Journal Category: IAFOR Journal of Education

Welcome to Volume 9 – Issue 3 – IAFOR Journal of Education: Language Learning in Education

Greetings readers! Welcome to the IAFOR Journal of Education: Language Learning in Education. Since the last issue of the IAFOR Journal of Education: Language Learning in Education, much has changed for most of the world. With the advent of the COVID-19 worldwide pandemic, citizens of every country on earth have become witness to and victim

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Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance

Author: Eleni Meletiadou, London South Bank University, UK Email: [email protected] Published: June 11, 2021 https://doi.org/10.22492/ije.9.3.05 Citation: Meletiadou, E. (2021). Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance. IAFOR Journal of Education: Language Learning in Education, 9(3). https://doi.org/10.22492/ije.9.3.05 Abstract Lately, researchers have expressed their concern for EFL students’ poor writing performance and exam

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Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

Authors: Reem Alkurdi, University of Jordan, Jordan Sharif Alghazo, University of Jordan, Jordan Email: [email protected] Published: June 11, 2021 https://doi.org/10.22492/ije.9.3.06 Citation: Alkurdi, R., & Alghazo, S. (2021). Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study. IAFOR Journal of Education: Language Learning in Education, 9(3). https://doi.org/10.22492/ije.9.3.06 Abstract This study aims to investigate English as

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Implementing Art and Music in Maltese Courses for Non-Native Adults

Author: Jacqueline Żammit, University of Malta, Malta Email: [email protected] Published: June 11, 2021 https://doi.org/10.22492/ije.9.3.04 Citation: Żammit, J. (2021). Implementing Art and Music in Maltese Courses for Non-Native Adults. IAFOR Journal of Education: Language Learning in Education, 9(3). https://doi.org/10.22492/ije.9.3.04 Abstract Malta has currently attracted numerous non-natives who consider the island conducive for business, investment and work.

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Exploring the Effects of Automated Pronunciation Evaluation on L2 Students in Thailand

Author: Simon Moxon, Walailak University, Thailand Email: [email protected] Published: June 11, 2021 https://doi.org/10.22492/ije.9.3.03 Citation: Moxon, S. (2021). Exploring the Effects of Automated Pronunciation Evaluation on L2 Students in Thailand. IAFOR Journal of Education: Language Learning in Education, 9(3). https://doi.org/10.22492/ije.9.3.03 Abstract A significant barrier to effective communication in a second language is the awareness and accurate

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The Impact of Accent among Non-Native English-speaking Biology Lecturers on Student Comprehension and Attitudes

Authors: Alexandra Kolesnikova, Lomonosov Moscow State University, Russia Alina Liubimova, Lomonosov Moscow State University, Russia Elena Muromtseva, Lomonosov Moscow State University, Russia Anton Muromtsev, Lomonosov Moscow State University, Russia Email: [email protected] Published: June 11, 2021 https://doi.org/10.22492/ije.9.3.02 Citation: Kolesnikova, A., Liubimova, A., Muromtseva, E., & Muromtsev, A. (2021). The Impact of Accent among Non-Native English-speaking Biology

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Perceived Impact of EMI on Students’ Language Proficiency in Vietnamese Tertiary EFL Contexts

Authors: Thi Hoai Thu Tran, Hue University of Foreign Languages, Vietnam Rachel Burke, The University of Newcastle, Australia John Mitchell O’Toole, The University of Newcastle, Australia Email: [email protected] Published: June 11, 2021 https://doi.org/10.22492/ije.9.3.01 Citation: Tran, T. H. T., Burke, R., & O’Toole, J. M. (2021). Perceived Impact of EMI on Students’ Language Proficiency in Vietnamese

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IAFOR Journal of Education: Volume 9 – Issue 3 – Language Learning in Education

IAFOR Journal of Education: Volume 9 – Issue 3 – Language Learning in Education Editor: Melinda Cowart Editor-in-Chief: Joseph Haldane Published: June 11, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.3 Editor’s Introduction Welcome to Volume 9 – Issue 3 – IAFOR Journal of Education: Language Learning in Education Dr Melinda Cowart, Editor Articles Perceived Impact of EMI on

Welcome to Volume 9 – Issue 2 – IAFOR Journal of Education: COVID-19: Education Responses to a Pandemic

When we first decided to run with a special issue on educational responses to COVID-19, little did we know that we would still be in the midst of lockdowns, emerging variants, and scary rising statistics as we reach publication. We knew that it would take time to return to some kind of normal, but not

