Scrutinizing Applied Linguistics Professors, EFL Teachers, and Parents’ Perspectives on English Instruction at the Primary School Level
محورهای موضوعی : English Language Teaching (ELT)
Masoomeh Noorabadi
1
,
Farnoush Ahangaran
2
1 - M.A. CaDepartment of English Language and Literature, Urmia Branch, Islamic Azad University, Urmia, Iran.
2 - Department of English Language and Literature, Urmia Branch, Islamic Azad University, Urmia, Iran.
کلید واژه: Applied Linguistics professors, EFL teachers, English instruction, Parents, Primary Schools. ,
چکیده مقاله :
The present study strived to expound on the perspectives of Applied Linguistics professors, English teachers, and parents on the instruction of English in primary schools. Convenience sampling was used to select 12 Applied Linguistics professors, 17 EFL teachers, and 19 parents in Urmia (Iran) as participants. A six-item semi-structured interview protocol was developed to gather their views on English instruction in these academic settings. The 30-minute interviews were conducted in Farsi. Thematic analysis identified underlying codes and themes in the participants’ responses. The findings revealed that Applied Linguistics professors valued English instruction for enhancing primary school learners’ academic performance and emphasized the importance of customized teacher education, technology-informed materials, and course activities. EFL teachers also supported English instruction and stressed the integration of technological advancements. Parents favored English instruction for its educational benefits and emphasized the need for supportive language learning environments in primary school English classes. These findings offer valuable insights for teacher educators, syllabus designers, and teachers regarding the requirements for effective English instruction in primary schools.
چکیده انگلیسی:
The present study strived to expound on the perspectives of Applied Linguistics professors, English teachers, and parents on the instruction of English in primary schools. Convenience sampling was used to select 12 Applied Linguistics professors, 17 EFL teachers, and 19 parents in Urmia (Iran) as participants. A six-item semi-structured interview protocol was developed to gather their views on English instruction in these academic settings. The 30-minute interviews were conducted in Farsi. Thematic analysis identified underlying codes and themes in the participants’ responses. The findings revealed that Applied Linguistics professors valued English instruction for enhancing primary school learners’ academic performance and emphasized the importance of customized teacher education, technology-informed materials, and course activities. EFL teachers also supported English instruction and stressed the integration of technological advancements. Parents favored English instruction for its educational benefits and emphasized the need for supportive language learning environments in primary school English classes. These findings offer valuable insights for teacher educators, syllabus designers, and teachers regarding the requirements for effective English instruction in primary schools.
منابع و مأخذ:
Alam, M. (2023). Activists’ heterodoxic beliefs in fostering urban environmental education in Indonesia. Local Development & Society 4(1), 128–145. https://doi.org/10.1080/26883597.2022.2058887.
Al Balushi, H. M., & A. K. Ambusaidi. (2023). The influence of environmental education on Omani students self-reported environmental attitudes and behaviors. International Research in Geographical and Environmental Education, 32(2), 90–106. https://doi.org/10.1080/10382046.2022.2154976.
Arizpe, E. (2021). The state of the art in picture book research from 2010 to 2020. Language Arts, 98(5), 260–272. https:// doi.org/10.58680/la202131213.
Arizpe, E., Noble, K., & Styles. M. (2023). Children reading pictures: New contexts and approaches to picture books. Routledge.
Azman, H (2016). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: The Southeast Asian Journal of English Language Studies, 22(3), 65-78. https://doi.org/10.17576/3L-2016-2203-05
Baber, H. (2021). Modeling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea. International Journal of Management Education, 19(2), 21-32. https://doi.org/10.1016/j.ijme.2021.100503
Baker, E., Exley, B., Willis, L. D. & Kitson. L. (2023). Apprenticing students into political participation: Using critical visual literacy to review and redesign the school website. English in Education, https://doi.org/10.1080/04250494.2023. 2272697
Berger, J. (2020). The catalyst: How to change anyone’s mind. Simon Schuster.
