Abstract Introduction: Several studies in the literature have investigated writing skills of students with visual impairment and low vision. However, no research was found to examine the written expression skills of students with visual impairment in terms of text cohesion, text coherence, text quality, text length, and writing time variables. A more comprehensive approach to research on the written expression skills of students with visual impairments and low vision is needed. Methods: In this study, a cross-sectional design was employed to examine the written expression skills of students with low vision, visual impairment, and their sighted peers. Participants of this study consist of 344 secondary school students who were divided into three groups: Visual impairment, low vision, and sighted peers. During the application process, all students were given two different guidelines (six in total) for each text type (memoir, persuasive, informative) and asked to write about the instructions they chose. As a result, all students wrote three different texts. Texts scored on text length, writing time, text quality, coherence level, and cohesion levels. Descriptive statistics and statistical comparisons of groups were provided. Whether written expression skills of students differed according to groups was determined by one-way analysis of variance, which is one of the parametric tests. Results: In this research, the mean of students with visual impairment and sighted peer’s text length and writing time differed statistically. And in this study, the average of students with visual impairment and sighted peer’s coherence level and text quality differed statistically. Discussion: It can be stated that students with visual impairment do not consider their thoughts in integrity, have difficulty in concluding their articles, their texts remain as an introduction, and generally write low-quality texts. In this study, the mean of students with visual impairment, low vision, and sighted peer’s coherence level and text quality differed statistically. There are significant differences between students in all text types except for persuasive text. While there was no difference in memoir and persuasive text at the level of cohesion, were significant differences among students in terms of informative text and total scores. There are studies in the literature that are in line with these results. Thus, it can be said that results obtained from the present research are parallel to the literature. Limitations: The results obtained from this research are limited to memoir, persuasive and informative texts. The variables are limited to text length, writing time, text coherence, text quality, and cohesion level. Having each student write three different texts simultaneously (consecutively) in a single session can be given as another limitation of the research. Conclusions: In this research, memoir, persuasive, and informative text types were used. In future research, texts
{"title":"A Cross-Sectional Examination of the Written Expression Skills of Students with Low Vision, Visual Impairments, and their Sighted Peers","authors":"Cem Aslan, Salih Cakmak","doi":"10.2478/atd-2022-0027","DOIUrl":"https://doi.org/10.2478/atd-2022-0027","url":null,"abstract":"Abstract Introduction: Several studies in the literature have investigated writing skills of students with visual impairment and low vision. However, no research was found to examine the written expression skills of students with visual impairment in terms of text cohesion, text coherence, text quality, text length, and writing time variables. A more comprehensive approach to research on the written expression skills of students with visual impairments and low vision is needed. Methods: In this study, a cross-sectional design was employed to examine the written expression skills of students with low vision, visual impairment, and their sighted peers. Participants of this study consist of 344 secondary school students who were divided into three groups: Visual impairment, low vision, and sighted peers. During the application process, all students were given two different guidelines (six in total) for each text type (memoir, persuasive, informative) and asked to write about the instructions they chose. As a result, all students wrote three different texts. Texts scored on text length, writing time, text quality, coherence level, and cohesion levels. Descriptive statistics and statistical comparisons of groups were provided. Whether written expression skills of students differed according to groups was determined by one-way analysis of variance, which is one of the parametric tests. Results: In this research, the mean of students with visual impairment and sighted peer’s text length and writing time differed statistically. And in this study, the average of students with visual impairment and sighted peer’s coherence level and text quality differed statistically. Discussion: It can be stated that students with visual impairment do not consider their thoughts in integrity, have difficulty in concluding their articles, their texts remain as an introduction, and generally write low-quality texts. In this study, the mean of students with visual impairment, low vision, and sighted peer’s coherence level and text quality differed statistically. There are significant differences between students in all text types except for persuasive text. While there was no difference in memoir and persuasive text at the level of cohesion, were significant differences among students in terms of informative text and total scores. There are studies in the literature that are in line with these results. Thus, it can be said that results obtained from the present research are parallel to the literature. Limitations: The results obtained from this research are limited to memoir, persuasive and informative texts. The variables are limited to text length, writing time, text coherence, text quality, and cohesion level. Having each student write three different texts simultaneously (consecutively) in a single session can be given as another limitation of the research. Conclusions: In this research, memoir, persuasive, and informative text types were used. In future research, texts","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130719216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Violence is a very complex and particular concept and it is difficult to make a precise definition, since acceptable and unacceptable behaviour patterns for each society vary according to social norms, time and value judgments of what harms that society. School violence results in students’ loss of concentration, poor academic success, bunking of courses, and depression. Violence is a global problem, solution depends on an integrated approach in which educators, parents and learners work