International Journal of Education and Literacy Studies
https://journals.aiac.org.au/index.php/IJELS
<p>Literacy has been and will continue to be an important part of our life. Its crucial role in the development of human beings cannot be denied. However, compared with other areas, research in the area of education and literacy is not as impactful as expected to be. One of the ways in which more quality research and better development in the area of education can be realized is through disseminating the research findings of scholars from all parts of the world. With this objective, the <em>International Journal of Education and Literacy Studies (IJELS)</em> was established in 2013. It is an open-access peer-reviewed journal with an ISSN granted by the National Library of Australia. <br /> <br />Ever since its birth, its resourceful and accredited editorial board members have been diligently working to ensure the scientific quality of the articles that are finally accepted for publication. The board is highly sensitive to research and publication ethics. In recent years, the publication market has become highly competitive. Some journals merely value quantity. Despite its rather young age, our journal has proudly published hundreds of impactful research articles from all continents of the world. However, what is more important than quantity for IJELS board members is the quality of the content published in the journal. We make every possible effort to ensure the originality, scientific soundness, and overall quality of the articles before they are accepted for publication. Authors who have worked with us are well aware of the sensitivity of the board to matters of plagiarism, relevance, readability, and quality.<br /> <br />IJELS is a peer-reviewed journal that contributes to research and practice in the area of education and literacy. In addition to research articles, the journal welcomes review articles, conceptual papers, short communications, book reviews, and interviews in the area of education and literacy, novel methodologies in literacy, advancements in literacy research and practice, and creative applications of theories in education and literacy. Authors who are interested to submit their manuscripts to IJELS are requested to ensure that their manuscripts are within the scope of the journal. Both printed and online versions of IJELS are available. IJELS is open-access; authors are charged a processing fee to enable us to make online versions of their papers freely available for an international readership.</p><table border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="470"><p><strong><span>IJELS Highlights</span></strong></p><ul><li><strong>Country of Publication:</strong> Australia</li><li><strong>Publisher:</strong> <a href="http://www.aiac.org.au/" target="_blank">Australian International Academic Centre PTY. LTD.</a></li><li><strong>Online ISSN:</strong> <a href="http://trove.nla.gov.au/work/185419183?q=International+Journal+of+Education+and+Literacy+Studies+&c=article&versionId=201894736">2202-9478</a></li><li><strong>Available from:</strong> ERIC</li><li><strong>Accetpance Rate:</strong> <span style="text-decoration: underline;">23.65<a href="http://journals.aiac.org.au/index.php/IJELS/about/history">% in 2022</a></span></li><li><strong><strong>Imprint</strong>: </strong><a href="http://www.lulu.com/spotlight/AIAC" target="_blank">LuLu Press Inc.</a></li><li><strong>Frequency:</strong> Quarterly</li><li><strong>Publication Dates:</strong> January, April, July, October </li><li><strong>Language:</strong> English</li><li><strong>Format:</strong> Print & Online</li><li><strong>Scope: </strong>Education </li><li><strong>Submission Charges:</strong> <a href="/index.php/IJELS/about/editorialPolicies#custom-1">Yes</a> (Subject to change)</li><li><strong>Open Access: </strong>Yes</li><li><strong>Refereed:</strong> Yes</li><li><strong>Abstracted:</strong> <a href="/index.php/IJELS/about/editorialPolicies#custom-0">Yes</a></li><li><strong>Indexed:</strong> <a href="/index.php/IJELS/about/editorialPolicies#custom-0">Yes</a></li><li><strong>Policy: </strong><a href="/index.php/IJels/about/editorialPolicies#peerReviewProcess">Peer-reviewed</a></li><li><strong>Peer Review Time: </strong>Five to Six Weeks</li><li><strong>E-mail: </strong> <a href="mailto:Editor.ijels@aiac.org.au">editor.ijels@aiac.org.au</a></li></ul></td><td valign="top" width="408"><p><strong><img src="/public/site/images/admin/hardcover4.jpg" alt="" /></strong></p></td></tr></tbody></table><div><strong><br /></strong></div><div><table border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="432"><p> <strong>Most Downloaded Articles</strong></p></td><td valign="top" width="432"><p> <strong>Most Cited Articles <em>via <a href="https://scholar.google.com/citations?user=IrcBLCYAAAAJ&hl=en&authuser=1">Google Scholar</a></em></strong></p></td></tr><tr><td valign="top" width="432"><ol><li><p style="display: inline !important;">The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach <em>Read 1032 Times </em></p></li><li>Grammar Translation Method (GTM) Versus Communicative Language Teaching (CLT); A Review of Literature <em>Read 602 Times</em></li><li>The Effect of Computer Games on Students’ Critical Thinking Disposition and Educational Achievement <em>Read 389 Times</em></li><li>Reading and Writing Experiences of Middle School Students in the Digital Age: Wattpad Sample <em>Read 326 Times</em></li><li>Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions <em>312 Times</em></li><li>Integrated Functional Adult Literacy: Existing Practices and Challenges in Eastern Ethiopia <em>269 Times</em></li></ol></td><td valign="top" width="432"><div class="gmail_default"><div class="gmail_default"><ol><li><a href="/index.php/IJELS/article/view/3400/2797">The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach </a><em>cited 2,536 times</em></li><li><a href="/index.php/IJELS/article/view/4616/3541">Education 4.0 made simple: Ideas for teaching</a> <em>cited 1,180 times</em> </li><li><a href="http://www.journals.aiac.org.au/index.php/IJELS/article/view/4901">The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of a private university in Palembang</a> <em>cited 237 times</em></li><li><a href="/index.php/IJELS/article/view/4178/3318">Teaching English speaking skills to the Arab students in the Saudi school in Kuala Lumpur: Problems and solutions</a><span class="gmail_default"> <em>cited 205 times</em></span></li><li><a href="http://www.journals.aiac.org.au/index.php/IJELS/article/view/4611" target="_blank">Digital literacy with EFL student teachers: exploring Indonesian student teachers’ initial perception about integrating digital technologies into a teaching unit</a> <em>cited 128 times</em></li><li><a href="/index.php/IJELS/article/view/2237/1966">A Review of the Contemporary International Literature on Student Retention in Higher Education</a> <em>cited 126 times</em></li><li><a href="/index.php/IJELS/article/view/3930/3138">The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners </a><em>cited 126 times</em></li><li><a href="http://www.journals.aiac.org.au/index.php/IJELS/article/view/4404" target="_blank">A brief overview of key issues in second language writing teaching and research</a> <em>cited 102 times</em></li><li><a href="/index.php/IJELS/article/view/231/220">Grammar Translation Method (GTM) Versus Communicative Language Teaching (CLT); A Review of Literature</a> <em>cited 101 times</em> <em><em> </em></em></li><li><a href="http://journals.aiac.org.au/index.php/IJELS/article/view/5364" target="_blank">Ethnographic and case study approaches: Philosophical and methodological analysis</a> <em>cited 92 times</em></li><li><a href="http://journals.aiac.org.au/index.php/IJELS/article/view/6476" target="_blank">The views of Turkish language teachers on distance education and digital literacy during covid-19 pandemic </a> <em>cited 90 times</em></li><li><a href="/index.php/IJELS/article/view/6478" target="_blank">Influence of financial literacy and use of financial technology on financial satisfaction through financial behavior </a><em>cited 82 times</em></li><li><a href="/index.php/IJELS/article/view/3410">Students and Teachers’ Perceptions into the Viability of Mobile Technology Implementation to Support Language Learning for First-Year Business Students in a Middle Eastern University </a><em>cited 76 times</em></li><li><a href="http://www.journals.aiac.org.au/index.php/IJELS/article/view/4439" target="_blank">Reading and writing experiences of middle school students in the digital age: Wattpad sample</a> <em>cited <span class="gmail_default">76</span> times</em></li></ol></div><div class="gmail_default"> Citations: 10,829</div><div class="gmail_default"> h-index: 40</div><div class="gmail_default"> i10-index: 205</div><div class="gmail_default"> </div><div class="gmail_default"> Updated on 10/02/2024</div></div></td></tr></tbody></table></div>Australian International Academic Centre PTY. LTD.en-USInternational Journal of Education and Literacy Studies2202-9478<p>Authors who publish with this journal agree to the following terms:<br /><br /></p><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol>Notes from the Editors
