Teachers' perspectives on effective English language teaching practices at the elementary level: A phenomenological study.

This study examined instructional practices and challenges English language teachers face in elementary schools. This study used a phenomenological approach and a mixed-method design. The data were collected through four tools: questionnaires, case studies, interviews, and observations in eight elementary schools in which eight educators and two hundred students participated from schools of three districts in central Punjab, Pakistan.

Gender differences in utilizing a game-based approach within the EFL online classrooms.

Implementation of digital tools has become a popular practice by teachers to increase student involvement within the classroom. Various technologies are being utilized by educators to help students engage with lessons and enjoy the overall learning experience. Additionally, findings from recent research have indicated that the adoption of digital tools has influenced the learning gaps between genders, specifically in relation to student preferences and gender differences.

Role of personality traits for entrepreneurial intentions of young entrepreneurs: A case study of higher education institution.

Pakistan being a young country is struggling to provide employment opportunities. However, entrepreneurship is a perceived strategy for reducing unemployment. The trend of entrepreneurship is also emerging among university students.

A structural equation model of second language writing strategies and their influence on anxiety, proficiency, and perceived benefits with online writing.

Second language (L2) writing strategies are essential for successful learning outcomes in courses with a substantial writing component and this is especially true during emergency remote teaching (ERT) when online writing tasks help compensate for the missing offline communication. Online writing tasks are multimodal and interactive, and widely delivered through assignment modules, discussion forums, social media, and other online channels, yet little is known pertaining to L2 writing strategies and online writing beliefs. The current study investigates the types of L2 writing strategies students employed during ERT in the midst of Covid-19 and then used structural modeling to understand how strategies relate to online writing task perceptions, L2 writing anxiety, and L2 writing proficiency.

Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model.

This study uses the technology acceptance model (TAM) to help explain how the use of technology influences learning outcomes emanating from engagement with the Zoom video conference platform. To this end, structural equation modeling was used to analyze the relationships among the TAM variables in reference to Zoom taught during the Covid-19 pandemic. Following a cross-sectional research design, data were collected using Davis's TAM (1989) scales including perceived ease of use (PEoU), perceived usefulness (PU), behavioral intentions, and attitude from 321 South Korean university students attending their 10 week of English as a foreign language (EFL) conversational English classes.

The effects of example-free instruction and worked examples on problem-solving.

The use of worked examples has been shown to be an effective instructional method for reducing cognitive load and successfully engaging in problem-solving. Extant research often views worked examples as an integrated part of direct instruction. Studies have examined the problem-solving effects of worked examples used in tandem with instructional explanations.

Online engagement during COVID-19: Role of agency on collaborative learning orientation and learning expectations.

During the COVID-19 outbreak, students had to cope with succeeding in video-conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye-contact. For these reasons, agentic engagement during video-conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video-conferencing course to understand better how interactions influence academic learning expectations.

Socio-interactive practices and personality within an EFL online learning environments.

A primary effort within the literature addresses the needs in acclimatizing dynamic, student-driven instruction to conceive a significantly enhanced online learning environment. This study serves to examine the relationship, if any, between student characteristics (introversion and extraversion) and contribution in the online writing environment (social presence) and their sense of class community in online writing courses The research was undertaken in a public university in the Kingdom of Saudi Arabia (KSA), examining a sample ( = 171, 36 males and 135 females) of EFL male and female students. The results confirmed the ICT positive relationships between extraverted and introverted students with their social presence and sense of class community.

Mental health and well-being during the COVID-19 pandemic in higher education: Evidence from G20 countries.

The spread of coronavirus (COVID-19) has resulted in a drastic alteration to billions of individuals' emotional, physical, mental, social, and financial status. As of July 21, 2020, there had been 14.35 million confirmed cases of COVID-19, including 0.

Social distancing and reopening universities after the COVID-19 pandemic: policy complexity in G20 countries.

The coronavirus disease (COVID-19) has affected the entire globe, and various mythologies argue about its diagnosis, cure, and prevention. Globally, as of September 18, 2020, there have been 30.055 million confirmed cases, including 0.

Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context.

Intrinsic value is related to intrinsic motivation and influences learners' decisions to begin, continue, and return to learning tasks. In the context of a fully online foreign language English course, we used structural equation modeling to explore the motivation for asynchronous collaborative writing practice, motivation for video-synchronous speaking practice, course satisfaction, and the mediating effect course satisfaction has on behavioral intentions to use language learning technology. Cross-sectional survey results ( = 186) revealed that students who were motivated by asynchronous online collaborative writing were more likely to enjoy online learning in general when compared to students who reported motivation for video-synchronous online speaking practice.