together. Considering negative consequences of violence, reduction or even prevention of violence at school will not only increase quality of education and training, but also support education process to become more productive. The aim of this review is to examine studies on school violence in literature, to determine causes of violence at school and present suggestions for solutions. This type of study may also have the potential to shed light on future work on violence in schools. For this reason, the purpose of this study is to examine the studies on violence at school and to present a review on violence prevention. Purpose: The aim of this study is to examine the studies on violence at school in the literature and to compile the measures that can be taken to reduce violence in line with the recommendations stated in these studies. Violence is defined psychologically or physiologically as the unintentional negative action or force. Methods: Considering the criteria of the study as a result of the preliminary examination, 66 articles were excluded and 42 articles were included in the study. Content analysis method was used to analyse the studies. First of all, data were coded and themes were formed. In order to confirm themes and codes researcher and a co-observer studied together. Conclusions: As a result of the evaluation of studies on violence at school, the themes of gender inequality, personal factors, school organization and evaluation were reached. In studies conducted to prevent violence in the educational environment, it is stated that it is important to listen to students, to value students, to understand them, to provide a democratic environment in the school, to take measures in accordance with the different dynamics that direct the school, and to establish a strong bond between the school and the society and stakeholders. Suggestions of studies to prevent violence at school are explained in the themes of understanding, teachers’ dedication, acting together, collecting, recording data, early intervention, teacher training programs, positive school environment, improving students’ personal skills.
{"title":"Literature Review of Studies about Violence at School and Recommendations for Teachers","authors":"Gül Karakuş","doi":"10.2478/atd-2022-0024","DOIUrl":"https://doi.org/10.2478/atd-2022-0024","url":null,"abstract":"Abstract Introduction: Violence is a very complex and particular concept and it is difficult to make a precise definition, since acceptable and unacceptable behaviour patterns for each society vary according to social norms, time and value judgments of what harms that society. School violence results in students’ loss of concentration, poor academic success, bunking of courses, and depression. Violence is a global problem, solution depends on an integrated approach in which educators, parents and learners work together. Considering negative consequences of violence, reduction or even prevention of violence at school will not only increase quality of education and training, but also support education process to become more productive. The aim of this review is to examine studies on school violence in literature, to determine causes of violence at school and present suggestions for solutions. This type of study may also have the potential to shed light on future work on violence in schools. For this reason, the purpose of this study is to examine the studies on violence at school and to present a review on violence prevention. Purpose: The aim of this study is to examine the studies on violence at school in the literature and to compile the measures that can be taken to reduce violence in line with the recommendations stated in these studies. Violence is defined psychologically or physiologically as the unintentional negative action or force. Methods: Considering the criteria of the study as a result of the preliminary examination, 66 articles were excluded and 42 articles were included in the study. Content analysis method was used to analyse the studies. First of all, data were coded and themes were formed. In order to confirm themes and codes researcher and a co-observer studied together. Conclusions: As a result of the evaluation of studies on violence at school, the themes of gender inequality, personal factors, school organization and evaluation were reached. In studies conducted to prevent violence in the educational environment, it is stated that it is important to listen to students, to value students, to understand them, to provide a democratic environment in the school, to take measures in accordance with the different dynamics that direct the school, and to establish a strong bond between the school and the society and stakeholders. Suggestions of studies to prevent violence at school are explained in the themes of understanding, teachers’ dedication, acting together, collecting, recording data, early intervention, teacher training programs, positive school environment, improving students’ personal skills.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126198759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: With the spread of the COVID-19 pandemic, we wanted to study the attitudes of university professors towards distance education during the home-quarantine period. Methods: The sample of the study included 426 professors from 37 universities across the country. The study used the questionnaire as a tool to collect information, based on electronic distribution. Besides, the descriptive method was used to analyse the results. Results: Findings revealed positive trends among university professors towards distance learning during the home-quarantine period. In addition, the results indicated that distance learning can be adopted by both sexes without any additional special features. Moreover, the finding demonstrated positive attitudes towards distance learning with non-significant differences concerning their speciality. It means that professors’ speciality was not a hindrance in the distance learning process. Furthermore, the results suggested that distance learning could be one of the promising pedagogical technologies for higher education in Algeria. Discussion: We conclude that the distance learning is a good alternative to the classic traditional system. Also, it facilitates the training and qualification process for the student. Moreover, professors have a positive attitude towards the distance learning process. In addition, the gender and the academic speciality do not affect the attitude among professors towards the use of distance learning. Limitations: The study results are only regionally generalisable because the study data were only collected in Algeria. Conclusions: Distance learning is a good alternative in these current circumstances. In addition, professors have a positive attitude towards the distance learning process.
