International Journal of Learning and Teaching <p align="justify"><strong>International Journal of Learning and Teaching (IJLT)</strong> is an international, multi-disciplinary and double blind peer-reviewed journal. IJLT provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching.</p> <p align="justify">&nbsp;</p> <p align="justify">The journal is under the review of Scopus and Web of Science (ESCI). If the journal is accepted to be indexed, your article will also be included in these indexes.</p> en-US Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new"><span>Creative Commons Attribution License</span></a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See<a href="" target="_new"><span>The Effect of Open Access</span></a>).</li></ol> (Assoc. Prof. Dr. Olga Pilli) (Ahmet Yılmaz) Wed, 31 Jul 2019 00:00:00 +0100 OJS 60 Technology-Enhanced Assessment at universities and in schools: An initiative <p>Background: Technology-enhanced assessment (TEA) is a broad term that encompasses the diverse methods, by which technology can be used to support the management and delivery of assessment in educational institutions, in workplace and lifelong learning, in professional training and development, and so on. Purpose of Study: There is a new initiative at the University of Belgrade, Serbia, to explore computing technology underpinnings of the practice of TEA (computing underpinnings of the practice [CUP] of TEA), at universities and in schools in the country. Sources of Evidence: The CUP of TEA initiative starts from the current insight into current practices of assessment processes in different educational institutions. The data collected include assessment process descriptions from these institutions, specification of technologies used for the purpose, and specification of the educational profiles of participants in the process. Main Argument: The CUP of TEA initiative develops: A novel and comprehensive framework for TEA to lay the foundation for systematic, accurate, effective, and innovative application and use of TEA in educational institutions; specifically designated sets of information and communication technology (ICT) tools and services – ICT toolsets – that support practical application of TEA; several application cases that implement the TEA framework and use different ICT toolsets for TEA in different educational contexts, showcasing the integration of best TEA practices into curricula; and a set of policies that enable educational institutions and their teachers to officially establish the use of the framework for TEA in their courses and daily work. The CUP of TEA initiative covers both formative and summative assessment and supports formal, non-formal, and informal learning and assessment. Conclusions: The ultimate goal of the initiative is not just better, faster, and more informative assessment. It is the creation of a robust teaching and learning assessment approach that improves and advances the quality and efficiency of education.</p> <p>Keywords: Technology Enhanced Assessment; assessment processes; application cases</p> Vladan Devedzic, Mirjana Devedzic ##submission.copyrightStatement## Wed, 31 Jul 2019 00:00:00 +0100 A study relationship attitude toward physics, motivation, and character discipline students senior high school, in Indonesia <p>This research to see students’ attitude toward in physics learning, student motivation in physics learning, discipline student in physics learning, and the relationship between students’ motivation and attitudes toward physics subject. Using correlational quantitative research with correlational design, the subjects of the study were students of 612 students in senior high school Batanghari and Muaro Jambi district Provence Jambi, Indonesia. Instruments research is questionnaires attitude, motivation, and discipline. Analytical techniques are using descriptive statistics and inferential. The results the three indicators of student attitudes show good results, and for motivation and discipline students also show good results, with these results, there is a relationship between attitudes, motivation, and student discipline. Recommendation, therefore, it is very important for teachers to implement learning that fosters attitudes, motivation, and discipline of students in learning.</p> <p>Keywords: Attitude toward physics, motivation, discipline;</p> Darmaji Darmaji, Astalini Astalini, Dwi Agus Kurniawan, Rahmat Perdana ##submission.copyrightStatement## Wed, 31 Jul 2019 00:00:00 +0100 Perceptions of candidate teachers about teaching pronunciation in ELT classes <p>Pronunciation is regarded as one of the most significant parts to be developed in gaining speaking skills in English Language Teaching (ELT) classes. For the development of pronunciation skills, a lot of different approaches and ways have been employed. In choosing these ways and approaches, the perspectives of language teachers have constituted an important part. Thus, this study is designed with the aim of getting a deeper understanding of the perspectives of students from ELT department about pronunciation problems and pronunciation teaching. The research was designed on the basis of quantitative research design. A questionnaire adopted from Ducate and Lomicka (2009) was employed to learn the perspectives of ELT department students about pronunciation. Results have revealed that teacher candidates believe that they can improve pronunciation skills and pronunciation is as essential as other skills in ELT.</p> Fatih Yavuz, Kubra Keser ##submission.copyrightStatement## Wed, 31 Jul 2019 00:00:00 +0100