Chinaza Solomon Ironsi is a researcher and a language instructor. He was a researcher at the English language teaching department of Near East University, and currently teaches English language at Rauf Denktas University. His research interests are in all areas of language teaching, teaching methods, communicative skills, learner skill development, lesson design frameworks, trends in language teaching and learning. He is an editorial board member of the International Journal of tesolunion, International Journal of Educational Management and Development Studies, and a member of the CASUGOL international conference center. He has presented papers at numerous conferences and published scientific papers in reputable journals Address: CYPRUS
Purpose-This study aims to explore the perceptions of language learners and instructors on using ... more Purpose-This study aims to explore the perceptions of language learners and instructors on using augmented reality (AR) in a hybrid learning environment. Design/methodology/approach-Mixed-method research design was used to elicit information from 62 participants on the study's objective. Data were collected and analyzed to examine the participants' views on using AR in language teaching in a hybrid environment. Findings-This study unveils that while most studies acknowledge AR as an effective instructional delivery, students and instructors perceive some setbacks. Other novel insights provided by this study reveal necessities to consider before implementing AR in classroom settings. Research limitations/implications-This study provides insights into the widely reported effectiveness of AR in the English language-teaching domain. This study suggests that considering the dispositions of learners and instructors toward digitally enhanced learning, using AR without good teaching practices and approaches may not yield expected learning outcomes. Originality/value-This study advances scientific knowledge on the use of AR in hybrid learning models by providing empirical evidence to show the perceived effectiveness of AR. It further provides a robust understanding of the pedagogical implications of using AR in classroom settings drawing from diverse lenses. This helps ensure that educational settings that integrate AR consider the novel findings of this study before such implementation.
International Journal of Sustainability in Higher Education, 2024
Purpose-This paper aims to explore the potential of implementing an action competence teaching mo... more Purpose-This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model. Design/methodology/approach-The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study. Findings-The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed. Originality/value-To the best of the authors' knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.
There is ongoing scientific discussion on the role of innovative technologies in enhancing teachi... more There is ongoing scientific discussion on the role of innovative technologies in enhancing teaching and learning. Technologies like augmented reality, virtual reality, mixed reality, artificial intelligence, and generative artificial intelligence have sparked debates in the broader literature. To contribute to ongoing discussions on these topics and to bridge gaps existing in works of literature on the potentials and challenges of innovative technologies like virtual reality, this paper provides insights from students and teachers on the use of virtual reality for teaching speaking skills so far lacking in academic prose in this domain. Given that this study only focused on obtaining student and teacher insights, a mixed-method research design that used questionnaires and interviews was implemented to investigate this study. After obtaining and analyzing data from 85 participants, the study found that although virtual reality could have improved students' speaking skills more efficiently, it was a fun and exciting learning experience for the students and teachers. Other novel findings of the study were instrumental in making pedagogic conclusions on the study's objective.
To prepare students for contributing to societal development and growth, 21st-century or future s... more To prepare students for contributing to societal development and growth, 21st-century or future skills like critical thinking and problem-solving were identified to be essential. However, it seems that while discussing skill development, knowledge of the skill, willingness to act with the skills, and self-belief are often neglected. In addition, inadequacies of teaching practices applied in skill development and acquisition lead to the unpreparedness of graduates to contribute to sustainable development goals. Given these, this study anticipates that to prepare students for the future through education, adequate emphasis must be channeled towards equipping students with knowledge of the skill, willingness to act with the skills, and self-belief in the efficacy of the skills using innovative lesson planning frameworks like the text-analysis-task-exploration framework. This study used a quantitative research design to elicit information from 50 participants on their action competence in critical thinking and problem-solving skills while learning through different lesson planning frameworks. The study provides evidence to show significant improvement in students’ action competence in the above skills using the modified TATE lesson planning framework. The study unpacks the potential of the modified TATE framework in equipping learners with action competence in critical thinking and problem-solving skills for the future.