{"title":"Attitudes of University Professors towards Distance Education during the COVID-19 Pandemic","authors":"Souraya Hamida, Kamel Hazhazi, Abdelhafid Kadri","doi":"10.2478/atd-2022-0015","DOIUrl":"https://doi.org/10.2478/atd-2022-0015","url":null,"abstract":"Abstract Introduction: With the spread of the COVID-19 pandemic, we wanted to study the attitudes of university professors towards distance education during the home-quarantine period. Methods: The sample of the study included 426 professors from 37 universities across the country. The study used the questionnaire as a tool to collect information, based on electronic distribution. Besides, the descriptive method was used to analyse the results. Results: Findings revealed positive trends among university professors towards distance learning during the home-quarantine period. In addition, the results indicated that distance learning can be adopted by both sexes without any additional special features. Moreover, the finding demonstrated positive attitudes towards distance learning with non-significant differences concerning their speciality. It means that professors’ speciality was not a hindrance in the distance learning process. Furthermore, the results suggested that distance learning could be one of the promising pedagogical technologies for higher education in Algeria. Discussion: We conclude that the distance learning is a good alternative to the classic traditional system. Also, it facilitates the training and qualification process for the student. Moreover, professors have a positive attitude towards the distance learning process. In addition, the gender and the academic speciality do not affect the attitude among professors towards the use of distance learning. Limitations: The study results are only regionally generalisable because the study data were only collected in Algeria. Conclusions: Distance learning is a good alternative in these current circumstances. In addition, professors have a positive attitude towards the distance learning process.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126616302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Burnout emerges as a common problem during the university period when social competition and expectations from the individual increase, and daily life becomes increasingly complicated due to augmenting stress factors. The aim of this study was to examine whether the school burnout of university students can be predicted significantly by adjustment to school. Methods: This study used a correlational survey model to investigate the burnout levels of university students in terms of their adjustment to university life. The sample of the study comprised a total of 334 students, enrolled in four different faculties of a university in Turkey. The data of this research were collected by using the “Adjustment to University Life Scale (AULS)”, “The Maslach Burnout Inventory-Student Form (MBI-SF)” and personal information form. Results: The findings obtained in this study showed that academic, social, and personal adjustment to university life among university students negatively and significantly correlated with school burnout that students experienced. In addition, personal, social and academic adjustment variables together significantly predict each of the exhaustion, cynicism and efficacy variables. Discussion: According to these results, academic, social, and personal adjustment to university life among university students negatively and significantly correlated with school burnout that students experienced. This situation indicates that as students’ academic, social, and personal adaptation to university life increases, they will experience less emotional burnout, become less cynical of their environment, and feel less personal inefficacy. In this context, it is thought that interventions that support adaptation to university life are an important factor that will protect students from the negative effects of burnout. Limitations: The sample of this study is limited to 334 participants. In addition, the findings of the study are limited to the sincere response of the participants to the instruments of the study and the qualifications of the measurement tools. In other words, this research has no claim of generalizability. Conclusions: According to the findings of the study, students with high adjustment to university life experience less academic burnout. In this context, both individual and group work to be conducted by the guidance and psychological counseling units of universities gain importance. It will be particularly beneficial to conduct studies for adjustment to university life, such as psycho-education, group psychological counseling, or peer guidance.
