Eurasia Research Live Online Conference Proceedings

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EURASIA RESEARCH LIVE

ONLINE CONFERENCE
PROCEEDINGS
ICTEL 2020 International Conference on Teaching,

Education & Learning July, 2020
Email: convener@eurasiaresearch.info
https://eurasiaresearch.org
https://teraevents.org/
PEOPLE: International Journal of Social Sciences
ISSN 2454-5899
Table of Content:
S. No. Particulars Page Numbers
1. Preface 3
2. Keynote Speaker 4
3. List of Presenters 5-19
4. List of Listeners 19
5. Upcoming Conferences 19
ICTEL 2020 – International Conference on Teaching, Education & Learning 2

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Preface:
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through education, application of research & innovative idea.

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KEYNOTE SPEAKER
Benjapol Worasuwannarak
Airline Business Lecturer, International College, Suan Sunandha
Rajabhat University, Bangkok, Thailand
Topic: Active Learning for Next Generation of Education
Benjapol Worasuwannarak has done MBA from Cardiff

Metropolitan University (UWIC) in the United Kingdom and BSc.
Aviation management from Kasetsart University from Thailand. He
is currently the airline business lecturer at International College,
Suan Sunandha Rajabhat University with past experience in
teaching and working in private company. He has written article on
Caused of Origin Effect and Virtual shopping experience,
Conference proceeding in Liar marketing, the impact of Integrated
Marketing Communication to Social Responsibility, Culture and
social norm to marketing and customer engagement in low cost
airline in Thailand market, Marketing in the Movie, how people
engage with product from the movie.

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PRESENTERS
Bringing the Gap from Student Teacher to Classroom Teacher
Ellen Whitford
Leadership, Technology and Human Development, Georgia Southern University, Savannah,
Georgia, United States of America
Abstract
Teacher preparation that includes a full-year internship in a Professional Development School
(PDS) shows great promise for development and retention of classroom ready teachers. The PDS
Ellen Whitford experience allows novice teachers begin their careers with strong pedagogical skills, a range of
ERCICTEL2009063 strategies in classroom management, and confidence in their readiness to function as professionals
in the school. Despite this strong preparation in the PDS, research suggests that the transition from
the status of “student teacher” to “teacher” poses challenges in socialization that beginning teachers
are not prepared to address. The experience is best described as bureaucratic socialization, the
need for persons new to an organization to become compatible with its values and structures.
Employment in a new school requires that novice teachers adapt to the culture and follow the
established practices of a new administrative structure. New teachers report a diminished sense of
confidence in an environment where they cannot be assured of strong mentoring and support.
Strategies to help new teachers anticipate and meet this challenge can offset early struggles. To
address this gap in teacher preparation, this PDS internship model has been expanded to include:
professional development at the culmination of the internship to foster awareness of the transition
and to anticipate challenges, shared feedback from successful first year teachers, mentoring during
the transition phase, and focused support from administrators.
Lina Soares Awakening Teacher Leaders: A New Paradigm in Education for School and Student Success
ERCICTEL2009065
Lina Soares
Department of Middle and Secondary Education, Georgia Southern University, Statesboro,
Georgia, USA
Abstract
For decades, teachers have fulfilled many leadership roles from serving on committees, to
functioning as department chairs and grade level leaders to selecting instructional materials and
designing curricula. Advocacy for expanded leadership opportunities has become increasingly
important in the United States. States and districts are promoting teacher leadership in multiple
ways to professionalize teaching, create opportunities for teacher career advancement, enhance
school improvement, and facilitate professional learning for educator and student success. Because
teachers are on the frontline and interact daily with students, teacher leadership is based on the
premise that teachers are in the best position to make critical decisions about issues related to
teaching and learning. While teacher leadership is often viewed as a set of knowledge and skills that
enhance the teaching profession, we believe teacher leadership is an optimal strategy for addressing
the complex nature of schools. Engaging teachers more fully in collaborative teaching practices,
improved decision making, and applying their expertise to strengthen the profession and increase
student success has been found to be a win-win strategy for public education in states that have
endorsed the teacher leadership principle. This contribution aims to bring awareness to teacher
leadership. Based on a university advance degree course we have developed, we provide a research-
based framework for promoting teachers as leaders to facilitate school improvement and ultimately
student success. The framework includes: building relationships and partnerships, fostering a
collaborative culture, advancing instruction and student learning, driving initiatives, and practicing
equity and fairness.
Key Words: Teacher Leadership, Teacher Autonomy, Teacher Advancement, School Improvement
Basma Bukhari Using Task-Based Language Teaching in and Outside Classroom Context: A Quasi-Experimental
ERCICTEL2009083 Study on Saudi Female EFL Learners In the English Language Institute at King Abdulaziz
University
Basma Bukhari

