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The role of social media support as public health intervention strategy in Indonesia
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| Pengarang | : | Min-Hsien Lee |
| Nama Majalah/Jurnal | : | Public Health and Preventive Medicine Archive |
| Volume / Edisi | : | 5 (No. 1) |
| Halaman | : | 1-2 |
| Abstrak | : | Finally, with the growing and high number of internet and social media users, it could be concluded that Indonesia is a potential country for the development of internet-social media based health intervention.18 Currently, there are abundant programs and/or campaign using internet and social media based as platforms for health information and promotion, however most of them were developed without proper evaluation design to measure its effectiveness. Universities and research centers in the country could become a potential partner for any developers for developing programs and/or campaigns that utilize internet and social media in standardized and scientific ways. |
What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 9) |
| Halaman | : | 858-873 |
| Abstrak | : | Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students’ motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overall data showed that (i) formative assessment had both direct effects on students’ science learning behaviours and indirect impacts mediated by students’ motivational beliefs and (ii) the total effect of teacher feedback on science learning behaviours was greater than adaptive instruction. The comparison between Western and East Asian datasets indicated that (i) the impact of teacher feedback on East Asian students’ motivational beliefs was greater than that on their Western counterparts, (ii) the impact of adaptive instruction on Western students’ motivational beliefs was greater than that on East Asian counterparts, and (iii) the direct impacts of teacher feedback and adaptive instruction on science learning behaviours were similar for both groups of students. Suggestions were made on how to effectively implement formative assessment to enhance science learning in different cultural contexts. |
Junior high school students’ views of nature of science: evidence from a private school in Davao Region, Philippines
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 9) |
| Halaman | : | 839-857 |
| Abstrak | : | Understanding nature of science (NOS) is integral to the development of students’ scientific literacy. While NOS studies are growing worldwide, none of these reported on the views of secondary school learners in the Philippines. Hence, this study examined the Filipino junior high school (JHS) students’ views of the NOS and determined whether significant differences existed when these views were analysed according to gender and grade level. Through convenience sampling, a total of 173 JHS students from a private school in Davao Region, Philippines, participated in this study. Employing a convergent parallel mixed method design, data were collected using the Student Understanding of Science and Scientific Inquiry questionnaire. Analyses of quantitative and qualitative data revealed that the sampled JHS students did not have well-informed views of various NOS aspects. Mainly, students held transitional views of most NOS tenets. Further analysis showed that a significant gender-based difference only existed in the imaginative and creative aspect while, significant grade level-based differences were only noted among Likert responses of students in the tentative and observation and inferences aspects of NOS. |
A Bi-Axis Model for Profiling English Phrasal Verbs for Pedagogic Purposes
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 972-981 |
| Abstrak | : | Abstrak tidak tersedia. |
Embracing Reflexivity: The Important of Not Hiding the Mess
| Pengarang | : | Rabbidge, Michael |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 961-971 |
| Abstrak | : | Abstrak tidak tersedia. |
Exploring the Relationship Between TOEFL IBT Scores and Disciplinary Writing Performance
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 948-960 |
| Abstrak | : | Abstrak tidak tersedia. |
Validating the Instruments to Measure ESL/EFL Learners' Self-Efficacy Beliefs and Self-Regulated Learning Strategies
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 931-947 |
| Abstrak | : | Abstrak tidak tersedia. |
On the Ethical Treatment of EAL Writers: An Update
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 920-930 |
| Abstrak | : | Abstrak tidak tersedia. |
Examining the Concept of Subordination in Spoken LI and L2 English: The Case of If-Clauses
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 897-919 |
| Abstrak | : | This article explores the applications of research on native spoken language into second language learning in the concept of subordination. Second language (L2) learners' ability to integrate subordinate clauses is considered an indication of higher proficiency (e.g., Ellis & Barkhuizen, 2005; Tarone & Swierzbin, 2009). However, the notion of subordination is challenged in the analysis of spoken syntax due to the potential problems in identifying clausal relationships. The study compares the production of ifclauses of first language (L1; N = 20) and L2 (N= 20) speakers of English in informal conversa- tions and a map task. Results show that L2 speakers exhibited a strong preference for pre-posed ifclauses consisting of one ifclause; compared to Ll users, they used few multiclausal if-clause complexes and postscript and semiformulaic post-posed clauses in the conversa- tions. As for the map task, L2 speakers did not use single ifclause directives, frequently used by LI speakers. The findings seem to indicate that L2 speakers were constrained in their structural and hence functional repertoire. The article concludes that using subordination as a measure of complexity may not be straightforward, because clausal relations typical of spoken language need to be taken into account. |
Metadiscourse and Identity Construction in Teaching Philosophy Statements: A Critical Case Study of Two MATESOL Students
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 868-896 |
| Abstrak | : | Drawing on Hyland's (2005) metadiscourse framework, the researchers investigated how two English as a second or foreign language instructors constructed their identity in a teaching philosophy statement written for a master's in TESOL (MATESOL) course. Analyses revealed that both instructors employed almost all metadiscourse resources in the model to construct the identity of a competent graduate student and that of a knowledgeable and reflective teacher. In addition, their identity construction reinforced the writing conventions associated with the imagined community (Norton, 2013) of graduate student teachers while also affording them the opportunity to exercise some degree of teacher agency. Findings offer insights into how linguistic resources can be mobilized to construct a strong and unique teaching philosophy statement. |