential statistical test. Prior to undertaking the inferential statistical test, we ran assumption tests, specifically normality and homogeneity analyses. The analysis results showed that there was a discrepancy in metacognitive skills between students in the experimental class who were taught the CFL strategy and those who were instructed the conventional strategy, indicated by an Fcalculated value of 11.299 and a significance value of 0.001. The analysis results also showed that there was a significant difference in metacognitive skills between students with high socio-cognitive ability and those with poor socio-cognitive ability, indicated by an Fcalculated value of 39.9724 and a significance value of 0.000. It was also found that the interaction between the learning strategy and socio-cognitive ability influenced students’ metacognitive skills. These findings suggest that educators should consider cognitive and social factors while implementing the collaborative flipped learning strategy to help students enhance their metacognitive skills
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Reyes-Mercado, Pável, and Dr Rajagopal. "Efficient lighting: reactivating the market through consumer stimulus." Emerald Emerging Markets Case Studies 4, no. 4 (October 1, 2014): 1–8. http://dx.doi.org/10.1108/eemcs-10-2013-0191.
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Subject area Marketing. Study level/applicability This case is oriented to undergraduate (BA) students taking courses in marketing strategy, branding, new product development and market research. Case overview This case deals with the events surrounding branding and positioning of a compact fluorescent lamp (CFL) by a multinational company settled in Mexico. After working in a private–public partnership (PPP) that deployed millions of CFLs in the Mexican market, the company is now striving to understand customer repurchase behaviour. The company executives are struggling with product, technology, and distribution issues. Their primary task is to develop an appealing marketing strategy and a tactical plan in the context of reduced budget and sceptic customers. Expected learning outcomes This study's task is to enhance student's ability to perform functional marketing analysis; to frame issues according to a given business model to solve the problems that organizations face in developing innovative products; and to propose alternate courses of action and formulate competitive marketing strategies. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Goyal, Sandeep, and Amit Kapoor. "Halonix Limited – the product portfolio dilemma." Emerald Emerging Markets Case Studies 1, no. 1 (January 1, 2011): 1–14. http://dx.doi.org/10.1108/20450621111131020.
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Subject area Strategy, strategic management, market and product analysis. Study level/applicability The case is intended for a business strategy course in management. The target participants are MBA students specializing in strategy area as well as middle level and senior level managers from the industry, who come for an executive programme in management science. Case overview Year 2009, Mr Pawan Kumar (General Manager, Halonix Limited) was facing a decision-making situation in the organization. Being one of the most experienced and oldest employees of Halonix (incorporated as Phoenix Lamps Ltd in 1991), he had witnessed the tremendous growth of the company since its inception in 1991. The company was having a global brand image in automotive halogen lamps and became a dominant player in compact fluorescent lamp (CFL) market in India by 2007. With the increasing competition and change in market dynamics, the company needed to decide upon the future product portfolio mix and strategy to be adopted to gain the maximum benefit and win over the competition in both the product segments. The automotive halogen product segment was generating higher margins but having relatively slow growth. The CFL product segment was a growing market but was generating low margins due to increasing competition from entry of large number of players. Expected learning outcomes The theoretical concepts, which will be explored in this case, involve the following: the importance of industry structure analysis in understanding the basis of competition. The importance of value-chain analysis in strategic planning. The importance of Boston Consulting Group growth-share matrix in evaluating the product portfolio mix having different growth drivers and target segments? Supplementary materials Teaching notes.
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Renner, Julia. "Oral Corrective Feedback: Examining Teacher- Initiated Correction of CFL (Chinese as a Foreign Language) Learners’ Pronunciation Errors." Vienna Journal of East Asian Studies 7, no. 1 (December 1, 2015): 197–226. http://dx.doi.org/10.2478/vjeas-2015-0007.