{"title":"Adjustment to School as the Predictor of School Burnout in University Students","authors":"Mehmet Buğra Özhan, Mehmet Boyacı","doi":"10.2478/atd-2022-0014","DOIUrl":"https://doi.org/10.2478/atd-2022-0014","url":null,"abstract":"Abstract Introduction: Burnout emerges as a common problem during the university period when social competition and expectations from the individual increase, and daily life becomes increasingly complicated due to augmenting stress factors. The aim of this study was to examine whether the school burnout of university students can be predicted significantly by adjustment to school. Methods: This study used a correlational survey model to investigate the burnout levels of university students in terms of their adjustment to university life. The sample of the study comprised a total of 334 students, enrolled in four different faculties of a university in Turkey. The data of this research were collected by using the “Adjustment to University Life Scale (AULS)”, “The Maslach Burnout Inventory-Student Form (MBI-SF)” and personal information form. Results: The findings obtained in this study showed that academic, social, and personal adjustment to university life among university students negatively and significantly correlated with school burnout that students experienced. In addition, personal, social and academic adjustment variables together significantly predict each of the exhaustion, cynicism and efficacy variables. Discussion: According to these results, academic, social, and personal adjustment to university life among university students negatively and significantly correlated with school burnout that students experienced. This situation indicates that as students’ academic, social, and personal adaptation to university life increases, they will experience less emotional burnout, become less cynical of their environment, and feel less personal inefficacy. In this context, it is thought that interventions that support adaptation to university life are an important factor that will protect students from the negative effects of burnout. Limitations: The sample of this study is limited to 334 participants. In addition, the findings of the study are limited to the sincere response of the participants to the instruments of the study and the qualifications of the measurement tools. In other words, this research has no claim of generalizability. Conclusions: According to the findings of the study, students with high adjustment to university life experience less academic burnout. In this context, both individual and group work to be conducted by the guidance and psychological counseling units of universities gain importance. It will be particularly beneficial to conduct studies for adjustment to university life, such as psycho-education, group psychological counseling, or peer guidance.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114311885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The purpose of this study is to determine the problems of primary and secondary school teachers about foreign students and propose solutions to these problems. Methods: In the research, qualitative research method was conducted. Primary and secondary school teachers who had at least one foreign student in their class and volunteered to participate in the study in one of the provinces of Middle Black Sea Region of Turkey were included in study group. They were 29 participants in total (15 female and 14 male). The classes of the teachers generally included 1-5 foreign students. As a data collection tool, a semi-structured open-ended questionnaire consisting of 7 questions was used. After data collection, analyses were performed with content analysis method. Results: Findings of the study reveal that the most basic problem experienced by foreign students is the language problem. Students had difficulty in understanding their environment because of this problem and this situation brought problems of adaptation to school, the teacher and classmates. Especially the students whose parents did not know Turkish experience these problems more than others because of the lack of support from their parents. The majority of the teachers mentioned that they could not reach the achievements in the education programs with these students, and they stated that they included additional activities related to reading and writing. Conducting orientations programs, language and literacy courses, family education (especially language teaching to families), providing therapy for children who had a tendency to violence, providing a separate education program for foreign students and providing training by teachers who were their own citizens in separate classes were among the proposed solution obtained as a result of the research. Discussion: The opinions of the teachers were evaluated under the themes of positive opinions about foreign students, the level of achievement of outcomes, additional activities, experienced problems, the way teachers solve problems, and teachers’ suggestions for solutions. The study shows that the first problems of foreign students that need to be solved are language and communication problems. Also, parents are as important as students in teaching foreign students and that parents’ language skills are critical in terms of informing parents and conducting the process with school-family cooperation. Furthermore, it is of great importance that foreign students must not be alienated because of their culture, that they must not be excluded by other students, and that they must primarily be helped to ensure their adaptation and integration into culture and school through activities. Limitations: The study group of the research includes 29 primary and secondary school teachers who had at least one foreign student in their class and volunteered to participate in the study in one of the provinces of Middle Black Sea Region of Turke
{"title":"Receiving Education in a Different Country: Challenges Encountered by Foreign Students and Proposed Solutions","authors":"Fevzi Dursun, Özge Maviş Sevim","doi":"10.2478/atd-2022-0018","DOIUrl":"https://doi.org/10.2478/atd-2022-0018","url":null,"abstract":"Abstract Introduction: The purpose of this study is to determine the problems of primary and secondary school teachers about foreign students and propose solutions to these problems. Methods: In the research, qualitative research method was conducted. Primary and secondary school teachers who had at least one foreign student in their class and volunteered to participate in the study in one of the provinces of Middle Black Sea Region of Turkey were included in study group. They were 29 participants in total (15 female and 14 male). The classes of the teachers generally included 1-5 foreign students. As a data collection tool, a semi-structured open-ended questionnaire consisting of 7 questions was used. After data collection, analyses were performed with content analysis method. Results: Findings of the study reveal that the most basic problem experienced by foreign students is the language problem. Students had difficulty in understanding their environment because of this problem and this situation brought problems of adaptation to school, the teacher and classmates. Especially the students whose parents did not know Turkish experience these problems more than others because of the lack of support from their parents. The majority of the teachers mentioned that they could not reach the achievements in the education programs with these students, and they stated that they included additional activities related to reading and writing. Conducting orientations programs, language and literacy courses, family education (especially language teaching to families), providing therapy for children who had a tendency to violence, providing