Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 25 no. 7 (2024)

Accounts of Adult English Language Learners in Their Classroom Communication: A Phenomenology

Herudin Abdillah

Discipline: Education

 

Abstract:

This qualitative study described the accounts of five (5) adults English language learners from Gani L. Abpi College Incorporated, Datu Piang, Maguindanao. The study is based on Cross's (1981), theory that adult learning characteristics have been primarily focused on understanding how adults learn. Thus, it was utilized the phenomenological research design described by Colaizzi’s, (1978) seven steps strategy that provided a meticulous analysis of data. The transcription and translation, as well as classifying statements into themes, were employed with in-depth interview with the participants purposively chosen. The findings revealed that adult English language learners met different factors in learning English in the classroom communication. Agism, English language is interesting, anxiety affects English language learning, English language is not easy to learn were all highlighted as personal factors in learning the language. Teaching strategy and style matter, teachers’ attitude affect learning, teacher-student age gap affects learning, and teachers’ command of the English language is relevant were all identified as teacher factors. Peer factors entailed adopting to the group, peers encouragement is important, peer learning and guidance play a vital role and past experiences and misunderstanding affect learners. English as a factor for future endeavors, complexity of the subject matter, the learners’ interest affect learning of the subject matter and the difficulty of the subject matter depends on the learners’ perceptions highlighted as subject matter factors. Thus, the four factors, personal factors, peer factors, teacher factors, and subject matter factors influenced the accounts of Adult English language learners in their classroom communication resulted to challenges in learning second language in the classroom communication.



References:

  1. Adan, D. A., & Hashim, H. (2021). Language learning strategies used by art school ESL learners. Creative Education, 12(03), 653. https://doi.org/10.4236/ce.2021.123045.
  2. Ahmad, M., et al. (2019). Robot’s adaptive emotional feedback sustains children’s social engagement and promotes their vocabulary learning: A long-term child–robot interaction study. https://doi.org/10.1177/1059712319844182.
  3. Alizadeh, I. (2016). Vocabulary teaching techniques: A review of common practices. http://ijreeonline.com/article-1-25-en.html.
  4. Allen, K. A., et al. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1-34.
  5. Al-Nasser, A. S. (2015). Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies. https://doi.org/10.17507/tpls.0508.10.
  6. Alptekin, M. (1984). The question of culture: EFL teaching in non-English-speaking countries. ELT Journal, 38(1), 14-20.
  7. Altweissi, A. I., & Maaytah, R.Y. (2022). The effect of using educational drama on developing speaking skills of the sixth graders in the English language. Academic Research International.
  8. Aminu, E. F., et al. (2020). A review on ontology development methodologies for developing ontological knowledge representation systems for various domains.
  9. Amstutz, D. D. (1999). Adult learning: Moving toward more inclusive theories and practices. New Directions for Adult and Continuing Education, 82, 19-32.
  10. Andreanoff, J. (2016). The impact of a peer coaching program on the academic performance of undergraduate students: A mixed methods study. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part Two, April 2016, 2-27.
  11. Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137.
  12. Arslan, E. (2021). Investigation of pre-school children's self-concept in terms of emotion regulation skill, behavior and emotional status. Anales de Psicología, 37, 508-515.
  13. Azar, A. S., & Tanggaraju, D. (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English Language and Education, 7, 323-333. https://doi.org/10.24815/siele.v7i2.16506.
  14. Basurto Santos, N. M., Hernández Alarcón, M. M., & Mora Pablo, I. (2016). Fillers and the development of oral strategic competence in foreign language learning.
  15. Baytiyeh, H. (2019). Why school resilience should be critical for the post-earthquake recovery of communities in divided societies. Education and Urban Society, 51(5), 693-711.
  16. Begham, K. (2019). The role of anxiety sensitivity and experimental avoidance in predicting mobile addiction in Bonab girl students in 2016-2017. Beyhagh, 24(4), 1-12.
  17. Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2020). Engagement, disengagement, and performance when learning with technologies in upper secondary school. Computers & Education, 149, 103783.
  18. Boekaerts, M., & Boscolo, P. (2002). Interest in learning, learning to be interested. Learning and Instruction.
  19. Boquia, A., Mohamad, H., Sinsuat, D. R. R. S., Maguid, N., Omar, S., Guiaselon, B., & Guiamal, J. (2022). Experiences of designated teacher as guidance and counselor in secondary school of Maguindanao I Division. Psychology and Education: A Multidisciplinary Journal.
