Original Research Article

THE EFFECT OF CONTEXT AND LANGUAGE PROFICIENCY LEVEL ON YOUNG EFL LEARNERS PROCESSING OF ENGLISH IDIOMS

TRISEVGENI LIONTOU

Journal of Global Research in Education and Social Science, Volume 11, Issue 3, Page 94-99

Idioms are the most vital parts of every human language, because speakers can express their feelings and experiences better through figurative expressions. They are used to give life and richness to the language, by taking the existing words, combining them in a new sense, and creating new meanings, just like a work of art [1-3]. Though many L2 studies have explored the development of figurative language competence and the strategies employed during idiom interpretation, few studies have examined the relationship between idiom processing and L2 learners' reading comprehension in consonance with their level of language proficiency. This paper reports on a one-year study that aimed at investigating the development of young learners’ reading competence in relation to comprehending idioms. A total of 50 young EFL students aged 10 to 12 years old took part in the study. The findings of the study could provide practical guidance to EFL instructors, material developers and test designers with regard to the type of reading comprehension strategies EFL learners employ when exposed to idioms while learning English as a Foreign Language.

Original Research Article

TEACHERS’ CONCERNS ABOUT THE IMPLEMENTATION OF BLENDED LEARNING

MELISSA WALKER, JAMES PATE, DAESANG KIM, MICHAEL BOCHENKO, TARA UNDERWOOD

Journal of Global Research in Education and Social Science, Volume 11, Issue 3, Page 107-117

While several existing studies have examined the stage of concern with a focus on the integration of technology in the classroom, limited research is available through the lens of blended learning. The goal of this study was to provide insight and perspective into the implementation of blended learning within the K-12 classroom. A sample of 106 full-time K-12 teachers’ concerns was examined through the lens of the Concerns-Based Adoption Model (CBAM). The data were collected in two phases for this mixed-methods study: Phase I (quantitative) consisted of administering an online stage of concern questionnaire. The open-ended questions on the questionnaire and semi-structured interviews provided the evidence for Phase II, the qualitative phase. The results of this study indicate that teachers are in the early concern stages regarding the implementation of blended learning.  An analysis of the quantitative data indicated a significant relationship between teachers’ stages of concern and their age and number of years implementing blended learning. Analysis of the qualitative data indicated that teachers’ top three concerns centered around school technology, blended learning resources, and students’ home Wi-Fi and technology access. The findings of this study may prove valuable in enhancing our understanding of blended learning practices in school classrooms to address teachers’ concerns about implementing blended learning.

Original Research Article

EFFECTIVENESS OF PROSCIG© INTERVENTION PROGRAM IN BUILDING INTERACTION AND COOPERATION AT THE SOCIO-COGNITIVE LEVEL THROUGH ACTIVATION OF MENTAL SCHEMAS AND COGNITIVE PLASTICITY

DEBORA ELIJAH

Journal of Global Research in Education and Social Science, Volume 11, Issue 3, Page 118-131

Psychosocial skills are necessary for interpersonal skills and believed to determine children’s success in developing peer relationships. A Clinical Social Cognitive Intervention Program (PROSCIG©) in peer groups of English state primary school pupils, aged ten to eleven years in the UK, in transition to secondary school was implemented, aiming to improve appropriate psychosocial competences (capabilities) and inadequacies, based on the changeability of mental representations in the semantic network. The objective of this programme is to promote socio-cognitive skills (cognitive interpretative understanding and personal and interpersonal coordination perspective), in three important areas: social perception, self-regulation and social problems solving. The sample of three experimental groups (EGmix, EGlow, EGage) and of one control group used 27 children from a first data collection and fifteen children from a second, chosen through four instruments (SSQ, SCPQ, SDQ and SSIS) and the WISC-IV English. Thereafter, those four instruments, plus the FQS, were used to assess Dependent Variable (in the periods Before versus After), forming, in the first collection, EGmix (six subjects) and the CGmix (six subjects), of high and low psychosocial skills (mixed) and, in the second collection, the experimental groups EGage, (six average subjects and EGlow, (5 subjects), represented by both genders. Results showed that: 1) the main areas of improvement (p < 0.001) for the three EGs were in psychosocial interaction and cooperation, assertiveness, responsibility, empathy, commitment, self-control, help; that being security and communication; 2) the EGmix results were very Significant (p< 0.001); 3) PROSCIG© shows that it is mainly in the EGmix and EGlow that new psychosocial cognitive connections are created when they produce their own mental representations and,  4) the results of the CGmix placebo activities only had effects on improved educational achievement resulting from having worked individually.The PROSCIG© methodology shows to be effective for improving psychosocial skills and mitigating inadequate psychosocial competences. The effects were most pronounced in mixed abilities groups (children with high psychosocial skills and those with low psychosocial skills).