https://journals.aiac.org.au/index.php/IJELS/article/view/7996
You are reading the first issue in the twelfth volume of IJELS. The articles in the current issue fall into 4 different areas of literacy, including, linguistic literacy, music and art literacy, social science literacy, and thinking and literacy. Our authors in this issue come from Bahrain, Bangladesh, Cyprus, Czech Republic, Japan, KSA, Turkey, and Thailand.Vahid Nimehchisalem
Copyright (c) 2024 Vahid Nimehchisalem
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2024-01-272024-01-271211210.7575/aiac.ijels.v.12n.1p.1Challenges of Teaching English Listening Skills at the Primary Level in Bangladesh
https://journals.aiac.org.au/index.php/IJELS/article/view/7997
This research attempts to explore the challenges of teaching English listening skills at primary-level schools in Bangladesh. A mixed method was applied to conduct the research. The quantitative data was collected by a survey questionnaire from 30 primary-level English teachers. The qualitative data was collected by interviewing 5 primary level teachers. From the collected data, it is explored that the teachers confront several challenges in teaching listening skills, i.e., independent of teaching listening skills, teachers are bound to follow merely the vast syllabus of the institution, and they do not have any liberty to bring something beyond the stipulated instructions given by the authority. Few teachers have access to required teaching instruments like a computer, the internet, speakers, recorders, and a projector, and due to not having such instruments, the teachers cannot expose their students to cartoons, rhymes, stories, poems, and fables. A common view among the interviewees was that listening to--- and watching-- such types of audio-visual representations is effective in terms of honing students’ listening and literacy. Also, teachers’ classroom environment is not suitable for the teaching of listening skills. Many teachers are not yet trained to enact the proper pedagogy of listening. However, the time period of the primary level is so pivotal that if learners are not exposed to listening skills at that time, they then remain passive and weak in listening, communication, and literacy. Additionally, this study also provides recommendations for the establishment of and enhancing the teaching of listening skills at the primary level in Bangladesh.Srejon DattaSukanto Roy
Copyright (c) 2024 Srejon Datta, Sukanto Roy
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2024-01-272024-01-2712131210.7575/aiac.ijels.v.12n.1p.3An Investigation into Flipped Learning Classroom (FLC) of EFL Sixth Grade Students’ Grammar Literacy Development: Implications for Student-Centered Approach
https://journals.aiac.org.au/index.php/IJELS/article/view/7998
The educational landscape has undergone tremendous change due to the rapid development of technology, with virtual learning emerging as a prominent teaching method. In this regard, the Flipped Learning Class (FLC) model has recently been adopted as a cutting-edge approach. In this model, traditional classroom activities are logically reversed compared to tasks in conventional classrooms, often integrating teaching materials in the form of videos or PowerPoint presentations. The objective of this study is to clarify the impacts of FLC instruction on sixth-grade students’ grammar literacy, comparing it to traditional face-to-face teaching through two distinct methodologies. Quantitative research approach was employed for this study. From a pool of 120 male sixth-grade elementary students aged 12-13, 100 were selected based on their scores in the Quick Oxford Placement Test. These students were divided into control and experimental groups. The control group experienced traditional face-to-face teaching without a social platform, completing homework at home. Conversely, the experimental group underwent FLC instruction using the Shad application as a social platform. A two-month teaching program was designed to cover the main English Grammar teaching objectives. As the primary instruments of the study, an English grammar test was used as both pretest and posttest for data collection. The pre-test was administered to both groups at the beginning of the study. After 16 sessions of teaching grammar to sixth-grade students, the post-test was given to assess any differences between the two groups due to the treatment. Independent-Samples t-tests were used to compare the means of the independent groups (experimental vs. control) for the post-test. The results indicated that the experimental group performed significantly better than the control group. Additionally, the findings suggest several pedagogical considerations for educators, learners, curriculum developers, and administrators. Educators, policymakers, and institutions can leverage these findings to optimize instructional approaches and enhance students’ self-efficacy, academic literacy, and positive perceptions of the flipped learning experience in virtual learning contexts. Further study is recommended to explore the prolonged impacts of FLC model and assess its adaptability in various educational settings.Vahid Norouzi LarsariHassan Abouabdelkader
Copyright (c) 2024 Vahid Norouzi Larsari, Hassan Abouabdelkader
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2024-01-272024-01-27121132410.7575/aiac.ijels.v.12n.1p.13Poetry Preferences of Secondary School Students - The Case of Trabzon Province
https://journals.aiac.org.au/index.php/IJELS/article/view/7999
In this case study which focuses on secondary school students (5th, 6th, and 7th grades), the goal was to investigate students’ preferences in poetry. In this study, the singular research designs have been employed. The context of the study was Trabzon city, and the participants were students in secondary schools in Ortahisar, Akcaabat and Yomra provinces in 2018-2019 academic year. The study was conducted with 490 students. Frequency and percentage calculations were made on the data obtained from opinion surveys and the results were analyzed. The study showed that in all three levels, three themes stood out: War of Independence and Ataturk, National Culture, and Reading Culture. Based on the findings, it was concluded that secondary school students like these three themes more and therefore prefer them more. Students prefer poems with 19-22 lines, both with rhythm and free verse and they prefer mostly rhyming poems. Also, title was found to be an important factor in poem preference and that students love and prefer poems with words they know, and lastly knowing the poet and that they know the poem beforehand also affected their preference positively.Emel YazarErhan Durukan
Copyright (c) 2024 Emel Yazar, Erhan Durukan
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2024-01-272024-01-27121253610.7575/aiac.ijels.v.12n.1p.25Literature and Media: A Closer Look at Literature through a Social Networking Application
https://journals.aiac.org.au/index.php/IJELS/article/view/8000
Today, traditional literacy habits are changing with various technological tools in digital environments. Social reading platforms are one of these innovations and changes. These networks are widely used in the world and in Turkey. The application 1000Kitap, the largest book reader network in Turkey, is one of these social networks. In this study, the opinions of pre-service teachers who review the books they read on this application, their attitudes towards reading and writing, and the contributions of this application to pre-service teachers were examined. The study was conducted with fifty-five Turkish pre-service teachers within the scope of the world literature course in the spring semester of the 2022-2023 academic year. In the study, it was aimed to examine in detail the views of pre-service Turkish teachers on the 1000Kitap application by using mixed method. The quantitative dimension of the research is a survey model that tries to describe the existing situation as it is. In the quantitative dimension of the study, survey technique, one of the data collection techniques of this model, was used. In the qualitative dimension of the study, a case study, one of the qualitative research methods, was conducted. The qualitative data used in the study were obtained from a semi-structured interview form. It was found that the attitudes of the pre-service teachers who examined the work they read in the 1000Kitap application, made quotations, and shared their opinions were at a high level; their opinions about the application were very motivating and useful in terms of interaction and sharing; the application increased their reading motivation and contributed to the opportunity to see different perspectives.Ayşe Derya Eskimen
Copyright (c) 2024 Ayşe Derya Eskimen
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2024-01-272024-01-27121374310.7575/aiac.ijels.v.12n.1p.37The Use of Podcasts in Enhancing Discriminative Listening Skills of Turkish Learners Abroad: A1 Level
https://journals.aiac.org.au/index.php/IJELS/article/view/8001