  20. Botha, J. A., Coetzee, M., & Coetzee, M. (2015). Exploring adult learners' self-directedness in relation to their employability attributes in open distance learning. Journal of Psychology in Africa, 25(1), 65-72.
  21. Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20, 339-356. https://doi.org/10.1177/1028315316647165.
  22. Browm, H. D., & Douglas, C. (1980). Principles of language learning and teaching. Prentice Hall Inc.
  23. Brown, J. A., & Woods, J. J. (2015). Effects of a triadic parent-implemented home-based communication intervention for toddlers. Journal of Early Intervention, 37(1), 44-68.
  24. Butukan, H. U., Mohamad, H. A., Bawa, L. S., & Kandong, N. A. (2024). Lived experiences of Teduray English language learners on modular distance learning. Ignitian International Journal for Multidisciplinary Research, 2(6), 1041-1068. https://doi.org/10.5281/zenodo.11633960.
  25. Cadima, J., et al. (2019). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly, 46, 75-86.
  26. Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility-value information. Motivation Science, 1(1), 47.
  27. Carrell, P. L. (1991). Second language reading: Reading ability or language proficiency?. Applied Linguistics, 12(2), 159-179.
  28. Chandran, G., & Hashim, H. (2021). Self-paced formative assessment: Concept and applications in learning ESL vocabulary. Creative Education, 12(1), 140. https://doi.org/10.4236/ce.2021.121010.
  29. Chilvers, L. (2016). Communities of practice for international students: An exploration of the role of peer assisted study sessions in supporting transition and learning in higher education. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part Two, April 2016, 2-25.
  30. Daungan, F., Guiabar, M., Ronoco, R., Balahim, A.-J., Mohamad, H., & Sinsuat, D. R. R. (2024). Exploring the students' level of satisfaction: The use of Fern Fiddlehead as an ice cream flavor. Psychology and Education: A Multidisciplinary Journal, 24(9), 1024-1036. https://doi.org/10.5281/zenodo.13691673.
  31. De Laet, S., et al. (2015). Developmental trajectories of children’s behavioral engagement in late elementary school: Both teachers and peers matter. Developmental Psychology, 51, 1292. https://doi.org/10.1037/a0039478.
  32. Del Mundo-Sales, R. N., Mohamad, H., Sinsuat, D. R. R., Parcon, M., & Labangan, B. (2022). Transitions in tumultuous times: Teachers' experiences with distance learning amidst the COVID-19 pandemic. Psychology and Education: A Multidisciplinary Journal, 4(3), 299-315.
  33. Dewey, D. P., et al. (2018). Anxiety: Stress, foreign language classroom anxiety, and enjoyment during study abroad in Amman, Jordan. Annual Review of Applied Linguistics, 38, 140-161.
  34. Dörnyei, Z. (2019). Towards a better understanding of the L2 learning experience: The Cinderella of the L2 motivational self system. Studies in Second Language Learning and Teaching, 9(1), 19-30. https://doi.org/10.14746/ssllt.2019.9.1.2.
  35. Ekstrand, L. H. (1976). Social and individual frame factors in L2 learning: Comparative aspects.
  36. El-Hadi Abd El-Atti, et al. (2019). Using task based learning to develop EFL speaking skills of the humanistic studies' students of Al-Azhar University. مجلة كلية التربية. بنها, 30(117), 1-35.
  37. Ellis, R., & He, X. (1999). The role of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21(2), 285-301. https://ezproxy.bodleian.ox.ac.uk/login?url=https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/roles-of-modified-input-and-output-in-the-incidental-acquisition-of-word-meanings/3b026c16f7e59e3458121d43e055741d
  38. Ellis, R., et al. (1994). Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning, 44(3), 449–491. https://doi.org/10.1111/j.1467-1770.1994.tb01114.x
  39. Esmaeili, Z., et al. (2015). The role of teacher's authority in students' learning. Journal of Education and Practice, 6(19), 1-15.