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Abstract This paper examines oral corrective feedback strategies in regard to pronunciation errors in a Chinese foreign language classroom. Traditional oral corrective feedback typologies (Lyster and Ranta 1997; Ellis and Sheen 2006; Sheen 2011) have been combined with Chinese pronunciation teaching methods and investigated in a case study conducted at the Department of East Asian Studies, University of Vienna. Two sessions of first year Chinese language laboratory classes were observed and recorded. The qualitative data analysis was carried out in two stages. First, traditional oral corrective feedback typologies were applied to the collected material in order to find out which types of corrective feedback were used (deductive analysis). The results revealed that corrective feedback on pronunciation errors are mostly given in an explicit manner. Therefore, as a second step, a differentiated typology of explicit correction was developed (inductive analysis). The main findings of this study are that pronunciation errors in a Chinese foreign language classroom are corrected explicitly and treated with methods of 1) explication, 2) comparison, and 3) reduction. The explicitness of these methods is further enhanced by 1) paralinguistic cues (stress, speech rate modification), 2) visualisations (gestures) and 3) additional verbalisation.
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Duangmanee, Katematu, and Budi Waluyo. "Active Learning and Professional Development: A Case of Thai Chinese Teachers." Social Sciences 12, no. 1 (January 10, 2023): 38. http://dx.doi.org/10.3390/socsci12010038.
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While Chinese has been taught as a school subject outside of China for decades, there is little research on how Chinese subjects are taught in secondary schools outside of China’s mainland with regard to the use of active learning and the impact of professional development events on teachers’ professional growth in classroom Chinese teaching. This article explored Thai Chinese teachers’ use of active learning methods at public and private secondary schools in the south of Thailand. It also examined the impact of a government-administered Chinese teaching seminar on their professional development. A sequential mixed-methods explanatory design was employed, involving focus group interviews and pre- and post-tests. The phenomenological approach with thematic analysis was used to analyze the qualitative data from the focus group interviews, while the Wilcoxon test was run to compare the pre- and post-test data. Findings revealed the application of active learning with discussion and role-playing activities involving audio-visual materials. The pedagogy of Thai Chinese secondary schools has shifted from knowledge transmission through lectures to knowledge generation and transformation via dynamic learning activities. After attending the seminar, teachers’ comprehension of active learning methods increased considerably (Z = 3.740, p < 0.001). However, teachers expressed concerns over the lack of innovative teaching techniques for teaching Chinese characters and the problems encountered by both students and teachers during the teaching and learning process. This study recommends that Hanban and the Thai Ministry of Education plan their seminars and workshops in a way that allows Thai Chinese instructors to continuously address their students’ and their own deficiencies while they are engaged in active learning activities, and it calls for additional research on the use of active CFL methods in secondary schools outside of China.
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Lai, Chun, Xuedan Qi, Chan Lü, and Boning Lyu. "The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing." Language Teaching Research 24, no. 4 (October 9, 2018): 496–518. http://dx.doi.org/10.1177/1362168818805265.
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This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters.
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Dalte, Olha. "CFL students’ perception of distance education (blended model) during the Covid-19 pandemic in Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 73–85. http://dx.doi.org/10.30970/vpe.2021.35.11309.
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Due to COVID-19 pandemic, Ukraine, as well as many other countries worldwide, has transferred the educational process online in order to minimize the spread of infection. This paper aims to analyze the perception of bachelor students majored in Chinese Philology towards such an urgent change in their educational process. As students are one of the key stakeholders of any learning process, it is extremely important to understand what they think about the effectiveness of distance education in the form of blended model. In particular, it is crucial to realize in which way such an urgent transfer has influenced the development of pronunciation, vocabulary, grammar, typing, receptive (listening and reading) and productive (speaking and writing) skills. In order to fill the aforenoted gap, current research analyzed the data collected through an anonymous online questionnaire via Google Forms. The key participants are 40 BA students majored in Chinese Philology who study in two different institutions – Kyiv National Linguistic University (Kyiv, Ukraine) and International Humanitarian University (Odessa, Ukraine). As two institutions use different teaching methods, curriculum and tools, the students’ answers will be unbiased, which in turns contributes to the reliability of the results. The findings indicate that the traditional classroom has to transform and students are not afraid to meet the new blended educational model. The paper points to the fact that students as key stakeholders support the move towards global trends in modern educational technologies The majority of respondents believe that such a switch is at least the same effective for learning an eastern language as a traditional classroom. Students hope that in future, when COVID-19 pandemic will be finally defeated, they will still have opportunities for blended education, as it is convenient, productive and engaging trend. Moreover, the paper argues how students’ perception correlates with the previous researches and points to the gaps for future investigations. Keywords: distance education, blended learning model, traditional classroom, students’ perception, Chinese as a foreign language.
