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Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 17012

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Special Issue Editors

Prof. Dr. Fuhui Tong

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Guest Editor

Department of Educational Psychology (EPSY), Texas A&M University, College Station, TX 77843, USA
Interests: research design and quantitative methodology in bilingual/ESL education; bilingual education in an international context; language and literacy development for bilingual/ EL students; teacher characteristics on bilingual students’ academic achievement; program evaluation in educational research with bilingual population

Dr. Shifang Tang

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Guest Editor

Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA), Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843-4225, USA
Interests: teacher preparation and professional development for diverse and underserved learners in ESL/EFL/bilingual settings; program evaluation and quantitative/qualitative analysis in educational research; learning motivation and strategies
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Special Issue Information

Dear Colleagues,

According to the United Nations’ Sustainable Development Goals for education, quality education enables upward socioeconomic mobility and is key to removing poverty. We believe that sustainability education should be available and accessible at any grade level and be integrated within all disciplines. During such integration, it is critical to understand learning characteristics and language and academic achievement in promoting sustainable educational programs. The focus of this issue rests on the understanding of the interplay between individual and sociocultural factors that impact learners’ school success. Individual factors refer to learners’ motivation, learning strategies, self-efficacy, and language proficiency. Sociocultural factors cover teachers’ pedagogical practice and attitude, parent/family involvement, school demographics, socioeconomic status, and native language/culture. Understanding individual and sociocultural characteristics supports researchers and practitioners in designing curriculum and educational programs that can better serve the needs of learners in this ever-changing globe so as to achieve sustainable development in education.

Therefore, with this Special Issue, we welcome empirical studies (quantitative, qualitative, single-case, and mixed-methods), theoretical, research reviews, and methodological works that contribute to a variety of disciplinary areas in a broad educational setting from pre-school to higher education (PK-16). We publish topics on curriculum innovation, teacher professional development, program evaluation, pedagogy, and family practice that promote student learning motivation and strategies in order to sustain improved academic performance and language learning in English as a medium of instruction (EMI), English as a second language (ESL), English as a foreign language (EFL), and bilingual/multilingual contexts. Preference will be given to the contexts where English is used as a medium of instruction in the learning of science, technology, engineering, arts, and mathematics (STEAM) areas.

Prof. Dr. Fuhui Tong
Dr. Shifang Tang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

teacher professional development
learning motivation
curriculum innovation
family literacy practice
pedagogical practice
language teaching and learning
English as medium of instruction (EMI)
STEAM
curriculum integration
ESL/EFL/English as global language

Published Papers (6 papers)

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Research

21 pages, 1196 KiB

Open AccessArticle

Assessing Tertiary Turkish EFL Learners’ Pragmatic Competence Regarding Speech Acts and Conversational Implicatures

by Hazel Kentmen, Emre Debreli and Mehmet Ali Yavuz

Sustainability 2023, 15(4), 3800; https://0-doi-org.brum.beds.ac.uk/10.3390/su15043800 - 19 Feb 2023

Viewed by 2291

Abstract

Pragmatic competence is an indispensable component of communicative competence, which plays an essential role in human communication. When an individual is communicatively competent, he/she can carry out an effective conversation in social situations. Therefore, pragmatic competence establishes a compelling factor in English language learning as it permits second/foreign language learners to carry out successful conversations in real-life interactions outside the classroom atmosphere. The improvement of foreign language learners’ pragmatic competence will strengthen their communicative competence. The purpose of this paper is to assess foreign language learners’ comprehension of conversational implicatures by using a multiple-choice discourse test (MCDT) and their performance in a discourse completion test (DCT). Through the use of a quantitative analysis, 54 adult learners of English at C1 and B2 levels of proficiency defined by the Common European Framework of Reference (CEFR) in a university in Cyprus were tested on their use of implicatures and speech acts. EFL learners were more successful in the MCDT regarding the comprehension of formulaic and idiosyncratic features but received lower results in the DCT. As well as testing the proficiency level, this study was also designed to investigate the difference between the gender performances of the DCT and MCDT. The results revealed that there is no statistical significance between the male and female respondents in terms of pragmatic competence. Based on these results, the role of teaching pragmatics in EFL classrooms portrays a major aspect for a sustainable learning environment. Thus, the paper also illustrates suggestions for future research. Full article

(This article belongs to the Special Issue Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability)

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22 pages, 1482 KiB

Open AccessArticle

Academic Adaptation of International Students in China: Evidence from the Grounded Theory and Structure Equation Model

by Junqi Zhu, Mengdi Gu, Li Yang, Shoukui Xun, Ming Wan and Jie Li

Sustainability 2023, 15(1), 692; https://0-doi-org.brum.beds.ac.uk/10.3390/su15010692 - 30 Dec 2022