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English Language Institute (ELI), King Abdulaziz University (KAU), Jeddah, Saudi Arabia
Abstract
Contemporary, people live in an information technology driven environment with very quick
changes in technological tools. Such rapid technological changes and transformations resulted to
dramatic changes in today’s classroom teaching and learning. Moreover, students’ learning
approaches have changed and differed from those of previous generations (Brunsel & Horejsi,
2013). With the growing use of the current various technological tools among Saudi students, Saudi
EFL teaching and learning is experiencing marvellous changes regarding teaching objectives,
teaching methods and approaches, and teaching concepts. Thus, the researcher of the present study
integrated two methods of teaching, namely, Task-Based Language Teaching (TBLT) and Flipped
Classroom (FC) in order to teach English grammar to preparatory year students. This study aims
to investigate the effectiveness of using Task-Based Language Teaching into Flipped Classroom
model with the aid of WhatsApp application to teach English grammar to Saudi EFL students at
King Abdulaziz University. Moreover, it aims to explore the students’ perceptions toward the
implementation of task-based flipped learning method on their grammatical development. For this
study, a mixed-methods approach was employed through quasi experimental design, in which an
experimental group and a control group were assigned. The data were collected quantitatively
through pre- and post-grammar tests, and qualitatively through semi-structured interviews. The
results revealed that the integration of the two methods sufficiently enhanced the experimental
group’s grammar ability to cause a statistical significance in comparison to the controlled group.
Moreover, the experimental group students showed a positive attitude toward the implantation of
task-based into flipped classroom method.
Keywords: Task-based language teaching, flipped classroom, English grammar, English as a
foreign language (EFL)
Promoting Teachers’ Professional Competencies: Proposal of A Framework-syllabus
Sofia Cramerotti
University of Verona, Department of Human Sciences, Italy
Abstract
The aim of this research is the proposal of a framework-syllabus of teachers’ professional skills and
competencies. To promote the construction of this framework-syllabus for this study, a
heterogeneous team of 15 users with complementary competencies was involved in its development
(educational researchers, school principals-head teachers, teachers of all grades), according to
Sofia Cramerotti Italian and international professional standards. The methodology used was based on different
ERCICTEL2009098 focus groups interspersed by individual moments of self-inquire and self-reflection. The outcome of
this study is a framework-syllabus composed by skills and competencies that each “expert teacher”
should master in order to meet the requirements of the teaching profession. The framework-
syllabus is structured in 3 macro-areas (professional, teaching and organizing) and 16 competencies
expressed in 77 different behavioural indicators (how demonstrate the indicator in her/his practice).
It was structured in three macro-areas and 16 competencies explained in 77 different behavioural
indicators (how demonstrate the indicator in her/his practice): 1. Area of professional
competencies: Practice professional ethic; Manage relationships/leadership; Life-long
learning/continuous training/innovation; Problem solving; ICT-digital competencies; Use of English
language (L2) as professional instrument. 2. Area of teaching competencies: Teaching-
learning/didactical planning; Enhance talent/educational guidance; Organizing educational
resources; Inclusion; Handle class/groups; Students’ observation/assessment; Evaluate the
effectiveness of didactical interventions. 3. Area of organizing competencies: Collaboration/team
working; Design/evaluate the school participation-system improvement; Handle/accompanying
school’s change.
Keywords: Teachers’ professional competencies; skills; framework-syllabus; behavioral indicators
Ameera Saeed Alharbi The Implementation of Flipped Classroom Strategy in an ESP Course to Enhance Students’
ERCICTEL2009085 Business Writing Proficiency
Ameera Saeed Alharbi

