Writing Problems

This study investigates the English writing difficulties encountered by third-year undergraduate students in the Faculty of Humanities at Mahachulalongkornrajavidyalaya University. The research aimed to: (1) identify the specific problems in students' writing skills, and (2) explore solutions to address these challenges. A mixed-methods approach was employed, utilizing a 45-item questionnaire administered to 70 students and follow-up interviews with five instructors. Data was analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. Results revealed that most students perceive writing as the most difficult language skill to master. Analysis identified vocabulary as the most pressing concern, with a serious problem level (x=3.80). Challenges with grammar (x=3.28) and spelling (x=3.14) were at a moderately high level, while punctuation presented a lower-level difficulty (x=2.72). The findings indicate that students often rely heavily on teacherprovided structures during the writing process. To ameliorate these issues, the study recommends targeted instruction in syntax, grammar, vocabulary, and the writing process, coupled with sustained practice. Furthermore, fostering student selfawareness of their own weaknesses is crucial for improvement. The conclusions offer

English Across the Curriculum (EAC) is introduced to learners in many rural schools perform below the expected level. This study adopted a qualitative research approach to explore teachers' experiences of the EAC strategy in rural secondary schools. Purposive sampling was used to select three teachers from each school in three respective circuit management centers (CMCs). Employing qualitative interviews as the data collection method, we found that the EAC strategy's key issues are learners' inability to use English, teachers' inability to use English, learners' home environment, and lack of communication of the DBE's commitment. We believe that teachers should be afforded the necessary scaffolding to familiarize themselves with the target language. The DBE should gear up its management regimens to capacitate, monitor, and evaluate teachers using the EAC strategy. In the interest of our country's democratic dispensation, it would be desirable to grant learners the opportunity to learn their indigenous language. This study will afford researchers of the EAC an understanding of the intricacies of fostering English teaching across the curriculum from the perspective of teachers.

Feedback has numerous advantages and is conductive to L2 writing teaching and learning. However, although feedback is believed to benefit ESL students and enhance their writing achievements, there are critiques that feedback has various problems and does not seem so effective. This paper examines three major problems existing in feedback in L2 writing: problems of feedback environments (i.e., cultural problems and interactional problems), problems of teachers' feedback, and problems of students' reactions to the feedback. The paper proposes the negotiations between teachers and students, teachers' awareness of contrastive rhetorics principles, and the improvement in the teachers' culturally responsive pedagogical skills, to better understand students' cultures and writing norms, to tackle global errors over local errors, to empower students to project their authentic voices, and to ensure that the teacher feedback is not in vain.

Financial literacy education has traditionally never been a major subject area in most public schools in Maryland. With the unanticipated struggling of the United States of America (USA) Economy, Maryland (one of the richest states in the USA and its residents, especially of its major urban city, Baltimore, is facing severe family and personal financial crisis. This unanticipated financial crisis characterized by declining family and personal savings, mortgage defaults and foreclosures, and tenant evictions due to rent defaults is motivating educators, business entities, and politicians to develop education strategies to educate children from future financial crisis. Although there is an overwhelming consensus for providing financial education as a major curriculum to our schoolchildren, the practicability of most curriculums is obscure. To develop a practical approach to teaching financial literacy in elementary schools, an assessment using a Grid Familiarity Rating Chart (Very Familiar-Not Familiar) of basic financial and economics concepts was assigned to 210 students (4th-5th graders) in four inner city schools. Students received information to place a check mark by each concept if they are very familiar or familiar with the concept. Results revealed that 97% of the students were very familiar or familiar with the basic financial concepts as compared to 49% of the students who were very familiar or familiar with basic economic concepts. Even when students were encouraged to explain their very familiar or familiar concepts, 80% provided explanations that were accurate or almost accurate for basic financial concepts as compared to 20% accuracy for explanations with basic economic concepts. Conclusively, the most basic economic concepts (scarcity, choice, and opportunity cost), which are essential decision making tools for most financial decisions should be simplified and included in financial education lesson plans.

The national school curricula in Sweden (2011) outline general targets for assessment and grading. Teachers are expected to foster learner autonomy in compulsory school so that students in upper secondary school can take responsibility for their own learning. Teachers are accountable for facilitating such progress, while head teachers are expected to manage and coordinate pedagogical activities in schools so that the national targets can be reached. The results in this study show that the majority of preand in-service teachers advocate alignment between various assessment strategies for validity and reliability. However, questionnaires and semistructured interviews also reveal that uncertainty when applying such strategies and diverse approaches to optimal assessment and grading in primary and secondary school provide challenges for pre-and in-service teachers. This article advocates a systematic approach to assessment training for preservice teachers and continuing training for inservice teachers to alleviate these challenges.