Bolden, B., DeLuca, C., Kukkonen, T., Roy, S., & Wearing. J. (2020). Assessment of creativity in K-12 education: A scoping review. Review of Education, 8(2), 343–376. https://doi.org/10.1002/rev3.3188
Brooks, D. C., & Grajek, S. (2020). Faculty readiness to begin fully remote teaching. Oxford University Press.
Carlson J. A. (2010). Avoiding traps in member checking. The Qualitative Report, 15(5), 1102–1113. https://doi.org/10.46743/2160-3715/2010.1332
Cheng, I. N. Y., & So, W. W. M. (2015). Teachers’ environmental literacy and teaching: Stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education, 24(1), 58–79. https://doi.org/10.1080/10382046.2014.967111.
Christensen, R., & Knezek, G. (2018). Reprint of readiness for integrating mobile learning in the classroom: Challenges, preferences, and possibilities. Computers in Human Behavior, 78, 379–388. https://doi.org/ 10.1016/j.chb.2017.07.014
Clark, A. (2022). Slow knowledge and the unhurried child: Time for slow pedagogies in early childhood education. Taylor & Francis.
Clegg, J. & Afitska, O. (2011). Teaching and learning in two languages in African classrooms. Comparative Education, 47(1), 61-77. https://doi.org/10.1080/03050068.2011.541677
Crawford, P. A., Roberts, S. K., & Zygouris-Coe, V. (2019). Addressing 21st-century crises through children’s literature: Picture books as partners for teacher educators. Journal of Early Childhood Teacher Education, 40(1), 44–56. https:// doi.org/10.1080/10901027.2019.1570401
Cristovão, V. L. L., Sanches, B., & Smart, G. (2022). Environmental discourse in Brazilian English-as-a-foreign-language textbooks: Socio-discursive practices and their implications for developing students’ critical environmental literacy. Environmental Education Research, 28(1), 75–94. https://doi.org/10.1080/13504622.2021.2007855
Cunningham, A. E., Zibulsky, J. & Callahan, M. D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading Writing, 22(4), 487- https://doi.org/510. 10.1007/s11145-009-9164-z
De Mejía, A. (2008). Enrichment bilingual education in South America. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 12-37). Springer.
Deszcz-Tryhubczak, J. (2019). Thinking with deconstruction: Book-adult-child events in children’s literature research. Oxford Literary Review, 41(2), 185–201. https://doi.org/10.3366/olr.2019.0278
Diaz, P., Hrastinski, S., & Norström, P. (2023). How teacher educators use response systems: An interview study. Interactive Learning Environments, 2, 1–13. https://doi.org/10.1080/10494820.2023.2187423
Dresser, R. (2012). The impact of scripted literacy instruction on teachers and students. Issues in Teacher Education, 21(1), 71-87.
Du Plessis, S. & Louw, B. (2008). Challenges to preschool teachers in learner’s acquisition of English as language of learning and teaching. South African Journal of Education, 28(1), 53-75.
Early, M. & Norton, B. (2014). Revisiting English as medium of instruction in rural African classrooms. Journal of Multilingual and Multicultural Development, 35(7), 674-691. https://doi.org/10.1080/01434632.2014.908890
Farrar, J., Arizpe, E., & McAdam, J. (2022). Challenging Picture books and literacy studies. In A. M. Ommundsen, G. Haaland, & B. Kümmerling-Meibauer (Eds.), Exploring challenging picture books in education (pp. 43–56). Routledge.
Ferdiansyah, S., Winarno, A., & Ardhita, Z. (2022). Service learning in Indonesia: Developing undergraduate students’ leadership during COVID-19 pandemic. Higher Education, Skills and Work-Based Learning, 12(5), 884–899. https://doi.org/10.1108/HESWBL-06-2021-0123
Frensley, B. T., Stern, M. J., Powell, R. B., & Sorice M. G. (2022). Investigating the relationships among students’ basic psychological needs, engagement, and environmental literacy at a residential environmental education center. The Journal of Environmental Education, 53(4), 186–198. https://doi.org/10.1080/00958964.2022.2081654.
