International Journal of Learning, Teaching And Educational Research pISSN: 16942493 eISSN: 16942116 IJLTER.ORG Vol.21 No.11
International Journal of Learning, Teaching and Educational Research (IJLTER)
Vol. 21, No. 11 (November 2022)
Print version: 1694-2493
Online version: 1694-2116
IJLTER
International Journal of Learning, Teaching and Educational Research (IJLTER)
Vol. 21, No. 11
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically those of translation, reprinting, re-use of illustrations, broadcasting, reproduction by photocopying machines or similar means, and storage in data banks.
Society for Research and Knowledge Management
International Journal of Learning, Teaching and Educational Research
The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the fields of learning, teaching and educational research.
Aims and Objectives
The main objective of this journal is to provide a platform for educators, teachers, trainers, academicians, scientists and researchers from over the world to present the results of their research activities in the following fields: innovative methodologies in learning, teaching and assessment; multimedia in digital learning; e-learning; m-learning; e-education; knowledge management; infrastructure support for online learning; virtual learning environments; open education; ICT and education; digital classrooms; blended learning; social networks and education; etutoring: learning management systems; educational portals, classroom management issues, educational case studies, etc.
Indexing and Abstracting
The International Journal of Learning, Teaching and Educational Research is indexed in Scopus since 2018. The Journal is also indexed in Google Scholar and CNKI. All articles published in IJLTER are assigned a unique DOI number.
Foreword
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research.
The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations. To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue. We seize this opportunity to thank them for their great collaboration.
The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
Editors of the November 2022 Issue
VOLUME 21 NUMBER 11 November 2022 Table of Contents Curriculum Advisors’ and Teachers’ Perceptions of Teaching Reading in Foundation Phase Classrooms 1 Martha Khosa A Case Study on the Impact of Digital Relationships on Unaccompanied Minors during the COVID-19 Lockdown ................................................................................................................................................................................................. 15 Francesca Coin, Monica Banzato TikTok Use as Strategy to Improve Knowledge Acquisition and Build Engagement to Learn Literature in ESL Classrooms 33 Sharmini Thanga Rajan, Hanita Hanim Ismail Training Teachers Using Action Research for Innovation in Early Childhood Education Literacy 54 Aysha Saeed AlShamsi, Aysha Khamis AlShamsi, Alia Nhairl AlKetbi Implementation of Teacher Capacitation Programs to Integrate Climate Change Education: The Case Study of Geography Teaching in South African Secondary Schools 73 Mzuyanda Percival Mavuso, Kayode Babatunde Olawumi, Xolani Khalo, Babalwa Kafu-Quvane, Busiswa Mzilikazi Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective 87 Ma Saung Oo, Susie Schofield, San Thitsa Aung, Mya Mya Thwin, San San Oo, Khin Than Yee, Mar Mar Lwin, Alik Riasadesa Zakaria Narrative Perspective of the School Trajectory of At-Risk Students 112 Abraham Bernárdez-Gómez, Eva María González Barea, María Jesús Rodríguez entrena Mainstreaming Gender Perspectives in Modular Instruction 129 Jevera C. Domogen, Joyce D. Cuyangoan, Lloyd F. Ilacad Understanding EFL International Students’ Academic Listening Strategies: A Literature Review 152 Ahlam Ali Salim Halali, Lilliati Ismail, Arshad Abd Samad, Abu Bakar Razali, Nooreen Noordin Exploiting Influential Factors in Teaching Oriented Towards the Development of Learners’ Capacity 173 Le Khanh Tuan Alternative Digital Credentials: UAE’s First Adopters’ Assessment and Evaluation Part (2) 188 El-Farra Samar Language Learning through Digital Media: Investigating the Strategies among Selected International Students in the Philippines 208 Jeffrey Rosario Ancheta Madrasah Management Strategy as the Education Base for Religious Cadre ............................................................ 227 Minnah El Widdah