English Across the Curriculum (EAC) is introduced to learners in many rural schools perform below the expected level. This study adopted a qualitative research approach to explore teachers' experiences of the EAC strategy in rural secondary schools. Purposive sampling was used to select three teachers from each school in three respective circuit management centers (CMCs). Employing qualitative interviews as the data collection method, we found that the EAC strategy's key issues are learners' inability to use English, teachers' inability to use English, learners' home environment, and lack of communication of the DBE's commitment. We believe that teachers should be afforded the necessary scaffolding to familiarize themselves with the target language. The DBE should gear up its management regimens to capacitate, monitor, and evaluate teachers using the EAC strategy. In the interest of our country's democratic dispensation, it would be desirable to grant learners the opportunity to learn their indigenous language. This study will afford researchers of the EAC an understanding of the intricacies of fostering English teaching across the curriculum from the perspective of teachers.

There is a richness of diverse cultures in present day society. Each culture has a specific history, heritage and traditions which should be maintained and passed on to future generations. In fact, many cultures are not present in mainstream education. Students need to be connected to their own experiences and to see themselves in the resources, and curricula of the classroom. However, there is a lack of African heritage in the curriculum in Nova Scotia public education. To address this need a course entitled English 12: African Heritage language arts was created. Interviews were conducted with educators who designed, developed and implemented this course. This study examines the process involved, the challenges and successful strategies employed by these educators. The author suggests that the implementation of English 12: African Heritage language arts has positive implications for all educators and students in their intercultural understanding and teaching and learning methodologies.

Learning involves the use of several types of thinking as critical thinking (CT) which is believed to be the output of a good education; it is also an indispensable part of it because being able to think critically is necessarily a condition for being educated. However, EFL teachers at the middle level (ML) are confronted to their learners' underdeveloped ability to think. Paradoxically, the curricula of English (and other subject matters) at all levels of the new education system in Algeria focus on developing the learners' CT skills18. This article displays the results of an experimental research where a treatment implemented for seven terms shows the effect of collaboration, questioning, and encouraging young adolescents to think at a higher level as it helps EFL teachers to create an active effective reflective environment in which young adolescents' CT abilities are stimulated.

Inferences reflect a student's ability to use background knowledge, values, and beliefs combined with evidence and logical reasoning. Research shows that students with higher levels of inferencing skills score higher on tests of reading comprehension than do students with lower levels of inferencing skills. This is true for both primary school age students [1] and adolescent readers [2]. Students require instruction in making inferences to analyze various types of text [3]. Using explicit methods to foster inferential thinking and reading comprehension results in improved reading comprehension [4]. Instructional practices that engage primary school students to seek and use cues to make inferences using objects, pictures, words, simple sentences, and text passages appear to produce positive reading outcomes [5].

This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.

Spelling is a revered skill in the modern world which can be significantly impaired by some factors like dyslexia, dysgraphia, and dysorthography. Previous studies in this field have primarily relied on inference from other populations, such as dyslexia, with limited empirical support for individuals specifically affected by dysorthography. Furthermore, within Nigeria, the absence of formal spelling instruction at different educational levels and the lack of comprehensive assessments for school-aged children prior to admission exacerbate the scarcity of empirical knowledge on dysorthography management. This study aimed to assess the impact of a multisensory spelling intervention on pupils with dysorthographia in Ibadan. A quasiexperimental design was employed, utilizing a pre-testpost-test control group design. A purposive sampling technique was used to select a school in Oyo State and 30 pupils with dysorthographia who made up the sample. The sample was assigned to either the experimental or control group. Participants in the experimental groups were exposed to six weeks of spelling intervention using multisensory approach. Data were analysed using analysis of covariance. The findings of the study revealed that There was a significant main effect of multisensory approach on the spelling abilities of pupils as the post-test scores of the experimental group were significantly different from that of the control group. Multisensory approach was effective in enhancing the spelling skills of pupils with dysorthography in Ibadan. The study recommended that multisensory approach should be used in schools to teach pupils with dysorthography.

This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.

This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.