English Language Institute, King Abdulaziz University, Jeddah, Saudi Arabia

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Abstract
In English for Business classes, writing is a time-consuming process especially for ESP teachers who
try to take the full responsibility of teaching this skill in class. Consequently, ample class time is
spent on teaching rather than writing. In this study, flipped classroom strategy is employed to
transform business writing classes into more learner-centered classrooms. The study aims to
investigate the effectiveness of flipped classrooms in improving the writing of business students and
reducing their errors. For this purpose, 34 female Business Administration students joined the
study; half of the participants (17) received flipped classroom treatment for eight weeks and the
other half learned business writing conventionally in class without any prior preparations.
Qualitative methods were employed in data collection and analysis using writing samples and
interviews. Error analysis was conducted on a writing corpus containing (119) samples collected
from six different genres; emails, business letters, reports, memos, agendas, and meeting minutes.
The results of the error analysis indicated that the students who received flipped classroom
treatment had far fewer errors compared to the traditionally taught group in all six categories;
grammar, mechanics, style, cohesion, coherence, and genre-specific components. Other findings
also compared learners’ errors in samples written while receiving treatment in campus to errors
found in samples written during online flipped learning sessions; the shift to online learning was
due to COVID-19 Pandemic. There were insignificant differences between the two means of
instructions which supported the effectiveness of this strategy in teaching business writing.
However, the data from the interviews with the participants revealed that they found online flipped
sessions more challenging than in-campus flipped sessions. The study highly recommends
implementing flipped classrooms to teach English business writing as it has great advantages in
both in-campus learning and online learning.
Keywords: Flipped classroom, English for Specific Purposes, Business Writing, Online flipped
classroom, ESP
Development of Socio-Cultural Identities of Preschool Children in Montenegro
Saša Milić
Faculty of Philosophy, Department of Pedagogy, University of Montenegro, Niksic, Montenegro
Abstract
Research objectives - The overall objective of the project was to explore the ways in which
Saša Milić dominant socio-cultural identities are formed and expressed in pre-school children in Montenegro -
ERCICTEL2011074 national, religious, social- personal, language, gender identity. The basic assumption of research is
contained in the conviction that "the ways of thinking about childhood are associated with
institutional practices" (Prout, James, 2005: 22), through, using Fuko's language, "the regime of
truth", so the crucial focus of research is precisely on the very practice of educators/parents
relationships, or, more precisely, in the insight into how the educational relations makes the context
to the support of manifesting autonomy and the agency of the child, on the basis of which we will
"unlock" and deconstruct the dominant socio-cultural identities of children in Montenegro.
Methodology - Methodological approach in this research was more qualitative and socio-cultural
identities were examined through following research techniques: focus groups with 30 preschool
teachers; systemic observation of education process in 6 cities/preschool institutions (150 children);
questionnaire with 150 parents; photo-interview with 100 children and 6 case studies.
Findings - Findings of our research form the three focus groups conducted with 30 preschool
teachers are:
Generally speaking, there is satisfactory level of knowledge of child rights in Montenegrin preschool
institutions, but there is lack of deeper understanding how the concept of child rights can be
implemented in education process;
Preschool teachers are very little devoted to development of national and language identity and they
actions in this directions are mostly formal and stereotypical.
Development of religious identity is present, but from our point of view it is mostly stereotypical
and oriented to Orthodox religion, with the significant neglecting of materials and activities which
promote other present religions in Montenegro (Catholic, Muslim and other).
Development of gender identity is definitely very stereotypical (“blue boys and rose girls”) and this
approach is present in most activities (educational, games, routines, celebrations) and materials
(books, toys etc.).
Outcomes and Future Scope - The findings of the study: 1) could potentially represent guidelines
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for understanding the overall picture of child development, educational impacts on pre-school age
and understanding the development of identity in pre-school children, 2) can be taken as a unique
contribution to the Montenegrin identity image, 3) and can offer a phenomenological view of the
basic pedagogical dyad teacher-child and parent-child, but also the phenomenon of childhood in
Montenegro and Western Balkan countries.
Keywords - Identity, Preschool, National, Religious, Gender, Language
Impact of Social Media on the Academic performances of Advanced Level Students
Hasana Lebbe Mohamed Fawzan

Education, Principal, Amana International School, Paragahadeniya, MBA, University of
Wolverhampton, Kurunegala, Sri Lanka
Abstract
The research strives to understand the impact of social media engagement its impact on the
Advance Level student’s examination performance. It is an established fact that Social Media has
Hasana Lebbe positive and negative impact on its youngsters. Scholars are of the view that as much as there are
Mohamed Fawzan positive factors there are also negative effects on youth. But social media is here to stay and will be a
ERCICTEL2011088 main stream communication channel of the mankind.
The researcher reviewed the literature with authoritative sources literature from journal articles to
understand how Social Media impacts education of the youth and to determine over use of social
media has an impact on students’ academic grades particular that of Advance Level Students. The
researcher used Mixed Method Approach of Data Collection, Quantitative and qualitative
information collection was undertaken. Data was collected from three groups the advance level
students of Sri Lanka from Kurunegala District from Public government schools and private school
children. Parents of such student participated in a face to face interview to collect rich information.
Furthermore a focus group discussion was carried out to collect information from Principals, vice
Principals and sectional heads of 15 schools in the Kurunegala District to test if there is a negative
or positive impact on the advance level students examination results if they indulge in social media
engagement and networking. With the objective understanding if Social Media has a impact of
examination performance on advance level students.
Jason Chui Real-Time Learning Analytics for Face-to-Face Lessons
ERCICTEL2010067
Jason Chui
School of Information Technology, Nanyang Polytechnic, Singapore
Joanne Foo
Lecturer, School of Information Technology, Nanyang Polytechnic, Singapore
Abstract
Albeit the proliferation of digital technology and e-learning, face-to-face lessons still comprise the
majority of time spent in schools around the world. Traditional classroom teaching encounter
fundamental constraints like the difficulty faced by one educator to track the understanding of a
group of learners. Numerous tools exist to help educators but they are mostly detached from the
actual teaching and learning materials, and hence necessitate a breaking away from the flow of the
lesson to collect, visualize and understanding the data collected.
In this paper, we present a real-time learning analytics system that is able to provide both educators
and learners a real-time view of the data collected from learners’ interaction with a mobile-
optimized lesson embedded in a learning management system and accessible via mobile phones or
computers. Data collection and visualization is automated and achieved with no friction to the flow
of the lesson. The educator could use the data to keep track of individual students’ responses, as
well as moderate the pace of the whole class.
Action research was done on a total of four classes of students to test the benefits of using the real-
time learning analytics system. Quantitative sentiment feedback was collected and the number of
targeted interventions by the educators were recorded. Targeted interventions are defined as
moments when the educator spot a learning gap or misconception and intervene immediately to
address the issue. Both categories of data captured showed positive results for the use of real-time
learning analytics in the classroom.
The system has potential to be used in any domain as it is domain-neutral in nature and built on
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open-source technology. Usage of the system also does not require much technical know-how, and
the lessons created can be easily exported into any major Learning Management Systems (LMSs).
Keywords: Real-Time; Learning Analytics; Data Visualization; Classroom Teaching; Face-to-Face
Lessons.
Science Teaching Practices in Public and Private Secondary Schools of Lahore, Pakistan
Imran Tufail
PhD student Faculty of Education, University of Waikato, Hamilton, New Zealand
Dr. Khalid Mahmood