Digitally enhanced teaching does not imply neglecting appropriate teaching strategies and approac... more Digitally enhanced teaching does not imply neglecting appropriate teaching strategies and approaches. There are assertions that negative learning outcomes obtained in blended learning could be a result of neglecting the use of an appropriate lesson planning framework, teaching strategies and approaches. Already, there are calls for the use of more responsive lesson planning frameworks against the traditional frameworks. While there are suppositions that responsive frameworks produce significant improvement in the language skills of learners, there is less empirical evidence to show this. To bridge these gaps in scientific literature, this study decides to investigate the effectiveness of integrating technology with different lesson design frameworks. The study utilized a mixed-method design with an experimental approach. The findings of the study show that although the blend of technology and CAPE framework was effective in improving some language skills, the reading skills of the participants remained unchanged. Notably, the study provides useful empirical evidence showing the usefulness of incorporating technology and effective teaching frameworks in producing positive learning outcomes in a digitally enhanced learning environment.
PurposeResearch advocates for the use of good teaching practices and approaches while integrating... more PurposeResearch advocates for the use of good teaching practices and approaches while integrating technology in digitally enhanced learning. This is on the premise that previous studies on mobile learning have neglected this aspect of technology integration resulting in numerous challenges. Moreover, there is evidence in the literature showing a scarcity of studies on the use of mobile learning in teaching productive skills. On the other hand, linguists recommend the use of responsive lesson design frameworks in language teaching, claiming effectiveness in teaching all language skills. However, responsive lesson design frameworks are yet to be implemented in a classroom setting. To bridge these gaps in scientific literature, our study decides to utilize the CAPE framework as a good teaching method for improving the productive skills of students in mobile-based instruction.Design/methodology/approachThis study utilizes a mixed-methods research design with an experimental approach. Po...
This study investigated the use of spoken-reflection instruction to improve the communicative com... more This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were...
Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute of Teacher Education Tuanku Bainun Ca, 2020
A lot has been written about 21 st-century skills and the need to teach these skills in our educa... more A lot has been written about 21 st-century skills and the need to teach these skills in our educational centers, yet it seems a little has been implemented towards achieving this objective. This study believes that writing a lot without actual implementation may suggest that researchers are in a vicious circle with regards to teaching 21 st-century skills. To bridge this gap, this study decided to examine pedagogical strategies that could be adopted in teaching 21 st-century skills in our classroom. The major goal of this study is to elicit information from the participant with regards to their perceptions of pedagogical strategies that could be adopted in teaching 21 st-century skills.To achieve this, a qualitative research design was used to elicit information from 45 participants who were purposively chosen for this research. A 3-credit unit English language course was designed for the study. The course was taught with a lesson plan designed to integrate core elements of 21 st-century skills in their teaching. These 21 st-century skills were set as instructional objectives for each lesson, which lasted for 14 weeks. A semi-structured interview question was used as the major instrument for data collection. The questions were open-ended in nature. The instrument was faced validated and checked for reliability as well and a Cronbach alpha reliability index of 0.87 was obtained. Findings obtained were used to make theoretical and practical conclusions on pedagogical strategies to adopt in teaching 21 st-century skills in our educational centers.
This study is carried out to examine EFL program managers’ working conditions, eliciting informat... more This study is carried out to examine EFL program managers’ working conditions, eliciting information on their views on EFL program management within the Turkish Cypriot context. This study also upholds that an understanding of their perceptions as EFL program managers will help create a better working conditions and improve EFL programs and instruction, characterized by excessive proliferation of language centers that put profit-making as their utmost priority. Two research questions were utilized to investigate EFL program managers’ challenges and barriers while managing foreign language institutes and centers. The study adopted a qualitative research design approach; 45 EFL program managers and coordinators with international qualifications with over ten years of experience were purposefully sampled and recruited as participants for this study. A semi-structured interview was the instrument for data collection, which experts validated to ensure it measures what it purports to measure. Data collected were transcribed and analyzed through thematic analysis to uncover themes used to define and interpret findings. This study’s findings indicate that the absence of professional expertise, training/retraining programs, resource availability, and competition from other universities were the significant challenges EFL program managers face while carrying out their duties. It was also unveiled that over-monetization of EFL programs within institutions brings about challenges in program management. Recommendations were given to bridge these gaps.
This study investigated the use of spoken-reflection instruction to improve the communicative com... more This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants' level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.
Journal of Applied Research in Higher Education, 2021
Purpose-There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus... more Purpose-There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus. Design/methodology/approach-To elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study. Findings-Though the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise. Research limitations/implications-It was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small. Practical implications-The study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting. Originality/value-There are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia.