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Online University Teaching at the time of COVID-19 (2020): An Australian Perspective

Authors: Erika K. Smith, Western Sydney University, Australia Ece Kaya, University of Technology Sydney, Australia Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.11 Citation: Smith, E. K., & Kaya, E. (2021). Online University Teaching at the time of COVID-19 (2020): An Australian Perspective, 9(2). https://doi.org/10.22492/ije.9.2.11 Abstract The impacts of COVID-19 have been widespread, and the education

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Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review

Authors: Sagun Shrestha, Dublin City University, Ireland Laxman Gnawali, Kathmandu University, Nepal Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.10 Citation: Shrestha, S., & Laxman, G. (2021). Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review, 9(2). https://doi.org/10.22492/ije.9.2.10 Abstract The COVID-19 pandemic has brought chaos in education across the world, including developing countries

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Using a Design Thinking Approach for an Asynchronous Learning Platform during COVID-19

Authors: Lori Severino, Drexel University, USA Mark Petrovich, Drexel University, USA Samantha Mercanti-Anthony, Drexel University, USA Samuel Fischer, Read by 4th, USA Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.09 Citation: Severino, L., Petrovich, M., Mercanti-Anthony, S., & Fischer, S. (2021). Using a Design Thinking Approach for an Asynchronous Learning Platform during COVID-19, 9(2). https://doi.org/10.22492/ije.9.2.09 Abstract

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Teacher Professional Learning Whilst in Quarantine: A Case Study from China

Authors: Kevin Laws, The University of Sydney, Australia Feng Xun, Tengzhou Zhoudairu Kindergartens, China Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.08 Citation: Laws, K., & Xun, F. (2021). Teacher Professional Learning Whilst in Quarantine: A Case Study from China, 9(2). https://doi.org/10.22492/ije.9.2.08 Abstract Transforming two early education centres in China to incorporate the educational philosophy of

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Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching

Author: Gülten Koşar, Hatay Mustafa Kemal University, Turkey Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.07 Citation: Koşar, G. (2021). Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching, 9(2). https://doi.org/10.22492/ije.9.2.07 Abstract Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a

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Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic

Authors: Avneet Hira, Boston College, Massachusetts, USA Emma Anderson, Massachusetts Institute of Technology, Massachusetts, USA Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.06 Citation: Hira, A., & Anderson, E. (2021). Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic, 9(2). https://doi.org/10.22492/ije.9.2.06 Abstract The transition of traditional schooling to online learning during the COVID-19 pandemic

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Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic

Author: Per-Olof Hansson, Linköping University, Sweden Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.05 Citation: Hansson, P.-O. (2021). Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic, 9(2). https://doi.org/10.22492/ije.9.2.05 Abstract The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates,

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Why Graded Assessment for Undergraduates During the COVID-19 Lockdown? An Experience Introspection

Authors: Abdullatif Alshamsi, Higher Colleges of Technology, Dubai, United Arab Emirates Alex Zahavich, Higher Colleges of Technology, Abu Dhabi, United Arab Emirates Samar El-Farra, Higher Colleges of Technology, Dubai, United Arab Emirates Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.04 Citation: Alshamsi, A., Zahavich, A., & El-Farra, S. (2021). Why Graded Assessment for Undergraduates During the

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An Educator’s Response to COVID-19: Preservice Teachers’ Perspectives on Flipped Distance Education

Author: Osman Çil, Kırşehir Ahi Evran University, Turkey Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.03 Citation: Çil, O. (2021). An Educator’s Response to COVID-19: Preservice Teachers’ Perspectives on Flipped Distance Education, 9(2). https://doi.org/10.22492/ije.9.2.03 Abstract With the COVID-19 pandemic, students and instructors had to carry out lessons with distance education practices, and this sudden change made

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Teaching Future Educators During a Global Pandemic

Authors: Jacquelynne Anne Boivin, Bridgewater State University, USA Kathryn Welby, Merrimack College, USA Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.02 Citation: Boivin, J. A., & Welby, K. (2021). Teaching Future Educators During a Global Pandemic, 9(2). https://doi.org/10.22492/ije.9.2.02 Abstract While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare

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The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

Author: Maha Al-Freih, Princess Nourah bint Abdulrahman University, Saudi Arabia Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.01 Citation: Al-Freih, M. (2021). The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study, 9(2). https://doi.org/10.22492/ije.9.2.01 Abstract The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching

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IAFOR Journal of Education: Volume 9 – Issue 2 – COVID-19: Education Responses to a Pandemic

IAFOR Journal of Education: Volume 9 – Issue 2 – COVID-19: Education Responses to a Pandemic Editor-in-Chief: Yvonne Masters Published: April 2, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.2 Editor’s Introduction Welcome to Volume 9 – Issue 2 – IAFOR Journal of Education: COVID-19: Education Responses to a Pandemic Yvonne Masters, Editor-in-Chief, IAFOR Journal of Education Articles The

Welcome to Volume 9 – Issue 1 – IAFOR Journal of Education: Inclusive Education

Welcome to the IAFOR Journal of Education: Inclusive Education. What a journey it has been. It has been an immense privilege to work with a team of international colleagues so committed to increasing the inclusivity of educational opportunities, experiences and outcomes within their diverse contexts. This issue would not have been possible without all of

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Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education

Authors Jacqueline Żammit, University of Malta, Malta Email: [email protected] https://doi.org/10.22492/ije.9.1.09 Citation: Żammit, J. (2021). Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education, IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.09 Abstract The perceptions and attitudes of educators towards multicultural education are strongly correlated to the manner in which multicultural education is applied.

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Employability and Inclusion of Non-traditional University Students: Limitations and Challenges

Authors: María Aurora Tenorio Rodríguez, University of Seville, Spain José González-Monteagudo, University of Seville, Spain Teresa Padilla-Carmona, University of Seville, Spain Email: [email protected] https://doi.org/10.22492/ije.9.1.08 Citation: Rodríguez, M. A., González-Monteagudo, J., & Padilla-Carmona, T. (2021). Employability and Inclusion of Non-traditional University Students: Limitations and Challenges, IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.08 Abstract In recent

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Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context

Authors: Princess Zarla J. Raguindin, Far Eastern University, Philippines Zhanina U. Custodio, Philippine Normal University, Philippines Ferdinand Bulusan, Batanes State College, Philippines Email: [email protected] https://doi.org/10.22492/ije.9.1.07 Citation: Raguindin, P. Z. J., Custodio, Z. U., & Bulusan, F. (2021). Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context, IAFOR Journal of Education: Inclusive

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Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools

Authors: Gift Mbewe, University of Malawi, Malawi Elizabeth Kamchedzera, University of Malawi, Malawi Esthery Dembo Kunkwenzu, University of Malawi, Malawi Email: [email protected] https://doi.org/10.22492/ije.9.1.06 Citation: Mbewe, G., Kamchedzera, E., & Kunkwenzu, E. D. (2021). Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools, IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.06 Abstract

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Exploring the Potentials of Robotics in Supporting Children with Autism Spectrum Disorder

Authors: Susan T. Mostajo, De La Salle University – Dasmariñas, Philippines Olivia M. Legaspi, De La Salle University – Dasmariñas, Philippines Manuel G. Camarse, De La Salle University – Dasmariñas, Philippines Royce A. Salva, De La Salle University – Dasmariñas, Philippines Email: [email protected] https://doi.org/10.22492/ije.9.1.05 Citation: Mostajo, S. T., Legaspi, O. M., Camarse, M. G., &

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African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study

Author: Chinaza Solomon Ironsi, Near East University, Turkey Email: [email protected] Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.04 Citation: Ironsi, C. S. (2021). African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study, IAFOR Journal of Education: Inclusive Education, 9(1).  https://doi.org/10.22492/ije.9.1.04 Abstract Teaching English language to young learners in an English as a Foreign Language/English as a

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Educational Experiences of Adolescent Mothers while Studying College in the Philippines

Author: Ryan Ray G. Gatbonton, Adamson University, Philippines Email: [email protected] Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.03 Citation: Gatbonton, R. R. G. (2021). Educational Experiences of Adolescent Mothers while Studying College in the Philippines, 9(1). https://doi.org/10.22492/ije.9.1.03 Abstract Adolescent pregnancy is a significant societal issue that results in lost opportunities for teenage girls in both developed and developing

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School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia

Authors: Athirah Azhar, Universiti Malaysia Sarawak, Malaysia Azlinda Azman, Universiti Sains Malaysia, Malaysia Email: [email protected] Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.01 Citation: Azhar, A., & Azman, A. (2021). School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia, 9(1). https://doi.org/10.22492/ije.9.1.01 Abstract This study explores the impacts of the Corporate Social Responsibility educational programme