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'To Generate or Stop Generating Response': Exploring EFL Teachers' Perspectives on "ChatGPT" in English Language Teaching in Thailand
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Ulla, Mark Bedoya; Perales, William F.; Busbus, Stephenie Ong – Learning: Research and Practice, 2023
The present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding "ChatGPT" as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Second Language Instruction
Implementation of Blended Learning in Professional Development Programmes for School Principals: Factors Affecting the Satisfaction of Principals from Disadvantaged Areas in Vietnam
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Tuan, Kim Manh; Hoan, Tran Huu; Hoang Yen, Duong Thi; Huyen, Nguyen Phuong – Learning: Research and Practice, 2022
To support the implementation of Vietnam's new general education curriculum, Vietnam Ministry of Education and Training is organising a professional development programme integrating blended learning models for principals of general education institutions. In the period of educational reforms, there is a need for high-quality professional…
Descriptors: Foreign Countries, Principals, Administrator Attitudes, Professional Development
Providing Remote School-Based Professional Support to Teachers during School Closures Caused by the COVID-19 Pandemic
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Moorhouse, Benjamin Luke; Lee, Jonathan; Herd, Simon – Learning: Research and Practice, 2021
This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the…
Descriptors: COVID-19, Pandemics, School Closing, Faculty Development
Teacher Perception on the Potential of Flipped Classroom Pedagogical Practice in Enhancing Classroom Interactions in Singapore Primary Classrooms
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Abdul Kader, Hajera Bibi – Learning: Research and Practice, 2020
In many Singapore schools, there are large class sizes comprising about thirty to forty students in each class. In such large classes, the opportunities for interactions between teachers and their students and among students can be limited, especially when teacher-centred, didactic teaching practices are adopted. This small-scale research project…
Descriptors: Foreign Countries, Teacher Attitudes, Blended Learning, Homework
Investigating Students' Situation-Specific Emotional State and Motivational Goals during a Learning Project within One Primary School Classroom
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Järvenoja, Hanna; Malmberg, Jonna; Järvelä, Sanna; Näykki, Piia; Kontturi, Heikki – Learning: Research and Practice, 2019
This study explores fluctuation in students' emotional state and motivational goals during a learning project that requires self-regulation. The research asks the following questions: (1) How do students' emotional state and motivational goal fluctuate between the gStudy learning sessions during a two-month project? (2) How do students with…
Descriptors: Emotional Response, Student Motivation, Student Projects, Elementary School Students
A System's Model of Scaling: Leveraging upon Centralised and Decentralised Structures for Diffusion
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Hung, David; Jamaludin, Azilawati; Toh, Yancy; Lee, Shu Shing; Wu, Longkai; Shaari, Imran – Learning: Research and Practice, 2016
A key thrust of education reform is the spread of innovative ideas and practices oriented toward school improvement and advancements in student's deep learning and teacher's professional development. Framed within concepts of scaling and diffusion, trajectories of innovation spread can afford explanatory and predictive understandings of adoption…
Descriptors: Administrative Organization, Centralization, Foreign Countries, Educational Change