 

Short Research Article

BRIDGING THE GAP BETWEEN LOW AND AVERAGE COGNITIVE ABILITY LEVELS STUDENTS USING MASTERY AND ACTION LEARNING STRATEGIES IN NIGERIAN SENIOR SECONDARY SCHOOL PHYSICS

AKINBOBOLA, AKINYEMI OLUFUNMINIYI

Journal of Global Research in Education and Social Science, Volume 11, Issue 3, Page 132-140

This study investigated the bridging gap between low and average cognitive ability levels students using mastery and action learning strategies in Nigerian senior secondary school physics. The total of 235 senior secondary school two physics students in Ife Central Local Government Area of Osun State, Nigeria were involved in the study. A non-randomised pretest-posttest control group in quasi-experimental design was adopted for the study. Kuder-Richardson formula-21 was used to establish the reliability of Physics Achievement Test (PAT) and Cognitive Ability Test (CAT). The internal consistencies of PAT and CAT were .77 and .72 respectively. Data collected were analysed using Analysis of Covariance (ANCOVA) and Scheffe post hoc analysis was used to obtain the direction of significance. From the findings, it was observed that, instructional strategies had significant main effect on students’ achievement   (F(2, 232) = 127.68, p = .000) in the concept of heat energy in physics. The results showed that, mastery learning strategy was the most effective in facilitating students’ achievement in the concept of heat energy in physics. This was followed by action learning strategy while conventional learning strategy was found to be the least facilitative. Cognitive ability levels had significant effect on students’ achievement (F(2, 232) = 31.56, p = .000) in the concept of heat energy in physics. The results also showed that, high cognitive ability level was the most effective in facilitating students’ achievement in the concept of heat energy in physics. This was followed by action learning strategy while conventional learning strategy was found to be the least facilitative. However, the results of Scheffe post hoc analysis showed that, there was no significant difference in the mean achievement scores of physics students with low and average cognitive ability levels. That is, the use of mastery and action learning strategies have been found to close the achievement gap between low and average cognitive ability levels. Hence, the strategies enhance slow learners’ achievement in the concept of heat energy in physics. Conclusion from the findings led to the recommendations that, physics teachers should be encouraged to adopt the use of mastery and action learning strategies in teaching the concept of heat energy in physics in order to enhance innovation, collaborative learning, problem-solving skills and students-centred activities.

 

Case Study

SYNTACTICAL GENDER LANGUAGE CONVERGENCE IN CONTEMPORARY CHINESE SOCIETY

WANGCHU MA, YUNCHAO ZHAI

Journal of Global Research in Education and Social Science, Volume 11, Issue 3, Page 100-106

Feminism movements have crushed traditional paternalism framework. On one hand, female speakers are no longer appendages of male speakers and have gained equal status in family life, education, economy, politics, etc.; on the other hand, male speakers have learned how to respect female speakers more and more. Under the influence of those two social facts, the trend of gender language convergence in contemporary Chinese society (CCS) is occurring. However, most of the ongoing researches on gender language focus more on the differences of the language used by people of different genders, or the troubles that those differences may bring about during cross-gender communications. Thus, the author believes related researches on gender language convergence should be carried out.