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Zhang 孙培健, Lawrence (Jun). "探讨国际化背景下CSL/CFL的课堂教学 策略再分类及其设计与实施 On the Reclassification and Implementation of Strategies for Teaching CSL/CFL in the Context of Globalization." Researching and Teaching Chinese as a Foreign Language 1, no. 2 (September 5, 2016): 186–204. http://dx.doi.org/10.1558/rtcfl.28238.
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Zhou, Yingli, and Jin’ai Sun. "Using Social Media to Promote Intercultural Communication Between Chinese and American University Students." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 169–87. http://dx.doi.org/10.1515/cjal-2020-0011.
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Abstract This paper reports a five-year computer-mediated intercultural exchange project between Chinese and American university students that explores the use of various social media tools with WeChat application as the main medium in collaborative intercultural assignments. The study combines quantitative and qualitative approaches by using questionnaires and action research, to investigate how Chinese EFL and American CFL learners increase their intercultural communication competence by assessing their knowledge, awareness, attitudes, and skills of discovery and awareness. The findings reveal their changes and progress in the following variables: knowledge about the variety and subtlety of both the home and target cultures, a different worldview, and cultural study methods; awareness of the importance of differences and similarities between the home and target cultures, their negative reactions to these differences (e.g., fear, ridicule, disgust, feeling of superiority, etc.) and therefore, critical evaluation of the target and home cultures; attitudes from excitement or blind admiration of the target culture to confusion, anxiety or frustration about the cultural differences, later to toleration and appreciation of cultural differences, adaptation to the target culture, and eventually to openness and readiness to suspend disbelief about other cultures and belief about one’s own; skills to contrast the target culture with their own, to demonstrate a capacity to interact appropriately in a variety of different social situations in the target culture and resolve cross-cultural conflicts and misunderstandings. This research will serve as a valuable reference for computer-mediated intercultural communication teaching and open up new possibilities to extend classroom teaching by bridging the gap between second-hand knowledge and hands-on experience.
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Szyjka, Sebastian, and Frackson Mumba. "PSYCHOMETRIC RECONSTRUCTION OF THE INQUIRY SCIENCE TEACHING STRATEGIES (ISTS) INSTRUMENT." Journal of Baltic Science Education 11, no. 1 (March 25, 2012): 55–66. http://dx.doi.org/10.33225/jbse/12.11.55.
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This study re-evaluated the psychometric properties of the 40-item Inquiry Science Teaching Strategies instrument [ISTS] (Lazarowitz & Lee, 1976). The ISTS was administered to 201 elementary pre-service teachers at a university in the Midwest of United States during the 2009-2010 school terms. Initial CFA results failed to confirm the 3-factor structure of the original ISTS. A statistically significant goodness-of-fit statistic (χ² [737, N = 201] = 1394.61, p = 0.00) supported by two fit indices (GFI = 0.69, CFI = 0.45) indicated non-tenability of the measurement model. Subsequent PCA retained half of the components under an obliquely rotated 3-factor solution. Following the removal of 22 items, final CFA indicated non-tenability under slightly improved fitting (χ² [132, N = 201] = 236.93, p = 0.00, GFI = 0.88, CFI = 0.83). It is recommended that existing items be revised and new ones appended using Exploratory Factor Analysis with a different sample. Key words: attitudes towards inquiry-based science, confirmatory factor analysis, evaluation of psychometric properties, instrument development, principal component analysis.
