Journal Category: IAFOR Journal of Education

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Framing Undergraduate Perspectives on Experiential Learning Within Soka Education Theory

Authors: Paul Sherman, University of Guelph-Humber, Canada Olivia Boukydis, University of Guelph-Humber, Canada Published: September 11, 2020 Email: paul.sherman@guelphhumber.ca https://doi.org/10.22492/ije.8.3.05 Citation: Sherman, P., & Boukydis, O. (2020). Framing Undergraduate Perspectives on Experiential Learning Within Soka Education Theory IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.05 Abstract This article reports findings on two studies that explored

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Intercultural Communicative Competence in Teacher Education: Cultural Simulation Insights from Hawaiʻi

Authors: Jennifer Padua, University of Hawaiʻi at Mānoa, USA Monica Gonzalez Smith, University of Hawaiʻi at Mānoa, USA Published: September 11, 2020 Email: paduajen@hawaii.edu https://doi.org/10.22492/ije.8.3.04 Citation: Padau, J., & Gonzalez Smith, M. (2020). Intercultural Communicative Competence in Teacher Education: Cultural Simulation Insights from Hawaiʻi. IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.04 Abstract This article

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Social Media and E-Portfolios: Impacting Design Students’ Motivation Through Project-Based Learning

Authors: Jae-Eun Oh, The Hong Kong Polytechnic University, Hong Kong SAR, China Yuet Kai Chan, The Hong Kong Polytechnic University, Hong Kong SAR, China Kyulee Viviane Kim, The Hong Kong Polytechnic University, Hong Kong SAR, China Email: amelie.chan@polyu.edu.hk Published: September 11, 2020 https://doi.org/10.22492/ije.8.3.03 Citation: Oh, J.-E., Chan, Y. K., & Kim, K. V. (2020). Social

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Social Support for International Students in Foreign Language Classroom Communities of Practice

Author: Takuya Kojima, Ca’ Foscari University of Venice, Italy Email: takuya.kojima@unive.it Published: September 11, 2020 https://doi.org/10.22492/ije.8.3.02 Citation: Kojima, T. (2020). Social Support for International Students in Foreign Language Classroom Communities of Practice. IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.02 Abstract Drawing on communities of practice, this article considers social support for international students in

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Service-Learning as Global Citizenship Education: Acting Locally on Global Challenges and Concerns

Author: Genejane M. Adarlo, Ateneo de Manila University, Philippines Email: gadarlo@ateneo.edu Published: September 11, 2020 https://doi.org/10.22492/ije.8.3.01 Citation: Adarlo, G. M. (2020). Service-Learning as Global Citizenship Education: Acting Locally on Global Challenges and Concerns. IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.01 Abstract Service-learning is a method of teaching that is increasingly used in higher education.

Welcome to JoE Undergraduate Education

Welcome to Volume 8 – Issue 3 – IAFOR Journal of Education: Undergraduate Education

As we embark on the first issue of Undergraduate Education for the IAFOR Journal of Education, I am reminded of the changes that we have experienced in our universities and colleges over the last fifty years; and at the same time, I see what has stayed the same. Our academic objectives for students have been,

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IAFOR Journal of Education: Volume 8 – Issue 3 – Undergraduate Education

IAFOR Journal of Education: Volume 8 – Issue 3 – Undergraduate Education Editor: Joseph (José) McClanahan Editor-in-Chief: Yvonne Masters Published: September 11, 2020 ISSN: 2187-0594 https://doi.org/10.22492/ije.8.3 Editor’s Introduction Welcome to Volume 8 – Issue 3 – IAFOR Journal of Education: Undergraduate Education Dr Joseph (José) McClanahan Articles Service-Learning as Global Citizenship Education: Acting Locally on

Welcome to Volume 8 – Issue 2 – IAFOR Journal of Education:Technology in Education

Welcome to the IAFOR Journal of Education’s inaugural Technology in Education issue. While the Journal structure may be slightly altered at times, our commitment to interdisciplinary, international, intercultural, quality manuscripts remains. As editor, I rely heavily on an extensive group including the editor-in-chief, two associate editors, and an incredible team of reviewers. I am truly

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Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education

Author: Beth Tillinghast, University of Hawaii at Manoa, USA Email: betht@hawaii.edu https://doi.org/10.22492/ije.8.2.09 Citation: Tillinghast, B. (2020). Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.09 Abstract There is a growing trend in higher education to explore the various benefits of Open Educational Resources.

