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JournalISSN: 2202-9478

International Journal of Education and Literacy Studies 

Australian International Academic Centre PTY. LTD.
About: International Journal of Education and Literacy Studies is an academic journal. The journal publishes majorly in the area(s): Teaching method & Literacy. It has an ISSN identifier of 2202-9478. It is also open access. Over the lifetime, 390 publications have been published receiving 2219 citations.

Papers published on a yearly basis

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Journal ArticleDOI
TL;DR: In this article, the authors discuss the historical background of phenomenology as both a theory and a qualitative research approach, an approach that has transitioned into an interpretative analytical tradition, and provide a step-by-step comprehensive guide to help novice qualitative researchers.
Abstract: As a research methodology, qualitative research method infuses an added advantage to the exploratory capability that researchers need to explore and investigate their research studies. Qualitative methodology allows researchers to advance and apply their interpersonal and subjectivity skills to their research exploratory processes. However, in a study with an interpretative phenomenological analysis (IPA) approach, the advantageous elements of the study quadruple because of the bonding relationship that the approach allows for the researchers to develop with their research participants. Furthermore, as a qualitative research approach, IPA gives researchers the best opportunity to understand the innermost deliberation of the ‘lived experiences’ of research participants. As an approach that is ‘participant-oriented’, interpretative phenomenological analysis approach allows the interviewees (research participants) to express themselves and their ‘lived experience’ stories the way they see fit without any distortion and/or prosecution. Therefore, utilizing the IPA approach in a qualitative research study reiterates the fact that its main objective and essence are to explore the ‘lived experiences’ of the research participants and allow them to narrate the research findings through their ‘lived experiences’. As such, this paper discusses the historical background of phenomenology as both a theory and a qualitative research approach, an approach that has transitioned into an interpretative analytical tradition. Furthermore, as a resource tool to novice qualitative researchers, this paper provides a step-by-step comprehensive guide to help prepare and equip researchers with ways to utilize and apply the IPA approach in their qualitative research studies. More importantly, this paper also provides an advanced in-depth analysis and usability application for the IPA approach in a qualitatively conducted research study. As such, this paper completely contrasted itself from many books and articles that are written with the premise of providing useful and in-depth information on the subject-matter (phenomenology, as a qualitative approach).

456 citations

Journal ArticleDOI
TL;DR: In this paper, the authors discuss the nine trends of education 4.0, preference of the 21st century learners, skills for 21st-century teachers, and share some ideas on how to implement Education4.0.
Abstract: Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous buzzword among educationists today. What is Education 4.0? Do educators really understand it or they simply follow what others are doing. Education 4.0 is a respond to the needs of IR4.0 where human and technology are aligned to enable new possibilities. The paper explains the nine trends of Education 4.0, preference of the 21st century learners, skills for 21st century teachers, share some ideas on how to implement Education 4.0 trends in the language classrooms and students’ feedback on their experience in learning in the Education 4.0 classroom.

375 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the common problems which affect the teaching of English speaking skills to the Arab learners in the Saudi School in Kuala Lumpur and explored the areas of difficulty that prevent the Arab students from learning to speak in the English classes.
Abstract: Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or used in everyday interactions. For such a reason, Arab teachers of English are required to persistently implement new teaching strategies to tackle the problems regarding speaking skills in the classroom. Although a number of studies have been carried out to investigate the difficulties related to teaching English language skills to the Arab students in the Arab World, the current study is regarded the first study which highlights the problems in learning and teaching English speaking skill in the Saudi School in Kuala Lumpur where English is actively spoken as a second language. The main objective of this paper is to investigate the common problems which affect the teaching of English speaking skills to the Arab learners in the Saudi School in Kuala Lumpur. Additionally, it aims at exploring the areas of difficulty that prevent the Arab students from learning to speak in the English classes. This research also scrutinises the role of Kuala Lumpur ESL context on the Arab students’ English language speaking skills. The current study adheres to qualitative method, and its data were collected via classroom observations and face-to-face interviews with four teachers of English and four students selected purposively. Findings included areas like learning and teaching difficulties. The study suggested some techniques to improve the teaching quality and enable the students to overcome their lack of speaking ability such as implementing communicative approach in the English classes.

58 citations

Journal ArticleDOI
TL;DR: In this article, the authors used correlation design to find out whether there was a significant correlation between students' speaking anxiety, self-confidence, and their speaking achievement in foreign language classes.
Abstract: Speaking in a foreign language can be influenced by such psychological aspects as anxiety and self-confidence. The students who have high level of anxiety, worry, fear and low level of self-confidence in foreign language classes may have difficulties in developing their speaking ability. The objective of this research was to find out whether there was a significant correlation between students’ speaking anxiety, self-confidence, and their speaking achievement. The research used correlation design. The data were collected through interviews that were scored by two raters and two questionnaires that were administered to fifth semester students (n = 28) from a Teacher and Training Faculty in Indonesia. The data were analyzed using descriptive and correlational analysis. The results indicated that speaking anxiety has no significant correlation with speaking achievement. Self-confidence has a significant correlation with speech achievement (p = .01). That is, students with self-confidence have higher achievement. So, it is important for teachers and lecturers to encourage students and practice speaking English in front of class, especially to improve the self-confidence when the students are communicating in English.

55 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigate learners' and teachers' perceptions towards the proposed implementation of a Mobile Assisted Language Learning (MALL) program, while exploring whether the promotion of mobile technologies could assist learning and become a viable support structure in teaching English as a second language.
Abstract: Advancements in technology have enabled us to learn, adapt and exploit our skills and knowledge in new ways. Appreciating the potential of technology may yet give growth and enrich the process of language education, particularly through a student-centred mobile learning environment. Consequently, a constructivist approach to learning can create tremendous possibilities for both language learners and teachers. By exploiting the affordances of mobile technologies and the Internet, a new platform of learning or Mobile Assisted Language Learning (MALL) can be realised, through which learners truly learn to learn. Yet, while many of today’s language institutions and places of learning have begun to understand the potential presented by mobile technology as a tool and resource to content and language development, apprehension may still exist among educational practitioners, learners and senior management. Such apprehension may stem from a lack of understanding in fully appreciating the opportunities and affordances posed by MALL in creating a support structure to learning and teaching excellence. This may be particularly true within developing countries such as those found in the Middle East. Consequently, set in a Saudi university context, the purpose of this study is to investigate learners’ and teachers’ perceptions towards the proposed implementation of a MALL programme, while exploring whether the promotion of mobile technologies could assist learning and become a viable support structure in teaching English as a second language. Interviews were conducted with three English instructors who teach on the first year Business English programme at the university. The study also analysed 191 student participants who completed a Likert scale questionnaire designed to explore their mobile learning experiences, attitudes and perceptions towards the proposed MALL programme in their educational context. The findings from the student questionnaire and teacher interviews generally highlight positive attitudes and a receptiveness towards mobile learning implementation. This is perhaps due to the possibility of new pedagogical scaffoldings being created through MALL in their learning/teaching environment. The results further highlighted opportunities MALL presented in facilitating communication and affording learners greater motivation to engage in independent learning, thus facilitating learner autonomy and allowing for greater collaboration within a richer learner environment. However, while analysis highlighted a proposed MALL implementation could be a useful tool to support language acquisition for ESP/ESL learners (English for Specific Purposes/English as a Second Language), technical issues, network sustainability and comprehensive training were still significant factors of concern.

43 citations

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Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202140
202047
201967
201857
201749
201644