Journal of Research and Innovation in language, 2021
Over the years, there has been an ongoing debate on the relevance of certain terms like ESL, EFL.... more Over the years, there has been an ongoing debate on the relevance of certain terms like ESL, EFL. Several linguists have argued that these terms do not represent a wide range of language users under varying circumstances, given their various proficient language competence levels. In a bid to unveil the extent to which this presupposition applies to the use of ESL and EFL terms. A group of 36 participants from a school in North Cyprus was purposively chosen for this quantitative study. Four research questions were to be investigated. Questionnaires were used to collect vital data from the participants on their perceptions on terms like ESL and EFL. After analysis, results were collected, analysed and used to make cases for redefining the concepts of ESL and EFL terms, especially within the Turkish-Cypriot setting. A notable finding of this study was that the participants believed that terms like EFL ESL do not adequately define their language status. They further suggested that more appropriate terms should be used. The study suggested using English as an international and intranational language instead of the former terms, among other suggestions. This study adds to the corpus of research showing that while acronyms like EFL and ESL are relevant in English language education, more emphasis should focus on improving learner's four language skills which directly impacts their performance and production of the target language.
This study was carried out at a college in North Cyprus, to examine the use of communicative lang... more This study was carried out at a college in North Cyprus, to examine the use of communicative language teaching (CLT) and blended teaching methods (BTM) in enhancing the communicative competence of EFL learners in an SLA classroom to improve teaching method used during instruction delivery. Eight research questions were investigated during the study. The study was conducted through an experimental research method which included a sample size of 55 participants. A speaking and listening improvement test and a well-structured questionnaire were used to collect information from the respondents. Data collected were analyzed using, frequency distribution, mean and standard, while a chi-square analysis was used to determine if there was a significant difference that existed between the two language teaching methods. The result of the study provided significant insight on the use of CLT and BTM toward enhancing the performance of EFL learners' spoken language and effective language instruction delivery.
IAFOR Journal of Education: Inclusive Education, 2021
Teaching English language to young learners in an English as a Foreign Language/English as a Seco... more Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality, and racial issues were suggested. Keywords: African immigrants, English as a foreign language, English as a second language, inclusive education, racial discrimination, racism
Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota.... more Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota. Un estudio de caso de Chipre del Norte ABSTRACT In unprecedented times like this when societies are experiencing lockdowns, social, and physical distancing, remote online learning becomes the only option for most educational institutions. There is a need for English Language Teaching practitioners to devise strategic means either through technology or without to meaningfully engage the students. This study examines learners' engagement strategies used during remote online learning at Northern Cyprus. To achieve this, a mixed research design was used to elicit information from 63 ELT teachers who were purposively chosen for this research. A 3-credit English language course was used for the study. The course was taught and teachers deployed the use of engagement tools, skills, and resources during the remote online learning teaching period, which lasted for 8 weeks and 2 days. A structured questionnaire consisting of two sections; A and B were used to elicit information on the resources used for student engagements and its effectiveness as well while a semi-structured interview question was used to interview randomly chosen participants. These instruments were faced and the construct validated while the questionnaire was piloted, a Cronbach alpha reliability index of 0.77 was obtained. Descriptive analysis was used to analyze the questionnaire to determine the mean responses of the participants with regards to resources used for student engagement and their effectiveness. Findings obtained were used to conclusions that online resources like Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room are effective and efficient tool for student engagement during remote online learning. Project based learning and collaborative based teaching are strategies that could be adopted to enhance student engagement while teaching. RESUMEN En tiempos sin precedentes como éste, en los que las sociedades están experimentando bloqueos, distanciamientos sociales y físicos, el aprendizaje remoto en línea se convierte en la única opción para la mayoría de las instituciones educativas. Es necesario que los profesionales de la enseñanza del inglés conciban medios estratégicos, ya sea a través de la tecnología o sin ella, para involucrar de forma significativa a los estudiantes. Este