Fu, C. S. (2015). The effect of emotional labor on job involvement in preschool teachers: Verifying the mediating effect of psychological capital. The Turkish Online Journal of Educational Technology, 14(3), 145-156.
Goh, P. S. C. (2019). Preschool teachers’ perspectives on using English language to teach. GEMA Online Journal of Language Studies, 19(4), 346-362. https://doi.org/10.17576/gema-2019-1904-18
Grinnel R., & Unrau Y. (2008). Social work research and evaluation: Foundations of evidence-based practice. Oxford University Press.
Gugssa, M. A., & Aasetre, J. (2023). Unveiling in-service teachers’ conceptions of environment and environmental education: An Ethiopian perspective. Environmental Education Research, 29(9), 1239–1258. https://doi.org/10.1080/13504622.2022.2069681
Hammersley, M. (2008). Questioning qualitative inquiry: Critical essays. Sage.
Handayani, R. D., & Triyanto G. (2022). Seventh-grade students’ conceptions of climate change, global warming, and the greenhouse effect. Journal of Geoscience Education, 70(4), 490–500. https://doi.org/10.1080/10899995.2021.1989941
Hanna, H. (2022). Recognizing silence and absence as part of multi-vocal storytelling in and through picture books: Migrant learners in South Africa engaging with the arrival. Literacy, 56, 40–49. https://doi.org/10.1111/lit.12269
Hirsu, L., Arizpe, E., & McAdam, J. (2020). Cultural interventions through children’s literature and arts-based practices in times of disaster: A case study of reading mediators’ response to the Mexican earthquakes. International Journal of Disaster Risk Reduction, 5, 21-25.
Kerr, K. (2020). Teacher development through coaching outdoor science and environmental education across the elementary-middle school transition. The Journal of Environmental Education, 51(1), 29–43. https://doi.org/10.1080/00958964.2019.1604482
Klein, S., Watted, S., & Zion, M. (2021). Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy. Environmental Education Research, 27(12), 1723–1758. https://doi.org/10.1080/13504622.2021.1968348
Koch, T. (2006). Establishing rigor in qualitative research: The decision trail. Journal of Advanced Nursing, 53(1), 91–103. https://doi.org/10.1111/j.1365-2648.1994.tb01177.x
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Ma, L., & Liu. N. (2023). Teacher belief about integrating critical thinking in English teaching in China. Journal of Education for Teaching, 49(1), 137–152. https://doi.org/10.1080/02607476.2022.2044267
Maine, F., & Čermáková, A. (2023). Thinking aloud: The role of epistemic modality in reasoning in primary education classrooms. Language and Education, 37(4), 428–443. https://doi.org/10.1080/09500782.2022.2129979
Maine, F., & McCaughran, B. (2021). Using wordless picture books as stimuli for dialogic engagement. In F. Maine, & M. Vrikki (Eds.), Dialogue for intercultural understanding (pp. 32-54). Springer.
McAdam, J., Abou Ghaida, S., Arizpe, E., Hirsu, L., & Motawy, Y. (2020). Children’s literature in critical contexts of displacement: Exploring the value of hope. Education Sciences, 10(12), 383-390. https://doi.org/10.3390/ educsci10120383
Owu-Ewie, C. & Eshun, E.S. (2015). The use of English as medium of instruction at the upper basic level (primary four to junior high school) in Ghana: From theory to practice. Journal of Education and Practice, 6(3), 72-82.
Palviainen, A, Protassova, E., Mård-Miettinen, K. & Schwartz, M. (2016). Two languages in the air: A cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism, 19(6), 614-630. https://doi.org/10.1080/13670050.2016.1184615
Pandian, A. (2006). What works in the classroom? Promoting literacy practices in English. 3L Journal of Language Teaching, Linguistics and Literature, 11(1), 15-39.