In order to demonstrate the effect of using podcasts on the development of A1 level students’ oral reading, reading comprehension, pronunciation skills, and related discriminative listening skills of Turkish learners abroad, an 8-week podcast-supported listening practice was conducted with a group of 12 participants learning Turkish as an elective course at a university in Central Europe with the aim of improving discriminative listening skills. In this single-group quantitative design research, pretest and post-test were conducted, and the data sources were the Turkish Language Teaching as a Foreign Language A1 Level Discriminative Listening Skill Test and the discriminative listening worksheets were used in the skill development application process. As a result of the research, it was determined that the use of podcasts is effective in improving the discriminative listening skills of those learning Turkish as a foreign language at the A1 level abroad.Görkem ARSLANSelcen ÇİFCİ
Copyright (c) 2024 Görkem ARSLAN, Selcen ÇİFCİ
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2024-01-272024-01-27121445910.7575/aiac.ijels.v.12n.1p.44Myanmar EFL Learners’ Perspectives, Structure, Reasoning and Literacy Practices of Argumentative Writing: A Needs Analysis Study
https://journals.aiac.org.au/index.php/IJELS/article/view/8002
Enhancing proficiency in argumentative writing in English has always been a challenge for English as a Foreign Language (EFL) learners. Despite the widespread use of argumentative essays in international tests such as International English Language Testing System (IELTS) and Tests of English as a Foreign Language (TOEFL) in recent years, the learners usually fail to meet satisfactory achievement levels in the EFL context. This paper investigates the issue closely by reviewing Myanmar EFL learners’ needs, wants, and problems in developing argumentative writing. Although there has been some discussion on factors that potentially challenge EFL learners’ argumentative writing, more research is needed on the integrated assessment to cater to the learners’ needs. This analysis reports the results of a group of undergraduates (n=44) in Myanmar. This research was based on triangulation data, including sources from questionnaires administered to the students’ purposes, preferences, and challenges, and analyzing students’ argumentative writing structurally and qualitatively for reasoning. The findings reveal that students were eager to learn argumentative writing, particularly for their immediate needs. Though students were not well trained with a communicative teaching approach in their curriculum, they preferred to learn argumentative writing dialogically, using classroom debates. They favored learning future argumentative writing courses by communicating meaningfully. Regarding the challenges in argumentative writing, most students could not produce counter-arguments and rebuttals. Based on the data elicited from the students, this needs analysis proposed implementing the integrated learning-to-argue and arguing-to-learn instructions and using argumentative literacy practices to engage students in dialogic learning in the EFL context.Khin May OoTakeshi Okada
Copyright (c) 2024 Khin May Oo, Takeshi Okada
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2024-01-272024-01-27121607310.7575/aiac.ijels.v.12n.1p.60Tendency of Translating Educationally Valued Texts from Japanese Culture into Bangla Used in Reading Literacy
https://journals.aiac.org.au/index.php/IJELS/article/view/8003
No previous study has explored why the translators selected children’s literature while translating Japanese literature into Bangla. This study aims to identify the tendency of selecting Japanese texts for translation into Bangla1, which have educationally valued contents. It employed descriptive translation studies approach to prepare a periodized catalog of translated Japanese children’s literature in the quantitative section to develop a history. The qualitative part is conducted based on two recent concepts of the sociology of translations: sociology of translation process in functioning and interpreting and sociology of translation as a cultural product. This study reveals that the translators primarily select tales with moral values a child or an adult learns from the societal sectors other than the educational institutions. They intend to circulate those moral values in the target society because the contents are socially apposite and deemed socio-culturally necessary in the target region. Totto-chan is analyzed as a cultural product to explore why and to what extent it is circulated. The interpreted texts are used to enhance reading literacy in reading programs. This study establishes a fundamental basis for translation, society and education altogether in the target society focusing on Japanese literature translations. In future, this study could be used as a foundational work in the field of translation studies in Bangladesh.Tiasha Chakma
Copyright (c) 2024 Tiasha Chakma
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2024-01-272024-01-27121748510.7575/aiac.ijels.v.12n.1p.74Strengthening Education and Literacy through the Transmission Process of Suzhou Pingtan Chinese Opera in Jiangsu, China
https://journals.aiac.org.au/index.php/IJELS/article/view/8004
Suzhou Pingtan is a traditional Chinese opera originating from Suzhou, Jiangsu Province, known for its melodic tunes, storytelling, and expressive performances. The objective of this study was to explore the transmission process of Suzhou Pingtan Chinese Opera in Jiangsu, China, and its impact on education and literacy. This study utilizes a combination of fieldwork, interviews, and questionnaires as research tools were used to gather data from three key informants, two main informants, and three general informants. The data collected are analyzed through qualitative methods, including content analysis and thematic analysis. The research findings reveal ten main modes of transmission, including the inclusion of Suzhou Pingtan in the national intangible cultural heritage list, the establishment of inheritors, the Suzhou Pingtan Art Festival, the enhancement of performance level and frequency, the development of Suzhou Pingtan School, the establishment of Suzhou Pingtan Museum, the expansion of performance venues, the integration into primary and secondary schools and universities, international transmission, and strong government support. The study suggests the importance of continued support for educational initiatives, the preservation of performance venues, and the cultivation of young audiences to ensure the sustainability and wider appreciation of Suzhou Pingtan.Quan ZhangKhomkrich Karin
Copyright (c) 2024 Quan Zhang, Khomkrich Karin
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2024-01-272024-01-27121869510.7575/aiac.ijels.v.12n.1p.86Education and Literacy in Yue Opera: Historical Development in Shaoxing, Zhejiang Province, China
https://journals.aiac.org.au/index.php/IJELS/article/view/8005
Yue Opera holds the distinction of being the second largest opera in China and is celebrated as the country’s second National opera. This study aims to examine education and literacy of historical development in Shaoxing, Zhejiang Province, China. Through a multidisciplinary approach encompassing musicology and ethnomusicology. It investigates the historical development, cultural contexts, and artistic characteristics of Chinese Yue Opera. The research methodology involves conducting interviews with key informants who have extensive experience and expertise in Chinese Yue Opera, as well as observing live performances. The collected data is analyzed and interpreted in accordance with existing literature and theoretical principles. The findings of the study trace the evolution of Chinese Yue Opera from its origins as a rap art form to an opera prototype, and its subsequent development into the “Small Song Class” and “Shaoxing Opera.” The comprehensive examination of the cultural and artistic aspects of education and literacy in Chinese Yue Opera provides valuable insights into this traditional Chinese opera genre. The study sheds light on its historical significance, artistic expressions, and cultural heritage. This research enriches our understanding and deepens our appreciation of the distinctive artistry encapsulated within Chinese Yue Opera.Ying ZhaoPhiphat Sornyai
Copyright (c) 2024 Ying Zhao, Phiphat Sornyai
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2024-01-272024-01-271219610510.7575/aiac.ijels.v.12n.1p.96Self-regulated Learning Skills in Instrument Education: A Qualitative Study
https://journals.aiac.org.au/index.php/IJELS/article/view/8007