a separate education program for foreign students and providing training by teachers who were their own citizens in separate classes were among the proposed solution obtained as a result of the research. Discussion: The opinions of the teachers were evaluated under the themes of positive opinions about foreign students, the level of achievement of outcomes, additional activities, experienced problems, the way teachers solve problems, and teachers’ suggestions for solutions. The study shows that the first problems of foreign students that need to be solved are language and communication problems. Also, parents are as important as students in teaching foreign students and that parents’ language skills are critical in terms of informing parents and conducting the process with school-family cooperation. Furthermore, it is of great importance that foreign students must not be alienated because of their culture, that they must not be excluded by other students, and that they must primarily be helped to ensure their adaptation and integration into culture and school through activities. Limitations: The study group of the research includes 29 primary and secondary school teachers who had at least one foreign student in their class and volunteered to participate in the study in one of the provinces of Middle Black Sea Region of Turke","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124831310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: One of the prominent approaches in language education is Mobile-Assisted Language Learning (MALL) due to recent advances in technology. To benefit from MALL effectively and develop it when it is required, it is important to know the perceptions of the ones who use it. Although much research related to students’ and teachers’ perceptions of MALL in primary and secondary education is present in the literature, research related to perceptions of instructors in higher education is limited. Thus, this study aimed at identifying the instructors’ perceptions of utilizing MALL in higher education. Methods: As the perceptions of the participants were aimed to be explored in detail, the qualitative research design was adopted. An open-ended questionnaire was developed by the researchers and administered to 24 instructors working at the English Language Teaching (ELT) departments of different universities in Turkey. The data were analyzed through content analysis. Results: It was found that the instructors defined MALL as using mobile technologies for language learning. Moreover, the participants had positive perceptions about MALL as it had some benefits, such as anytime, anywhere learning, stronger students’ interest, higher motivation and autonomy, individualized and collaborative learning. However, MALL users faced some challenges, such as weak internet connection and battery, time consumption in terms of preparing content for the class, classroom management problems and low digital literacy of both students and instructors. Discussion: The results of the study were parallel to the findings of the previous studies in the literature. This study found that MALL contributed to learning independent of time and place, high motivation and interest, saving time and energy, individualized learning, collaborative learning, autonomous learning, and learning with fun. Limitations: This study is not without limitations. Triangulation of data with in-depth interviews could be implemented to increase detailed information and reliability. Conclusions: The results of the study showed that instructors who had benefitted from technology in their teaching process had positive perceptions despite some challenges. To this end, it is suggested that MALL be utilized in language teaching by minimizing its challenges.
摘要导读:随着技术的进步，移动辅助语言学习(Mobile-Assisted language Learning, MALL)成为语言教育的重要手段之一。为了有效地受益于MALL并在需要时开发它，了解使用它的人的看法是很重要的。虽然文献中有很多与中小学教育中学生和教师对MALL的看法有关的研究，但与高等教育中教师的看法有关的研究是有限的。因此，本研究旨在了解教师在高等教育中使用MALL的看法。方法:为深入探讨被试的认知，采用质性研究设计。研究人员开发了一份开放式问卷，并对土耳其不同大学英语教学(ELT)部门的24名教师进行了调查。通过内容分析对数据进行分析。结果:教师将MALL定义为使用移动技术进行语言学习。此外，参与者对MALL有积极的看法，因为它有一些好处，如随时随地学习，更强的学生兴趣，更高的动机和自主性，个性化和协作学习。然而，MALL用户面临着一些挑战，例如网络连接和电池较弱，准备课堂内容花费时间，课堂管理问题以及学生和教师的数字素养较低。讨论:本研究的结果与文献中先前研究的结果相似。本研究发现，MALL有助于学习不受时间和地点的影响，学习动机和兴趣高，节省时间和精力，个性化学习，协作学习，自主学习和乐趣学习。局限性:本研究并非没有局限性。可以通过深度访谈对数据进行三角测量，以增加详细信息和可靠性。结论:研究结果显示，在教学过程中受益于技术的教师尽管面临一些挑战，但仍有积极的看法。为此，我们建议在语言教学中尽量减少语音识别的挑战。
{"title":"EFL Instructors’ Perceptions of Utilizing Mobile-Assisted Language Learning in Higher Education","authors":"Kübra Okumus Dagdeler, Hakan Demiröz","doi":"10.2478/atd-2022-0012","DOIUrl":"https://doi.org/10.2478/atd-2022-0012","url":null,"abstract":"Abstract Introduction: One of the prominent approaches in language education is Mobile-Assisted Language Learning (MALL) due to recent advances in technology. To benefit from MALL effectively and develop it when it is required, it is important to know the perceptions of the ones who use it. Although much research related to students’ and teachers’ perceptions of MALL in primary and secondary education is present in the literature, research related to perceptions of instructors in higher education is limited. Thus, this study aimed at identifying the instructors’ perceptions of utilizing MALL in higher education. Methods: As the perceptions of the participants were aimed to be explored in detail, the qualitative research design was adopted. An open-ended questionnaire was developed by the researchers and administered to 24 instructors working at the English Language Teaching (ELT) departments of different universities in Turkey. The data were analyzed through content analysis. Results: It was found that the instructors defined MALL as using mobile technologies for language learning. Moreover, the participants had positive perceptions about MALL as it had some benefits, such as anytime, anywhere learning, stronger students’ interest, higher motivation and autonomy, individualized and collaborative learning. However, MALL users faced some challenges, such as weak internet connection and battery, time consumption in terms of preparing content for the class, classroom management problems and low digital literacy of both students and instructors. Discussion: The results of the study were parallel to the findings of the previous studies in the literature. This study found that MALL contributed to learning independent of time and place, high motivation and interest, saving time and energy, individualized learning, collaborative learning, autonomous learning, and learning with fun. Limitations: This study is not without limitations. Triangulation of data with in-depth interviews could be implemented to increase detailed information and reliability. Conclusions: The results of the study showed that instructors who had benefitted from technology in their teaching process had positive perceptions despite some challenges. To this end, it is suggested that MALL be utilized in language teaching by minimizing its challenges.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129204738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: This study aims to investigate the relationship between prospective teachers’ self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions. Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the “Self-control and self-management scale”, the “Metacognition scale” and the “E-Mobile learning readiness scale” were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable. Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model. Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers’ self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature. Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education. Conclusions: Prospective teachers’ self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.
