Tag: well-being

Now Published: Volume 10 – Issue 1 – IAFOR Journal of Education – Language Learning in Education

Welcome to the Language Learning in Education issue IAFOR Journal of Education: Volume 10 – Issue 1 – Language Learning in Education Editor: Melinda Cowart Associate Editors: Hasan Al-Wadi, & Murielle El Hajj Nahas Editor-in-Chief: Joseph Haldane Published: May 27, 2022 ISSN: 2187-0594 https://doi.org/10.22492/ije.10.1 Multilingualism, second language acquisition, and second language learning continue to take

Welcome to Volume 10 – Issue 1 – IAFOR Journal of Education: Language Learning in Education

Greetings readers! Since the last issue of the IAFOR Journal of Education: Language Learning in Education, much continues to change for most of the world. As the COVID-19 worldwide pandemic diminishes its onslaught in some areas, it becomes more prevalent in other countries. Individuals from every country have witnessed the damage and loss inflicted by

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The Utilisation of Peer-Assisted Learning/Mentoring and Translanguaging in Higher Education

  Author: Eleni Meletiadou, London Metropolitan University, UK Email: [email protected] Published May 27, 2022 https://doi.org/10.22492/ije.10.1.07 Citation: Meletiadou, E. (2022). The Utilisation of Peer-Assisted Learning/Mentoring and Translanguaging in Higher Education. IAFOR Journal of Education, 10(1). https://doi.org/10.22492/ije.10.1.07 Abstract The use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students’ transition into Higher

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The Effect of Proficiency on “Non-Native” EFL Teachers’ Feelings and Self-Reported Behaviours

  Authors: Jean-Marc Dewaele, Birkbeck, University of London, United Kingdom Pearl P. Y. Leung, Birkbeck, University of London, United Kingdom Email: [email protected] Published: May 27, 2022 https://doi.org/10.22492/ije.10.1.01 Citation: Dewaele, J.-M., & Leung, Pearl P. Y. (2022). The Effect of Proficiency on “Non-Native” EFL Teachers’ Feelings and Self-Reported Behaviours. IAFOR Journal of Education, 10(1). https://doi.org/10.22492/ije.10.1.01 Abstract

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IAFOR Journal of Education: Volume 10 – Issue 1 – Language Learning in Education

IAFOR Journal of Education: Volume 10 – Issue 1 – Language Learning in Education Editor: Melinda Cowart Editor-in-Chief: Joseph Haldane Published: May 27, 2022 ISSN: 2187-0594 https://doi.org/10.22492/ije.10.1 Editor’s Introduction Welcome to Volume 10 – Issue 1 – IAFOR Journal of Education: Language Learning in Education Melinda Cowart, Texas Woman’s University, USA Articles The Effect of

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Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being, and Fun

  Authors: Sujarwanto, Universitas Negeri Surabaya, Surabaya, Indonesia Kieron Sheehy, The Open University, United Kingdom Khofidotur Rofiah, Pedagogical University of Krakow, Krakow, Poland Budiyanto, Universitas Negeri Surabaya, Surabaya, Indonesia Email: [email protected] Published: December 18, 2021 https://doi.org/10.22492/ije.9.6.01 Citation: Sujarwanto., Sheehy, K., Rofiah, K., & Budiyanto. (2021). Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being,

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IAFOR Journal of Education: Volume 9 – Issue 6 – Studies in Education

IAFOR Journal of Education: Volume 9 – Issue 6 – Studies in Education Editor: Pearl Subban Editor-in-Chief: Joseph Haldane Published: December 18, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.6 Editor’s Introduction Welcome to Volume 9 – Issue 6 – IAFOR Journal of Education: Studies in Education Dr Pearl Subban, Editor Articles Online Higher Education: The Importance of Students’