The purpose of this study is to uncover and comprehend the current state of pre-service music teachers’ use of self-regulated learning skills in instrument education, as well as the obstacles they face and the techniques they use to develop these skills throughout their instrument education. The data were obtained from participants’ experiences and opinions and may be used to develop a conceptual framework concerning self-regulated learning skills and how these skills can be applied in teaching. This study reveals the importance of autonomy and co-regulation in the learning process, with a focus on teachers’ roles in fostering student autonomy and giving support. Previous research has shown that self-regulation tactics can be incorporated in education to improve learners’ self-regulation capacities. This study suggests that the “Individualized and Co-regulated Teaching Model in Instrument Education,” a student-centered method that stresses dialogue-oriented learning, teacher-student interaction, and tailored learning needs may be appropriate for many learners. Teachers are encouraged to adopt individualized teaching orientations, allowing students to set their own learning goals and monitor their progress, as guided by this model. Furthermore, efficient communication and co-regulation between teachers and students promote self-regulation and musical development. Given the growing importance of self-regulated learning skills in the distance learning era, educational programs should focus their development and empower learners to become independent, and lifelong learners through collaborative knowledge production. The findings of this study imply that more research on the application of self-regulation skills in instrument acquisition among lower-achieving or less-experienced students is needed. Overall, this study highlights the importance of self-regulated learning skills in instrument teaching and advocates its incorporation into instructional procedures.İlkay Ebru Tuncer Boon
Copyright (c) 2024 İlkay Ebru Tuncer Boon
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2024-01-272024-01-2712110611410.7575/aiac.ijels.v.12n.1p.106Music Teachers’ Views on the Use of Digital Stories in Musical Literacy
https://journals.aiac.org.au/index.php/IJELS/article/view/8008
Digital story is an instructional technology material created by blending elements such as audio, image, video related to the subject to be told with the help of digital tools. This study aimed to determine music teachers’ views on digital story. Qualitative research design was utilized in the study. The sample of the study consisted of volunteer music teachers in Turkey. In order to collect the data, the interview form prepared by the researcher was completed by taking expert opinion and delivered to the teachers via Google Forms. The data of the study were analyzed by content analysis method. In line with the information provided, positive results were obtained regarding the use of digital story; music teachers were open to the use of digital story in lessons. It was seen as a very useful, entertaining and motivating material for students, and important results were obtained such as their desire to receive training on digital story and their need for this training.Burcu Kalkanoglu
Copyright (c) 2024 Burcu Kalkanoglu
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2024-01-272024-01-2712111512010.7575/aiac.ijels.v.12n.1p.115Lam in Ubon Style: The Process of Transferring Learning to Inherit the Performing Arts
https://journals.aiac.org.au/index.php/IJELS/article/view/8009
The objectives of this research were to study (1) the development of knowledge on the aesthetics of Lam in Ubon Style, and (2) the process of transferring knowledge to inherit the performing arts of Molam Morlam-Ruang-Tor-Klon in Ubon style. Data from documents and fieldwork were analyzed and presented using descriptive analysis. The results showed that there are developments and changes according to the eras, divided into the old era before 1937, a few numbers of performers; the changing era into theatrical performance; the modern Morlam era brought popular musical instruments to play; and the current Morlam era, in which light and sound technology is used to help in the performance of three aspects of aesthetics: melody, poetry, and aesthetics of singing techniques. Regarding the process of transferring knowledge, the results indicated that two national artists have provided knowledge by practicing the performing arts in singing, dancing, and poetic gestures. Improvements are made in each area to enhance learners’ skills development. The study provides significant insight and implications for developing learners’ skills in performing arts at home.Sorawit WisetSitthisak Champadaeng
Copyright (c) 2024 Sorawit Wiset, Sitthisak Champadaeng
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2024-01-272024-01-2712112112510.7575/aiac.ijels.v.12n.1p.121The Preservation and Literacy Transmission of the Mor Lam Khon Kaen Style by the Rattanasin Intathairat Group
https://journals.aiac.org.au/index.php/IJELS/article/view/8010
This study focuses on the preservation and literacy transmission of the Mor Lam Khon Kaen style by the Rattanasin Intathairat Group and presents insightful findings in three knowledge-related aspects. In terms of knowledge definition, the Mor Lam Khon Kaen performance encompasses the preservation of its distinct identity, the collaborative exchange of knowledge among performers facilitated by Mrs. Chawala, the composer, and the meticulous memorization process of Klon Lam poems. Knowledge management within the performance involves the leadership of Mrs. Chawala, who guides the ensemble to ensure authentic Mor Lam Phuen style preservation over four evolving periods. This process entails systematic storage and retrieval through Klon Lam compilation, utilizing digital platforms for dissemination, and employing collaborative learning techniques. In the literacy transmission process, the Rattanasin Intathairat Group’s inclusive approach welcomes disciples, emphasizes Klon Lam memorization, and adapts the timeframe to individual progress. The study’s comprehensive insights shed light on the intricate interplay of preservation, literacy transfer, and community engagement within the Mor Lam tradition.Chonvit SrikenWeerayut Seekhunlio
Copyright (c) 2024 Chonvit Sriken, Weerayut Seekhunlio
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2024-01-272024-01-2712112613210.7575/aiac.ijels.v.12n.1p.126Preservation and Literacy Transmission of Pipa and Guzheng Duets in Pu Dong Style
https://journals.aiac.org.au/index.php/IJELS/article/view/8011
The research focuses on the preservation and transmission of Pipa and Guzheng duets in the Pu Dong style. Qualitative research methods such as interviews, observations, and questionnaires were used. Fu Huaqiang and Sha Lijing are the study’s key informants, both of whom have great skill and experience in Pipa and Guzheng duets in the Pu Dong style. The following findings were obtained: These duets have played an important role in the preservation of cultural heritage by conserving age-old customs and conveying cultural information. The Pu Dong-style Pipa and Guzheng Duet, in particular, demonstrate the dedication to both maintaining traditional music and expanding the genre via creativity. These duets’ growth demonstrates their adaptability in contemporary circumstances, representing the growing tapestry of Chinese cultural expressions while keeping their classical foundations. Furthermore, the incorporation of traditional Chinese and Western musical components in works such as “Dao Chui Lian” indicates the tenacity of cultural preservation and the critical function of creative transmission in keeping traditions active and relevant. Furthermore, the Pipa and Guzheng duets play significant roles in Chinese folk festival rituals, highlighting their contributions to cultural legacy preservation and musical literacy transmission within the context of Chinese ritual culture.Dongmei LiSarawut Choatchamrat
Copyright (c) 2024 Dongmei Li, Sarawut Choatchamrat
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2024-01-272024-01-2712113313910.7575/aiac.ijels.v.12n.1p.133Integration of Concepts for the Learning Process of Textile Weaving at Lan Khoi Village, Phatthalung Province, Thailand
https://journals.aiac.org.au/index.php/IJELS/article/view/8012
This research seeks to study (i) the local wisdom about the textile weaving production at Lan Khoi village and (ii) the pattern of integrating learning concepts and transferring knowledge in weaving at Lan Khoi village. Data from documents and fieldwork were analyzed and presented through descriptive analysis. The results indicated that the local knowledge about textile weaving at Lan Khoi village reveals that it encompasses a body of knowledge, capabilities, experiences, and traditions. The textiles and patterns found are predominantly hand-woven cotton with distinct patterns. Notably, there exists a design pattern rooted in tradition that has been handed down through generations. As the research revolved around teaching and learning, twenty participants were engaged in the weaving process to acquire weaving skills. The results also showed that the model for learning concepts to transfer knowledge about textile weaving in Lan Khoi village employs three key concepts: (1) crafting and utilizing a diverse range of products that cater to consumers’ needs and preferences, ensuring suitability for use, (2) enhancing value through product development by drawing on ideas and local knowledge to assist in weaving and pattern design during the product creation phase, and (3) facilitating product entry into the commercial market by establishing business networks, including collaboration with fellow entrepreneurs and leveraging online media for advertising. In summary, knowledge transfer serves as a means of preserving cultural wisdom, while learning the creative economy concept entails designing products that fulfill consumer needs, thereby adding value to the products and generating increased income for the community.Duangrat WongsawangsiriThitisak Wechk
