Browsing by Author "Wang, Li-Yi"
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- PublicationOpen AccessThe construct of media and information literacy in Singapore education system: Global trends and local policies(Taylor & Francis, 2013-12)
;Lin, Tzu-Bin ;Intan Azura MokhtarWang, Li-YiThis paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its 21st century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant 21st century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation.WOS© Citations 6Scopus© Citations 8 375 2787 - PublicationOpen AccessExploring the identity of pre-service NNESTs in Taiwan: A social relationally approach(Emerald, 2014-12)
;Wang, Li-YiLin, Tzu-BinTeachers’ professional identity influences the way they think and teach. For pre-service non-native English speaking teachers (NNESTs), they are at the crucial stage of constructing self-image and self-perception as English language teaching (ELT) professionals, their beliefs about English teaching and learning and their attitudes towards changing teaching contexts. Applying a closed-ended questionnaire and in-depth interviews, this study investigated the impact of Native English Speaking Teachers (NESTs) on 258 pre-service NNESTs’ professional identity in Taiwan through the lens of social relationality. The results show that NESTs as significant “others” to the participants have brought conflicting discourses to the ELT profession (the micro-social context) and the policy discourse and the society (the macrosocial context). In the micro-social context, the participants encounter contradictory discourses brought by the presence of NESTs in terms of what the participants can offer as opposed to what ideal English teachers should possess. In the macro-social context, the participants face competing discourses caused by the presence of NESTs, in terms of what constitutes good teaching practice, as opposed to what is valued by the government and the major stakeholders in the society. Arguably, the participants’ professional identity is shaped through the process of interpreting and conjoining these contradictory and competing discourses. To help pre-service NNESTs construct a positive professional identity to support their professional lives, reforms in teacher education programs should focus on developing the teachers’ “non-native” status into resources for ascertaining the needs of the teaching contexts they are operating within.179 235 - PublicationOpen AccessFactors affecting English Language teachers’ classroom assessment practices: A case study at Singapore secondary schools(2013)
;Shih, Chih-MinWang, Li-YiThe purpose of the research was to examine factors that swayed English Language teachers’ choices of assessment methods. Borg’s model of teacher cognitions was adopted to serve as the theoretical foundation for this study. Secondary school English Language teachers with diverse backgrounds were involved in the study. Results showed that educational context, professional coursework or training, classroom practice including practice teaching, and schooling history were all significant factors that shaped teachers’ cognitions and affected their assessment practices. Each of the four factors imposed a different level of impact on teachers’ assessment practices. The educational context was the most influential factor while the schooling history was the least influential factor.464 557 - PublicationOpen AccessThe impact of community-based teacher learning on student learning outcomes(2015)
; ; ;Chua, Catherine Siew KhengWang, Li-Yi303 273 - PublicationOpen AccessIntegrated bilingual special education(International Literacy Association, 2011)
;Li, J-Y. (Jen-Yi)Wang, Li-YiThis paper was written as a response to an experimental design of bilingual special education as detailed in the journal article 'Maldonado, Jorge A. (1994). Bilingual Special Education: Specific Learning Disabilities in Language and Reading. The Journal of Educational Issues of Language Minority Students, 14, 127-144'. The authors of this article provided a summary of the article first, defined the term ‘Bilingual Special Education’, explored the historical development of bilingual education in the USA and, investigated the underlying assumption of the study and issues arising when applying the proposed model to individuals with evidencing disabilities. One case study was used to demonstrate the translation of integrated bilingual special education as educational practice.384 420 - PublicationOpen AccessLevelling up academically low progress studentsThis paper draws from international literature and local studies in Singapore on low progress students to delineate the present state of local knowledge and practice, and suggest future directions for research and policy. The needs of low progress students vary and they may not perform as well as their peers due to a variety of reasons. According to local research, there is a range of learning orientations, motivations and talents, non-academic capabilities and psychological needs among these students, which should be considered in efforts to level them up. Besides individual factors, this paper also recognizes the importance of addressing both school- and education-system-related factors, as well as broader societal factors that could contribute to low progress. However, for the purpose of a more focused discussion, this paper looks more closely at the contributing school- and education-system-related factors to low progress. These factors can be categorized into areas of curriculum, instruction and pedagogy, assessment, teacher quality and attitudes, and school culture and structure. They are examined for constructive ideas, strategies and practices of which implications can inform and better the teaching and learning of local low progress students. We also seek to prepare students to face the new challenges in the 21st century as well as to fulfil the vision of achieving a student-centric education where each student matters and where education is positioned as a means by which meritocracy is implemented and social inequalities mediated. Therefore, this paper proposes that it is timely to revisit some long-held beliefs and practices, from preschool education to teacher education, from education policy to micro-classroom pedagogies and management, from curriculum to assessment, and from the school level to engagement of community and family as stakeholders.
