Vol 11 No S1-Dec (2022): Contemporary Research in Education 2022

The papers in Volume 11, Special Issue 1 (December 2022) are 16 peer-reviewed papers that collectively focus on topics related to instructional innovation, teacher education, learner psychology, and digital transformation in education.

The topic is introduced with an experimental study which shows that the flipped learning model could significantly enhance students' motivation, engagement, communicative competence and final examination scores in Korean speaking classes.

The following topics are explored in research regarding technology-enhanced education: Mentimeter in distance learning, artificial intelligence in language teaching, cyber-loafing behavior in preparatory school contexts, and Web 2.0 tools to facilitate active participation.

Another cluster of good thematic consistency is teacher development and institutional improvement, which are reflected in research on needs of teacher training programs for inquiry-based physics curricula, argumentation-based science teaching, the innovativeness of teacher candidates and how empowerment affects the quality of teachers' work.

The LCI focuses on foreign language communication strategy, book reading behavior, listening attitudes to music, educational demands of overseas students and inter-disciplinary relations in mathematics teaching.

The psychological resilience, anxiety, depression and stress (especially associated with COVID-19) are analyzed quantitatively and qualitatively and the importance of mental health in academic success is discussed.

As a whole, the Special Issue brings together the technological development and pedagogical effectiveness, while also showing inclusive and social awareness, providing multidimensional contributions in an international context for educational research and policy.

EDITORIAL NOTE

The Special Issue (Volume 11, Special Issue 1, December 2022) of Shanlax International Journal of Education is a collection of empirical and qualitative studies focusing on technology integration, language education, teacher development, student psychology, and interdisciplinary learning in the context of today's educational environment.

Digital pedagogy and innovative models of teaching and learning have been a recurring theme throughout this issue, among which flipped learning and the use of Web 2.0 tools in higher education. The first Korean language educational study based on the concept of ‘flipped learning’ offers learners statistically valid evidence of motivation, engagement, communicative competence and academic achievement.

The digitalization of language learning in a post-pandemic setting is reflected in several contributions that focus on distance education, technologically mediated participation, cyber-loafing behaviors, and artificial intelligence in language learning.

Research in teacher focus concerns in-service training needs, argumentation based science learning, individual innovativeness of teacher candidates, empowerment, and the quality of work life, and professional readiness in changing curriculum situations.

Psychological and socio-emotional constructs such as COVID-19 fear, anxiety, depression, resilience, communication strategies, and student attitudes to cultural heritage and music are also examined.

Experimental designs, mixed-method approaches, phenomenological studies, meta-synthesis research and correlational analyses are used in methodologically highlighting diversity in the issue.

Together, this Special Issue provides solid empirical research and context-specific perspectives which are in line with the international standards of educational research and therefore contribute to evidence-based innovation in teaching and learning.