Copyright (c) 2024 Duangrat Wongsawangsiri, Thitisak Wechk
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2024-01-272024-01-2712114014710.7575/aiac.ijels.v.12n.1p.140Preserving and Promoting Cultural Literacy through Education of Chinese Sani Folk Songs in Kunming City, Yunnan Province
https://journals.aiac.org.au/index.php/IJELS/article/view/8013
Chinese Sani folk songs, originating from the vibrant culture of the Sani people in Kunming City, Yunnan Province, represent a precious tapestry of musical heritage. This research aims to examine the preservation and promotion of cultural literacy through the education of Chinese Sani folk songs in Kunming City, Yunnan Province. Esteemed Sani scholars, composers, and song transmitters serve as key informants, providing valuable insights into the multifaceted process of preserving and promoting this cultural treasure. A mixed-methods approach is employed. Combining qualitative interviews and quantitative questionnaires, this research offers a comprehensive perspective on Sani folk song preservation. The results highlight the importance of education, legislative support, cultural promotion, and collaboration with universities in preserving Sani folk songs. Suggestions include the establishment of folk song learning workshops, youth education programs, the preservation of traditional living environments, and the creation of a Sani folk song database. Overall, this research underscores the urgency of safeguarding this unique cultural heritage and contributes to the global discourse on preserving endangered folk music traditions.Xuehong GaoKhomkrich Karin
Copyright (c) 2024 Xuehong Gao, Khomkrich Karin
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2024-01-272024-01-2712114815410.7575/aiac.ijels.v.12n.1p.148Preservation and Promotion of Literacy through Performing Arts Education of Chuanjiang Haozi in Chongqing Province, China
https://journals.aiac.org.au/index.php/IJELS/article/view/8014
Chuanjiang Haozi, a distinctive form of folk music originating from the Yangtze River Basin in Chongqing, China, serves as a unique cultural treasure, blending utility with artistic expression. This study aims to investigate the preservation and promotion of literacy through performing arts education in Chuanjiang Haozi in Chongqing Province, China. Through a comprehensive research approach, including interviews with key informants who are inheritors of this art form, this study delves into the preservation and promotion strategies for Chuanjiang Haozi. The research site encompasses the Chuanjiang River system, spanning Chongqing and Sichuan, where this art form has deep historical roots. The two key informants were interviewed to gather essential information for this study, including prominent inheritors of Chuanjiang Haozi, providing valuable insights into its cultural significance and preservation challenges. The data analysis process involves transcription, coding, categorization, and theme identification, enabling a comprehensive understanding of the research topic. The research results advocate for a multifaceted approach, including the establishment of digital museums, festival tourism, legal support, and funding for inheritors, to ensure the continued preservation and promotion of Chuanjiang Haozi. These strategies aim to integrate tradition with modernity, safeguarding this intangible cultural heritage for future generations.Lulei YangJarernchai Chonpairot
Copyright (c) 2024 Lulei Yang, Jarernchai Chonpairot
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2024-01-272024-01-2712115516110.7575/aiac.ijels.v.12n.1p.155Strategies for Education and Literacy in the Preservation and Transmission of Jiujiang Folk Songs in Jiangxi Province
https://journals.aiac.org.au/index.php/IJELS/article/view/8015
Jiujiang Folk Songs, from Jiujiang County in Jiangxi Province, is a traditional Chinese folk genre with unique musical styles and themes focusing on daily life, labor, love, and historical narratives. Beginning with an introduction that highlights the cultural significance of these songs, the study’s objective is to propose strategies for education and literacy in the preservation and transmission of Jiujiang folk songs in Jiangxi Province. Focusing on Jiujiang County, known for its rich cultural heritage, the research involves key informants with deep roots in the region and extensive experience in performing and teaching Jiujiang folk songs. Through qualitative data analysis, including live performance observations and structured interviews, the study identifies key challenges such as an aging population of practitioners, language barriers, and a lack of modern promotion. Drawing from these findings, the research suggests strategies at multiple levels, including legislative protection, cultural promotion, and school involvement, to bridge these gaps and ensure the continued preservation and transmission of Jiujiang folk songs. This study contributes to the broader discourse on the preservation of traditional cultural heritage in the face of modernization and serves as a model for safeguarding similar treasures worldwide.Hui HuangAwirut Thotham
Copyright (c) 2024 Hui Huang, Awirut Thotham
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2024-01-272024-01-2712116216910.7575/aiac.ijels.v.12n.1p.162Transmission of Guqin Knowledge and Literacy by Changchao Lu
https://journals.aiac.org.au/index.php/IJELS/article/view/8016
Chinese music has played a significant role in the lives of the Chinese people for generations, being passed down from one generation to the next. Particularly, Changchao Lu’s Guqin teaching holds valuable academic insights. Therefore, this study aims to investigate the transmission of Guqin knowledge and literacy by Changchao Lu. The researchers used qualitative approaches, specifically interviews and observations. The study’s findings illustrate that Changchao Lu’s Guqin playing style exhibits attributes of tranquility, minimalism, strength, and adaptability. The instructor’s pedagogical approach integrates conventional and progressive elements, placing significant emphasis on a comprehensive and balanced educational experience. He established the College of Chinese Arts, which aimed to amalgamate conventional and contemporary Guqin education. The institution prioritized several aspects, such as theoretical knowledge, performing skills, pedagogy, and even the craft of instrument-making. The use of online technologies, the promotion of collaborative learning, and the implementation of a student-centered approach all improve the educational experience. Changchao Lu’s activities encompass the integration of Guqin, a traditional Chinese musical instrument, into rural schools, the promotion of cultural understanding, and the active engagement of local education officials. In addition, he engages in collaborative efforts with local governmental bodies to rejuvenate rural culture by means of Guqin, therefore nurturing artistic potential and establishing connections between Guqin art and local industry.Yajun ChenPitsanu Boonsrianun
Copyright (c) 2024 Yajun Chen, Pitsanu Boonsrianun
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2024-01-272024-01-2712117017610.7575/aiac.ijels.v.12n.1p.170Fostering Literacy through the Transmission of Chinese Dongbei Dagu Vocal Songs in Xiuyan County, Liaoning Province
https://journals.aiac.org.au/index.php/IJELS/article/view/8017
Chinese Dongbei Dagu vocal songs, a traditional genre hailing from Northeast China’s Dongbei region, possess a rich history spanning over two centuries, distinguished by their unique combination of rhythmic speech-like delivery and melodic elements. The objective of this study is to investigate the fostering of literacy through the transmission of Chinese Dongbei Dagu vocal songs in Xiuyan County, Liaoning Province. The research utilized questionnaires and interviews with six key informants as research tools, including two academic experts, three singers of Dongbei Dagu, and one musical accompanist, who played a pivotal role in providing invaluable insights into various facets of Dongbei Dagu, ranging from its historical significanceto the methods employed for its traditional and modern transmission. Qualitative data analysis revealed the existence of two primary modes of transmission: the time-honored apprentice style and the familial family-style methods within traditional settings. Moreover, it uncovered contemporary transmission modes that ingeniously adapt to folk activities, tea houses, theaters, and specialized training workshops. The research findingsunderscore the paramount importance of cultural databases, governmental support, educational initiatives, innovation, audience expansion, and early education in the continuous preservation and promotion of Dongbei Dagu. Ultimately, this study not only enhances our comprehension of intangible cultural heritage but also offersa pragmatic blueprint for sustaining traditional art forms within the context of contemporary society.Yang LiThanaporn Bhengsri