Pantaleo, S. (2023). Reviewing the multifaceted complexity and potential of wordless picture books. Bookbird: A Journal of International Children’s Literature, 61(2), 15–25. https://doi.org/10.1353/bkb.2023.0020
Petrie, A., Mayr, R., Zhao, F., & Montanari, S. (2023). Parent-child interaction during storybook reading: Wordless narrative books versus books with text. Journal of Child Language, 50(1), 104–131. https://doi.org/10.1017/ S0305000921000763
Pham, H.H. & Ho, T.T.H. (2020) Toward a new normal with e-learning in Vietnamese higher education during the post COVID-19 pandemic, Higher Education Research & Development, 39(7), 1327-1331. https://doi.org/10.1080/07294360.2020.1823945
Piper, B., Zuilkowski, S. S., Dubeck, M., Jepkemei, E. & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324-336. https://doi.org/10.1016/j.worlddev.2018.01.018
Rubin, A., Babbie, E. R. (2008). Research methods for social work. Thomson Brooks.
Sak, R., Erden, F. T. & Morrison, G. S. (2016). Child-centred education: Preschool teachers’ belief and self-reported practices. Early Child Development and Care, 186(8), 1185-1202. https://doi.org/10.1080/03004430.2015.1081185
Serafini, F., & Van Leeuven, T. (2022). Beyond the visual: An introduction to researching multimodal phenomena. Teachers College Press.
Syed Ali Rethza, S. B. & Jamaluddin, S. (2010). Preschool teachers’ assessment practices, knowledge and perceptions in selected districts. Jurnal Pendidikan, 30(1), 127-157.
Tackie-Ofosu, V., Mahama, S., Vandyck, E. S. T. D., Kumador, D. K. & Toku, N. A. A. (2015). Mother tongue usage in Ghanaian pre-schools: Perceptions of parents and teachers. Journal of Education and Practice, 6(34), 81-87.
Ulla, M. B., & Perales, W. F. (2021). Facebook as an integrated online learning support application during the COVID19 pandemic: Thai university students' experiences and perspectives. Heliyon, 7(11), e08317. https://doi.org/10.1016/j.heliyon.2021.e08317
Unal, Α., Unal, Z., & Bodur, Y. (2021). Using flipped classroom in middle schools: Teachers’ perceptions. Journal of Research in Education, 30(2), 90–112.
Wakhidah, N., & Erman, E. (2022). Examining environmental education content on Indonesian Islamic religious curriculum and its implementation in life. Cogent Education, 9(1), 2034244. https://doi.org/10.1080/2331186X.2022.2034244
Woodcock, S., & Jones, G. (2020). Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all. Teacher Development, 24(4), 583–602. https://doi.org/10.1080/13664530.2020.1803957
Yean, L. S. (2019). Promoting active learning and independent learning among primary school student using flipped classroom. International Journal of Education, Psychology and Counseling, 4(30), 324–341.
Zhan, Y., He, R., & So, W. W. M. (2019). Developing elementary school children’s water conversation action competence: A case study in China. International Journal of Early Years Education, 27(3), 287–305. https://doi.org/10.1080/09669760.2018.1548346
Zou, D., & Zhang, R. (2021). Flipped primary EFL classrooms: Impact, feasibility, and potential. ELT Journal, 75(3), 267–277. https://doi.org/10.1093/elt/ccab017
Alam, M. (2023). Activists’ heterodoxic beliefs in fostering urban environmental education in Indonesia. Local Development & Society 4(1), 128–145. https://doi.org/10.1080/26883597.2022.2058887.
Al Balushi, H. M., & A. K. Ambusaidi. (2023). The influence of environmental education on Omani students self-reported environmental attitudes and behaviors. International Research in Geographical and Environmental Education, 32(2), 90–106. https://doi.org/10.1080/10382046.2022.2154976.
Arizpe, E. (2021). The state of the art in picture book research from 2010 to 2020. Language Arts, 98(5), 260–272. https:// doi.org/10.58680/la202131213.
Arizpe, E., Noble, K., & Styles. M. (2023). Children reading pictures: New contexts and approaches to picture books. Routledge.