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Chua, Yuan Kit Christopher, Kay Wei Ping Ng, Eng Soo Yap, Pei Shi Priscillia Lye, Joy Vijayan, and Yee Cheun Chan. "Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool." Asia Pacific Scholar 7, no. 4 (October 4, 2022): 35–49. http://dx.doi.org/10.29060/taps.2022-7-4/oa2699.
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Introduction: In-class engagement enhances learning and can be measured using observational tools. As the COVID-19 pandemic shifted teaching online, we modified a tool to measure the engagement of instructors and students, comparing in-person with online teaching and different class types. Methods: Video recordings of in-person and online teachings of six identical topics each were evaluated using our ‘In-class Engagement Measure’ (IEM). There were three topics each of case-based learning (CBL) and lecture-based instruction (LLC). Student IEM scores were: (1) no response, (2) answers when directly questioned, (3) answers spontaneously, (4) questions spontaneously, (5) initiates group discussions. Instructor IEM scores were: (1) addressing passive listeners, (2) asking ≥1 students, (3) initiates discussions, (4) monitors small group discussion, (5) monitoring whole class discussions. Results: Twelve video recorded sessions were analysed. For instructors, there were no significant differences in percentage time of no engagement or IEM scores when comparing in-person with online teaching. For students, there was a significantly higher percentage time of no engagement for the online teaching of two topics. For class type, there was overall less percentage time of no engagement and higher IEM scores for CBL than LLC. Conclusion: Our modified IEM tool demonstrated that instructors’ engagement remained similar, but students’ engagement reduced with online teaching. Additionally, more in-class engagement was observed in CBL. “Presenteeism”, where learners were online but disengaged was common. More effort is needed to engage students during online teaching.
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Zhang, Yanhua, Haifeng Zhang, Yue Li, and Xiaochun Peng. "CBL Significance in Pathophysiology Teaching." Health 10, no. 12 (2018): 1673–78. http://dx.doi.org/10.4236/health.2018.1012126.
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White, James E. "Teaching with CAL: A Mathematics Teaching and Learning Environment." College Mathematics Journal 19, no. 5 (November 1988): 424. http://dx.doi.org/10.2307/2686665.
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White, James E. "Teaching with CAL: A Mathematics Teaching and Learning Environment." College Mathematics Journal 19, no. 5 (November 1988): 424–43. http://dx.doi.org/10.1080/07468342.1988.11973151.
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Shi, Xiuquan, Yanna Zhou, Haiyan Wang, Tao Wang, Chan Nie, and Shangpeng Shi. "Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching." Journal of Curriculum and Teaching 6, no. 2 (August 28, 2017): 52. http://dx.doi.org/10.5430/jct.v6n2p52.
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This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P<0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P<0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.
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Levy, Gayle A., and Stuart Hall. "TEACHING FRENCH CULTURAL STUDIES." Contemporary French Civilization 21, no. 2 (October 1997): 100–112. http://dx.doi.org/10.3828/cfc.1997.21.2.008.
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Rhee, Eddie. "Teaching Community-Based Learning Course in Retailing Management." Journal of Marketing Education 40, no. 1 (January 17, 2018): 47–55. http://dx.doi.org/10.1177/0273475317753680.
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This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL as an important teaching application of experiential learning for the students to have a meaningful experience of studying and making recommendations about multiple aspects of retailing management for a local retailer. Course evaluation results that compared non-CBL and CBL classes showed that the mean scores in selected questions of CBL classes were statistically higher than those of non-CBL classes and the effect size was moderate. Qualitative student comments further suggested benefits and limitations of a CBL course. Notwithstanding the challenges to the instructor and the students of a CBL course, CBL applied to Retailing Management course provided meaningful benefits to the instructor, the students, and the community partner.
