Issue InformationIssue Information
pp. i - vi | DOI: 10.29329/ijer.2023.565
Original ArticlesELT Students’ Perceptions Toward Mobile-Assisted Language Learning (MALL): Exploring its Effects on Motivation and Learner Autonomy
Ezgi Akman & Pınar Karahan
pp. 1 - 20 | DOI: 10.29329/ijer.2023.565.1
The current study investigated ELT students’ perceptions toward Mobile-Assisted Language Learning (MALL) and how MALL affects learners’ level of motivation and autonomy. 110 students who were enrolled in an English Language Teaching program at a university participated in the study. The study adopted a mixed-method design in which data were collected through an online questionnaire and written interview questions. Descriptive statistics were used to get the overall picture of the learners’ perceptions of MALL. ANOVA was conducted to see if there were any significant differences among the four grades of ELT students, and a chi-square test was implemented to compare the autonomy and motivation levels of students who claim to use mobile applications for language learning with those who claim they do not. The written interview questions were examined using content analysis method. Results of the study indicated that students generally had positive opinions about using mobile applications for language learning purposes. Another interesting finding of the study was that 1st-grade ELT students had more negative perceptions toward MALL compared to the perceptions of other grades. Finally, there were statistically no significant differences in terms of learner autonomy and motivation between the students who use mobile language learning applications and those who do not.
Keywords: Mobile-assisted language learning, motivation, higher education, Self-determination theory
Emotional Intelligence, Organizational Commitment, Job Satisfaction, and Turnover Intention: Gender-based Study of University Teachers
Noman Hafeez, Mehvi̇sh Zahrah, Sehri̇sh Tahi̇r & Arslan Aslam
pp. 21 - 33 | DOI: 10.29329/ijer.2023.565.2
The purpose of this research is to examine the differences between male and female university professors' emotional intelligence, organizational commitment, work happiness, and plans to leave the profession. When conducting a survey, researchers used random sampling. Data were gathered from 550 Pakistani university lecturers, 275 of whom were male and 275 of whom were female. As134 respondents failed to give enough information on survey questionnaires, the data analysis comprised of only remaining 416 participants’ answers (203 male and 213 female). Processing and analysis of the data were done using SPSS Version 16. In the research, males were shown to be more emotionally intelligent than female professors. Teachers' intentions to leave and their levels of work satisfaction varied significantly between males and females, but there was no substantial difference in the level of dedication of the instructors towards their schools.
Keywords: Gender Differences, Emotional Intelligence, Organizational Commitment, Job Satisfaction, Turnover Intension
Organisational and Project Level Challenges of Ecopedagogy-based Education Programmes
pp. 34 - 48 | DOI: 10.29329/ijer.2023.565.3
Projects are usually designed to solve a problem or to add a value to the business environments such as service, a result, or product. Every project has unique and non-repetitive features. However, projects have common features in terms of their success and failure stories binding around time, cost, and performance requirements. Failure stories usually have organisational and project levels challenges. These challenges are the same or similar for ecopedagogy-based environmental education (EBEE) projects as well. Ecopedagogy is a transformational way to social, political, ideological, and economic changes. The Agenda 21 refers to transformation of societies, however ecopedagogy first starts off from personal transformation. This transformation is based on critical thinking on how to solve socio-environmental problems. EBEE projects are pedagogical tools to teach environmental issues. The key points of ecopedagogy include protection of the natural environment (natural ecology), the impacts of humans on the environment (social ecology) as well as the influence over civilization and economic, social, and cultural composition (integrated ecology), therefore these projects should include a wide variety of topics. There are studies related to theoretical and practical sides of ecopedagogy but there have not been any studies related to the project management side of EBEE programmes yet. The aim of this paper is to present some organisational and project level challenges of EBEE projects.
Keywords: ecopedagogy, education programmes, project management, organisational challenges, lessons learned sessions, TUBITAK