  40. Fredricks, J., et al. (2019). What matters for urban adolescents' engagement and disengagement in school: A mixed-methods study. Journal of Adolescent Research, 34, 491–527. https://doi.org/10.1177/0743558419830638
  41. Freeman, D. (2017). The case for teachers' classroom English proficiency. RELC Journal, 48, 31–52. https://doi.org/10.1177/0033688217691073
  42. Gardner, R. (1985). Social psychology and second language learning: The role of attitudes and motivation.
  43. Gass, S. (2018). Input, interaction, and the second language learner. Routledge.
  44. Ghilay, Y., & Ghilay, R. (2015). TBAL: Technology-based active learning in higher education. Journal of Education and Learning, 4(4). https://doi.org/10.5539/jel.v4n4p10
  45. Gopang, I. B., Bughio, F. A., & Pathan, H. (2018). Investigating foreign language learning anxiety among students learning English in a public sector university, Pakistan. Malaysian Online Journal of Educational Sciences, 3(4), 27-37.
  46. Graaff, E. D., Saunders-Smits, G., & Nieweg, M. (2005). Research and practice of active learning in engineering education. Amsterdam University Press.
  47. Greitzer, F. L. (2002). A cognitive approach to student-centered e-learning. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 46(25), 2064-2068. Sage Publications.
  48. Guiaselon, B., Luyugen-Omar, S., Mohamad, H., Sinsuat, D. R. R., Samson, C., Maidu, N., & Maguid, N. (2022). Mismatch of teachers’ qualifications and subjects taught: Effects on students’ national achievement test. Psychology and Education: A Multidisciplinary Journal, 6(7), 573-590.
  49. Harley, B. (1986). Age in second language acquisition (Vol. 22). College-Hill.
  50. Herman. (2017). Shift in translation from English into Indonesia on narrative text. International Journal of European Studies. http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=520&doi=10.11648/j.ijes.20170103.11
  51. Hidi, S. E., & Renninger, K. (2019). Interest development and its relation to curiosity: Needed neuroscientific research. Educational Psychology Review, 31(4), 833-852.
  52. Hilgard, E. R., Atkinson, R. C., & Atkinson, R. L. (1979). Introduction to psychology. New York: Harcourt Brace Jovanovich.
  53. Horrigan, J. (2016). Lifelong learning and technology. Pew Research Center.
  54. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. In The language anxiety: From theory and research to classroom implications (pp. 153-168). Englewood Cliffs, NJ: Prentice Hall. https://doi.org/10.31142/ijtsrd1906
  55. Hyland, K. (2019). Second language writing. Cambridge University Press.
  56. Igbo, & Imo. (2017). Collaborative teaching as a strategy for imparting information literacy instruction: Faculty-librarian perceptions. Journal of Library and Information Science.
  57. Kaprava, A. (2019). The importance of English in the modern world. In Інноваційні Тенденції Підготовки Фахівців В Умовах Полікультурного Та Мультилінгвального Глобалізованого Світу. Київський Національний Університет Технологій Та Дизайну.
  58. Kasan, N., Kasan, A., Salindao, N. A., & Mohamad, H. (2022). Secondary science teachers’ attitudes and performances correlate with schools’ performance during modular distance learning. Psychology and Education: A Multidisciplinary Journal, 3(6), 542-550.
  59. Keenan, C. (2014). Mapping student-led peer learning in the UK. York: The Higher Education Academy.
  60. Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education, 3(3), 519-541.
  61. Kim, S. (2020). A quasi-experimental analysis of the adult learning effect on problem-solving skills. Adult Education Quarterly, 70(1), 6-25.
  62. King, B. J. (2020). Evolving God. University of Chicago Press.
  63. Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39–50.
  64. Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9-20.
  65. Knowles, M. S., Holton, E. F. III, & Swanson, R. A. (2012). The adult learner (7th ed.). Routledge.
  66. Knowles, M., Holton, E., & Swanson, R. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge.
  67. Kormos, J. (2020). Specific learning difficulties in second language learning and teaching. Language Teaching, 53, 129-143. https://doi.org/10.1017/S0261444819000442
  68. Kranea, V., Nessa, O., Holter-Sorensen, N., Karlsson, B., & Binder, P. (2017). You notice that there is something positive about going to school: How teachers’ kindness can promote positive teacher–student relationships in upper secondary school. International Journal of Adolescence and Youth, 22(4), 377-389.