Department of Education, University of Education, Lahore, Pakistan
Imran Tufail Abstract
ERCICTEL2010080 The core purpose of school science education in secondary school is to construct science concepts
among students. The stakeholders required a diaphanous picture of what science practice is
currently being practiced at secondary schools to begin with. So, this study was designed to stipulate
an image of occurring science practices at secondary level in Pakistan. The main objective of this
study is to investigate the types of science teaching practices that have been preferred to use by
science teachers to teach science. This study delimits the secondary schools of Lahore which is the
second most populated city in Pakistan. The research was conducted on a sample of 60 schools [60
science teachers and 600 students]. The researchers captured the complete list of secondary schools
of Lahore from official website and schools were selected through random technique. The most
senior science teacher was opted for data collection in case of more than one science teacher
availability at a single school. The study adopted a survey research design and data was collected
through a newly developed a reliable questionnaire with Cronbach alpha = 0.95. The study result
reveals that secondary school science teachers prefer lecture and discussion methods for teaching
science. Significantly, the data shows that teachers are less interested in using inquiry method and
project base learning in their classrooms. It is recommended that science teachers should adopt
research-based teaching styles to develop better understanding of science among students.
Keywords: Science Teaching Practices, Secondary School, Science Teachers, Science Student,
Teaching Styles
Alberto Dizon Positivity in Numbers: Structured Modules in Logic with the Integration of Positive Education
ERCICTEL2010086
Alberto Dizon
Senior High School Department, Don Bosco Technical Institute - Tarlac, Tarlac City, Philippines
Abstract
This study focused on the development and validation of structured module in Logic with the
integration of Positive Education following the five-core elements of PERMA Approach, the
psychology of well-being and happiness. These elements which are positive emotions, engagement,
relationship, meaning and accomplishment served as the foundations of the researcher in
structuring the module. Moreover, the researcher studied how Positive Education helped the Grade
11 students, who are taking General Mathematics in school year 2019-2020, improved their
academic performances and alter the views of the students in learning Mathematics.
Specifically, the study was conducted by attaining the following objectives: (a) to develop and
validate a structured module in teaching Logic. (b) to verify the effectiveness of the structured
module to the students between the experimental and control groups; low- and high- performing
students. Moreover, the structured module was validated by the Mathematics specialists for the
content, specialists who were inclined with Positive Psychology and Positive Education, and by the
selected students from the experimental group using a questionnaire. The results from these
validations were satisfactory and highly acceptable. Hence, the effectiveness of the content was
documented. The findings revealed that the structured module helped the experimental group to
improve their performance in the post-test, which was not observed among the control group.
Likewise, the study also verified if the Positive Education approach was a factor for the
improvement of the performance of both low- and high-performing students. Eventually, the
results may be considered as manifestations that there was no significant difference between the
scores, meaning that the structured module was effective to both groups.
Also, the study proposed an action plan recommending a Positive Education Program to the
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institution to encourage positive perspective and possibly affect happiness in the life of the members
of the community, while increasing the academic performance of pupils and students.
Keywords: Positive Education, Character Strengths, PERMA Approach, Structured Module, Well-
being, Positive Emotions
THEME: It is actually a development and validation of a learning material in Mathematics with
Positive Education. This study is basically proving that positive well-being can enhance the
performance of the students leading to success not only in learning but also in teaching process.
Naviri Prilia Rahma Development of Nationalism Attitudes in History Lessons in 11th Grade of Madania High School,
ERCICTEL2010093 Parung, Bogor
Naviri Prilia Rahma