Learning disabilities represent one of the most important issues that affect learning situations. They are very big challenge for teachers unless they become aware of physical, intellectual, emotional, behavioral, reading, hearing, and visual disabilities and use the suitable learning and teaching models and strategies that meet them. Since teachers' opinions towards using new learning models and strategies with those of learning disabilities are important, this study tried to identify if using Hendy's 4Cs model is effective to engage learning-disabled students according to opinions of secondary school teachers in Egypt. So, two research questions related to behavioral and cognitive engagement were presented and interpreted through this study. The results refereed that teachers who work in secondary schools of big numbers of students with learning disabilities perceived using Hendy's 4Cs model as effective to engage learning-disabled students behaviorally and cognitively. So the model can contribute in solving many problems related to disabled students according to the multiple roles of both teacher and students through the model phases.

This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.

Lesson Study is a classroom-based process used in education for studying and improving lessons to support students' learning. The Lesson Study cycle has the potential for building shared professional knowledge about mathematics and improving instructional practices. It can influence teaching and students' mathematics experiences through designing, implementing, and determining the impact of research lessons taught in mathematics classrooms. The premise is that, if mathematicians, mathematics educators, and teacher leaders design and implement robust research lessons in K-12 classrooms, the Lesson Study process can serve as a mechanism for actively examining classroom instructional practices and understanding their relationships to students' mathematics learning. If schools want classrooms where students are engaged in understanding and making sense of mathematics, then teachers also need to engage in professional experiences that build content knowledge and pedagogical approaches for effective mathematics instruction. This article presents an overview of the Leadership Institute for Teachers (LIFT) research project and a theoretical framework for this approach to professional learning. It includes data from classroom observations and teacher leaders' comments to document their perceptions and their insights of Lesson Study conducted in mathematics classrooms.

The increasing interest in foreign language education for promoting self-regulated learning (SRL) needs special consideration at teachers' level. In order to equip higher education learners with self-regulated learning strategies, teachers need to adapt a support system where learners are provided autonomy and responsibility in their learning process. Since SRL is rather a complex process with multiple interrelated factors, learners need to be given systematic and continuous guidance by teachers. Considering the key role that teachers have in language teaching, the study attempts to identify foreign language teachers' opinions about the importance and the level of use of self-regulated language learning strategies in their classes while identifying the major impediments in its promotion. The qualitative data was gathered via semistructured interviews with twenty English instructors teaching at school of foreign languages at a state university. The results of the analyses revealed that promotion of SRL strategies remained at very low levels with limited number of methods applied. The findings highlight the need to incorporate methods of SRL instruction at both in-service and pre-service teacher education on the way to promote self-regulated autonomous language learners.

This study was mainly grounded in the researchers' personal experience of using WhatsApp as an interaction tool in an English classroom. This platform was used to enhance the communicative interaction between the students and their teachers.

This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.

The current study focuses on the organisational problems that Egyptian student teachers of English encounter when they write an English essay. In particular, the current study aims at investigating students' cohesion and coherence problems in EFL essay writing. A mixed method research design was used including a questionnaire and a semi-structured in-depth interview. Analysis of findings revealed that students encounter some problems in the cohesion and coherence of EFL essay writing. Discussion and implications of these findings are presented. 2.1. Definition of Writing Writing is defined as "a reflective activity that requires enough time to think about the specific topic and to analyse and classify any background knowledge [11]. Then, writers need a suitable

The application of Assistive Technologies (AT) to support college students' English Language development is a developing area of research. This investigation uses qualitative research to investigate the experiences of a small sample of ESL adult learners using a specific AT to assist with an English course, at a Western Canadian college. By teaching and supporting the Read and Write Gold (R&WG) program, ESL adult students demonstrate an overall benefit from learning the technology. Technological supports need to be researched further too continually grow and develop programs to meet the current needs of students and employers alike. The objective of this research was to determine if the use of AT increases ESL students' self reported vocabulary acquisition.

The study examines the need to reposition English language teaching and learning in Nigeria secondary schools using collaborative approach. It specifically brings to limelight the prevalence of the interactive nature of collaborative approach using selected public secondary schools in Yaba and Somolu Areas of Lagos State, Nigeria. A total of 180 students were sampled using stratified and simple random sampling techniques. Three research questions were answered. Research Instrument titled Collaborative Learning Approach Questionnaire (CLAQ) was used to collect relevant data for the study. The data collected were analyzed using mean and standard deviation (SD). The constructivist theory formed the theoretical framework for the study. Findings from the study revealed that teachers deemphasize collaborative approach as seen from respondents' response on the interactive activities employed in learning English as a second language. The teachers rigidly control the class activities, hence, learners were not wholly involved in the learning of the language as a result of lack of interaction with the material, with other students and with the teacher. Besides, male and female learners were observed not to differ in their view of collaborative approach of teaching. The study recommends a re-reorientation of teachers on collaborative approach where learners' voices are heard more than the teacher's voice. Teaching should be geared towards making students arrive at their own meaning, interact and share experience so that they will be in control of their learning. In addition, strategies adopted by the language teachers must take cognizance of this goal by being interactive, collaborative and participatory.

