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JournalISSN: 2707-7586

Journal of world Englishes and educational practices 

Al-Kindi Center for Research and Development
About: Journal of world Englishes and educational practices is an academic journal published by Al-Kindi Center for Research and Development. The journal publishes majorly in the area(s): Psychology & Mathematics education. It has an ISSN identifier of 2707-7586. It is also open access. Over the lifetime, 38 publications have been published receiving 13 citations. The journal is also known as: JWEEP.

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Journal ArticleDOI
TL;DR: In this paper , three groups of EFL freshman students were concurrently enrolled in a grammar and a writing course, and two groups were taught grammar and writing by two different instructors using the same textbook but different instructional and assessment techniques, and the results showed that the instructors' qualifications, pedagogical system, educational and professional experience, integration of online instruction, the type of error correction and instant feedback given to the students and the formative assessment technique used were significantly more effective than writing/grammar instruction that depended on the textbook alone.
Abstract: Three groups of EFL freshman students were concurrently enrolled in a grammar and a writing course. One group was taught the grammar and writing courses by the same instructor; the other two groups were taught grammar and writing by two different instructors using the same textbook but different instructional and assessment techniques. The study aims to find out which group made higher gains in grammatical knowledge and writing skill development. It also aimed to find out the effects of instructor qualifications, assessment, and pedagogical variables on students’ grammatical competence and writing skill development. Comparisons of the grammar and writing post-tests showed significant differences between the three groups in the writing and grammar post-test mean scores. There were strong correlations between the grammar and writing post-test scores. Performance of the Group that received a combination of writing and grammar instruction by the same instructor (Instructor A) was the highest. The relationship between grammar and writing instruction seems to be reciprocal: writing instruction affects grammatical competence and grammatical knowledge affects writing skill development. Better achievements were made when both courses were taught by the same instructor as she can make the right connections between what is taught in both courses, which specific structures and skills should be emphasized. The instructors’ qualifications, pedagogical system, educational and professional experience, the integration of online instruction, the type of error correction and instant feedback given to the students and the formative assessment technique used were significantly more effective than writing/grammar instruction that depended on the textbook alone. These variables proved to be important for enhancing the grammatical knowledge and writing quality of unskilled, low ability EFL students and resulted in a significant improvement in their grammar and writing post-test scores.

7 citations

Journal ArticleDOI
TL;DR: In this article , the authors explored the status of online exams in language, linguistics, and translation courses in the first two semesters of the COVID-19 Pandemic (Spring 2020 and Fall 2020).
Abstract: At Saudi universities, there was a sudden shift from face-to-face instruction to distance learning and assessment in March 2020 due to the COVID-19 Pandemic. This study explored the status of online exams in language, linguistics, and translation courses in the first two semesters of the Pandemic (Spring 2020 and Fall 2020). Analysis of faculty surveys and students’ comments on Twitter showed that the main concern of 91% of the students was final exams and passing courses with high grades. Students were worried about the negative effect of online exams on their GPA. Since the students were not familiar with online exams taken via Blackboard, they were anxious and wondered if they would do well. Some cheated on online exams as their cameras were turned off. Numerous adjustments were mandated by university administrations to alleviate students’ anxiety such as allocating 20% of the course mark to the final exam, allowing more exam time, giving projects, open-book exams, term papers, reports, assignments or giving a presentation instead of the final. Some instructors gave easy questions and were lenient in grading to avoid students’ complaints. They gave no essay, just objective questions. The students were given the option to drop the course, to choose a letter grade, pass/fail, i.e., no grade, or to have a course mark included in their GPA. Based on faculty surveys, this study reports challenges of online exams during the Pandemic, design and delivery of online exams, assessment forms and choices, grade inflation issues, and lessons learned and some recommendations.

2 citations

Journal ArticleDOI
TL;DR: In this paper , the authors used a descriptive method by using a questionnaire on 30 Kindergarten teachers in the city of Serang to determine the teacher's ability to make lesson plans based on teacher's pedagogic knowledge and implement integrative holistic learning.
Abstract: This study aimed to determine the teacher's ability to make lesson plans based on the teacher's pedagogic Knowledge and implement integrative holistic learning. This study used a descriptive method by using a questionnaire on 30 Kindergarten teachers in the city of Serang. Early childhood is the most critical age in children's growth and development. The role of a teacher is needed in order to support the children. Children need stimulation for growing and development. In order to have close interaction and exemplary implementation, a teacher is needed to have great potential, such as the best standard of knowledge quality. Pedagogic Knowledge of teachers is one of support for implementing a holistic and integrative approach in arrangement programs to the early childhood education. The population is selected to be teacher majoring in childhood education who has qualified for the degree. The sample is taken from 30 teachers. The instrument used a collection questionnaire and test that combined with the observation. This research is descriptive. A teacher could discuss stimulation aspects to get the best holistic and integrative.

1 citations

Journal ArticleDOI
TL;DR: In this article , a study aimed to determine the significant relationship between the constructivist learning environment management skills and creativity-fostering behaviours of language teachers to the English language learning motivation of senior high school students.
Abstract: This study aimed to determine the significant relationship between the constructivist learning environment management skills and creativity-fostering behaviours of language teachers to the English language learning motivation of senior high school students. It used the quantitative method and employed a correlation research design. A stratified random sampling technique was applied in gathering data among 319 senior high school students from the schools which are in Davao del Sur. Findings revealed that in the constructivist learning environment, management skills, learning, and teaching was the dominant skill manifested by the teachers, followed by time usage and assessment, while the relation establishment was the lowest skill manifested. Moreover, in the creativity-fostering behaviours, integration was the highest indicator manifested, followed by independence and the question. Furthermore, the highest level of English language learning motivation was in the external regulation followed by intrinsic motivation and introjected regulation. Finally, constructivist learning environment management skills and creativity- fostering behaviours of language teachers significantly predict students' English language learning motivation.

1 citations

Journal ArticleDOI
TL;DR: In this paper , a study was conducted from February to April 2022 to determine the implementation of the School Learning Continuity Plan (SLCP) in the selected public secondary schools of Aborlan North District in the Division of Palawan.
Abstract: This study was conducted from February to April 2022 to determine the Implementation of the School Learning Continuity Plan (SLCP) in the selected public secondary schools of Aborlan North District in the Division of Palawan. This study which is quantitative in nature, employed a descriptive research design, specifically the survey method. A total of forty (40) permanent teachers and three (3) school heads were enumerated from the selected junior high schools as the respondents of this study. The data were gathered through survey questionnaires using Google Forms. Descriptive statistics were utilized for data analysis, particularly frequency distribution, percentages, and mean. The results showed that most of the respondents were married females in their middle age. They had been in the service for a mean of 12 years, and 44 percent of them were Secondary School Teacher I. The perceived level of implementation of the different programs and activities in the School Learning Continuity Plan was noted to be “great extent”. The insufficient fund was considered the number one problem in the implementation of programs and projects, and activities in the School Learning Continuity Plan.

1 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202317
202222