{"title":"An Investigation of the Relationship between Prospective Teachers’ Self-Management and Self-Control Skills, Metacognition and E-Mobile Learning Readiness Perceptions","authors":"Ali İbrahim Can Gözüm, Özden Demir","doi":"10.2478/atd-2022-0019","DOIUrl":"https://doi.org/10.2478/atd-2022-0019","url":null,"abstract":"Abstract Introduction: This study aims to investigate the relationship between prospective teachers’ self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions. Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the “Self-control and self-management scale”, the “Metacognition scale” and the “E-Mobile learning readiness scale” were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable. Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model. Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers’ self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature. Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education. Conclusions: Prospective teachers’ self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"37 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125731800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: In the information society, the stimulus threshold for learners has changed, which requires a novel education strategy. Today, it is no longer what attracts students’ attention that it was 20 years ago. In addition to the rapid development of ICT, public education cannot go either. We believe that advanced teacher digital competence can be one of the keys of finding common ground with students and doing effective teaching work. Methods: In our research we examine the level of digital competence of public education teachers before the pandemic and during the 2nd wave in Hungary (2020 autumn). We examine the development of digital competence, student performance, and the effectiveness of education outside the classroom in the spring period based on teacher experience. Data from the completed forms were evaluated by using basic statistical indicators. Results: According to the data received, the pandemic revealed serious shortcomings in the level of development of the digital competence of both teachers and students. However, it also opened the way for catching up on both sides. Teachers were already better prepared during the second wave, so they were able to solve education more efficiently. Regional development differences and a lack of digital tools have widened the gap between students. Discussion: The COVID-19 pandemic has exposed these shortcomings in education. For here the process of teaching had to be placed in digital space from one moment to the next. Limitations: The research shows data valid only for Hungary. Conclusions: Expected result is the demonstrable development of competences.
{"title":"The Teaching Dimension of Digital Education due to COVID-19 in the Light of a Survey in Hungary","authors":"Erika Homoki, Laura Tímea Nyitrai","doi":"10.2478/atd-2022-0011","DOIUrl":"https://doi.org/10.2478/atd-2022-0011","url":null,"abstract":"Abstract Introduction: In the information society, the stimulus threshold for learners has changed, which requires a novel education strategy. Today, it is no longer what attracts students’ attention that it was 20 years ago. In addition to the rapid development of ICT, public education cannot go either. We believe that advanced teacher digital competence can be one of the keys of finding common ground with students and doing effective teaching work. Methods: In our research we examine the level of digital competence of public education teachers before the pandemic and during the 2nd wave in Hungary (2020 autumn). We examine the development of digital competence, student performance, and the effectiveness of education outside the classroom in the spring period based on teacher experience. Data from the completed forms were evaluated by using basic statistical indicators. Results: According to the data received, the pandemic revealed serious shortcomings in the level of development of the digital competence of both teachers and students. However, it also opened the way for catching up on both sides. Teachers were already better prepared during the second wave, so they were able to solve education more efficiently. Regional development differences and a lack of digital tools have widened the gap between students. Discussion: The COVID-19 pandemic has exposed these shortcomings in education. For here the process of teaching had to be placed in digital space from one moment to the next. Limitations: The research shows data valid only for Hungary. Conclusions: Expected result is the demonstrable development of competences.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133955720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The use of social media tools is increasing day by day. In addition to its positive use, social media tools are also used in the virtual environment to harm others. This harmful use is noted as cyber-bullying. Determining the factors affecting cyber-bullying is of great importance in terms of contributing to intervention studies. This study aims to examine the moderate role of positivity and sensitivity towards cyber-bullying between cyber-victimization and cyber-bullying. Methods: The study was carried out with 342 university students, who approved voluntary participation in the process. The students who voluntarily participated in the research were 239 females (69.9%) and 103 males (30.1%), who were between 18 and 28 years old. In the data collection process, the revised cyber-bullying inventory, positivity scale, and personal information forms were used. In this research process, the moderating role of positivity and sensitivity (M) in the relationship between