Azman, H (2016). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: The Southeast Asian Journal of English Language Studies, 22(3), 65-78. https://doi.org/10.17576/3L-2016-2203-05
Baber, H. (2021). Modeling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea. International Journal of Management Education, 19(2), 21-32. https://doi.org/10.1016/j.ijme.2021.100503
Baker, E., Exley, B., Willis, L. D. & Kitson. L. (2023). Apprenticing students into political participation: Using critical visual literacy to review and redesign the school website. English in Education, https://doi.org/10.1080/04250494.2023. 2272697
Berger, J. (2020). The catalyst: How to change anyone’s mind. Simon Schuster.
Bolden, B., DeLuca, C., Kukkonen, T., Roy, S., & Wearing. J. (2020). Assessment of creativity in K-12 education: A scoping review. Review of Education, 8(2), 343–376. https://doi.org/10.1002/rev3.3188
Brooks, D. C., & Grajek, S. (2020). Faculty readiness to begin fully remote teaching. Oxford University Press.
Carlson J. A. (2010). Avoiding traps in member checking. The Qualitative Report, 15(5), 1102–1113. https://doi.org/10.46743/2160-3715/2010.1332
Cheng, I. N. Y., & So, W. W. M. (2015). Teachers’ environmental literacy and teaching: Stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education, 24(1), 58–79. https://doi.org/10.1080/10382046.2014.967111.
Christensen, R., & Knezek, G. (2018). Reprint of readiness for integrating mobile learning in the classroom: Challenges, preferences, and possibilities. Computers in Human Behavior, 78, 379–388. https://doi.org/ 10.1016/j.chb.2017.07.014
Clark, A. (2022). Slow knowledge and the unhurried child: Time for slow pedagogies in early childhood education. Taylor & Francis.
Clegg, J. & Afitska, O. (2011). Teaching and learning in two languages in African classrooms. Comparative Education, 47(1), 61-77. https://doi.org/10.1080/03050068.2011.541677
Crawford, P. A., Roberts, S. K., & Zygouris-Coe, V. (2019). Addressing 21st-century crises through children’s literature: Picture books as partners for teacher educators. Journal of Early Childhood Teacher Education, 40(1), 44–56. https:// doi.org/10.1080/10901027.2019.1570401
Cristovão, V. L. L., Sanches, B., & Smart, G. (2022). Environmental discourse in Brazilian English-as-a-foreign-language textbooks: Socio-discursive practices and their implications for developing students’ critical environmental literacy. Environmental Education Research, 28(1), 75–94. https://doi.org/10.1080/13504622.2021.2007855
Cunningham, A. E., Zibulsky, J. & Callahan, M. D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading Writing, 22(4), 487- https://doi.org/510. 10.1007/s11145-009-9164-z
De Mejía, A. (2008). Enrichment bilingual education in South America. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 12-37). Springer.
Deszcz-Tryhubczak, J. (2019). Thinking with deconstruction: Book-adult-child events in children’s literature research. Oxford Literary Review, 41(2), 185–201. https://doi.org/10.3366/olr.2019.0278
Diaz, P., Hrastinski, S., & Norström, P. (2023). How teacher educators use response systems: An interview study. Interactive Learning Environments, 2, 1–13. https://doi.org/10.1080/10494820.2023.2187423
Dresser, R. (2012). The impact of scripted literacy instruction on teachers and students. Issues in Teacher Education, 21(1), 71-87.
Du Plessis, S. & Louw, B. (2008). Challenges to preschool teachers in learner’s acquisition of English as language of learning and teaching. South African Journal of Education, 28(1), 53-75.
Early, M. & Norton, B. (2014). Revisiting English as medium of instruction in rural African classrooms. Journal of Multilingual and Multicultural Development, 35(7), 674-691. https://doi.org/10.1080/01434632.2014.908890
Farrar, J., Arizpe, E., & McAdam, J. (2022). Challenging Picture books and literacy studies. In A. M. Ommundsen, G. Haaland, & B. Kümmerling-Meibauer (Eds.), Exploring challenging picture books in education (pp. 43–56). Routledge.
