the iafor

journal of
education
Volume 5 – Issue 3 – Winter 2017
Editor: Bernard Montoneri

ISSN: 2187-0594

iafor
The IAFOR Journal of Education
Volume 5 – Issue 3 – Winter 2017

IAFOR Publications

The International Academic ForumIAFOR Journal of Education
EditorBernard Montoneri, National Chengchi University, Taiwan
Co-editor
Lucy K. Spence, University of South Carolina, USA
Associate Editors
Yvonne Masters, University of New England, Australia
Massoud Moslehpour, Asia University, Taiwan

Published by The International Academic Forum (IAFOR), Japan
IAFOR Publications, Sakae 1-16-26-201, Naka-ward, Aichi, Japan 460-0008

Executive Editor: Joseph Haldane
Layout: Bernard Montoneri

IAFOR Journal of Education
Volume 5 – Issue 3 – Winter 2017
Published December 01, 2017

IAFOR Publications © Copyright 2017
ISSN: 2187-0594
ije.iafor.org

Cover Image: https://www.pexels.com/photo/architecture-art-artistic-artwork-384522

IAFOR Journal of Education
Volume 5 – Issue 3 – Winter 2017
Edited by Dr Bernard Montoneri

Table of Contents

Notes on Contributors

1

IAFOR Journal of Education Editors and Reviewers

4

Editors’ Introduction
Bernard Montoneri, Lucy Spence, Yvonne Masters and Massoud Moslehpour

21

Students with a foreign background in Italian Initial Vocational Education
and Training (IVET) and the access to Italian as Second Language
Luisa Daniele

27

Empirical Validation of Indices for Consideration in the Revision of
Recommended Senior School Financial Accounting Textbooks
in Southwestern Nigeria
Oyebode Stephen Oyetoro
Oloyede Ezekiel Ojo

45

The impact of Pecha Kucha Presentations in the Assessment of aTranslation Studies unit at The University of Western Australia
Anna Gadd Colombi

67

Elements of Motivational Structure for Studying Mechanical Engineering
Nikša Dubreta
Damir Miloš

89

Cognitive Strategies Use in Reading Comprehension and Its
Contributions to Students’ Achievement
Imam Suyitno

107

Effects of Geographic Information System on the Learning ofEnvironmental Education Concepts in Basic Computer-MediatedClassrooms in Nigeria
Ayobami Gideon Adeleke

125

Investigating the Major Effect of Principal’s Change Leadership on
School Teachers’ Professional Development
Dian-Fu Chang
Sheng-Nan Chen
Wen-Ching Chou

139

Student-produced podcasts in language learning – Exploring
student perceptions of podcast activities
Birgit Phillips

157

Guide for Authors

173

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Notes on Contributors
Dr Luisa Daniele works for the National Agency for Active Labour Market Policies(ANPAL). She specialises in Adult Learning and has collaborated or coordinated many
research efforts on this issue, relating to the Italian system of Adult Learning, as well as incomparison with other European Countries. She holds a Master's Degree in Political Sciencesfrom the Sapienza University of Rome and a PhD in “Adult Learning – Evaluation of
Vocational Education and Training Systems” from Roma Tre University and Paris X –Nanterre University (co-tutorship), with a thesis on “Lifelong learning and University.
Individuation and validation of prior learning in France and in Italy” (2010).
Email: luisa.daniele69@gmail.com
M. Oyetoro Oyebode Stephen is a Lecturer in the Department of Arts and Social Science
Education of the Obafemi Awolowo University, Ile-Ife, Southwestern Nigeria. He teaches
courses in curriculum and teaching, curriculum and program evaluation and education
research methods at the undergraduate level. He is an action research enthusiast and an
educator who engages in drawing out the pragmatic implications of education theories,
models and philosophies for context-situated praxis. He holds a BSc Ed (Accounting) fromthe Olabisi Onabanjo University, Ogun State, MA Ed (Curriculum Studies) from Obafemi
Awolowo University, Ile-Ife and is presently a doctoral student of Curriculum Studies (Social
Science option) in the Department where he teaches.
Email: oyebode_oyetoro@hotmail.com
Dr Oloyede Ezekiel Ojo is a Reader in the Department of Science and Technology
Education. He earned his PhD (Curriculum Studies), MA Ed (Curriculum Studies) and BSc
Ed (Physics/Mathematics) from the University of Ife (now Obafemi Awolowo University,
Ile-Ife). He teaches courses in curriculum and teaching, educational research methods andstatistics. His research interest research lies in curriculum theories and instructional
effectiveness in Science Education (Physics and Mathematics). He has published widely innational and international journal of repute in these areas of research interest. He wasformerly the Head of the Department of Science and Technology Education.
Email: eoloyede@oauife.edu.ng
Dr Anna Gadd Colombi attended Università degli Studi di Milano, Italy, where shecompleted her BA and MA in Modern Languages - translation curriculum - in English andSpanish in 2009. Both her BA and MA theses are on Translation Studies. The topic of her BA
thesis is the dubbing and subtitling into Italian of the film Taxi Driver, while her MA thesis
examines the 1993 Feltrinelli translation of Woolf's Mrs Dalloway into Italian. From 2011 to2015 she held a scholarship for doctoral studies at The University of Western Australia,
where she completed a thesis titled "Australia Translated: a source-oriented translation of
Elizabeth Jolley's Mr Scobie's Riddle" under the supervision of Professor John Kinder. Anna
has written articles on Translation Studies and Second Language Acquisition published on
peer-reviewed journals such as AALITRA: The Australian Association for Literary
Translation, JASAL: Journal of the Association for the Study of Australian Literature,
JUTLP: Journal of University Teaching and Learning Practice, Colloquy and others. Anna
has attended and presented at translation and language teaching and learning conferences inAustralia, Europe and Canada. She has been teaching and coordinating units of Translation
Studies, Italian Studies and Spanish Studies at The University of Western Australia since2012, and is a NAATI certified professional translator from English into Italian.
Email: anna.gadd@uwa.edu.au

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Dr Nikša Dubreta is an associate professor at The Faculty of Mechanical Engineering and
Naval Architecture in Zagreb. He received his PhD in Sociology from the University ofZagreb, Croatia. His current research interests cover areas of educational sociology andsociology of work and organization with an emphasis in societal and organizational levels ofengineering careers and opportunities for employment as well as theoretical and fieldresearch considerations of work cultures. Currently, he is an editorial board member ofInterdisciplinary Description of Complex Systems Journal (Thompson Reuters). He is amember of the Croatian Sociological Association.
Email: niksa.dubreta@fsb.hr
M. Damir Miloš is a research assistant at the Catholic University of Zagreb with researchinterest in sociology of work and education. At the moment, he is studying for a PhD in
Sociology at The Faculty of Humanities and Social Sciences at the University of Zagreb,
Croatia. He has participated in realisation of scientific research of religion and human rights
as well as in the research of social dimension of education. Currently, for the purpose of his
dissertation, he is focused on sociological aspects of work and migrations in Croatia.
Email: damir.milos@unicath.hr
Dr Imam Suyitno, MPd, is a full-time lecturer of Indonesian language at Faculty of Letters,
State University of Malang (UM). He hold Doctorate degree in Indonesian Language
Education at State University of Malang (UM). Since becoming a lecturer, he manages the
BIPA learning program, namely the COTI program (Consortium of Teaching Indonesia),
CSASP (Cooperative Southeast Asian Studies Program), Darmasiswa Program, and AFS(American Field Studies). In 1992, Yitno had the opportunity to teach BIPA at the SEASSI(Southeast Asian Summer Studies Institute) program in Seattle, Washington State, USA.
Yitno wrote many papers, articles, teaching material, and research on BIPA learning andlanguage skills. It was these works that positioned Yitno to hold a professor degree in thefield of Indonesian Language Teaching for Foreigners. Yitno teaches in Bachelor (S1),
Master (S2), and Doctorate (S3) Programs. Subjects include Language Learning, CrossCultural Understanding, Cultural Studies, Innovative Language Learning. In the last five
years, Yitno has produced two research works, 14 articles published in national/international
journals, 7 monographs, and 15 national and international seminar papers.
Email: imam.suyitno.fs@um.ac.id
Dr Ayobami Gideon Adeleke is a faculty member (teaching and research staff) at theInstitute of Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria.
His background in Early Childhood Development and Education with a bias for ICT
applications in the teaching-learning process has spurred relentless investigations of various
tools, including ICT based teaching and learning strategies, aimed toward using the righttechniques with the right gadget in the classroom. In recent times, Dr Adeleke has developed
two ICT integrated learning packages for pupils in numeracy and spatial reasoning. He wasmeritoriously awarded the lead postdoctoral prize of the Fafunwa Educational Foundation in
Nigeria (2015). He is presently exploring modes of easing learning for the multivariate
categories of challenged children in Nigerian schools.
Email: aygold10@gmail.com
Dr Dian-Fu Chang is a professor at Tamkang University College of Education in New
Taipei City, Taiwan. He received his PhD in Teachers College from Columbia University,
New York. His research centers on education and educational policy issues in national andinternational levels. He has over 20 years’ experiences on teaching, research, and policy

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related studies in education. He is a member of HERA (Higher Education Research
Association), Committee Member of Higher Education Research Society, Taiwan, andCommittee Member of China Education Society.
Email: 140626@mail.tku.edu.tw
M. Sheng-Nan Chen is a teacher and director at Yong Fu Elementary School in New Taipei
City, Taiwan. He received his master degree in Graduate School of Educational Policy andLeadership from Tamkang University of New Taipei City, Taiwan. His recent researchinterests in teachers’ professional development in elementary education level. He works withthe team for better teacher professional development in Yong Fu Elementary School.
Email: shinnerchen@gmail.com
Dr Wen-Ching Chou is a fulltime researcher at the Graduate Institution of Educational
Policy and Leadership, Tamkang University to conduct global mobility related project
supported by Department of Science and Technology. She received a PhD from College of
Education, National Chi Nan University. Her research focuses on enhancing employability
and preparing career capital for students in higher education institutions.
Email: sauichou1226@gmail.com
Dr. Birgit earned her PhD in Education (summa cum laude) from the interdisciplinary
Lifelong Learning Doctoral Program at the Klagenfurt University, Austria, and her Master’s
degree in Transcultural Communication and Adult Education at the Karl-Franzens University
in Graz, Austria. After traveling, living and working in over 60 countries, she joined the FH
Burgenland as a senior lecturer, where she is the Head of the English Program in the Health
Department. She has taught ESP courses for health, science and engineering students, as wellas courses in critical thinking, project work and presentation, intercultural communication,business ethics and CSR, and professional self-development through reflection at both theundergraduate and graduate level. Her research interests include intercultural communication,
new media didactics and learning technologies, as well as informal and transformative
learning processes.
Email: birgitphillips@gmail.com

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IAFOR Journal of Education Editors and Reviewers
Editor: Dr Bernard Montoneri
National Chengchi University, Taiwan
Bernard Montoneri earned his PhD (African, Arab, and Asian Words; History, Languages,
Literature) and his BA in Chinese from the University of Provence, Aix-Marseille I, France.
He has taught Literature (European, French, Children, American, and British) and languages(French, English, and Italian) for two decades. He has studied eight languages, including
Sanskrit, and has obtained eight university diplomas. He is, as of August 1, 2017, an Associate
Professor in the Department of European Languages and Cultures, at National Chengchi
University, Taipei, Taiwan. He has around 50 publications, including journal papers,
conferences papers, and books. He is the co-founder and editor-in-chief of the IAFOR Journalof Education. His research interests include French literature, children's literature, translation
studies, French and English writing, automated scoring systems, teaching and learning
evaluation, data envelopment analysis, networking, and teaching methods. He is a reviewer for
top academic journals and has obtained more than 20 teaching and research grants.
Email: montonerishu@gmail.com
ResearchGate: www.researchgate.net/profile/Bernard_Montoneri
Co-editor: Dr Lucy K. Spence
University of South Carolina, USA
Lucy K. Spence received her PhD in Curriculum & Instruction from Arizona State University,
USA in 2006 and her BS in teaching from Grand Canyon University in 1989. She has taught
multilingual students since 1989. She is currently an associate professor in the College of
Education at the University of South Carolina, USA. Her current research interests are teacher
perceptions of multilingual student writing, bilingual education, and writing instruction in
Japan and the USA. In 2013, she was invited to Kansai University in Osaka, Japan as a visiting
researcher, and then returned for a sabbatical research project in 2015. Her book on student
writing was published in 2014. She has published articles in national and international journals
and reviews books and articles for top journals related to her interest area, such as Teacher'sCollege Record, Language Arts, and English Education.
Email: lucyspence@sc.edu
Associate Editor: Dr Yvonne Masters
University of New England, Australia
Yvonne Masters is currently an Adjunct Senior Lecturer with the University of New England,
NSW, Australia. She has been a teacher and teacher educator for 40 years and is passionate
about education. She was a senior lecturer in Professional Classroom Practice in the School of
Education, UNE, a position that she accepted after five years as Director of Professional
Experience in the same School. Prior to taking up her position at UNE, she had 30 years'
experience in secondary schools including in the roles of Curriculum Coordinator, Deputy
Principal and Principal, roles that developed her skills in leadership, project management,
curriculum and assessment. Her teaching experience spans three Australian states. Her researchinterests centre on teacher education and policy, professional experience, teacher identity,
online learning and virtual worlds, with a particular focus on distance education students.
Yvonne was awarded her PhD, focused on school principalship, from Deakin University. She
is an active researcher and has gained, in collaboration with other researchers, 4 Internal School4

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017of Education Research grants. She has been a partner in a $200,000 ALTC (OLT) grant,
VirtualPREX: Innovative assessment using a 3D virtual world with pre-service teachers, in2014 achieved a UNE Seed Grant for a one year project to explore teacher quality, and in 2015
gained a $50,000 OLT seed grant to develop resources to assist pre-service teachers to gain
online teaching skills to assist them in teaching wholly online into virtual schools. She serves
as a reviewer for several journals and is a senior reviewer for IAFOR conferences. She is alsoa co-chair of the Asian Undergraduate Research Symposium, run alongside IAFOR's annual
ACE conference. She is currently expanding her research into the impact of undergraduate
research and she presents on both teacher education policy and online teaching at a range ofconferences, both Australian and international.
Email: yfmasters@gmail.com
Associate Editor: Dr Massoud Moslehpour
Asia University, Taiwan
Massoud Moslehpour is an intercollegiate educator working as an assistant professor of
Business Administration and Foreign Languages at Asia University, Taiwan. He received his
Doctorate of Philosophy from University of Missouri-Columbia, USA, in Industrial
Technology (Support Areas: Higher and Adult Education, Curriculum Development, andSpanish Language). His major areas of interests are Marketing, Management, Quantitative
Analysis, Cross-Cultural Studies and Foreign Language Teaching. During the past 15 years he
has written several textbooks, to name a few: Internet English, Culture through Movies,
English Presentation Skills and one on TOEIC preparation. He has also published several
journal articles in various international peer-reviewed journals in the areas of Purchase
Intention, Customer Satisfaction, Customer Loyalty, Corporate Culture, English Teaching andInternet Addiction.
Email: writetodrm@gmail.com
Members of the Editorial Board
Dr Cassandra Atherton, Alfred Deakin Research Institute, Australia
Cassandra Atherton is an award-winning writer, critic and senior lecturer at the Alfred Deakin
Research Institute. She has a Harvard Visiting Scholar's position from August 2015 –September 2016 to work on a project concerning public intellectuals in academe. A Visiting
Fellow at Sophia University, Tokyo in 2014 and an affiliate of the Monash Japanese Studies
Centre in 2015, Cassandra is currently working on a book analyzing Miyazaki Hayao's anime.
Cassandra has published 8 books and was invited to be on the judging panel of the VictorianPremier's Literary Awards, Prize for Poetry in 2015.
Email: cassandra.atherton@deakin.edu.au
Vasileios Paliktzoglou, University of Eastern Finland, Finland & Bahrain Polytechnic,
Bahrain
Vasileios Paliktzoglou has several years of experience in universities such as the University of
Pisa, the Aegean University, Robert Gordon University, Mediterranean University College andthe University of Wales having an active role as: Researcher, Tutor, Supervisor, Lecturer andProgramme Manager. He is active in research with papers presented at international
conferences, and published at academic journals. His research interests are in the fields ofsocial media, web 2.0, communities of practices, e-learning in which he is actively involved inseveral international research projects. He is currently a doctoral researcher at the Universityof Eastern Finland and faculty member at Bahrain Polytechnic.

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Email: paliktzoglou@gmail.com
Dr Santosh Kumar Behera, Sidho-Kanho-Birsha University, India
Santosh Kumar Behera is an Assistant Professor in the Department of Education, SidhoKanho-Birsha University, India. After completion of a Graduate Degree from Fakir Mohan
University, Orissa, he was admitted to the MA in Education program at Vinaya Bhavana, Visva
Bharati and then did his PhD entitled “An Investigation into the Attitude of SC and ST Childrenof Southern Orissa towards Education” at Vinaya Bhavana. He has also published several
research papers and articles in various journals and edited volumes of national and international
repute across the country. He is the Editor-in-Chief, EDUQUEST, An International Refereed
Journal in Education (ISSN: 2277-3614), International Journal of Academic Research in
Education and Review (ISSN: 2360-7866) and Academic Research Journal of History andCulture (ARJHC).
Email: santoshbehera.jkc@gmail.com
Dr Yilin Chen, Providence University, Taiwan
Yilin Chen (PhD in Drama and Theatre, Royal Holloway, University of London) is a Professor
at the Department of English Language, Literature and Linguistics, Providence University in
Taiwan. Her current research interests are the global dissemination of Japanese manga
Shakespeare and the representation of gender and sexuality in manga adaptations of
Shakespeare.
E-mail: yc276@yahoo.com
Dr Shiao-Wei Chu, National Tsing Hua University, Taiwan
Shiao-wei Chu is a creative, hard-working, collaborative, reflective and proficient educator
who loves teaching English language learners of all ages. She is originally from Taichung,Taiwan. She received her doctoral degree (PhD) with an emphasis on creating a new paradigm
in ESL teachers’ professorial development from the College of Education at the University of
Idaho in the fall of 2013. She has her MA in TESOL from Chaoyang University of Technology
in Taichung, Taiwan. Her research focuses are ESL/EFL teaching and learning including
teaching methods, material design and assessment design, and professional development for
English language teachers in both face-to-face and web-based environments. Currently, she is
an assistant professor in Taiwan. She gained experience teaching ESL learners at two intensive
English for Academic Purposes programs in Idaho State, America since 2012 and as a graduateteaching assistant in the Department of Curriculum and Instruction at the University of Idaho.
She previously taught English in Taiwan for approximately eight years.
Email: shiaowei0819@gmail.com
Dr Raymond Q. Datuon, Pace Academy, Philippines
Raymond Q. Datuon completed a Bachelor in Secondary Education, majoring in history(2002), at the Philippine Normal University, a Masters in Educational Management (2010) in
Polytechnic University of the Philippines-Open University Systems and a Doctorate in
Educational Management (2013) at the Polytechnic University of the Philippines. He served as
Executive Officer and volunteer campus minister of Marian Youth Movement in theArchdiocese of Manila. He was appointed as Chief Justice in the Student Government of thePhilippine Normal University in 2001–2002. He was full-time Faculty in St. Mary’s Academyof Caloocan City from 2003 to 2005; he was the School of Education Dean, concurrently the
Officer In-charge of the Student Life Office, Head of Faculty and Staff Development Office
and Senior High School Program in Chiang Kai Shek College (Manila, Philippines) from 2015
to 2017. He was also appointed as Head of Research, Publication, and Faculty Development

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Office at Chiang Kai Shek College from October 2013 to June 2014. At present, he is a Facultyin Pace Academy and currently Part-Time Assistant Professor Lecturer at the Far Eastern
University-Institute of Technology and in Philippine Cultural College. He is a Licensed
Secondary Teacher, President of the PUP-Doctor in Educational Management Society,member of the Board of Incorporators and PRO-External (2012–2015); Vice-President forInternal Affairs (2015 to present) of Kalipunan ng mga Guro ng Araling Panlipunan, Assistant
Treasurer of University of Santo Tomas-Santisimo Rosario Parish, Member of the Editorial
Board of International Economics Development and Research Center (IEDRC), Review for
Business Research, and Journal of Educational System; Keynote Speaker at the 3rdInternational Conference on Economics and Management (ICEM 2016) and designated as CoChair of the International Committee Board of the said conference; and International Board
Member of The Institute of Research Engineers and Scientists (The IRES). He served as
session chair and presented his paper at different international research conferences namely in
Singapore; Chiang Mai, Thailand; Hong Kong, China; Beijing, China; San Francisco, USA;
Harvard University, Boston, USA; Timisoara, Romania; Barcelona, Spain; and Shanghai,
China. He has been a consistent recipient of the Teaching Excellence Award at the Far Eastern
University-Institute of Technology since 2011 and he has been an Outstanding Teacher since2010 at Chiang Kai Shek College. He was recognised and awarded by the City Government of
Manila as one of the 12 Outstanding Private School Educators in 2014.
Email: raymondqdatuon@yahoo.com
Dr Heloísa Orsi Koch Delgado, Pontifical University of Rio Grande do Sul, Brazil
Heloísa Orsi Koch Delgado is an English language educator and a translator of scientific
literature. She is the Dean of the Office for International Affairs and an Associate Professor at
the Department of Foreign Languages, which she coordinated for six years. She holds a BA in
Translation Studies (PUCRS) and postgraduate qualifications in Tertiary Education (PUCRS)
and Terminology (University Pompeu Fabra, Spain). She holds a Master degree in Education(PUCRS) and a PhD in Language Studies (Federal University of Rio Grande do Sul/UFRGS).
She is a research member in GELCORPSUL (Corpus Linguistics Study Group) and GPEOCS(Olympic Studies and Health Sciences Research Group), contributing mainly in the areas ofterminology and translation. She is the leader of the CorIntEsp research group (Corpora forInterdisciplinary Studies with emphasis on medical terminology) and the coordinator of the
DicTrans Project (Pedagogical Multilingual Online Dictionary about the Bipolar Disorder),partially supported by CNPq and PUCRS. She has published articles in various national andinternational peer-reviewed journals in the areas of Education, Language Teaching,
Terminology and Translation. She has been a member of the Editorial team of HOW – a
Colombian Journal for Teachers of English – for ten years and an invited ad hoc reviewer fornational and international journals of language teaching and related areas. Her major fields ofinterest are internationalization, medical terminology, translation pedagogy andmulticultural/multidisciplinary education.
Email: heloisa.delgado@pucrs.br
Dr Alaster Scott Douglas, University of Roehampton, London
Alaster Scott Douglas is a Reader in Education and Professional Practice. He worked as ateacher and senior manager in four high schools and led an Expressive Arts faculty before
becoming a deputy head teacher in two schools. Having completed an MA in Education(Publishing), and an MSc in Educational Research Methodology, Dr Douglas earned a PhD inteacher education from the University of Oxford. He is a fellow of the Higher Education
Academy in the United Kingdom and holds a Teaching Fellowship. He is also Director of theresearch group Teaching and Learning in Schools at the University of Roehampton, an

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Volume 5 – Issue 3 – Winter 2017associate member of the Oxford Centre for Sociocultural and Activity Theory Research at the
University of Oxford. His research interests include cultural-historical activity theory anddevelopmental work research in general. Current research is focused on universities andschools in the preparation of teachers. Dr Douglas has been the recipient of funded research
projects on the differentiated teaching practices in UK and USA classrooms, the relationshipbetween teaching, learning and research and the education and learning of pre-service teachers.
Email: alaster.douglas@roehampton.ac.uk
Dr Leda Kamenopoulou, University of Roehampton, London
Leda Kamenopoulou is a senior lecturer in Special and Inclusive Education at the Universityof Roehampton and a Fellow of the Higher Education Academy. Leda initially trained as ateacher of classics at the University of Athens in Greece. After completing a Master’s degreein Special Educational Needs from the Graduate School of Education at the University ofBristol, she obtained a PhD in SEN and inclusion from the Institute of Education, Universityof London. Her doctoral thesis focused on the social outcomes of mainstream inclusive
education for young people with a dual sensory impairment. Leda has worked as a research
associate, research fellow, research advisor and visiting lecturer at the University of London
and other United Kingdom-based academic Institutions. Her research expertise is in systematic
literature reviews, qualitative, mixed methods and evaluation research designs, participatory
research with children and young people, and sensory/multi-sensory and emotional needs.
Email: leda.Kamenopoulou@roehampton.ac.uk
Eddy Li, University of Cambridge, United Kingdom
Eddy Li received his initial teaching education from The Chinese University of Hong Kong
(CUHK). Upon earning his dual degrees in English Studies and English Language Education,
Eddy was awarded the Chevening Scholarship, and subsequently the Jardine Scholarship –both of which funded his postgraduate studies with the Faculty of Education, University ofCambridge. His research interests include inclusive education, eLearning strategies, teachers’
professional craft knowledge, and second language teacher education. He is particularly keen
on researching with Hong Kong teachers their inclusive pedagogy, and exploring how thiscontextual understanding may ethically, theoretically, and methodologically inform thedevelopment of inclusive teacher education in the wider Confucian-heritage Culture.
E-mail: eddyli@cantab.net
Jillian Marchant, James Cook University, Australia
Jillian Marchant holds a Master’s Degree in Public Administration with a major in Policy andis presently a PhD Candidate with the School of Education at James Cook University inAustralia. She is a published author of several articles that seek to appreciate the unfolding
association between increasingly accessible formal adult learning and social development inremote and sparsely populated areas. As a resident of a community that is relatively isolated
and has a low population density, Jillian remains committed to exploring the ways in which
adult tertiary education may be facilitated to assistant the inhabitants of these fragile areas. She
is an invited ad hoc reviewer for Australian education conferences as well as recently
contributing as an associate editor at Common Ground Publishing. Her research interests
include the impact of adult education on the life chances of individuals and other practices thatinterrupt social and political stratification.
Email: jillian.marchant@my.jcu.edu.au

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Dr Dave E. Marcial, College of Computer Studies, Dumaguete City, Philippines
Marcial holds various positions in many professional organizations in the Philippines. He is
the founder of the Society for ICT in Teacher Education (ICT4TEd) in the Philippines. He is
the founding president of the ICT Association of Dumaguete & Negros Oriental (ICT-Dgte),
Philippines. Formerly, he is President of the Philippine Society of IT Educators (PSITE) and
Board Secretary of the Computing Society of the Philippines (CSP). He is currently Board ofTrustee of the Philippine e-Learning Society (PeLS). He is also member of the TechnicalCommittee for Information Technology of the Philippine Commission on Higher Education.
His research interest lies in e-learning, local knowledge computing, and information systems
where he has been the recipient of some local, national and international research grants. Dr
Marcial is the dean of the College of Computer Studies, Dumaguete City, Philippines.
Email: demarcial@su.edu.ph
Dr Richard Mather, Buckinghamshire New University, United Kingdom
Richard Mather is a Course Leader in the Department of Computing where he teaches software
engineering and co-leads research in Technology Enhanced Learning (TEL). He holds
postgraduate qualifications in software engineering (MSc, Oxford) and in environmental
sciences (DPhil, Oxford; MSc, UCNW). His pedagogic research and PhD supervision include
adaptive assessment practices, technologies and collaborative behaviours for learning
computer science subjects. For the past twenty years he has also provided services to education,
governments and industry concerning the development and use of Geographical Information
Systems (GIS) and Remote Sensing for environmental management. In 2010 he was awarded
The Institution of Analysts and Programmers Prize for Software Engineering after developinga system to automate vegetation mapping from aerial imagery. His geospatial project outputs
provide a rich source of case studies for undergraduate and postgraduate teaching.
Email: richard.mather@bucks.ac.uk
Dr Catalino N. Mendoza, Our Lady of Fatima University, Philippines
Catalino N. Mendoza is an academic consultant, module designer and developer, writer,
professor/lecturer, research editor and thesis and dissertation consultant. He has to his credit
almost two doctorate degrees – Doctor of Management Science, Doctor of Philosophy in
Human Resource Management and a candidate for Doctor of Business Administration. He wasan HR, Management, and Effective Communication consultant (in government and privatecompanies) was formerly the Coordinator, Head, and College Dean of CBA, MBA, MBBA,MBBHRM, PhD, and PhDBM in various colleges and universities in the Philippines andvisiting professor/lecturer both in the graduate and undergraduate schools. He also served asresource speaker, panel discussant and participants in various seminars in the graduate andundergraduate programmes and in the government and private agencies/companies both locallyand internationally. He is also an awardee in the 2009 International Business and Economics
Research and International Teaching and Learning Research Conferences held in Las Vegas,
Nevada, United States, October 5–7, 2009 and published books entitled Human Resource
Management Practices in the Philippines and Phenomenological Study on the Philippine
Women at Forty in Germany by Lambert Academic Publishing Company on August 2012 andAugust 2013, respectively. A former Director for Publications, Research, Linkages and Liaisonand professor in the graduate school, college of business and accountancy, college ofengineering and college of tourism and hospitality management and college of education in the
University of Batangas, Philippines. He is now working as Faculty of Arts and Sciences in both
Graduate and Undergraduate programs, member of the ISO Internal Audit Team, and Chair of
the Ethics Committee on Research Development and Innovation Center of the Our Lady of
Fatima University - Pampanga Campus.

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Email: catfish3789@yahoo.com
Dr William C. Frick, University of Oklahoma, USA
William C. Frick is the Rainbolt Family Endowed Presidential Professor of Educational
Leadership and Policy Studies in the Jeannine Rainbolt College of Education at the Universityof Oklahoma, USA. He is the founding director of the Center for Leadership Ethics andChange, an affiliate body of the international Consortium for the Study of Leadership andEthics in Education (CSLEE) of the University Council for Educational Administration(UCEA). He serves on the editorial board of the Journal of School Leadership and is currently
the editor of Values and Ethics in Educational Administration. He is widely published inselective registers and is a former Core Fulbright US Scholar to the Republic of Georgia. His
tripartite scholarly research agenda includes 1) ethics in educational administration, 2) linkages
between school system reform and broader community revitalization efforts, and 3) cultural
studies in education addressing the intersection of identity and schooling.
Email: frick@ou.edu
Dr Marcel Lebrun, Plymouth State University, USA
Marcel Lebrun is a professor at Plymouth State University in New Hampshire, USA. He is the
Chair of the Department for Educational Leadership, Learning and Curriculum, which includes
all graduate programmes that lead to Master’s, CAGS and EdD degrees. He obtained his PhD
at the University of San Jose and his Med at the University of Manitoba. He has 39 years’
experience in Education. He has published 13 books, over 40 articles and presented throughout
the world on issues in Special Education, Ethical Leadership and Advocacy, Social Justice andMental Health issues in students. He travels extensively and he has visited 89 countries
worldwide. His quest is to bring awareness and strategies of mental health issues to the school
system as well as in society. It is only in building awareness that we can empower adults andeducators to give children a different experience than what they would normally get. Change
can happen and will happen if we become advocates to empower all students worldwide.
Email: mrlebrun@plymouth.edu
Professor Beena Giridharan, Curtin University, Malaysia
Beena Giridharan is the Deputy Pro Vice-Chancellor at Curtin University, Sarawak, Malaysia.
In her role, she reports to the Pro Vice-Chancellor, and provides academic, financial, strategic,
and administrative leadership to Curtin Sarawak, with a particular focus on academic
operational efficiency. Prior to taking on this position, she was the Dean for Learning andTeaching at Curtin University, Sarawak from 2011 to 2016. She attained a doctoral degree inApplied Linguistics and Education from Curtin University, Western Australia. She has a firstclass Master’s degree in English Language and Literature and a first class Bachelor’s Degreein Science. Her research and academic interests include vocabulary acquisition in ESL,
educational administration and leadership; higher education practices, transnational education,
work-integrated learning, and ethnolinguistic studies in indigenous communities. As a memberof an OLT (Office of Learning and Teaching, Australia) funded a project entitled "Learning
without Borders" she has investigated leadership roles in Trans-National Education (TNE) andinternationalization of the curriculum. Beena has been a fellow of the Higher Education
Research and Development Society of Australasia (HERDSA) since 2006. She mentors
aspiring HERDSA fellows and is a panel assessor for HERDSA fellowship portfolios. She won
the 2006 Carrick Australian Award for University Teaching, and the 2006 Curtin University,
Australia, Excellence in Teaching and Innovation award. Beena Giridharan was a visiting
professor at the Virginia Commonwealth University, Richmond, Virginia, USA between 2007
and 2008. She was an associate editor of the IAFOR Journal of Education, and a reviewer for10

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a number of international journals in higher education. Her publications include a book on
Vocabulary Acquisition Patterns in Adult Tertiary (ESL) Learners (2013), an international
handbook on Transnational Education: Leadership in transnational education andinternationalization of the curriculum, several book chapters, and publications in journals andrefereed conferences. She is often invited as a keynote speaker and a plenary speaker at anumber of higher education conferences regionally and internationally.
E-mail: beena@curtin.edu.my
Dr Luisa Daniele, ANPAL, Italy
Luisa Daniele has worked at ISFOL – the Italian Institute for the Development of Vocational
Training of Workers (institution supervised by the Ministry of Labour) – since 1998. She now
works for the National Agency for Active Labour Market Policies (ANPAL). She specialises
in Adult Learning and has collaborated or coordinated many research efforts on this issue,
relating to the Italian system of Adult Learning, as well as in comparison with other European
Countries. She holds a Master's Degree in Political Sciences from the Sapienza University ofRome and a PhD in “Adult Learning – Evaluation of Vocational Education and Training
Systems” from Roma Tre University and Paris X – Nanterre University (co-tutorship), with athesis on “Lifelong learning and University. Individuation and validation of prior learning inFrance and in Italy” (2010). She is a reviewer for the SIRD Italian Journal of Educational
Research, a member of the Scientific Committee of BioSelfLab LTD Training Center and
Biographical Project for Employability, and a founding member of the Centre for Research andServices on skills of the Department of Studies on Educational Cultural and Intercultural
Processes in Contemporary Society, Roma Tre University.
E-mail: luisa.daniele69@gmail.com
Dr Alice Schmidt Hanbidge, Renison University College, University of Waterloo, Canada
Alice Schmidt Hanbidge, Assistant Professor in the Bachelor and Masters degree programs in
the School of Social Work at Renison University College, University of Waterloo, Ontario,
Canada, combines the applied practices of community mental health within an academic setting
to effectively contribute to the advancement of knowledge, research and program delivery. Key
research areas of interest include advancing technology in the teaching of social work,community mental health children’s programming and evaluation, evidence-based group work
methodology, and furthering field education in social work. Alice’s 20-year extensive social
work practice experience includes a specialisation in community mental health that contributes
to her clinical, teaching and research social work interests.
E-mail: ashanbidge@uwaterloo.ca
Dr Ilana Ronen, Kibbutzim College of Education Technology and Arts, Israel
Ilana Ronen earned her PhD in Science Education from Tel Aviv University. Following five
years of biochemistry research focusing on bile acid synthesis and recovery of hepatic
clearance in the rat liver, she began her educational career. She headed the excellent program
and the Science specialisation at Kibbutzim College of Education, Technology and Arts. She
established communities of learners as part of service learning and led changes in the practiceof pre-service students in line with the PDS model. As a member of the science faculty, she isteaching physics and chemistry courses and supervising M.Ed students who conduct researchin environmental education. Her research interests include alternative conceptions in scienceeducation; emergent knowledge in communities of learners; improving science education via
professional development schools access; community service learning; collaborative learning;and ICT implementation in education.
E-mail: klima.ronen@gmail.com

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Dr Raimond Selke, School of Foreign Studies, Osaka University
Raimond Selke holds a PhD in Art History from the University of Regensburg (Bavaria,
Germany), specialising in 19th-century Victorian Painting and Art of the Weimar Republic.
He is currently Associate Professor at Osaka University, Graduate School of Language andCulture. He teaches undergraduate and post graduate students in German language and inspecial seminars on Ethics in Business and Intercultural Competence and Communication plus
German Art History. He has been researching and teaching overseas for many years, including
at the University of Warwick, United Kingdom, The Cleveland Museum of Art, United Statesof America, East China University of Science, Technology, China, and Universiti Putra
Malaysia, Malaysia. His research interests are in Teaching German and Fine Arts and BusinessStudies. He publishes widely in academic journals and professional magazines.
Email: sonoteger@gmail.com
Dr Anna Toom, Touro College, USA
Anna Toom is Associate Professor of Psychology and Education at Touro College Graduate
School of Education, United States of America. She earned a MS in Computer Science from
Moscow Institute of Radio Engineering, Electronics and Automation in 1972 and a MS in
Psychology from Moscow State University, Russia, in 1978. In 1991, she attained her PhD in
Psychology from Moscow State University of Management, Russia. After graduation, for 12
years, she worked as a university researcher and taught psychology from time to time. In theUSA, teaching became her permanent activity. She is a pioneer of distance education in New
York City. She has been designing, developing and instructing various online psychology
courses for 17 years. A few years ago Anna left the traditional classroom to devote her teaching
and research to online education. Now, she teaches Child Development and Learning in
Cultural Context and History of Education Internet-based courses. Her primary scientificinterest concerns learning in the virtual environment. She studies online students’ adjustment,
motivation, cognitive activity, and communication in the virtual classroom.
Email: annatoom@gmail.com
Dr Daniel Velasco, The Chicago School of Professional Psychology, USA
Daniel Velasco earned his BA in both English and French from UCLA, and his MEd from
National University. He spent the first part of his career in the field of international/crosscultural education as an instructor, administrator, student counselor, and academic director ata variety of post-secondary institutions. His role as an international student counselor prompted
him to diversify his education, and he soon earned an MA in psychology from Antioch
University, and started a private practice specialising in positive psychology. He continued on
to The Chicago School of Professional Psychology, where he earned a PhD in International
Psychology. Dr Velasco currently resides in Japan, where he is a mental health counselor,associate professor, researcher, and public speaker. He regularly lectures on interculturalcommunication, teaching strategies, positive psychology, and counseling strategies with afocus on adaptation and acculturation. He is an active member of the Japanese Psychological
Association (JPA), the American Psychological Association (APA), the International Councilof Psychologists (ICP), the International Mental Health Professionals Japan (IMHPJ), theJapan Association for Language Teaching (JALT), and Teachers of English to Speakers of
Other Languages (TESOL).
Email: dvelasco@thechicagoschool.edu
Dr Monty P. Satiadarma, Tarumanagara University, Indonesia
Monty P. Satiadarma is a clinical psychologist who has been teaching psychology at
Tarumanagara University since 1994. He was one of the founders of the Department of12