  69. Krashen, S. (1982). Second language acquisition and second language learning. University of Southern California.
  70. Kyriakides, L., Anthimou, M., & Panayiotou, A. (2020). Searching for the impact of teacher behavior on promoting students’ cognitive and metacognitive skills. Studies in Educational Evaluation, 64, 100810. https://doi.org/10.1016/j.stueduc.2019.100810
  71. Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707-734.
  72. Lee, J., & Bonk, C. J. (2016). Social network analysis of peer relationships and online interactions in a blended class using blogs. The Internet and Higher Education, 28, 35-44.
  73. Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill.
  74. Lindeman, B. M., Law, J. K., Lipsett, P. A., Arbella, T., Stem, M., & Lidor, A. O. (2015). A blended online curriculum in the basic surgery clerkship: A pilot study. The American Journal of Surgery, 209(1), 145-151.
  75. Macaro, E., & Tian, L. (2020). Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1862131
  76. Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/s0261444817000350
  77. Macaro, E., Sahan, K., & Rose, H. (2021). The profiles of English medium instruction teachers in higher education. International Journal of Applied Linguistics, 1–17. https://doi.org/10.1111/ijal.12344
  78. Manakan, P., Untong, L., Mohamad, H., & Sinsuat, D. R. R. (2023). English speaking skills: The plight of Maguindanaon students: A phenomenology. Psychology and Education: A Multidisciplinary Journal, 8(6), 640-647.
  79. Mangelen, B. J., Bawa, L. S., Untong, L. P., & Mohamad, H. A. (2023). Maguindanaon love songs as tool and springboard in teaching figurative language for Maguindanaon culture preservation. Journal of Natural Language and Linguistics, 1.
  80. Mohamad, H., & Parcon, M. (2022). Unfolding stories of English teachers with multiple ancillary functions in Maguindanao-1 Division: A phenomenological study. Psychology and Education: A Multidisciplinary Journal, 2(6), 496-501. https://doi.org/10.5281/zenodo.6793527
  81. Mohamad, H., Sinsuat, D. R. R., & Kamir, N. (2023). Anxieties of Grade 6 pupils and home-based teachers in modular English instruction. Psychology and Education: A Multidisciplinary Journal, 7(10), 1-1.
  82. Monford, J. P., & Mayberry, R. I. (2000). A reexamination of “early exposure” and its implication for language acquisition by eye. In J. P. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language Acquisition by Eye (pp. 111-128). Mahwah, NJ: Lawrence Erlbaum Associates.
  83. Muhsin, Kardoyo, Arief, S., Nurkhin, A., & Pramusinto, H. (2018). An analysis of student’s academic fraud behavior. In Advances in Social Science, Education and Humanities Research (Vol. 164, pp. 34–38).
  84. Mulvahill, E. (2018). Understanding intrinsic vs. extrinsic motivation in the classroom. https://www.weareteachers.com/understanding-intrinsic-vs-extrinsic-motivation-in-the-classroom/ (downloaded 2020-05-12).
  85. Mundt, M. P., Antonaccio, O. P., French, M. T., & Zakletskaia, L. I. (2017). The role of adolescent friendship group integration and cohesion in weapon-related violent crime as a young adult. Journal of Youth and Adolescence, 46, 1643. https://doi.org/10.1007/s10964-017-0631-6
  86. Najizade, Z. (1996). The effect of role-play technique on the acquisition of English language structure by intermediate EFL learners.
  87. Neef, N. E., Anwander, A., Bütfering, C., Schmidt-Samoa, C., & Friederici, A. D. (2018). Structural connectivity of right frontal hyperactive areas scales with stuttering severity. Brain, 141(1), 191-204.
  88. Nelson, G. L., Carson, J., Batal, M. A., & Bakary, W. E. (2002). Cross-cultural pragmatics: Strategy use in Egyptian Arabic and American English refusals. Applied Linguistics, 23(2), 163-189.
  89. Nishanthi, R. (2018). The importance of learning English in today’s world. International Journal of Trend in Scientific Research and Development, 3(1), 871-874.
  90. O'Donnell, K., & Reschly, A. (2020). Student engagement and learning: Attention, behavioral, and emotional difficulties in school. In A. J. Martin, R. A. Sperling, & K. J. Newton (Eds.), Handbook of Educational Psychology and Students with Special Needs (pp. 557–583). New York, NY: Routledge.
