Research on the Lifting Path of Data Literacy Ability of Applied University Teachers under the Perspective of Organizational Learning

With the arrival of the big data era, the modern higher education model has undergone radical changes, and higher requirements have been put forward for the data literacy of college teachers. The paper first analyzes the connotation of teacher data literacy, and then combs through the status quo and dilemmas of teachers’ data literacy ability in applied universities. The paper proposes to enhance the data literacy ability of teachers from the perspective of organizational learning. Through building a digital culture, building a data-driven teaching environment, and constructing an interdisciplinary learning community to further promote the application of the theory and practice of datafication inside and outside the organization, and ultimately improve the quality of teaching.

Exploration of University English Teachers’Acceptance and Willingness to Use Learning Management System Data Analysis Tools

This study investigates university English teachers’acceptance and willingness to use learning management system(LMS)data analysis tools in their teaching practices.The research employs a mixed-method approach,combining quantitative surveys and qualitative interviews to understand teachers’perceptions and attitudes,and the factors influencing their adoption of LMS data analysis tools.The findings reveal that perceived usefulness,perceived ease of use,technical literacy,organizational support,and data privacy concerns significantly impact teachers’willingness to use these tools.Based on these insights,the study offers practical recommendations for educational institutions to enhance the effective adoption of LMS data analysis tools in English language teaching.

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

A Novel Graph Structure Learning Based Semi-Supervised Framework for Anomaly Identification in Fluctuating IoT Environment

With the rapid development of Internet of Things(IoT)technology,IoT systems have been widely applied in health-care,transportation,home,and other fields.However,with the continuous expansion of the scale and increasing complexity of IoT systems,the stability and security issues of IoT systems have become increasingly prominent.Thus,it is crucial to detect anomalies in the collected IoT time series from various sensors.Recently,deep learning models have been leveraged for IoT anomaly detection.However,owing to the challenges associated with data labeling,most IoT anomaly detection methods resort to unsupervised learning techniques.Nevertheless,the absence of accurate abnormal information in unsupervised learning methods limits their performance.To address these problems,we propose AS-GCN-MTM,an adaptive structural Graph Convolutional Networks(GCN)-based framework using a mean-teacher mechanism(AS-GCN-MTM)for anomaly identification.It performs better than unsupervised methods using only a small amount of labeled data.Mean Teachers is an effective semi-supervised learning method that utilizes unlabeled data for training to improve the generalization ability and performance of the model.However,the dependencies between data are often unknown in time series data.To solve this problem,we designed a graph structure adaptive learning layer based on neural networks,which can automatically learn the graph structure from time series data.It not only better captures the relationships between nodes but also enhances the model’s performance by augmenting key data.Experiments have demonstrated that our method improves the baseline model with the highest F1 value by 10.4%,36.1%,and 5.6%,respectively,on three real datasets with a 10%data labeling rate.

Language teachers should develop students' vocabulary learning skills

It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.

The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies

With the rapid advancements in technology,especially in digitalization and intelligence,numerous modern technologies have poured into rural schools,effectively improving their informatization conditions.Nevertheless,these technologies remain detached from rural teachers,failing to significantly enhance the quality of education and teaching in rural areas.Rural education is a crucial aspect of ensuring balanced development in education.The question of how to enhance rural teachers’technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues.To better address this question,this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement.It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities,difficulties in obtaining quality teaching resources,and the lack of continuous technical support and update mechanisms.Based on these findings,specific pathways such as strengthening rural teacher training,optimizing the allocation of educational resources,and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.

Reading Loss in Arabic Language During COVID-19 in the UAE and Proposed Solutions:The Perspectives of Primary-Grade Arabic Language Teachers

The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to various challenges in maintaining educational standards.The sudden transition to remote teaching could have a negative impact on students’reading abilities,especially in the Arabic language.To gain insight into the unique challenges encountered by Arabic language teachers in the UAE,a survey was conducted to explore their assessment of teaching quality,student-teacher interaction,and learning outcomes amidst the COVID-19 pandemic.The results of the survey revealed a significant decline of student reading abilities and identified several major issues in online Arabic language teaching.These issues included limited interaction between students and teachers,challenges in monitoring students’class participation and performance,and challenges in effectively assessing students’reading skills.The results also demonstrated some other challenges faced by Arabic language teachers,including a lack of preparedness,a lack of subscription to relevant platforms,and a lack of resources for online learning.Several solutions to these challenges are proposed,including reevaluating the balance between depth and breadth in the curriculum,integrating language skills into the curriculum more effectively,providing more comprehensive teacher professional development,implementing student grouping strategies,utilizing retired and expert teachers in specific content areas,allocating time for interventions,and improving support from both teachers and parents to ensure the quality of online learning.

