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International journal of education and learning
Published by Association for Scientic Computing Electronics and Engineering
ISSN : -     EISSN : 2684924     DOI : https://doi.org/10.31763/ijele.v4i1.530
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The International Journal of Education and Learning (IJELE) is an international journal to provide an international forum for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines. These topics are addressed in full-length academic articles, critical statements on current issues, developmental practice, action research, reviews of books and articles based on education and learning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol 6, No 1 (2024): April" : 5 Documents clear
“The teacher did not explain the lesson, just giving us a task”: Self-reflections of pre-service English teachers in an online learning mode Langgeng Budianto; M. Faruq Ubaidillah; Ehsan Namaziandost
International Journal of Education and Learning Vol 6, No 1 (2024): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i1.1377

Abstract

In the post-pandemic era, online learning has been the focus of many educational institutions nowadays, including English as a foreign language classes. However, with the current rapid changes in online learning, little attention has been paid to uncovering the self-reflection of pre-service English teachers in learning English online. This brief report seeks to construe how three Indonesian pre-service English teachers negotiate the meaning of their past learning experiences in English as a foreign language classes during the online learning mode. We employed a narrative inquiry in this study in order to capture the participants’ experiences. Data were garnered through WhatsApp-based semi-structured interviews and were analyzed narratively. Findings suggest that the participants negotiated their multifaceted learning experiences and complexities during the online learning process. In addition, from the participants’ narratives, teaching and learning enactment done by the teachers was ill-performed. The pedagogical implications of this study are discussed at the end of this paper.
A study of Palestinian students’ perspectives on their willingness to communicate with foreigners in English Qaddumi, Husam; Smith, Matt
International Journal of Education and Learning Vol 6, No 1 (2024): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i1.1380

Abstract

Willingness to communicate (WTC) in a foreign language (FL) has become one of the most important affective variables in the context of learning a foreign language including motivation, anxiety, learner beliefs, and many others. This study looks into the underlying causes of English students' propensity to speak English, particularly in higher education settings after the Covid-19 pandemic. The study also determines the WTC of college students in English classes. One thousand students who are presently enrolled in English programs at Palestinian universities constitute the study's participants. The study employed a descriptive research design: a questionnaire was used to collect the data, which were then analyzed using statistical analysis methods in the SPSS program. The findings of the study indicated that the two primary factors negatively affecting the WTC among English learners in Palestine's colleges and universities were personality traits and a lack of confidence in one's speaking abilities.
The impact of human resource management, learning, and academic infrastructure in pre-service teachers on pedagogical competence: A multifaceted analysis Sunismi Sunismi; Mochamad Imron Azami; Fitri Awaliyatush Sholihah; Mohammad Badrih
International Journal of Education and Learning Vol 6, No 1 (2024): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i1.1325

Abstract

This study investigated the influence of the learning process, human resources, and infrastructure on the pre-service teachers' competencies, particularly their pedagogical competence as future professional teachers. This study employed survey research, a type of quantitative investigation. The study's population consisted of all 182 Pre-Service Teachers from the Indonesian Language and Literature Education Department, Mathematics, and English Education Department of the Teacher Professional Education Program, Faculty of Teacher Training and Education, Universitas Islam Malang. Primary and secondary data were the two data types used in this investigation: questionnaires and documentation. The main source of information was the assessment of the lecture process in Batches 1 and 2 of the Pre-Service Teacher of Teacher Professional Education Program. The course grades from LMS courses taken by pre-service PPG students made up the secondary data. Based on the results and discussion, it can be concluded that the learning process and human resources positively influenced the pre-service teacher's competence, especially in the pre-service teacher professional education program. Meanwhile, the data showed that academic infrastructure did not impact pre-service teacher competence.
Ambiguity tolerance towards learning English as a foreign language and accuracy of oral speech Ghadah Al Murshidi; Zalik Nuryana
International Journal of Education and Learning Vol 6, No 1 (2024): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i1.1366

Abstract

All languages contain inherent ambiguities, and foreign language learners often encounter various uncertainties when learning a new language. Ambiguity tolerance is a crucial personality trait that can significantly influence the foreign language learning process. Over time, ambiguity tolerance has gained importance due to its impact on different aspects of language learning. This study investigates the relationship between ambiguity tolerance, the optimal choice of language learning approaches, and the degree of anxiety in learning English as an additional foreign language. The research was conducted with graduate and undergraduate students from the United Arab Emirates University, specifically those studying in the education field and enrolled in an English foreign language learning course. A quantitative Google survey was administered, gathering data from 270 students, which was subsequently analyzed using SmartPLS 3. The results revealed that ambiguity tolerance is negatively associated with students' anxiety levels and positively correlated with their choice of language learning strategies, ultimately enhancing their oral speech accuracy. This study offers valuable insights for academicians to design strategies that promote ambiguity tolerance among learners, thereby boosting their motivation and reducing anxiety levels. It also contributes significantly to the body of knowledge for researchers in this field.
Self-regulation in problem-based blended learning Alfrista Novalia Putri; Much Fuad Saifuddin
International Journal of Education and Learning Vol 6, No 1 (2024): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i1.1060

Abstract

Self-regulation is pivotal for student success in the 21st-century learning landscape, enabling learners to effectively manage their academic goals and processes. This research investigates the impact of problem-based blended learning on students' self-regulation skills. A quasi-experimental design was employed, featuring a non-randomized control group. The experimental group was exposed to problem-based blended learning, while the control group experienced traditional face-to-face problem-based learning. The study involved 65 students from SMA Negeri 1 Prambanan, with self-regulation assessed through a closed questionnaire addressing nine key indicators. Data analysis revealed no significant difference in self-regulation between the control and experimental groups; however, the experimental group showed better outcomes. This group's higher performance in self-regulation was attributed to the flexible, interactive, and time-independent nature of blended learning, which fosters better time management, environmental structuring, and goal-setting among students. The findings underscore the potential of problem-based blended learning to enhance students' self-regulatory capacities, ultimately contributing to improved academic achievement and the development of essential 21st-century skills.

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