cyber-victimization (X) and cyber-bullying (Y) was investigated. Results: As a result of the research, it was found that 35% of the participants were exposed to cyber-bullying and 1.4% were engaging in cyber-bullying. It was also found that there was a moderate positive relationship between cyber-victimization and cyber-bullying. In addition, the results showed that there is a negative relationship between positivity and sensitivity to cyber-bullying and cyber-victimization, and cyber-bullying. As a result of the analysis, it was observed that positivity and sensitivity affected the relationship between cyber-victimization and cyber-bullying. The results indicate that a decrease in positivity and sensitivity results in cyber-bullying behaviour, whereas an increase in positivity and sensitivity decreases cyber-bullying behavior. Discussion: The concept of positivity can be said to enable individuals exposed to cyber-bullying to create alternative emotions and create alternative strategies for the problem they are experiencing. In addition, the high level of positivity of the individual experiencing cyber-victimization can be thought to help develop and maintain friendship relations by improving their psychological resources. As a result, it can be stated that the probability of cyber-bullying decreases. In another result of the research, it has been revealed that the sensitivity between exposure to cyber-bullying and cyber-bullying has a moderating effect on cyber-bullying. When the sensitivity to cyber-bullying is low, it is observed that the effect of cyber-victimization on cyber-bullying is further increased. When there is a high sensitivity to cyberbullying, the impact of cyber-victimization on cyber-bullying is increasing very little and this effect is observed to be less powerful. Limitations: The current study has also some limitations. First, the study was carried out as a cross-sectional study. A longitudinal study can be conducted to obtain more detailed r
{"title":"Do Positivity and Sensitivity to Cyber-Bullying Decrease Cyber-Bullying?","authors":"Adem Peker, Furkan Kasikci","doi":"10.2478/atd-2022-0016","DOIUrl":"https://doi.org/10.2478/atd-2022-0016","url":null,"abstract":"Abstract Introduction: The use of social media tools is increasing day by day. In addition to its positive use, social media tools are also used in the virtual environment to harm others. This harmful use is noted as cyber-bullying. Determining the factors affecting cyber-bullying is of great importance in terms of contributing to intervention studies. This study aims to examine the moderate role of positivity and sensitivity towards cyber-bullying between cyber-victimization and cyber-bullying. Methods: The study was carried out with 342 university students, who approved voluntary participation in the process. The students who voluntarily participated in the research were 239 females (69.9%) and 103 males (30.1%), who were between 18 and 28 years old. In the data collection process, the revised cyber-bullying inventory, positivity scale, and personal information forms were used. In this research process, the moderating role of positivity and sensitivity (M) in the relationship between cyber-victimization (X) and cyber-bullying (Y) was investigated. Results: As a result of the research, it was found that 35% of the participants were exposed to cyber-bullying and 1.4% were engaging in cyber-bullying. It was also found that there was a moderate positive relationship between cyber-victimization and cyber-bullying. In addition, the results showed that there is a negative relationship between positivity and sensitivity to cyber-bullying and cyber-victimization, and cyber-bullying. As a result of the analysis, it was observed that positivity and sensitivity affected the relationship between cyber-victimization and cyber-bullying. The results indicate that a decrease in positivity and sensitivity results in cyber-bullying behaviour, whereas an increase in positivity and sensitivity decreases cyber-bullying behavior. Discussion: The concept of positivity can be said to enable individuals exposed to cyber-bullying to create alternative emotions and create alternative strategies for the problem they are experiencing. In addition, the high level of positivity of the individual experiencing cyber-victimization can be thought to help develop and maintain friendship relations by improving their psychological resources. As a result, it can be stated that the probability of cyber-bullying decreases. In another result of the research, it has been revealed that the sensitivity between exposure to cyber-bullying and cyber-bullying has a moderating effect on cyber-bullying. When the sensitivity to cyber-bullying is low, it is observed that the effect of cyber-victimization on cyber-bullying is further increased. When there is a high sensitivity to cyberbullying, the impact of cyber-victimization on cyber-bullying is increasing very little and this effect is observed to be less powerful. Limitations: The current study has also some limitations. First, the study was carried out as a cross-sectional study. A longitudinal study can be conducted to obtain more detailed r","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122675748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: In line with technological developments, many educational institutions offer students and teachers technical opportunities to benefit both inside and outside the schools. From the perspective of utilizing technology for a more effective language learning and teaching process, the present study aims to reveal techno-cultural awareness levels and self-reported competencies of secondary school English as a Foreign Language (EFL) teachers working in Turkey. Methods: A total of 36 secondary school teachers participated in the study, and data were collected through a questionnaire and focus group interview. The focus group interview was conducted after the quantitative data analysis so that the quantitative data results guided the focus group interviews. Results: The study’s findings show that participants have positive attitudes towards using technology in EFL classes However, most participants still feel they are not competent enough to utilize it for instructional purposes. In this context, all participants agree that the education they received during pre-service and in-service training offered by the Ministry of National Education (MoNE) is insufficient. Discussion: The results obtained from data analysis are in parallel with some other studies. According to the findings, pre-service teacher training programmes need to be developed in line with the needs and expectations of teachers and learners regarding the use of technology in language teaching. Furthermore, it is suggested that teachers should be supported with much more comprehensive in-service training programmes to keep them up-to-date. In this regard, professional development programmes based explicitly on improving teachers’ technological awareness would motivate them to teach and significantly impact their self-reported capabilities. Limitations: This study was limited to 36 participants working in secondary schools in the same province. Therefore, the results cannot be generalized to all language teachers. Furthermore, the data collection process was carried out using questionnaires and focus group interviews. Conclusions: What makes this study significant is that teachers are central to the research. From this point forth, the current study results reveal the analysis of the data obtained from a small province of Turkey. However, the study shows significant and representative results because the teachers included in the study are individuals with the same educational levels. They have graduated from different universities in Turkey, and their working environments somewhat reflect Turkey’s working environments. Considering the differences between teachers’ positive attitudes towards technology utilization in EFL classes and their capabilities, it is argued that in-service and pre-service training programmes should be reviewed to overcome these deficiencies and keep up with the new developments.
{"title":"English as a Foreign Language Teachers’ Techno-Cultural Awareness Levels and Self-Reported Competencies","authors":"İ. Çakır, Yıldıray Kurnaz","doi":"10.2478/atd-2022-0013","DOIUrl":"https://doi.org/10.2478/atd-2022-0013","url":null,"abstract":"Abstract Introduction: In line with technological developments, many educational institutions offer students and teachers technical opportunities to benefit both inside and outside the schools. From the perspective of utilizing technology for a more effective language learning and teaching process, the present study aims to reveal techno-cultural awareness levels and self-reported competencies of secondary school English as a Foreign Language (EFL) teachers working in Turkey. Methods: A total of 36 secondary school teachers participated in the study, and data were collected through a questionnaire and focus group interview. The focus group interview was conducted after the quantitative data analysis so that the quantitative data results guided the focus group interviews. Results: The study’s findings show that participants have positive attitudes towards using technology in EFL classes However, most participants still feel they are not competent enough to utilize it for instructional purposes. In this context, all participants agree that the education they received during pre-service and in-service training offered by the Ministry of National Education (MoNE) is insufficient. Discussion: The results obtained from data analysis are in parallel with some other studies. According to the findings, pre-service teacher training programmes need to be developed in line with the needs and expectations of teachers and learners regarding the use of technology in language teaching. Furthermore, it is suggested that teachers should be supported with much more comprehensive in-service training programmes to keep them up-to-date. In this regard, professional development programmes based explicitly on improving teachers’ technological awareness would motivate them to teach and significantly impact their self-reported capabilities. Limitations: This study was limited to 36 participants working in secondary schools in the same province. Therefore, the results cannot be generalized to all language teachers. Furthermore, the data collection process was carried out using questionnaires and focus group interviews. Conclusions: What makes this study significant is that teachers are central to the research. From this point forth, the current study results reveal the analysis of the data obtained from a small province of Turkey. However, the study shows significant and representative results because the teachers included in the study are individuals with the same educational levels. They have graduated from different universities in Turkey, and their working environments somewhat reflect Turkey’s working environments. Considering the differences between teachers’ positive attitudes towards technology utilization in EFL classes and their capabilities, it is argued that in-service and pre-service training programmes should be reviewed to overcome these deficiencies and keep up with the new developments.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129268174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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