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Psychology at Tarumanagara, as well as the Dean of Psychology, Vice Rector and Rector of
the university. He graduated with a degree in psychology from the University of Indonesia, art
therapy from Emporia State, Kansas, family counselling from Notre Dame de Namur,
California, and clinical hypnotherapy from Irvine, California. He has nationally published anumber of books with a particular interest in educational psychology, and in music and art
therapy – methods with which he treated survivors of the Indonesian tsunami on behalf of theInternational Red Cross and the United Nations. He is a board member and area chair of theInternational Council of Psychology, and a founder and board member of the Asian Psychology
Association.
Email: monty_satiadarma@yahoo.com
Dr Tony Yeigh, Southern Cross University, Australia
Tony Yeigh is a Lecturer in the School of Education at Southern Cross University (SCU),
Australia, where he teaches in the areas of educational psychology and classroom management.
Dr Yeigh has also had extensive consultancies relating to the Australian Government Quality
Teacher Programme (AGQTP), working with classroom teachers at both the primary andsecondary levels of professional development. His research interests are in the areas of working
memory (WM) and classroom instructional design, and in this respect his PhD thesis examined
the relationship between cognitive load and cognitive inhibition, an executive function of theWM system. Dr Yeigh is a research associate with the Centre for Children and Young People(SCU), as well as a member of the Association for Mindfulness in Education (AME) and of
the Teacher Education Research Group (SCU). He is also leader of the School of Education
Learning Sciences Research Group, which focuses on the cognitive-psychological, socialpsychological and cultural-psychological foundations of human learning. Based on theseresearch affiliations Dr Yeigh has published widely in high quality education research journals
and texts, and is currently pursuing research in the areas of pre-service teacher training,educational mindfulness and social-emotional wellbeing.
Email: tony.yeigh@scu.edu.au
Dr Ivy Chia, Singapore University of Social Sciences, Singapore
Ivy Chia is the Head of Programme (Education) at the School of Human Development andSocial Sciences, Singapore University of Social Sciences, Singapore. She earned her PhD(Education) from the University of Cambridge and her MA (Educational Management andAdministration) from University College London, Institute of Education. Prior to joining
Singapore University of Social Sciences, she headed the Standards and Research Branch at the
Academy of Singapore Teachers, Ministry of Education. She is also a trained quality assurance
assessor and had undertaken assessment of private institutions delivering higher education
degree programmes. Her research interests include teaching and learning within the higher
education sector, e-learning and the use of analytics for improving teaching, curriculum andinstruction, work-based learning and quality assurance. She was formerly Editor-in-Chief ofSingapore University of Social Sciences' in-house scholarship of teaching and learning journal.
Email: ivychiasm@suss.edu.sg
Dr Yoshihiko Yamamoto, Shizuoka University, Japan
Yoshihiko Yamamoto is currently teaching English at Shizuoka University and has lived inboth Australia and New Zealand for more than 10 years. He holds a PhD (Education),
University of Canberra, MA in TESOL, University of Canberra, BA in Education & in
Linguistics, Victoria University of Wellington. His research areas are Discourse Analysis(gender talk), Sociolinguistics (gender stereotypes) and Applied Linguistics (in general).
Email: auyamayoshi@yahoo.co.jp

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Dr Alyson Miller, Deakin University, Australia
Alyson Miller is a writer, critic and scholar from Geelong, Australia. Her research focuses onscandalous literature, and the representation of freaks in literary and popular texts, as well as
gender, feminism, postmodernism, and dystopian Young Adult fiction. Alyson’s work has been
published extensively in national and international journals, alongside two books: a literary
monograph, titled Haunted by Words: Scandalous Texts, and a collection of prose poems,
Dream Animals. A 2015–17 Victorian Arts Council grant is funding her most current project,a graphic novel/prose poem collection examining a post-atomic Alice's Adventures in
Wonderland in collaboration with Cassandra Atherton and Phil Day. She currently teaches
literary studies, and professional and creative writing at Deakin University.
Email: alyson.miller@deakin.edu.au
Dr Suja R. Nair, Independent Researcher, India
Suja R. Nair holds BA (Hons) and MBA degrees, as well as a PhD in Retail Marketing, from
Jain University, Bengaluru, India. Currently, she is a Strategic Marketing Consultant at Educe
Micro Research, Bengaluru. Her working experience spanning over two decades includes
about 18 years with the industry and 4 years in active academics. She has been a prolific writer
since 1999 having written many textbooks in the areas of Marketing Research, Consumer
Behavior, Retail Management and Organizational Behavior published by Himalaya Publishing
House, Mumbai, India. Her chapter contributions have been published by well acclaimed
international publishers such IGI Global and Palgrave Macmillan. A reviewer for international
journals and books, she has papers published in referred Indian journals and top international
journal, Inderscience Publishers, to her credit. Her major fields of interest include Ethics,
Education management, Retail marketing and Consumer Behaviour.
Email: sujarnair269@gmail.com
Reviewers
Dr Christina Belcher, Redeemer University College, Canada
Christina Belcher earned her PhD (Philosophy of Education) at Monash University,
Melbourne, Australia. She has worked in higher education in Australia, New Zealand, British
Columbia and is currently Chair of the Education Department at Redeemer University College
in Hamilton, Ontario. Her research interests include worldview, children’s literature, higher
education, culture, collaborative inquiry, partnerships and technology. She has been the former
Editor of the ICCTE-J journal, and is currently their book review editor. Her academic
publications include book chapters, peer-reviewed journals, and education journals/magazines
for teacher audience as well as collaborative research projects. She is an unapologetic "booka-holic", and loves to read.
Dr Rachid Bendriss, Weill Cornell Medicine-Qatar, Qatar
Rachid Bendriss received his Doctorate of Education in Educational Leadership and MA in
TESOL from the University of Central Florida (UCF), USA. He has been teaching multilingual
students since 1999. He is currently an associate professor of English for Academic Purposes
and Assistant Dean for Student Recruitment, Outreach and Foundation programs at Weill
Cornell Medicine-Qatar (WCM-Q). Prior to joining WCM-Q, Dr Bendriss taught and managed
educational programs at UCF and Valencia College in Florida, USA. He has lectured andwritten extensively on issues related to the internationalization of higher education, second
language literacy, academic English development, information literacy, college readiness, andeducational technology. Dr Bendriss is an international education leader who received theprestigious US Department of State Fulbright Award of International Education, the14

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distinguished Florida Association of International Education Annual Award, and multiple
awards for excellence in teaching.
Dr Angelina E. Borican, Polytechnic University of the Philippines, Philippines
Angie Borican is the Director of the Publications Office under the Office of the Vice President
for Research, Extension and Development of the Polytechnic University of the Philippines in
Sta. Mesa, Manila. She supervises the unit in charge of producing the University journals andother publication projects of the University. She is an associate professor in the Department of
Journalism, College of Communication, and handles journalism and research subjects. She alsoteaches in the PUP Open University as course facilitator in the Master in Communication and
Master in Educational Management programs and handles research, organizational
communication and development courses. A Bachelor of Arts in Communication, major in
Journalism graduate, cum laude from the University of the Philippines in Diliman, she finished
her Master in Business Administration degree also in UP Diliman and earned her Doctor in
Educational Management degree from the PUP Graduate School. She is actively involved inresearch and publications. Her research outputs have been presented locally and abroad in
research conferences organized by the Association of Southeast Asian Institutions of Higher
Learning (ASAIHL), Asian Media and Information Center (AMIC), the Philippine Associationof State Universities and Colleges (PASUC) among others. She has likewise authored and/oredited a number of modules and books both in the field of communication and education.
Dr Bachir Bouhania, University of Adrar, Algeria
Bachir Bouhania got both his MPhil (1999) and PhD (2007) from the University of Oran,
Algeria. Since 1999, he has been teaching at the University of Adrar, in the south of the country,
in the Department of Arts and English Language, Faculty of Arts and Languages. Former headof department (2002–2012), Vice-Dean for postgraduate studies (2012–2013), person in chargeof the domain of foreign languages (2011–2017), and secretary of the National Pedagogical
Committee for the Domain of Foreign Languages (CPND-LLE), he is the current Erasmus+
coordinator at the university level. Professor Bouhania reviews academic papers for several
local, national and international journals such as SageOpen. He was a senior reviewer for
IAFOR’s European Conference on Language Learning held in Brighton, UK, in 2014.
Dr Joanie Crandall, University of Saskatchewan, Canada
Joanie Crandall is Coordinator of the Centre for Forensic Behavioral Science and JusticeStudies at the University of Saskatchewan in Canada. She teaches for the College of Educationand is an Executive Committee member of both of the unions to which she belongs. She
completed her doctoral degree at the University of Saskatchewan in Interdisciplinary Studies,
during which time she was a principal at a K-6 school in the Arctic and Limited Term
Appointment at the University of Prince Edward Island. She taught grades 7 to 12 on a remoterural Cree reservation in northern Canada and has a background in Instructional Design and
Educational Media. She is a facilitator of Instructional Skills workshops. She was the Book
Review Editor for the Journal of Canadian Association of Curriculum Studies for four years
and she brings three years of experience reviewing manuscripts for the Canadian Journal of
Education. She has worked with non-profits and government agencies and has published her
research in a variety of contexts. Her research interests include Indigenous writing,interdisciplinary learning models, multimodal emergent and early literacies, social justiceapproaches in teaching and writing, and qualitative methods.

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Dr Nick Chown, Independent Researcher, Spain
Nick Chown is an independent autism advocate, mentor, researcher and trainer. He has
undertaken research on support for students with autism at university, barriers to learning forstudents with autism in further education, autism awareness in the police service, viva protocols
for doctoral students with autism, and diagnostic pathways for autistic adults. His most recent
published research – undertaken in conjunction with various university colleagues – involved
the development of a framework for "inclusive" research in autism. In addition to leading ateam of independent researchers in the field of autism, he has also been engaged with auniversity project mentoring autistic adults. He is currently undertaking an investigation ofautism research over the past 20 years and writing entries for an encyclopedia of autism. His
book entitled Understanding and Evaluating Autism Theory was published in November 2016.
He is a member of the editorial board of the Journal of Autism and Developmental Disorders.
Prior to this, he had a lengthy career in corporate risk management.
Dr Denise E. De Souza, Nanyang Technological University, Singapore
Denise De Souza completed her doctoral degree at the National Institute of Education,
Nanyang Technological University (NTU) in Singapore. She has a Postgraduate Diploma in
Education and a Master of Education (EL) from the same institution. She currently lectures atthe Language and Communication Centre in NTU, where she collaborates with the Scientific
Communication team. She has been involved in a range of education-related research and has
peer-reviewed manuscripts for Evaluation (Sage Journals), the Asian Journal of Social
Psychology, Pedagogies: An International Journal and book chapters published by Routledge.
Her research interests include the application of Critical Realism and Realist Social Theory inresearch practice, Academic Literacies, Multimodal Communication, Educational Technology
and Program Implementation and Evaluation.
Dr Ilaria De Santis, Hawaii Tokai International College, USA
Ilaria De Santis earned an Ed. D. in Instructional Leadership from Argosy University, Sarasota
Fl, a MA in Western Literature and Linguistics from the University of Naples "Federico II"
and a BA in Art History and Literature from the University of Naples "Federico II". She iscurrently employed as an Assistant Dean of Liberal Arts and as Accreditation Liaison Officer
at Hawaii Tokai International College in Kapolei, Hawaii. She also serves as adjunct assistantprofessor of Writing, Speech, and Spanish language at the University of Maryland University
College, Adelphi, MD. She has been an Assistant Professor of Humanities at TidewaterCommunity College, Portsmouth, VA, teaching classes in Creative Thinking and Writing,Ancient, Modern and Contemporary Art. In the past, she worked as a lecturer of Italian and
Latin languages at the University of Hawaii at Manoa and trained military linguists and Flag
Officers for the Defense Language Proficiency Test (DLPT) in Advanced Spanish language.
Her research interests include foreign language learning (Classics, ESL, Italian, Spanish),Western/Eastern Literature and Mythology, and Education with emphasis on Homeschoolingand Curriculum Development. Her publications include articles published on the Journal ofInterdisciplinary Humanities and several presentations held at the Accrediting Commission forCommunity Junior Colleges (ACCJC) Conference in Irvine, CA, at Tokai University Shonan
Campus, Japan, and at South University, Virginia.
Dr Intakhab A. Khan, King Abdulaziz University, Saudi Arabia
Intakhab A. Khan is an Assistant Professor (Pedagogy of English) at King Abdulaziz
University, Jeddah, Saudi Arabia. He holds postgraduate qualifications in English (MA, AMU,
India), MEd (Jamia Millia Islamia, India), MPhil and PhD (JMI, India). His research andpublications include education, language education, teaching of English, peace education,

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culture-based teaching of English, educational policy and curriculum development. For the past
24 years he has been actively engaged in teaching, training, professional development,
conference presentations, research, publication and community services. An author of 12 books
and 60 articles/papers, Dr Khan has been carrying out sponsored projects on writing textbooksin the area of English language teaching in Saudi Arabia.
Dr Lynda Leavitt, Lindenwood University, USA
Lynda Leavitt is an associate professor in the School of Education, Educational Leadership,
Lindonwood University, USA. She is Director of the Future Institute Research Center and
Editor of the Journal of Educational Leadership in Action (ELA). Teaching responsibilities
include EdD Capstone coursework in the Educational Leadership doctoral program along withserving as dissertation chair and committee member to many doctoral students. Dr Leavitt
received recognition as Lindenwood University President's Scholar-Teacher and nationalrecognition as Alpha Chi Honor Society Sponsor of the Year. She earned her EdD in
Educational Leadership from Saint Louis University and holds an MA International Studies,
MA Curriculum and Instruction, BS Elementary and Special Education and BS Political
Science. Recent publications: Handbook of Research on Advancing Critical Thinking in
Higher Education and Cultural Awareness and Competency Development in Higher Education.
Jessica Loh, Institute of International Education, Thailand
Jessica Loh is the Director of Outreach with the Institute of International Education in Bangkok
where she oversees outreach initiatives for global scholarships in Asia-Pacific. Equipped with
an MA in International Education, she served six years at Payap University in Chiang Mai,
Thailand, where she established the International Campus Life unit, implementing programsfor Payap's foreign student body to support international student development and integration.
She then joined the University of Michigan, where she advised engineering students and facultyon co-curricular education abroad program design, and co-developed an Engineering AcrossCultures study abroad in Thailand. She served as mentor for the IIE pilot course, “Connectingwith the World: International Relations at Higher Education Institutions”, to familiarize
Myanmar universities with campus internationalization. She is interested in combining arts andeducation, as exemplified by her organization of Chiang Mai’s first Southeast Asian Film
Festival, which focused on society and human rights. With over ten years of working ininternational education in Asia, she is knowledgeable about comparative education topics,
especially pertaining to student mobility, internationalization, and institutional best practices
for international programs.
Dr Alyson McGee, Massey University, New Zealand
Alyson McGee earned her PhD (Educational Research) at Gothenburg University, Sweden.
Initially, she was a primary school teacher in the United Kingdom before studying to be a
TESOL educator and working in France, Spain, Turkey, and Greece. As an academic, she has
worked in the United Kingdom, Sweden, United Arab Emirates and New Zealand. Currently,
she is the Academic Advisor for Internationalization and TESOL program at the Institute of
Education at Massey University, New Zealand. Her research interests include
internationalization in higher education; TESOL in schools and higher education contexts in
English speaking and non-English speaking countries; leadership of TESOL; professional
development and learning for teachers and teacher’s educators; and qualitative research,
particularly action inquiry. She has academic publications in peer-reviewed journals, education
journals/magazines for teachers, published research projects, has been solicited for guest
writings for publication in book chapters and has served as a keynote speaker.

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Dr Thelma D. Manansala, Bataan Peninsula State University, Philippines
Thelma Manansala is a full-time permanent faculty member of the Bataan Peninsula State
University, Philippines. She was accredited into full professor by virtue of NBC Cycle 5 in
December 2014. She has been the cluster chair of the Mathematics Department from 2006 to
2016. She finished her Doctor of Education major in Educational Supervision and Management
at the Bataan Peninsula State University in the Philippines, and Master of Arts in Educational
Management at the same university. She has been in the teaching profession for 27 years. She
has authored text books in College Algebra, Trigonometry, and Statistics. Her research interest
focused on education in the Philippines including analysis of policies in education,
management of both public and private institutions, curriculum and instructional development.
She is a committee reviewer of the International Conference on Leadership and Governance,
European Conference on Social Media, and was a senior reviewer at IAFOR's IICSSDubai2017
conference. She is also a reviewer for the following journals: Merit Research Journal of
Education and Review, African Education Review, and Journal of US-China Public
Administration.
Dr Teri Marcos, National University, USA
Teri Marcos completed her doctoral degree in Organizational Leadership, with an emphasis in
Educational Management at University of La Verne, in California, USA. She currently serves
as Professor, Lead Faculty, Educational Administration at National University’s Los Angeles
Regional Center for the Sanford College of Education. Having served as a middle school
educator and school administrator for 20 years she is leading several multi-university research
projects including how districts engage leadership from a distributed lens, the collective
efficacy of staff academic optimism on growth in student learning, and how iPrincipals bestlead Technology Language Learners. To date, she has peer-reviewed four school leadershipbook manuscripts for Corwin-Sage, as well as manuscripts for the Journal of Women in Higher
Education. She has served on the editorial board for the Journal of Urban Learning, Teaching,
and Research (The American Educational Research Association). Her qualitative and mixedmethods research interests include: the collective efficacy of high-performing school staff in
low socio-economic schools; the effects of legislated educational reform on student learning;coaching school leaders for equity; digital reflective portfolios; and assessment of curriculum
and instruction.
Dr Elena Raevskikh, Centre Norbert Elias, France
Elena Raevskikh is a research fellow at the French National Centre for Scientific Research(CNRS), at the Centre Norbert Elias in Marseille, France. She holds a PhD in sociology fromthe School for Advanced Studies in the Social Sciences (EHESS). Her PhD thesis is entitled“The Genesis and renewals of institutional forms of culture: a study of music conservatories
and their territorial anchors”. Dr Raevskikh has also graduated in international public law fromthe Lomonosov Moscow State University Law Faculty in Russia, where she studied the legal
aspects of the process of economic and monetary integration in the European Union. She iscurrently involved in the ANR-Curricula research project funded by the French National
Research Agency, which aims to analyze the reorganization of cultural institutions in cities
designated “European Capitals of Culture” in four European countries (France, Sweden,
Poland and Italy). For this project, Dr Raevskikh is developing new conceptual andmethodological approaches to identify the creative territories and the socio-cultural dynamics
of artistic innovation.

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Dr Sonal Mobar Roy, National Institute of Rural Development and PR, India
Sonal Mobar Roy is an Assistant Professor at the Center for PG Studies and Distance Education
at the National Institute of Rural Development and PR, India. She has worked as a Consultant
at the Center for Equity and Social Development at the same institute and carried out
monitoring and evaluation of sponsored government projects on the right to education andeducation for all. She worked as a Research Scientist at the Center for Exact Humanities at theInternational Institute of Information Technology, Hyderabad, before joining NIRDPR. Dr Roy
has an MA in Social Anthropology, along with an advanced level diploma in Computer
Applications. She earned her PhD in Sociology from the Department of Humanities and Social
Sciences, Indian Institute of Technology Kanpur, one of the premier institutes in India. Her
doctoral study focused on stigma related to TB and HIV in the Ladakh region of India, and thefieldwork was sponsored by Parkes Foundation, UK. Her research interests include Sociologyof Education and Health, Culture Studies, Rural Development, Ethnography and Crowd
sourcing. She has been involved in teaching, research and training at her institute and iscurrently working on compiling a compendium of best practices in rural development in India.
She has national and international publications to her name and strives to bridge the gap
between theory and practice through her writings and research.
Dr Akihiro Saito, Hakuoh University, Japan
Akihiro Saito is a lecturer in the Faculty of Education, Hakuoh University, Japan. His researchinterests include pedagogy, attitudes and identity in language learning, education policy anddiscourse theory. He is currently an editorial board member of Dialogic Pedagogy Journal.
Meanwhile, he serves as a reviewer for System (Elsevier), The Asia-Pacific Education
Researcher (Springer), and Eurasian Journal of Applied Linguistics. His articles have appearedin International Journal of Applied Linguistics (Wiley-Blackwell), System (Elsevier), andInternational Journal of Pedagogies and Learning (Taylor & Francis). He is the recipient of the2016 Japanese Association of Qualitative Psychology International Research andCollaboration Promotion Award.
Dr Najwa Saba ’Ayon, Rafik Hariri University, Lebanon
Najwa Saba ’Ayon is a full-time assistant professor in the College of Arts at Rafik Hariri
University, Lebanon. She is the advisor of the English Language Program and the coordinatorof all English and Intensive courses in the department in addition to Arabic Communication
Skills. Dr Saba ’Ayon has a BA in English Language, a teaching diploma in TEFL, as well as
an MA in TEFL from the American University of Beirut, Lebanon, and a Doctorate of
Education (EdD) from the University of Sussex, UK. She has a great deal of experienceteaching English as a foreign language (EFL). Besides teaching English courses, she has taught
elective courses, namely Intercultural Communication and Public Speaking. Moreover, Dr
Saba ’Ayon has published and presented in national and international conferences on flipped
learning, intercultural communication, student motivation, collaborative learning in ESP
courses, as well as EFL teachers’ conceptions of teaching and their practice. She is interested
in teacher training and development, ESP, intercultural communication, and preparation of
professional communicators. Recently, Dr Saba ’Ayon served as an editor for Sage Open anda senior reviewer of abstracts in The IAFOR International Conference on Education – Dubai
2017. She is also reviewing abstracts for The IAFOR International Conference on Education –Dubai 2018.
Dr L. Bethe Schoenfeld, Western Galilee College, Israel
Bethe Schoenfeld completed her doctoral degree entitled “Dysfunctional Families in the
Wessex Novels of Thomas Hardy” at Anglia Ruskin University, UK. Prior to that she

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completed her MA in English Literature entitled “Shakespeare’s Concept of Law and Justice”
at the University of Haifa, Israel. She has been teaching English as a Foreign Language (EFL)and English for Academic Purposes (EAP) since 1985 in Israel. Her current research interests
include student behavior and learning strategies in online foreign language courses as well as
the socio-cultural impact of increased awareness of Israelis of the American rock band The
Grateful Dead. She has co-authored several tertiary level textbooks, focusing on both criticalthinking skills and academic-level articles and questions, for students of English learning
English in a non-English-speaking environment at the Intermediate and Advanced levels. She
has also been senior editor for department-wide EFL exams at the Intermediate and Advanced
levels for the past 10 years at the Western Galilee College, where she has been lecturing since
1996.
Dr Chung-chin Wu, National Pingtung University, Taiwan
Chung-chin Wu is Assistant Professor at National Pingtung University, Pingtung, Taiwan. He
is originally from Taichung, Taiwan. He received his doctoral degree with an emphasis inachievement motivation and juvenile delinquency from the Institute of Education at the
National Cheng Kung University in the winter of 2015. He holds a Master’s degree in earlychildhood education from Chen Chi University in Taipei, Taiwan. His research focuses areachievement motivation and juvenile delinquency for young child and adolescents,
respectively. He was awarded funding by the Ministry of Technology in Taiwan to conductmultidisciplinary research with junior high school students during 2014. He is currently
working on a research project regarding preschool teachers’ classroom goals and preschoolers’
learning motivation.
Dr Huanshu Yuan, University of Washington, USA
Huanshu Yuan holds a Master of Education degree with distinction in Bilingual andMulticultural Education. She received her PhD in 2017 in the field of Multicultural Educationfrom the University of Washington (College of Education). She is a frequent presenter atnational and international education conferences. Her teaching and research interests are
multicultural and social justice education, culturally responsive teaching, curriculum
development and reform, ethnic studies, and teacher education. Huanshu’s current researchconcentrates on creating multicultural learning environments for students from diverse
backgrounds, as well as preparing culturally responsive teachers for future students.

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Editors’ Introduction
It is our great pleasure and honour to introduce our December 2017 issue of the IAFOR
Journal of Education. This issue is a selection of papers submitted directly to our journal aswell as studies presented at the following conference:
1. The IAFOR International Conference on Education 2016. ECE2016 was held at The
Jurys Inn Brighton Waterfront, Brighton, United Kingdom, on June 29 – July 3.
Conference Theme: “Education and Social Justice: Democratising Education.”
The first paper, entitled “Students with a foreign background in Italian Initial Vocational
Education and Training (IVET) and the access to Italian as Second Language” is authored by
Luisa Daniele, a researcher working at National Institute of Research on VET and LabourMarket, Italy, a governmental agency with the responsibility of monitoring and evaluating
labour market policies, including training policies for employed and unemployed adults. The
article is based on the results of a 2014–2015 quantitative survey on a sample of 1,840
foreign students and 1,835 Italian students. These students attended courses in the Initial
Vocational Education and Training (IVET) system in six Italian Regions. Some conclusivereflections on the enhancement of multilingualism in the Initial Vocational Education andTraining (IVET) system are proposed for the development of national strategies in order tostrengthen intercultural teaching and curricula, such as moving from spontaneous andscattered interventions to a systematic and formal plan to develop the provision of Italian as
second language at regional and national level in primary education and for adults in theworkplace.
The second paper, jointly authored by Oyetoro Oyebode Stephen and Oloyede Ezekiel Ojo,
is entitled “Empirical Validation of Indices for Consideration in the Revision of
Recommended Senior School Financial Accounting Textbooks in Southwestern Nigeria. This
article is borne out of the need to identify specific indices of recommended Financial
Accounting textbooks that need be revised and strengthened rather than cast platitudinous
aspersions on the textbooks altogether. The study utilized the survey research design and themultistage sampling technique to draw out data on teachers’ evaluations of the recommended
textbooks. A robust non-parametric test-Kruskal-Wallis-was used to analyse gathered data.
Inferences were drawn that textbook indices where significant differences exist among
textbooks are likely indices for consideration in the revision of the recommended textbooks.
The third paper, entitled “The impact of Pecha Kucha Presentations in the Assessment of aTranslation Studies Unit at The University of Western Australia”, is authored by Anna Gadd
Colombi. The article discusses the implementation of Pecha Kucha presentations in theassessment of a unit of Translation Studies – Translation Localisation – at The University ofWestern Australia, in semester 2, 2015. Pecha Kucha is comprised of 20 timed slides thatappear on the screen for 20 seconds each, for a total of 6.40 minutes. Student presentations in
the case study were aimed at assessing students’ knowledge of the functioning of SDL Trados,
a localisation software. The results obtained in this case study suggest fruitful avenues for
additional exploration. The student cohort thoroughly enjoyed the Pecha Kucha experienceand felt that preparing for and presenting a Pecha Kucha helped them achieve brevity,
conciseness, and made them able to deliver large amounts of information in a short time.
Furthermore, presentation times were drastically reduced and students’ attention levels were
extremely high during their peers’ presentations. Most importantly students felt that thePecha Kucha assessment helped improving their overall speaking and presenting skills.

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The fourth paper, entitled “Elements of Motivational Structure for Studying MechanicalEngineering”, is co-authored by Nikša Dubreta and Damir Miloš. Nikša Dubreta and Damir
Miloš, found that their research interests converged in the topic of students' extrinsic andintrinsic motivation to enrol higher education; they conducted a research with freshmen at theFaculty of Mechanical Engineering and Naval Architecture at the University of Zagreb,
Croatia. The survey findings imply that relatively inconsistent structure of students' extrinsic
and intrinsic motivation could be seen as inherent to an ambiguous process of study
enrolment. It is expected that research outcomes will be useful to faculty management toshape and promote the engineering study programme that will encourage hesitant freshmen.
The fifth paper, written by Imam Suyitno, is entitled “Cognitive Strategies Use in Reading
Comprehension and Its Contributions to Students' Achievement.” In the curriculum of thestudy program, reading is one of the subject matters that must be programmed by students.
Students are required to take the course of reading and must master reading skills well. The
various literature states that the strategy of reading affects the quality of reading
comprehension. For that, in an effort to overcome the obstacles faced by students, in reading
lectures, a researcher conducted an empirical study on the level of student competence inunderstanding a text and strategies used by students in understanding the text. The results ofcritical reflection show that in understanding the text, the students used various cognitive
strategies. The diversity of cognitive strategies used by students influences the diversity ofcomprehension reading scores obtained by the students. Based on these findings, it isrecommended that cognitive strategies that have significant positive contributions to textual
understanding need to be trained in reading lecture practice.
The sixth paper, authored by Ayobami Gideon Adeleke, is entitled “Effects of Geographic
Information System on the Learning of Environmental Education Concepts in Basic
Computer-Mediated Classrooms in Nigeria” adopts Environmental Geographic Information
System (EGIS) in computer-mediated classroom - a modern, powerful strategy via which
educational improvement might be enhanced. The study found no significant effects ofintervention on performance and retention. Result reflects on Nigeria’s unfitness for EGIS in
her teaching-learning process at the moment. Subsequent researches across geo-politicalzones of the nation are needed to reiterate the needfulness of EGIS and facilitate its
implementation.
The seventh paper, entitled “Investigating the Major Effect of Principal’s Change Leadershipon School Teachers’ Professional Development”, is co-written by Dian-Fu Chang, ShengNan Chen, and Wen-Ching Chou. This study is based on the data collected from elementary
schools in New Taipei City. The research focuses on principals’ change leadership perceived
by school teachers and explored which dimension of change leadership might impact onteachers’ professional development. This study demonstrates positive relationship between
the principal’s change leadership and teacher’s professional development. The result reveals
when the perceived principal’s change leadership existed in schools, it can reinforce theteacher profession development in terms of their willing to participating the teaching related
enhancing activities and the expected effect of participation. It is expected that researchoutcomes might be applied to more wide practices to improve teachers’ performance invarious settings.
The eighth article, written by Birgit Phillips, is entitled “Student-produced podcasts inlanguage learning – Exploring student perceptions of podcast activities.” As the title suggests,
the paper explores student perceptions of podcasts as a learning tool, thereby contributing to22

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research on student-produced podcasts in the language classroom. After exploring the
primary pedagogical implications of student-produced podcasts in language learning, theauthor describes two podcast assignments and the results of surveys conducted after thecourse aimed at exploring the students’ level of acceptance and enjoyment of the podcast
assignments, as well as the perceived learning benefits. The results indicate that incorporating
student-produced podcast assignments into a course is challenging for both students andinstructors. The paper addresses these challenges by presenting practical advice on how thesechallenges may be overcome. In addition, the article highlights some of the main learningbenefits of student-produced podcasts, including increased motivation, digital literacy,
language confidence, and fluency, as well as vocabulary acquisition.
Please note that we welcome original research papers in the field of education submitted byteachers, scholars, and education professionals, who may submit their manuscripts eventhough they did not participate in one of the conferences held by IAFOR. We also welcome
book reviews, reviews of the literature in the field, and contributions introducing key
educational scholars.
The IAFOR Journal of Education is an internationally reviewed and editorially independentinterdisciplinary journal associated with IAFOR’s international conferences on education.
Like all IAFOR publications, it is freely available to read online, and is free of publication
fees for authors. The first issue was published in May 2013, and the journal continues topublish three issues per year. The next issue, Volume 6 Issue 1 is scheduled for publication
on March 1, 2018; this issue will also be a selection of papers submitted during the above
mentioned conferences as well as papers submitted directly to our journal. IAFOR
publications are freely accessible on the IAFOR website (Open Access).
Best regards,
Bernard Montoneri, Lucy Spence, Yvonne Masters, and Massoud Moslehpour
IAFOR Journal of Education
ije.iafor.org

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Students with a foreign background in Italian Initial Vocational Education
and Training (IVET) and the access to Italian as Second Language

Luisa Daniele
ANPAL - Italian Agency for Active Labour Market Policy

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Abstract
This paper is based on the results of a 2014–2015 quantitative survey on a sample of 1,840
foreign students and 1,835 Italian students, of which, 41% of the Italians and 35% of those offoreign origins interviewed were female. The overall age was between 14 and 24, and thesestudents attended courses in the Initial Vocational Education and Training (IVET) system in
six Italian Regions: Emilia-Romagna, Lazio, Lombardy, Sicily, Tuscany, and Veneto.
Language is the central issue in the survey, both in relation to the construction ofmulticultural and transcultural identity, and as a bridge to combine localisms with the global
dynamics of migration, in its "dialect" edition. Some conclusive reflections on theenhancement of multilingualism in the Initial Vocational Education and Training (IVET)
system are proposed for the development of national strategies in order to strengthenintercultural teaching and curricula.
Keywords: young people of foreign origins in Italy; initial vocational education and training;
Italian as second language.

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Introduction
The main critical issue for Italy is the extreme heterogeneity of the drop-out rates in different
regions, with a steep increase in the regions of South Italy: 37.1% of 18–24 years-old dropout in upper secondary school reside in the South (in 2010–2011). The ISFOL1 research on
the outcomes of Initial Vocational Education and Training (IVET) in 2015 (“Occupati dalla
formazione. Seconda indagine sugli esiti occupazionali dei qualificati nei percorsi di IeFP –Employment and Vocational Training: second survey on occupational outcomes of qualified
young people” in IVET, ISFOL, 2014) reveals that the drop-out rates grow especially in thetransition from the first to the second year of upper secondary school. In the ISFOL (2014)
survey it is demonstrated that many of the young people who leave high schools are then"rescued" within the Vocational Training agencies, which provide curricula aiming atdelivering qualifications in the IVET system (from 2010–11 the IVET offer delivered in the
VET agencies concur to compulsory education). The IVET curricula delivered in the training
agencies are particularly appealing for this peculiar audience, the drop out component,
attracted by didactic styles connected with a “learning by doing” approach, and in need ofsupport and accompanying strategies, is witnessed by those who have attended a IVET
education path in the training agency (ISFOL, 2014) in terms of satisfaction and success.
Moreover, three years after qualification, 50% of the qualified students in IVET delivered by
the training agencies have already found their first job, thus performing better than thestudents that qualified from the education path delivered in schools: in this latter case the rate
diminishes at 38%.
Context Data
As for the contextual data, we see that the IVET in the 2014–15 educational year has had apositive trend, with more than 316,000 students enrolled in the triennial courses, that amounts
to the 11.3% of the total of the secondary cycle population (ISFOL, 2015).
The inclusive nature of the IVET – Initial Vocational Education and Training is evident,
incomparable with the parallel segments of our education system: in the year 2013–2014,
those students with foreign origins enrolled in IVET totaled 46,375, accounting for 16.9% of
total enrolments in IVET (except Islands, where data are not available) (ISFOL, 2015). If wecompare this data with that related to other educational pathways, we see that students withforeign origins in upper secondary school (general education) are only 6.6%, while in thetechnical and professional schools are 15.2% of total enrolments (ISFOL, 2015) (see Table 1).
Table 1: Students with foreign background in IVET pathways (I, II, III year), training year
2013–14 (v.a.; %).
Student
s withforeignoriginsintraining
agencies I-IIIyear(v.a.)
1

Total
enrolments inthetraining
agencies
I-III
year(v.a.)

Percentag
e ofstudents
withforeignorigins
enrolled
in thetraining
agencies

Student
s withforeignoriginsin theschools
I-III
year(v.a.)

Total
enrolmentsin theschool(general;technical;
professionalpathways)
I-III year

Percentage
of students
withforeignorigins
enrolled in
the school(general;technical;
profession

Total
pupils withforeignorigins
enrolled inthetraining
agencies +school(general;Total
students
withforeignorigins+
Italians inthetraining
agenciesand school

ISFOL is a public institute of research on VET and Labor Market, supervised by the Italian Ministry of Labor.