Evaluating the Accreditation Results of Christian Colleges in Indonesia Using the Context, Input, Process, and Product (CIPP) Model ........................................................................................................................................................ 243 Jungjungan Simorangkir, Marina Letara Nababan, Winarti Agustina, May Rauli Simamora, Arjun Sinamo, Johanes Waldes Hasugian The Role of Metacognition (Metacomprehension) and Inferential Ability on Reading Comprehension Ability 262 Tanto Aljauharie Tantowie, Dadang Sunendar, Rahman Rahman, Tatat Hartati Effectiveness of a Training Program in Improving Scientific Writing Skills Based on APA 7 Style among Postgraduate Students ....................................................................................................................................................... 282 Sherif Adel Gaber, Sayed Ibrahim Ali Formative Assessment: Component of Teaching-Learning Process in the University Context in Post-COVID-19 300 Edgar L. Martínez-Huamán, John Peter Aguirre Landa, Víctor Enrique Lizama Mendoza, Cecilia Edith García Rivas Plata Learning Challenges in the New Senior High School English Curriculum in the Philippines ................................ 315 Ma. Rita R. Aranda Levelling System Model: Approach to Physical Literacy .............................................................................................. 334 Cucu Hidayat, Anggi Setia Lengkana, Rizal Ahmad Fauzi, Aang Rohyana, Mia Rosalina, Dadang Budi Hermawan, Didik Purwanto Teachers’ Experiences of Teaching Financial Literacy in Economic and Management Sciences (EMS) in Preparing Learners for FET Phase Accounting ................................................................................................................................. 357 Siyacela Nzuza, Jabulisile Ngwenya, Sithembele Ndovela Efficacy of the SMARTV3UMS Learning Management System in Art and Design Courses.................................... 374 Lilian Lee Shiau Gee, Victor Pangayan The Mediated Role of Satisfaction in Boosting the Perceived Progress via Interaction in Online Learning: Empirical Evidence from Private Universities in Vietnam 393 Hung Nguyen Tien, Sang Tang My, Thai Nguyen Duy, Dinh Nguyen Ngoc Exploring the Facilitation of the Student Learning Process Through Dominant Teaching Techniques ................. 409 Jehona Rrustemi, Vlora Sylaj Rwandan Senior Secondary Physics Students’ Views on Nature of Science .............................................................. 426 Jean Bosco Bugingo, Lakhan Lal Yadav, K. K. Mashood Formative Research to Strengthen Enquiry Competence in University Students 443 Osmer Campos-Ugaz, Walter Antonio Campos-Ugaz, Ronald M. Hernández, Silvia Georgina Aguinaga Doig, Janeth Benedicta Falla Ortíz, Miguel A. Saavedra-López, Rafael Garay-Argandoña
PUBLISHER
Society for Research and Knowledge Management
Port Louis
Republic of Mauritius
www.ijlter.org
Chief Editor
Dr. Antonio Silva Sprock, Universidad Central de Venezuela, Venezuela, Bolivarian Republic of
Editorial Board
Dr. Fatima Zohra Belkhir-Benmostefa
Dr. Giorgio Poletti
Dr. Chi Man Tsui
Dr. Fitri Suraya Mohamad
Dr. Hernando Lintag Berna
Dr. Charanjit Kaur Swaran Singh
Dr. Abu Bakar
Dr. Eglantina Hysa
Dr. Mo'en Salman Alnasraween
Dr. Hermayawati Hermayawati
Dr. Selma Kara
Dr. Michael B. Cahapay
Dr. Bunmi Isaiah Omodan
Dr. Vassiliki Pliogou
Dr. Meera Subramanian
Dr. Muhammad Kristiawan
Dr. Wahyu Widada
Dr. Som Pal Baliyan
Dr. Reem Khalid Abu-Shawish
Dr. Froilan Delute Mobo
Dr. Mohamed Ali Elkot
Dr. Anabelie Villa Valdez
Mr. Teody Lester Verdeflor Panela
International Journal of Learning, Teaching and Educational Research
The International Journal of Learning, Teaching and Educational Research is an open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, learning and teaching. IJLTER welcomes research articles from academics, educators, teachers, trainers and other practitioners on all aspects of education to publish high quality peer-reviewed papers. Papers for publication in the International Journal of Learning, Teaching and Educational Research are selected through precise peer-review to ensure quality, originality, appropriateness, significance and readability. Authors are solicited to contribute to this journal by submitting articles that illustrate research results, projects, original surveys and case studies that describe significant advances in the fields of education, training, elearning, etc. Authors are invited to submit papers to this journal through the ONLINE submission system. Submissions must be original and should not have been published previously or be under consideration for publication while being evaluated by IJLTER.
