• 會議論文

The Influence of the Charm of English Teachers on English Learning Motivation for Undergraduates at Universities in Shanghai, Taking the Interaction between Teachers and Students as the Intermediary Variable

The purpose of this study is to explore the relationship among the three variables: the charm of English teachers, English learning motivation and interaction between teachers and students. Using the method of intention sampling, the undergraduates from three universities in Shanghai were selected as the research objects to conduct the online questionnaire survey.

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The Influence of College Students' Perfectionism on Procrastination in Henan Province

In order to explore the influence of perfectionism of Henan college students on their procrastination behavior and whether self-control has a regulating effect, this study used a questionnaire survey method to survey 300 students from a university in Henan Province. The research results are as follows: College students' perfectionism can predict the procrastination behavior. Positive perfectionism has a significant predictive effect on procrastination. Negative perfectionism has no significant predictive effect on procrastination. Self-control has an inhibitory regulatory effect. At last, psychologists should provide targeted training for procrastination groups. Especially for the prolonged population in high perfectionism, training self-control and improving their level will be able to maximize the prolonged intervention in the conclusions of this study.

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Factors Associating Teachers' Turnover Intention in Wangdue Phodrang District in Western Part of Bhutan

The purpose of the study was to investigate the level of job satisfaction factors, organizational factors and teacher's turnover intention, examine the relationship between job satisfaction factors, organizational factors and teacher's turnover intention and to investigate the predictors on teachers' turnover intention as perceived by teachers teaching in Wangdue Phodrang district in western part of Bhutan. This study used quantitative method and survey questionnaire were used to collect data from 204 sample teachers, Descriptive statistical analysis, Pearson's product moment correlation coefficient and linear regression analysis were applied to analyze the data. The findings indicated that the overall turnover intention of the teachers were rated moderate with the mean score of 2.69 and the overall job satisfaction factors and organizational factors' impact on turnover intention were perceived at high level with the mean score of 3.6. The finding also shows that both job satisfaction factors and organizational factors have correlation but negatively and statistically significant at 0.01. Furthermore, the finding predicted that working environment and incentives were two factors that can influence the teachers' turnover intention statistically significant at 0.01 level (β-.26 and β-.16) respectively. Result indicates that the working environment could predict 11% of teachers' turnover intention followed by the incentives which could predict 14% of the influence on teachers' turnover intention. With the teachers perception, it was indicated that better remuneration should be worked out, Conducive work place need to be created, providing career opportunities and out country trainings, timely support from the organization and motivation and rewards would reduce teachers' turnover intention. Further, it was suggested that the working environment and incentives play pivotal roles on teachers' turnover intention signifying the priority needs in those areas to reduce teachers' turnover intention for quality teacher retention.

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Effects of Teachers' Professional Development on Teacher Performance in Primary schools of Chhukha district, Bhutan

The study aimed to study the level of teachers' professional development and teacher performance, to explore the relationship between teachers' professional development and teacher performance, to investigate the relationship between teachers' professional development and teacher performance, and to investigate the effects of teachers' professional development on teacher performance in primary schools. The study adopted quantitative research using survey design through questionnaires. The sample were 126 teachers from 25 primary schools under Chhukha district in Bhutan. The data was analyzed using descriptive statistics, Pearson's correlation, and stepwise multiple regression analysis. The research findings revealed that teachers' professional development and teacher performance were at very high level and there was significant positive correlation between teachers' professional development and teacher performance. Action learning and In-service training/workshop were indicated as the predictive factors which had the greater significant effect on teacher performance. The research findings will support ministry of education, district education offices, school principals, head of department in schools, and individual teachers in the country to reflect on improving the nature of teachers' professional development and in creating positive environment with better quality of professional development programs in the schools.

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Using Immediate Written Recall Protocols for Investigating Listening Difficulties and Listening Strategy Use of Chinese Learners Majoring in Thai Language

This research used the qualitative analysis of the data collected from immediate written recall protocols as both concurrent and retrospective reports in order to explore listening difficulties encountered by Chinese students majoring in Thai language during their listening in Academic Listening Placement Test (ALPT). Two main categories of barriers for Chinese students' listening to ALPT were found. The categories were 'affective barriers and 'listening comprehension processing barriers' It also presents listening strategies used by Chinese students when they were coping with ALPT. With findings from immediate written protocols, teachers would better understand and employ teaching techniques which could enhance students' listening strategies in order to overcome or cope with such listening difficulties.

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Common Assessment Protocol: The Solution in Tracking Students' Achievements?