estudio examina las estrategias de compromiso de los estudiantes utilizadas durante el aprendizaje remoto en línea en el norte de Chipre. Para lograrlo, se utilizó un diseño de investigación mixto para obtener información de 63 profesores ELT que fueron elegidos a propósito para esta investigación. Se utilizó un curso de inglés de 3 créditos para el estudio. El curso se impartió y los profesores desplegaron el uso de herramientas de compromiso, habilidades y recursos durante el período de enseñanza del aprendizaje remoto en línea, que duró 8 semanas y 2 días. Se utilizó un cuestionario estructurado que constaba de dos secciones; A y B se utilizaron para obtener información sobre los recursos utilizados para la participación de los estudiantes y su eficacia, mientras que una pregunta de entrevista semiestructurada se utilizó para entrevistar a participantes elegidos al azar. Se enfrentaron estos instrumentos y se validó el constructo mientras se probaba el cuestionario, se obtuvo un índice de fiabilidad alfa de Cronbach de 0,77. Se utilizó un análisis descriptivo para analizar el cuestionario a fin de determinar las respuestas medias de los participantes con respecto a los recursos utilizados para la participación de los estudiantes y su eficacia. Los resultados obtenidos se utilizaron para llegar a la conclusión de que los recursos en línea como Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room son una herramienta eficaz y eficiente para la participación de los estudiantes durante el aprendizaje en línea a distancia. El aprendizaje basado en proyectos y la enseñanza basada en la colaboración son estrategias que podrían adoptarse para mejorar la participación de los estudiantes mientras enseñan. Palabras clave: Compromiso de los estudiantes; Aprendizaje a distancia; Aprendizaje en línea; COVID-19; Chipre del Norte Ironsi, C. S. (2020). Strategies for student engagement in remote online learning. A case study of Northern Cyprus.
During the coronavirus pandemic outbreak, government imposed a total lockdown which lasted for so... more During the coronavirus pandemic outbreak, government imposed a total lockdown which lasted for some time. Social activities, buying, and selling, markets, shopping malls, religious institutions, academic institutions were on a standstill as they were requested to close down to allow individuals to self-isolate. The lockdown was prompt and impromptu disrupting economic and social activities, one of which was academic activities. Universities embarked on compulsory holidays as students were requested to self-isolate. To continue the disrupted academic semester, university administrators under the request of the Ministry of Education were requested to commence all educational programs using online learning platforms. This emergency switch from traditional/ blended teaching and learning to e-learning was a new dimension of learning both to the students and the teachers. This study intends to examine students' opinions on the use of e-learning platforms during the pandemic outbreak. The study investigated 3 research questions while a qualitative research design was used to elicit information from a focus group that comprised 47 preservice teachers who were purposively chosen for the research. A semi-structured interview question was used to elicit information from the participants. The tool was face and construct validated by two experts from a private university before administering it to the participants. The interview sessions were recorded for 1hr 38minutes and 54 seconds, it was transcribed and analyzed. A thematic analysis was used to analyze the data through coding of data, finding and editing themes, which were finally interpreted using tables. Results obtained was used to make theoretical and practical conclusions on the opinions of preservice teachers on the use of e-learning for learning during the coronavirus pandemic.
INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT AND DEVELOPMENT STUDIES, 2020
A lot has been written with regards to the subject of anxiety and its role on influencing learnin... more A lot has been written with regards to the subject of anxiety and its role on influencing learning outcomes yet it seems the issue of anxiety is continuously debated by research and academic scholars. While teachers may think that issues of anxiety in education are either overhyped or overemphasized, learners think otherwise. To analyze the views of the preservice teacher on the concept of test anxiety especially on its influence on the academic performance of students, a mixed research design was adopted for this study. An experimental approach followed by semi-structured interviews were used to elicit information on the impact of test anxiety on the academic performance. A total of 42 participants were purposively chosen which were divided into 2 groups, A (control group) and B (experimental group). A reliable and validated post-test was administered where there was an induced stress on the experimental group before commencing an examination. The findings of this study argued that though test anxiety affected students test scores to a large extent, other possible factors were responsible for learner's test scores as well. The study suggests the need for rethinking ways through which examinations are organized to reduce incidence of test anxiety among test takers. The major limitation of the study was the small sample size. Thus, the use of a larger sample for future researches must be considered.