813 1782 - PublicationOpen AccessA qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy(Springer Nature, 2020)
;Lee, Wei Ching ;Wang, Li-YiChen, Der-ThanqTheoretically, teacher efficacy beliefs (TEBs) are influenced by the analysis of the teaching task and its context (hereafter, teaching analysis). However, there is a lack of empirical study on the relationships between them. This qualitative exploratory study investigated how teachers related their TEBs to their teaching analysis. Interviews were conducted with ten science teachers in Singapore, who were adopting learner-centred pedagogy in their teaching. Six themes emerged: (a) familiarity with the task; (b) improvability of the task; (c) complexity of the task; (d) compatibility of the task with students; (e) collegiality and (f) structural supports. Findings also reveal the dynamic nature and the contingent aspect of TEBs. Implications for school leaders and educators are suggested.Scopus© Citations 2 105 252 - PublicationOpen AccessThe representation of professionalism in native English-speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan(Emerald, 2013-12)
;Wang, Li-YiLin, Tzu-BinThe status of English as a global language has played a significant role in contemporary language education policies across the world. In East Asia, the hegemony of English has been reflected in a number of central governments’ policies of recruiting native English-speaking teachers (NESTs) to participate in English language education. This paper focuses on the NESTs recruitment policies in Japan, Korea, Hong Kong and Taiwan with the aim of examining how teacher professionalism is represented in these policy discourses and how this conceived teacher professionalism impacts on English teaching and learning in these countries. Through the analysis of policy texts and documents, we argue that teacher professionalism has been assigned a different agenda by the governments who subscribe to “native speaker norms” and legitimise unqualified and inexperienced NESTs in the profession of English language teaching (ELT). These antiprofessionalism policies have not achieved the intended consequence of improving students’ English proficiency, but have instead resulted in the unintended consequences of damaging the quality of English instruction and jeopardising the professional identity of local non-native English-speaking teachers (NNESTs) in these countries. The results reveal an urgent need to evaluate the effectiveness of these NEST recruitment programmes.167 198 - PublicationOpen Access
WOS© Citations 71Scopus© Citations 77 203 1690 - PublicationOpen AccessA review of research on teacher efficacy beliefs in the learner-centred pedagogy context: Themes, trends and issues(Springer Nature, 2017)
;Lee, Wei Ching ;Chen, Der-ThanqWang, Li-YiAccompanying the trend of schools moving from teacher-centred to learner-centred pedagogy (LCP) practices, researchers have argued that teachers switching from the one to the other may as a result make changes in their personal judgement of their own teaching competency. This review aims to provide a comprehensive overview of recent studies of teacher efficacy beliefs (TEB) in relation to the LCP context. We have adopted a grounded approach to review 34 published papers between January 2009 and April 2016. Six themes were identified from our analysis of the findings of these studies to delineate how TEB has been studied in the LCP context. By a comparison with other two influential reviews on TEB research, we have also identified three trends and five issues in TEB research in LCP context. Future research directions are proposed with the intent to engage researchers sharing the same interest in this field.WOS© Citations 9Scopus© Citations 13 384 456 - PublicationRestrictedThe impact of community-based teacher learning on student learning outcomes(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; ;Chua, Catherine Siew KhengWang, Li-YiCommunity-based teacher learning in Singapore education started in 2000 with the introduction of Learning Circles, followed by other forms of community-based teacher learning platforms such as Action Research and Lesson Study. By 2010, the Ministry of Education embarked on a school- and system-wide approach to community-based teacher learning in the form of Professional Learning Communities (PLC). However, studies looking at its impact on student learning outcomes are non-existent locally. Internationally, research studies investigating the effects of PLCs specifically on student learning are not aplenty. In their literature review, Vescio et al. (2011) found that although 11 studies reporting impact of PLCs, only eight out of the 11 investigated the impact of PLCs on student learning with modest evidence (Louis & Marks, 1998; Suppovitz, 2002; Suppovitz & Christman, 2003; Phillips, 2003; Strahan, 2003; Hollins et al., 2004; Berry et al., 2005; Bolam et al., 2005). Since the publication of the literature by Vescio et al. (2011), three other studies investigating impact of PLCs on student learning outcomes have also been reported (Sigurðardóttir, 2010; Lomos et al., 2011; Williams, 2013).18 61