  91. Omar, R., Mohamad, H., Sinsuat, D. R. R., & Parcon, M. (2022). Oral reading intervention activities: Its influence on the pronunciation skill of Bangsamoro Grade 3 English language learners in reading aloud. Psychology and Education: A Multidisciplinary Journal, 3(6), 1-1.
  92. Oudeyer, P. Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Progress in Brain Research, 229, 257–284. https://doi.org/10.1016/bs.pbr.2016.05.005
  93. Ouyang, F., & Scharber, C. (2017). The influences of an experienced instructor's discussion design and facilitation on an online learning community development: A social network analysis study. The Internet and Higher Education, 35, 34-47.
  94. Oxford, R. L., & Gkonou, C. (2018). Interwoven: Culture, language, and learning strategies. Studies in Second Language Learning and Teaching, 8(2), 403-426. https://doi.org/10.14746/ssllt.2018.8.2.10
  95. Panarina, S. (2018). Invariable structure of research competence of adult learners in skill building programs: Situational and contextual approach. IGI Global.
  96. Papi, M., Rios, A., Pelt, H., & Ozdemir, E. (2019). Feedback-seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal, 103(1), 205–226.
  97. Pekdoğan, S., & Kanak, M. (2016). A qualitative research on active learning practices in pre-school education. Journal of Education and Training Studies, 4(9). https://doi.org/10.11114/jets.v4i9.1713
  98. Pfenninger, E. S., & Singleton, D. (2016). Affect trumps age: A person-in-context relational view of age and motivation in SLA. Second Language Research, 32, 311-345. https://doi.org/10.1177/0267658315624476
  99. Pulindao, F. L., & Mohamad, H. A. (2023). Learners’ view of English language learning through modular approach: A phenomenology. American Journal of Interdisciplinary Research and Innovation, 2(4), 20-35.
  100. Pun, J. K., & Thomas, N. (2020). English medium instruction: Teachers' challenges and coping strategies. ELT Journal, 74, 247–257. https://doi.org/10.1093/elt/ccaa024
  101. Raba, A. (2017). The influence of think-pair-share (TPS) on improving students’ oral communication skills in EFL classrooms. Creative Education, 8(1), 12-23.
  102. Reddy, M. S., Mahavidyalaya, P., & Hyderabad, K. (2016). Importance of English language in today’s world. International Journal of Academic Research, 3(4), 179-184.
  103. Reyes, F. M., Abdulgani, M., Aliuden, M. F., Mantikayan, J., Guiamalon, T., Dilna, S., Mohamad, H., & Nawal, S. Z. (2022). Event management system with SMS notification for Mindanao People’s Care Foundation, Inc. Psychology and Education: A Multidisciplinary Journal, 3(7), 600-609.
  104. Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511667190
  105. Rivas, A., Mohamad, H., Lumabao, B., & Sinsuat, D. R. R. (2022). Vlogging among Filipino youth: A discourse analysis. Psychology and Education: A Multidisciplinary Journal, 4(9), 846-854.
  106. Rubio-Alcalá, F. D. (2017). The links between self-esteem and language anxiety and implications for the classroom. In New Insights into Language Anxiety, 198.
  107. Salah, H., Abdulgani, M., Aliuden, M. F., Mantikayan, J., Guiamalon, T., Dilna, S., … & Ferolino, M. F. (2022). Adopting Human Resource Information System (HRIS)-enabled government transformation: Perspective of MBHTE employees. Psychology and Education: A Multidisciplinary Journal, 3(7), 610-615.
  108. Salindao, N. A., Salindao, N., Mohamad, H., & Kasan, N. (2022). Modular distance learning gaps: Relationship between teachers’ and students’ performances in Grade 9 Science. Psychology and Education: A Multidisciplinary Journal, 3(6), 533-541.
  109. Samson, C. D. (2017). Live experiences of Muslim Maguindanaon students in English writing. Notre Dame of Dandiangas University, General Santos City.
  110. Sarjan, N. (2017). An analysis on the English teachers' strategies in teaching reading comprehension SMP 1 Wonomulyo. Eternal (English, Teaching, Learning, and Research Journal), 3(2), 151-160.
  111. Sbaragli, S., Arrigo, G., D'Amore, B., Fandiño Pinilla, M. I., Frapolli, A., Frigerio, D., & Villa, O. (2011). Epistemological and didactic obstacles: The influence of teachers' beliefs on the conceptual education of students. Mediterranean Journal for Research in Mathematics Education, 10, 61-102.
