Friday Poster Session | ACP2023

69021 | Why and How Do Elementary School Administrators Promote Their Schools in Taiwan

Hsuan-Fu Ho, National Chiayi University, Taiwan

Chia-Lin Tsai, Nei-Hu Elementary School, Taiwan

Taiwan’s declining birth rate in the past decade has led to a dramatic drop in its student enrollment, which has threatened the survival of schools. This further ignited the competition among schools and motivated them to adopt multiple marketing strategies for recruiting sufficient number of students. In this research, marketing strategies were allocated into four categories, including advertisement, promotion, public relations, and personal selling. And this research aims to investigate the relatively important marketing strategies and evaluate their strengths and weaknesses perceived by school administrators. A self-developed questionnaire was adopted as the major research instrument consisting of three sections. The first section aimed to elicit participants’ demographic information. The second section was analyzed in the analytic hierarchy process (AHP) method and designed to calculate determinants by making a comparison between different marketing strategies. The third section focused on the strengths and weaknesses of strategies measured with a 5-point Likert scale. Several valuable results were revealed through this research. First, among four categories, the adoptions of personal selling and public relation are highlighted by the respondents, which accounted for nearly 36% and 29% respectively. Second, the dominant four marketing strategies analyzed by AHP method are telephone marketing, door-to-door visit, connection with community, and social networking, all of them accounting for more than 10%. The determinants of each marketing strategies and their strengths and weaknesses were further discussed in this study.

69239 | Emotions Experienced by Foreign Language Learners Regarding Instructional Languages: A Comparison Between the Target and the First Language

Rika Inagaki, Nagoya University, Japan

Motoyuki Nakaya, Nagoya University, Japan

In foreign language learning classes, language teachers instruct in the target or learners’ first language. These instructional languages might arouse different emotions in foreign language learners. This study thus investigated the emotions Japanese language learners experience regarding their classes instructed in the target language or in their first language. A total of 497 Thai university students participated in a questionnaire survey regarding their feelings about their Japanese language classes. The questionnaires adopted Russell's circumplex model of affect, which grasps emotions comprehensively with the following four types: positive activated, positive deactivated, negative activated, and negative deactivated emotion. Result of the analysis showed that Thai students had more positive and negative activated emotions regarding the classes instructed in Japanese, while they had more positive and negative deactivated emotions regarding the classes instructed in Thai. The classes in Japanese could evoke nervousness and uneasiness, as well as excitement and enthusiasm. In contrast, although their negative activated emotions, such as nervousness and worry, were low, they felt less excited and enthusiastic in classes instructed in Thai. The classes in Thai caused not only calm or relaxed feelings but also tiredness or sleepiness more than the classes in Japanese. Based on these differences in the emotions Japanese language learners experienced, this study discussed effective ways to use a target language and learners’ first language in foreign language learning.

68793 | Achievement Emotions Questionnaire – Foreign Language Class (AEQ-FLC): Translation and Validation for Taiwanese University Students in Blended English Language Learning

Toshiyuki Hasumi, Ming Chuan University & National Chengchi University, Taiwan

The Achievement Emotions Questionnaire - Foreign Language Class (AEQ-FLC) was recently developed and validated to measure students' emotions in English as a foreign language (EFL) classrooms. The purpose for this preliminary study was the Chinese translation (forward and back translation, student focus group discussion, and final revision) of the AEQ-FLC for university students in Taiwan and validate the adapted Chinese version in the unique context of a blended EFL course with the face-to-face sessions taking place in a computer lab. Research participants were 2,118 students who volunteered to complete the adapted Chinese AEQ-FLC during the 16th week of the 18-week course. The sample was subdivided randomly for exploratory factor analysis (EFA; N = 400) and confirmatory factor analysis (CFA; N = 1,718). The EFA extracted three emotion constructs (Enjoyment, Anxiety, and Boredom) and CFA results indicated acceptable model fit. Good reliability of the final model was found using Cronbach's alpha. Given the unique computer lab face-to-face context of the EFL course, the initial adapted Chinese AEQ-FLC was able to measure salient emotions previously identified in the field of language learning emotions, including foreign language anxiety, enjoyment, and boredom (FLA, FLE, and FLB). The current adapted scale will be further revised to better incorporate factors in the original AEQ-FLC to measure students' emotions for blended courses EFL face-to-face computer lab sessions.

Mental Health

69234 | Pilot of a Residential Workshop on Character Strengths-Based Coaching of Rural Community Health Workers in India: Challenges and Opportunities

Azaz Khan, Sangath, India

Lochan Sharma, Sangath, India

Deepak Tugnawat, Sangath, India

Ameya Bondre, Sangath, India

There is scarce evidence on interventions leveraging personal strengths to help community health workers (CHWs) respond to work stress in lowresource settings. Our study describes the reflections from pilot of positive-psychology based coaching intervention for rural (female) CHWs in India, as part of a randomized control trial. Three batches of CHWs (n=35) received a 5-day residential workshop by two ‘facilitators’, supported by two coaches. Content was divided into four modules, including various character strengths-based strategies (e.g., ‘strengths habit’, ‘positive reappraisal with strengths’ and ‘three good things’) along with mindfulness, emotional regulation, prioritization and goal-setting. Challenges included: gradual participant engagement (pre-conceived notions about the workshop being a ‘typical training’), slower content absorption (for multi-step strategies), distractions (health issues, menstrual cramps, worries about family members/child at home), and individual factors (low literacy/reading skills). The intervention team used morning revision-sessions, energizers (games or stretching exercises), roleplays/group discussions, and end-of-theday activities (music) to enhance participation. Pre- and post-workshop assessments revealed a 15% improvement in knowledge scores. About 82% of CHWs found the workshop satisfactory, and 75% found its content usable across work-life domains. After the workshop, CHWs received weekly telephonic support calls by the coaches for 8 weeks. CHWs perceived these calls as a ‘space’ to discuss their challenges, which also helped the coaches to tailor their strategies. This study illustrates a mix of face-to-face and remote coaching methods to enable rural CHWs to cope with work-stress. Further research is needed to evaluate its effectiveness in reducing burnout, and replicability in similar global settings.