Purpose-This study aims to explore the perceptions of language learners and instructors on using ... more Purpose-This study aims to explore the perceptions of language learners and instructors on using augmented reality (AR) in a hybrid learning environment. Design/methodology/approach-Mixed-method research design was used to elicit information from 62 participants on the study's objective. Data were collected and analyzed to examine the participants' views on using AR in language teaching in a hybrid environment. Findings-This study unveils that while most studies acknowledge AR as an effective instructional delivery, students and instructors perceive some setbacks. Other novel insights provided by this study reveal necessities to consider before implementing AR in classroom settings. Research limitations/implications-This study provides insights into the widely reported effectiveness of AR in the English language-teaching domain. This study suggests that considering the dispositions of learners and instructors toward digitally enhanced learning, using AR without good teaching practices and approaches may not yield expected learning outcomes. Originality/value-This study advances scientific knowledge on the use of AR in hybrid learning models by providing empirical evidence to show the perceived effectiveness of AR. It further provides a robust understanding of the pedagogical implications of using AR in classroom settings drawing from diverse lenses. This helps ensure that educational settings that integrate AR consider the novel findings of this study before such implementation.
International Journal of Sustainability in Higher Education, 2024
Purpose-This paper aims to explore the potential of implementing an action competence teaching mo... more Purpose-This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model. Design/methodology/approach-The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study. Findings-The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed. Originality/value-To the best of the authors' knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.
There is ongoing scientific discussion on the role of innovative technologies in enhancing teachi... more There is ongoing scientific discussion on the role of innovative technologies in enhancing teaching and learning. Technologies like augmented reality, virtual reality, mixed reality, artificial intelligence, and generative artificial intelligence have sparked debates in the broader literature. To contribute to ongoing discussions on these topics and to bridge gaps existing in works of literature on the potentials and challenges of innovative technologies like virtual reality, this paper provides insights from students and teachers on the use of virtual reality for teaching speaking skills so far lacking in academic prose in this domain. Given that this study only focused on obtaining student and teacher insights, a mixed-method research design that used questionnaires and interviews was implemented to investigate this study. After obtaining and analyzing data from 85 participants, the study found that although virtual reality could have improved students' speaking skills more efficiently, it was a fun and exciting learning experience for the students and teachers. Other novel findings of the study were instrumental in making pedagogic conclusions on the study's objective.
To prepare students for contributing to societal development and growth, 21st-century or future s... more To prepare students for contributing to societal development and growth, 21st-century or future skills like critical thinking and problem-solving were identified to be essential. However, it seems that while discussing skill development, knowledge of the skill, willingness to act with the skills, and self-belief are often neglected. In addition, inadequacies of teaching practices applied in skill development and acquisition lead to the unpreparedness of graduates to contribute to sustainable development goals. Given these, this study anticipates that to prepare students for the future through education, adequate emphasis must be channeled towards equipping students with knowledge of the skill, willingness to act with the skills, and self-belief in the efficacy of the skills using innovative lesson planning frameworks like the text-analysis-task-exploration framework. This study used a quantitative research design to elicit information from 50 participants on their action competence in critical thinking and problem-solving skills while learning through different lesson planning frameworks. The study provides evidence to show significant improvement in students’ action competence in the above skills using the modified TATE lesson planning framework. The study unpacks the potential of the modified TATE framework in equipping learners with action competence in critical thinking and problem-solving skills for the future.
Digitally enhanced teaching does not imply neglecting appropriate teaching strategies and approac... more Digitally enhanced teaching does not imply neglecting appropriate teaching strategies and approaches. There are assertions that negative learning outcomes obtained in blended learning could be a result of neglecting the use of an appropriate lesson planning framework, teaching strategies and approaches. Already, there are calls for the use of more responsive lesson planning frameworks against the traditional frameworks. While there are suppositions that responsive frameworks produce significant improvement in the language skills of learners, there is less empirical evidence to show this. To bridge these gaps in scientific literature, this study decides to investigate the effectiveness of integrating technology with different lesson design frameworks. The study utilized a mixed-method design with an experimental approach. The findings of the study show that although the blend of technology and CAPE framework was effective in improving some language skills, the reading skills of the participants remained unchanged. Notably, the study provides useful empirical evidence showing the usefulness of incorporating technology and effective teaching frameworks in producing positive learning outcomes in a digitally enhanced learning environment.