Faculty of Historical Education, Post Graduate Program, State University of Jakarta, Jakarta,
Indonesia
Kurniawati, Umasih
Abstract
This research aims to determine the contribution of history lessons to nationalism attitude in the
students of grade 11 in Madania High School, Bogor. In addition, it is also to find patterns of
character education development in the ideal of learning history, and the last is to find the obstacles
faced by the teachers in building the character of Nationalism through learning history. The
research was conducted using qualitative methods through in depth interviews and questionnaires
for the students of grade 11 and the history teacher at Madania High School, Parung, Bogor. The
Nationalism Attitude is an attitude that shows the balance of love of the people in a country and the
harmony of culture and territory contained in a nation with the aim of creating and will defend the
country both internally and externally. The subjects of this research were the history teacher and
the students of grade 11 at Madania High School each from The department of Natural Sciences
and Social Sciences and the research was conducted during the January 2020 through March 2020
school year. The methods used in this research was a qualitative method and using a case study
approach. Based on the results of observations and in depth interviews with the history teacher and
the students in grade 11 at Madania High School, it can be concluded by the researcher, the most
prominent aspects of Nationalism are attitudes of love the motherland, honesty, responsibility,
leadership, mutual cooperation, and tolerance. In addition the 11th grade students at Madania High
School stated that the history teacher performance had been very good and had succeeded in
instilling a nationalism attitude through history lessons. In addition, students also suggests for
future history teacher to make history lessons more interesting by adding role playing lessons when
studying a subject in a history book and to add state defending material in history lessons.
Keyword : History Lessons, Nationalism Attitude
Ukhti Nantika Mena Foreign Language Classroom Anxiety: An International Student’s Perspective on Indonesian
ERCICTEL2012086 Language Learning
Ukhti Nantika Mena

Educational Psychology, School of Postgraduate Studies, Universitas Pendidikan Indonesia,
Bandung, Indonesia
Abstract
This study aims to explore perspective on Foreign Language Classroom Anxiety (FLCA) of an
International student. Descriptive narrative is used to discover written and spoken responses from
the student. An online survey was employed as a secondary data to identify the level of FLCA
among six UPI international students. A student with the highest score volunteered to be
interviewed. Several symptoms were found; lack of concentration, excessive worry, fear, unwanted
thoughts and sweating. The results showed that difficulties to understand lecturers’ correction,
presentation and fear of getting left behind are three major causes of his anxiety.
Keywords: FLCA, Language Anxiety, International Students

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Self-Efficacy Vocational School Students that Follow Online Learning in The COVID Pandemic 19
Yuli Yuliani
Education Psychology, Universitas Pendidikan Indonesia, Bandung, Indonesia
Abstract
The self-efficacy of vocational students in learning is very important and influential in achieving
future achievements and competencies. This study aims to find out how the self-efficacy of
vocational students in online learning in the pvidemic period 19. The method applied in the study
with case studies through a qualitative approach, the sample of this study was 6 students of class XI,
Yuli Yuliani SMK Negeri 3 in Garut Regency, parents of students, and the teacher who teaches the students
ERCICTEL2012085 concerned. Data collection techniques with interviews, interview instruments were taken based on
the theory of selfefficacy aspects of Bandura. And the results of the interview stated that students
'self-efficacy who participated in online learning was low, students' perceptions of online learning
were ineffective because there were too many obstacles, and the teacher's view of self-efficacy of
students who participated in online learning was low, seen from the many obstacles that could not
be overcome. parents' self-efficacy of students who take online learning is low, because students do
not experience an increase in achievement and knowledge. The recommendations of this study are
addressed to the Educational Psychology Study Program, schools, and further researchers.
Keywords: Self Efficacy of Vocational Students, Pandemic Covid 19, Online Learning
Sara Bandar D Alharbi Integrating Digital Storytelling and Universal Design Principles to Teach Arabic Language
ERCICTEL2012081 Curriculum
Sara Bandar D Alharbi

School of Engineering and Informatics, University of Sussex, Brighton, United Kingdom
Abstract
Mobile e-learning has become a new teaching and learning paradigm over the last few years, driven
by the development of powerful smart phone and tablet technology. However, the Saudi Arabian
education system especially in schools tends to follow the traditional teacher-centred methods in the
classroom. A review of current literature has highlighted the effectiveness of mobile devices as an
effective educational tool in higher education. There is a motivation to apply mobile learning in
schools for enhancing learning and teaching methods along with addressing learners’ needs. This
study aimed at designing a novel mobile learning tool targeted at the Arabic language learning
curriculum in second year primary schools. This devised to help shift teacher-centred education to
learner-centred education, thus supporting effective and interactive learning within the classroom.
This novel tool will combine digital storytelling and universal design principles on mobile devices.
By doing this, the students can learn based on the process of creating their own stories at their own
pace and sharing these stories benefitting their learning process. It is planned that a mixed research
methods pilot study will be adopted to evaluate the effectiveness of this tool in students engagement
and learning.
Keywords : E-learning, M-learning, Mobile Learning, Digital Storytelling, Universal Design for
Learning, Student Engagement
Analytical Observation of Instructional Process in Social Studies in Upper Basic Schools in Bayelsa
State of Nigeria
Veronica Amatari
Department of Educational Foundations, Faculty of Education, Niger Delta University, Amassoma,
Bayelsa State, Nigeria
Abstract
Classroom communication is a vital ingredient in every instructional learning process within the
school environment. The quality and quantity of teacher- pupil interaction is a critical dimension of
effective classroom teaching. This prompted the development of a Classroom Interaction Sheet
(CIS) for an analytical observation of behavioural activities that are predominant in a teaching
Veronica Amatari /learning process in Social Studies. The Classroom Interaction Sheet observed 3 categories of
ERCICTEL2013059 behavior namely, teacher’s activities, student’s activities and others. The frequency of occurrence
for each activity was observed for thirty-two instructional lessons. The inter-rater reliability
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estimated for CIS is 0.60. Findings show student’s activities having the highest occurrence of 71%,
followed by teacher’s activities of 63%. Furthermore, student’s behavioural activities such as
responding to question; listening and chorus responses got highest scores (90.6%, 90.6% and
84.4%) respectively. Teacher’s bebavioural activities such as writing on the chalkboard; explaining
and demonstrating with hands scored 93.8%, 99% and 93.7% respectively. It is recommended that
teacher’s behavioural activity such as praising and encouraging pupils’ efforts which scored low
should be improved on.
Keywords: Classroom interaction. Behaviour category. Teacher’s activities. Student’s activities
The Development of a Care Management Model for Patients undergoing Continuous Ambulatory
Peritoneal Dialysis at Hemodialysisi Unit in Bamrasnaradura Infectious Diseases Institute
Supaporn Youdaeng
Hemodialysis Unit, Bamrasnaradura Infectius Diseases Institute, Nonthaburi, Thailand
Abstract
The purpose of this descriptive research were: 1) to analyze the situations and expectations of care
management for patients undergoing Continuous Ambulatory Peritoneal Dialysis (CAPD) at the
Supaporn Youdaeng Hemodialysis Unit in Bamrasnaradura Infectious Disease Institute, 2) To develop a care
ERCICTEL2013062 management model for these patients and3) to evaluate the appropriateness of the developed model.
Key informants for analyzing the situations and expectations of the care management for patients
undergoing CAPD were selected by the purposive sampling technique, including 1 physician, 8
professional nurses, 3 patients, and 3 caregivers. Experts were chosen for evaluating the
appropriateness of the developed model included 4 representatives of the key informants: 3
administrators, 2 professional nurses, and an expert. Research tools consisted of: (1) a semi-
structure interview for analyzing the situations and expectations of care management for the
patients and (2) the guidelines for evaluating an appropriateness of the developed model. The first
tool was verified by 5 experts, and the content validity index was 0.86. Data were analyzed by
percentage and content analysis.
The research findings were as follows. 1) After analysis the situations and the expectations
of care management for the patients, 4 issues were found: (1) the hospital policy and health care
services structure were unclear, (2) health care design and procedures of services as health care
providers role were ineffective, (3) patients did not participate in a self-care and treatment
program, and (4) the hospital, the community and primary care units were not connected. 2) The
developed model for the patients comprised 3 components: (1) focusing on patients and caregivers
center, (2) clear policy and cooperation of a health care team, (3) community cooperation and
coordination with primary care units. 3) The appropriateness of care management for the patients
undergoing CAPD at Hemodialysis Unit in Bamrasnaradura Infectious Disease Institute was at the
high level (M=4.80)
Keywords: Model, Development, Renal failure patients, Continuous ambulatory peritoneal dialysis
Piyawan Sunasuan Guide to the Development of the Intensive English Program for Graduate Students
ERCICTEL2013063
Piyawan Sunasuan
Faculty on Curriculum and Instruction, Silpakorn University, Nakhon Pathom, Thailand
Mananya Manaratchasak
Faculty of Education, Silpakorn University, Nakhon Pathom, Thailand
Thiranan Pansuppawat
Abstract
This research aims to guide the development of the intensive English program for Graduate
student. The objectives are 1) to study the English skills in which needed for the graduate students
and 2) to study the potential of the current course with the expected proficiency level. The samples
are 46 graduate students enrolled in the ENG 102 and ENG 103 courses of the school year of
2019/2020 in semester 1 from the Silpakorn University, Sanamchandra Palace Campus and 2
teachers. The researchers use 1) student survey ) teacher interview and 3) focus group discussion
among selected students. The data is analyzed by calculating the mean (x), the standard deviation
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and document analysis. The findings show that 9 skills are in the need of the course development; 1)
academic writing 2) occupational purpose writing 3) communicative reading 4) occupational
purpose reading 5) academic speaking 6) occupational purpose speaking 7) occupational purpose
listening 8) academic listening and 9) communicative listening. The current course does not meet
the expectation on high level but have potential.
Keywords—English for academic purposes, English for communication, English for occupational
purposes, intensive English.
Wanlee Nualhom The Desirable Characteristics of Graduates of Bachelor of Education Program in Social Studies in
ERCICTEL2013064 Rajabhat University
Wanlee Nualhom
Duangduen Wanakool
Faculty of Education, Silpakorn University , Nakhon Pathom, Thailand
Suthida Thongkam
Faculty of Education, Silpakorn University , Nakhon Pathom, Thailand
Vatcharaporn Prapasanobol
Abstract
The objectives of this research were 1) to study the level of opinions about the desirable
characteristics of graduate students of the faculty of education, and 2) to explore opinions about the
desirable characteristics of graduate students from graduate producers, graduate users, and
academics. The researchers used a questionnaire to collect data from students of bachelor of
education in social studies and interviewed with graduate users, graduate producers, and
academics. The statistics used for data analysis were percentage, mean and standard deviation. The
results of the research revealed that the overall opinion level was at a high level. The highest score is
in the area of being a good person with morals and ethics and the teaching profession. The aspect
with the least level of opinions was to be an innovator. Therefore, graduate producers should
promote the characteristics of the graduates to heighten their innovation capability through well-
planned instruction and extra activities.
Keywords: Desirable Characteristics of Graduates, Social Studies, Rajabhat University
Tavin Wangkum Evaluation of the Coaching Teams Project to Enhance the Quality of Education
ERCICTEL2013065
Tavin Wangkum
Kanchana Thepsor
Evaluation of the Coaching Teams Project to Enhance the Quality of Education
Krongthip Puengsuk
Abstract
The purpose of this research was to develop an evaluation form of the project to improve the
quality of education with higher education institutions as mentors. The assessment model of the
AMET project developed consists of 4 assessment points, which are appropriate assessment,
monitoring assessment, efficiency assessment and transfer of knowledge assessment. Find content
validity by experts assess the consistency between each assessment and the objectives to be
evaluated. The expert’s evaluation found that the consistency index is between 0.60-1.00. When
evaluating the Coaching Teams project to improve the quality of education, budget year 2019 of 11
schools, it is found that the appropriate assessment, monitoring assessment, efficiency assessment
and transfer of knowledge assessment were accordance with the objectives of the project. The
average consistency of the evaluation results is 4.60–4.80 and the standard deviation is 0.45–0.55.
Keywords: Project evaluation model, education quality development project
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Understanding of the Periodic Table and Attitude towards Learning Chemistry: Effect of Mental
Models of Periodicity (MMP) through Guided Inquiry Approach (GIA)
Mariz Ortega
College of Education, Science Education Department, De La Salle University, Manila, Philippines
Abstract
This paper sought to explore and investigate changes in students’ understanding of the periodic
Mariz Ortega table and attitude towards Chemistry by integrating mental models of periodicity (MMP) through
ERCICTEL2013069 guided inquiry approach (GIA) activities. A pre-post quasi-experimental design was utilized to
grade 8 advanced class (AGHAMON) students from Assumption College, San Lorenzo Makati
using Periodic Table Achievement Test (PTAT) and Attitude Towards Chemistry Lesson Scale
(ATCLS) adapted from Demircioğlu et al. ( 009) and Cheung ( 007) respectively. Topics included
in the use of MMP through GIA activities are atomic structure, electron configuration and periodic
trends of elements. Students’ MMP were analyzed and characterized from the responses in model
checkpoint activities using Johnstone’s triangle of chemical representation and transcribed think-
aloud protocols during GIA activities. Data gathered from the pre- and post- PTAT were analyzed
using t-test and Cohens-d for effect size while students’ attitude towards Chemistry was analyzed
using means and percentage from ATCLS, transcribed think-aloud protocols, recorded interviews,
and classroom observations. Study findings revealed that students utilized microscopic mental
models of representation by using and inventing models but can also be integrated to other
characteristics of mental models in representing their understanding of the topics in periodic table.
The study also found that there is a significant improvement on students’ understanding and
attitude towards Chemistry after the integration of MMP through GIA activities. With this, the use
of MMP through GIA activities provided new opportunities for 21st Century learners to gain a
more enduring understanding of the periodic table and confidence in learning which leads to a
more positive learning attitude towards Chemistry.
Keywords: mental models, periodic table, Chemistry education, guided-inquiry approach activities
Supalak Nakhornsri Challenges of Establishing Performance Indicators for Academic English Proficiency: A Case for
ERCICTEL2013070 EFL University Students
Supalak Nakhornsri
Department of Languages, Faculty of Applied Arts, King Mongkut's University of Technology,
North Bangkok, Bangkok, Thailand
Abstract
Global challenges allow universities to handle a significant role in securing the future labor force by
fostering knowledge and other technical and academic skills in students. English proficiency is
considered as one of keys for academic and occupational successes. In Thailand, the Office of the
Basic Education Commission specified the B1 level of the CEFR as the goal of English proficiency
for high school or vocational certificate graduates. Therefore, for university levels, students’
English ability equal to B1 level or above is expected. English proficiency tests are needed to fulfill
this assessment purpose. Moreover, one of the considering points is that the test results are
generally reported quantitatively without meaningful interpretations so the test results may not be
used as beneficial information for the educational development. This study attempts to investigate
the Target Language Use (TLU) domain of academic English Proficiency for EFL university
students so performance indicators can be established. The quality of this developed test was
evaluated and the concurrent validity was examined to prove how well the developed test correlated
to a well-established test. The sample of the study consisted 39 informants giving information about
the TLU domain and 30 test takers for the main study. The instruments consisted of the open-ended
questionnaire asking about the TLU domain and the developed academic English proficiency test.
The data analysis included frequency and percentage for the analysis of the TLU domain. The
construct validity, reliability and item analysis were analyzed for the test quality. Finally, Pearson’s
Product Moment was employed to examine the concurrent validity. In addition, the regression
analysis was implemented to prove if the obtained scores can predict the scores from the
standardized test. The findings are significant in several ways. First, these findings can contribute to
a better understanding of the performance indicators of academic English proficiency. The
developed test has a potential to be a useful instrument for several purposes such as for placement
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or diagnosis. Finally, the assessment of the concurrent validity can be useful to the test score
interpretations.
Keywords: English Proficiency Standardized Tests, Ability Bands, Predictability of Academic
English Performances
From Teaching to Coaching: Enhancing Students’ Engagement and Creativity Amidst Covid-19
Andreas Winardi
English Language Education Department, Universitas Kristen Duta Wacana, Yogyakarta,
Indonesia
Abstract
The outbreak of corona virus pandemic shocks the world. This invisible enemy has drastically
changed our lives. We are forced to get out of our comfort zone and do something that we do not
Andreas Winardi normally do. In the field of education, this manifests in the form of online learning. For example,
ERCICTEL2013072 instead of doing direct face to face interaction as we comfortably do, we need to use technology to
reach our students. This may cause boredom because most of the time the students just listen to the
teachers’ explanation and do the assignments given to them. To remedy this situation, the author
suggests that we swift our role from teaching to coaching as this may encourage our students to be
more creative, enthusiastic, and engaged. This paper discusses the differences between the two
roles, then proposes some ideas to turn this seemingly unfavorable situation into a more enjoyable
one.
Keywords: Teaching, Coaching, Engagement, Creativity
Character Development of Abdillah (Anak Berani, Percaya Diri, Inovatif, Lillahi Ta’ala, Action,
Happy) During the Pandemic Covid 19
Lisni Hastuti Harahap