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Tomšik, Robert. "CHOOSING TEACHING AS A PROFESSION: VALIDATION OF AN SMVUP-4-S ASSESSMENT TOOL." Problems of Education in the 21st Century 77, no. 4 (August 20, 2019): 545–59. http://dx.doi.org/10.33225/pec/19.77.545.
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The aim of the present research was to validate the Scale of motivation for choosing teaching profession (SMVUP-4-S), and to explore its basic psychometric properties on a sample of Slovak teacher trainee students. SMVUP-4-S scale was completed by 1235 respondents with a mean age of 20.1 years. SMVUP-4-S scale consists of 44 items arranged into 11 subscales, which are arranged into three main categories of motivation: intrinsic, extrinsic and altruistic. A latent structure of SMVUP model that consists of two four-factor (intrinsic and extrinsic motivation) and a one three-factor model (altruistic motivation) was tested. Internal consistency was assessed using Cronbach’s alpha. Exploratory factor analysis (EFA) was calculated using the Maximum Likelihood estimation. To evaluate Confirmatory factor analysis (CFA) χ2-test, CFI, RMSEA, SRMR, AIC, BIC and TLI indicators were used. SMVUP-4-S scale showed an acceptable internal consistency. Using EFA two four-factor and one three-factor model were extracted. CFA indicated that four-factor models had a good fit to the empirical data (Intrinsic motivation χ2/df = 4.925, Extrinsic motivation χ2/df = 4.781). Modifying indexes have shown that several items have correlated with residual variances which leads to low fit to the empirical data in three-factor-model. After the implementation of covariants between items this model has also shown a good fit to the empirical data (Altruistic motivation χ2/df = 4.715). Keywords: teacher development, teacher motivation, career choice, psychological assessment.
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Schmidt, Clea. "Linguistic Diversity and Teaching (review)." Canadian Modern Language Review / La revue canadienne des langues vivantes 63, no. 2 (2006): 300–302. http://dx.doi.org/10.1353/cml.2007.0006.
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邓, 文娟. "Application of CBL-MDT Teaching Method in Medical Imaging Teaching." Advances in Education 12, no. 12 (2022): 5293–96. http://dx.doi.org/10.12677/ae.2022.1212803.
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Chae, Juhye, and YeongMahn You. "An Exploration on Teaching Strategies of Case-Based Learning from the Dewey's an Experience." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 491–507. http://dx.doi.org/10.22251/jlcci.2023.23.1.491.
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Objectives In this study, in order to overcome the difficulties learners experience in the case-based learning process, an effective teaching strategy was explored based on Dewey's concept and philosophy of ‘an experience’.
Methods First, the difficulties learners experience in a CBL curriculum were traced through in-depth interviews and participation observations. Second, in light of Dewey's concept of ‘an experience’, the learning experiences required for effective CBL were identified according to six types. Finally, based on one type of experiential teaching strategy and the main points of each type of teaching strategy, the teaching strategy of case-based learning was explored.
Results An experience teaching strategy for effective case-based learning was presented in six types according to the characteristics of ‘an experience’. To reduce the difficulties experienced by learners of CBL and to enable effective CBL by linking acquired knowledge and theory to practice, teaching strategies for CBL and specific guidelines based on Dewey's ‘an experience’ were drawn.
Conclusions Based on a comprehensive understanding and practical approach that integrates theory and practice for CBL, this study provides implications for how a teacher utilizing CBL can facilitate effective learning in light of ‘an experience’.
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Sapartinah, Titik. "Effectiveness Model Application Contructive Teaching Learning (CTL) Interprofesional on Education." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5640–50. http://dx.doi.org/10.37200/ijpr/v24i4/pr201659.
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Cowper, Don, David Godfrey, Roger Hart, and Sharon Sterling. "Teaching at a distance with CAL." Open Learning: The Journal of Open, Distance and e-Learning 2, no. 1 (February 1987): 25–30. http://dx.doi.org/10.1080/0268051870020107.