PurposeResearch advocates for the use of good teaching practices and approaches while integrating... more PurposeResearch advocates for the use of good teaching practices and approaches while integrating technology in digitally enhanced learning. This is on the premise that previous studies on mobile learning have neglected this aspect of technology integration resulting in numerous challenges. Moreover, there is evidence in the literature showing a scarcity of studies on the use of mobile learning in teaching productive skills. On the other hand, linguists recommend the use of responsive lesson design frameworks in language teaching, claiming effectiveness in teaching all language skills. However, responsive lesson design frameworks are yet to be implemented in a classroom setting. To bridge these gaps in scientific literature, our study decides to utilize the CAPE framework as a good teaching method for improving the productive skills of students in mobile-based instruction.Design/methodology/approachThis study utilizes a mixed-methods research design with an experimental approach. Po...
This study investigated the use of spoken-reflection instruction to improve the communicative com... more This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were...
Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute of Teacher Education Tuanku Bainun Ca, 2020
A lot has been written about 21 st-century skills and the need to teach these skills in our educa... more A lot has been written about 21 st-century skills and the need to teach these skills in our educational centers, yet it seems a little has been implemented towards achieving this objective. This study believes that writing a lot without actual implementation may suggest that researchers are in a vicious circle with regards to teaching 21 st-century skills. To bridge this gap, this study decided to examine pedagogical strategies that could be adopted in teaching 21 st-century skills in our classroom. The major goal of this study is to elicit information from the participant with regards to their perceptions of pedagogical strategies that could be adopted in teaching 21 st-century skills.To achieve this, a qualitative research design was used to elicit information from 45 participants who were purposively chosen for this research. A 3-credit unit English language course was designed for the study. The course was taught with a lesson plan designed to integrate core elements of 21 st-century skills in their teaching. These 21 st-century skills were set as instructional objectives for each lesson, which lasted for 14 weeks. A semi-structured interview question was used as the major instrument for data collection. The questions were open-ended in nature. The instrument was faced validated and checked for reliability as well and a Cronbach alpha reliability index of 0.87 was obtained. Findings obtained were used to make theoretical and practical conclusions on pedagogical strategies to adopt in teaching 21 st-century skills in our educational centers.
This study is carried out to examine EFL program managers’ working conditions, eliciting informat... more This study is carried out to examine EFL program managers’ working conditions, eliciting information on their views on EFL program management within the Turkish Cypriot context. This study also upholds that an understanding of their perceptions as EFL program managers will help create a better working conditions and improve EFL programs and instruction, characterized by excessive proliferation of language centers that put profit-making as their utmost priority. Two research questions were utilized to investigate EFL program managers’ challenges and barriers while managing foreign language institutes and centers. The study adopted a qualitative research design approach; 45 EFL program managers and coordinators with international qualifications with over ten years of experience were purposefully sampled and recruited as participants for this study. A semi-structured interview was the instrument for data collection, which experts validated to ensure it measures what it purports to measure. Data collected were transcribed and analyzed through thematic analysis to uncover themes used to define and interpret findings. This study’s findings indicate that the absence of professional expertise, training/retraining programs, resource availability, and competition from other universities were the significant challenges EFL program managers face while carrying out their duties. It was also unveiled that over-monetization of EFL programs within institutions brings about challenges in program management. Recommendations were given to bridge these gaps.
This study investigated the use of spoken-reflection instruction to improve the communicative com... more This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants' level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.
Journal of Applied Research in Higher Education, 2021
Purpose-There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus... more Purpose-There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus. Design/methodology/approach-To elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study. Findings-Though the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise. Research limitations/implications-It was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small. Practical implications-The study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting. Originality/value-There are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia.
Journal of Research and Innovation in language, 2021
Over the years, there has been an ongoing debate on the relevance of certain terms like ESL, EFL.... more Over the years, there has been an ongoing debate on the relevance of certain terms like ESL, EFL. Several linguists have argued that these terms do not represent a wide range of language users under varying circumstances, given their various proficient language competence levels. In a bid to unveil the extent to which this presupposition applies to the use of ESL and EFL terms. A group of 36 participants from a school in North Cyprus was purposively chosen for this quantitative study. Four research questions were to be investigated. Questionnaires were used to collect vital data from the participants on their perceptions on terms like ESL and EFL. After analysis, results were collected, analysed and used to make cases for redefining the concepts of ESL and EFL terms, especially within the Turkish-Cypriot setting. A notable finding of this study was that the participants believed that terms like EFL ESL do not adequately define their language status. They further suggested that more appropriate terms should be used. The study suggested using English as an international and intranational language instead of the former terms, among other suggestions. This study adds to the corpus of research showing that while acronyms like EFL and ESL are relevant in English language education, more emphasis should focus on improving learner's four language skills which directly impacts their performance and production of the target language.
