Journal Category: IAFOR Journal of Education

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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: [email protected] 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: ad[email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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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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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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