Copyright (c) 2024 Yang Li, Thanaporn Bhengsri
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2024-01-272024-01-2712117718510.7575/aiac.ijels.v.12n.1p.177Preservation and Transmission Guidelines of Salar Vocal Folk Music
https://journals.aiac.org.au/index.php/IJELS/article/view/8018
The Salar vocal folk music is a unique intangible cultural heritage of the Salar ethnic minority in Qinghai Province, China. The objective of this interdisciplinary study is to investigate the role of education and literacy in the preservation and transmission of Salar vocal folk music in Qinghai Province, China. The research site, Xunhua Salar Autonomous County, serves as a cultural epicenter where Salar traditions have thrived for centuries, providing an authentic setting for immersive fieldwork. Key informants include Salar musicians, educators, community leaders, and government officials who play vital roles in the preservation and transmission of this heritage. Data was collected through participant observation, interviews, and documentation of Salar vocal folk music performances. Musicological analysis and preservation and transmission theory were applied to the data, revealing the historical roots, cultural significance, and current challenges faced by Salar vocal folk music. The study culminates in guidelines for the preservation and transmission of this tradition, emphasizing government supportYujuan WuSayam Chuangprakhon
Copyright (c) 2024 Yujuan Wu, Sayam Chuangprakhon
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2024-01-272024-01-2712118619210.7575/aiac.ijels.v.12n.1p.186Motivation Levels of Preservice Music Teachers in Turkey
https://journals.aiac.org.au/index.php/IJELS/article/view/8019
Individuals need motivation in their work, this motivation makes individuals more efficient. Considering that music education is a long way, individuals become more successful with certain discipline and motivation, and the pleasure in the work done increases. This study was conducted to examine the musical motivation levels of prospective music teachers in Turkey. In this study, survey design, which is one of the quantitative research methods, was used. The sample group of the study consisted of 4th grade students by using the easily accessible case sampling method, which is one of the purposeful sampling methods. The first data collection tool is the «Personal Information Form» developed by the researcher to obtain the demographic characteristics of the students, and the second data collection tool is the «Motivation Scale» developed by Asmus in 1989 to measure the musical motivation of the students. Percentage, frequency and independent t-test analysis techniques were used in the analysis of the research data. According to the results of the research, it was seen that musical background affected motivation in the gender variable, while environmental factors and individual music interest in the family did not affect motivation. Regarding the age variable, it was found that musical background and environmental factors had no significant relationship with musical motivation, but individual musical interest in the family affected motivation.Serkan Otacıoğlu
Copyright (c) 2024 Serkan Otacıoğlu
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2024-01-272024-01-2712119319810.7575/aiac.ijels.v.12n.1p.193Guidelines for Literacy Transmission of Shan’ge Folk Songs in Guizhou Province, China
https://journals.aiac.org.au/index.php/IJELS/article/view/8020
<p>Nestled within the captivating landscapes of Guizhou Province, China, Shan’ge folk songs, a cherished tradition of the Yi ethnic group, embody a rich cultural heritage. This study aims to investigate the contemporary status of Shan’ge folk songs in Guizhou, with a focus on Panzhou County, Lupanshui City, and the Yi community, while proposing guidelines for their transmission through education and literacy initiatives. Nine key informants, including local musicians and community members, were interviewed, and field observations were conducted. Thematic coding and comparative analysis were employed to analyze the data. The result of this study shows that the enduring cultural significance of these songs, serving as cultural beacons, rituals, and oral history repositories, remains consistent, but challenges such as urbanization, changing lifestyles, and language shift threaten their transmission. We conclude by suggesting guidelines that encompass integrating Shan’ge folk songs into school curricula, fostering community-based learning, and leveraging digital tools to ensure their continuity. In embracing these strategies, Shan’ge folk songs can bridge the gap between tradition and modernity, honoring the past while safeguarding their future.</p>RanRan HuangKhomkrich KarinYotsapan PantasriKittikun Jungate
Copyright (c) 2024 RanRan Huang, Khomkrich Karin, Yotsapan Pantasri, Kittikun Jungate
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2024-01-272024-01-2712119920510.7575/aiac.ijels.v.12n.1p.199Integrating Jiang Han Ping Yuan Shadow Puppetry into Education for Cultural Protection and Literacy Development
https://journals.aiac.org.au/index.php/IJELS/article/view/8021
Jiang Han Ping Yuan Shadow Puppetry, a traditional Chinese performing art rooted in Hubei Province’s cultural heritage, embodies intricate shadow play, music, and storytelling. This research aims to explore the efficacy of integrating Jiang Han Ping Yuan Shadow Puppetry into education for cultural protection and literacy development among students. Conducted in Qianjiang City, the birthplace of Jiang Han Ping Yuan Shadow Puppetry, the study employs a multidisciplinary approach, drawing on ethnomusicology, historical theory, and the anthropology of music. Two key informants, selected for their expertise and local cultural ties, provide insights into the historical development, artistic characteristics, and cultural resilience of this shadow puppetry. Through a meticulous analysis of historical aspects, artistic features, props, and cultural practices, the research uncovers the rich tapestry of Jiang Han Ping Yuan Shadow Puppetry. Findings suggest that despite challenges such as declining popularity and economic factors, the art form has persisted, showcasing adaptability through reforms and innovations. Recommendations include curriculum development, community engagement, and awareness initiatives to strengthen the role of Jiang Han Ping Yuan Shadow Puppetry in literacy programs and cultural preservation.Haiteng YuSarawut Choatchamrat
Copyright (c) 2024 Haiteng Yu, Sarawut Choatchamrat
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2024-01-272024-01-2712120611210.7575/aiac.ijels.v.12n.1p.206Education and Literacy in the Development and Transmission of Chinese Yao Nationality Folk Songs
https://journals.aiac.org.au/index.php/IJELS/article/view/8022
Chinese Yao Nationality Folk Songs are a distinctive cultural treasure thriving within the Guangxi Zhuang Autonomous Region, intimately intertwined with the lives and traditions of the Yao people. The objective of this study is to investigate the role of education and literacy in the development and transmission of Chinese Yao Nationality folk songs in the Guangxi Zhuang Autonomous Region. The research site, Jinxiu Yao Autonomous County, serves as a culturally significant backdrop, chosen for its accessibility and cultural relevance to the research objectives. To gain comprehensive insights into this complex topic, three key informants with specialized knowledge and cultural insights were meticulously selected. An array of research tools, including observation forms, interview forms, and questionnaires, were employed to gather data and analyze various aspects of Yao Nationality folk songs. The results reveal the multifaceted phases of development these songs have undergone, from their sacred origins to their role in communal celebrations and emotional expression. The transmission of these songs is showcased through a blend of oral traditions and written records, with a contemporary integration of media and technology. This research suggests the need for a balanced approach to preserving cultural heritage while embracing modernity.Hongyu ChenPeerapong Sensai
Copyright (c) 2024 Hongyu Chen, Peerapong Sensai
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2024-01-272024-01-2712121322010.7575/aiac.ijels.v.12n.1p.213Cultural Transmission of Dazu Vocal Music in Chongqing
https://journals.aiac.org.au/index.php/IJELS/article/view/8023