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Training Factors as Predictors of Students’ Self-Efficacy Beliefs for Online Journalism Practice

Author: Joseph Njuguna, University of Rwanda, Rwanda Email: jnjuguna110@gmail.com https://doi.org/10.22492/ije.8.2.08 Citation: Njuguna, J. (2020). Training Factors as Predictors of Students’ Self-Efficacy Beliefs for Online Journalism Practice. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.08 Abstract The advent of Internet technologies has heralded new skill demands in the media industry. Since journalism education mainly takes

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Teacher Candidate Reflection and Development Through Virtual Exchange

Authors: Chesla Ann Lenkaitis, Binghamton University, State University of New York, USA Shannon M. Hilliker, Binghamton University, State University of New York, USA Kayla Roumeliotis, Teachers College at Columbia University, United States Email: chesla.ann.lenkaitis@gmail.com https://doi.org/10.22492/ije.8.2.07 Citation: Lenkaitis, C. A., Hilliker, S. M., & Roumeliotis, K. (2020). Teacher Candidate Reflection and Development Through Virtual Exchange. IAFOR

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Digital Skills at Divine Word University, Papua New Guinea

Authors: Iwona Kolodziejczyk, Divine Word University, Papua New Guinea Philip Gibbs, Divine Word University, Papua New Guinea Cecilia Nembou, Divine Word University, Papua New Guinea Maria Rodina Sagrista, Divine Word University, Papua New Guinea Email: ikolodziejczyk@dwu.ac.pg Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.06 Citation: Kolodziejczyk, I., Gibbs, P., Nembou, C., & Sagrista, M. R. (2020). Digital Skills

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Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Authors: Marissa R. Fearnley, De La Salle-College of Saint Benilde Manila, Philippines Johnny T. Amora, De La Salle-College of Saint Benilde Manila, Philippines Email: marissa.fearnley@benilde.edu.ph Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.05 Citation: Fearnley, M. R., & Amora, J. T. (2020). Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model. IAFOR Journal of

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Beyond the Basics: Adapting an Open Textbook to Accommodate a Flipped Class

Authors: Ariana Eichelberger, University of Hawaii at Manoa, USA Hong Ngo, University of Hawaii at Manoa, USA Email: ariana@hawaii.edu Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.04 Citation: Eichelberger, A., & Ngo, H. (2020). Beyond the Basics: Adapting an Open Textbook to Accommodate a Flipped Class. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.04 Abstract Through a

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Understanding the Characteristics of English Language Learners’ Out-of-Class Language Learning through Digital Practices

Author: Ali Dincer, Erzincan Binali Yildirim University, Turkey Email: adincer@erzincan.edu.tr Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.03 Citation: Dincer, A. (2020). Understanding the Characteristics of English Language Learners’ Out-of-Class Language Learning through Digital Practices. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.03 Abstract This study aims to understand the extent to which English as a foreign

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Democratization of Education through Massive Open Online Courses in Asia

Author: Runchana Pam Barger, Chiang Mai University, Thailand, and Wheaton College, USA Email: pam.barger@wheaton.edu Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.02 Citation: Barger, R. P. (2020). Democratization of Education through Massive Open Online Courses in Asia. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.02 Abstract Massive Open Online Courses have been a recent phenomenon in providing

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Democratization of Education through Massive Open Online Courses in Asia

Author: Runchana Pam Barger, Chiang Mai University, Thailand, and Wheaton College, USA Email: pam.barger@wheaton.edu Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.02 Citation: Barger, R. P. (2020). Democratization of Education through Massive Open Online Courses in Asia. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.02 Abstract Massive Open Online Courses have been a recent phenomenon in providing

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Facilitating Online Reading Comprehension in Enhanced Learning Environment Using Digital Annotation Tools

Authors: Ruhil Amal Azmuddin, Universiti Malaysia Pahang, Malaysia Nor Fariza Mohd Nor, Universiti Kebangsaan Malaysia, Malaysia Afendi Hamat, Universiti Kebangsaan Malaysia, Malaysia Email: ruhilamal@ump.edu.my Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.01 Citation: Azmuddin, R. A., Mohd Nor, N. F., & Hamat, A. (2020). Facilitating Online Reading Comprehension in Enhanced Learning Environment Using Digital Annotation Tools. IAFOR Journal

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IAFOR Journal of Education: Volume 8 – Issue 2 – Technology in Education

IAFOR Journal of Education: Volume 8 – Issue 2 – Technology in Education Editor: Michael P. Menchaca Editor-in-Chief: Yvonne Masters Published: July 17, 2020 ISSN: 2187-0594 https://doi.org/10.22492/ije.8.2 Editor’s Introduction Welcome to Volume 8 – Issue 2 – IAFOR Journal of Education: Technology in Education Dr Michael P. Menchaca Articles Facilitating Online Reading Comprehension in Enhanced

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 CLOSED. Please note: Once an article has been rejected, an author cannot resubmit either an amendment to this article or another article for this issue of the journal. We will only accept one submission from any author in a particular issue and no more than two submissions, in different issues, over the course

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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: lazarusk67@gmail.com 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