This study was carried out at a college in North Cyprus, to examine the use of communicative lang... more This study was carried out at a college in North Cyprus, to examine the use of communicative language teaching (CLT) and blended teaching methods (BTM) in enhancing the communicative competence of EFL learners in an SLA classroom to improve teaching method used during instruction delivery. Eight research questions were investigated during the study. The study was conducted through an experimental research method which included a sample size of 55 participants. A speaking and listening improvement test and a well-structured questionnaire were used to collect information from the respondents. Data collected were analyzed using, frequency distribution, mean and standard, while a chi-square analysis was used to determine if there was a significant difference that existed between the two language teaching methods. The result of the study provided significant insight on the use of CLT and BTM toward enhancing the performance of EFL learners' spoken language and effective language instruction delivery.
IAFOR Journal of Education: Inclusive Education, 2021
Teaching English language to young learners in an English as a Foreign Language/English as a Seco... more Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality, and racial issues were suggested. Keywords: African immigrants, English as a foreign language, English as a second language, inclusive education, racial discrimination, racism
Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota.... more Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota. Un estudio de caso de Chipre del Norte ABSTRACT In unprecedented times like this when societies are experiencing lockdowns, social, and physical distancing, remote online learning becomes the only option for most educational institutions. There is a need for English Language Teaching practitioners to devise strategic means either through technology or without to meaningfully engage the students. This study examines learners' engagement strategies used during remote online learning at Northern Cyprus. To achieve this, a mixed research design was used to elicit information from 63 ELT teachers who were purposively chosen for this research. A 3-credit English language course was used for the study. The course was taught and teachers deployed the use of engagement tools, skills, and resources during the remote online learning teaching period, which lasted for 8 weeks and 2 days. A structured questionnaire consisting of two sections; A and B were used to elicit information on the resources used for student engagements and its effectiveness as well while a semi-structured interview question was used to interview randomly chosen participants. These instruments were faced and the construct validated while the questionnaire was piloted, a Cronbach alpha reliability index of 0.77 was obtained. Descriptive analysis was used to analyze the questionnaire to determine the mean responses of the participants with regards to resources used for student engagement and their effectiveness. Findings obtained were used to conclusions that online resources like Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room are effective and efficient tool for student engagement during remote online learning. Project based learning and collaborative based teaching are strategies that could be adopted to enhance student engagement while teaching. RESUMEN En tiempos sin precedentes como éste, en los que las sociedades están experimentando bloqueos, distanciamientos sociales y físicos, el aprendizaje remoto en línea se convierte en la única opción para la mayoría de las instituciones educativas. Es necesario que los profesionales de la enseñanza del inglés conciban medios estratégicos, ya sea a través de la tecnología o sin ella, para involucrar de forma significativa a los estudiantes. Este estudio examina las estrategias de compromiso de los estudiantes utilizadas durante el aprendizaje remoto en línea en el norte de Chipre. Para lograrlo, se utilizó un diseño de investigación mixto para obtener información de 63 profesores ELT que fueron elegidos a propósito para esta investigación. Se utilizó un curso de inglés de 3 créditos para el estudio. El curso se impartió y los profesores desplegaron el uso de herramientas de compromiso, habilidades y recursos durante el período de enseñanza del aprendizaje remoto en línea, que duró 8 semanas y 2 días. Se utilizó un cuestionario estructurado que constaba de dos secciones; A y B se utilizaron para obtener información sobre los recursos utilizados para la participación de los estudiantes y su eficacia, mientras que una pregunta de entrevista semiestructurada se utilizó para entrevistar a participantes elegidos al azar. Se enfrentaron estos instrumentos y se validó el constructo mientras se probaba el cuestionario, se obtuvo un índice de fiabilidad alfa de Cronbach de 0,77. Se utilizó un análisis descriptivo para analizar el cuestionario a fin de determinar las respuestas medias de los participantes con respecto a los recursos utilizados para la participación de los estudiantes y su eficacia. Los resultados obtenidos se utilizaron para llegar a la conclusión de que los recursos en línea como Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room son una herramienta eficaz y eficiente para la participación de los estudiantes durante el aprendizaje en línea a distancia. El aprendizaje basado en proyectos y la enseñanza basada en la colaboración son estrategias que podrían adoptarse para mejorar la participación de los estudiantes mientras enseñan. Palabras clave: Compromiso de los estudiantes; Aprendizaje a distancia; Aprendizaje en línea; COVID-19; Chipre del Norte Ironsi, C. S. (2020). Strategies for student engagement in remote online learning. A case study of Northern Cyprus.