English Across the Curriculum (EAC) is introduced to learners in many rural schools perform below the expected level. This study adopted a qualitative research approach to explore teachers' experiences of the EAC strategy in rural secondary schools. Purposive sampling was used to select three teachers from each school in three respective circuit management centers (CMCs). Employing qualitative interviews as the data collection method, we found that the EAC strategy's key issues are learners' inability to use English, teachers' inability to use English, learners' home environment, and lack of communication of the DBE's commitment. We believe that teachers should be afforded the necessary scaffolding to familiarize themselves with the target language. The DBE should gear up its management regimens to capacitate, monitor, and evaluate teachers using the EAC strategy. In the interest of our country's democratic dispensation, it would be desirable to grant learners the opportunity to learn their indigenous language. This study will afford researchers of the EAC an understanding of the intricacies of fostering English teaching across the curriculum from the perspective of teachers.

The study identified the assessment practices used in an Egyptian EFL writing course at university and explored teachers and students’ perspectives of these assessment practices. The focus was on the assessment practices to inform and propose appropriate implications. This study is informed by social constructivism where knowledge is constructed socially through the perceptions of different participants. Eight students and eight EFL writing teachers were interviewed, and three EFL writing classes were observed. Findings revealed that writing assessment is important to both teachers and students. Diagnosing students’ writing was done rarely and superficially, using a non-standardised assessment. Reported formative assessment practices include attendance, homework, samples of students’ writing, class participation, assignments, and oral presentation. Stereotypical final exams were reported as the only summative assessment practice. Finally, the assessment criteria and the analytical s...

The increasing interest in foreign language education for promoting self-regulated learning (SRL) needs special consideration at teachers' level. In order to equip higher education learners with self-regulated learning strategies, teachers need to adapt a support system where learners are provided autonomy and responsibility in their learning process. Since SRL is rather a complex process with multiple inter-related factors, learners need to be given systematic and continuous guidance by teachers. Considering the key role that teachers have in language teaching, the study attempts to identify foreign language teachers' opinions about the importance and the level of use of self-regulated language learning strategies in their classes while identifying the major impediments in its promotion. The qualitative data was gathered via semistructured interviews with twenty English instructors teaching at school of foreign languages at a state university. The results of the analyses revealed that promotion of SRL strategies remained at very low levels with limited number of methods applied. The findings highlight the need to incorporate methods of SRL instruction at both in-service and pre-service teacher education on the way to promote self-regulated autonomous language learners.

This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.

This paper investigates whether a group of university teachers and students was enthusiastic about engaging in dialogue in their classrooms and whether they had varied responses to the idea of applying the concepts of dialogue to a Saudi university textbook. Like many other universities, King Abdulaziz University adopted an "Islamic Culture" textbook for courses taught by academic staff. In this study, the sample consisted of students who were taught it and who agreed to take part in semi-structured interviews. The findings showed that the concepts of dialogue could be integrated in a university textbook and that teachers and students were enthusiastic enough to take active roles in the dialogue which ensued in their classes. However, while all the participants agreed that some of their concepts of dialogue could be endorsed by the textbook and thus integrated, they had different views on what should take priority among these concepts and their relative importance. These differences may relate to the level of experience and knowledge available to each respondent.

This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.

The global financial crisis, increase in migration from troubled zones and the resulting more diverse multicultural and multilingual social settings across Europe have led to greater societal demands. As countries combat financial deficits and cut public spending, support to those in need decreases. Social inclusion has become one of governments' crucial societal challenges. Those hit hardest by the current crisis are the most vulnerable, particularly children and youths, who experience an increase in unemployment and decrease in general well-being and emotional health across all ages 1. Schools, together with the community, can work together to help tackle this challenge without additional financial burden. This paper presents research results from the transnational study INCLUDED funded within the FP6 programme of the European Commission. This project focuses on how educational practices involving the community can promote social cohesion without additional costs. Six schools in five European countries with a successful track record of transforming children's academic performance were researched through a longitudinal study over a period of four years. A number of positive transformative approaches leading to better academic performance, positive attitudes and tolerance amongst schoolchildren have been identified. Different dimensions of community involvement: family education; participation in decision-making; participation in school and curriculum and evaluation; as well as participation in the classroom have all had a significant educational impact. The research has also shown that community involvement led to benefits beyond the school walls with impact on improved housing, employment, health, social and political participation within the neighbouring communities.