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Percentage
of students
withforeignorigins
enrolled inthetraining
agenciesand in theIAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

I-III
(%)

Total

22,836 119,445(v.a.)

19.1

23,539155,321alpathways)
I-III year(%)

technical;
professionalpathways)
I-III year
(v.a.)

15.2

46,375(general;technical;
professionalpathways)
I-III year
(v.a.)

school(general;technical;
professionalpathways)
I-III year(%)
274,766
16.9

Source: data elaborated by ISFOL (2015).
Turning our attention to the presence of non-Italian pupils in the school system, theavailability of data collected annually from the 2001/2002 school year allows making someobservations on the flows recorded in the last decade. The National Report 2013/2014(Ministry of Education – MIUR ISMU, 2015) confirms a large increase of foreign students
in the school population in the period 2001/02 – 2013/14 from 196,414 in the 2001/2002
school year (2.2% of the total school population) to 802,844 pupils with foreign origins in the2013/2014 school year (9% of the total), although with a progressive deceleration from2008/09 to date, in relation to the effects of the economic crisis in Italy (Ministry of
Education – MIUR ISMU, 2015).
Generally, it is remarkable that foreign students enrolled between 2009/10 and 2013/14 grewby 19.2% compared with a decrease of -2.0% of Italian students and a decrease of -0.4% of
the total school population (ISFOL, 2015) (see Table 2 below).
Table 2: School population by citizenship, school-year 2009/10, 2011/12 and 2013/14(v.a.; %).
School year Non Italian citizenship Non Italian citizenship % Italians
Total
2009/10
673,592
7.5 8,283,493 8,957,085
2011/12755,939

8.4 8,204,227 8,960,166

2013/14802,785

9.0 8,117,329 8,920,114

Source: data elaborated by ISFOL (2015).
Pupils with Romanian citizenship (154,621), Albanian (107,847) and Moroccan (101,176) areamongst the largest groups attending the Italian school in the school year 2013/14, then thegroup of Chinese origin students (39,211) follows, together with the Filipino group (24,839)(MIUR, 2015). Female pupils with a foreign background are 385,365, or 48% of all foreign
students, a similar percentage is observed among native students (48.3%; MIUR, 2015).
Although in the Italian context some excellent practices in terms of the integration of pupils
with foreign origins can be observed, nevertheless, international indicators are notsatisfactory. An overview of the performance of foreign-born students is presented in thenational report OECD PISA (2012) elaborated in Italy by INVALSI (an Institute of Researchof the Italian Ministry of Education). From this data (representing 7.3% of immigrants, firstand second-generation students) it is evident that the performance of immigrant students (firstand second generation) are in all the observed disciplines – math, reading, science – lower
than those of the natives, with marked geographical disparities between the South and North:with regard to the different levels of skills in mathematics, native students tend to have30

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significantly higher skills than those of students immigrants, with an average score of 490
against 442 seconds. Data confirms the orientation of the pupils with foreign origins to thetechnical and vocational training school, while only 20% of students with foreign origins
choose high schools with liberal arts curriculum (licei) (MIUR, 2015).
Italians follow a radically different model of choice with an extreme polarization of the
choices on liberal arts high school. Thus, 43.9% of Italian families choose high schools
focused on humanities or science education; 33.4% technical schools; and only 18.9%
vocational education. This data justifies concern of a kind of “segregation” of the school
population with foreign origins in technical and professional schools, but it is also plausible
to resize the data by reading it in relation to the aforementioned "polarization" of the choices,that is an extreme overrepresentation of liberal arts high schools among the Italian families, apeculiar phenomenon, if we compare the data representing school choices in higher
secondary level with the other major European economies.
Nevertheless, it is interesting to note that the students with foreign origins born in Italy (socalled G2 – Second Generation) have chosen liberal arts high schools (licei) in percentage
superior to other generations of students with foreign origins: 33.8% choose high school,
while the choice of vocational schools falls to 29.8% against 39.8% for other generations offoreigners (MIUR, 2015), a sign of rebalancing in the distribution of educational choices
among Italian students and foreign students.
Literature Review and Conceptual Framework
The migration phenomenon has changed over the past years not only in the origin but also in
the type of flows. In fact, from temporary and non-resident, migration has become
increasingly more permanent. Immigration for the purpose of work, once the bulk of
immigration fluxes, now coexists with immigration for the purpose of family reunification
giving to the phenomenon of immigration a more permanent character (Ambrosini, 2004). In
this transition from one phenomenon to another, the issue of social assimilation and school
integration of children born in Italy or those newly arrived has become relevant.
Therefore, since the 1990s, it has been necessary to find a new framework with different
categories and paradigms for the studies on immigration in Italy and in Europe. Immigration
studies moved from the conceptual framework on the assimilation processes drafted by the
Chicago School from the beginning of the Twentieth century, and then evolved into threemodels focusing on the family, cultural and social relationships. In the Chicago School’s
conceptual framework, an ascendant linear process is identified with the abandonment of
ethnic identity in favor of the acceptance of the host middle class values and style of life, withthe acquisition of good education, a good vocational integration and a full acculturation;
secondly, a selective process is described, when the migrant retains the original ethnic
identity and it is also thanks to the strong ethnic and family ties that the young immigrant
improves his social position; finally, a descendant process (the downward assimilation in
Portes & Zhou, 1993), where the entry in the host society occurs only through access tomarginal and deviant groups, where ethnicity becomes a stigma of discrimination, with this,early school leaving and an attitude of rejection towards the host culture is widespread.
The European debate started from the categories developed in North American theories, but it
drifted in the direction of a deeper analysis not only of the integration dynamics, but also of
the assimilation processes. The European debate has also focused on the relationships among31

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policies for active citizenship, education, training, work and the policies for migration. Theseissues have been rather neglected in American studies that tend to take for granted theinstitutional scenario of reference. European scholars have preferred to develop the debate on
integration rather than assimilation, basing their analysis on a comparison of the integration
contexts (Crul & Schneider, 2010) and then defining the integration process as an inclusive
path in the main host country institutions and focusing on the ways these relationships withthe economic, legal, cultural system are developed and their characteristics.
In Italy, moving from the scientific debate derived from the North American studies, aninterpretative model of the integration in the host society was proposed, from the combinationof two key variables: the economic integration and the cultural assimilation in the second
generation (Ambrosini, 2004) (see Table 3 below).
Table 3: The economic integration and the cultural assimilation in the second generation.
Cultural assimilation
Low

High

Economic integration
Low
Marginal assimilation: young
immigrants set inmarginalized anddiscriminated communities,
who develop oppositional
feelings toward the hostsociety and its rules
Anomicdeceptive
assimilation: acquisition ofwestern lifestyles, but in theabsence
of
tools
and
opportunities to obtain thenecessary means to haveaccess to the corresponding
consumption standards

High
Selective
assimilation:
academic
success
andeconomic progress favoured
by maintaining community
ties and different cultural
codes
Classical linear assimilation:
cultural assimilation, withthe abandonment of ancestral
identity, which goes hand inhand with the economic andsocial advancement

Source: Ambrosini & Molina (eds.), (2004).
The table above shows that the new category introduced by Ambrosini & Molina (2004), incompairison with those adopted by Portes & Zhou (1993), is the anomic or deceptive
assimilation, with an emphasis on consumptive and consumerist life style and not only on
only on cultural and social opportunities.
In particular, in the field of sociology of education, the question of the inclusion of young
immigrants in education and training courses is linked to the issues of identity and belonging:the definition of "second generation" given to the children of immigrants indicates that theimmigrant status is inherited even if it is not lived in the first place, that is, it refers to thestatus of newcomer and therefore liable to discrimination, to have difficulties in the
integration process, to be viewed with suspicion due to their ethnicity: all conditions thatchildren would share with their fathers (Ambrosini, 2004). On the contrary, other authors
insist on the fact that the young represent a new world in comparison with that of the fathers,
as they hold values, attitudes, opinions similar to those experienced by young natives in thesame age group, crossing over the identity of the native families and the values of the hostcommunities. In this perspective, the contribution of Besozzi (2009) is particularly interesting,as she identifies the transnational identity as a characteristic trait of the “second generation”:

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children of migrants born in Italy or who have reached Italy in the school age. The so-called“second generation of migrants” share an identity with their peers in the native community
which is suspended between the global and local dimensions, despite their different origins.
The concept of transnationalism had already been mentioned in Anglo-Saxon studies (Glick
Schiller, Bach, & Szanton Blanc, 1992; Portes, 2003), and it indicates a new theoreticalparadigm where migrants and their children are not represented as passive subjects within the
inclusion/exclusion dynamics of the host communities, but as active subjects able to takeinitiatives according to their ambitions, the family values, the supranational relational
networks, thus determining the social and relational success for themselves and for theirchildren. This ability to bind the native and destination contexts, the original and the adoptive
cultures, indicate a chance for the second generation to take advantage from both the local
and global belonging for their aim of social, economic, relational improvement.
The Eurydice Report (2004) on school integration of immigrant children in Europe states that
two models are adopted in European countries: an integration model (with support provided
within the morning hours or in dedicated afternoon hours) and the separation model(immigrant children are organized in separated classes for a short or a long term).
Italy has chosen an intercultural paradigm where immigrant children are integrated inordinary classes, thus respecting the national post-unification tradition (post-1861) whendifferent children from different regions of Italy, with different origins, experiences, dialects(Vertecchi, 2001) were integrated in the same class, with the aim of educating the “newItalian citizen”.
So today, children with foreign backgrounds are integrated in the same mainstream classes.
Special measures are adopted depending on the strategies adopted by the Regional
educational policies, for example, the number of children in the class is limited, educational
activities to support the learning of Italian as a second language are added, or even artistic
activities, for all children, native and foreign are foreseen, to support intercultural awareness.
In this political framework, an Italian scholar has defined intercultural education as: "thetransformation of the educational context, through the implementation of communication
processes between people with different cultural orientations, attitudes and lifestyles"(Besozzi, (ed.), 2005, p. 48).
Methodology of Research
Moving from the conceptual framework and the context above outlined, the field of survey
has been defined as the analysis of the characteristics of the students with foreign origins
participating in the system of initial vocational training.
The first version of the questionnaire was built on the basis of these research issues. The
questionnaire then was subjected to a try-out test in order to verify the clarity of the questions,and the internal and external consistency.
The population of reference (pupils of foreign origin) in the training agencies was not known,
as not all Italian Regions (responsible for the planning of the training activities, according to
the Italian Constitution) keep the “foreign origins” variable when collecting data on thestudents attending initial vocational training courses. Thus, it was necessary to proceed to a33

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two-stage sampling strategy, with the training agency considered as unit of reference. Theintersection and systematization of data has produced an initial 1968 database of certified
training agencies, from which the first-stage sample was selected. Moreover, a reserve list has
been extracted from the same database, in case the agencies from the main sample refuse toparticipate in the survey. The next step to a second-stage sampling has allowed theidentification of the students to be interviewed, but since the target population was only
partially known, it was not possible to build a pure probabilistic sample.
The research was carried out by ISFOL in 2014–2015 (Daniele, 2014; 2015a; 2015b); on
students with foreign background in IVET: 124 vocational training institutions in Lombardy,
Veneto, Emilia Romagna, Tuscany, Latium and Sicily were reached. 3675 questionnaires
were retained for the analysis, of which 1840 were filled in by students with foreign
backgrounds. Of this latter sub-sample, 149 pupils had a foreign parent and one parent bornin Italy (8.1%); 488 were students born in Italy, from foreign parents – G2 (26.5%); 212 were
pupils arrived in Italy when they were less than 6 years – G1.75 (11.5%); 541 were students
that arrived in Italy when they were between 6 and 12 years – G1.5 (29.4%); 434 werestudents arrived in Italy when they were between 13 and 17 years – G1.25. Only 16 (0.9%)
questionnaires were compiled by pupils arrived in Italy at the age of 18 or more – G1, (for thedefinition of G2; 1.5; G1.75; G2, see Rumbaut, 1997) this quota, being statistically notsignificant, it has not been considered in the detailed analysis (see Table 4).
Table 4: Students with a foreign background interviewed, according to the migratory
generation.
Students with a foreign parent and one parent born in Italy
Italian foreign students born in Italy G2.0
Students arrived in Italy when they were less than 6 years G1.75
Students arrived in Italy when they were between 6 and 12 years G1.5
Students arrived in Italy when they were between 13 and 17 years G1.25
Students arrived in Italy at the age of 18 or more – G1*
Total

Sample size
149
488
212
541
434
16
1840

%
8.1
26.5
11.5
29.4
23.6
0.9
100

*This quota, being statistically not significant, it has not been considered in the detailed
analysis.
Source: data elaborated by ISFOL (2015).
The core topics were: family situation and the migratory pathway; studies and training;satisfaction with the choice of VET and integration within the training centers; prospects andexpectations regarding employment; linguistic and social integration outside the training
context. The questionnaires were administered by ISFOL during the months of April-June
2013. The survey was financed by the Italian Ministry of Labor.
Results and Discussion
As stated above, the issue of the presence of foreign-born students, linked to the theme of thequality of the general education, has been present in the Italian scientific literature since theearly 1990s. Less attention has been paid to the presence of foreign students in vocational
training and education, not only in relation to the performance of pupils with foreign
backgrounds, but also with regard to the integration, identity and belonging to the peer groupin the training centres.

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The term integration, therefore, refers also to the possibility of participation in a community,
thereby “recognizing a full existence active and conscious – not without conflict – of thesubjects to integrate” (Besozzi, Colombo, (eds.), 2012, p. 9). Thus, the question of integration,affiliation, personal identity formation, social and cultural development of the new citizens isrelevant from the dual point of view of the relations between individuals and between themand the larger society.
Against this background, the general hypothesis that motivates this article is that the identity
and cultural belonging is dynamically determined through the relationship with those whohave a similar linguistic and cultural origin, but also with the new groups met in the countryof destination. The relational dimension brings up a new paradigm concerning cultural
identity, linked to the exchange with the various human, spatial and temporal contexts.
The wide diffusion of Italian as a “lingua franca” for those who has arrived in Italy fromschool age, but also for newcomers, has been growing since the early Nineties. In fact, theterm of "Italian as second language" does not represent anymore the extensive andwidespread use of this language made by the young people with foreign origin in theexchanges with the natives, but also in inter-ethnic relationships.
Italian has become actually a "second mother tongue", visited and practiced, next to thematernal language of origin. Italian, in fact assumes an important place in the construction of
the identity for adults and young people, in the exchanges and in the narration of the personalor family migration. The Italian language then looks like:••••“The language of “survival” for the adults newly arrived in Italy;
the language of work and exchanges for those who reside here since longer;
the language “to certify" for those who demand the release of the residence permit;
the language “of the children” for foreign families, whose children every day bringat home new terms, new meanings and stories.”2

The context has therefore become very complex and diversified: the needs related toacquisition of Italian on behalf of the newly arrived adults and children, coexist with theneeds to refine the language, to better the mastery and quality of expression in the workplaceand in everyday situations, improving vocabulary, syntax, oral expression and writing. These
needs are linked to the expression of the self and the strengthening of the social roles of theadult or young adult (student, citizen, user, patient, etc.).
Table 5 shows that the percentage of students with foreign background attending Italiancourses as second language tends to increase with the age at arrival (from 14.4% to 70.6%).
Worryingly, 21.9% of young people arrived in Italy between 13 and 17 years old report nothaving attended any Italian course. An alarm bell is ringing for this generation of students
near to becoming full citizens at the age of 18 (see Table 5).

2

National Observatory of the integration of foreign students – Osservatorio nazionale per l’integrazione degli alunni stranieri e perl’intercultura, p. 3.

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Table 5: Students who have attended Italian as second language courses (%).
Migratory generation

Yes, organized by
the school that I
attended before the
CFP
Yes, organized by
the CFP that I
attend now
Yes, organized byassociations orother bodies
No, I have notattended any
courses
No answer
Total

Italianforeignstudents bornin Italy G2.0

Students arrived in
Italy when they
were less than 6
years G1.75

21.2

10.8

33.9

49.0

3.6

1.8

2.0

10.4

6.1

1.8

4.7

11.2

56.2

79.6

54.9

21.9

12.9

6.0
100

4.5
100

7.5
100

100

Students arrived in Students arrived in
Italy when they
Italy when they
were between 6 and were between 13
12 years G1.5
and 17 years G1.25

Source: data elaborated by ISFOL (2015).
The questionnaire contained a question about the knowledge of Italian (speaking, reading andwriting competence), a self-assessed measure which can give the representation of theperceived easiness in the everyday use of Italian. In the comparison between pupils withforeign background and Italians, as far as speaking and reading is concerned, there is no great
difference: in both cases more than 90% of Italians and students with foreign origins declare
to be good or very good, it is so evident that the students with foreign origins have reachedthe level of native children. More distance is recorded for writing: 8.2% of the students with aforeign background say they are poor or very poor in writing, compared with 3.1% of the
Italian sample. If we consider into details this data, it is remarkable that 15.8% of the 1.25
Generation arrived aged between 13 and 17 years old (6.9% of G1.5; 3.9% of G1.75; 5.6 ofG2.0) affirms to be poor or very poor: the question should be posed whether this generation
will be able to bridge this important gap after the age of 18 without focused initiatives toavoid their permanent exclusion from an active and full citizenship.
Multilingualism is also a relevant issue. Italian educators are giving growing attention to thismatter, considering that multilingualism could, on one side, enrich the curriculum of themonolingual students giving them more instruments in an intercultural world, on the other,valorize the migratory history of the foreign students, who are otherwise made invisible intheir specificity. The foreign students, compared to Italian students, claim more frequently toknow at least one other language besides Italian and in 31.5% of cases, even three languages.
For Italians the second language indicated is predominantly English, while for students withforeign background, it is their mother tongue (Figure 1).

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Figure 1: Multilingualism: comparison among Italians and foreign students*; migratory
generations (Rumbaut, 1997); in %.
* Only valid responses "very good" and "fair" (in a scale of four values) to the question: canyou speak, read or write a foreign language (Italian included in "two" or "three" languages).
Source: data elaborated by ISFOL (2015).
The analysis of the use of the language in everyday situations gives counter-intuitive results:
Italian is the first language used by foreigners in relationships between peers, and this also
applies to the most recent generations that arrived in Italy, but it is even more relevant thatseveral generations of foreign boys and girls use Italian more frequently than the Italians,
who (for 20.5% of the Italian sample), in many regions, prefer to use a dialect instead of
Italian in their relationships with peers and within the family. Thus, in some regions the
Italian language has become a vehicular language for the relationships within institutions,even schools and training centers. It is then possible to observe the presence of bothintercultural and globalization dynamics and forces related to localism, which are still verystrong and rooted in all Italian regions (Table 6).
Table 6: Italian (and dialect) in everyday life (1^ choice; %).
Italians G 2.0 G1.75 G1.5 G1.25
79.5 82.3 87.4 78.3 67.2
Italian
1.4 15.0 10.1 19.4 31.8
Foreign language
19.1
2.7
2.5 2.3
1.0
Italian dialect
100 100
100 100
100
Total
1835
488
212
541
434
v.a.
Source: data elaborated by ISFOL (2015)

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The scene is completely different considering the language used in the relationships withfamily members: for the students with foreign backgrounds, their mother tongue becomes thefirst language spoken, even for the generations born in Italy (G 2.0) who still keep the mothertongue as the language which underlines their belonging to the native community. Similarly,
in a symmetrical perspective, for the Italian students, in one case out of five, it is the dialect –the language of identity – that is dominant in domestic relationships within the family (Table
7).
Table 7: First Language spoken in family relationships (1^ choice; %).
Italians G 2.0 G1.75 G1.5 G1.25
78.5 39.2 42.5 30.3 19.0
Italian
0.6 59.9 57.5 69.3 80.8
Foreign language
20.9
0.9
- 0.4
0.2
Italian dialect
100
100
100
100
100
Total
1835 488
212 541434
v.a.

Source: data elaborated by ISFOL (2015)
Conclusion
The above considerations, drawn from the results of research conducted by ISFOL, including
the context analysis carried out through the interviews with directors, teachers and tutors of
the training centers, lead us to present some concluding remarks in the field of strengtheningof Italian as second language and the enhancement of a multilingual presence in theclassroom as a cultural enrichment factor:a) First, it seems necessary to move from spontaneous and scattered interventions to asystematic and formal plan to develop the provision of Italian as second language at regionaland national level in primary education and for adults in the workplace. This plan should take
into account regional specificities and promote collaboration between institutions that alreadyhave accumulated significant experience in the field, like in the case of the Adult Learning
Centers, or the courses financed by the European Fund for the Integration-EFI, and theinitiatives promoted by the non-governmental organizations with quality standards at
European levels.
b) Secondly, it seems necessary not only to develop a training offer for the achievement of
the A2 level (corresponding to the beginner’s level in the Common European Framework ofReference for Languages – CEFR) in Italian as second language (this certificate is necessary
to get the residence permit for long-term residents), but also to develop devices and teaching
methods to reach the most vulnerable users, those who are illiterate or with low literacy. It isnecessary to develop learning content related to everyday situations. Also, it should no longer
be delayed in the development of content that meet even the highest levels of Italian language
command (B1, B2, C1, C2, in the Common European Framework of Reference for
Languages – CEFR) for those who already received a tertiary education in their own country.
c) An alarm bell sounds for the foreign students that arrived in Italy that are aged 13 to 17
years: in 15.8% of cases they claim to have little or no expertise in writing in Italian. This
circumstance can seriously impair their ability as citizens and workers in the absence of38

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specific interventions for this group. Similarly, the argument can be extended to newly
arrived pupils, whatever their age on arrival. In fact, comparative research, analyzing PIAAC
data (Alieva Aigul, 2014), has demonstrated the limited usefulness of the model of“segregation” through the transit of newly arrived pupils in “special” classes before theirintroduction in general classes. Instead, the model of immediate “integration” in generalclasses, as it is in Italy, seems to give better results in terms of performance of the second
generation. Nevertheless, it is also true that today this practice is based mostly on theinformal capacity of learning and the adaptation of pupils of foreign origins, and it is
supported by competences, as well informal, in terms of multicultural pedagogy and teaching
methods, acquired by the teachers on the field. The provision of Italian as a second language
should be, on the contrary, individualized, and organized in 6–8 hours of teaching per weekwith teachers with specific preparation (Aluffi Pentini, 1995). Moreover, for foreign-bornstudents compensatory measures also should be considered: for example, the recognition of
the level of command in the mother-tongue and the recognition of "credits" for incoming
students from foreign school systems.
d) “The right to education can only be fully exercised if the learners master the specificlinguistic rules that are applied in schools and are necessary for access to knowledge. (. . .) In
this context, particular attention should be paid, right from the outset of schooling, to theacquisition of the language of schooling, which, as both a specific school subject and a
medium of instruction in the other subjects, plays a crucial role in providing access toknowledge and cognitive development” (Recommendation of the Committee of Ministers tomember States on the importance of competences in the language(s) of schooling for equity
and quality in education and for educational success (CM/Rec(2014)5), pg. 4). It is really
relevant to make students acquire a good understanding of the "micro-languages", thespecialized languages related to each discipline: “every school subject (history, art,
mathematics, etc., including the language of schooling as a specific subject) uses its own
specific forms of oral and written expression: students should master these forms in order tosuccessfully participate in school activities” (ibidem, p. 4). It is therefore important thatteachers are aware of their role as facilitators of learning, and that they are supported in thisrole. In the 2014 Recommendation of the Council of Europe on the importance ofcompetences in the language(s) of schooling, some operational runways are suggested for
those responsible for educational contents and programs to promote effective consideration of
the linguistic dimensions in the various school subjects by:
1.
2.

3.
4.
5.
6.

“Making explicit the specific linguistic norms and competences which learners must beable to master in individual school subjects;
making explicit in the programmes and curricula the learning modalities that should
allow all learners, and in particular the most vulnerable among them, to be exposed todiversified language-learning situations in order to develop their cognitive andlinguistic capacities;
highlighting, in the programmes, convergences in the linguistic dimensions of thevarious subjects, in such a way as to reinforce the effectiveness of the educational
project;
recalling, in the programmes for the language of schooling as a specific school subject,
the special place which this language holds because of its cross-cutting effect on all thelearning processes conducted in that language;
encouraging authors of educational materials to ensure that such materials explicitly
take account of the linguistic dimensions of the different subjects;
continuing and extending research in this field.” (ibidem, p. 7).

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References
Aileva A. (2014). Accumulation of socio-economic inequalities among native and non-native
students in comprehensive and stratified school systems, Paper, Metropolis Conference,
Milan, November 2014.
Aluffi Pentini A. (1995). Per una pedagogia antirazzista. Teorie e strumenti in prospettiva
europea, Junior.
Ambrosini, M., & Molina, S. (eds.) (2004). Seconde generazioni. Un’introduzione a futurodell’immigrazione in Italia. Torino: Fondazione Agnelli.
Besozzi, E. (ed.) (2005). I progetti di educazione interculturale in Lombardia. Dalmonitoraggio alle buone pratiche, Milano, Fondazione ISMU, Regione Lombardia,
Osservatorio regionale per l’integrazione e la multietnicità.
Besozzi, E. (ed.) (2009). Giovani stranieri, nuovi cittadini. Le strategie di una generazione
ponte, Milano, Franco Angeli.
Besozzi E., & Colombo M. (eds.) (2012). Relazioni interetniche e livelli di integrazione nelle
realtà scolastico formative della Lombardia, Milano, Fondazione Ismu, Regione
Lombardia, Osservatorio regionale per l’integrazione e la multietnicità.
Council of Europe, (2014) Recommendation of the Committee of Ministers to member Stateson the importance of competences in the language(s) of schooling for equity and quality
in education and for educational success, CM/Rec(2014)5.
Crul, M., & Schneider, J. (2010). Comparative integration context theory: Participation andbelonging in new diverse European cities, Ethnic and Racial Studies, 33(7), 1249–1268.
https://doi.org/10.1080/01419871003624068
Daniele, L. (2014) Giovani immigrati di seconda generazione, formazione professionale,
occupabilità e cittadinanza attiva [Young second generation immigrants, vocational
training, employability and active citizens] Rome: ISFOL (ISFOL Research Paper,
2014/12).
Daniele, L. (2015 a). Gli allievi di origine straniera nella IeFP: percorsi, inclusione e
occupabilità [Students with foreign background in Initial VET: pathways, inclusion andemployability] Rome: ISFOL (ISFOL Research Paper, 2015/23).
Daniele, L. (2015 b). Gli allievi di origine straniera in percorsi di IeFP e l’accesso alla
lingua [Pupils with foreign background in IVET and the access to Italian as second
language] Rome (ISFOL Research Paper, 2015/28).
EURYDICE (2004). L’integrazione scolastica dei bambini immigrati in Europa, Bruxelles:
Eurydice.
Glick Schiller, N., Bach, L., & Szanton Blanc, C. (1992). Towards a transnational
perspective on migration. Race, class, ethnicity and nationalism reconsidered. New
York: New York Academy Series.

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ISFOL (2015). Occupati dalla formazione. Seconda indagine nazionale sugli esiti
occupazionali dei qualificati nei percorsi di IeFP. Roma: ISFOL.
Miur, Fondazione Ismu (2015). Alunni con cittadinanza non italiana. Approfondimenti eanalisi. Tra difficoltà e successi. Rapporto nazionale A.s. 2013/2014, Quaderni ISMU.
Miur (2015). Direzione generale per gli studi, la statistica e per i sistemi informativi –Servizio statistico, Gli alunni stranieri nel sistema scolastico italiano a.s. 2014/2015.
INVALSI (2012). OCSE – PISA, Rapporto nazionale. Roma: INVALSIPortes, A. (2003). Theoretical convergencies and empirical evidence in the study ofimmigrant transnationalism. International Migration Review, 37(3), 874–892.
Portes, A., & Zhou, M. (1993). The new second generation: Segmented assimilation and its
variants, Annals of the American Academy of Political and Social Sciences, 530(1).
https://doi.org/10.1177/0002716293530001006
Rumbaut, R. (1997). Assimilation and its discontest: Between rethoric and reality.
International Migration Review, 31(4), pp, 923–960.
Vertecchi, B. (2001). La scuola italiana da Casati a Berlinguer. Milano: Franco Angeli.
Corresponding author: Luisa Daniele
Email: luisa.daniele69@gmail.com

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Empirical Validation of Indices for Consideration in the Revision of
Recommended Senior School Financial Accounting Textbooks inSouthwestern Nigeria

Oyebode Stephen Oyetoro & Oloyede Ezekiel Ojo
Obafemi Awolowo University, Nigeria

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Abstract
The study determined a significant difference in teachers’ overall evaluations of six
recommended Financial Accounting Textbooks in Southwestern Nigeria. It also assessed thespecific evaluation parameters that account for the difference. It adopted the survey research
design. The multistage sampling technique was used to select a total of 80 teachers from 64
schools from the six states in Southwestern Nigeria. Results of data collected which wereanalysed using the Kruskal-Wallis (H) test depicted a significant difference in teachers’
overall evaluations of the textbooks. Also, results revealed that the textbooks differ
significantly on the parameters of mechanics, assessment, lesson design and instructional
strategy and incorporation of technology into students’ learning. The implications of thesefindings were discussed and the study concluded that financial accounting textbook writers
and ministry of education officials at both national and state levels should give adequate
consideration for these parameters in the revision of recommended financial accounting
textbooks for improved effectiveness in the realization of curricular objectives in the subject.
Keywords: financial accounting; senior school; teachers and textbook evaluation.

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Introduction
Without prejudice to the level of exit, the corpus of skills required of school graduates
leaving the educational system for the world of work is on the increase. Such skills according
to the International Labour Organisation (2013) include the broad categories of core
employability skills, technical skills and personal/professional attributes. Further still, skills
hitherto considered to belong to students of a particular stream/field of studies (Science andMathematics, Technology, Humanities and Business Studies are now required of all
graduates who enter the labour market either as entrepreneurs or employees in alreadyestablished organisations (intrepreneurs) in the wake of globalisation. As an aftermath of this,recommendations have been made by scholars such as Ivowi (1992); Benavot (2006);
Adeyemi (2011); Obanya (2014), (2016) and Oranu (n.d.) for functional, qualitative anddiversified basic education (that spans nine years comprising six years of primary educationand three years of junior secondary education) and post-basic (that continues after the basic
education level to include three years of senior secondary education) education. The
argument for these education levels by these scholars is that they are terminal formal
education points for most school leavers.
Taking a clue from the conceptualisation of functional literacy as provided by UNESCO(1970) in Udagama (1978), functional education is all education operations oriented towards
development, integrated in development and made a component part of a development
project. In less subtle terms, functional education entails education that is practical, usefuland purposeful for the students and for the society where they will function after exit from theschool system. It is an education that emanates and seeks to solve problems in theenvironment of its recipients. Functional education lays emphasis on the acquisition ofserviceable entrepreneurial skills such as marketing, communication, interpersonal relations
and financial literacy; trade skills such as computer hardware and phone repairs, crop
production and animal husbandry, hair dressing, dress-making, furniture making and so forth,and; desirable personal and professional attributes such as integrity, perseverance, resilience,honesty, and so on. The need for functionality of basic and post-basic education is a global
concern as emphasised in reports published by the United Nations Educational, Scientific andCultural Organisations (UNESCO) under the auspices of Jacques Delors and associates(1996), Barrett and associates (2008), among others. These scholars via these publications
emphasise that objectives of school curricula offerings should reflect the four pillars oflearning which are learning to know, learning to do, learning to live together and learning tobe; and that education is a catalyst for sustainable development. Qualitative education on theother hand, implies quality education. Though the need for improved quality in education isreplete in the literature, it however appears that defining quality education in unequivocal
terms is evasive as “no general theory as to what determines the quality of education has beenvalidated by empirical research” (UNESCO, 2005, p. 228). However, for the sake of thisstudy, quality education is the education that gives “everyone in a society the chance torealize our (sic) full potential and enjoy better health, improved living standards, and fullersocial and political participation in the society” (Tang in UNESCO, 2011).
The consideration of the need for functional, diversified and qualitative education could be
conjectured to have led to the introduction of thirty-six trade and entrepreneurship subjects atthe senior secondary school (SSS) level and the restructuring/re-invention of such subjects as
business studies, information technology, civic education and cultural and creative arts at thejunior secondary school (JSS) level in Nigeria. One of the skills that are being emphasised in
the repository of skills expected of secondary school graduates is financial literacy or basic

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record keeping and accounting skills. From reviews of employability skills as perceived by
employers which were presented in research reports by Lowden, Hall, Elliot and Lewin(2011), the Commonwealth of Australia (2007) and the Department of Education, Scienceand Training (2002); it could be inferred that financial literacy/basic record keeping andaccounting skills may be embedded in skill/quality descriptors such as technical ability,business/organisation awareness, critical evaluation, review and reflection abilities, problem
solving, communication and literacy, application of numeracy and application of information
technology.
At the post-basic education level (also referred to as the senior secondary school level), oneof the school subjects that teach financial literacy or basic record keeping and accounting
skills is Financial Accounting. The exigency of the skill for Nigerian senior secondary schoolleavers could be reasonably posited to have led to the creation of book-keeping as a distinct
entrepreneurship subject which is widely available to all students irrespective of field ofstudy. Despite the relative importance given to financial literacy or basic record keeping andaccounting skills, indices of performance in the West African Senior School Certificate
Examinations (WASSCE) in Financial Accounting remain relatively poor and unstable. For
instance, Oyetoro (2014) reported that the national trend of candidates’ performance in thesubject within a 9-year period that ranged between 2002 and 2010 revealed that less than
50% of the candidates passed with acceptable grades of A1 to C6 between 2002 and 2009 andthat it reached a high of 52.2% only in 2010 in the period with least performance of 18.47%
reported in 2006. The average percentage of students with non-acceptable passes of D7 andE8 was 30.13% during the period (The range of the percentages was between 16.07% and35.21%). A similar trend was reported by Adetayo (2005) in a sample of students in Ijebu
North local government area of Ogun State, Southwestern Nigeria where between 1999 and
2002, the percentage of students with A1-C6 ranged between 14.55% and 39.35%.
Several generic factors have been adduced as causative factors to these relatively poor
performances which have in turn informed spirited attempts at identifying specific factors.
Observably, some studies have been conducted on presage variables of students’ personal
characteristics that affect learning and achievement in the subject. Such research endeavours
include that of Adetayo (2010), Gaffney, Ryan and Wurst (2010) and Phang, Johl and Cooper(2011). Also, relatively large research efforts pervade the literature on process variables ofteaching strategies adopted in mediating and facilitating positive learning outcomes in thesubject. Some of these latter efforts are typified in such research by Boyce (1999) on
Computer Assisted Teaching and Learning; Raymond and Ogunbameru (2005) on theefficacy of Guided Discovery; Chang and Lee (2007) on Activity Based Teaching and
Learning; Gaffney, Ryan and Wurst (2010) on Online Homework Systems; Chen, Jones andMoreland (2010) on the efficacy of groups in both online and traditional face-to-face courses;
Azih and Nwosu (2011) on Instructional Scaffolding among others. However, little researchendeavour exist concerning the pattern of textbooks usage and the suitability and relevancy ofrecommended textbooks in the subject area although inclinations on the centrality of
textbooks in the subject could be gleaned from literature (see Ferguson, Collison, Power &Stevenson, 2008 and Davidson & Baldwin, 2005 in Chiang, Englebrecht, Phillips & Wang,2008).
The concept of the textbook is rather elusive. As such, diverse definitions abound in theliterature on the concept. One definition which is relatively comprehensive and overt wasgiven by Fredericks (2005). This scholar defined a textbook as a collection of knowledge,
concepts and principles of a selected topic or course usually written by one or more teachers,

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college professors or education experts who are authorities in a specific field andaccompanied by teacher guides which provide one with supplemental teaching materials,
ideas, and activities throughout the academic year. Traditionally, textbooks are only thoughtof as printed materials. Technology has however changed the substance of the traditionallyprinted textbooks with increasing sophistication in the layouts, diverse range of text types andintegration of Internet links. Textbooks are even now available in electronic (e)-forms and as
documents on laptops and phones. The benefits accruable to textbooks as importantcomponents of the teaching and learning process include: their definition of the main pointsof the aims, content, organisation and sequence of the curriculum and their influence on thedetermination of strategies by which certain topics are conceptualised and implemented;
adaptability for independent study, tutorial endeavours and individualised instructions
because they lend themselves to self-pacing; provision of a yardstick for the concretemeasurement of students’ progress and achievement among others (Litz, 2001; Moore &Quinn, 2004; Ehindero, 1986 in Oyetoro, 2014).
Despite the obvious merits of textbooks, they are not without deficiencies. Some of theseinclude their lack of: enough flexibility to cater for the diverse and ever dynamic needs,interests and learning styles of learners; textual and communicative interactivity; multimedia
power that take into cognisance the multisensory modalities by which learning takes place;the presence of coherent, current pedagogic principles depending on the capitalising interestsand exploitations of the sponsoring agent; objectivity in the treatment of some culturally andsocially sensitive issues such as ethnicity, tribalism, religion, women’s right in relation tomen and controversial issues; etc. (Litz, 2001; Moore & Quinn, 2004; Nwagbara, 1998). In
order to maximise the advantages of textbooks while at the same time minimising theirdisadvantages, there is need for their evaluation for purposes of adoption or revision. Suchevaluation should be continuous, free from political, administrative and individual biases andbottlenecks. This is because, according to Adeoye and Olaboye (2011), the choice of thewrong kinds of textbooks and students and teachers’ considerable reliance on them canconfound learning, waste class time, skew information, pauperize students (or even provide
inadequate return on investment) and even sabotage instructional goals. Textbook evaluationin the words of Hrelovcik (2002), is the systematic analysis of a textbook with the aim ofidentifying the relative effectiveness of various aspects of textbook materials through asystem of objective criteria (evaluative indicators).
Suffice it to state that several evaluative indicators have been developed for textbooks
generally and specifically for textbooks within a field of discipline. A mix of these criteria
become necessary, as the criteria are relatively extensive, depending on the purpose intended
to be served by the evaluation. For the purpose of this study, the textbook evaluation indicesused are: content; organisation; utility; mechanics; appropriateness; illustrations; physicalmake-up of the text; assessment; alignment with national curriculum, state standards, skills
and assessments; learning design and instructional strategies; and incorporation of technology
into students’ learning. These indices accommodate items which to a large extent are keys
and competences to be emphasised in vocational education as contained in Mayer’s 2002
Committee Reports (as cited in Cornford, 2006). These competencies are collecting,analysing and organising information; communicating ideas and information; planning andorganising activities; working with others and in teams; using mathematical ideas andtechniques and; solving problems and using technology. Also, these indices are characteristicof elements of change expected in the contents of vocational textbooks as explicitly listed byGerard in European Centre for the Development of Vocational Training (CEDEFOP) (2010)
which include the provision of:49

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1.
2.
3.
4.
5.
6.
7.