Application of Opening and Closing Morphology in Deep Learning-Based Brain Image Registration

In order to improve the registration accuracy of brain magnetic resonance images(MRI),some deep learning registration methods use segmentation images for training model.How-ever,the segmentation values are constant for each label,which leads to the gradient variation con-centrating on the boundary.Thus,the dense deformation field(DDF)is gathered on the boundary and there even appears folding phenomenon.In order to fully leverage the label information,the morphological opening and closing information maps are introduced to enlarge the non-zero gradi-ent regions and improve the accuracy of DDF estimation.The opening information maps supervise the registration model to focus on smaller,narrow brain regions.The closing information maps supervise the registration model to pay more attention to the complex boundary region.Then,opening and closing morphology networks(OC_Net)are designed to automatically generate open-ing and closing information maps to realize the end-to-end training process.Finally,a new registra-tion architecture,VM_(seg+oc),is proposed by combining OC_Net and VoxelMorph.Experimental results show that the registration accuracy of VM_(seg+oc) is significantly improved on LPBA40 and OASIS1 datasets.Especially,VM_(seg+oc) can well improve registration accuracy in smaller brain regions and narrow regions.

The mismatch of beliefs about learning English between Chinese university students and teachers

The present investigation aims to explore the existence of differences of beliefs about learning English held by Chinese non-English major university students and their teachers of English in the southwest of China. Two questionnaires were used to collect the data. Chi-square （Z2） tests were used to analyze the quantitative data from both students＇ and teachers＇ questionnaires. The results of the chi-square （Z2） tests revealed that 34 out of 44 （plus 2 additional） items of beliefs varied significantly between teachers and students.

Strategies on Promoting Transformative Learning of College English Teachers

Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strategies on promoting transformative learning of college English Teachers.

Transformative Learning:Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain

In recent years there has been a proliferation of studies demonstrating the value of teaching abroad as much for its benefits for the training and professional development of these teachers,as for its impact and beneficial effects on students.This article uses transformative learning as a theoretical framework to interpret the achievements associated with the experience of teaching abroad,and to identify and analyze different motivational factors,adjustments,changes,challenges,and perspectives of Chinese teachers linked to a Confucius Institute in Spain,through a qualitative analysis of narratives elicited through in-depth interviews and focus groups.It highlights the role and potential of the transnational,intercultural experience of these teachers as authentic actors in the part played by the Confucius Institutes in language teaching and the promotion of Chinese culture,indicating many issues including language difficulties,professional adjustment,ideas about education,beliefs of teachers and the management of the program.

A Case Study on Anxiety of University English Teachers as Visiting Scholars in Their Collaborative Learning

The study is to explore the test anxiety of three university English teachers in their collaborative learning community when they do their visiting scholar program.The research questions are about the representations of test anxiety of the college English teacher collaborative learning community as visiting scholars,and the interaction between anxiety and their collaborative learning.The main data collection includes deep interview,field observation,online chatting,etc.The research finds that at the three stages of their learning,the participant shows various representations of test anxiety from cognitive,affective and behavioral perspectives,and collaborative learning community facilitates the participant have better execution in learning,more pressure released and much cognitive enhancement achieved.In contrast,lack of collaborative learning environment in her working university and the specific anxiety for marriage in female participant are two additional findings in the study,which may prove the positive effect of collaborative learning on anxiety from another point of view.

Professional Learning Communities(PLCs)of Chemistry Teachers

The models of Professional Learning Communities(PLCs)are based on principles of learning that emphasize the co-construction of knowledge by learners,who in this case are the teachers themselves.Teachers in a PLC meet regularly to explore their practices and the learning outcomes of their students,analyze their teaching and their students’learning processes,draw conclusions,and make changes in order to improve their teaching and the learning of their students.It was found that participation in a PLC influences teaching practice,so teachers become more student-centered.Moreover,the teaching culture improves as the community increases the degree of cooperation among teachers,and focuses on the processes of learning rather than the accumulation of knowledge.This enables students to be innovative,creative,and critical.In addition,trust is developed among the participants,which enables them to discuss and analyze their students’cognitive and affective problems,misconceptions,and learning outcomes.

Autonomous Development Strategies for College English Teachers in a Mixed-mode Learning Community

At present,the improvement of the quality of higher education and the improvement of the professional ability and comprehensive quality of college students all depend on the education level and discipline professional ability of teachers in colleges and universities.In the new era of educational reform and development,university teachers also need to continuously learn and progress in order to adapt to changes in the educational environment and the update of the knowledge system.Nowadays,the construction and development of the mixed-mode learning community environment is becoming one of the effective ways for college teachers to improve their learning.From the perspective of the significance of autonomous development of college English teachers in the context of mixed-mode learning community,the current situation and other issues,this article expounds the strategies that promote the autonomous development of college English teachers in the context of mixed-mode learning community to improve the professional quality of college English teachers.

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.

College English Teachers’ Beliefs on Network-based Language Learning

The advantages and disadvantages for learning English in the Network-based environment attract most researchers’concern nowadays.This study profiles college English teachers’beliefs about the networkbased language learning.The main finding is that teachers’beliefs about network-based language learning are heterogeneous and thus reflect a wide range in terms of the evolution of approaches and technology use.