This study examines students' experience of higher education across four institutions in the west/north-west region of Ireland. The paper draws on the larger Teaching and Learning Champions (TLC) project, funded by Ireland's National Forum for the Enhancement of Teaching and Learning in Higher Education. The primary aim of the TLC project is to develop teaching and learning champions within Higher Education Institutions (HEIs) in this region. This paper focuses on students' experiences of digitally engaged learning across the four HEIs and explores what the requisite institutional supports are to support their engagement. The study adopted a mixed methods approach. The findings highlight the growing need for formal digitally engaged pedagogies to facilitate diverse learning opportunities for all students. Findings also suggest the need to support diversity in teaching practice to provide equity of access to self-paced learning opportunities.

Understanding teacher thinking and beliefs is important for improving teacher education courses and thereby school education. In India however, not much work in this area has been conducted/documented. This paper analyses a few of the studies conducted in the last 10 years in the area of Teacher Thinking Research. The studies conducted by various researchers, papers published, books and the like in Teacher Thinking/Teacher Beliefs are reviewed. In the end very few studies that have been conducted in India have been reviewed followed by findings and some insights gained from the review.

Face to face and virtual classrooms that came up with different conditions and environments; but for similar purposes have different characteristics in terms of the media and the rules observed. Today, virtual learning wrap into a comprehensive model because of its mass advantages related to educational opportunities. On the other hand, using virtual classrooms in advantageous and effective way has a close relationship with successful classroom management. In this context, physical layout as one of the most important distinguishing features of virtual and face-to-face classes should be examined in detail. Another determinative issue that effects the effective management of classroom is the roles and opinions of the instructors. So it can be said that opinions of instructors related to the physical layout of virtual classes can be associated with effective management. In this study, opinions and perceptions of the teaching staff related to the physical dimensions of classroom management were determined by using qualitative and quantitative research techniques. Within the qualitative techniques focus group interview was used. On the other hand quantitative data was collected through a questionnaire, which was developed by the researchers. Analysis of the data was presented as frequencies and percentages for each item. Analysis were obtained and interpreted in relation with the qualitative data provided by focus group.

Foreign language education (FLE) in Iran has experienced many ups and downs in the contemporary history of the country. The national policy documents, however, seem to be able to pave the grounds for introducing a sTable FLE program. The present study, therefore, sheds light on one of the consequences of having contradictory views of English language teaching and will show the relevance of Iranian national policy documents to FLE reform in the country. Analysis of high school English language scores obtained from 438 graduates of a state university of medical sciences indicate that while the correlations between second-grade teacher-made tests, third-grade teacher-made tests and third-grade national examinations are moderate, the magnitude of relationships between these sets of scores and the fourth-grade English language exam scores at high school are weak. The decline in the mean score of fourth-graders at high school and the low correlation reflect the contradictory effects of English teaching in this context. In order to suggest ideas for mitigating such negative effects, the researchers will refer to the results of analyzing the contents of the major national policy documents and discuss implications for harmonizing national FLE.

Face to face and virtual classrooms that came up with different conditions and environments; but for similar purposes have different characteristics in terms of the media and the rules observed. Today, virtual learning wrap into a comprehensive model because of its mass advantages related to educational opportunities. On the other hand, using virtual classrooms in advantageous and effective way has a close relationship with successful classroom management. In this context, physical layout as one of the most important distinguishing features of virtual and face-to-face classes should be examined in detail. Another determinative issue that effects the effective management of classroom is the roles and opinions of the instructors. So it can be said that opinions of instructors related to the physical layout of virtual classes can be associated with effective management. In this study, opinions and perceptions of the teaching staff related to the physical dimensions of classroom management were determined by using qualitative and quantitative research techniques. Within the qualitative techniques focus group interview was used. On the other hand quantitative data was collected through a questionnaire, which was developed by the researchers. Analysis of the data was presented as frequencies and percentages for each item. Analysis were obtained and interpreted in relation with the qualitative data provided by focus group.