Educational Psychology Study Program, SPs Universitas Pendidikan, Bandung, Indonesia
Abstract
In implementing character education, schools can determine the main values developed in
Lisni Hastuti Harahap accordance with the needs and requirements of the school. This study describes the development of
ERCICTEL2013079 the ABDILLAH character which is implemented by the SD Laboratorium Percontohan UPI in
Bandung, Indonesia. As part of broader research with research methods that use qualitative
research and case study research designs, the data collected are interview data and documents. This
research focuses on the way the teacher develops the character of ABDILLAH during the COVID
19 pandemic (coronavirus 2019). The results showed that the character development of ABDILLAH
was carried out through distance learning. In this learning, the teacher as a guide, and the teacher is
very dependent on parents to run the program. Based on distance learning carried out during a
pandemic, this study argues that teachers have lost their role in character development, this is
because character education cannot be done online. Thus, although learning during the pandemic
focused on character development, the results of the study concluded that during the pandemic,
schools were unable to carry out their functions as organizers of ABDILLAH character
development.
Keywords: Character Education, Distance Learning, Online Learning
LISTENERS
Asmita Mishra
Department of Mathematics, Marwar Buisness School (An affiliated P.G. College of D.D.U. GKP. University, Gorakhpur),
Deen Dayal Upadhyay Gorakhpur University, Gorakhpur, India
ERCICTEL2010082
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EURASIA RESEARCH LIVE

ICTEL 2020 International Conference on Teaching,

3. List of Presenters 5-19

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Teaching and Education Research Association (TERA) is a community of passionate researchers,

Membership in our scholarly association TERA is completely free of cost.

ICTEL 2020 – International Conference on Teaching, Education & Learning 3

Benjapol Worasuwannarak has done MBA from Cardiff

ICTEL 2020 – International Conference on Teaching, Education & Learning 4

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Ameera Saeed Alharbi

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Hasana Lebbe Mohamed Fawzan

Dr. Khalid Mahmood

Naviri Prilia Rahma

Ukhti Nantika Mena

ICTEL 2020 – International Conference on Teaching, Education & Learning 10

Sara Bandar D Alharbi

Lisni Hastuti Harahap

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