Dazu vocal music, a unique and cherished intangible cultural heritage, serves as the focal point of this research conducted in Chongqing, China. The study’s objective is to investigate the contribution of cultural transmission of Dazu vocal music in Chongqing through education and literacy. The research site, Dazu City, is the epicenter of this cultural treasure, encompassing various educational institutions from primary to tertiary levels that engage with this art form. Two key informants, comprising experienced instructors and cultural representatives, offer valuable insights into the educational initiatives and literacy practices supporting Dazu vocal music. Research tools, including observation and interview forms, are employed for data collection, culminating in a detailed analysis of the cultural transmission process. The study’s results underscore education’s pivotal role in preserving Dazu vocal music, fostering hands-on learning, and promoting cultural documentation, with literacy facilitating accessibility beyond oral traditions. These efforts positively impact the local community by enhancing cultural identity and pride. Despite challenges such as an aging practitioner population and shifting cultural dynamics, collaboration among stakeholders emerges as a promising strategy for ensuring the tradition’s continuity. In conclusion, this research highlights the importance of education and literacy in preserving intangible cultural heritage, offering insights applicable to similar endeavors worldwide.Yu SunArsenio NicolasYilin Jiang
Copyright (c) 2024 Yu Sun, Arsenio Nicolas, Yilin Jiang
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2024-01-272024-01-2712122122910.7575/aiac.ijels.v.12n.1p.221Teaching Resource of Chengdu Popular Music for Fostering Literacy and Cultural Education in China
https://journals.aiac.org.au/index.php/IJELS/article/view/8024
Chengdu’s popular music, with its profound historical and cultural significance, serves as an educational resource at the intersection of music, literacy, and cultural education. This research aims to propose guidelines for the teaching resource of Chengdu popular music for fostering literacy and cultural education. Located in the culturally diverse Sichuan Province, Chengdu boasts a rich tapestry of musical traditions, from folk to hip-hop, making it an ideal research site. Two key informants, experts in folk and hip-hop music, provide valuable insights into Chengdu’s musical evolution. Data analysis involves thematic analysis of questionnaires and interviews, offering a comprehensive understanding of the city’s music culture. The study reveals Chengdu’s historical role as a cultural crossroads and the evolution of its pop music into a distinctive force within China’s music landscape. Advocating for the integration of Chengdu popular music into educational curricula, this research emphasizes the need for well-structured teaching resources to capture its cultural authenticity. The benefits of cultural education include fostering diversity appreciation, enhancing cultural understanding, promoting literacy skills, cultivating emotional intelligence, strengthening cultural identity, and inspiring creativity and expression. Chengdu popular music offers a transformative approach to fostering cultural literacy, empowering students to thrive in a globalized world.Li BaoPitsanu Boonsrianan
Copyright (c) 2024 Li Bao, Pitsanu Boonsrianan
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2024-01-272024-01-2712123023710.7575/aiac.ijels.v.12n.1p.230Preservation of Shiping Folk Songs in Weiyuan County, China
https://journals.aiac.org.au/index.php/IJELS/article/view/8025
This comprehensive study focuses on the preservation of Shiping Folk Songs in Weiyuan County, China, with an emphasis on education, literacy, and the critical role of diverse stakeholders. The study emphasizes the region’s cultural relevance as well as educational programs, highlighting the critical role of schools in promoting cultural literacy and ensuring the preservation of Shiping Folk Songs. In addition, the research investigates the roles of Hakka folk musicians and singers in the transmission and development of this national folk music tradition. Government policy and assistance have been recognized as critical components for managing budgetary restrictions and executing preservation and development programs. The participation of local higher education institutions and cultural research units in the preservation of Shiping folk music is also carefully investigated, highlighting their critical significance in furthering cultural heritage. This multimodal approach emphasizes the interplay of education, literacy, and preservation in maintaining the vibrancy of Shiping Folk Songs, providing significant insights into the long-term preservation of this cultural asset.Xiujian GongJarernchai ChonpairotWeerayut Seekhunlio
Copyright (c) 2024 Xiujian Gong, Jarernchai Chonpairot, Weerayut Seekhunlio
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2024-01-272024-01-2712123824410.7575/aiac.ijels.v.12n.1p.238Educational and Literacy Perspectives about Bronze Drums in Southwest China for Contemporary Learning Resources
https://journals.aiac.org.au/index.php/IJELS/article/view/8026
Bronze drums, esteemed artifacts saturated in cultural significance, have been integral to the heritage of ethnic communities in Southwest China for centuries. This study aims to investigate the educational and literacy perspectives regarding bronze drums in contemporary learning resources within the region. Conducting fieldwork in Guangxi, Guizhou, and Yunnan – renowned for their rich bronze drum culture we engaged six key informants selected for their cultural proficiency and educational involvement. Interviews and documentaries were used to gather first-hand information about the cultural significance of bronze drums, how they were categorized by gender, and how they changed from being passed down orally to being written down formally. Findings highlight bronze drums as invaluable resources for contemporary education, emphasizing their role in cultural preservation and literacy development. This research encourages the utilization of cultural traditions as effective tools for education and heritage preservation, ensuring the continued relevance of Southwest China’s unique heritage in a rapidly evolving world.Jinxi LiuArsenio Nicolas
Copyright (c) 2024 Jinxi Liu, Arsenio Nicolas
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2024-01-272024-01-2712124525110.7575/aiac.ijels.v.12n.1p.245Vocal Techniques Literacy in Huai Opera for School-Based Education in Shanghai Municipality, China
https://journals.aiac.org.au/index.php/IJELS/article/view/8027
Huai Opera is a traditional Chinese operatic form known for its distinctive vocal techniques, melodic tunes, and captivating storytelling, originating from the Huai River region in China. The study’s primary objective is to investigate vocal technique literacy in Huai Opera for school-based education in Shanghai Municipality, China. Anchored in musicology and ethnomusicology, this research is conducted within the School of Huai Opera, encompassing the Southern and Northern Schools, known for their distinctive regional influences and vocal styles. Two key informants, a seasoned Huai Opera performer and vocal instructor and an accomplished ethnomusicologist, lend their unique insights to shed light on the multifaceted nature of vocal technique literacy in Huai Opera education. The structured interviews and systematic observations that were used to collect data are carefully analyzed to show the different breathing techniques, vocal techniques, and rhythms that makeup Huai Opera’s vocal technique literacy curriculum. The study’s findings underscore the significance of integrating traditional arts into contemporary education systems to preserve cultural heritage and enrich students’ educational experiences. It emphasizes the need for innovative pedagogical approaches and highlights the role of traditional arts in nurturing cultural engagement among youth.Wei ChenNarongruch Woramitmaitree
Copyright (c) 2024 Wei Chen, Narongruch Woramitmaitree
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2024-01-272024-01-2712125225910.7575/aiac.ijels.v.12n.1p.252Historical Perspective on Literacy and Learning Resources of Traditional Chinese Fiddle Musical Instruments in Jiangxi
https://journals.aiac.org.au/index.php/IJELS/article/view/8028
Traditional Chinese fiddle instruments have a long history, with their origins dating back over a thousand years. They are an integral part of Chinese culture and have evolved over time, incorporating various regional styles and techniques. The objective is to examine the historical perspective on literacy and learning resources of traditional Chinese fiddle musical instruments in Jiangxi Province, with a primary focus on Jiujiang City. The study employs a multidisciplinary approach, drawing from ethnomusicology, organology, and musical acoustics, to unravel the intricate cultural, social, and historical context of fiddle music. Key informants, including master craftsmen and experts in fiddle production, provide valuable insights into the region’s musical heritage. The research also explores the emergence of the Zhonghu, a plucked stringed instrument, and its role in Chinese folk music. The study’s findings reveal the rich cultural landscape of Jiujiang City, characterized by the fusion of fiddle music with silk and bamboo music, private music clubs, religious ceremonies, and Taoist traditions. In conclusion, this research contributes to the preservation and enrichment of Jiangxi’s cultural heritage and offers insights into the continued development of traditional Chinese fiddle music education and cultural preservation.Shuaida LiuThanaporn Bhengsri