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situations/problems which are defined to help learners relate knowledge to familiar
contexts;
a wide range of different materials and information types (texts, graphics, images, etc.)
proposed to students to select the information needed to solve problems;complex activities proposed to learners to solve problems and tasks which aremeaningful and produce useful results;
grouped activities proposed to encourage social interaction;
activities that invite learners to reflect their own meaning and identify the resources andfactors which were useful in solving a problem;
information that is synthesised and links are established between different themes,contexts or even disciplines to aid integration of different kinds of knowledge andtransfer of knowledge and skills to new situations and contexts; andcontents aimed at making knowledge and social skills meaningful to learners byrelating them to professional, social or personal contexts in which the learner might use
these knowledge and skills.

There are insinuations that the presently used recommended financial accounting textbooks insouthwestern Nigeria are grossly inappropriate for the realisation of curricular andinstructional learning outcomes in the subject. The bases for these insinuations could be thevote-of-no-confidence placed by the majority on the textbook selection process and theabysmal trend of performance of students in the subject. Calls have thus been made for: therevision of these textbooks; adoption of newly published ones and/or commissioning of teams
to write new textbooks from inception. It is imperative to state that the latter calls of adoptionof newly published textbooks and commissioning of teams for writing new ones may be
exercises in futility leading to the cycle of adoption of substandard textbooks if conscious
efforts are not made to determine – from those who use the textbooks in teaching (teachers) –what in the nature of hitherto recommended and used textbooks need be strengthened for
improved effectiveness in learning outcomes in the subject. This is the lacunae that thispresent study seeks to fill.
Empirical Review of Research on the Evaluation of Textbooks
Some of the researches on the evaluation of financial accounting textbooks have beenreviewed in this section. The reviewed studies border on the readability of introductory andintermediate financial accounting textbooks and the evaluation of these textbooks on somepertinent indices. Flory, Phillips and Tassin (1992) examined seven intermediate accounting
textbooks to determine if readability varies across the texts. The readability scores were
derived from the Flesch Reading Ease Formula (Flesch, 1948) and Gunning's Fog Index(Gunning, 1952). The scores were analysed using the Kruskal-Wallis one-way analysis ofvariance followed by the Mann-Whitney U test for any differences initially discovered.
Results show mostly insignificant differences across the textbooks. They explicated that thefinding of their study differs from an earlier study that utilised the cloze procedure by
Adelberg and Razek (1984), instead, similar to a study of textbooks written in the 1970s
conducted by Razek, Hosch and Pearl (1982). They suggested that the two readability
techniques presented and used in their study may assist accounting educators since they areboth easy to use and are objective.
Davidson (2005) carried out a study to provide evidence on whether the writing styles used inaccounting textbooks have changed in any systematic way over a 100-year period. The study
was in response to the pervasive reporting on problems in public school education in the50

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United States which included the phenomenon of students graduating from high school withvery poor reading and writing skills and the reduction (dumbing down) in the writing level ofmajor school books, with no published study that has considered whether accounting
textbooks have undergone the same reduction. The results revealed that the trends for all
three levels of textbooks, namely: introductory, intermediate and advanced financial
accounting textbooks consistently showed that the grammatical (sentence) complexity used
has decreased steadily while the vocabulary (word) complexity has increased. As might bereasonably expected, the majority of the variables selected to measure the complexity of both
grammar and vocabulary depicted that advanced accounting textbooks are the most complex,
followed by intermediate, then introductory accounting texts. The limitations of the study as
pointed out by Davidson himself include the non-consideration of other detailed measuresasides from the Flesch-Kincaid readability formula. The implication of this is that since mostof the readability formulas combine some aspect of word and sentence length; systematicchanges in one of these two may be offset by opposite changes in the other measure. This
produces reading levels that are relatively unchanged. Also, the study adopted theconvenience sampling technique which may not have chosen the most representative or mostcommonly used textbooks. Last among the limitations is the limited statistical tests on whichconclusions were based. While it is expected that subsequent work should improve the study
by taking cognisance of the limitations pointed out, the use of rather excessive statistical tools
should be approached with caution.
While a study of the trends in the readability of textbooks through several decades appealed
to Davidson as reviewed above, Chiang, Englebetcht, Phillips and Wang (2008) wereinterested in the readability differences of leading financial accounting principles textbookswith a 2002 or later publishing date. Readability scores were obtained using four readability
evaluation methods: Flesch Reading Ease, Flesch-Kincaid Grade Level Index, Gunning’s
FOG Index and the SMOG procedure. Three sets of comparisons were made in the study.
They were overall readability comparisons, chapter comparisons and topic comparisons. The
Kruskal-Wallis test was used for multiple test comparisons and where significant differences
exist, the Wilcoxon Rank-Sum test with a Bonferroni adjustment for multiple comparisons
was used in further comparisons. The results of the study indicated significant differences for
all three sets of comparisons although the use of the conservative Bonferroni adjustment
substantially reduced the number of differences that were shown in the study. Evidence fromthe study also suggested that readability among textbooks vary, but readability within the
textbooks was generally consistent. The study has the obvious advantage, over other studies
in the readability of accounting textbook series, of investigating further with the use of the
Wilcoxon Rank-Sum test with a Bonferroni adjustment where significant differences existed.
However, the choice of seven textbooks, which were not even randomly selected out of morethan 30 financial accounting principles textbooks available in the market as pointed out by
the authors, is a limitation to the generalisability of the study.
Plucinski, Olsavski and Hall (2009) in their study determined the readability of seven
introductory financial and managerial accounting textbooks using the widely acclaimed
Flesch-Kincaid Grade Level Formula. Sample writings which were selected from first halfand second half of the textbooks were subjected to analysis using the independent t-test
statistic with a view to determine if significant differences exist between the textbooks. The
study finds that one text is clearly more readable than all of the others and another text is lessreadable than almost all of the other texts. A similar study, also involving seven (four fulllength, "traditional" intermediate accounting texts, averaging 1,351 pages per text and threetexts which are shorter, "abridged" texts, averaging 1,071 pages per text) intermediate

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Volume 5 – Issue 3 – Winter 2017accounting textbooks, was carried out by Plucinski in 2010. Comparisons of the textbooks bychapter and of the overall textbooks took place. Results of the comparison of the textbooks bychapter indicated that while some texts were more readable than others for select chapters, no
one text is more readable (or less readable) than the other texts for all six chapters. Also,
results from the overall comparison of the texts using independent t-test statistic also madethis scholar conclude that in terms of readability, there appears to be no compelling evidence
to prefer one text over another text in the same category.
Accounting textbooks have a major influence on the nature and type of learning activities in
preparing students as new accounting professionals (Davidson & Baldwin, in Chiang 2005,
Englebrecht, Phillips & Wang, 2008). As principles of financial accounting are the first majorcontact students have with accounting, textbooks selected for use in the teaching and learningof the subject must be written at the appropriate readability level. However, researchers suchas Plucinski (2010) advised against using this criterion solely in the selection of financial
accounting textbooks to the exclusion of other important variables such as a text's
pedagogical approach, coverage of material, exhibits, and supplements. One of the methodsof obtaining sufficient evidence on these other important criteria is a careful evaluatoranalysis (content analysis) of a textbook in order to determine the sufficiency and adequacyof a particular variable of interest.
The content analysis method was employed in a relatively recent study by Phillips, Alford
and Guina (2011). The study had as its objects the determination of the extent to which
illustrations vary in four financial accounting textbooks widely used in the first financial
accounting course in the United States of America. It also determined the extent to which two
variations of illustrations, illustration function (decorational and organisational) andplacement (earlier or later in relation to the corresponding text), interact to affect student
learning. A total of 377 illustrations were examined. Across chapters, they reported little
diversity in the total number of illustrations or their density per page but a substantial
variability in the type, function and targeted learning level across the four books. Morespecifically, 33 (9%) of the illustrations were decorational, 121 (32%) were representational,
108 (28%) were organisational, 71 (19%) were interpretational, 6 (2%) were transformationaland 38 (10%) were a blend of two or more functions. Inferences drawn from chi-squareanalyses and tests of standardised residuals conducted to verify the statistical significance of
the apparent differences suggested that considerable variability existed in illustration
characteristics. The analysis also revealed that illustrations in accounting textbooks weremost commonly placed after the related text (37%); fewer illustrations were integrated within
the text body (32%) and rarely were illustrations placed before the related text (6%). It wasalso more common for illustrations to appear on a different page (16%) or in a side bar (9%).
Plausible explanations were provided for the prevalence of the illustrations and theirplacement in accounting books vis-à-vis topics in sciences and engineering texts. The second
object of the study which was to determine the effects of illustration function and placement
on students’ learning showed that students learn more when decorational images precede
rather than follow corresponding text and when organisational images follow rather thanprecede corresponding text.
Beside the use of content analysis as a means of textbook evaluation is the use of textbook
evaluation checklists which are equally viable instruments. Textbook evaluation checklists
have been employed and administered by teachers and students who are the real users of suchtextbooks and who are more often than not totally excluded or partially consulted in the
textbook selection and adoption as well as the review processes most especially in the52

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Nigerian educational system. They have been used in the evaluation of essential school
subjects’ textbooks such as English (most especially in a Second language context) andSocial Studies. The results of such studies could provide important feedback and input in therevision of the currently recommended textbooks with a view to improving students’ learning
as appropriate. This present study utilised a textbook evaluation checklist in order to makevalid inferences on its objectives.
Methodology
Statement of the Problem
Textbooks have been recognised as core for the new sustainable development goal on
education (UNESCO Global Education Monitoring Report, 2016). In specific terms, they areuseful aids in the sharing, mediation and construction of Financial Accounting knowledge.
There are many textbooks available for teachers and students’ use in the teaching andlearning of Financial Accounting. These textbooks complement teachers’ efforts and also
help students in their private studies. The inadequacy and the unsuitability of elements inthese textbooks have been alluded to by reports as the cause of students’ poor performance inthe subject. Specific recommendations in the West African Examinations Council’s (WAEC)
executive summary of entries, results and chief examiners’ reports on the WASSCE
conducted between 2004 and 2006 which was released in 2006 included that: appropriate
authorities in the education sector should address critical issues such as the learning
environment, appropriate infrastructure, required teaching aids and equipment, andappropriate number and quality of teachers. It was also recommended that government shouldtake necessary steps to make relevant books readily available and affordable for students’ use.
Textbooks are integral component of the Financial Accounting learning environment. This
assertion has been given credence by Ferguson, Collison, Power and Stevenson (2008) andOyetoro (2014). However, such statements as “the government should take necessary steps tomake relevant books readily available” (WAEC, 2006) would raise questions on the fidelityof the textbook recommendation and adoption process, most especially where the textbooks
used in the secondary school system are recommended by the government through its
agencies which include the Ministries of Education at the federal and state levels and the
Nigerian Educational and Research Development Council (NERDC). Yet, if it could beestablished that due diligence and process was taken in the recommendation of thesetextbooks, then aspersions need not be cast on their recommendation and adoption processes
but a shift in focus might be needed to what specific indices in them need be revisited andrevised to make these textbooks relevant for the realisation of objectives in the subject area.
Hence, in order to make recommended financial accounting textbooks relevant in the now for
students and teachers’ use as suggested by informed reports, the need for their assessment byteachers who are often neglected in the adoption process with a view to identify criticalelements therein that may need to be revised is imminent.
The need for specificity in the elements of the textbooks that are needed to make them
relevant comes to the fore as generic recommendations may not inform the desired positivechange in the repertoire of expected learning outcomes in the subject. More so, the questionof what exactly in the nature of Financial Accounting textbooks need be revised is yet to beanswered, hence this study.

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Theoretical Framework
This study adopted Daniel L. Stufflebeam’s Context, Input, Process and Product (CIPP)
Evaluation model. The concept of evaluation underlying the CIPP model is that evaluation
should assess and report an entity’s merit, worth, and significance and also present lessons
learnt. The model’s main theme is that evaluation’s most important purpose is not to prove
but to improve (Stufflebeam, 2002). Stufflebeam explained that a programme can beevaluated in a single dimension or in a few dimensions altogether (Stufflebeam, 1971 in
Ghazali, 2016). Thus, a programme can be evaluated with a focus on only one of thedimensions of Context or Input or Process or Product or a combination of two or three ofthese dimensions or all of the dimensions.
Stufflebeam (1971) explained that context evaluation provides information about thestrengths and weaknesses of a total system to assist in planning improvement-oriented
objectives at each level of the system. Input evaluation provides information about thestrengths and weaknesses of alternative strategies which might be chosen and structured forthe achievement of given objectives. Process evaluation provides information about thestrengths and weaknesses of a chosen strategy under the conditions of actual implementation,
so that either the strategy or its implementation might be strengthened. Lastly, productevaluation provides information for determining whether objectives are being achieved andwhether the change procedure which has been employed to achieve them should be continued,
modified or terminated. He surmised that basically, the CIPP model has been developed toanswer four basic questions, namely: What should we do? How should we do it? Are wedoing it correctly? and Did it work? (Stufflebeam, 1971). Stufflebeam also explained thatthough the CIPP model is intended to facilitate educational improvement through a proactive
approach, it also provides an adequate means for accountability through a retroactive
approach.
Out of the quad dimensions, the process evaluation dimension of the CIPP model has beenchosen to provide an adequate theoretical basis for the present study. This is because theintent of this study as guided by the stated hypotheses are to identify the indices where
significant discrepancies exist among the recommended Financial Accounting textbooks(retroactive). The identified indices of discrepancies could then be relied upon as criticalelements for revision in the presently recommended textbooks and the writing of new ones inthe subject area (proactive). This dimension was appropriate as this study was on theevaluation of the recommended textbooks in a post-use textbook evaluation context. The
evaluation was done with a view to establish how those textbooks that had already been used
fared on important textbook evaluation indices. The indices of textbooks considered wereContent, Organisation, Utility, Mechanics and Appropriateness. Others include: Illustrations,Physical Make-up of the text, Lesson design and instructional strategies, Incorporation ofTechnology into Students’ Learning, Alignment with national curriculum, state standards andskills and Assessments. These indices, which have been used with a wide range of secondary
school textbooks, are deemed pertinent for evaluation of textbooks in the subject area and areused in the present study.
Purpose of the Study
The general purpose of the study was to ascertain the critical indices that textbook writers,
reviewers, publishers and other persons connected with the writing, recommendation,
adoption and usage of financial accounting textbooks at the senior school level are to focus

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on in the subsequent revision of these textbooks. Specifically, the objectives of the study
were to:a.
b.

ascertain whether variation exists in teachers’ overall evaluations of six mostly usedrecommended Financial Accounting Textbooks in Senior Secondary Schools inSouthwestern Nigeria, and;determine the specific index (ices) that may account for the variation in teachers’
overall evaluations of the textbooks.

The results from this study are expected to provide information to all stakeholders in thefinancial accounting textbook production, writing, recommendation and adoption process on
the index (ices) that need be the foci in the subsequent revision and adoption cycles of the
textbooks. The results would thus have far-reaching implication for the identification of
specific indices of financial accounting textbooks that need be revisited for the textbooks to
be relevant for the attainment of curricular objectives in the subject rather than cast wide
aspersions on the whole textbooks.
Hypotheses
The following null hypotheses were generated and tested at 0.05 level of significance:
1.
2.

There is no significant difference in teachers’ overall evaluations of six mostly usedrecommended Financial Accounting Textbooks in Southwestern Nigeria;
There is no significant difference in teachers’ evaluations of the textbooks on each of
the evaluation index.
Methods

This study utilised the survey research design. The study population consisted of Financial
Accounting teachers in public and private senior secondary schools in South West Nigeria.
The multistage sampling technique was used to select a total of 80 teachers from 72 schools
from the six states in South Western Nigeria. The first stage was the total enumeration of all
the six states in South West Nigeria, namely: Lagos, Ogun, Ekiti, Osun, Ondo and Oyo. The
second stage was the selection of two Local Government Areas (LGAs) from each of thestates using the simple random sampling technique to give a total of 12 LGAs. Three
privately owned and government owned secondary schools each were then selected from the
LGAs also using the random sampling technique to give a total of 72 schools. The instrument
was then administered on at least one financial accounting teacher in the schools who
possessed and has been using at least one of the textbooks recommended by their respective
state ministries of education in the teaching of the subject for a period not less than one
academic session.
An instrument titled Financial Accounting Textbooks Formal Evaluation Questionnaire(FATFEQ) was used to collect data from the respondents. The items of the instrument wereadapted from the textbook evaluation checklists developed by Moore and Quinn (1994),
South Washington County Schools (2009) and two others: Textbook Evaluation Tool (n.d.)and Mathematics Textbook Evaluation Checklist (n.d.) (both retrieved online), taking
cognisance of the nature of Financial Accounting. FATFEQ comprised 57 items with 11
subscales. The Subscales in FATFEQ include Appropriateness, Illustrations, Physical Makeup of the text, Lesson design and instructional strategies and Alignment with national
curriculum, state standards and skills and Assessments. Each item in the teacher version has

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the following Likert type scale: “to the greatest extent”, “to a large extent”, “to some extent”,“just barely” and “not at all” which were also assigned a rating of 4, 3, 2, 1 and 0 respectively.
The Cronbach alpha coefficients of the subscales for FATFEQ were between 0.5 and 0.79
with a global scale index of 0.95. These values were considered suitable for conducting thisstudy. The Kruskal-Wallis non-parametric inferential statistics was used to analyse the data.
Results
Hypothesis 1: There is no significant difference in teachers’ overall evaluations of six mostly
used recommended Financial Accounting Textbooks in Southwestern Nigeria.
In order to accept or refute this hypothesis, teachers’ overall evaluation scores for each of the
textbooks were subjected to the Kruskal-Wallis (H) statistics. The results obtained are aspresented in Table 1.
Table 1: Analysis of Differences in Teacher’s Overall Evaluations of Recommended
Financial Accounting Textbooks
Evaluation Index
Textbook Label2
Overall Evaluation
Index

A
40.70

B
47.38

Mean rank
CD
38.20 54.71

E
13.63

F
19.30

df

Test statistics
(H)

5

13.68

p
0.018

Table 1 depicts that there is significant difference in teachers’ overall evaluations of therecommended textbooks. The H value of the result (H=13.68; p<0.05) is significant at 0.05
level of significance. The null hypothesis was which stated that there will be no significant
difference in teachers’ overall evaluations of six mostly used recommended Financial
Accounting Textbooks in South Western Nigeria was therefore rejected.
Hypothesis 2: There is no significant difference in teachers’ evaluations of the textbooks oneach of the evaluation indices.
In order to reach valid conclusion on whether to accept or reject this hypothesis, the score ofeach textbook on each of the identified indices was subjected to Kruskal-Wallis. The results
obtained are as presented in Table 2.
Table 2: Analysis of Differences in Teacher’s Evaluations of the Recommended Financial
Accounting Textbooks on Each Evaluation Index

Textbook Labels
Evaluation Index

A

B

Content
Organisation
Utility
Mechanics
Appropriateness
Illustrations

41.20
41.86
38.60
40.94
36.83
40.64

47.65
38.38
48.81
52.23
39.19
38.46

Mean rank
C
D
28.65
42.55
28.40
45.15
41.00
38.60

56

50.29
51.00
58.36
36.07
49.00
52.43

E

F

df

Test
statistics
(H)

23.50
13.00
25.63
22.88
57.00
30.38

32.00
30.40
37.30
9.60
39.30
32.00

5
5
5
5
5
5

8.16
8.63
11.03
15.68
4.20
3.57

P

0.15
0.13
0.51
0.008*
0.52
0.61

IAFOR Journal of Education

Physical Make-up
Assessment
Alignment with Curriculum
Lesson Design andInstructional Technology
Incorporation of Technology
into Students’ Learning*

Volume 5 – Issue 3 – Winter 2017

40.20
39.25

40.81
52.85

48.50
38.70

41.64
53.14

14.13
16.00

37.70
16.00

5
5

6.67
16.43

0.25
0.006*

40.78

34.12

39.55

54.86

27.75

39.00

5

5.39

0.37

39.93

48.81

37.50

51.79

18.63

23.30

5

10.13

0.014*

40.96

46.96

35.05

57.50

18.25

18.10

5

10.13

0.014*

Significant at 0.05 level of significance

Table 2 shows that there is no significant difference in the teachers’ evaluations of the
textbooks on seven indices of content (H=0.15, p>0.05), organisation (H=0.13, p>0.05),
utility (H=0.51, p>0.05), appropriateness (H=0.52, p>0.05), illustrations (H=0.61, p>0.05),
physical make-up (H=0.25, p>0.05) and alignment with curriculum (H=0.37, p>0.05). For
each of these indices, the null hypothesis was accepted. On the other hand, the table reveals
that significant difference exist on four indices of mechanics (H=0.008, p<0.05), assessment(H=0.06, p<0.05), lesson design and Instructional technology (H=0.014, p<0.05) andincorporation of technology into students’ learning (H=0.014, p<0.05). For these latter
indices, the null hypothesis was rejected.
Discussion
The results obtained are very indicative, showing that the significant difference was observedin teachers’ evaluations of some indices of evaluation of the textbooks. This result is
supported by several other studies such as Plucinski, Olsavski and Hall (2009), Plucinski(2010), Phillips, Alford and Guina (2011), that showed differences in the indices among
financial accounting textbooks though the indices considered in such studies differ from thoseof the present. This finding is also not surprising as Stradling (2001) posited that what counts
as being a good textbook in one place by a certain group people is likely to be perceived
differently in another place by other people and that a definitive answer usually leads to little
more than broad and rather platitudinous generalisations.
Results obtained from the analysis of teachers’ evaluation to ascertain if there are differencesin the means of the evaluation indices of the Financial Accounting textbooks reveals that themean ranking of the textbooks are similar on the indices of content, organisation, utility,
appropriateness, illustrations, physical make-up and alignment with national curriculum, state
standards, skills and assessments. The similarity of the textbooks on these indices could be
accounted for as they amend themselves to the classification by Mukudan, Hajimohammadi
and Nimehchisalem (2011) as general attributes which could have been explicitly provided
for by the criteria used by the state ministries of education and the Nigerian Educational andResearch Development Council (NERDC). Hence, authors and publishers of these textbooks
would have developed these textbooks taking cognisance of these indices in order to facilitate
their recommendation.
The textbooks’ means however differ on the mechanics, assessment, lesson design andinstructional strategy and incorporation of technology into students’ learning indices.
Apparently, these criteria are distinctive features that also relate to the interactions that occur
among the elements in the classroom teaching and learning process. They relate to themeaning that teachers could give to the teaching process and also to the meaning students areable to make from their interaction with the textbooks. These indices amend themselves to57

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the constructivist principles of textbook design advocated by Cunningham, Duffy, and Knuth(2000) and Oloyede (2010).
Specifically, Cunningham, Duffy, and Knuth explicated that textbooks should conform to thegoals of the constructivist learning environment which are: the provision of experience withthe knowledge construction process, provision of experience in and appreciation of multiple
perspectives, embedding of learning in realistic and relevant contexts, encouragement ofownership and voice in the learning process, the embedding of knowledge in social
experience, encouragement of the use of multiple modes of presentation and encouragementof the self-awareness of the knowledge construction process. The items in the indicesidentified to differ significantly in this study are much related to these goals. The utilisationof hypermedia and other information systems with databases according to them would placeemphasis on the provision of strategies or tools for navigating and customising those
databases so that learners can explore and search out issues which are of interest to themwithin the subject and would thus avoid the linear mode of thinking associated withtraditional textbooks.
Observably, these indices that differ across the textbooks are essential in ensuring that
accounting skills and competencies are learned and acquired as appropriate. The disparities inthe textbook with respect to these important textbook indices corroborates the assertion of
Meurant (2010) that textbooks need to be compatible with blended learning, prepare students
for a globalised world and foster autonomous learning.
Conclusion
The role of textbooks in the realisation of curricular and instructional objectives in Financial
Accounting has been recognised in the literature. Also, the need to improve the quality ofexisting recommended Financial Accounting textbooks so that they could help maximise
gains in students’ achievement in the subject has been suggested by scholars. Yet, few studies
point to specific indices of quality that need to be the foci in the process of revising or
improving these textbooks. In order to bridge the gap in knowledge for informed decision inthis identified area, this study determined if significant difference exists among the textbooks
and if any significant difference exists, what indices account for such differences. The areas
where significant differences are highlighted could then be inferred to be the areas wherethese textbooks need to be improved on.
The results have shown that the indices of mechanics, assessment, lesson design andinstructional technology and incorporation of technology into students’ learning account fordifferences in the textbooks. Remarkably, these indices are least focused on in textbook
evaluation checklists and are at the crux of the meaning students could make from the
textbooks when they interact with them. These indices also conform to the recent advocacy
for textbooks design according to constructivist principles. The conclusion that could bereached from this study is that significant and desirable improvement in learning outcomes in
Financial Accounting via effective textbook usage may only be realised if cognisance is takenof the constructivist-related indices of mechanics, assessment, lesson design and instructional
technology and incorporation of technology into students’ learning by textbook writers,
editors, reviewers and users.

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Meurant, R.C. (2010). EFL/ESL Textbook Selection in Korea and East Asia-Relevant issues
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Endnotes
1.

This categorisation is as stated in the 6th edition of Nigeria’s National Policy on
Education (NPE) (Nigerian Educational Research and Development Council, 2013) as
distinct from the former of Science, Arts and Business Studies (Commercial).

2.

Letters of the alphabets have been used to represent the recommended textbooks-in-use
as depicted below. Evaluation results are reported for six out of the thirteen textbooks.
This was due to the nature of the questionnaire used as the respondents were requested toevaluate only the textbook that they use most frequently. Also, the numbers of
respondents who evaluated each textbook is shown.
Textbooklabel

Textbook Title

Teachers(n)A

Essential Financial Accounting for Senior
Secondary Schools by Longe, O.A and Kazeem,
R.A
Business Accounting 1 (West African Edition) by
Wood, F and J.O. Omuya
Simplified and Amplified Financial by Longe, O.A.
Business Accounting 1 by Wood, F and Sangster, A

40

B
C
D

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13
10
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E
F

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Comprehensive Financial Accounting for Senior
Secondary Schools S.Lola Akintelure and Oguobi,
J.I.
Financial Accounting Made Simple (Vol 1) by
Igben, R.O.

Corresponding author: Oyetoro Oyebode Stephen
Email: oyebode_oyetoro@hotmail.com

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The Impact of Pecha Kucha Presentations in the Assessment of aTranslation Studies Unit at The University of Western Australia

Anna Gadd Colombi
University of Western Australia, Australia

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Abstract
Results of a case study on the implementation of Pecha Kucha presentations undertaken at
The University of Western Australia in 2015 are presented and discussed here. Pecha Kucha,
a fast-paced presentation format consisting of 20 slides set to proceed automatically every 20
seconds, was used in the assessment of the unit “Translation Localisation” for two reasons: it
is a time-effective method to assess a large number of students in a short time, and it has thepotential to teach students whilst also assessing them, thus killing two birds with one stone.
Recent studies show that the Pecha Kucha style can improve presenting skills and English
speaking skills in general. This has particular relevance when teaching large numbers ofinternational students, such as in “Translation Localisation”, where 84% of students spoke
English as their second language. The paper ultimately shows how the use of Pecha Kucha
presentations in the assessment of a unit carries important pedagogical implications forstudents of English for Academic Purposes.
Keywords: Pecha Kucha presentations; English for academic purposes; English as a Second
Language; translation studies; localisation.

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Introduction
Pecha Kucha presentations originated in the context of architecture and design due to theneed to shorten and enliven standard 20-minute presentations. Klein and Dytham of “Klein
Dytham Architecture” are credited with the invention of Pecha Kucha in 2003. Apparently,“if you give an architect a microphone [. . .], they’ll go on forever” (PechaKucha.org/faq).
Hence, a time restriction was introduced in Pecha Kuchas as a measure to achieve brevity andconciseness. The presentation style caught on, initially only in architecture and design, andPecha Kucha Nights are now organized all over the world.
Pecha Kucha, which is an onomatopoeic word in Japanese, equivalent to ‘chit chat’ inEnglish, entails 20 slides that appear on the screen for 20 seconds each, for a total of 6.40
minutes. The presenter has no control over the slides, which have been previously timed, andneeds to continue speaking as each new slide appears on the screen. Compared to traditional
20-minute PowerPoint presentations, which feature a higher text to image ratio, Pecha
Kuchas use more images, such as photos, pictures or graphics. Text is usually not involved(Glendall, 2007, pp. 66–69), or is even avoided altogether, due to time constrictions.
Literature Review
Since 2003 the Pecha Kucha format has been used in large conferences to allow for more
speakers to present. In recent years a small number of teachers and researchers has answered
the question raised by Klentzin et al (2010, p. 160) – “Could Pecha Kucha be effectively used
as a teaching tool in higher education?” Pecha Kucha has been integrated in the classroom,
especially in Business schools and within the teaching of English as a Second Language (ESL)and English for Academic Purposes, studying the effects on both presenters and audiences
and both from the point of view of the teacher (who is assessing such presentations) and thestudent (who is giving the Pecha Kucha).
According to Miller Beyer (2011, p. 125), who studied the use of the format in a Psychology
course, Pecha Kucha “improves some aspects of student presentation quality as compared to
traditional PowerPoint”. Due to the fact that the slides in a Pecha Kucha are automated, thepresenter must be “organized to capture the message of each slide in the time permitted”(Miller Beyer, 2011, p. 122). There is also no reading from the slides permitted, so thepresenter has to be more engaged in their presentation and engaging to their audience. Miller
Beyer also notes how Pecha Kucha “may move presenters away from common weaknesses
found with traditional Power Point, [. . .] [forcing] students to be more focused on theirmessage because the time per frame is limited” (Miller Beyer, 2011, p. 122). Robinson agrees,claiming that the popular student strategy to read detailed notes while presenting canultimately be distracting and lead to a presentation which focuses on content exclusively,
giving little consideration to timing and pace (Robinson, 2015, p. 347).
Researchers do not seem to agree on the preparation times required for Pecha Kucha
presentations as opposed to standard PowerPoint presentations: Klentzin and colleagues
admit that “substantial preparation is essential for successful Pecha Kucha style presentation”(Klentzin, Paladino, Johnson, Devine, 2010, p. 161); Robinson warns us not to“underestimate the time to prepare the visuals and then to practice” (Robinson, 2015, p. 350);
while Miller Beyer, who conducted three experiments comparing the two styles, claims thateven though Pecha Kucha was novel to the students, it did not require more preparation timecompared to 20-minute presentations (Miller Beyer, 2011, p. 125).

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Anderson and Williams (2012, p. 1) emphasise the importance of communication skills as themost highly sought among employers of Business students. Translator scouting puts just as
much importance on communication skills, because these are often arguably seen as aportrayal of a translator’s proficiency in other languages. Translators, thus, need to display
outstanding proficiency in the languages they work with. This is one of the various reasons
behind my decision to implement Pecha Kucha presentations in the assessment of a unit ofTranslation Studies – Translation Localisation – within the Master of Translation Studies at
The University of Western Australia. To my knowledge, this is the first report showing
results of adapting Pecha Kucha to the Translation Studies classroom.
Case Study
The University of Western Australia (UWA) is one of the “Group of Eight” universities inAustralia, the eight most prestigious universities in the country, and a research-intensive
university. While the focus of the university is on research, excellence in teaching is also
expected. Teaching is structured around two 13-week semesters and the option of summer
intensive courses.
This case study analyses the implementation of Pecha Kucha presentations in the unit
“Translation Localisation”, a first-year unit of the Master of Translation Studies at UWA.
In Semester 2, 2015, 19 students enrolled in Translation Localisation. 16 of these students
studied translation from and into Chinese; 2 from and into Italian and 1 from and into French3.
The author is aware that 19 students is a particularly small sample size, which limits
generalisation to larger groups or other demographics or classroom topics of study. However,this article should be seen as a description of the author’s first experience implementing
Pecha Kucha in a small student cohort, and as an invitation for other unit coordinators toattempt using this type of presentation in their assessment.
There are a range of reasons which influenced the choice to use Pecha Kucha presentations inthis unit. First and foremost, since 84.2% of the students of Translation Localisation were
non-native speakers of English, with different levels of proficiency and, mostly, displaying
difficulties with aural skills, it was ideal to find a type of assessment which could alsoenhance the students’ oral skills, which would improve their presentations as well as provide
a useful tool for assessment. Results from existing studies on students of English as a Second
Language (ESL) and English for Academic Purposes (EAP) show how Pecha Kucha canenhance the quality of students’ presentations (Robinson, 2015, p. 347). One of my
expectations before conducting the case study was to improve the speaking and presentation
skills by using Pecha Kucha in class. In a way, I aimed to kill two birds with one stone byassessing my students using a method which would ultimately better their presentations.
Time constraints were also at the basis of the decision to use Pecha Kucha in the assessmentof this unit: the aim was for the students to be able to present over a short period of time, inorder not to take too much time away from teaching. The Pecha Kuchas were planned for thelast two lectures of semester, thus across the last two weeks of teaching. In my experience asa tutor, I have witnessed how students’ presentations can occupy more than half a semester,3

One student did not complete the unit: they did not present a Pecha Kucha, nor did they take part in the peer
assessment and Qualtrics survey run at the end of semester.