One of the private universities in Malaysia has adopted the Professional Competencies in 2017 as one of several methods to promote and support innovation in teaching and learning, in addition to improving graduate quality. The Professional Competencies (PCs) were benchmarked against the 10 skills identified by the World Economic Forum (WEF) for the 21st Century. Despite the importance of these targeted PCs, methods to effectively and consistently measure students' performance in this regard have yet to be developed at the university level. This study is to obtain background information current global development in the measuring and tracking of students' achievement of skills similar to that of PCs. The final objective of this study is to support the development of a Common Assessment Protocol (CAP) that is both user-friendly and effective as a vehicle for assessing and tracking the achievement of PCs. Based on the literature and survey findings, it is clear that a tool such as the CAP will be valuable to both students and lecturers. In summary, the findings show that CAP will act as a social platform where students can input information on their achievements, get it verified and assessed by tutors/mentors/peers, and ensure that their achievements are benchmarked to the learning outcomes. Significantly, however, a tool such as CAP will place the responsibility to acquire skills and learning on students, as it should in any successful outcome based education system.

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The Relationship between Social Support and Life Satisfaction of the Chinese University Students' (CUS) Study in Bangkok

In recent years CUS in Thailand has been growing significantly. Several study results have shown that life satisfaction affects students' willingness to study abroad. However, this aspect of discussion is so far limited in Thailand. Therefore, the principal objective of this research attempts to explore how social support and life satisfaction are significantly correlated. The researchers, in terms of research method, adopted and distributed questionnaire to 322 Chinese students who currently study in Bangkok, Thailand. The quantitative data analysis of the questionnaires was conducted through hierarchical regression and structural equation modeling. The results show that (a) social support and life satisfaction of Chinese students studying in Bangkok Thailand appear to be positively correlated with one another; (b) social support was significantly positively related to self-efficacy; (c) self-efficacy was significantly positively related to life satisfaction; (d) self-efficacy played a mediate role in the relevance between social support and life satisfaction.

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The Relationship among Parental Involvement, Educational Expectation and Secondary School Students' Academic Achievement

The success of one's future career is closely related to his/her academic performance at secondary school. Parental involvement and educational expectation (both parents' and children's expectation) are significant indicators to predict students' academic achievement. The paper undertakes a systematic literature review to gain insight into the relationship among parental involvement, educational expectation, and students' academic achievement. It is found that there appears to be a multi-mediating model between parental educational expectations and students' academic achievement, which parental involvement and children's educational expectation play mediating roles. In addition, some contextual variables, such as socioeconomic status and ethnic group, should be also considered when the relationship above are explored.

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The Relationship between Teachers' Emotional Labor and Job Burnout in Primary and Secondary Schools: The Moderating Effects of Regulatory Emotional Self-Efficacy

To explore the relationship between teachers' emotional labor and job burnout in primary and secondary schools and the moderating effects of regulatory emotional self-efficacy, the survey data were collected from 420 in-service teachers in primary and secondary schools in Central China, South China, and Southwest China, using Emotional Labor Scale, Job Burnout Scale and Regulatory Emotional Self-Efficacy Scale. The results of hierarchical regression analysis showed that teachers' emotional labor can significantly positively predict teachers' job burnout and teachers' regulatory emotional self-efficacy cannot regulate the relationship between teachers' emotional labor and job burnout in primary and secondary schools.

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Self-Investigation into Foreign Language Anxiety in Chinese-English Bilingual Oral Interpretation Class

Studies of foreign language anxiety (FLA) exist in the areas of writing, speaking, listening and reading. However, far too little attention has been paid to done in the field of oral interpretation despite the fact that this activity could be exceedingly highly anxiety-provoking for both beginners and experienced translators. The question asked in this study was: (1) How much foreign language anxiety do English as a Foreign Language (EFL) students experience when they practice English-Chinese Oral Interpretation in their class; (2) Are there significant differences in their experience based on gender and classroom environment? Senior student volunteers (N=60, 71% females, 28% males) completed an adapted version of the Foreign Language Anxiety Scale (Horwitz and others, 1986). Students reported making mistakes (X=3.450, s=.98), being asked directly by the teacher (X=3.7, s=. 89) as well as perceived lack of preparation (X=3.4, s=1.1) to be the most highly provoking situations. No significant differences were found in FLA experiences of students based on gender (p=0.684, p＞.05) and classroom environment (p=.450, p＞.05). Nevertheless, it was concluded that high levels of FLA was reported among students. Pedagogical recommendations were made.