Ruel F. Ancheta; Anna C. Bocar
Abstract
Abstract This study investigated the factors influencing student learning outcomes as perceived by teacher-participants. The mixed methods approach was utilised to find out the teachers’ personal views on the instructional challenges faced by students in attaining the desired learning outcomes. ...
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Abstract This study investigated the factors influencing student learning outcomes as perceived by teacher-participants. The mixed methods approach was utilised to find out the teachers’ personal views on the instructional challenges faced by students in attaining the desired learning outcomes. A structured questionnaire adopted from the University of Waterloo and a focused group discussion were employed to collect data. Among the three instructional challenges namely cognitive, behavioural, and experiential, the results showed that behavioural challenges are the foremost problem that hinder students in achieving learning outcomes. This is manifested in terms of their interest towards learning, classroom participation, excessive absences, and diligence. It is concluded that students encountered such challenges due to several factors: 1) students’ capability which is generic to all students, 2) mastery of the module which is common to all, and 3) students’ interest, engagement, and prior knowledge which are typical to all students. The implications for further research and directions were discussed.
Saeed Ameri
Abstract
As technological developments, such as artificial intelligence or large language models, are rapidly transforming the profession of translation, the emotional vulnerability of translators has remained largely underexplored. Adopting vulnerability as a conceptual lens, this study examines the psychological ...
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As technological developments, such as artificial intelligence or large language models, are rapidly transforming the profession of translation, the emotional vulnerability of translators has remained largely underexplored. Adopting vulnerability as a conceptual lens, this study examines the psychological and emotional experience of five Iranian translators working across diverse fields (e.g., subtitling and legal translation) and employment statuses (freelance, in-house, seasoned, or newbie) by analyzing data collected from oral and written narratives. Results suggested that technological developments in the translation industry create vulnerabilities in translators, triggering both positive emotions (admiration, excitement, satisfaction, and confidence) and negative emotions (uncertainty, frustration, anxiety, and fear). In other words, some translators experienced or perceived a sense of insecurity in certain scenarios, especially in the translation of academic and scientific content, where artificial intelligence is demonstrating particular capabilities. In contrast, some translators did not feel insecure about the rise of artificial intelligence; rather, they proactively embraced its potential and leveraged its capabilities to enhance their work.
Vahid Rahmani Doqaruni
Abstract
The main purpose of the present study is to find out which type of modality (i.e., reading, listening, or reading while listening) affects second language (L2) learners’ cognitive processing of single words more efficiently. In order to achieve the aim of the present study, a semantic decision ...
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The main purpose of the present study is to find out which type of modality (i.e., reading, listening, or reading while listening) affects second language (L2) learners’ cognitive processing of single words more efficiently. In order to achieve the aim of the present study, a semantic decision task was employed. In this task, participants saw a pair of words presented one after the other and were asked to decide whether or not the target word was affectively related to the preceding word. The participants were 150 Iranian EFL learners who were randomly assigned to three equal groups (each consisting of 50 participants), namely, reading, listening, and reading while listening. The data showed that the type of modality has a significant effect on the cognitive processing of single words in L2 education. More specifically, it was found that multimodality (i.e., reading while listening) is more effective than single modality (i.e., listening or reading) in the cognitive processing of L2 single words.
Mohadeseh Rahimi; Ghasem Modarresi
Abstract
The current study, following a mixed-methods design, aims to determine the possible predictors of teacher success in teacher emotions, teacher energy, and teacher time perspective. The study also explores the role that teacher emotions, teacher energy, and teacher time perspective perform in teacher ...
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The current study, following a mixed-methods design, aims to determine the possible predictors of teacher success in teacher emotions, teacher energy, and teacher time perspective. The study also explores the role that teacher emotions, teacher energy, and teacher time perspective perform in teacher success. In so doing, a number of 234 secondary school teachers participated in the study based on criterion sampling, and a pool of seven teachers participated in the qualitative phase of the study based on the data saturation method. The results obtained from the Pearson correlation coefficient confirmed a significant relationship between teacher emotions, teacher energy, teacher time perspective, and teacher success. Moreover, the results of Multiple Regression revealed that the possible predictors of teacher success were teacher emotions and teacher time perspective. Following inter-rater and inter-coder reliability, the commonalities elicited from teachers’ responses to the interviews yielded six codes. Finally, the study offers some practical implications for teachers.
Zahra Jahani; Afrooz Aminzadeh
Abstract
Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused ...
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Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused by sensory stimulation is referred to as emo-sensory intelligence. It is held that it can be a significant factor in teacher success, which might be affected by gender and age. To this end, this study surveyed 315 Iranian instructors using the emo-sensory intelligence scale. The results of statistical analyses showed that female teachers showed greater emo-sensory intelligence levels than male teachers. Furthermore, teachers between the ages of 30 and 40 had stronger emo-sensory intelligence compared to other age groups. The findings highlighted the importance of developing emo-sensory intelligence in teachers, particularly through specific strategies for male and younger teachers. In the end, the implications were presented, and some suggestions were made.
Reza Pishghadam
Abstract
The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics ...
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The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics of waitance along with its connection with teaching burnout is the major concern of this study. Along with providing a valuable framework for educators and policymakers, as well as fostering a resilient teaching environment, this research highlights the practical importance of addressing waitance. It also identifies possible directions in further studying the role organizational support plays in mitigating waitance and burnout. The result is likely to increase the resilience and job satisfaction of educators.