Ferdiansyah, S., Winarno, A., & Ardhita, Z. (2022). Service learning in Indonesia: Developing undergraduate students’ leadership during COVID-19 pandemic. Higher Education, Skills and Work-Based Learning, 12(5), 884–899. https://doi.org/10.1108/HESWBL-06-2021-0123
Frensley, B. T., Stern, M. J., Powell, R. B., & Sorice M. G. (2022). Investigating the relationships among students’ basic psychological needs, engagement, and environmental literacy at a residential environmental education center. The Journal of Environmental Education, 53(4), 186–198. https://doi.org/10.1080/00958964.2022.2081654.
Fu, C. S. (2015). The effect of emotional labor on job involvement in preschool teachers: Verifying the mediating effect of psychological capital. The Turkish Online Journal of Educational Technology, 14(3), 145-156.
Goh, P. S. C. (2019). Preschool teachers’ perspectives on using English language to teach. GEMA Online Journal of Language Studies, 19(4), 346-362. https://doi.org/10.17576/gema-2019-1904-18
Grinnel R., & Unrau Y. (2008). Social work research and evaluation: Foundations of evidence-based practice. Oxford University Press.
Gugssa, M. A., & Aasetre, J. (2023). Unveiling in-service teachers’ conceptions of environment and environmental education: An Ethiopian perspective. Environmental Education Research, 29(9), 1239–1258. https://doi.org/10.1080/13504622.2022.2069681
Hammersley, M. (2008). Questioning qualitative inquiry: Critical essays. Sage.
Handayani, R. D., & Triyanto G. (2022). Seventh-grade students’ conceptions of climate change, global warming, and the greenhouse effect. Journal of Geoscience Education, 70(4), 490–500. https://doi.org/10.1080/10899995.2021.1989941
Hanna, H. (2022). Recognizing silence and absence as part of multi-vocal storytelling in and through picture books: Migrant learners in South Africa engaging with the arrival. Literacy, 56, 40–49. https://doi.org/10.1111/lit.12269
Hirsu, L., Arizpe, E., & McAdam, J. (2020). Cultural interventions through children’s literature and arts-based practices in times of disaster: A case study of reading mediators’ response to the Mexican earthquakes. International Journal of Disaster Risk Reduction, 5, 21-25.
Kerr, K. (2020). Teacher development through coaching outdoor science and environmental education across the elementary-middle school transition. The Journal of Environmental Education, 51(1), 29–43. https://doi.org/10.1080/00958964.2019.1604482
Klein, S., Watted, S., & Zion, M. (2021). Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy. Environmental Education Research, 27(12), 1723–1758. https://doi.org/10.1080/13504622.2021.1968348
Koch, T. (2006). Establishing rigor in qualitative research: The decision trail. Journal of Advanced Nursing, 53(1), 91–103. https://doi.org/10.1111/j.1365-2648.1994.tb01177.x
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Ma, L., & Liu. N. (2023). Teacher belief about integrating critical thinking in English teaching in China. Journal of Education for Teaching, 49(1), 137–152. https://doi.org/10.1080/02607476.2022.2044267
Maine, F., & Čermáková, A. (2023). Thinking aloud: The role of epistemic modality in reasoning in primary education classrooms. Language and Education, 37(4), 428–443. https://doi.org/10.1080/09500782.2022.2129979
Maine, F., & McCaughran, B. (2021). Using wordless picture books as stimuli for dialogic engagement. In F. Maine, & M. Vrikki (Eds.), Dialogue for intercultural understanding (pp. 32-54). Springer.
McAdam, J., Abou Ghaida, S., Arizpe, E., Hirsu, L., & Motawy, Y. (2020). Children’s literature in critical contexts of displacement: Exploring the value of hope. Education Sciences, 10(12), 383-390. https://doi.org/10.3390/ educsci10120383
Owu-Ewie, C. & Eshun, E.S. (2015). The use of English as medium of instruction at the upper basic level (primary four to junior high school) in Ghana: From theory to practice. Journal of Education and Practice, 6(3), 72-82.
Palviainen, A, Protassova, E., Mård-Miettinen, K. & Schwartz, M. (2016). Two languages in the air: A cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism, 19(6), 614-630. https://doi.org/10.1080/13670050.2016.1184615
Pandian, A. (2006). What works in the classroom? Promoting literacy practices in English. 3L Journal of Language Teaching, Linguistics and Literature, 11(1), 15-39.
Pantaleo, S. (2023). Reviewing the multifaceted complexity and potential of wordless picture books. Bookbird: A Journal of International Children’s Literature, 61(2), 15–25. https://doi.org/10.1353/bkb.2023.0020
Petrie, A., Mayr, R., Zhao, F., & Montanari, S. (2023). Parent-child interaction during storybook reading: Wordless narrative books versus books with text. Journal of Child Language, 50(1), 104–131. https://doi.org/10.1017/ S0305000921000763
Pham, H.H. & Ho, T.T.H. (2020) Toward a new normal with e-learning in Vietnamese higher education during the post COVID-19 pandemic, Higher Education Research & Development, 39(7), 1327-1331. https://doi.org/10.1080/07294360.2020.1823945
Piper, B., Zuilkowski, S. S., Dubeck, M., Jepkemei, E. & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324-336. https://doi.org/10.1016/j.worlddev.2018.01.018
Rubin, A., Babbie, E. R. (2008). Research methods for social work. Thomson Brooks.
Sak, R., Erden, F. T. & Morrison, G. S. (2016). Child-centred education: Preschool teachers’ belief and self-reported practices. Early Child Development and Care, 186(8), 1185-1202. https://doi.org/10.1080/03004430.2015.1081185
Serafini, F., & Van Leeuven, T. (2022). Beyond the visual: An introduction to researching multimodal phenomena. Teachers College Press.
Syed Ali Rethza, S. B. & Jamaluddin, S. (2010). Preschool teachers’ assessment practices, knowledge and perceptions in selected districts. Jurnal Pendidikan, 30(1), 127-157.
Tackie-Ofosu, V., Mahama, S., Vandyck, E. S. T. D., Kumador, D. K. & Toku, N. A. A. (2015). Mother tongue usage in Ghanaian pre-schools: Perceptions of parents and teachers. Journal of Education and Practice, 6(34), 81-87.
Ulla, M. B., & Perales, W. F. (2021). Facebook as an integrated online learning support application during the COVID19 pandemic: Thai university students' experiences and perspectives. Heliyon, 7(11), e08317. https://doi.org/10.1016/j.heliyon.2021.e08317
Unal, Α., Unal, Z., & Bodur, Y. (2021). Using flipped classroom in middle schools: Teachers’ perceptions. Journal of Research in Education, 30(2), 90–112.
Wakhidah, N., & Erman, E. (2022). Examining environmental education content on Indonesian Islamic religious curriculum and its implementation in life. Cogent Education, 9(1), 2034244. https://doi.org/10.1080/2331186X.2022.2034244
Woodcock, S., & Jones, G. (2020). Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all. Teacher Development, 24(4), 583–602. https://doi.org/10.1080/13664530.2020.1803957
Yean, L. S. (2019). Promoting active learning and independent learning among primary school student using flipped classroom. International Journal of Education, Psychology and Counseling, 4(30), 324–341.
Zhan, Y., He, R., & So, W. W. M. (2019). Developing elementary school children’s water conversation action competence: A case study in China. International Journal of Early Years Education, 27(3), 287–305. https://doi.org/10.1080/09669760.2018.1548346
Zou, D., & Zhang, R. (2021). Flipped primary EFL classrooms: Impact, feasibility, and potential. ELT Journal, 75(3), 267–277. https://doi.org/10.1093/elt/ccab017
