Influence of psychological autonomy support of peer instruction: A novel interactive approach using Instagram in language learning.

This study makes an original contribution to knowledge by investigating the impact of Just-in-Time (JiT) teaching and peer instruction (PI) strategies on the promotion of students' achievement, interaction, and motivation in English language learning. Students were recruited from an undergraduate TESOL program in the first semester of 2019 at a University in Saudi Arabia. A multiple method research design was used to address the research questions robustly and rigorously. First, a two-group quasi-experimental design was implemented. In the first group, a lecture-based strategy was used (n = 28), while in the second group, JiT and PI strategies were used (n = 27) in English language lessons. An innovative research method was used in this study: a private Instagram account was created, serving as a platform through which teacher and students could communicate using interactive posts and comments. Second, students filled out a survey reflecting on this medium of language teaching and learning. Finally, focus group interviews were conducted to determine students' views on the use of Instagram as an educational tool in terms of its flexibility and usefulness. The findings of the study suggest that JiT teaching, and PI promoted students' achievement and enhanced students' motivation, particularly in relation to fluency and novelty in the second language. Furthermore, students viewed Instagram as a successful educational tool that significantly facilitated their collaboration. Nevertheless, this study also highlights the challenges of using JiT teaching and PI to facilitate language learning. Suggestions for practitioners are specified; including providing adequate e-learning tools for students to enhance language learning motivation and achievement.

Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan.

COVID-19 has changed our lives in all arenas, including higher education and psychological well-being. Three objectives were set forth in this study. We started by examining issues related to online education during the pandemic in Jordan, particularly for students pursuing business studies. Second, we assessed academic, behavioural, and financial stressors that business students experience at Jordanian higher education institutions. Lastly, we examined the possible coping methods students employed to cope and adapt during the pandemic. A descriptive cross-sectional study was conducted based on the perceived stress scale distributed to 473 Jordanian undergraduate students (18-27 years of age), across both public and private universities. Results showed an association between academic, behavioural, and financial stressors and students' perceived stress. While students perceived various levels and types of stress during COVID-19, including academic, behavioural, and financial, they also experienced new online skills. However, despite coping with stress, some students (especially females) displayed more stress because of the deficient course content, which added to their perceived stress and left them feeling unmotivated. This study contributes to bettering the university students' mental health.