  112. Scarcella, R. C., et al. (1979). Watch up!: A study of verbal routines in adult second language performance. Working Papers on Bilingualism, 19, 79-90.
  113. Sinelnikov, O. A., Kim, I., Ward, P., Curtner-Smith, M., & Li, W. (2016). Changing beginning teachers’ content knowledge and its effects on student learning. Physical Education and Sport Pedagogy, 21(4), 425-440.
  114. Sinsuat, D. R. R., Abdulgani, M., Mantikayan, J., & Mohamad, H. (2022). The effectiveness of augmented reality (AR) as a tool of office for Ministry of Basic, Higher, and Technical Education in Bangsamoro Autonomous Region in Muslim Mindanao. Psychology and Education: A Multidisciplinary Journal, 3(5), 468-479.
  115. Sneddon, P. (2015). The attitudes and experiences of student tutors to peer tutoring in higher education physics. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, November 2015, 1-16.
  116. Sun, X., Mainhard, T., & Wubbels, T. (2018). Development and evaluation of a Chinese version of the questionnaire on teacher interaction (QTI). Learning Environments Research, 21, 1–17. https://doi.org/10.1007/s10984-017-9243-z
  117. Supriyadi, S. (2020). Pragmatic analysis on G. M. Sudarta’s caricatures in Kompas newspaper. Budapest International Research and Critics Institute-Journal (BIRCJ), 367-378.
  118. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and Practice in Applied Linguistics: Studies in Honor of H.G. Widdowson (pp. 125–144). Oxford: Oxford University Press.
  119. Symons, C., & Ponzio, C. (2019). Schools cannot do it alone: A community-based approach to refugee youth’s language development. Journal of Research in Childhood Education, 33(1), 98-118. https://doi.org/10.1080/02568543.2018.1531450
  120. Tan, A., Moore, D. W., Dixon, R. S., & Nicholson, T. (1994). Effects of training in rapid decoding on the reading comprehension of adult ESL learners. Journal of Behavioral Education, 4(2), 177-189.
  121. Tus, J. (2020). Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. Asian Journal of Multidisciplinary Studies, 8(11), 29-37.
  122. Udat, N. S., & Kunso, F. M. (2021). The travails of Bangsamoro learners on multilingualism: A phenomenology. Modern Journal of Studies in English Language Teaching and Literature, 3(2), 39-51. https://connect.academics.education/index.php/mjselt/article/view/138
  123. Ugalingan, T., Bawa, L., Carpisano, R., Akmad, A., Mentato, M., Manakan, P., Sinsuat, D. R. R., & Mohamad, H. (2023). Causes and coping strategies of stuttering students in speaking English. Psychology and Education: A Multidisciplinary Journal, 8(10), 1206-1232.
  124. Ules, M., Untong, L., Untong, D., & Mohamad, H. (2022). Cocomelon videos: Its effects on Teduray learners’ English language learning. Psychology and Education: A Multidisciplinary Journal, 3(5), 480-490.
  125. Usman, S. M., Abdulgani, M. A., Faheem, M., Aliuden, M., Mantikayan, J. M., Abdulgani, R. A., & Mohamad, H. A. (2022). Inventory and monitoring system on logistic vehicles and passengers loading plan for Office of the Presidential Adviser on the Peace Process (OPAPP). Psychology and Education: A Multidisciplinary Journal.
  126. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  127. Wen, W., Hu, D., & Hao, J. (2018). International students' experiences in China: Does the planned reverse mobility work? International Journal of Educational Development, 61, 204–212. https://doi.org/10.1016/j.ijedudev.2017.03.004
  128. Zainudin, R., Mohamad, H., & Sinsuat, D. R. R. (2022). Thigmotropism in Vigna Unguiculata Subsp. Sesquipedalis (cn Sitaw). Psychology and Education: A Multidisciplinary Journal, 4(6), 581-588.
  129. Zambas, J. (2019).  Why motivation is important for your success and            happiness.[careeraddict]. https://www.careeraddict.com/why-motivation-is-important-for-success-andhappiness
  130. Zaniel, Z., Mohamad, H., Parcon, M., (2023). Grade II Learners Early Language Literacy (ELL) in Modular Distance Learning at Simuay Junction Central Elementary School. Psychology and Education: A Multidisciplinary Journal, 7(2), 47-60.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic