Journal Category: IAFOR Journal of Education

Welcome to Volume 8 – Issue 1 – IAFOR Journal of Education: Language Learning in Education

Greetings readers! Welcome to the IAFOR Journal of Education: Language Learning in Education. Bilingualism and second language learning occur in virtually every nation. The number of second language learners throughout the world increases regularly prompting educators and researchers involved in teaching and investigating the multifaceted processes of second language acquisition and language learning that their

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Manuscript Submission Form

Submissions are OPEN. Reminders Before submission, please ensure that you are aware of the following: If a submission is out of scope, does not meet academic standards or does not follow the Author Guidelines, the editors will reject it (within a week). Plagiarism screening software is used to verify the originality of all submissions. An

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Socio-Demographic Factors Affecting Reading Comprehension Achievement Among Secondary School Students with Learning Disabilities in Ibadan, Nigeria

Author: Kelechi U. Lazarus, University of Ibadan, Nigeria Email: < Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.09 Citation: Lazarus, K. U. (2020). Socio-Demographic Factors Affecting Reading Comprehension Achievement Among Secondary School Students with Learning Disabilities in Ibadan, Nigeria. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.09 Abstract The study examined the influence that socio-demographic factors

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Peer Assessment in L2 Pronunciation Instruction in Russia: Students’ Attitude Research

Authors: Alexandra Kolesnikova, Lomonosov Moscow State University, Russia Alina Maslova, Lomonosov Moscow State University, Russia Elena Mishieva, Lomonosov Moscow State University, Russia Email: alex_wd@mail.ru Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.08 Citation: Kolesnikova, A., Maslova, A., & Mishieva, E. (2020). Peer Assessment in L2 Pronunciation Instruction in Russia: Students’ Attitude Research. IAFOR Journal of Education: Language Learning

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L2 Vocabulary Acquisition through Narratives in an EFL Public Elementary School

Author: Maria Nelly Gutierrez Arvizu, Universidad de Sonora, Mexico Email: marianelly.gutierrez@unison.mx Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.07 Citation: Gutierrez Arvizu, M. N. (2020). L2 Vocabulary Acquisition through Narratives in an EFL Public Elementary School. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.07 Abstract Teaching English as a Foreign Language (EFL) has exponentially grown in

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Tertiary Learners’ Motivational Intensity and Desire to Learn the French Language: Evidence from a Non-Francophone Country

Authors: Nesrine Abdullah EL-Zine, Sana’a University, Yemen Ammar Mohamed Aamer, Sampoerna University, Indonesia Email: nelzineut@gmail.com Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.06 Citation: EL-Zine, N. A., & Aamer, A. M. (2020). Tertiary Learners’ Motivational Intensity and Desire to Learn the French Language: Evidence from a Non-Francophone Country. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.06

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Proficient Speakers of English as a Foreign Language: A Focus-Group Study

Authors: Ali Dincer, Erzincan Binali Yildirim University, Turkey Tevfik Dariyemez, Ataturk University, Turkey Email: adincer@erzincan.edu.tr Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.05 Citation: Dincer, A, & Dariyemez, T. (2020). Proficient Speakers of English as a Foreign Language: A Focus-Group Study. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.05 Abstract Although English is the de facto

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Exploring the Effects of Digital Storytelling: A Case Study of Adult L2 Writers in Taiwan

Author: Min-Hsun Chiang, Tunghai University, Taiwan Email: minhsunl@thu.edu.tw Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.04 Citation: Chiang. M. H. (2020). Exploring the Effects of Digital Storytelling: A Case Study of Adult L2 Writers in Taiwan. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.04 Abstract With the advent of information communication technologies, an escalating number of

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Exploring the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction

Author: Karizza P. Bravo-Sotelo, Teach for the Philippines, Makati City, Philippines Email: kpbravo@gmail.com Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.03 Citation: Bravo-Sotelo, K. P. (2020). Exploring the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.03 Abstract This study aimed to examine the types of Tagalog-English code-switching used

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Russian Accent in English Written Discourse

Author: Olga R. Bondarenko, Russian State University for the Humanities, Moscow, Russia Email: orbon@mail.ru Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.02 Citation: Bondarenko, O. R. (2020). Russian Accent in English Written Discourse. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.02 Abstract This research is a multi-aspect exploratory investigation of Russian English institutional written discourse and

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Learner-Centered English Language Teaching: Premises, Practices, and Prospects

Author: Nour El Imane Badjadi, Ouargla University, Algeria Email: badjadi.noureliman@univ-ouargla.dz Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.01 Citation: Badjadi, N. E. I. (2020). Learner-Centered English Language Teaching: Premises, Practices, and Prospects. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.01 Abstract Although learner-centered education is claimed to have several learning gains, research suggests that teachers’ attitudes

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IAFOR Journal of Education: Volume 8 – Issue 1 – Language Learning in Education

 IAFOR Journal of Education: Volume 8 – Issue 1 – Language Learning in Education Editor: Melinda Cowart Editor-in-Chief: Yvonne Masters Published: March 1, 2020 ISSN: 2187-0594 https://doi.org/10.22492/ije.8.1 Editor’s Introduction Welcome to Volume 8 – Issue 1 – IAFOR Journal of Education: Language Learning in Education Dr Melinda Cowart, Editor Articles Learner-Centered English Language Teaching:

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Independence and Interdependence of a Professional Development School Partnership

Authors: Robert F. Sumowski, Georgia College & State University, USA Joseph M. Peters, Georgia College & State University, USA Email: Robert.sumowski@gcsu.edu Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.09 Citation: Sumowski, R. F., & Peters. J. M. (2019). Independence and Interdependence of a Professional Development School Partnership IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.09 Abstract Professional Development School Partnerships

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Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice

Authors: Vera Maria Nistor, Otago Polytechnic, Auckland International Campus, New Zealand Don Amila Sajeevan Samarasinghe, Otago Polytechnic, Auckland International Campus, New Zealand Email: vera.nistor@op.ac.nz Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.08 Citation: Nistor, V. M., & Samarasinghe, D. A. S. (2019). Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice. IAFOR Journal of Education,

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Decision Making Model of Vietnamese Students Studying Higher Education in England

Authors: Minh Hoang, Saigon Institute of Technology, Vietnam Massoud Moslehpour, Asia University, Taiwan Victoria Seitz, California State University, San Bernardino, USA Email: writetodrm@gmail.com Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.07 Citation: Hoang, M., Moslehpour, M., & Seitz, V. (2019). Decision Making Model of Vietnamese Students Studying Higher Education in England. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.07 Abstract

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Evaluation of Self and Peer Assessments in a Second Year Engineering Module

Authors: David Hassell, University of Bath, United Kingdom Kok Yueh Lee, Universiti Teknologi Brunei, Brunei Darussalam Email: kokyueh.lee@utb.edu.bn Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.06 Citation: Hasell, D., & Lee, K. Y. (2019). Evaluation of Self and Peer Assessments in a Second Year Engineering Module. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.06 Abstract This paper evaluates the use

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Comparative Study Between Traditional and Peer Assisted Learning of Business Management Students on Accounting Module

Authors: Siu Wo Tarloff Im, City University of Hong Kong, Hong Kong Pit Ho Patrio Chiu, City University of Hong Kong, Hong Kong Michelle Ng, City University of Hong Kong, Hong Kong Email: sw.im@cityu.edu.hk Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.05 Citation: Im, S. W. T., Chiu, P. H. P., & Ng, M. (2019). Comparative Study Between

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eHealth Literacy of High School Students in the Philippines

Author: Mark Kenneth S. Camiling, University of the Philippines, Diliman, Philippines Email: mark.camiling@gmail.com Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.04 Citation: Camiling, M. K. S. (2019). eHealth Literacy of High School Students in the Philippines. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.04 Abstract The Internet has become a chief health information source. It is posited that people who

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E-learning Self-efficacy of Operating Room Nurses of a Selected Hospital in Cebu, Philippines

Author: Paul John G. Aventurado, Cebu Doctors’ University, Philippines Email: pjaventurado0521@gmail.com Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.03 Citation: Aventurado, P. J. G. (2019). E-learning Self-efficacy of Operating Room Nurses of a Selected Hospital in Cebu, Philippines. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.03 Abstract The conventional methods of education and training for operating room experience have been

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Faculty Target-Based Engagement Assessment Statistical Model for Enhancing Performance and Education Quality

Author: Mohamed Askar, Southern Utah University, USA Email: mohamedaskar@suu.edu Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.02 Citation: Askar, M. (2019). Faculty Target-Based Engagement Assessment Statistical Model for Enhancing Performance and Education Quality. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.02 Abstract There is a worldwide interest in developing quantitative faculty members’ activity evaluation models. However, implementing a fair and

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Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana

Authors: Samuel Yaw Ampofo, University of Cape Coast, Ghana George Adino Onyango, Kenyatta University, Kenya Martin Ogola, Kenyatta University, Kenya Email: sampofo@ucc.edu.gh Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.01 Citation: Ampofo, S. Y., Onyango, G. A., & Ogola, M. (2019). Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region,

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IAFOR Journal of Education: Volume 7 – Issue 2

IAFOR Journal of Education: Volume 7 – Issue 2 – Winter 2019 Editor: Yvonne Masters Published: December 1, 2019 ISSN: 2187-0594 https://doi.org/10.22492/ije.7.2 Articles Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana Samuel Yaw Ampofo, University of Cape Coast, Ghana George Adino Onyango, Kenyatta University, Kenya

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Manuscript Submission Form

Submissions are now closed for the IAFOR Journal of Education: Language Learning Issue. Before making a submission to the IAFOR Journal of Education: Language Learning Issue, please ensure that you are aware of the following: If a submission is out of scope, does not meet academic standards or does not follow the Author Guidelines, the

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A Proposed Typology of Knowledge Sharing within Communities of Teachers: A Comparative Case Study Focusing on England and Macedonia

Authors: James Underwood, University of Northampton, UK Majda Joshevska, Foundation for Education and Cultural Initiatives (Step by Step), Macedonia Email: james.underwood@northampton.ac.uk https://doi.org/10.22492/ije.7.1.07 Citation: Underwood, J., & Joshevska, M. (2019). A Proposed Typology of Knowledge Sharing within Communities of Teachers: A Comparative Case Study Focusing on England and Macedonia. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.07 Abstract

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Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices

Author: Shiva Hajian, Simon Fraser University, Canada Email: shajianm@sfu.ca https://doi.org/10.22492/ije.7.1.06 Citation: Hajian, S. (2019). Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.06 Abstract One of the primary goals of education is to ensure that learners can apply their acquired knowledge in various ways

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Internationalization and English as a Medium of Instruction in Mongolian Higher Education

Author: Sainbayar Gundsambuu, Osaka University, Japan and National University of Mongolia, Mongolia Email: sgundsam@fulbrightmail.org https://doi.org/10.22492/ije.7.1.05 Citation: Gundsambuu, S. (2019). Internationalization and English as a Medium of Instruction in Mongolian Higher Education. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.05 Abstract In the growing global trend of internationalization, Mongolian universities plan to increase courses and programs in English

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Exploring the Relationship between Science Content Knowledge and Science Teaching Self-Efficacy among Elementary Teachers

Authors: Amy Catalano, Hofstra University, USA Lauren Asselta, Hofstra University, USA Alana Durkin, Hofstra University, USA Email: Amy.Catalano@Hofstra.edu Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.04 Citation: Catalano, A., Asselta, L., & Durkin, A. (2019). Exploring the Relationship between Science Content Knowledge and Science Teaching Self-Efficacy among Elementary Teachers. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.04 Abstract Elementary school

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The Effects of Student Success Workshops on Undergraduate Hispanic STEM Students on the U.S.-Mexico Border

Authors: J. Elizabeth Casey, The University of Texas Permian Basin, USA Runchang Lin, Texas A&M International University, USA Selina V. Mireles, The University of Texas Permian Basin, USA Rohitha Goonatilake, Texas A&M International University, USA Email: casey_j@utpb.edu Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.03 Citation: Casey, J. E., Lin, R., Mireles, S. V., & Goonatilake, R. (2019).

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In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda

Authors: Jackson Nzarirwehi, Kampala International University, Uganda Faith Atuhumuze, Makerere University, Uganda Email: atuhumuzefaith@gmail.com Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.02 Citation: Nzarirwehi, J., & Atuhumuze, F. (2019). In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.02 Abstract In 1994, Uganda’s Ministry of Education and Sports introduced Teacher

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Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics

Author: Innocent Uche Anazia, University of Benin, Nigeria Email: innocentanazia@yahoo.com Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.01 Citation: Anazia, I. U. (2019). Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.01 Abstract This study examined the predictive power of quantitative and verbal aptitudes on the performance