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Smith, Geoffrey W. "CAL: Improved learning and improved teaching." Computers & Education 10, no. 1 (January 1986): 115–18. http://dx.doi.org/10.1016/0360-1315(86)90059-x.
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Rhem, James. "Cal Poly-Pomona: Generous, Practical Teaching." National Teaching & Learning Forum 25, no. 6 (October 2016): 9. http://dx.doi.org/10.1002/ntlf.30088.
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SALLEH, Amla. "Measuring Values in Modern School System." International Journal of Modern Education Studies 1, no. 1 (December 31, 2017): 28. http://dx.doi.org/10.51383/ijonmes.2017.11.
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Teaching values in modern schools is a new phenomenon. Malaysian national curriculum at both primary and secondary school levels ensures that students develop desirable attitudes and behaviors based on human, religious, and spiritual values. The inculcation of the values is made possible through various subjects and non-academic subjects and students’ activities. However, knowledge about values education remains limited because there is no measurement device to assess the extent of values teaching in school. To fill this gap, the present study was designed to develop and examine the psychometric properties of an instrument measuring values teaching schools. Using data from 400 high school students, the study developed and validated a measure called Malaysia School Values Scale (MSVS) tailored to high school students in Malaysia. A robust analysis of Confirmatory Factor Analysis (CFA) in Structural Equation Modeling (SEM) provides a rigorous analysis of the model power in relation to construct and content validity, confirming the dimension and analyzing the fitness of the data collected in the hypothesized model. This paper provides insight construct and content analysis using the CFA approach to consider the 15 school values constructs. To achieve the intended research objective, the 15 school values were explored. The results provide evidence that the MSVS achieved sound psychometric properties. The overall reliability value of Cronbach’s Alpha was acceptable. The CFA results showed that the goodness-of-fit indices for the hypothesized model were as follows: x2 (182) = 627.269, p = 0.00, x2/DF = 3.409, GFI = 0.852; AGFI = 0.814, CFI = 0.92; IFI = 0.921, RMSEA = 0.077. Each of the indices was above the threshold value. Results imply that MSVS is a valid measure to describe the school values among high school students. However, more studies are recommended to further validate the scale.
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Demirci, Filiz, and Cengiz Ozyurek. "Astronomy Teaching Self-Efficacy Belief Scale: The Validity and Reliability Study." Journal of Education and Learning 7, no. 1 (December 20, 2017): 258. http://dx.doi.org/10.5539/jel.v7n1p258.
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The purpose of this study is to develop a reliable and safe scale for determining the self-efficacy levels of science teachers in the teaching of astronomy subjects. The study used a survey approach, which is a qualitative research method. The study was conducted with a total of 106 science teachers working in the secondary schools of Ordu city centre and the surrounding towns during the academic year 2016-2017. While forming the item pool of the scale, scale development studies within the context of teacher self-efficacy and the special field competencies of science and technology teachers determined by MOE (2008) was used. In addition, the compositions written by eight science teachers outside the study group about the teaching of astronomy were also used for item pool. For the content validity of the scale, an expert opinion form was prepared to assess the content validity rate and kappa coefficient of agreement, and this was presented to six faculty members in the science teaching department. The construct validity of the scale was investigated via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results of EFA showed that the scale construct included a total of three factors and 13 questions, and explained 70.60% of the total variance. CFA results showed that the chi-squared value and the degrees-of-freedom rates (c2/sd = 1.67) were perfect, and the other fit indices showed a good fit (GFI = 0.86, CFI = 0.94, NNFI = 0.92, IFI = 0.94, SRMR = 0.08 and RMSEA = 0.06). The results of the reliability analysis showed that the Cronbach’s alpha reliability coefficient was 0.84 for the whole scale, 0.90 for “student outcomes through astronomy teaching” factor, and 0.83 for both “astronomy teaching strategies” factor and “difficulty in astronomy teaching” factor. In conclusion, the results obtained showed that “Astronomy Teaching Self-Efficacy Belief Scale” can be used as a valid and reliable assessment instrument.