During the coronavirus pandemic outbreak, government imposed a total lockdown which lasted for so... more During the coronavirus pandemic outbreak, government imposed a total lockdown which lasted for some time. Social activities, buying, and selling, markets, shopping malls, religious institutions, academic institutions were on a standstill as they were requested to close down to allow individuals to self-isolate. The lockdown was prompt and impromptu disrupting economic and social activities, one of which was academic activities. Universities embarked on compulsory holidays as students were requested to self-isolate. To continue the disrupted academic semester, university administrators under the request of the Ministry of Education were requested to commence all educational programs using online learning platforms. This emergency switch from traditional/ blended teaching and learning to e-learning was a new dimension of learning both to the students and the teachers. This study intends to examine students' opinions on the use of e-learning platforms during the pandemic outbreak. The study investigated 3 research questions while a qualitative research design was used to elicit information from a focus group that comprised 47 preservice teachers who were purposively chosen for the research. A semi-structured interview question was used to elicit information from the participants. The tool was face and construct validated by two experts from a private university before administering it to the participants. The interview sessions were recorded for 1hr 38minutes and 54 seconds, it was transcribed and analyzed. A thematic analysis was used to analyze the data through coding of data, finding and editing themes, which were finally interpreted using tables. Results obtained was used to make theoretical and practical conclusions on the opinions of preservice teachers on the use of e-learning for learning during the coronavirus pandemic.
INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT AND DEVELOPMENT STUDIES, 2020
A lot has been written with regards to the subject of anxiety and its role on influencing learnin... more A lot has been written with regards to the subject of anxiety and its role on influencing learning outcomes yet it seems the issue of anxiety is continuously debated by research and academic scholars. While teachers may think that issues of anxiety in education are either overhyped or overemphasized, learners think otherwise. To analyze the views of the preservice teacher on the concept of test anxiety especially on its influence on the academic performance of students, a mixed research design was adopted for this study. An experimental approach followed by semi-structured interviews were used to elicit information on the impact of test anxiety on the academic performance. A total of 42 participants were purposively chosen which were divided into 2 groups, A (control group) and B (experimental group). A reliable and validated post-test was administered where there was an induced stress on the experimental group before commencing an examination. The findings of this study argued that though test anxiety affected students test scores to a large extent, other possible factors were responsible for learner's test scores as well. The study suggests the need for rethinking ways through which examinations are organized to reduce incidence of test anxiety among test takers. The major limitation of the study was the small sample size. Thus, the use of a larger sample for future researches must be considered.
A lot has been written with regards to anxiety in education and how it affects academic performan... more A lot has been written with regards to anxiety in education and how it affects academic performance of students though little is known on the impact of test anxiety or examinations on pre-service language teachers. This study decided to examine the role of examinations in inducing anxiety among EFL learners and the extent to which this affects academic performance of students. In order to achieve this, a quantitative research design was used for this study. A questionnaire was used to elicit information from the participants and the instrument was distributed to 55 EFL learners to elicit information on their opinions regarding the influence of test anxiety on the students. The instruments were face validated as well checked for reliability. After collecting the data and carrying out analysis, findings derived from the study were used to make valid pedagogical conclusions on the impact of test anxiety on EFL learners.
Uploads
Papers by Chinaza S O L O M O N Ironsi
Keywords: African immigrants, English as a foreign language, English as a second language, inclusive education, racial discrimination, racism
Keywords: African immigrants, English as a foreign language, English as a second language, inclusive education, racial discrimination, racism