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Volume 5 – Issue 3 – Winter 2017and in these cases students not presenting can easily get distracted either working on theirown presentations or working on other assignments. My aim was to find a presentation stylewhich would hopefully involve the entirety of the classroom. Burke and James (2008, pp.
288–290) discuss the decline of standard PowerPoint presentations in the classroom, andKlentzin and colleagues (2010, p. 160) suggest Pecha Kucha as a novelty that could keep
students interested. This was another reason for me to implement Pecha Kucha in Translation
Localisation: my purpose was to captivate the viewers with a brand-new presentation
technique and also hopefully stem more curiosity than a standard 20-minute PowerPoint
presentation. Because of their brevity, Pecha Kucha presentations have the potential tooriginate more interest and, as a consequence, more questions from the audience.
Finally, I wanted to test the Pecha Kucha method against a different cohort to the ones
available to researchers (Business, ESL, EAP). My expectation before running the case study
was that the benefits of Pecha Kucha could be extended to other fields of higher education,
including the teaching of Translation Studies and, more precisely, Localisation. I aimed toanswer the research question whether Pecha Kucha could be used in the assessment of unit
Translation Localisation. I set out to consider both pedagogical and practical aspects of Pecha
Kucha presentations.
Methodology
The Pecha Kucha presentations were given a set title – “Translating with SDL Trados” – andwere aimed at assessing students’ knowledge of the functioning of SDL Trados, a localisation
software. Students were encouraged to critically reflect on the use of Computer-Assisted
Translation (CAT) tools in the practice of translation.
During the semester students were given plenty of information on Pecha Kucha presentations,and shown numerous Pecha Kuchas and how-to videos. This was done early in the semester
to allow students ample time to familiarise themselves with the format. More information was
uploaded on the unit’s Learning Management System (LMS), together with an information
sheet describing the assessment type in detail. A successful presentation would have been one
that showed the presenter could operate SDL Trados effectively and confidently. The
following excerpt is taken from the information sheet distributed to the students:
Ideally, you should take the viewer through the process of translating a documentwith SDL Trados. You can choose a text of your choice. This text should be in
English and you should show how you would go about translating into your
LOTE using SDL Trados.
You are allowed to include some theoretical concepts from the course, justremember to cite correctly. You can choose to have a final bibliography page or
you can include citations in small font in the corner of the relative slide.
You are allowed to reflect on your practice. How is SDL Trados useful in yourpractice as a translator? What are its limitations, if there are any?
Unlike traditional Pecha Kucha presentations, students were given the opportunity to use
slightly more text in their slides, in order to allow for critical reflection on CAT tools.
However, students were warned about the risks of having lengthy text slides: being on the71

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screen for only 20 seconds, it was highly likely that not all the text could have been analysedin such a short time.
In the information sheet, I also outlined that students needed to include at least three
screenshots of a translation made on SDL Trados, to show that they had been using thesoftware to translate various types of documents. In week seven, I presented a Pecha Kucha
on the topic of translating using localising software in order to give my students an idea ofwhat their final presentations should have aimed for.
The final Pecha Kucha presentations were planned for weeks 12 and 13. The Pecha Kucha
would be assessed both by the tutor and by the peers. The weighting was divided as follows:
30% instructor assessment and 10% peer assessment. The assessment was worth a total of
40% of the students’ final mark. The other 60% was divided between essays (40%) andreading notes (20%). Both instructor and peer assessment followed the criteria listed byMiller Beyer (2011, p. 123): content, organisation, eye contact and voice quality, visual. Eachskill was worth 25 points for a total of 100 points. Students were not allowed to mark theirown presentations. Even though students were given the possibility to ask questions topresenters at the end of each Pecha Kucha, not many questions were asked. We canhypothesise that students of Translation Localisation did not engage in numerous postpresentation questions for reasons of anxiety and/or sympathy for their peers. In order tostimulate more questions, future Pecha Kucha assessments could implement compulsory
questions from the students. These could even substitute the 10% peer review, which, as weshall see in the data analysis section of this article, were unrealistically generous. Due to thefact that the audience will compulsorily have to ask questions about their peers’ presentations,audience attention should be retained.
At the end of the semester, a non-compulsory anonymous Qualtrics survey was conducted toascertain students’ opinions on this first Pecha Kucha experience at the Master of Translation
Studies at UWA. 88.8% of the student cohort took the survey.
Results and Discussion
The Pecha Kucha presentations were extremely satisfactory: 72.2% of the students who
participated passed. A large number of these students presented their Pecha Kucha withenthusiasm and engaged with the audience. This first quantitative data demonstrates how
students of Translation Localisation were able to succeed despite the limitations of Pecha
Kucha (total time constraint; 20-second per slide constraint; higher image to text ratio
compared to standard 20-minute presentations) using their own enthusiasm and creativity.
While Pecha Kucha does inevitably limit a presenter, it also allows the expression ofcreativity, which is used as a means to overcome such limitations successfully.
A small percentage of students (27.8%) failed to succeed in the presentations, mostly becauseof poor presenting skills (reading their notes during their presentations), poor visuals, andlimited research.
Stress and anxiety should be considered as a likely product of the Pecha Kucha presentations
requirement. Compared to a standard 20-minute presentation, Pecha Kucha has the potentialof making the students more anxious, due to time constraints. This may have contributed in
the failure of the above 27.8% of the student cohort. Stress and anxiety may also be thereason behind the lack of questions at the end of each Pecha Kucha. In future72

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implementations of Pecha Kucha questions could be formally integrated in the assessment inorder to counteract this aspect. Below is a chart of the instructor’s marks, worth 30% of the
final mark:
Table 1: Instructor’s marks.
100
90
80
70
60
50
40
30
20
10
0
1

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17 18 19

The graph shows marks out of 100 (which were converted to 30% of the final mark). We canobserve that 8 students out of 19 scored high distinctions. While I recognise this is anunusually high number of HDs, it must be noted that these marks do reflect the exceptionallyhigh level of commitment on behalf of the students of the Master of Translation Studies.
These students showed an outstanding involvement with the subject and the audience, goodvisuals, did not read from their notes, and the content of their presentations was far more thansatisfactory. A small number of students scored from 79% to 50%, mostly presenting
problems with two or even three of the criteria in the assessment grid.
One student, for instance, had too many animation effects and it was not possible to read all
the text in their slides. As a consequence, they scored very poorly in the visuals criteria. They
also scored poorly in the content criteria as their presentation was basic and did not show any
critical engagement with the topic. A small part of the class did not pass the Pecha Kucha
presentations: these students presented problems in all the criteria described above. Student
no. 1 did not take part in the Pecha Kucha presenting a medical certificate and thenwithdrawing from the unit. Overall, the Pecha Kucha presentations went quite well: theaverage instructor’s score was 62.3%.

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Table 2: Peers’ marks.
10
9
8
7
6
5
4
3
2
1
0
1

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17 18 19

Table 2 shows peers’ marks already converted into 10%. Peers’ marks are more generous
than instructor’s marks:4 the average mark was 7.15, hence 71.5%, a higher score comparedto the average instructor mark (62.3%). According to their peers, an outstanding 88.8% of theclass deserved to pass the test, while only two students failed (11.1%).
Some interesting data emerges from the comparison of instructor marks and peer marks:
students no. 6 and 2, who scored 50% according to the instructor, scored respectively 70%
and 80% according to their peers. Some students who failed according to the instructor,
passed according to their peers: student no. 18 scored 25% according to the instructor and
60% according to their peers; student no. 19 scored 42.5% according to the instructor and
66% according to their peers.
The above data may raise questions about the validity of peer assessment training. Were thestudents sufficiently trained to undertake this task? Were they able to understand theassessment grid they were provided with? This seems to be an important issue and one thatneeds to be further addressed in future implementations of Pecha Kucha. More interestingdata was collected via the Qualtrics survey conducted in week 13, immediately after the endof semester. 16 students kindly agreed to take the anonymous survey and they were asked thefollowing 9 questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Did you enjoy the Pecha Kucha presentations?
Was Pecha Kucha properly explained and discussed in class?
What aspect of the Pecha Kucha presentations did you enjoy most?
Do you think that presenting a Pecha Kucha improved your English-speaking skills?
Do you think that presenting a Pecha Kucha improved your presenting skills?
What did the Pecha Kucha experience teach you?
Do you think Pecha Kucha presentations are a good assessment method for this unit?
Would you recommend Pecha Kucha to be used in other units? Why?
Are there any other comments you would like to make on the Pecha Kucha experience?

4

Other studies show that the average quality ratings from the student raters were more generous than ratingsfrom the instructor. (Miller Beyer 2011, p. 124)

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Students were also provided ample space to leave any further comments to questions 3, 6, 7,
8. Finally, question 9 provided students the possibility to leave any further insights and/or
suggestions for future implementations of Pecha Kucha presentations. Open-ended questions,such as the ones included here have been referred to as ventilation questions because they
allow students to ventilate their feelings about the topic. The ventilation questions permitted
me to collect qualitative data and gain further insights into the relevance of the Pecha Kucha
presentations. They also gave students the chance to mention issues that perhaps were missedin the questions and might be taken on in future Pecha Kucha implementations. Following is
an analysis of the students’ response to the most salient questions in the survey.
Table 3: Qualtrics survey question 1.

The first question in the survey was aimed at gathering the students’ general opinions on the
Pecha Kucha experience. As Table 3 shows, Pecha Kucha was enjoyed by the entirety of thestudent cohort. No student answered “no” to the question: a result which exceeded my
expectations.
Table 4: Qualtrics survey question 2.

Another extremely positive result was found in the question regarding the in-classexplanation and discussion of Pecha Kucha, vital in the case of such an unknown techniqueamong students. 94% of the student cohort thought it was definitely explained and discussed
in class and 6% of them thought it was somewhat explained and discussed in class. No
student answered “no” to this question either.

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Table 5: Qualtrics survey question 3.

The purpose of question 3 was to establish which aspects of Pecha Kucha presentations
students enjoyed most. Students were given the possibility to choose more than one of theoptions listed or, alternatively, to click on “all of the above”. “Brevity” (44%), “being able toconvey high amounts of information in a short time” (44%), and “conciseness” (38%) are thecriteria with the highest percentages. These results were predictable, since it is well known
that students are not particularly fond of oral presentations in the first place. It looks as
though students of Translation Localisation appreciated presenting for 6.40 minutes
compared to the usual 20 minutes.
From an instructor’s point of view, I found that 6.40 minutes were more than enough toassess students’ understanding of and critical engagement with the translational software usedduring the course. The tendency towards information overload, that often characterises 20minute presentations, (Robinson, 348) was almost completely absent from Translation
Localisation’s Pecha Kuchas, in which students, due to the time limit and the urgency tocompress their message, could not afford to hesitate. Pecha Kucha forces presenters “toquickly and clearly communicate the essence of the subject without digression”. (Klentzin etal, 160) Students of Translation Localisation comprehended this, hence the high percentagesof “brevity”, “being able to convey high amounts of information in a short time”, and“conciseness”.
“Use of images” only scored 19%. We can hypothesise that most of the students realised that,in such a fast-paced presentation, they could not use many transitions and animation effects,
or at least not as many as they would in a standard 20-minute presentation. Following ourhypothesis, most students saw this as a limitation of the Pecha Kucha style of presentation,
hence the unpopularity of “use of images”. What is interesting is that, while most students’presentations did use images in a powerful manner, they failed to recognise this as one of
Pecha Kucha’s assets; on the contrary, they interpreted it as a limitation. In other words,
students perceived the absence of transitions and animations as an obstacle and did not realise
that, in class, they had indeed found their way around these supposed limitations, throughtheir creativity and through the use of high-impact images. Translation Localisation students’presentations indeed turned Pecha Kucha’s supposed image limitation into its true asset.
Some students perceived the entertaining component of these presentations (“delivering fun
presentations without boring the audience” 19%), adding the comments: “Great experience.
Helped me improve my skill for presentation. Great fun too!”; “We were able to see various
perspectives in a short period of time which was wonderful and exciting”. Finally, 6% of thestudents enjoyed the Pecha Kucha for all the criteria listed in the question.

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Yes
No

Figure 1: Qualtrics survey question 4. “Do you think that presenting a Pecha Kucha
improved your English speaking skills?”
Two questions in the survey had the purpose of investigating the connection between
preparing and presenting a Pecha Kucha and an overall improvement in students’presentations, particularly in regards to speaking and presenting skills. The first question was
aimed at students who spoke English as a foreign language, while the second was aimed at all
students, including Anglophones. Due to the variety of levels of English proficiency present
in the class, all students were asked to answer both questions. When asked, “do you think that
presenting a Pecha Kucha improved your English-speaking skills?” 75% of the students
responded “yes”. Hence, students felt that preparing for and presenting a Pecha Kucha helped
improve their speaking skills. This 75% are likely to be speakers of English as a foreign
language. It is probable that the added stress of the automated slides instilled in these students
the idea that more preparation, or rather, better preparation, was necessary to be successful inthis assessment. Since they had to prepare better, they felt that this presentation techniqueultimately bettered their speaking skills altogether. The remaining number (25%) is likely tobe represented by students whose English was first language or whose English-speaking
skills were already strong. Finally, we cannot exclude the possibility that some students felt
the presenting technique did not help improving their speaking skills.
The above data is interesting when compared to the data gathered in the following question:“do you think that presenting a Pecha Kucha improved your presenting skills?” Results areshown below.

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YES
NO

Figure 2: Qualtrics survey question 5. “Do you think that presenting a Pecha Kucha improved
your presenting skills?”
While, on the one hand, 75% of the student cohort thought that Pecha Kucha helped
improving their speaking skills, 81% said it helped with their presenting skills in general.
Only 19%, hence 3 students in the class, responded that the Pecha Kucha did not improvetheir presenting skills.
The data gathered in both questions seems to be in accordance with recent research by
Robinson and Miller Beyer who claim that having to prepare for a presentation with
automated slides every 20 seconds has proven to increase the quality of students’ preparation,and ultimately, their presentations. This is especially relevant when the presentations are
given in a foreign language, a case in which Pecha Kucha can be used to build confidence
and raise awareness of the importance of timing, delivery and visual aids when giving apresentation. (Robinson, 2015, p. 347)
Having shown an impact on both presenting and speaking skills, I can claim that Pecha
Kucha may be an extremely useful tool in the English for Academic Purposes classroom, as
also already shown by the above cited studies. The scope of Pecha Kucha expands when we
consider the high numbers of international students who, speaking English as a second
language, enrol in Australian universities in undergraduate and postgraduate degrees5.
Providing fast assessment of large numbers of students, Pecha Kucha could easily be
implemented in the assessment and pedagogy of EAP courses at Australian universities andoverseas.
In this light Pecha Kucha presentations could be a wonderful gift we give our students while
marking them effectively.

5

In 2015, 4695 international students were enrolled in an undergraduate or postgraduate degree at The
University of Western Australia. Data retrieved on 12 May 2015 from: https://eis.uwa.edu.au

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Table 8: Qualtrics survey question 7.

The following question in the survey asked whether Pecha Kucha presentations were a good
assessment method for this unit. All students agreed that they indeed represented a good
method to assess their knowledge on and use of SDL Trados. Among these, 69% clicked on“yes” and 31% showed some reservations. No students clicked on “No”, a result thatexceeded my expectations.
The comments show some interesting considerations for the future. One student emphasised
the challenging component of Pecha Kuchas, as well as the fun element. Another thought
Pecha Kuchas are only a good assessment method for explaining the process of using SDL,
which was the very purpose of the assessment. This comment is in contrast with another one
stating that these presentations would have been more suited to the theoretical part of thesemester.6 The same comment also lists the problem of repetition, which recurs in the survey
and which will be analysed below. Among the students who chose “somewhat”, one claimed
that Pecha Kucha limits both time and creativity, while another states it is good for improving
presentation skills but too stressful. Stress was a calculated consequence of these speedy
presentations, and one that is, in any case, not completely absent from regular 20-minutepresentations. In fact, I expected for “stress” to be mentioned in the survey much more thanwhat actually occurred7. All things considered, according to the results of this survey, stressis not to be seen as an impediment to the implementation of Pecha Kuchas in this unit orother units.

6

In the first half of the semester, localisation was contextualized and presented from a theoretical point of view.
The second half of semester more was more practical and hands-on: it provided students with proficiency in themain functions of SDL Trados. The UWA’s Multimedia Centre provided assistance during the semester and Mr
Mitchell Chiappalone held a seminar introducing SDL Trados.
7
There are only two occurrences of the words ‘stress’ and ‘stressful’ in the entire survey.

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Table 9: Qualtrics survey question 8.

Table 10: Negative responses to question 8.

Table 11: Positive responses to question 8.

More comments were left by the students in the Qualtrics survey, the following is an analysisof those.
Leaving a comment was, of course, not compulsory but rather at the student’s discretion. 11
students out of the 16 who took the survey left a comment; some of the comments wereextensive, others short. Qualitatively, there were more positive than negative comments (7 to3) and some of the negative comments contained positive elements. Finally, 2 comments did

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Among the negative comments, one student claimed that Pecha Kucha “makes you practicemore”. Another emphasised how repetitive it can be when all the class is asked to present on
the same topic, a suggestion I have seriously considered for future implementations of Pecha
Kucha, in which students will be able to choose among different titles and aspects of CAT
tools translation and among different types of translation software. Another comment reads:“Pecha Kucha itself is a good way of shortening things, but for some theoretical stuff orpersonal opinion, normal presentation suits me more”. This student did not explain in what
way a normal presentation is better for the exposition of theoretical concepts and opinions
and continued by mentioning that they “don’t like being nervous”, thus implying that a
speedy presentation causes more nervousness than a standard 20-minute one.
The seven positive comments showed that students comprehended the teaching and learningpotential of the Pecha Kucha presentations: “Great experience. Helped me improve my skill
for presentation. Great fun too!”; “A lot was learned in the process of creating a Pecha Kucha.
[. . .] This was a great way to continue the learning process as the presentation was being
made. Something different, innovative, fun and would definitely recommend it for anything it
can be adapted to, absolutely any topic or theme. One of the most enjoyable assessment
methods I have ever come across!” One comment focused on the preparation aspect, stating,“I enjoyed the whole preparation process more than when I was preparing for other kind ofpresentation”. Time-saving quality and efficacy are mentioned among the qualities of speedy
presentations. In the same comment, the suggestion of providing many topics to choose fromis made (“but I would love to present one of many topics given by the teacher instead of thesame one with all the other students”) with the reservation that “some of the students had
tried to make some differences”.
The repetition issue is also raised by another student of the Translation Localisation Pecha
Kuchas: “Maybe more freedom on the choice of topic is better, because many people talked
about the same thing.” This suggestion, though, seems to be in contrast with a comment on
the variety of presentations despite the same topic: “We were able to see various perspectives
in a short period of time which was wonderful and exciting”.
Another perfectly valid suggestion was to “encourage [students] to ask questions after eachpresentation”, which will be taken in consideration for next year’s Pecha Kucha integration.
The peer marking component of the experience, particularly appreciated by one of thestudents (“I would like to add that the peer marking of the presentations in class also plays animportant part. It gets everyone involved and helps develop a critical attitude”) may also bepart of next year’s Pecha Kucha integrated unit.
Conclusions
Including Pecha Kucha presentations in the assessment of unit Translation Localisation in the
Master of Translation Studies at The University of Western Australia provided several
advantages. Presentation times were drastically reduced in comparison with traditional 20minute presentations, allowing for all presentations to be carried out in only four hours at theend of semester. Students’ attention levels were extremely high during their peers’presentations. Two factors contributed to this: the brevity and conciseness of Pecha Kuchas,and the implementation of peer assessment alongside tutor assessment. As far as peer

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Volume 5 – Issue 3 – Winter 2017assessment is concerned, asking the Qualtrics survey respondents whether or not they felt thatthey had sufficient training and/or understanding of the presentation assessment criteria given
could shed some light on the issue of the validity of peer assessment and, ultimately, improve
future implementations.
Preparing and presenting for a Pecha Kucha helped students achieve brevity, conciseness andmade them able to deliver large amounts of information in a short time. The vast majority ofstudents, and in particular those whose English is a second language, felt that the Pecha
Kucha experience helped improving their overall speaking and presenting skills. The entire
student cohort enjoyed the experience and left numerous positive comments and a small
number of negative comments and suggestions in the Qualtrics survey. The author thoroughly
enjoyed the Pecha Kucha assessments: while the 6:40-minute presentations were brief, they
provided the author with plenty of time to assess the students.
Overall, the results obtained in the case study (both the students’ scores in the presentations
and their opinions in the survey) are extremely satisfying and justify the integration of Pecha
Kucha presentations in the unit Translation Localisation. The positive results also justify apossible implementation of the Pecha Kucha assessment experience in other units of the
Master of Translation Studies in the future, perhaps extending the experience to larger student
cohorts and implementing the suggestion made by the students on supplying a variety of
topics for presentation, in order to avoid repetition.
The results obtained in this case study suggest fruitful avenues for additional exploration. A
possible improvement of the Pecha Kucha assessment experience consists in making
questions from the audience compulsory. As previously stated, because of the questions,students will have to listen carefully to their peers’ presentations and will not be likely to use
this time to prepare for their own presentation or getting distracted. Switching the extremely
generous peer assessment with compulsory questions might result in interesting data forcomparison with the current case study, while at the same time guarantee students’ attention
to peers’ presentations.
It would be helpful to repeat the study with another class in order to ensure results are
consistent and support preliminary findings. A pilot study on the comparison of Pecha Kucha
and 20-minute PowerPoint presentations, similar to Miller Beyer’s, could also be considered.
When running a pilot study, it would be interesting to delve into the issue of preparation time,
especially because of the different opinions available in the literature. Extra questions on thisissue would be added to the Qualtrics survey to check on students’ perceptions and an
exciting video-diary on their preparation could also be part of the assessment.
Ultimately, results from research in the implementation of Pecha Kucha presentations inTranslation Studies units could be of value in other disciplines, particularly, but not
exclusively, in English for Academic Purposes and in all disciplines which face high numbersof international students with varying degrees of proficiency in the English language. Being
able to kill two birds with one stone – teaching and assessing at the same time – andproviding quick assessment compared to standard 20-minute presentations, Pecha Kucha
presentations can indeed be a useful tool for the teacher and the learner alike.

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References
Anderson, J. S. & Williams, S. K. (2012). Pecha Kucha for lean and sticky presentations inbusiness classes. Working Paper Series, 12(3), 1–9.
Burke, L. & James, K. (2008). PowerPoint-based lectures in business education: An
empirical investigation of student-perceived novelty and effectiveness. BusinessCommunication Quarterly, 71(3), 277–296. https://doi.org/10.1177/1080569908317151
Evans, S. (2013). Just wanna give you guys a bit of an update: Insider perspectives on
business presentations in Hong Kong. English for Specific Purposes, 32(4), 195–207.
https://doi.org/10.1016/j.esp.2013.05.003
Glendal, J. (2007). 20 presentations. 20 slides. 20 seconds. Architecture, 66-69. Retrieved
from http://www.architecturemagazine.com
Johnson, D. A. & Christensen, J. (2011). A comparison of simplified-visually rich andtraditional presentation styles. Teaching of Psychology, 38(4), 293–297.
https://doi.org/10.1177/0098628311421333
Klentzin, J.C., Paladino, E. B, Johnson, B, Devine C. (2010). Pecha Kucha: Using “lightning
talk” in university instruction. Computers & Education, 35(3), 175–187.
McDonald R. E. & Derby, J. M. (2015). Active learning to improve presentation skills: The
use of Pecha Kucha in undergraduate sales management classes. Marketing Education
Review, 25(1), 21–25. https://doi.org/10.1080/10528008.2015.999593
Miller Beyer, A. (2011). Improving student presentations: Pecha Kucha and just plain
PowerPoint’. Teaching of Psychology, 38(2), 122–126.
Robinson, R. (2015). Pecha Kucha: How to improve students’ presentation skills’. The
European Conference on Language Learning 2015 Official Conference Proceedings,
347–351.
Smith, K. (2013). Pecha Kucha or creatively crafting chit chat presentations with concisionand precision. Compass: Journal of Learning and Teaching at the University ofGreenwich, 7, 1–2.
Corresponding author: Anna Gadd Colombi
Email: anna.gadd@uwa.edu.au

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Appendices
Appendix A

TRNS 5004 TRANSLATION LOCALISATIONEND OF SEMESTER PRESENTATION – INFORMATION SHEET.

Your end of semester presentation can be in the following format:‘Pecha Kucha’ PowerPoint Presentation
Your presentation should:
•
•

•
•
•
•
•

•
•
•
•
•

Consist of 20 slides shown for 20 seconds, for a total of 6 minutes 40 seconds.
You can find information on how to set the timer on PowerPoint at the following links:
https://www.youtube.com/watch?v=l9zxNTpNMLo
https://www.youtube.com/watch?v=YGVCKCn6jBc
https://www.youtube.com/watch?v=32WEzM3LFhw
General information on how to make a Pecha Kucha presentation can also be found at
this link: http://avoision.com/pechakucha
I will also upload a Pecha Kucha to LMS and show it in class so you can use it as an
example! J
Your presentation topic is “Translating with SDL Trados”: you should show to theclass that you know how to use the software effectively and confidently.
You should include at least 3 screenshots from SDL Trados, to show that you havebeen using it to translate.
Ideally, you should take the viewer through the process of translating a document withSDL Trados. You can choose a text of your choice. This text should be in English
and you should show how you would go about translating into your LOTE using SDL
Trados.
You are allowed to include some theoretical concepts from the course, justremember to cite correctly. You can choose to have a final bibliography page or you
can include citations in small font in the corner of the relative slide.
You are allowed to reflect on your practice. How is SDL Trados useful in yourpractice as a translator? What are its limitations, if there are any?
As for the assessment, the end of semester presentations will be peer assessed inclass, so you all need to be present to everybody’s presentations. Failure to do so will
be reflected in your participation mark.
The best presentations will be uploaded to LMS.
Should you have any questions, you can email me at anna.gadd@uwa.edu.au

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Appendix B

TRANSLATION LOCALISATION TRNS 5004
PEER ASSESSMENT OF PECHA KUCHA PRESENTATIONS
Rate your peer’s Pecha Kucha presentation using the following criteria. Please don’t forget towrite the presenter’s name and last name. Do not write your own name and last name. Theninsert scores next to each skill and add up the overall score. This type of assessment isanonymous and will make up 10% of your Pecha Kucha presentation mark.

Presenter’s name and last name:

CONTENT/25

ORGANISATION /25
PRESENTATION (VOICE QUALITY AND EYE CONTACT)VISUAL/25

OVERALL/100

Scale:

0/5 poor
6/10 below average
11/15average
16/20 good
21/25 excellent

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Elements of Motivational Structure for Studying Mechanical Engineering

Nikša Dubreta, University of Zagreb, Croatia
Damir Miloš, Catholic University of Croatia, Croatia

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Abstract
The article presents the findings on students' reasons for studying mechanical engineering.
These reasons were covered in terms of extrinsic and intrinsic motivation additionally related
to selected independent variables of the sample – students' secondary school Grade Point
Average, their gender and the socio-economic status. The research was conducted with thefirst year students of the Faculty of Mechanical Engineering at the University of Zagreb,
Croatia. The sample consisted of 282 students (228 males and 54 females) and comprised
students of all majors. According to descriptive character of the questionnaire type survey
characteristics of the sample are presented. Composite variables of extrinsic and intrinsic
motivation were dichotomized to present different levels of the students' overall motivational
structure. Results indicate a students' interest in the field of science and technology as themost important element of intrinsic motivation, with no significant relation to any of
independent variables. By contrast, extrinsic motivation has manifested as significantly
related to the variables of Grade Point Average and to parents' education as one component of
the socio-economic status. However, a significant level of indecisive respondents regarding
the both intrinsic and extrinsic motivation suggests that the choice of the study programme is
not always a consistent and an unambiguous process.
Keywords: motivation; engineering; education; freshmen.

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Introduction
Research of the most important factors affecting the choice of engineering study programmes
has intensified worldwide over the past two decades triggered by reports of the declining
interest of young people in studying engineering. In its report on student interest in scienceand technology studies, the Organisation for Economic Co-operation and Development(OECD) considered the subject of engineering along with physical sciences, mathematics,
life sciences and computer science. It was found that interest in engineering in general isrelatively stable in comparison to a decline regarding other fields of science and technology,
but this finding was relativized by significant differences in the national trends in thenumbers of engineering graduates (OECD, 2008). However, some years later, the United
Nations Educational, Scientific and Cultural Organization (UNESCO, 2010) indicatedenrolment problems in engineering studies in particular: “One of the most serious internal
issues and challenges facing engineering is the decline of interest and enrolment of young
people, especially women, in engineering in most countries around the world” (UNESCO,
2010, p. 308).
This trend had been anticipated earlier, mostly through analyses in (post)industrial countriesof the major changes taking place at the societal level. It was found that engineering
programmes were not part of the primary academic orientation for young people. Moreover,other corresponding analyses of dominant features of engineering education in generalindicated discouraging characteristics of engineering studies, mostly combined with inertia
and unattractiveness.
At the societal level in the industrialised world, it should be noted that socio-economicchanges, which reflected unstable career paths for engineers, had been indicated in the 1990s.
Thus, Sennett's elaboration and detailed portrayal of unsuccessful harmonization of work-lifebalance among engineers demonstrated a clear relationship between deindustrialisation, theprecarious nature of employment, and the corresponding uncertainty in terms of theindividual’s professional career and biography (Sennett, 1998). Similarly, Barley & Orr(1997) pointed out that regardless of the trend of massification and diversification ofacademic studies, engineering could be viewed in terms of relative uncertainty in regard tosocial status and salaries in the respective professions. Although these warnings were
presented in the 1990s, they were to be echoed in the OECD report a decade later where it
explicitly stated that the traditional attractions of science careers had been eroded by changes
in the economy at large: “With rising unemployment or precarious contracts, young people
may be prone to operate a shift towards profession oriented studies” (OECD, 2008, p. 47).
Finally, as it can be seen in the UNESCO report (2010), despite the relatively stable demandin the labour market, engineering was considered to be an area that was perhaps most affectedby the decline of study interest.
The analyses of internal discouraging factors point out a problematic character of the
predominantly narrow disciplinary focus of the study programmes in engineering. The main
objections relate to the excessive abstraction of the studies and difficulties in understanding
engineering as a social enterprise (Beder, 1999; Bucciarelli, 2008). In her analysis of thehistorical reasons of the overly technical focus in engineering studies, Beder stated thedeclining social image and status of engineers in which they were viewed mainly as sociallyinsensitive and politically naive men who were subjected to the influence of capital. Beder
indicated that such an image was, to a large extent, the outcome of the traditional approach toengineering in schools in which “selection criteria and course content is of a field of91

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Volume 5 – Issue 3 – Winter 2017endeavour that is overwhelmingly concerned with numbers, science, and mathematicalanalysis” (Beder, 1999, p. 14). Such approach, according to Beder, resulted not only increating inappropriate assumptions about the students of engineering, but also in stereotyped
images of the career in engineering itself. It is stated that, devoid of any social content, careerin engineering remained appealing to the narrow circle of young people who are willing toforsake professional involvement with people, public affairs, and a wider set of social
concerns (Beder, 1999).
Similar considerations can be found in other studies (Seymour & Hewitt, 1997; Shulman,
2005; Pawley, 2009; Riley & Claris, 2009; Trevelyan, 2010). More recently, Wadowski &Zaród (2015) pointed out deeply rooted lack of recognition of the social context in which
engineering operates. According to the authors, this overly reductionist educationalframework in engineering seems to be transformed in time by the gradual introduction ofsocial sciences and humanities. In sum, a trend of declining interest for studies in engineering,along with other problems is covered in most of these articles. Correspondingly, in most ofthese studies it is supposed this trend should be reversed by a radical internal curricular andpedagogical reform.
Objectives and Relevance of the Study
If opportunities for engineering careers at the societal level are ambiguous, simultaneously
unpromising and insecure, while study programs are relatively unattractive, then our primaryresearch objective was to see what motivates young people to enrol in academic engineering
study programs. More precisely, the main objective of the present research was to explore
freshmen's reasoning to study mechanical engineering at the University of Zagreb in terms of
intrinsic and extrinsic motivation which were considered as two conceptually different basic
components of motivational structure for students when entering the first semester ofengineering undergraduate study. The intention was to determine whether there weresignificant differences between these two basic components of motivation.
In addition, the present research examines whether it is possible to determine differences in
the motivational structure of mechanical engineering students by the number of theireducational, socio-demographic and socio-economic characteristics. The educational variable
is considered through the Grade Point Average (GPA) since it provides a well-rounded viewof a student’s performance in high school and often represents the key norm for enrolment inacademia worldwide (Bowles & Gintis, 1977; Ferjan, Jereb & Šušterčič, 2007; Balfanz et al.,2016). Likewise, the gendered nature of enrolment in engineering represents one of the wellstudied elements in contemporary research efforts to transform the engineering sector as it iscurrently still male dominated area of education (Kolmos, Mejlgaard, Haase & Holgaard,2013). Finally, the importance of the socio-economic status (SES) represents the third
students' characteristic since its validity in terms of family income, parental education andparental occupation, has been verified in a number of educational studies (Bowles & Gintis,
1977; Sirin, 2005; Ma, 2009; Svoboda et al., 2016).
Extrinsic and Intrinsic Motivation in Education
Generally, a good deal of research has been conducted dealing with the issue of motivation inengineering education. It has been explored in terms of choice and persistence in studying
engineering (Matusovich, Streveler, & Miller, 2010); gendered nature of academic choices(Jugović, 2010; Kolmos, Mejlgaard, Haase, & Holgaard, 2013) among others. In addition,92

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some studies have tried to identify the most important influencing factors in choosing tostudy engineering such as socialisers' influence, interest in the study and working autonomy,
security, wages and social position (Reed & Case, 2003; Dias, 2011; Shumba & Naong,2012). Overall, it turned out that results vary depending on a particular’s socio-culturalcontext.
In this regard, extrinsic and intrinsic motivations are an integral part of numerous models in
the field of education and they are examined from a variety of theoretical perspectives: forexample, expectancy theory, the theory of value assignment, and motivation theory
associated with cognition and volition (Eccles & Wigfield, 2009). However, as Brown,
McCord, Matushovich, & Kajfez (2014) point out, these two concepts appear as moreinconsistent than a nuanced construct in the research of engineering educational process.
Considering this observation, in the present research we relied on the theoretical approach of
Deci, Vallerand, Pelletier, & Ryan (1991).
Deci et al. (1991) took into account a more complex perspective on the relationship between
extrinsic and intrinsic motivation. Elements of personal choice regarding an activity were
elaborated as a part of regulatory process of behaviour. This enabled the authors to outline theextrinsic and intrinsic motivations in terms of a continuum in which each variant indicates adifferent level of transformation from external contingencies into agency regulated byinternal processes. Ultimately, the model has resulted mostly in extrinsic motivation being
elaborated through a number of variants which differ from each other in nuances, gradually
approaching intrinsic motivation. Thus, the most sophisticated type of extrinsic motivation –
integrated motivation – comes close to intrinsic motivation for the differences among the two
although sometimes not clear at first sight (Deci et al 1991). Since the initial introduction,
this approach has often been employed as a valid concept in educational research (Sansone,& Harackiewicz, 2000; Rijavec, Brdar, & Miljković, 2008) along with research inengineering education in particular (Gero & Abraham, 2016).
However, regardless of the mild differences among variants in continuum, Deci et al. (1991)
specified general differences between these two kinds of activity. Intrinsically motivatedindividuals would engage with an activity for their sheer interest and corresponding sense ofenjoyment. They do so “freely, with a full sense of volition and without the necessity ofmaterial rewards or constraints” (Deci et al., 1991, p. 328). In contrast, extrinsicallymotivated activity would be determined primarily by external and utilitarian goals, be it
attainment, reward or success. In essence, extrinsic motivation indicates behaviour which isassumed to be “instrumental for some separable consequence”. Therefore, we consider
intrinsic and extrinsic motivation as two general orientations, although the former isconceptualized almost in its ideal-type form, and the latter involves a number of variations(Dubreta & Bulian, 2017).
Literature Review
Brown et al. (2014) listed more than 70 scientific articles dealing with motivation as a
research subject in engineering education. Many of these articles are concerned withpossibilities to consider a particular aspect of students' engagement in the learning process be
it laboratory work, project learning or mathematics. The number of articles dealing withmotivation in enrolment in engineering study is relatively small. Their findings are based on
qualitative or quantitative research and the issue of motivation appears to be considered in aview of the applied theoretical construct.

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Thus, for example, the application of expectancy-value theory (Matusovich, Streveler, &Miller, 2010) has shown that the choice of the study programmes in engineering cannot be
separated from elements of personal identity and students’ sense of self but is associated withtypes of values and perceptions of the personal importance of engineering. The theory
showed that values as well as the connection between the personal and the engineering
identity are crucial not only for the choice of study programmes in engineering but also as
motivational factors in terms of perseverance in the course of studying.
On the other hand, while combining qualitative and quantitative research Savage & Birch(2008) observed how extrinsically and intrinsically motivated students reflect on different
pedagogical approaches. Their results imply possibility of a parallel, though differently
expressed importance of both types of motivation for study programmes in engineering.
Therefore, the need for more detailed consideration of appropriate pedagogical approaches issuggested which would, in practice, allow for convergence of students and teachers
expectations of the study programme. Another related research study (Reed & Case, 2003)
also emphasises the concurrent importance of extrinsic and intrinsic motivation in choosing
the study programmes in engineering. It points out that there are a series of contextual factorsthat may have an intervening effect; be it the appropriate elements of socialization, theinterpretation of past personal experiences, aspirations in terms of career, self-images, beliefs
about their own abilities, along with other factors. Finally, Dias's research (2011) showed thatin considering students’ motives for choosing a study programmes in engineering, we shouldtake into account the combined effects of motivational factors such as social status,
intelligence, gender, values and interests. Since the choice of study is of highly contingent
character, these factors are reflected in the shapes of extrinsic and intrinsic motivation forstudy programmes in engineering.
Given the relevance of the topic, there are relatively few studies of motivation regarding thestudy programmes in engineering in Croatia. In those studies the question of motivation forenrolling into engineering study programmes is considered in different terms and the research
process varies depending on whether they are using qualitative or quantitative procedures.
The first study in Croatia of this type was conducted by Kesic & Previsic (1998) and it
compared the motives for enrolling into faculties of economics and electrical engineering.
The study relied on elements of the two-factor motivational structures which somewhat
corresponded to a simplified matrix of extrinsic and intrinsic motivation. The matrix is
expressed in different but nevertheless corresponding terms of hedonistic motives as well as
the motives of utility. As it turns out, hedonistic motives (complacency with the programmecourse) are significantly more dominant among students who study electrical engineering,
while the motives of utility (job and salary) dominate among students who study economics.
The results also suggest that these motives play a crucial role in students' decision-making
processes in terms of what they want to become and what their future profession will be.
A decade later, Potočnik (2008) researched the motives for enrolling at the University ofZagreb. By combining qualitative and quantitative approaches she determined that the
majority of students, including those studying technical sciences, had a prevailing interest in
the studies and independent variables such as gender, age and years of study did not represent
relevant factors. Certain differences were shown in the interpretations of the market situationin terms of finding future employment, whereby the position of the certain profession and thepolitical context in Croatia was perceived as a considerably greater potential barrier to the94

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employment of students who study social sciences and humanities (SS&H) than for those
who study technical sciences.
Using the model of expectations and values, Jugović (2010) investigated the factor structureof motivation in the field of physics. She specifically concentrated on gender differences inmotivation and stereotypes in the interpretation of individual choice of study programmes inwhich physics is important. Relevant findings indicate that there are no differences between
boys and girls when it comes to personal importance and the assessment of their own abilities
in this area of science. However, the author herself questions the finding since other findings
indicated significant educational aspirations in the selection of future study programmes withrespect to the gender. As it turns out, a significantly higher number of boys intend to enrol
into some of the technical faculty and this allowed the author to consider the category ofgender stereotypes as an important factor in educational and occupational gender segregationin Croatia.
Finally, Miloš & Čiček (2014) presented the results of the quantitative research conducted at
the Faculty of Mechanical Engineering and Naval Architecture. By aggregating claims which
can be taken as indicators of extrinsic and intrinsic motivation and by testing their differences,the dominance of extrinsic motivation in the choice of study programme was determined. The
article relied on studies that have already been mentioned (Reed & Case, 2003) where thefocus was shifted from the set of factors (cultural, social, previous experience) to thespecified reasons for enrolling into a faculty and in the aspirations for a career in engineeringin the context of extrinsic and intrinsic motivation.
The Method and the Research Sample
The research was conducted with first year students of the Faculty of MechanicalEngineering at the University of Zagreb. A questionnaire type survey was conducted among
282 students in October 2013. Non probabilistic purposive sampling was used. The reasonsfor this kind of sampling procedure stems from the fact that the research was limited to newly
enrolled students in the mechanical engineering study programme and in a corresponding
attempt to relate their motivational structure for enrolment with their SES, gender andeducational characteristics. In proportion with the number of students enrolled (425), thequestionnaire comprised students of all majors. Figure 1 shows the socio-demographic
characteristics of the sample.
We used descriptive statistical methods for describing the sample and the independent
variables (Figure 1). Besides that, inferential statistical methods were used in accordance withthe aims of the research. Therefore, two logistical regressions were conducted in order todetermine the relevance of the model for the predicament of the level of extrinsic andintrinsic motivation for a career in engineering. That model was comprised of the variables ofsocio-economic status, gender and the GPA achieved in high school. Dichotomization of
extrinsic and intrinsic motivation by their (low/high) level provided us with the opportunity
to get a more distinct insight in SES, gender and educational effects on the motivation.
Additionally, counties of students' origin were introduced as possible supplementary SES
component. As regards SES, counties here refer to Croatia's highly centralized administrative
character in which the city of Zagreb represents the wealthiest and most populated centre,with the biggest university and with the significant share of students from other, lessdeveloped parts of country.

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Figure 1: Socio-demographic features of the sample.
In accordance with what has been written about the intrinsic motivation as a type of "internal"
motive for an activity per se, or the voluntary and conscious effort in a certain direction
without expectation of extrinsic rewards, it was necessary to adjust this term to the context of
intrinsic motivation for a specific professional career. The underlying theme for thedevelopment of a model is very similar to previous work in this field (Miloš & Čiček, 2014),
with minor modifications. In fact, this time we used the model that had resulted by the factor
analysis with slightly altered components.
Thus, the respondents had to express the degree of disagreement with a particular statement
on a scale from 1 to 5 (1 – strongly disagree, 2 – disagree), indecision with respect to96

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compliance (3 – I'm not sure) and the degree of agreement with the statement (4 – agree, 5 –strongly agree). The components that were later added together in the composite variable ofthe intrinsic motivation were: "I enjoy in acquiring a new knowledge and skills", "I find thestudies in engineering exciting and challenging", "I enrolled in this faculty because I am
primarily interested in the field of science and technology", "I like to solve complex, but
concrete problems", "This study corresponds to my personal traits“. For a composite variable
that later represents the extrinsic motivation in the choice of the study programme thefollowing statements were summed up (also represented numerically 1–5 with the degrees ofinfluence): "Good/above average salary", "Quick employment", "Quick career advancement","The reputation (of the profession) in the society“, "Possibilities of decision-making andinfluence on the society“.
Results
Values obtained by aforementioned procedure for composite variable of intrinsic motivation
are r = 3.90, SD = .54 (Cronbach α = 0.66). On the other side, values of composite extrinsic
motivation are r = 3.57, SD = 0.70 (Cronbach α = 0.83). The resulting composite variables
were dichotomised in the following way: on a scale of extrinsic/intrinsic motivation (absenceof the occurrence), scale figures 1 and 2 signify low motivation, while the scale figures 4 and5 signify high E/I motivation. The results thus indicate that the absence of the intrinsic
motivation is expressed in 5.3% of all cases, and the absence of the extrinsic motivation in
17% of all cases. In contrast, high intrinsic motivation is expressed in 50.9% of all cases, anda high extrinsic in 28.6% of all cases (Table 1).
Table 1: Dichotomized variables overview.

Low
motivationHigh
motivation
Undecided
Total

Dichotomized variable of the intrinsic
motivation
Frequency Percentage Cumulative
percentage
15
5,3
5,3

Dichotomized variable of the extrinsic
motivation
Frequency Percentage Cumulative
percentage
48
17
17

144

50,9

56,2

81

28,6

45,6

124
283

43,8
100

100

154
283

54,4
100

100,0

By this procedure (Figures 2 and 3) we obtained a high percentage of cases (43.8% forintrinsic, and 54.4% for extrinsic motivation) where the respondents expressed indecision (3– I'm not sure) in terms of agreement or disagreement with the statement; a rather small
number of cases presented in the low range of motivation and a much larger number of cases
represented in the higher range of motivation. Thus, the situation is much clearer, that is, thecases of low and high motivation are consistently isolated and it is evident that in general,scale results lean towards higher E/I motivations.

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60.0

50,9

40.0
20.0

43,8

5,3

.0
Low
motivationHigh
Undecided
motivation

Figure 2: Dichotomized variable of the intrinsic motivation (%).

Figure 3: Dichotomized variable of the extrinsic motivation (%).
The model for the prediction of E/I motivations contains two categorical variables – genderand counties from which the students come (counties were dichotomised into two categories:
the first one consisting of the respondents of both City of Zagreb and Zagreb County and thesecond one consisting from all other counties of Croatia). Besides these, four discontinuous
variables were used in the model: monthly household income, number of family members,
father's educational level and mother's educational level. Finally, high school GPA is the only
continuous variable in the model.
In order to determine the impact of such factors on the likelihood of the respondents being
more extrinsically or intrinsically motivated, two logistic regressions were performed. The
abovementioned independent variables constitute a common model for predicting both typesof motivation. A model for intrinsic motivation is not statistically significant c² (7, N = 153)
= 11,79, p > 0,05 (p = 0,1), which indicates that the model in general does not distinguishstudents who are poorly and highly intrinsically motivated for a career in engineering, that is,
our independent variables do not contribute to the explanation of the dependent variable.
However, Table 2 shows that only one independent variable brings a statistically significant
contribution to the model, i.e. the only predictor of high intrinsic motivation is the county
from which the students come (B = 1,461; p < 0,05), and its quotient probability is 4,31. If
the model was significant this would tell us that students who do not come from the city ofZagreb and Zagreb County showed more than four times "stronger" intrinsic motivation (withall other factors in the model unchanged). But considering the fact that the model is not
significant it can be noticed that we cannot relate SES to intrinsic motivation in this case.

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Table 2: Predicting the probability of high intrinsic motivation.

GenderHigh school GPA
Average householdincomeNumber ofhousehold members
CountyMother `s education
Father`s education
Constant

95% confidence interval forExp(B)Lower
The upper limit
Limit
,569
40,556
,215
4,362
,819
1,554

B

Stand.
error

Wald

df

Sig.

Exp(B)

1,569
-,032
,121

1,088
,768
,163

2,079
,002
,546

1
1
1

,149
,967
,460

4,804
,968
1,128

-,721

,442

2,662

1

,103

,486

,204

1,156

1,461
-,269
-,354
6,162

,651
,428
,502
4,483

5,035
,395
,497
1,889

1
1
1
1

,025
,529
,481
,169

4,312
,764
,702
474,325

1,203
,330
,262

15,455
1,769
1,878

On the other hand, the model is statistically significant c² (7,122) = 18,82, p < 0,01 in thecase of extrinsic motivation, which means that the model differentiates between poorly andhighly extrinsically motivated subjects, i.e. independent variables contribute to the
explanation of the dependent variable. The model interprets between 14.3% and 19.5% of thevariance of extrinsic motivation and accurately classifies 73% of all cases. In Table 3 we cansee that the two independent variables provide statistically significant contribution to themodel (average high school GPA and mother`s educational level). The strongest predictor ofhigh extrinsic motivation is the high school GPA (B = 1.360; p < 0.01) with the quotient ofprobability of 3,898. This means that an increase of GPA for one unit of value (simply put,
the grade) means almost four times higher probability for high extrinsic motivation, with allother factors in the model remaining the same. Furthermore, mother's education as a predictor(B = 0,680; p < 0,05) has a coefficient of probability 1,975 which points out that with eachincrease in level of mothers education, the probability for high extrinsic motivation doubles(with all the other factors in the model remaining the same).
Table 3: Predicting the probability of high extrinsic motivation.

B

Stand.
Error

Wald

df

Sig.

Exp(B)

Gender

-,153

,555

,076

1

,782

,858

95% confidence interval
for Exp(B)Lower
The upper
limit
limit
,289
2,547

High school GPA

1,360

,496

7,509

1

,006

3,898

1,473

10,314

,071

,122

,337

1

,562

1,074

,845

1,364

,390

,270

2,089

1

,148

1,476

,870

2,504

Average householdincomeNumber of household
members
Mother`s education

,680

,311

4,777

1

,029

1,975

1,073

3,635

Father`s education

-,420

,370

1,289

1

,256

,657

,318

1,357

County

-,587

,434

1,831

1

,176

,556

,237

1,301

Constant

-7,62

2,886

6,974

1

,008

,000

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Discussion and Conclusion
The first objective of this research was to determine students' components of intrinsic andextrinsic motivation for enrolment into the engineering study programme. On the one hand,the obtained results indicate that the interests to study engineering in half of all respondents
are encouraged by motives of predominantly intrinsic character. About 50% of respondents
expressed their agreement with statements that primarily refer to the interest in the subject
area. The responses of one quarter of all respondents (28.6%) suggest that motives areaffected by continuum of extrinsic motivation suggested by Deci et al. (1991). To someextent, the results correspond to those found in similar studies (Reed & Case, 2003; Kesić &,Previšić, 1998; Potočnik, 2008). Therefore we are not surprised by the dominantly expressed
importance of intrinsic motivation which suggests that students are encouraged by the very
content of the study programme.
Although the county is a significant predictor in the model of intrinsic motivation which is
cast aside, one should bear in mind the consequences of the way in which counties weredichotomised in our model. Variable named County (Tables 2 and 3) consisted of two parts:
the first one is the City of Zagreb and Zagreb County and the second one refers to all theother counties. The latter includes the remaining 19 Croatian counties and a significant
number of them are underrepresented in the sample. In this sense, one cannot say theevidence of predictability of the intrinsic motivation in terms of the county from which thestudent comes is particularly indicative. The important is that the model is not significant inthis case and new researches are welcomed in this regard.
With regard to extrinsic motivation, it turns out that the GPA is the most important factor andcan be considered as an indicator of competitiveness and conformism. The previously
mentioned research (Bowles & Gintis, 1977; Ferjan, Jereb & Šušterčič, 2007; Balfanz et al.,2016) has already indicated that "GPA hunting" offers proof that the education system works
as divisional as well as a stratificational factor in society. Because students cannot influence
the form and the content of the educational process, their motivation is based on extrinsic
factors and it is also one of the ways in which they can conform and prepare for the next step
– a job. In the context of our study this would indicate "a job well-done" at the previous levelof education as well as the fertile ground that was created for primarily extrinsicallymotivated students who will become future employees.
On the other hand, it is important to take notice of a large number of indecisive respondents
both in terms of intrinsic (43.8%) and in terms of extrinsic (54.4%) motivation. They indicatethat the choice of the study programme is not always a consistent and an unambiguous
process. This finding is important since it allows us to pose the following question: to what
extent does the choice of study programme correspond with any kind of motivation and how
much does it stem from the nature of the educational system, still relatively closed to students
of vocational schools and open predominantly to students coming from (mainly general)
gymnasiums in which the transition to the next educational, i.e., the academic level is almost
the only reasonable option. Furthermore, the results allow us to question the importance ofthe motivational matrix indicated in the E/I terms. In a way, it seems reasonable that at thetime of the enrolment, students are not confident of their choices, that is, some of the motives
that were outlined and contrasted here can be developed or challenged “along the way” in thecourse of the study programme (Renninger, 2000).

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Such an assumption would allow sequencing of an examination of human choices and actionsin the wake of the research which showed that motivation is often yet to come for the initialchoice (in this case by entering a specific study programme) and is important in later
sequences when it can arise as an important factor in terms of maintaining this initial choice(Renninger, 2000).
The second objective of this study aimed at reassessing the hypothesis that socio-economic
status is a relevant factor in choosing a study programme and future career. Socio-economic
status is often studied and interpreted differently, especially when it comes to predicting thefuture academic achievement in the matrix of social stratification (White, 1982). Our results
showed that, in this particular case, the elements in the utilised model of socio-economic
status are irrelevant for predicting intrinsic motivation. This is not the case with the extrinsic
motivation because one of the elements has clearly crystallized itself in the definedcomponents of the socio-economic status – mother`s education. It is possible to assume thatin traditional and patriarchal social structures, such as is Croatian (Galić, 2004), mothers are
more active parents and they are more directly involved in the school activities of theirchildren from the very beginning of their education. The correspondent results were offeredby Burušić, Babarović & Marković (2010) stating that a mother's education has a greater
impact on academic achievement than the father's. In the assumed continuity of aspiration of
Croatian students, the results of our research are consistent because they indicate that students
who have educated mothers strive towards external awards for their achievement. In thissense, one could argue that a mother's education influences the level of the obtained gradesthat were also proved to be a factor in the expressed levels of extrinsic motivation.
However, predominantly expressed importance of intrinsic motivation and a large number ofindecisive respondents are the most important results of this study. A high percentage ofreported intrinsic motivation shows that students enroll into engineering study programmes
because it best suits their interests in the subject area. Thus, it is a choice that is notconditioned by widely conceptualised external reasons and it is not derived from componentsof their socio-economic status.
A high percentage of indecisive responses in terms of motivation implies the need forcontinuous efforts to shape and promote the engineering study programmes that willencourage hesitant freshmen. This corresponds with the research mentioned in the
introduction, which indicated that the lack of attractiveness of engineering academic
programs is one of the important "internal" factors for the decline of interest in technicalstudies in general.

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Corresponding author: Nikša Dubreta
Contact email: niksa.dubreta@fsb.hr

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Cognitive Strategies Use in Reading Comprehension and its Contributions
to Students' Achievement

Imam Suyitno, Universitas Negeri Malang, Indonesia

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Abstract
The study outlined in this article describes the use of cognitive strategies designed to aid thecomprehension of Indonesian texts. It also examines the contributions of such strategies tostudents' comprehension scores. The participants were 97 students who had completed andpassed the reading course. In collecting the research data, the researcher used a reading
comprehension test instrument in the form of a cloze test, as well as a Likert scalequestionnaire. The cloze test was used to measure the students’ ability to understand the texts,
while the questionnaire was used to obtain information about cognitive strategies used by
students in comprehension of the texts. Data collection of the comprehension test results andunderstanding strategy data are performed sequentially over the same day. Research data aredescribed and analyzed by product moment correlation technique. The research found thatstudents' scores in cloze tests ranged from A to D. This score indicates that students havevarying abilities in reading comprehension. The research findings also showed that students
used various cognitive strategies in understanding text reading. The results of the correlation
analysis showed that the use of cognitive strategy has a positive or negative contribution to
the results of reading comprehension depending on the accuracy of the selection strategy inaccordance with the text he read.
Keywords: cognitive strategy; text comprehension; contribution; reading score.

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Introduction
Reading ability is a main vehicle for the development of learning experiences and improved
learning success. Hazzard (2016) states that reading makes a significant contribution to thesuccess of the learner in completing their studies. Through the reading process, the learner
can obtain the information required to fulfill the needs of their study assignments. In fact, theability to read is crucial, thus the process of learning to read well plays an important role inachieving success in both study and in life.
People who read a lot can gain considerable useful information and knowledge in their lives.
Anderson, Hiebert, Scott, and Wilkinson (1985) explain that reading is an activity needed bya person to gain useful knowledge in their life, both in school and outside school. In reality,
we can see that people who read more are able to solve problems more easily than those who
do not. The differences are seen more clearly in the learning activities, namely, those students
who read more have different academic behaviors than those of students who rarely read.
From these conditions, it can be said that interest in reading significantly influences the scoreof students' reading ability (Gambrell, 2011).
Reading comprehension is the mental process the reader goes through in an effort tounderstand the content of a reading text. OECD, as cited by Kendeou (2014), states that
“reading comprehension is a process to understand, use, reflect on, and engage written texts,
in order to achieve one's goals, to develop one’s knowledge and potential, and to participate
in society”. Otto (1979, p. 147) explains that in comprehension of a reading, the reader not
only pronounces written symbols, but also seeks to understand and interpret the information
contained in the text. Tinker (1975, p. 7) reveals that the ability to read is basically the ability
to understand the information conveyed by the author in the reading text. further, Smith andRobinson (1980, p. 205) describe reading as a process of interaction, involving a reader
engaging with the information submitted by the author through the text. Through this process,the reader seeks to understand, evaluate, and utilize the information and ideas being presented.
In reading comprehension, to understand the text, the reader needs to apply a comprehension
strategy appropriate to the text they read (Smith and Robinson, 1980, p. 205). These
strategies include selecting, predicting, confirming, and validating the results of theunderstanding. The use of these strategies has an effect on the reader’s success incomprehending the content of the text (Cohen, 1986, p. 133). This means that the use of theright strategy can optimize the results of comprehension while the use of inappropriate
strategies can be a barrier to the success of comprehension.
In the learning process of reading, teachers should introduce and train students to utilize
appropriate strategies in the comprehension of reading texts. In traditional teaching methodsof reading, teachers generally only apply the principle of task, work, and evaluation. Throughthis principle, teacher-student interaction is achieved only by assigning tasks or questions tostudents; students working on and answering teacher questions; then teachers assessing
student answers (Porath, 2014, p. 627). Such learning interaction does not provide ameaningful experience for students because students do not play an active role in building
their learning experience.
In teaching reading comprehension, teachers need to direct student activities in order to get toknow and use the correct reading strategy. The results of Francois’s research (2016) showthat in the process of learning reading, teachers can be models in reading comprehension

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strategies. Teacher can give examples various reading comprehension strategies, for instance,
including predicting, activating prior knowledge, making connections, setting purpose forreading, and making inferences. Francois (2016) thus states that “by doing so, internal
comprehension processes are made explicit and students gain metacognitive knowledge of
how and how to implement particular strategies to aid in their understanding of texts”.
In reading comprehension, readers use different strategies. The difference in strategy is due todifferences in attitudes and cognitive styles that the reader has in responding to theinformation in the reading text. This fact is in accordance with the findings of research
conducted by Pfister (cited in Sadeghi, 2012), which shows that students who have an open
nature and a free field learning style have a high score in understanding the reading text.
Brown (2007) explains that learning strategies have a close relationship with learning styles
and self-factors or personalities of those learning. Therefore, Hazzard (2016) explains that if
the learning strategy is not in accordance with the learning style, students cannot learn thelanguage well. According to Brown (2007), language learning strategies can be grouped into
three kinds: cognitive strategies, metacognitive strategies, and socio-affective strategies. The
three kinds of strategies have variants in their use in language learning. This depends on the
cognitive style and the learner's understanding of the strategy he or she occupies. In line withthe diversity of these strategies, this article focuses its discussion on cognitive strategies inreading comprehension.
Gagne (1977, p. 167) explains that cognitive strategy is an internal process known as thelearning process of control. Furthermore, Gagne explains that as an internal process,cognitive strategy serves as a way to modify and regulate the learning process. In his
explanation, Gagne argues that strategy gives or becomes the basic structure for learning.
With this strategy, students try to overcome difficulties or problems faced. The cognitive
strategy of the learner always evolves in line with their success in learning. Thesedevelopments are the development of ways to improve the regularity of the internal processes
associated with learning.
Cognitive strategy deals with how to learn, how to remember, and how to convey ideas
reflexively and analytically. If the learner masters the internal process well, they will be able
to self-learn (self-instruction) and can learn independently. They will be able to solve
problems and convey ideas well. Gagne and Briggs (1979, p. 71) explain that cognitive
strategy is an internally organized skill that affects the intellectual process of the learner,
which includes the process of understanding problems, learning, remembering, and thinking.
The statement implies that cognitive strategies are internal processes that can be utilized forvarious activities requiring cognitive involvement, including (1) cognitive strategies inreading comprehension, (2) cognitive strategies in learning, (3) cognitive strategies in recall,and (4) cognitive strategies in thinking or solving problems.
The results of Rothkopf and Bisbicos’ research cited by Gagne (1977) show that by utilizing
cognitive strategies, readers are able to control their attention in understanding a text.
Furthermore, Block (1986) explains that in understanding a text, cognitive strategy refers to
how the reader seeks to understand what they read, how to make the reading meaningful, andwhat to do if they encounter difficulties or problems. This strategy in practice can support orassist the reader in understanding the texts they read, may also impede or undermine theunderstanding of the text (Cohen 1986, p. 133).

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The study discussed here aims to describe the cognitive strategies used by students inunderstanding Indonesian texts and explain the contribution of these strategies to the students’comprehension outcomes. This information is important and needs to be understood by theteacher in teaching reading. Block (1986, p. 463) states that understanding the internal
process is very important. Such understanding can assist teachers in designing learning
reading comprehension based on reality. In addition, this information also provides an
overview of the appropriate form of approach used in implementing teaching reading.
Therefore, the study of reading comprehension strategies contributes significantly to thelearning process, especially as a reference in determining the form of teaching and learning
strategies, organizing lesson materials, developing assessment instruments in readingteaching, particularly with regard to reading comprehension.
Research Methods
Research Design
This research was designed by using quantitative descriptive methods. The study described
two variables, namely the accuracy of the use of cognitive strategies in understanding
Indonesian texts and the comprehension of the text. To know the relationship between the useof cognitive strategy of understanding the text and the achievement of their understanding,the two variables were correlated. Furthermore, to know the contribution of cognitive strategy
to the achievement of understanding, the two variables were analyzed by using regression.
Participants
The participants were 97 students of the Indonesian Language and Literature Department,
State University of Malang. All of them had passed the reading course.
Research Instruments
The instruments used in this study were a questionnaire and a reading comprehension test.
The questionnaire instrument was used to collect data on the use of cognitive strategies inunderstanding Indonesian texts, while instruments in the form of reading comprehension tests
were used to collect data on reading achievement.
Research Data
There were two kinds of research data, namely scores of students in reading comprehension
and cognitive strategies of Indonesian text comprehension.
Data Collection
Data was collected using a cloze test technique and a retrospective verbal report. The cloze
test technique is used to collect data about the cognitive strategies of reading comprehension
and data about the score of the text understanding. After completing the cloze test, the student
is asked to give a report of the things they have done in understanding the text he reads. This
verbal report is done by filling in a list of questions in the form of Linkert scale.

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Data Analysis TechniqueAnalysis of data on the use of cognitive strategies in understanding Indonesian text with theachievement of understanding the text is done by using statistical techniques. Because thedata about the use of cognitive strategy of understanding the Indonesian text and data about
the achievement of reading is addressed as interval data, the statistical technique used to test
the relationship between the two variables is the Product Moment correlation technique. This
correlation technique is used to test the relationship between the uses of each strategy withthe achievement of comprehension.
Research Findings and Discussions
Student Ability in Understanding Indonesian Text
In measuring the ability of students in understanding the text of reading, the research used acloze test instrument. By using these instruments, students’ ability to understand reading texts
can be grouped as follows in Table 1.
Table 1: Student Ability in Understanding Indonesian Text.
No. Score1.
85—100
2.
75—84
3.
60—74
4.
50—59
5.
<50
Total

Categories
A
B
C
D
E

Samples
12
16
59
10
0
97

Percentage
12,37%
16,50%
60,82%
10,31%
0%100%

As can be seen from the table, 12 students score A (12.37%), 16 score B (16.50%), 59 score
C (60.82%), and those scoring D total 10 (10.31%).
The diversity and value differences obtained by the students illustrate that students’characteristics and competencies are different in understanding the text. These characteristics
and competencies have an important role in reading comprehension. Coiro and Dobler (2007)
reveal that readers who have had a lot of reading experience will use a set of strategies inreading comprehension. These strategies include previewing the text, setting goals, making
predictions, monitoring understanding, questioning, and interpreting text (Duke & Pearson,
2002; Pressley, 2000). Readers skilled in reading comprehension try to improve theirunderstanding by utilizing and linking points of reading content with the experience they
have.
Wolff (1987, p. 309) explains that understanding is a cognitive process for obtaining
information. The information obtained by the reader is encoded in its own way, which is thenfurther processed at the cognitive level. Thus, the cognitive process of understanding isrelated to two things: (1) the process of perception, namely the selection and encoding of theperceived stimulus, and (2) the process of conception and proportionalization, namely theunderstanding of concepts and propositions contained in the text.
In addition to the reader’s self-factor, success in reading comprehension is also determined by
the variety of texts being read. Various expository texts have different structures and112

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meanings compared with various narrative texts. These differences require that the reader
applies different processes and strategies in understanding them. The results of a study
conducted by Biancarosa and Snow (2004) shows that children and adults understandnarrative texts more easily than expository texts. In understanding expository text, the reader
is required to define a specific task, search for information, select the resources themselves,and synthesize the intertextually important content of multiple sources (Dreher, 2002).
Another aspect that may affect the understanding of outcomes while reading text is the test
instrument factor that is used. In this study, students’ reading comprehension skills were
measured using a cloze test. Assessment of students’ ability is more emphasized on theability to produce and or understand information naturally because the cloze test is a form of
pragmatic test (Oller, 1979, p. 39 and Djiwandono, 1986, p. 30). Pragmatic tests have asimilarity with communicative tests, both of which emphasize the ability of students tocommunicate with the language in certain situations (Valette, 1977, p. 12).
In the cloze technique, the blank spaces are deliberately provided in a text by removing
certain parts. The student’s job in the test is to fill in the empty space with the right words. To
be able to fill the vacant place the students are required to master the grammatical system oflanguage and text content read in an integrated manner.
Cohen (1980, p. 96) explains that cloze tests can be used to test the ability to readcomprehension globally. In doing this cloze test, the reader is engaging in a constructive
process (Nurgiyantoro, 1988, p. 170). The cloze test has a high accuracy rate in measuring
the ability to read for comprehension. This is evidenced by the results of the Bensousan study(cited by Djiwandono 1986, pp. 67–68), which suggests that cloze tests have a higher average
power difference and appear to be an effective alternative in reading comprehension test. Inline with that opinion, Almeida (cited by Chall, 1984, p. 239) explains that the accuracy of
40% of cloze test values is proportional to the accuracy of 75% of reading scores on thecomprehension of multiple-choice forms.
The reliability and validity of the cloze test here in English has been widely studied. Ginting(1990, p. 44) cites the results of a Bachman study, which show that the cloze test has a highreliability coefficient. From some of the studies put forward by Bachman it proves that thecloze reliability coefficient ranges from 0.608 to 0.880. In addition, Bachman examined thecorrelation of cloze tests with standard English tests to check the validity. The correlation
results show that the cloze test has a high correlation coefficient with the standard English
text. The coefficients obtained from the operation are 0.848 and 0.830 with the TOEFL Total,
0.818 and 0.803 with TOEFL Reading, and 0.820 and 0.812 with TOEFL Structure.
Based on the discussion of the above research findings, it can be concluded that the students’reading comprehension score is determined by several factors. These factors include student
self-factor, variation of text read, and test instrument factors used. Student self-factors
include background knowledge, learning styles, and understanding strategies used in reading.
The variation factor of the text is the level of language difficulty and the text content read,
while the test instrument factor is related to the accuracy of the tool in measuring thecompetence that should be measured.
Students’ understanding of reading text can be improved. In the process of reading learning,teachers need to select reading materials that are liked by students. Ibrahim (2016) suggeststhat in order to develop students’ reading skills, teachers need to provide reading material

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favored by students. In addition to the choice of reading material, to improve students'
understanding, teachers can apply multi modal in learning.
Cognitive Strategy Applied Student in Understanding Indonesian Text
From the results of data analysis, it can be seen that students have different strategies inunderstanding reading text. Of the 97 participants, 13.4% of students implemented atechnical-aid moves strategy in understanding the text. This strategy is applied by using
keyword help, rereading the text portion of the text, highlighting the important words,
skipping the difficult part, reading through the text, numbering the propositions or statementsthat are important, and making notes. Students who apply the coherence-detecting strategy inunderstanding the text number 52.6%. With this, the strategies used include integrating
information in the text, anticipating text content, imagining text content, recognizing text
structure, and interpreting textual content. 34% of students apply a simplification andclarification moves strategy in understanding text. This is done by using an association
technique, with paraphrasing, word decoding, taking an overview, and questioning.
The results of this study are in line with the findings of research conducted by Block (1986),
which is research on understanding strategies used by readers in a second language. The
results show that readers use a variety of strategies to understand the text. In line with theresults of the study, Cohen’s (1986) study shows that readers use various strategies inunderstanding the text, especially in answering the comprehension questions about reading
content. On the other hand, there are studies that try to link ESL students’ perceptions of thecognitive strategies they use in understanding the text with the understanding achievement of
the text (Padron and Waxman, 1988). The results of this study indicate that students’
perceptions of the strategies used vary widely. From the diversity of perceptions there arethose who have a positive relationship; others have a negative relationship with theachievement of understanding achieved by the students.
The cognitive strategies used by the reader in understanding the text vary. Block (1986),
citing the explanation of Hosenfeld, divides the strategy into two: the strategy ofunderstanding the basic meaning of the line (main meaning line) and word-solving strategies(word-solving strategies). Meanwhile, Olshavsky shares an understanding strategy in clauserelated and related words. Based on his research findings, Block classifies the strategy in two
broad categories: general strategies and local strategies. General strategies include
anticipating content, recognizing text structure, interpreting the text, using general knowledge
and association to (a) explain, extend, and reinforce content understanding, (b) evaluate theaccuracy of the content, and (c) respond to content, comment on behavior or process, monitor
comprehension, correct behavior, and react to the text. Local strategies include paraphrasing,rereading, questioning meaning of clause or sentence, questioning meaning of a word,
solving vocabulary problems.
Padron and Waxman (1988) divide the cognitive strategy of textual understanding into 14
kinds. The strategy has a positive or negative relationship with student reading achievement.
Strategies that have a positive relationship with student achievement are (1) making a writtensummary, (2) highlighting important parts, (3) raising questions to oneself, (4) checking
understanding through text, (5) asking questions – the problems that exist in the text that hedoes not know, (6) making notes, and (7) describing the text's content in the mind.
Conversely, strategies that have a negative relationship with student reading achievement are(1) thinking about other things while reading, (2) writing every word read, (3) skipping parts

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Volume 5 – Issue 3 – Winter 2017of the text that are not understood, (4) reading text as soon as possible, (5) saying or
pronouncing every word repeatedly, (6) looking for difficult words into the dictionary, and (7)repeating the main idea.
Based on the results of Padron and Waxman's research, from a number of cognitive strategies
studied, it turns out that strategies that are often or mostly used by readers are strategy (a)asking for parts of text that are not understood, (b) checking understanding through text, (c)describing the content of the text in the mind, and (d) searching for difficult words in the
dictionary. Less frequent or less used strategies are strategies (a) reading as quickly as
possible, (b) reading while thinking of other things, (c) writing every word, and (d) skipping
over unknown portions of words. In addition, the standard deviation for each strategy item isvery high. This suggests that the responses given by the reader to each of these strategies also
vary greatly.
From the results of regression analysis, Padron and Waxman (1988) find that the reader’s
perception of the strategy used has a contribution to the achievements in the understanding of
the text. The two strategies of the seven strategies are thought to be negatively correlated, as
evidenced by the results of the study. Strategies of thinking other things while reading andsaying key ideas repeatedly make a negative contribution to the comprehension of the text.
That is, if both strategies are increasingly used, then the results will be lower.
In addition to the strategies outlined above, there are still a number of other strategies
proposed by Sarig cited by Cohen (1986, pp. 134–135). Sarig organizes cognitive strategies
in reading comprehension into four types, namely; (1) technical-aid moves, (2) simplificationand clarification moves strategies, (3) coherence-detecting moves, and (4) monitoring
strategies (monitoring moves). Included in the strategy of using auxiliary techniques is any
means or techniques that can be taken to assist the reader in understanding the text he reads.
For example, marking the key elements, using dictionaries, skipping over difficult passages,
using notes, numbering each proposition, and so on. A simplification and clarification moves
strategy is a simplification and explanation strategy, with the intention of making it easier tounderstand the content of the text being read. These include solving word difficulties usingsynonyms, simplifying redundant syntax levels, creating paraphrases, and so on.
Including strategies for detecting coherence is a strategy of identifying text frameworks ingeneral, identifying key information strategies, production strategies, development ideas, andso forth. The monitoring strategy is a strategy to monitor weaknesses and strengths in relation
to textual understanding. Included in this latter strategy are strategies for identifying
misconceptions about reading material, deliberate change of performance strategies, errorjustifying strategies, and so on. Sarig identifies this strategy based on his research results of
10 people reading English as a foreign language text.
Nevo, as cited by Cohen (1986), lists 16 kinds of strategies used by readers in understanding
the text, especially in answering the questions of reading content in the form of multiple
choice. The strategies are to use a background of knowledge, guessing, rereading the text,
using chronological order, utilizing key sections in the text, stopping at the right choice, using
the elimination process, choosing exceptions, using short-length options, localizing, using
general words, utilizing key words, choosing answers to existing questions of words
contained in questions, associating, viewing statements and matching with text, and otherstrategies.

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Contribution of Cognitive Strategies to Indonesian Text Comprehension
Hypothesis 1
The first hypothesis of this study is: “There is a significant correlation between the use oftechnical-aid moves strategies in Indonesian text comprehension with student scores intextual comprehension”. The results of research that can be used as a basis to reject or accept
the hypothesis can be seen from the statistical analysis results in Table 2.
Table 2: First hypothesis.
The correlation coefficient (rxy)Trust Confidence level
Degree of freedom (d.f.)Critical value (rk)Conclusion- 0,660
0,05
97
0,195
Negative relationship

From the table, it can be seen that between the use of technical-aid moves strategies inunderstanding the text (variable y) correlation coefficient of -0.660 was obtained. In degrees
of freedom or sample number 97 with a level of 5% confidence obtained critic value (rk) of
0.195. So it can be concluded that the null hypothesis is rejected or the alternative hypothesis
is accepted. This means that there is a negative contribution of the use of technical-aid moves
strategies in comprehension of Indonesian text to the result of the text comprehension.
Hypothesis 2
The second hypothesis of this study is: “There is a significant relationship between the use ofcoherence-detecting moves strategy in comprehension of Indonesian text with student scoresin text comprehension”. The results of research that can be used as a basis to reject and accept
this hypothesis can be seen from the statistical analysis results in Table 3.
Table 3: Second hypothesis.
The correlation coefficient (rxy)Confidence level
Degree of freedom (d.f.)Critical value (rk)Conclusion

0,094
0,05
97
0,195
Positive relationship

From the table above, it can be concluded that the relationship between the use of coherencedetecting moves strategy in understanding the text (variable x) with the achievement ofunderstanding Indonesian text (variable y) found correlation coefficient of 0.094. In degrees
of freedom (d.f.) 97 and 5% confidence level the critical value (rk) of 0.195 was obtained. So
it can be concluded that the hypothesis is accepted. This means that the use of coherencedetecting moves strategy in comprehension of Indonesian text has contribution to theachievement of comprehension of Indonesian text.

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Hypothesis 3
The third hypothesis of this study is: “There is a significant relationship between the use of
simplification and clarification moves strategies in comprehension of the Indonesian text withthe score of students in comprehension of a text they read”. The results of research that canbe used as a basis to reject and accept this hypothesis can be seen from the statistical analysis
results in Table 4.
Table 4: Third hypothesis.
The correlation coefficient (rxy)Confidence level
Degree of freedom (d.f.)Critical value (rk)Conclusion- 0,620
0,05
97
0,195
Negative relationship

From the table above, it can be seen that the relationship between the use of simplificationand clarification moves strategy in understanding the text (variable x) with the achievementof understanding Indonesian text (variable y) was obtained by the correlation coefficient of 0.620. In degrees of freedom (d.f.) 97 and 5% confidence level critical value (rk) was 0.195.
So it can be concluded that the hypothesis is rejected. This means that between the use of
simplification and clarification moves strategies in comprehension of the Indonesian text withthe achievement of understanding Indonesian text has a negative relationship.
Based on the results of data analysis, it can be concluded that the use of technical-aid moves
strategies and strategies of simplicity and clarification have a negative contribution to text
comprehension scores. This is theoretically explained by Coiro and Dobler's (2007) statement,
who contend that the text factor is an important factor to consider in reading comprehension
because it determines the strategy that the reader must undertake in reaching comprehension.
The reader in choosing a text comprehension strategy should consider the purpose of reading
and the textual nature of the text they are reading. The choice of inappropriate strategies may
impede the comprehension of the text (Cohen, 1986). From the explanation, it can beconcluded that the selection of the technical-aid moves strategy and the simplification andclarification moves strategy is not appropriate to understand Indonesian text formatted in theform of cloze test. The choice of strategy does not match the purpose of reading and thecharacteristics of the text being read.
Technical strategies are very useful for those who are learning to read or for unskilled readers.
In addition, these strategies are better suited to assist in understanding the text with a very
high degree of difficulty. However, for advanced readers, those strategies will inhibit
comprehension. If the difficulty level is not high, the use of these strategies will be lessefficient. With such strategies, these readers spend much of their time focusing oncomprehension of the information in the text.
The strategy of simplification and clarification moves uses general knowledge andassociation. This strategy can improve the reader’s comprehension if the information
conveyed in the text matches the general knowledge of the reader. However, if such generalknowledge is inconsistent with the reading information, the use of such general knowledge
may lead to the misinterpretation of the content of the reading. In reading, a reader needs todraw upon the same background knowledge as the information expressed in the text. The
background of the reader’s knowledge of the contents of the text is called schemata.

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Rumelhart (1977) explains that readers use schemata to find the meaning of the text they read.
Schemata is a structure of knowledge that represents concepts in the mind of the reader and isused to understand the text they read. From here it can be concluded that to understand thetext, readers require schemata about the text.
In light of the negative contribution of the findings of this study, we need to pay attention to
the explanation of Paris et al. (cited by Coiro & Dobler, 2007), which states that in thecontext of reading comprehension, metacognition involves awareness and the use of selfevaluation and regulatory strategies. A good self-evaluation and regulatory strategy can
improve text understanding, while poor evaluation and regulation lead to a low understandingof the text. From these statements, it can be concluded that the negative contribution of theuse of comprehension strategies and comprehension results may be due to low awareness andself-regulation in applying appropriate text understanding strategies resulting in low
comprehension results.
In understanding the text, the skilled reader will attempt to adopt and use other alternative
strategies to understand the text they have read. This is done when the reader faces problems
in finding and utilizing the information in the text. However, less skilled readers cannot
naturally monitor the use of effective strategies and cannot choose other alternative strategies
when faced with difficulty in reading comprehension (Paris et al., 1983). Based on thesestatements, it can be concluded that the negative contribution of understanding strategies tothe results of understanding indicates that the strategy used by the reader is not an appropriate
strategy choice for understanding the text as measured by using the cloze test.
The use of coherence-detecting moves strategies has a positive contribution to textual
comprehension. The coherence-detecting moves strategy includes (1) integrating theinformation contained in the text, (2) anticipating the text content, (3) describing the text
content in the mind, (4) recognizing the text structure, and (5) interpreting the text content.
Such strategies in the comprehension of texts are necessary. In reading, the reader is required
to be able to combine the information contained in the text, so as to obtain complete
information from the text. In addition, to gain a comprehension of the text content, the reader
should be able to anticipate the contents or parts of text that will be read. By anticipatingthese or parts of the text, the reader will gain clearer information about the content of the text
they read.
Conclusion
The results of this study conclude that in comprehension of the Indonesian text, students use
various cognitive strategies. The diversity of the use of such strategies is due to the self-factor
and student experiences in reading, and the characteristics of the text being read. As readers
who have a lot of experience, students are able to choose strategies that match thecharacteristics of the text she/he reads. However, students who are less skilled and lessexperienced in reading have difficulty in choosing strategies that match the variety of texts
they read. This is what causes the diversity of achievements of varying comprehension results.
Skilled students who are able to choose the right comprehension strategy get a highcomprehension score, while those who are less skilled get a low comprehension score.
Therefore, the results of statistical analysis show that the contribution of the use of textual
comprehension strategy there is a positive correlation and some are negatively correlated tothe scores achieved by students in understanding the text.

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The findings of this study have important benefits for language teaching, especially forreading comprehension learning. The findings of research in the form of variations ofstrategies used by students in comprehension of an Indonesian text can be used as a basis andreference for language teachers to trace these strategies in understanding the text. In addition,in teaching of reading comprehension skills, reading text factors that are used as readingmaterial need to be selected that match the self and condition of the learner because thesefactors have a significant contribution in improving the comprehension of the reader.
The findings of this study also have important benefits for future researchers, namely as asource of reference in assessing similar topics. To reinforce the findings of this study,
researchers can further study research on the same topic, but use different types of reading
texts, such as narrative text or persuasion texts. In addition, to complement the range ofstrategies in language learning, the next researcher can research topics on metacognitive
strategies or socio-affective strategies in textual comprehension. With the study of similar
topics, theoretical-empirical findings about Indonesian language learning strategies,
especially Indonesian language text comprehension strategies can be accumulated more fully.

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Corresponding Author: Imam Suyitno
Contact Email: imam.suyitno.fs@um.ac.id

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Effects of Geographic Information System on the Learning ofEnvironmental Education Concepts in Basic Computer-MediatedClassrooms in Nigeria

Ayobami Gideon Adeleke, Obafemi Awolowo University, Nigeria

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Abstract
This research paper specifically examined the impact of Geographic Information System(GIS) integration in a learning method and on the performance and retention ofEnvironmental Education (EE) concepts in basic social studies. Non-equivalent experimental
research design was employed. 126 pupils in four intact, computer-mediated classrooms were
sampled. Instruments included Envi-Geo Info System (EGIS) package and Environmental
Information Achievement Test (EAT). The study found no significant effect of treatment on
performances of participants in EGIS integrated treatment groups. No significant effect was
found across the groups on pupils retention even though, treatment groups retention mean
was higher than contemporaries. The study concluded that, adaptation of EGIS into sorted EE
concepts will improve learning and might boost retention even in computer-mediated social
studies classroom provided the use of GIS is made feasible in Nigeria and adopted into
teaching-learning process. It recommended that stakeholders in Nigerian education systemshould foster workable strategies to improve teaching and learning and that, the use of GIS
locally must be placed in the national education objectives. It is in the best interest of thepeople to learn the rudiments of personal safety, spatial development, incidental natural
alerts, as well as preventions and solutions.
Keywords: computer-mediated classroom; geographic information system; environmental
education; transversality.

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Introduction
The yawn for conducive natural world - clean protected water, air, plants, and wildlife; each
respectably placed within the ecosystem as against resource depletion, loss of species, andclimate change which has threatened the sustainability of planet earth remain a mirage inspite of the many efforts over the decades, the world over and more specifically in Nigeria. A
fundamental shift in approach toward instilling a sense of care and responsibility for the wellbeing of communities and the planet Earth as an abode for man and his neighbors centripetal or centrifugal - is inexcusable. The need to immunize the Nigerian society against
nature deficit disorder and eco-phobia are overt. Louv (2005) characterized modern children’s
isolation from nature as the foundation for disgust for science learning in elementary schools,
less discovery of scientific truths, developing disaffection for nature within children and terse
sense of conservation. Lorsbach and Jinks (2013) suggested teaching and learning process asturning points.
Environmental Education (EE) according to the Working Group on Environmental Education(2007) is education about the environment, for the environment, and in the environment that
promotes an understanding of, rich and active experience in, and an appreciation for the
dynamic interactions of the:• The Earth’s physical and biological systems;• the dependency of our social and economic systems on these natural systems;• scientific and human dimensions of environmental issues;• positive and negative consequences, both intended and unintended, of the interactions
between human-created and natural systems.
The social studies subject as a child of circumstance can encompass EE. Historically, social
studies was born to resolve contemporary societal problems within the humanities. It has its
parentage from the social sciences and concerned disciplines to address particular problems
in the United States hence, a continuous bid on social studies subject at resolving
fundamental societal issues is never out of place. The subject was introduced into Nigeria
educational system in 1963. Therefore, the modern-day environmental challenges of global
warming, resource depletion, loss of plant and animal species, climate change and such issues
threatening the human race and his host planet become central concerns of the social studies
subject as an amalgamative, multi-disciplinary school discipline. This is especially importantin the view of non-existence of environmental education as a school subject in the basic andmiddle schools in Nigeria.
This study, therefore, examined the effect on the performance of pupils exposed toGeographic Information System (GIS) integrated with environmental education concepts inbasic computer-mediated classrooms with social studies as the teaching subject. It also
determined the effect of the intervention on pupils’ retention. These are with a view to tout on
the best strategy for the teaching and learning of the diffused environmental education
concepts in social studies subject in Nigeria.
Literature Review
Literature provides a few studies on varieties of strategies explored in the teaching andlearning of environmental education both in formal and non-formal education settings.
Experiential learning advocated by Water Monitoring Youth Portal (WMYP, 2016) in127

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Canada to entrench the awareness, knowledge, attitude, skills and participation in affective
and cognitive experiences with their biophysical or social environment. Adult environmental
literacy had been experimented and found good earlier in Europe by Mancl, Carr & Morrone(1999). The public of Ohio, United States overwhelmingly supports EE in public schools(Environmental Education Council of Ohio (EECO, 2000). Environmental education takes
place in all types of settings with all types of learners. It is only paramount that educators
consider the developmental stages and the motivations of their intended learners and theeducational setting when developing EE programs. Yet, the leading voices in EE clearlyaffirm that good EE does not impose prescribed views or courses of action onto learners(NAAEE, 2000). Rather, good EE helps people learn how to evaluate information and pointsof view for themselves in order to make informed decisions. Despite this commitment toobjectivity, very few works however related these to learners’ performance or underscore thevery essence of retention of learnt concepts.
Senemoglu (2003) lauded the use of computer-mediated instructions as engendering
motivating force, immediate feedback and reinforcement capabilities which enable learners toprogress at their own pace and accordingly provides them with appropriate alternative waysof learning by individualizing the learning process. Computer-mediated classroom instruction(CMI) is an offshoot of Information and communication technology which has liftededucation off from borderlines in terms of time and place. Even in the developing nations of
the world including Nigeria, Adeleke (2016) and Adeleke, Jegede & Iroegbu (2017) have
utilized CMI in institutions to expose learners to the whole scope and varieties of learning in
numeracy, literacy and enculturation with plausible effect on performance and retention. It isespecially needful in EE to enable learners to self-evaluate and reflect on the learning
process. In Social Studies, the dart of access to spatial data collection, an electronic
representation of earth’s natural features as well as man-made environments are consistent
challenges that require solution.
The Kansas State Teacher’s College (1954) exhibited a concern with nature study and relatedscience for children similar to what the researcher has today. Several projects which
incorporated pupils from the primary level through the eighth grade were fostered with aview to help teachers to choose the most suitable instructional material and textbooks fortheir own teaching situations and as well help learners in the specific grades.
The framework for this study is rooted in the concept of transversality which according toGreenblatt (2015), referred to a description of objects intersection. It is rooted in generic andstable Thom’s Transversality Theorem (1954). The adaptability of this concept in this study
is premised on its emphasis on transversal teaching process presence in the social studies
subject, a “guardian” of interdisciplinarity. UNESCO-UNEP (1978) recommended avoidanceof environmental education becoming just another discipline added to those already existing
but be introduced as a transversal theme in school curricula. This infusion of EE into Social
Studies in the basic computer mediated classroom was the conceptual application oftransversality theorem. Like Pujol and Bonil (2003) who saw the greening of today’s
curriculum as a complex and dynamic process constructed on three essential bases: a newcollective ethic, a new style of thinking, and a new form of transformational action; theresearcher adapted EE teaching within the social studies subject with the application of GIS
as vehicle for instruction.
In spite of the paucity of research on performance and retention of environmental education
concepts in the best interests of the learners’ rudiments of personal safety, spatial

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development, incidental natural alerts, preventions and solutions; this study would add to theexisting body of knowledge, expand teachers and curriculum designers’ choices ofmeaningful learning experiences and instructional strategies.
Methodology and Methods
The study adopted non-randomized pretest, posttest experimental research design to examine
the impact of Envi-Geo Info System (EGIS) package on the learning and retention ofenvironmental education concepts in basic social studies. The entire basic school pupils in
Nigeria make up the population. Four junior secondary schools operating computer-mediatedclassrooms were purposively selected in south-west Nigeria. Four intact classes, one fromeach school were sampled into the study. A total of 126 pupils, of the four intact, computermediated classrooms were participants.
Instrumentation included Envi-Geo Info System (EGIS) package, having environmental
education induced concepts in social studies subject, was principally used as a computermediated instructional package. The Environmental Information Achievement Test (EAT)
was used as pretest, posttest and retention tests to assess the impact of the intervention. The
posttest assessment was done on school basis (four schools) while the retention assessment
was grouped into the two categories of research participants (experimental EGIS and controlCM). The research instruments – Envi-Geo Info System (EGIS) package was self-developed
using a taxonomy based on Blooms’ principles as revised by Anderson and Krathwohl (2001)
in Wilson (2013). It was trial-tested and Cronbach alpha value of 0.765; correlation values at
r = 0.744 which (Berg, Wood-Dauphinee & Williams, 1995) asserted high enough to justify
the reliability of instruments. The Environmental Information Achievement Test (EAT) usedas pretest, posttest and retention tests were also validated by test experts prior use. The
research hypotheses were analyzed for an answer using one-way ANOVA and T-test.
Results and Discussion
The first null hypothesis assumed that there is no significant effect of treatment on
performances of participants in EGIS integrated treatment groups. To establish theassumption, analysis of the performance test results was undertaken. Descriptively, Table 1
showed the marginal scores in groups (25 and 60) and the actual mean score of each of thegroups. It also exhibited the non-equivalent structure of the study groups.
Table 1: Analysis of Groups Performance in Environmental Information Achievement Test.
GroupsCM-EGIS 1
CM-EGIS 2
CM-1
CM-2
Total

N
31
36
25
34
126

Mean
43.69
44.48
39.00
41.17
44.28

Std. Dev.
7.84
6.82
7.23
10.66
7.02

Min
28.00
25.00
39.00
25.00
25.00

Max
56.00
54.00
58.00
53.00
58.00

Field Data (2017)

The table revealed mean scores of CM-EGIS 2 as the highest mean score (44.48), CM-EGIS
1 (43.69), CM-2 (41.17) and CM-1 score the lowest (39.00). However, the groups mean
average of 44.28 did not negate score from any of the groups. Further analysis was129

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undertaken to predict the significance of result and a One-way analysis of variance was
employed as shown in Table 2.
Table 2: Analysis of Variance - Groups Performance in Achievement Test.
ANOVA: Groups Performance in Environmental Information Achievement Test
VariableSum
of Df
Mean Square F
Sig.
Squares
Between126.433
45.51
Groups0.92>0.05
Within13594.07122
49.32
GroupsTotal
13730.62
125
According to Table 2, the result showed mean squares between groups and within groups as45.51 and 49.32 respectively. It yielded F-ration of 0.92 which is not significant at the 0.05
level. The implication of this result is that the EGIS integration in computer-mediated basicsocial studies teaching of EE concept has no significance.
Findings predicted that the EGIS integration in computer-mediated basic teaching of EE
concept has no significance (F = 0.92, p>0.05). This finding negated Conde and Sánchez(2010) postulation of environmental education (EE) as a lifelong process. The prominent
objective of imparting EE are to inculcate environmental awareness, ecological knowledge,
attitudes, values, commitments for actions, and ethical responsibilities for the rational use ofresources and for sound and sustainable development. The significance of these has beenemphasized through several seminars, summits, conferences and workshops locally andinternationally. Achievements in advancing the course included the integration of EE into
school curricula at basic, secondary, tertiary and graduate studies levels. Additionally, theresult was in tandem with Bednarz (2004) opinion that, the many assumptions underpinning
the initial period of enthusiasm for the GIS technology must be ascertained. Bednarz also
reiterated that barriers to successful dissemination need be identified in order to help shapeand inform phases of GIS implementation. It can be deduced that there is a need fordeveloping an improved pedagogical foundation for GIS if it is to be explored as a strategy
for teaching EE concepts.
Literature, educators and researchers affirmed that GIS is useful in the learning-teachingprocess (Aladağ, 2007; Alibrandi, 2003, Alibrandi & Sarnoff 2006; Beishuizen, 2006;
Demirci, 2007; Siegmund, Viehrig & Volz, 2007). Pang (2006) however opined that GIS use
in education will develop students’ information and media literacy, preparing them well forthe digital age. One of the main strengths of using GIS in education according to Pang (2006)
is that, they engage students in ‘scientific visualization’ through the use maps and their
databases, the process of interaction, manipulation and expression of information by thelearners. These enrich and immerse understanding of the concepts related to the data being
explored. It also instill the skills of organization and communicating information in our datarich environment. More importantly, a “culture” that allows for an active research process, sothat teachers can develop new ways of using GIS in their lessons (Jenner, 2006) is created byintegrating GIS into school programs. When students navigate the range of visualization
methods to constructively explore, discover and hypothesize on various scientific theories
and concepts, they move from being passive recipients of information to active discoverers
and constructors of knowledge.

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The second null hypothesis stated that there is no significant effect of CM-EGIS intervention
on pupils’ retention. Study population was re-categorized into two namely, Computer
Mediated-EGIS (CM-EGIS) and Comparison Method (CM). The retention ability test
administered three weeks after the posttest; the scores of the two groups were subjected to ttest analysis with results presented in Table 3.
Table 3: Retention Ability Test on CM-EGIS Interventions.
Group
CM-EGIS
CM

N
67
59

Mean (x)
88.17
84.38

SD
19.0249
17.8897df

T

60-0.316p-value Remark
Not
0.782
Significant

The analysis indicated that there was no significant effect of CM-EGIS on pupils’ retention of
EE concepts in basic social studies classrooms across the study sampled population (t = 0.316, p<0.05). The hypothesis 2 not being rejected implied that no better retention ability
was enhanced with the application of EGIS in teaching environmental education concepts.
This contrasted with the literature supporting the use of virtual laboratory in various study
subjects as potent at enhancing retention (Lux (2002), Kara (2008), Tuysuz (2010), Murniza(2010), Gambari, Falode, Fagbemi, & Idris (2012). There is scarcity of literature on the testof retention using EGIS in social studies education in Nigeria. However, the exploration ofthis field of research towards imparting environmental awareness, ecological knowledge,
attitudes, values, commitments for actions, and ethical responsibilities for the rational use of
scarce, natural resources and for sound and sustainable development is on the continuum.
Conclusion
Information and communication technology (ICT) has been found an ally in the effort toimprove teaching and learning. Geographic Information System (GIS), as adopted in thisstudy is a modern brand of ICT. The adaptation of EGIS into sorted EE concepts is a
powerful strategy via which educational improvement in learners’ performance and retention- even in computer-mediated classroom – might be enhanced. The study however concluded
that, while EGIS seems not feasible for adoption into teaching-learning process in Nigeria
momentarily, subsequent researches in various geo-political zones of the nation overtime
might reiterate the needfulness for implementations.
It is hereby recommended that stakeholders in Nigerian education system – students, teachers,
parents, school management, policy makers, politicians, entrepreneurs, government and nongovernmental agencies should foster and awaken workable strategies that can improveteaching and learning of environmental education across disciplines, given its importance inthe modern world to sustainable development. Additionally, the crux of working with GIS
within the local environment must be considered for placement in the national education
objectives. Nigeria needs to join the technology-driven crusade using GIS in the best interestsof her populations’ personal, social, educational, spatial development and incidental alerts,
prevention and solutions.

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Appendix
Envi-Geo Info System (EGIS) Package Codes using C-Sharp
using System;
using System.Collections.Generic;using System.ComponentModel;using System.Data;
using System.Drawing;
using System.Linq;
using System.Text;
using System.Windows.Forms;
using System.Media;//using System.Timers;
namespace EGIS {public partial class frmTest : Form
{int TrialNo = 2;
int nxt = 0;
int prv = 0;
int last = 300;
int score = 0;
int totQ = 0;//int first = 1;
string qList = "";int inc = -1;
int queN = 1;
string answr = "";bool cor = false;bool tr = false;
int s1 = 0; int s2 = 0; int s3 = 0; int s4 = 0; int s5 = 0; int s6 = 0; int s7 = 0; int s8 = 0; int s9 = 0; int
s10 = 0;int s11 = 0; int s12 = 0; int s13 = 0; int s14 = 0; int s15 = 0; int s16 = 0; int s17 = 0; int s18 = 0; int s19= 0; int s20 = 0;
int s21 = 0; int s22 = 0; int s23 = 0; int s24 = 0; int s25 =string c1 = ""; string c2 = ""; string c3 = ""; string c4 = ""; string c5 = ""; string c6 = ""; string c7 = "";string c8 = ""; string c9 = ""; string c10 = "";string c11 = ""; string c12 = ""; string c13 = ""; string c14 = ""; string c15 = ""; string c16 = ""; string
c17 = ""; string c18 = ""; string c19 = ""; string c20 = "";string c21 = ""; string c22 = ""; string c23 = ""; string c24 = ""; string c25 = "";//System.Timers.Timer myTimer = new System.Timers.Timer(5 * 60);
Timer timer = new Timer() { Interval = 1000 };public frmTest(){ InitializeComponent();
txtTime.Text = TimeSpan.FromMinutes(0).ToString();lblNam.Text = ClspassVal.name;lblStandby();}//SoundPlayer My_Correct = new
SoundPlayer(Resource1.correct);@"C:\Users\Adsonet\Documents\correct.wav");//Application.Startup
Path + @"\correct.wav");SoundPlayer My_Wrong = new SoundPlayer(Resource1.Crowd_Boo);SoundPlayer My_Applause = new SoundPlayer(Resource1.applause);
void lblStandby()
int val = 0; int val1 = 0; int val2 = 0; int val3 = 0;132

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Acknowledgements
There was no research funding or grant to support this study, yet, the researcher found it
imperative acknowledging the assistance, support and encouraging experiences gatheredworking with the four engaged schools and school personnel who assisted in the study, theschool managements were headed by Mr Adeniji, M. A; Rev. Sister Carmen-Mary; Mrs
Soyooye; and Mr Akindipe, the eighth-grade pupils of Anthony Udofia Model School; St.
Franciscan; Damico Group of Schools and Obafemi Awolowo University Staff School, all in
Osun, Nigeria.

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Thom, Rene (1954). Quelques proprieties des varieties differentials. CM Helvetica.
Tuysuz, C. (2010). The effect of virtual laboratory on students’ achievement and attitude inchemistry. Intern online Journal of Education Sciences, 2(1), 37–53.
UNESCO-UNEP. (1978). Final report intergovernmental conference on environmental
education. Tbilisi, Ex-URSS, October 14–26, 1977. Paris.
UNESCO-UNEP International Environmental Education Programme series 21.
United States Geological Survey [USGS]. (2005). Geographic information systems in
education. http://rockyweb.cr.usgs.gov/outreach/giseduc.html ad resin den 19 Eylül
2009 Tari Hinde edinilmiştir.

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Water Monitoring Youth Portal (2016). Environmental education teaching strategy –Experiential learning in environmental education. Available at www.pjse.ca
Wilson, L. O. (2013). Understanding the new version of Bloom’s taxonomy - A succinct
discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and
Krathwohl and how to use them effectively.” http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Working Group on Environmental Education (2007). Shaping our schools, shaping our
future: Environmental Education in Ontario Schools. Ottawa; Queen’s Printer, Ontario.
Corresponding Author: Adeleke, Ayobami Gideon
Contact Email: ag_leke@oauife.edu.ng

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Investigating the Major Effect of Principal’s Change Leadership on School
Teachers’ Professional Development

Dian-Fu Chang, Tamkang University, Taiwan
Sheng-Nan Chen, Yong Fu Elementary School, Taiwan
Wen-Ching Chou, Tamkang University, Taiwan

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Abstract
In a rapidly changing era, educational change has become one of the crucial tasks for better
student performance in schools. Potential and innovative leadership in schools is needed tokeep up with the fast-pace of change, and to achieve better learning results for students.
Therefore, how to construct a teacher’s professional development to fulfil the outcome-based
policy in schools is a new challenge for principals. This study focused on principals’ change
leadership as perceived by school teachers and explored which dimension of change might
impact on the teachers’ professional development. This study successfully invited 490
teachers from 41 elementary schools in New Taipei City (Taiwan) to participate in this study.
There were 453 valid questionnaires returned which represented a 92.4% return rate. Twentyfive indicators of change in leadership were classified into three dimensions, namely:“communicating and shaping change action”, “building a supported environment”, and“adjusting organization and performance”. The teachers’ professional development has been
defined by eight indicators which classified into “willing” and “effect” of participation. This
study employed the stepwise method to determine the major factors that impact a teachers’
professional development by using regression models. The results reveal both “building a
supported environment” and “adjusting organization and performance” in a principal’schange in leadership can explain 23.2% of the teachers’ professional development. Based on
the results of regression analysis, this study suggests that properly shaping a principal’schange leadership can prompt to enhancing a teachers’ professional development.
Furthermore, change leadership might be applied to wider practices to improve a teachers’
performance in various settings.
Keywords: change leadership; elementary schools; principal; professional development;
school teachers.

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Introduction
Various leadership styles have been thoroughly discussed. For example, contingency
leadership (Gelei, Losonci & Matyusz, 2015; Shao, Feng & Hu, 2016), distributed leadership(Cannatelli, Smith, Giudici, Jones & Conger, 2016), transitional leadership (Oplatka & Arar,
2016; Shao, Feng & Hu, 2016), transformational leadership (Chong, 2015; Shao, Feng & Hu,
2016), servant leadership (Liden, Panaccio, Meuser, Hu & Wayne, 2014a; 2014b; O’Reilly,
Doerr, Caldwell & Chatman, 2014; Panaccio, Henderson, Liden, Wayne & Cao, 2015), andothers. While facing rapid changes in technology and society, change-oriented leadership has
caused concern in different organizational settings (Gill, 2002). The “change is manageable”
bubble began to burst in the mid-1980s, and by the 1990s it became obvious that managing
change was becoming less and less possible (Anderson & Ackerman Anderson, 2001). Most
challenges come from the technological revolution, primarily fuelled by information andcommunication technologies, which increased the speed and scope of change so much thatthe process of change became significantly more complex.
This study assumes that while change might be manageable, it also requires effective
leadership to be successfully implemented and sustained. This is especially the case fortraditional and conservative organizations, for instance, as well as different levels of schoolsthat need to introduce a model of leadership for change to reflect their requirements. The
question of this research focuses on how we know if change-oriented leadership works in a
specific setting. If it works in schools, what kinds of dimensions are consisted of such kind ofleadership model? Obviously, it is not appropriate to ask the related questions from school
principals directly, while the teachers’ perceptions of principal change leadership will reflect
the real practices. Specifically, first, this study tries to realize the principals’ change
leadership perceived by school teachers, then to determine which dimensions of change
leadership might impact on teachers’ professional development. Finally, based on thefindings, this study provides suggestions about how to enhance leadership training programs.
Literature Review
As Fullan argues, the more complex society gets, the more sophisticated leadership must
become. He mentions the theoretical reasons and tactical skills for change, including moral
purpose, understanding change, developing relationships, knowledge building, and coherence
making (Fullan, 2001). Leaders must develop the skills they need to lead effectively, nomatter how fast the world around them is changing. In this section, this study reviewed
related literature to support the main themes of our study: change leadership and teacher’professional development.
Change Leadership in Organizations
Previous researchers assumed leaders would indeed provide leadership and make decisions,and assumed they would make those decisions in the best interests of the organization. In an
organization, most people are employees – that being in management or non-management
roles – and at any one moment in time they may initiate one change, support a second, andresist a third. Leaders and managers are change agents, and non-management employees
usually resist change. Hence, the non-management employees must be managed by managers
who themselves might never resist change (Anderson & Anderson, 2001; Anderson &Ackerman-Anderson, 2001). As a result, leadership is all about action and influence, and not
only the titles. Many leaders do not provide leadership, and many who do perform leadershipdo not perceive themselves as leaders.

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Change can range from relatively simple short-term alterations to highly complex long-termtransformations, and is likely to involve many kinds of leadership and management
behaviours on the part of many different individuals and groups. Anderson and AckermanAnderson (2001) argue there are two types of transformation for change leadership inorganizations. One is the transformation happens in the organization in terms of the state ofawareness that leaders personally bring to change, which influences the actions they take.
The leaders ‘take’ to transformation impacts every aspect of their change leadershipcapability and experience, including their personal ability to change, the change strategies
they develop, their leadership and decision-making styles, their communication patterns, theirrelationships with stakeholders, their personal reactions, and, ultimately, their outcomes.
Therefore, expanded awareness is like getting the benefit of both a wide-angle lens and ahigh-powered telephoto lens at the same time. Through the wider view, leaders can see more
broadly the dynamics at play in transformation (Anderson & Ackerman-Anderson, 2001).
Figure 1 addresses the level of the wake-up call for such type of transformation.
The change exerted by leadership may emerge in line with the model in Figure 2. The model
can be used to explain the interaction between leaders and followers or members in theorganization. The leaders prepare the wake-up call for change, while the followers will
prepare to lead and implement the change.

Figure 1: Level of walk-up call for transformation
Source: Anderson & Ackerman-Anderson, 2001, p. 41.

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Figure 2: Change process for leading conscious transformation
Source: Anderson & Ackerman-Anderson, 2001, p. 171.
The majority of change leadership studies focus on the individual leader as the source ofchange outcomes (Ford & Ford, 2012). Following the arguments of Hughes and Ford (2016),
this study assumes that leadership is a personal possession of the leader rather than partners
in the co-creation of change outcomes.
The Effect of Principal’s Change Leadership on Teachers
Kin et al. (2017) claim that a principal’s change leadership competencies are significantly
related to teacher change beliefs as demonstrated by their SEM model. Their study implies
that if school principals equipped themselves with sufficient change leadership competencies,
teacher change beliefs can be enhanced. Teacher change beliefs were also significantly
related to teacher attitudes towards change, whereby the stronger the teacher change beliefs,
the greater the enhancement of teacher attitudes toward change. Therefore, enhancing teacher
change beliefs is one of the effective ways to increase the likelihood of teachers to embracechange. Principal’s change leadership is an influential factor in enhancing teacher attitudes
toward change (Kin, Kareem, Nordin & Khuan, 2017). This study assumes that how teachers
perceive principal’s change leadership might enhance teacher attitudes toward change. In
recent reform initiatives, building and lifting teachers’ professional development has become
one of the important tasks in schools (National Academy for Educational Research, 2016).
Based on the effect of principal’s change leadership on teacher’s professional development,
the result of this study will provide useful information for school leaders.
Fullan argues that there are strong reasons to believe that the five components of leadershiprepresent independent but mutual reinforcing forces for positive change. There are attending
to a broader moral purpose, keeping on top of the change process, cultivating relationships,
sharing knowledge, and setting a vision and context for creating coherence in organizations.

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Then, leaders will be empowered to deal with complex change (Fullan, 2001). Leadership,
then, is not mobilizing others to solve problems that they already know how to solve, butrather to help them confront problems that have never been successfully addressed. Basically,
schools are beginning to discover that new ideas, knowledge creation, and sharing are
essential to solving learning problems in a rapidly changing society. When the principals facechange, the leadership they exert might contain the following five domains (Fullan, 2001;
Hall &, Hord, 1987):
•
•
•
•
•
•

Creating a sense of crisis;
Communicating and shaping version;
Adjusting and reinforcing organizational structure;
Building a supportive environment;
Deeping change culture.
Previous studies have reported the related effect of principal’s change leadership,
while the effect of specific dimensions on teachers’ professional development is still
unclear.

Teachers’ Professional Development
The professional development of teachers to enhance teacher’s knowledge and skills has
become a top priority in schools. In Taiwan, the curriculum reform initiated by the Ministryof Education has been implemented. The significant change is that the paradigm of new
curriculum and teaching has shifted from a knowledge-oriented curriculum to one thatstresses more activities and practices to bring about knowledge acquisition (National
Academy for Educational Research, 2016). However, like other countries, a considerable
proportion of school teachers may have been trained in more traditional ways (Chu, Reynolds,
Tavares, Notari & Lee, 2017). Moreover, just as every student learns differently, teachers
also have many different learning styles and face a variety of circumstances in the classroom.
Most professional development today is ineffective because it neither changes teachingpractices nor improves student learning. For example, professional development training
events are sometimes inappropriate in size and scope, and without the structure to support
learning new ideas or skills. They may also lack support for teachers’ implementation of new
instructional practices. The situation in schools is similar to that of the CPE’s report – aprofessional development initiative that neither recognizes how “teaching is inherently
complex and nuanced” nor promotes the empowerment of teachers via professional learning
communities (Gulamhussein, 2013). With the aim to provide stronger educational support toin-service teachers in their adoption and development of new skills in teaching, the principal
has been expected to initiate school-based professional development more effectively.
Continual professional development may give teachers time to learn and implement newteaching strategies. Therefore, providing ongoing instruction for a significant duration of timeis necessary. Providing support addresses the challenges associated with changing aclassroom practice. Previous studies have suggested active learning opportunities for school
teachers. The activities can include readings, role-play, open-ended discussions, livemodelling, and classroom visits. Many forms of active learning help teachers decipher
concepts, theories, and research-based practices in teaching, and modelling the new practice(Zarrow, 2014). With a rapidly changing era, educational change has become one of the
crucial components for better performance in schools. Innovative leadership in schools has
been expected to fit the fast-paced of change to achieve better learning results for students.
Therefore, how to build teachers’ professional development to fulfil the outcome-based

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policy in schools has grown into a new challenge for principals. The linkage between
leadership and professional development has become an important component in schools.
Based on the discussions in previous studies, this study assumes the leadership for
professional development in schools exerted by principals might impact on the change ofteachers. This study selected New Taipei City as the target group to collect data in 2016. The
reason for this selection is that New Taipei has become the largest city with the largest school
system in Taiwan. This study selected the quantitative approach to explore the topic. SPSS
has been used to conduct the statistical analysis. In this section, the research framework,
sampling, and verified the research tool will be addressed.
Research Framework
This study attempts to realize the relationship between the principal’s change leadership andteachers’ professional development. To start, the principal’s change leadership and teachers’
professional development will be assessed by using gender, teaching experiences, and school
scale to determine their differences. Then, this study employs the stepwise method todetermine the major factors impacting on teachers’ professional development in regression
models. The principal’s change leadership may include various dimensions which will beverified by factor analysis. The teachers’ professional development has been defined bywilling to participating the related enhancing activities and the effect of the professional
development. The testing model has been presented in Figure 3.

Figure 3: Research framework
Sampling
Based on the criteria for survey, a population over 5,000, the proportion of samples could be
20 percent of the target group (Gay, 1992). More precisely, this study estimated the samples
from target group in terms of 16,201 elementary school teachers in New Taipei City with
95% confident level and possible error control under .05. In this case, the satisfied samples
for study are 400. According to the sampling formula proposed by Dillman (2000), the fittest
estimated samples are as follows:

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N: 16201 elementary school teachers; n: fittest samples; d: error of toleranceThis study also considers the school scale, and so the samples were classified by following
the rules: under 12 classes (14 schools), 12-30 classes (7 schools), 31-60 classes (10 schools),
and over 61 classes (10 schools). With 80 percent return rate, we expected to distribute 490
copies of questionnaires for teachers. The detail distribution of 490 samples has beenpresented in Table 1.
Table 1: Elementary scale and sampling distribution in New Taipei City.
School scale (classes)

Under 12

13~30

31~60

Over 61

Total

Number of schools (%)

68
(33%)
14

36
(17%)
7

51
(25%)
10

50
(25%)
10

205
(100%)
41

1,246
(8%)
70

1,910
(12%)
70

4,984
(30%)
150

8,061
(50%)
200

16,201(100%)
490

5

10

15

20

Target schools (25%)
Number of teachers (%)
Samples
Average samples of schools

Source: Bureau of Education, New Taipei City. (2016). Educational statistical data in New
Taipei City in 2015. Retrieved from http://www.ntpc.edu.tw/_file/2052/SG/25532/D.html
This study successfully invited 490 teachers from 41 elementary schools in New Taipei City
(Taiwan) to participate in this study. It resulted in 453 valid questionnaires, a 92.4% return
rate made up of 165 (36.4%) male and 288 (63.6%) female teachers.
Research Tools
Both self-developed change leadership and professional development questionnaires havebeen verified by factor analysis. Twenty-five indicators of change leadership have beenclassified into three dimensions, named “communicating and shaping change action” (11items), “building supported environment” (9 items), and “adjusting organization andperformance” (5 items). The Cronbach’s α is counted .917 in the designed questionnaires. It
represented the items that have good reliability in term of satisfied internal consistence.
Factor analysis with Varimax extraction reveals there are three factors in the change
leadership and totally can explained 76.29% variance, see Table 2. The rotation of threefactors has been presented in Table 3. The teachers’ professional development has been
defined by the willing and effect of participating which includes eight indicators.
Table 2: Factor analysis for developing valid principal’s change leadership questionnaire(Extraction: Varimax).

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Factor

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Initial Eigen values
Totalvariance cum
%
%
18.06
72.25
72.25
3
1
1
.920
3.678
75.93
0
.798
3.192
79.12
2
.593
2.374
81.49
5
.482
1.928
83.42
3
.448
1.793
85.21
6
.347
1.387
86.60
3
.300
1.202
87.80
5
.289
1.155
88.96
0
.260
1.040
90.00
0
.252
1.010
91.00
9
.241
.962
91.97
2
.216
.866
92.83
7
.206
.823
93.66
0
.198
.793
94.45
3
.191
.765
95.21
8
.179
.718
95.93
6
.161
.643
96.57
9
.143
.573
97.15
2
.136
.543
97.69
5
.132
.526
98.22
1
.127
.508
98.72
9
.121
.485
99.21
4
.108
.431
99.64
5
.089
.355
100.0
0

Volume 5 – Issue 3 – Winter 2017

Extracted sum of square
Total
varianCumce %%17.818 71.274
71.274Circulate sum of square
Total
variance Cum %%7.799
31.19631.196

.657

2.628

73.901

6.225

24.89956.095

.597

2.386

76.2885.048

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Table 3: The rotation of the factor matrix.
Items
A7
A6
A2
A3
A8
A4
A5
A9
A10
A1
A23
A20
A19
A18
A24
A16
A17
A22
A25
A21
A12
A13
A14
A11
A15

1
.762
.747
.709
.705
.681
.672
.664
.650
.647
.647
.575

Factors
2

3

.733
.683
.669
.633
.605
.604
.584
.570
.554
.777
.723
.653
.622
.595

Note. Extraction: Varimax; Rotation: Kaiser’s Varimax
Results
The results demonstrate the group differences in principal’s change leadership and teachers’
professional development. The main effect of principal’s change leadership impacted on theteachers’ professional development will be addressed. This study considered the teachers’
perception may have gender, teaching experiences, and school scale differences. The teachingexperiences have been classified into four groups by 5, 10, 15, and over 15 years. School
scales have been defined by four groups: Under 12 classes, 13-30 classes, 31-60 classes, andover 61 classes to verify their differences.

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Principal’s Change Leadership
According to factor analysis, twenty-five indicators of change leadership can be classified
into three dimensions. Principal’s change leadership has shown gender differences (t=2.065,
p=.039), male teachers perceived higher change leadership from their principals than female
teachers. This phenomenon also shows in “building supported environment” (t=2.001, p=.046)
and “adjusting organization and performance” (t=2.073, p=.039), while there is no significant
difference in “communicating and shaping change action” (t=1.920, p=.055), see Table 4.
Table 4: The principal’s change leadership perceived by teachers with different gender.
Gender difference
Principal’s change leadershipcommunicating and shaping change actionbuilding supported environment
adjusting organization and performance

Male
FemaleMale
FemaleMale
FemaleMale
FemaleNtdfp (two tails)

165
288
165
288
165
288
165
288

2.065

451

.039

1.920

451

.055

2.001

451

.046

2.073

451

.039

One way ANOVA demonstrated that the various groups of teachers’ teaching experiences
have shown different perceptions on principal’s change leadership (F(3,449)=3.342, p=.019).
The differences show in “communicating and shaping change action” (F(3,449)=4.121, p=.007)
and “building supported environment” (F(3,449)=3.039, p=.029). But there is no significant
difference in “adjusting organization and performance” (F(3,449)=1.635, p=.176), see Table 5.
Specifically, the differences come from under 5 years group and 5 years group (p=.034), andalso displays the differences in 5 years group and over 15 years group (p=.023). In this case,the teaching experience differences did not consist in their explanation of principal’s change
leadership. Moreover, this study reveals there is no significant difference of principal’schange leadership comparing the various school scales.
Teachers’ Professional Development
Teachers’ professional development has been classified two dimensions: willing toparticipating related activities and effect of professional development. Table 6 demonstrates
the results of teachers’ willing to participate and the effect of participating in related activities.
The results of teacher’s willingness to participate in the learning group or learning
community are highly based on their means.

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Table 5: Principal’s change leadership perceived by teachers with different teachingexperiences.
Different teaching experiences
Principal change
Betweenleadershipgroup
Within group
Total
Communicating and
Between group
shaping change
Within group
actionTotal
Building supported
Between groupenvironment
Within group
Total
Adjusting
Between grouporganization andWithin groupperformanceTotal

Sum of square
4382.768df
3

Mean square
1460.923

F
3.342

p
.019

196263.263
200646.031
955.49534698.558
35654.053
631.083
31082.789
31713.872
107.6849749.539
9857.223

449
452
3
449
452
3
449
452
3
449
452

437.112318.498
77.280

4.121

.007

210.361
69.227

3.039

.029

35.89521.714

1.653

.176

Mean

SD

Rank

4.01

0.85

7

3.79

0.96

8

4.11
4.05

0.81
0.75

5
6

4.18
4.22

0.62
0.64

2
1

4.13

0.73

4

4.15

0.69

3

Table 6: Teacher’s professional development reported by teachers.
Indicators
Willing to participate
1. Willing to engage in group or learning community topromote teaching skills
2. Willing to participate class observation activities for
improving teaching
3. Willing to participate workshop activities in or off campus
4. Willing to keep study and innovation in teaching
Effect of participating
5. I can consider student’s needs and design teaching
6. I can promote student learning and enhancing theircapability
7. I can face the students with low motivation and activethem
8. I have satisfied discipline knowledge and still pursuit tolearn something new

Gender did not display significant differences in their will to participate (t=-.217, p=.828) andeffect of participate the related learning activities (t=.552, p=.581). There is no significant
difference in willing to participate with the teacher’s teaching experiences (F(3,453)=1.745,
p=.157). The effect of participant related teaching activities has also shown no significant
differences with the teachers’ teaching experiences (F(3,453)=2.221, p=.085). While this study
demonstrates that teachers in small schools with 12 classes or less are more willing toparticipate in the related professional development activities (F(3,453)=3.563, p=.014). Thereis no significant difference in the effect of participating professional development activities(F(3,453)=.694, p=.556).

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Table 7: Teacher’s professional development differences with school scale.

Willing toparticipate

Effect ofparticipate
learning activities

School scale

N

M

SD

F

p

Turkey12 classes orless13-30 classes

62

4.14

0.59

3.563*

.014

>

58

4.02

0.63

31-60 classes

147

3.84

0.68

61 classes orover12 classes orless13-30 classes

186

3.88

0.68

62

4.28

0.50

.694

.556

58

4.17

0.53

31-60 classes

147

4.19

0.57

61 classes or
over

186

4.17

0.55

The Effect of Principal’s Change Leadership
Based on the regression analysis, the teachers’ professional development can be explained byprincipal’s change leadership 23.3% of the variance (R2=.232, F(1,451)=135.973, p=.000). This
study also considered the two dimensions of teacher profession development: one is willingto participate in related activities, the other is the effect of participating in professional
development activities in regression models. First, the result reveals that the teachers’ willing
can be explained by principal’s change leadership only in the “building supported
environment” dimension. The regression model shows the R2 =.217, it means only 21.7%
variance can be explained in this model (F(1,451)=124.628, p=.000). Second, this study foundthe effect of teachers’ professional development can be explained by principal’s change
leadership only 18.1% with “building supported environment” and “adjusting organizationand performance” (F(2,450)=49.605, p=.000). Table 8 presents the details of the two regression
models.
Table 8: The effect of principal’s change leadership on teachers’ professional development
explained by regression models.
Models (Dep/In dep.
var.)
1. Willing(consta
nt)
CL2

B

SE

Bet
a

2.50
7
.038

T

p

Toleran
ce

VIF

.13
18.4
.00
6
33
0
.00
.46
11.1
.00
1.000
1.00
3
5
64
0
0
2. Effect(constan
3.10
.11
27.2
.00
t)
0
4
.23
71
0
.243
4.11
CL2
.016
.00
9
2.75
.00
.243
2
CL3
.024
6
.20
7
6
4.11
.01
1
2.32
.02
2
0
1
1
Note. CL2= building supported environment; CL3= adjusting organization and performance151

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017Conclusion
Over a period of time, the government has initiated school-based reform to promote
innovative teaching in order to better student performance. Principals have been expected toexert more influence in leadership for changing the school culture. Focusing on theprincipal’s change leadership and teachers’ professional development, this study designed thesurvey tools to verify the assumption that the principal’s change leadership can makedifferences in schools. In this study, the results reveal the five domains of principal’s change
leadership did not verify. According to the factor analysis, the idea of a principal’s change
leadership can be explained by “communicating and shaping change action”, “building a
supported environment”, and “adjusting organization and performance”. The effect of aprincipal’s change leadership has shown significantly related to the teachers’ professional
development in terms of “willing to participate related activities” and “effect of professional
development”.
Based on the survey, the elementary schools in New Taipei City have shown satisfactorychange leadership and high engagement in professional development. This study
demonstrates a positive relationship between the principal’s change leadership and teacher’s
professional development. The results reveal that when the perceived principal’s change
leadership existed in schools, it can reinforce teachers’ professional development in terms of
their willingness to participate in teaching-related enhancing activities and the expected effectof participation. Even though the study focuses on only elementary school settings, thefindings can endorse the knowledge of the specific field.
For further studies, this study suggests focusing on how to enhance the capability ofprincipal’s leadership in the changing era. Principal’s change leadership competencies are
more influential than teachers’ self-influence in enhancing teacher attitudes toward change.
Therefore, concerted effort may be given to prioritize the continuous development ofprincipal’s change leadership in effective change management. The pre-service training
program for principals needs to focus on the topic of change leadership. In addition, more
complicated research design may provide details of information to interpret the theoreticalframework, for example a workable SEM model.

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References:
Anderson, D., & Ackerman-Anderson, L. S. (2001). Beyond change management: Advanced
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Cannatelli, B., Smith, B., Giudici, A., Jones, J., & Conger, M. (2016). An expanded model of
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Corresponding author: Wen-Ching Chou
Email: sauichou1226@gmail.com

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Student-Produced Podcasts in Language Learning – Exploring Student
Perceptions of Podcast Activities

Birgit Phillips, University of Applied Sciences Burgenland, Austria

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Abstract
Podcasts are a useful tool for developing speaking skills in language acquisition settings,
particularly within the context of the emerging Mobile Assisted Language Learning (MALL).
While much research has emphasized the effectiveness of teacher-produced podcasts, thisstudy seeks to address the gap in knowledge on student-generated podcasts in language
learning. In addition to highlighting some of the main pedagogical considerations of using
podcasts in language learning, this paper explores students’ perceptions of podcasts as alearning tool. To this end, this study describes the results of two surveys which wereconducted with two different student cohorts over the course of two years. The surveys
explored the students’ levels of acceptance and enjoyment of activities in which they had to
produce their own podcasts, as well as the perceived learning benefits. The discussion section
describes a range of positive learning outcomes and highlights the pedagogical implicationsof using podcasts in class. The paper concludes with some practical suggestions for theeffective use of student-generated podcast activities in the language classroom.
Keywords: podcasts; language learning; collaborative learning; digital storytelling; learningtechnology; MALL.

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Introduction
Multimodal instructional formats involving the Internet and mobile devices (e.g. smart
phones, iPads, tables, laptops) have altered traditional classroom formats not only in terms ofspace and time but also in terms of the variety of learning opportunities. This is all the more
important because in the digital age learners are no longer passive consumers of information
but rather now have countless opportunities to actively produce content and share it withothers. The learning opportunities that have emerged in the digital era include multimodal
approaches and tools for teaching and learning that put the focus on the learners and alter
traditional concepts of teaching and learning.
The use of podcasts inside and outside of the classroom is one such innovative tool that has
garnered increased interest in the field of tertiary level language learning. A podcast is adigital audio (or video) file that is created and then uploaded to an online platform to sharewith others. Since it can be downloaded to play on any computer or portable device, it is alsopart of the paradigm of Mobile Assisted Language Learning (MALL). The use of mobile
devices affords learners the opportunity to learn anytime and anywhere, alone or with others,
and “has the potential to assist learners at the exact point of need and in ways that arecongruent with learners’ increasingly mobile, always-connected lifestyles” (Shield &Kukulska-Hulme, 2008, p. 249). The use of podcasts in tertiary education is considered topromote motivation and engagement, cognition and learning, learner autonomy andinnovative opportunities for teaching and presenting (Salmon & Nie, 2008). Podcasts are aform of personalized learning that can be tailored to learners’ individual needs and extend
learning beyond the classroom.
However, while much research has been done to examine the effectiveness of teacherproduced podcasts, for example to transmit (preparatory or supplementary) learning materials
or give audio feedback to students (e.g. France & Ribchester, 2008; Lonn & Teasley, 2009),
there is a significant gap in research examining the learning benefits of student-produced
podcasts (Forbes, 2015; Lazzari, 2009; Rothwell, 2008; Salmon & Edirisingha, 2008). Thus,
the present study explores opportunities for creating – rather than consuming – podcasts andexamines the perceived benefits and challenges of student-generated podcasts in language
learning.
Literature Review
Audio podcasts have long been used in language learning as a unidirectional teacher-tostudents mode of transmitting information and course content, for example by recording
lectures, providing preparatory material for the next lesson, or giving audio feedback (France& Ribchester, 2008; O’Bryan & Hegelheimer, 2007). Similarly, audio recordings have long
been used in language learning to foster authentic listening practice and to supplement
textbooks and other teaching materials. Rosell-Aguilar (2007), for example, found that
podcasts provide language learners with a wide variety of real-world situations that give themplenty of opportunity to study sentence structure and vocabulary. However, the idea ofstudent-created podcasts has only been gaining traction in recent years, as educators havestarted to see the vast potential it offers. Producing podcasts requires students to master anumber of skills, including researching and analyzing information, creating an outline,
drafting and editing a script, and repeated rehearsals to practice pronunciation and fluency(Phillips, 2015). In addition to these useful skills, student-produced podcast assignments offer
several additional benefits, which are outlined in the following sections.

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Motivation and Confidence
Motivation is essential for any kind of learning and necessary before any learner is willing toinvest time and energy into the learning process (Fleenor & Hodhod, 2016). This is certainly
true for learning a foreign language, which can be quite frustrating at times, in particular as
proficiency increases. This phenomenon can be equated with the economic concept ofdiminishing returns: Beginning learners can reach a basic level of communication ability
within a relatively short period. However, as language ability advances, learners commonly
feel that their rate of improvement decreases significantly, which can lead to increased
frustration. In the case of Austrian tertiary education institutions, English as a Second
Language (ESL) courses start at the intermediate and upper-intermediate level, and many
English learners have already reached the level at which they begin to become frustrated bytheir perceived slow progress. Emerging multi-media-based applications such as podcasting
offer opportunities for innovative, learner-centered educational activities that can foster
learner motivation and tailor learning to student needs.
Since podcasting is still fairly new in higher education and many students have not been
exposed to it, learning a new educational tool such as podcasting can lead to increased
student motivation and enhance the learning experience (see for example Dale & Povey,
2009; Lonn & Teasley, 2009). Novel experiences are also memorable and may enhance
student curiosity about the task and provide a welcome break from text-based learning.
Several researchers (Kemp, Mellor Kotter & Oosthoek, 2011; Nie, Cashmore & Cane, 2008;
Prensky, 2009) have pointed to the novelty factor of experiential learning as a main stimulus
for learning. A number of researchers have also found that the use of podcasts in education
can increase intrinsic motivation (Asoodar, Marandi, Vaezi & Desmet, 2014; Dale & Povey,
2009; McMinn, 2008; O’Bryan et al., 2007; Royer 2009). In contrast to extrinsic motivation,
which relies on good grades as a reward, intrinsic motivation is achieved when tasks areinteresting and challenging, (O’Bryan et al., 2007).
In addition to the novelty factor, students may also feel a greater sense of ownership whencreating their own podcasts. Students who are actively engaged in the creation of knowledge
by making authentic and creative use of the target language may feel a sense of pride andpurpose. For example, in their study on whether audio recordings assist language learning,
Hsu, Wang & Comac (2008) found that the majority of students felt a greater sense ofownership and control of their learning compared to traditional pencil-and paper work. Also,
knowing that they can reach a large audience with their podcast can be a highly motivating
factor for many students. When students are challenged to share their podcasts with others,
they may put more effort and attention to detail into them because they know that people
other than their teacher will hear the results (McMinn, 2008). At the same time, the fact that
their “production” is recorded makes it more permanent and makes the students moreaccountable for the work they produce, which helps provide enough incentive to produce
meaningful results.
Finally, less confident students or those who are reluctant to use English in class have ample
time to prepare their podcast at their own pace. Anxiety, which is all too common in real-time
interaction in a foreign language, can then be reduced, and student confidence can beboosted, which ultimately enhances the overall learning experience. Thus, Hsu et al. (2008)
found that over 80% of the students who participated in the study believed that creating audio
recordings is an effective language learning tool that increased their confidence in theirEnglish speaking skills.

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Collaborative Learning
Podcasting can be a very powerful tool to increase class interaction and foster collaborative
learning by developing the skills needed to work towards a shared goal. Thus, Stoltenkamp,
Mapuva, Khumalo, & Kies (2011) assert that the majority of the nursing students in theirstudy indicated a positive correlation between podcasting and enhanced group work. In
particular, students pointed out that collaborating with peers on the podcast assignment led tobetter reflection and understanding of their work. Similarly, in their pilot study about studentproduced podcasts on the ethical issues of modern genetics, Nie et al. (2008) reported that
medical students viewed group-based podcasting assignments as helpful for sharing opinions
and looking at the topic from different perspectives, thereby enhancing reflective skills. This
is in line with Salmon and Nie (2008) who contend that student-generated podcasts“encourage students to reflect on their own learning, improve their performance duringcontent creation as well as reconsider and modify their ideas” (p.9). In addition to the
cognitive benefits of broadening their knowledge of the topic and perspective taking, students
highlighted the benefit of team-working and community-building skills (e.g. time
management and task allocation), which were enhanced by the group podcast assignment.
Language Production Skills
One of the key issues in language learning is the difference between receptive and productive
language skills. Second-language learners (L2) tend to have higher receptive skills, whereas
productive language skills take much longer to acquire. Unfortunately, factors such as limitedclass time and large group size are often detrimental to fostering language production skills inclass. However, in a technology-enhanced, learner-centered environment, opportunities for
self-paced independent learning can be provided in order to compensate for these traditional
limitations.
In this context, it is important to keep in mind that self-paced independent or autonomous
learning requires students to develop self-awareness of their own learning styles andstrategies. However, this awareness is often assumed rather than taught in tertiary education.
Podcasts can strengthen learners’ reflective processes by compelling them to define, plan andmonitor their thinking and learning during the production process (McLoughlin, Lee, &Chan, 2006).
The deliberate, multi-stage process of producing a podcast also helps students develop
awareness of key aspects of the target language that they often overlook. When speaking,students generally have difficulty hearing their own pronunciation errors and prosody
mistakes. Paralanguage, such as stuttering, pausing, pitch, pace and power changes of thevoice, makes communication authentic and natural, and students have to be aware of different
intonation systems in a foreign language. When recording a podcast, students have to practiceand rehearse the script several times in order to sound fluent and authentic. While this may berepetitive for students, repetition and practice in language learning is key for pronunciationand fluency (Sze 2006; Hsu et al. 2008). Such active use of language is key to fostering
language awareness. Huang and Hung (2010) found that the asynchronous nature of audio
recordings enabled students to focus on their weaknesses and gave them time to iron out
problems, which ultimately resulted in superior results. Furthermore, listening to their own
recordings helps learners identify language errors, particularly in pronunciation and grammar,
and fosters self-improvement. Additionally, comparing their own work to the work of others
can give students a valuable perspective on their own abilities and inspire them to try new161

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things (Armstrong, Tucker, Massad, 2009; Ashton-Hay & Brookes, 2011; Stanley 2006; SZE2006). Similar results were found by Sun (2009), who reported student-perceived
improvement in fluency due to an increased willingness to take risks with the target language.
Transferable Skills
The process of creating a podcast can also help students develop transferable skills that areconsidered desirable in the modern-day professional world. For example, Middleton (2009)
found that student-generated podcasts enhanced student creativity in their academic work,
and Armstrong et al. (2009) found that the team-based podcast project proved to be “acreative outlet for students to express ideas, share perceptions and bring experts to theclassroom” (p. 88). Similarly, Lee McLoughlin & Chan (2008) found that creating podcasts
helped students grasp academic concepts more effectively, and Dale (2007) stressed thebenefits of student-produced podcasts in developing creative and critical thinking, as well as
problem-solving skills. This was confirmed by Kemp et al. (2011), who found that podcasting
assignments afforded students opportunities for creativity when writing the audio script,
devising techniques to capture the audience and using non-scientific language to describe
scientific methods or concepts.
Other researchers have emphasized the enhanced digital literacy skills acquired when
producing podcasts, which are essential in the modern knowledge society. Some researchers
have argued that educators must adapt their teaching styles to meet the needs of thegeneration of digital natives and to communicate in the language of their students (e.g. Morris& Chikwa, 2014; Prensky, 2001). Today’s students, most of whom were born after 1990, areoften characterized as digital natives who “think and process information fundamentallydifferently” (Prensky, 2001, p. 1). They differ from “digital immigrants” (i.e. the previous
generation) in that they grew up with digital technologies and can therefore move smoothly
between online and offline spaces. Podcasts can help this new generation of students refine
their digital skills. For example, Forbes, Khoo, & Johnson (2012) found that studentproduced podcasting contributed to student confidence and the development of digital
literacy, and Kemp et al. (2011) found that students developed competence in modern Webbased technology. Of course, they also pointed out that the perceived improvement in skills
and technical aspects of audio production was much lower the second time around, which is
not surprising considering that the technology can be mastered relatively simply the first timearound.
Methodology
The primary purpose of the study was to explore student perceptions of the educational valueof podcast producing activities. The study was conducted as part of the interdisciplinary
course “English for Health Professionals”, a mandatory course in the first semester of thethree healthcare-related Bachelor Programs Health Management and Health Promotion,
Physiotherapy and Nursing Studies. Although the course is mandatory, English is not a core
subject, which affects the level of motivation for some students (as discussed below). The
course is designed in a blended learning format and focuses on human health and lifestyle,nutrition-related diseases (e.g. diabetes, hypertension) and disease prevention. The students
use the Moodle platform to communicate and exchange information with the instructor andtheir peers and to perform assigned tasks both autonomously and collaboratively. In thecourse discussed here, students were assigned two different podcast assignments, both ofwhich were mandatory, but not graded.

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The Podcast Assignments
Podcast Competition
Students produced a five-minute podcast in a group of at least three people on a topic
pertaining to nutrition-related diseases or lifestyle choices. The formats, which the students
could determine themselves, included expert interviews, panel discussions, productadvertisements, personal anecdotes, etc. The podcasts were uploaded to the Moodle course
management system, where they were made available to other students and faculty. To
increase motivation, encourage creativity and give them a better understanding of their own
abilities, the students were required to listen to all of the podcasts from their respective course
and then vote for their favorite three. The course winners then entered a final round in which
the entire faculty of the Health Department and the students voted to determine the final
winner (Phillips, 2015).
Digital Storytelling
The second podcast assignment was completed individually and was designed to enhance thestudents’ metacognitive skills and self-reflection by empowering them to share and articulate
their thoughts. This podcast was an exercise in digital storytelling. Digital storytelling
involves using computer-mediated tools to tell stories and provides rich opportunities for selfreflection that are difficult to accomplish through written assignments (Matthews-Denatale,2008). Self-reflection can take place because students are not put on the spot and can think
about what they want to say before recording it or even go back, delete, edit and re-record it.
In her book Digital Storytelling – Tips and Resources, Gail Matthews-Denatale (2008)
explains that telling a story and learning are inextricably linked because telling a story is also
a process of meaning-making, and educators who integrate opportunities for storytelling into
their courses foster participant learning. She goes on to explain that “through storytelling,
students are asked to reflect on what they know, to examine their (often unquestioned)
assumptions, and – through a cyclical process of revision– to record their “cognitive
development process” (Matthews-Denatale, 2008, p. 2).
In the present case, students were asked to reflect on why they chose their particular career
path (i.e. nursing, physiotherapy, or health management & health promotion) and then create
a podcast in which they talked about the past experiences that led them to enroll in theirdegree program, their current feelings about their studies, and their expectations for the
future. The podcasts, which ranged from 3 to 10 minutes in length, were uploaded to the
Moodle platform, and the students were then asked to listen to at least two of their peers’
podcasts and provide personal feedback in a Moodle discussion forum.
Data Collection
In order to gauge student perceptions of the educational value of these podcast producing
activities, an anonymous online survey using the EvaSys software was administered to two
different student cohorts, namely the students in the aforementioned class in fall 2014 and fall2015. Of the 79 students surveyed in total, 83.5% were female and 16.5% male, and the
majority (77.2%) were between 18 and 22 years old. Both cohorts were very similar in thatthe student population is quite homogenous (i.e. mostly Austrian Native-German speakers),
while their linguistic abilities ranged from intermediate to upper-intermediate (B1 to B2) due
to their different educational backgrounds.

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In terms of content, the first part of the survey included general questions on demographics(age, gender), general technology use (e.g. hours/day spent online, social networking
accounts, perceived confidence with new technology), and experience with internet resources
for language learning, blended learning and Content Management Systems. The second partof the survey focused on the level of acceptance and enjoyment of podcast production
activities (e.g. ease of use of new technology, time-management, collaborative vs. individual
podcast, oral confidence), as well as the perceived learning benefits (e.g. practicing new
vocabulary & listening comprehension, feedback, improvement of oral competence,
confidence, digital literacy). The survey gathered both quantitative and qualitative data andincluded open and closed questions. The open questions gave students the opportunity toarticulate their thoughts on the podcast activities more clearly. The answer format of theclosed questions included yes-no answer categories, matching categories and rating scales
using a four-level Likert scale from “strongly agree” (1) to “strongly disagree” (4). In the data
analysis, the categories one and two (strongly agree and agree) and three and four (disagreeand strongly disagree) were pooled.
In order to avoid selection bias and increase the reliability of the study, the survey was mademandatory and administered at the end of the semester as part of the final class in thecomputer lab. Thus, all students present on the last day of class completed the survey, and not
only those most likely to respond. In the first year the survey was administered, the response
rate was 98%, and in the second year it was 100%. In addition to the survey, face-to-face time
was used before and after the podcast assignments to address any issues or difficulties withthe use of this technology. Concepts and issues that arose during class discussion before theassignment were incorporated into the online survey. For example, when the task was
assigned, students expressed anxiety regarding the new technology or apprehension withregard to listening to their own voices. These concerns were then addressed in the survey.
Results and Discussion
The survey gathered information about the students’ perceived digital competence, theirattitudes towards and confidence with computers and digital technologies as well as theperceived learning benefits of producing podcasts. Of the 79 participants, almost all of them
(96.1%) had a social networking account, with the most popular networks being Facebook(93.7%) and Instagram (39.2). The vast majority of students (84.6%) also indicated that they
are very confident or confident when using digital technologies, and an overwhelming 98.7%
stated that they have a positive attitude towards new learning technologies.
Although Campbell asserted in 2005 that more and more students know how to use podcast
technology, none of the students in this study had ever created a podcast before, and many ofthem needed continuing guidance throughout the process. This novelty factor gave rise to
feelings of anxiety in most students due to the combination of unfamiliarity with thetechnology and the anxiety involved with speaking English. Their concerns were voiced inclass when the podcast task was first assigned, as well as in the open questions section of thesurvey administered after the course, which gave students the opportunity to explain theirgeneral perceptions of the podcast assignments:
When I first heard that we had to produce a podcast I was shocked and a bit
overwhelmed.
The task seemed too big to handle at the beginning.

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This initial anxiety is consistent with the results of Kemp et al. (2011), who also foundinsecurity and anxiety in students who were asked to produce podcasts.
In addition to the students’ reported anxiety about the task, the majority of students (65.8%)
also found the production of podcasts time-consuming. This was confirmed in the openended section of the survey where some comments addressed mixed feelings about theassignments:
I like the podcasts but they were too time consuming and I spent a lot of time onthem.
I prefer traditional homework assignments to podcast-productions because I don't likethe group interviews; a benefit was our chosen topic and that we had much fun
producing it, although it took a lot of time.
In general, they are a good idea but they take a long time to produce and also
technical knowledge.
These findings echo those of other researchers who have found that students need significant
technical training and support (e.g. Lee & Tyan, 2008; Lonn & Teasley, 2009). In contrast,
Forbes (2015) found no issues with time management or the technical difficulty of producing
podcasts in her pilot study on student-generated podcasts involving teacher education
students. However, she noted that her students found the task challenging but worthwhile,
they received a fairly high-level of technical support, and “student teachers can certainly not
expect this level of technical support in their own schools and classrooms (p. 202). Crow(2009) found that students initially struggled with the time required to produce podcasts but
eventually became accustomed to the process for subsequent assignments. Similarly, in thepresent study, 90% of the students indicated that producing the second podcast was easierthan the first one, as confirmed by this statement:
I think this time was easier because I was alone and much faster because I knew how
to do it.
Thus, even the late adopters and technophobes among the students seemed to grow more
comfortable with the technology after only a single attempt.
Another notable factor that came up in class feedback sessions after the assignments was thatthe students did not like the sound of their recorded voice. In order to gauge the group’s
feelings about this issue, a question was added to the anonymous survey, and a remarkable
87.3% of the students indicated that they did not like the sound of their voice on a recording.
This result was echoed in the open-ended part of the survey in which students expressed theirreservations in comments such as:
I think it was a good idea but I hate my voice on the podcast.
I think it is pretty helpful but I don't like the sound of my voice so I don't necessarily
want to do it again.
My problem is that I am afraid to speak and don't like to hear my voice. I often don’tknow the right words so that I can express myself. This is why I didn't like the
podcast assignments.

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This is not that surprising. When we speak, what we hear is a mix of what resonates in ourchest and throat and what comes out of our mouth. The recorded sound is different because it
is more isolated, and most people have not heard this recorded version of their own voice
enough to get used to it (Geoghegan & Klass, 2005). Presumably, the more often people hear
their own voice, the more they get used to it, and it would be interesting to see how people
would respond to this question after completing several podcast assignments over a longer
period of time.
In addition to increasing confidence with technology, the survey results suggest that theexperience of producing a podcast may also increase the confidence of students who are
reticent to speak English in class. On the survey, 81% of the respondents asserted that lessconfident students benefit from the podcast assignments, and 77.7% claimed that theassignments enhanced their speaking confidence. This was confirmed in the open-ended
section by statements such as:
At the beginning I didn't want to do a podcast because I don't like to listen to my own
voice, but now I can say that it helped me overcome my fear of speaking. I also
learned to use some of the new vocabulary.
I really liked the podcast activities because it was different and totally new to me. I
see a lot of benefits since you have to speak in a foreign language, which we didn't
really practice in school. Furthermore, it increases your confidence in speaking
English to some extent.
This finding is in line with the results of Hsu et al. (2008), whose study participants also
expressed increased levels of confidence, and Kemp et al. (2011), who found that studentproduced podcasts enhanced the presentation skills of the geology students participating inthe study.
Beyond increasing student confidence in their English, the results also indicated that thestudents felt the podcast assignments enhanced their language skills. In fact, 84.4% of the
respondents asserted that the podcasting assignments helped improve their language skills,
and 87.4% found podcasting a useful tool for practicing and putting new vocabulary into
context. Some comments referred to enhanced speaking skills in general:I think it is a great opportunity to improve your skills in speaking. I see a lot of
benefits in producing a podcast.
It was an interesting experience and a good way to practice speaking skills because
we had to record it many times before it was perfect.
I could improve my English because I could hear my own mistakes.
It seems to me if I would produce podcasts more often I could really improve myEnglish.
Ultimately, despite their initial reluctance to engage with this new technology, at the end of
the semester 91.1% of the students strongly agreed or agreed that creating their own podcasts
was a valuable learning experience.
The survey also included an open-ended question that asked students to share their thoughts
about the benefits of producing a podcast alone vs. in a group. For those who preferred

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working alone on the digital storytelling podcasting assignment the most common benefits
mentioned were the opportunity to share their personal stories and that working alone allows
for greater flexibility and time management:
I could talk about something that really happened - so it was just like telling a story
and therefore easier for me. Further, I could do it on my own, without meeting withcolleagues to discuss and write something down --- more flexible.
Other students saw a benefit in increased language proficiency due to a higher workload:
I prefer to do it alone because it encouraged me to work on my pronunciation.
I think I learned more from the podcast we produced alone because it was harder. We
had to produce the whole text, which we were going to record, by ourselves and so we
had to spend more time thinking about sentence structure, searching for new words(and learn them) and think about the right grammar.
For those who preferred the group podcast, many commented that the task helped develop
their collaborative, interpersonal learning skills and that they simply enjoyed the opportunity
to work with their peers:
It was more fun to produce it together because there are more ideas and we had somevery funny scenes when we recorded the podcast. (We are still listening to our failed
recordings).
In addition, several students appreciated the opportunity for group members to assist andcorrect each other:
I liked the group podcast because we got a lot of input from the other students andhelped each other with the language. We also learned to speak clearly.
Conclusion and Recommendations
Student podcasting assignments show great promise for fostering language production skills
due to the high-level cognitive processes involved in producing podcasts. Podcasting supports
multimodal ways of teaching and learning and encourages students to produce authentic
language outside of the classroom. In addition, podcasting can be a powerful tool to develop
desirable digital storytelling skills (Matthews-Denatale, 2008; Armstrong et al., 2009) and avaluable outlet for students to express thoughts and ideas, share viewpoints and perspectives
and produce authentic language (Nie et al., 2008; Ng’ambi, 2008; Salmon & Nie, 2008).
Overall, the participants in the present study ultimately saw the student-produced podcasts as
an effective learning tool. The self-reported learning benefits include increased language
confidence, fluency and vocabulary acquisition. The present findings also show that
podcasting activities are suitable for less confident students, who tend to be quiet in class,because it affords them the opportunity to work at their own speed without the stress of realtime interaction.
Despite the high potential, it is important to acknowledge that incorporating new technologies
can be challenging for teacher and student alike. Instructors need to be well-versed in thetechnologies in order to provide adequate guidance in the use of new technologies and evoke
student engagement. To this end, instructors need to be competent and pro-active learners

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themselves, and develop awareness for different Web 2.0 learning tools (Forbes et al., 2009;
Stewart & Doolan, 2009). However, many lecturers are reluctant or lack the skills or
readiness to adopt new Web 2.0 technologies. In his study on a university-wide pilot project
designed to encourage members of staff to use digital audio creatively, Andrew Middleton(2009) found that many teachers expressed initial anxiety and then became frustrated. Many
lacked the confidence to overcome the technological hurdle or simply had no personal
strategy for learning to use new technology. Some were deterred from taking part in the pilot,
and others avoided it all together. Nevertheless, after the initial hiccups, most staff members
were eventually successful and “enjoyed the opportunity to creatively consider how audio
could be used to enhance their learning” (Middleton, 2009, p. 153). Thus, it is important that
institutions provide guidance for the teachers as well, in order to promote the incorporation of
new technologies.
Likewise, labelling millennials as “digital natives” can also provoke a false confidence in thetechnological abilities of the students. As the findings of this study confirm, many digital
natives may be adept at consuming digital content, but not nearly as proficient in producing it.
Thus, teachers must be prepared to offer guidance and support for the students in their efforts
to acquire and refine these new skills. In the present case, even though the task wastechnologically relatively simple (thanks to recent advances in freely available audio
recording software), the students required a fair amount of encouragement and technicalsupport along the way. To this end, individual support was available via the Moodle forum
and sample podcasts were made available (also on Moodle) to give the students a better
understanding of what makes a podcast effective (e.g. it was pointed out that distractions andbackground noise should be kept to a minimum). In addition, for those students who did notwant to use their own smartphone or portable device to record the podcast, in-classexplanations referred students to the user-friendly, open-source software Vocaroo or the moreadvanced sound recording and editing software Audacity. Fortunately, the survey results
indicate that students can overcome the technological hurdle relatively quickly if given theproper support. It is therefore important that lecturers endeavor to reduce fear and normalize
student attitudes towards using technology in the language classroom in order to capitalize on
emerging technology (O’Bryan et al., 2007).
Finally, it is important to note that when incorporating student-produced podcast assignments
into a course the focus must remain on the actual learning goals and outcomes, rather than the
podcasting medium itself. Podcasting is not a panacea for all of the problems of language
learning in the digital age, but rather should be viewed as one of many different digitallearning tools. Nevertheless, student-produced podcasts can be motivating and engaging forstudents and can be integrated throughout a course plan (e.g. project reports, personalreflections, peer feedback). Furthermore, depending on the specific learning goals of theassignment, podcasts can be produced either as individual or group activities. Thus, studentproduced podcasts offer a highly flexible and engaging option for students and teachers in thedigital age.

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Corresponding author: Dr. Birgit Phillips
Contact email: birgit.phillips@fh-burgenland.at171

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