Copyright (c) 2024 Shuaida Liu, Thanaporn Bhengsri
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2024-01-272024-01-2712126026810.7575/aiac.ijels.v.12n.1p.260Literacy Transmission of Guqin Culture at the Wangji School in Henan Province, China
https://journals.aiac.org.au/index.php/IJELS/article/view/8029
This research investigates the literacy transmission of Guqin culture at the Wangji School in Henan Province, China, through the lenses of ethnomusicology and transmission theory. The goal is to gain an understanding of the educational opportunities provided by this institution and its function in preserving and advancing this ancient Chinese musical tradition. Located in Henan, a province known as the “Cradle of Chinese Civilization,” the Wangji School serves as a vital hub for Guqin education, performance, and transmission. Key informants provide perspectives on the diverse backgrounds and pedagogical approaches of Guqin instructors at the school. Using thematic analysis to look at observations and interviews as data shows that there is a focus on copying, expressing oneself, and combining lifestyle elements. The research highlights the school’s commitment to cultural preservation, fostering an inclusive learning environment, and employing online outreach. In conclusion, the Wangji School emerges as a beacon of Guqin culture, bridging tradition and innovation to ensure the continuity and vitality of this cherished musical tradition, offering valuable lessons for the preservation of cultural heritage in contemporary educational settings.Xiaobei ZhuPhiphat Sornyai
Copyright (c) 2024 Xiaobei Zhu, Phiphat Sornyai
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2024-01-272024-01-2712126827510.7575/aiac.ijels.v.12n.1p.268Social Studies Teachers’ Perceptions about the Difficulty of Skills Development
https://journals.aiac.org.au/index.php/IJELS/article/view/8030
The aim of this research is to determine the opinions of Social Studies teachers about teaching students the skills in the curriculum. Obtaining the opinions of Social Studies teachers regarding the acquisition of the skills in the program will contribute to the improvement of the infrastructure and practices of the skills that are difficult to acquire. A qualitative research method was adopted to collect data in the study. Consistent with the research method, a phenomenological approach was followed. The study group of the research consists of a total of 16 Social Studies teachers who are work in middle schools, 11 of whom are female and 5 of whom are male. A form containing both closed and open-ended questions prepared by the researchers was used as a data collection tool in the study. These data were analyzed using the descriptive analysis method. According to the findings of the research, among these skills, the ability to recognize stereotypes and prejudice (N = 12) and empathy (N = 8) are among the most difficult skills to acquire; cooperation (N=11) and social participation (N=9) skills were found to be in the category of skills that are most easily acquired. As a result of the research, it was seen that the skills that the participants had the most difficulty in acquiring were the ability to recognize stereotypes and prejudices and the skill of empathy, whereas they did not have difficulty in gaining cooperation and social participation skills. At the end of the research, the factors affecting the acquisition of skills were interpreted in line with the findings and contexts were established.İbrahim KayaNihal Baloğlu Uğurlu
Copyright (c) 2024 İbrahim Kaya, Nihal Baloğlu Uğurlu
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2024-01-272024-01-2712127628310.7575/aiac.ijels.v.12n.1p.276Impact of Community of Practice and Lesson Study on Fostering the Student Thinking Competency
https://journals.aiac.org.au/index.php/IJELS/article/view/8031
Ample studies have confirmed that the concepts of Community of Practice and Lesson Study can effectively develop professional development, especially in the design of learning. This positive impact on learners is also evident. Therefore, this study aimed to examine the results that occurred with students who learned from teachers who used activities based on the concepts of Community of Practice and Lesson Study, focusing on studying cognitive competencies, including creative thinking, problem-solving, and analytical thinking. The study involved 60 elementary school students from 5 different science classrooms, taught by 5 collaborating teachers. In this research, two communities of practice were established: (i) Community of Practice A (CoP A), consisting of teachers with varying teaching experiences and teaching fifth-grade students, and (ii) Community of Practice B (CoP B), consisting of teachers with similar teaching experiences and teaching sixth-grade students. Data for this study was collected quantitatively through measures of analytical thinking, problem-solving, and creative thinking. The research results revealed that the students’ thinking competencies improved significantly. In CoP A, the students demonstrate a positive trajectory in developing competencies across all thinking competency, particularly excelling in analytical thinking. In problem-solving and creative thinking, the majority exhibit proficiency ranging from high to moderate levels. Meanwhile, in CoP B, most of the students show positive progress in thinking competencies, with high and moderate proficiency in problem-solving and creative thinking. However, there’s a noticeable trend of moderate to low emphasis on analytical thinking.Kanyarat CojornKanyarat Sonsupap
Copyright (c) 2024 Kanyarat Cojorn, Kanyarat Sonsupap
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2024-01-272024-01-2712128429410.7575/aiac.ijels.v.12n.1p.284Translating Bloom’s Taxonomy Action Verb List into Arabic for Teacher Preparation Programs: Challenges/Problems and Solutions
https://journals.aiac.org.au/index.php/IJELS/article/view/8032
This paper presents a unified Arabic version of the English action verbs mentioned in Bloom’s taxonomy (1956) that has been checked for validity and reliability by a panel of education experts. Methodologically, the Bloom’s list of action verbs was first translated into Arabic by an expert professor of translation. Then, using a mixed-method approach the Arabic list was validated by three bilingual education experts working at universities in Bahrain, Qatar, and the United Arab Emirates. As part of the process, the paper established a single Bloom’s taxonomy list of action verbs, based on the data provided by two reputable educational institutions that were cross-checked with a well-referenced textbook. A contextualized Arabic translation of the list was then produced and was subjected to rigorous checks by a panel of reviewers who were the education experts. The paper presents the challenges faced in translating the list into Arabic and the solutions we have adopted as well as the validity and reliability checks. The implication of this paper is in offering teacher preparation programs across the Arab world an Arabic Bloom’s taxonomy list that can be used by in-service and pre-service teachers. Moreover, it contributes to teacher literacy in the correct use of Bloom’s action verbs in the Arabic language.Ziad ElJishiFaten S. M. Abdel-HameedAhmad KhuddroSalman Yusuf Zayed
Copyright (c) 2024 Ziad ElJishi, Faten S. M. Abdel-Hameed, Ahmad Khuddro, Salman Yusuf Zayed
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2024-01-272024-01-2712129530310.7575/aiac.ijels.v.12n.1p.295Book Review: Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work
https://journals.aiac.org.au/index.php/IJELS/article/view/8033
In the current landscape marked by the emergence of Generative Artificial Intelligence (GenAI), our educational methods and assessment strategies are confronting unprecedented challenges. A prevailing worry centers on the possible erosion of a vital educational endeavor – the cultivation of evaluative judgment. This concern stands out as one of the most significant issues in contemporary education, as the insufficiency of students’ ‘capability to make decisions about the quality of work of self and others’ (Tai et al., 2018, p.471). To elucidate the concept of evaluative judgment, this volume, edited by Boud and colleagues, stands as the inaugural work exclusively centered on the theory and practices pertaining to this subject. The book is structured into four sections, including ‘conceptualising evaluative judgement’, ‘alternative theoretical perspectives on evaluative judgement’, ‘approaches to developing evaluative judgement’, and ‘evaluative judgement for practice and work’.Xiao Xie
Copyright (c) 2024 Xiao Xie
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2024-01-272024-01-2712130430710.7575/aiac.ijels.v.12n.1p.304