Cited by 4 | Viewed by 3028

Abstract

With the continued increase in international students in China, the problem of their academic adaptation has become increasingly prominent. Analysis of the factors affecting the academic adaptation of international students and corresponding management practices can suggest measures to improve their academic adaptability. Based on grounded theory, this paper first summarizes the four main factors affecting the academic adaptation of international students, then uses structural equation modeling to construct a model of academic adaptation of international students that is tested and verified by a questionnaire survey of 2540 international students in China (51% male, 49% female). The main conclusions of this paper are as follows: (1) learning communication, course learning, and self-regulation are the main factors affecting the academic adaptation of international students, of which course learning is the most important factor; (2) academic communication and course learning have significant positive effects on self-regulation, while academic communication, course learning, and self-regulation have significant positive effects on the academic adaptation of international students; and (3) there was no significant difference in academic adaptation between genders, though there were significant differences by age. Among them, the mean score for overseas students is the largest for those older than 41 years (M = 4.79; SD = 0.33), showing that these students are most adaptable to study. Accordingly, this study advances policy suggestions for strengthening international students’ academic adaptation on the part of both universities and the government to improve the academic adaptation ability of international students in China. Full article

(This article belongs to the Special Issue Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability)

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21 pages, 1079 KiB

Open AccessArticle

Survey Study of the Cultural Integration of International Students in East China under Ecosystem Theory

by Junqi Zhu, Guangxia Li, Ming Wan, Shanshan Li, Liyan Sun, Jie Li and Xue Wang

Sustainability 2022, 14(21), 14485; https://0-doi-org.brum.beds.ac.uk/10.3390/su142114485 - 04 Nov 2022

Cited by 3 | Viewed by 2529

Abstract

With the gradual formation of the open pattern of higher education, the issue of the cultural integration of international students has attracted increasing attention. This paper conducts a questionnaire survey of 2000 international students in East China and used factor analysis and structural equation modeling to determine the effects of life adaptation, interpersonal communication, and the training system on cultural integration, with possible moderation by study adaptation to explore the cultural integration of international students. The study found that the cultural integration of international students is jointly affected by multiple realistic factors, among which life adaptation and interpersonal communication are the primary factors. Furthermore, the training system has an important impact on the cultural integration of international students through study adaptation. Accordingly, we argue that universities should strengthen the informal organization and guidance of international students, enhance individual adaptability, promote international exchange, cooperation, and policy regulation of international students, and improve their training system. Moreover, efforts are needed to improve the study adaptability of international students so as to comprehensively address the problem of the cultural integration of international students and improve their education level. Full article

(This article belongs to the Special Issue Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability)

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16 pages, 374 KiB

Open AccessArticle

A Systematic Review of Effective Instructional Interventions in Supporting Kindergarten English Learners’ English Oral Language Development

by Zhuoying Wang

Sustainability 2021, 13(22), 12477; https://0-doi-org.brum.beds.ac.uk/10.3390/su132212477 - 11 Nov 2021

Viewed by 3555

Abstract

In this systematic review, we explore research on effective interventions and approaches targeting kindergarten English Learners’ (EL) English oral language development. A total of seven studies met the inclusion criteria. The review summarizes the common characteristics of a practical intervention that could be applied to support kindergarten Els’ English oral language development. In addition, we summarize the measurements that were applied to measure Els’ oral language proficiency in English. However, future research using a longitudinal design is needed to determine the long-term impact of quality intervention on ELs’, especially those with limited resources, oral language development. Full article

(This article belongs to the Special Issue Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability)

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20 pages, 834 KiB

Open AccessArticle

A Cross-Cultural Adaptation and Validation of a Second-Language (L2) Motivation Instrument in South Korea

by Weonjin Shin, Fuhui Tong, Hsiang-Yu Chien and Myeongsun Yoon

Sustainability 2021, 13(18), 10333; https://0-doi-org.brum.beds.ac.uk/10.3390/su131810333 - 16 Sep 2021

Viewed by 2024

Abstract

In this research, we tested the psychometrics of a translated and adapted second language learning motivation instrument among Korean English learners. A total of 1373 college students from 9 universities and 11 majors in South Korea responded to the questionnaire. After the content validation, back-translation, and pilot study, 12 factors and 76 items were chosen for further construct validation. The data were then analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Through EFA, 11 factors and 55 items were extracted while CFA analysis indicated good fit (CFI > 0.9, SRMR = 0.05, RMSEA < 0.05) of the measurement model. The results of this study showed acceptable psychometrics properties of questionnaire which is culturally and structurally appropriate in a Korean college context. Full article

(This article belongs to the Special Issue Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability)

12 pages, 465 KiB

Open AccessArticle

Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China

by Haitao Guo, Fuhui Tong, Zhuoying Wang, Shifang Tang, Myeongsun Yoon, Ming Ying and Xiaofeng Yu

Sustainability 2021, 13(18), 10133; https://0-doi-org.brum.beds.ac.uk/10.3390/su131810133 - 10 Sep 2021

Cited by 4 | Viewed by 2409

Abstract

This study examined psychometric properties and measurement invariance of the Motivated Strategies for Learning Questionnaire for Chinese adult learners, learning strategy scale (MSLQ-CAL-LS). Data were collected from 2499 college students from 15 Chinese universities. Results from factor analysis suggested satisfactory psychometric properties of MSLQ-CAL-LS. We further identified strong evidence to support the configural, metric, scalar and strict invariance across the gender groups, confirming the appropriate use of MSLQ-CAL-LS that can accurately capture the construct of self-regulated learning (SRL) strategies among both female and male Chinese adult learners. This study provides one step forward to measure SRL outside the Western context. Recommendations for future research are discussed. Full article

(This article belongs to the Special Issue Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability)

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