The face of business communication has transformed drastically for the last few years. The present paper attempts to trace out the problems and challenges of written business communication to the management students who are from different professional colleges in Telangana region of India. The students, who are enrolled in master's program and studying second year. The paper explores the students' attitude towards writing and their priorities in learning business writing. The data were collected by administering the questionnaires to the management students from various professional management colleges for the investigation of learners' views, opinions and experiences about business writing. In order to find out their problems and difficulties faced during business writing, a descriptive test was also conducted for 10 management students. Later, the data was analyzed using the quantitative method approach. With the analysis of data, it was found that writing skills of students were totally neglected throughout their academics and it was also discovered that writing was used for various purposes such as to complete assignments, writing exams and to take part in other classroom writing activities. It is observed that the students' writing skills were found to be poor in business communication especially in business writing. It was also found that most of the classroom instruction was teacher-centric where the students' role was limited and they were passive most of the time in the classroom. Usually, the writing activities were conducted individually, ignoring the pair and the group activities. However, the learners treated writing as an activity for accomplishing assigned tasks and submit them in time for the teacher's evaluation. In the end, the study is also suggested that teachers should create teaching writing context/activities more interestingly. So, that all the learners do take part in all the classroom activities/tasks enthusiastically, enhance their business writing skills and produce effective writing skills in their day to day lives.

Given the importance of primary education as a basis for a knowledge society, the aim is to contribute towards improving the effects of pre-service teacher training, in terms of lifelong learning and professional efficacy. We present the results of research carried out with the aim of relating pre-service training curricula and the construction of teacher identities. Forty biographical narratives were collected from primary school teachers who had trained at the same pre-service teacher training college in 4 different periods over the last 40 years. The results suggest that pre-service training has a real impact on identities, but also that a large part of that impact is neutralised in the work contexts. Here, a traditional conception of school work persists which forces new teachers to adapt to the real schools. These results are discussed in relation to the challenges posed by the knowledge society.

The current study focuses on the organisational problems that Egyptian student teachers of English encounter when they write an English essay. In particular, the current study aims at investigating students' cohesion and coherence problems in EFL essay writing. A mixed method research design was used including a questionnaire and a semi-structured in-depth interview. Analysis of findings revealed that students encounter some problems in the cohesion and coherence of EFL essay writing. Discussion and implications of these findings are presented.

This study is part of a wider investigation that aims to explore Egyptian students' essay writing difficulties. The focus of this paper is to shed light on the different socio-political and socio-cultural challenges deemed to have substantial impact on Egyptian students' essay writing development. Within a social constructionist theoretical framework that informed my investigation, I conducted the current study using mixed methods; namely, questionnaires, in-depth semi-structured interviews and semi-structured classroom observation. Findings of the study suggest that Egyptian different contexts are forceful dimensions in students' realisations and reproductions of their writings; an indicative of writing challenges that Egyptian students encounter. Findings of the study revealed that Egyptian students encounter various writing difficulties in planning, coherence, cohesion, style, unity, mechanics and revision. Socio-political and socio-cultural challenges were two main challenges contributing to students' difficulties in essay writing. Findings of the current study indicated two socio-political challenges: namely, suppression of students' voice in writing and the lack of accountability. Moreover, some socio-cultural challenges have influenced students' writing development such as students' previous learning experiences, lack of reading habit, and L1 interference in L2. In reference to students' previous learning experiences, stereotyped writing topics, the use of written clichés, rote learning and memorization, lack of critical and creative thinking, competitive learning environment, and exam culture have been reported as factors affecting students' writing development.

This research aimed to investigate Problems Faced by the English Students in Writing a Descriptive Essay. This research used questionnaire to collect the data of fifth semester students in one state university in Jambi. The result showed that the students faced the problems in terms of grammar, difficulty to avoid padding in their essay, and also cannot use the right words. Did some preparations before start to write will bring positive effect to them in writing the essay and did some strategies during and after writing the essay helped them to reduce the mistakes in writing the essay.

Learning involves the use of several types of thinking as critical thinking (CT) which is believed to be the output of a good education; it is also an indispensable part of it because being able to think critically is necessarily a condition for being educated. However, EFL teachers at the middle level (ML) are confronted to their learners’ underdeveloped ability to think. Paradoxically, the curricula of English (and other subject matters) at all levels of the new education system in Algeria focus on developing the learners’ CT skills18. This article displays the results of an experimental research where a treatment implemented for seven terms shows the effect of collaboration, questioning, and encouraging young adolescents to think at a higher level as it helps EFL teachers to create an active effective reflective environment in which young adolescents’ CT abilities are stimulated.