Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.23
N. Ichii
{"title":"Students’ Perceptions Toward Dyads and Triads in the English Classroom","authors":"N. Ichii","doi":"10.22492/issn.2189-1036.2022.23","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.23","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128704187","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}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.41
Warunee Khirirat, W. Dungchai, Prempree Duangpummet
{"title":"A Model-Based Inquiry Activity Using LEGO to Promote System Thinking of Grade 11 Students on Buffer Solution Topic","authors":"Warunee Khirirat, W. Dungchai, Prempree Duangpummet","doi":"10.22492/issn.2189-1036.2022.41","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.41","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124030344","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}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.10
Thomas Walsh Jr.
{"title":"Development of Exploring Computer Science With Lynx for Student Learning Geometry and Logo Programming Code","authors":"Thomas Walsh Jr.","doi":"10.22492/issn.2189-1036.2022.10","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.10","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123507086","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}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.15
Shu Nakayama
Textbooks developed based on the new Course of Study Guidelines have been in use since April 2021. One notable change can be seen in the increase of the variety of vocabulary words, from 1,200 words to between 1,600–1,800 words, that learners need to be familiar with before they graduate junior high school. In this study, vocabulary taught in these newly published textbooks designed for junior high school students in Japan will be assessed. For this purpose, a corpus of junior high school textbooks, which is sourced from one series of government-approved junior high school textbooks, is compared with the New General Service List (NGSL) that consists of 2,801 high-frequency words in general English. Results show that the textbook series is largely composed of vocabulary words contained in the NGSL with a greater than 95% coverage; however, it represents only a small part of the list with a smaller than 37% coverage. Additionally, breaking the NGSL down into 560-word frequency bands, the study investigates in which bands the textbook series focus and in which bands there is a deficiency. This distribution analysis indicates that words at higher frequency bands occur more frequently. The textbook series covers the first 560-word frequency band with a greater than 80% coverage, but the coverage levels sharply decrease after this band. Finally, pedagogical implications are suggested for textbook designers as well as for language learners.
从2021年4月开始使用根据新课程指南开发的教科书。一个显著的变化是词汇量的增加，学习者在初中毕业前需要熟悉的词汇从1200个增加到1600 - 1800个。本研究将对日本新出版的初中教科书中所教授的词汇进行评估。为此，本文选取了一套国家审定的初中教科书语料库，并将其与包含2801个普通英语高频词的《新通用服务表》(New General Service List, NGSL)进行比较。结果表明，该系列教材的词汇基本由NGSL中包含的词汇组成，覆盖率大于95%;然而，它只占列表的一小部分，覆盖率不到37%。此外，该研究将NGSL分解为560个单词的频带，调查了教科书系列中哪些频带是重点，哪些频带是不足的。这种分布分析表明，较高频带的单词出现频率更高。该系列教材覆盖了前560字频带，覆盖率大于80%，但在此频带之后，覆盖率急剧下降。最后，对教材设计者和语言学习者提出了教学启示。
{"title":"Vocabulary in Japanese EFL Textbooks: A Bidirectional Coverage Analysis","authors":"Shu Nakayama","doi":"10.22492/issn.2189-1036.2022.15","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.15","url":null,"abstract":"Textbooks developed based on the new Course of Study Guidelines have been in use since April 2021. One notable change can be seen in the increase of the variety of vocabulary words, from 1,200 words to between 1,600–1,800 words, that learners need to be familiar with before they graduate junior high school. In this study, vocabulary taught in these newly published textbooks designed for junior high school students in Japan will be assessed. For this purpose, a corpus of junior high school textbooks, which is sourced from one series of government-approved junior high school textbooks, is compared with the New General Service List (NGSL) that consists of 2,801 high-frequency words in general English. Results show that the textbook series is largely composed of vocabulary words contained in the NGSL with a greater than 95% coverage; however, it represents only a small part of the list with a smaller than 37% coverage. Additionally, breaking the NGSL down into 560-word frequency bands, the study investigates in which bands the textbook series focus and in which bands there is a deficiency. This distribution analysis indicates that words at higher frequency bands occur more frequently. The textbook series covers the first 560-word frequency band with a greater than 80% coverage, but the coverage levels sharply decrease after this band. Finally, pedagogical implications are suggested for textbook designers as well as for language learners.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134015258","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}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.11
B. Rubrecht
{"title":"Examining the File Renaming Errors Made by Japanese University EFL Students During the First Year of Emergency Remote Teaching","authors":"B. Rubrecht","doi":"10.22492/issn.2189-1036.2022.11","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.11","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132662056","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}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.29
Emily A. Dolan, David P. Keppel, Jessica M. Covert, Brittany L. Fleming
The effects of receiving feedback on course assessments have emotional implications for students (e.g., Ryan & Henderson, 2018) that extend to motivation and behavior (Boud & Falchilvov, 2007). Receiving negative feedback, then, may have harmful effects on students’ emotions, motivation, and performance. A way in which students’ emotions may be regulated is through employing the “feedback sandwich” (Dohrenwent, 2002). The method focuses on variability in feedback ordering, and specifically holds that “sandwiching” constructive feedback in between two positive statements is the most effective way to deliver negative feedback to students. While widely discussed in the popular press, there exists little empirical research on the effectiveness of method, and to date, only one study has examined the effects of the feedback sandwich on emotion regulation. This study presents an empirical test of the effects of feedback sequencing on emotion regulation. Results indicate that the sandwich method did not have an effect on either positive or negative emotion. Results are discussed in light of their theoretical and applied implications for feedback sequencing.
{"title":"An Empirical Investigation of Feedback Sequencing on Emotion Regulation Processes","authors":"Emily A. Dolan, David P. Keppel, Jessica M. Covert, Brittany L. Fleming","doi":"10.22492/issn.2189-1036.2022.29","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.29","url":null,"abstract":"The effects of receiving feedback on course assessments have emotional implications for students (e.g., Ryan & Henderson, 2018) that extend to motivation and behavior (Boud & Falchilvov, 2007). Receiving negative feedback, then, may have harmful effects on students’ emotions, motivation, and performance. A way in which students’ emotions may be regulated is through employing the “feedback sandwich” (Dohrenwent, 2002). The method focuses on variability in feedback ordering, and specifically holds that “sandwiching” constructive feedback in between two positive statements is the most effective way to deliver negative feedback to students. While widely discussed in the popular press, there exists little empirical research on the effectiveness of method, and to date, only one study has examined the effects of the feedback sandwich on emotion regulation. This study presents an empirical test of the effects of feedback sequencing on emotion regulation. Results indicate that the sandwich method did not have an effect on either positive or negative emotion. Results are discussed in light of their theoretical and applied implications for feedback sequencing.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133780885","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}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.12
Mayumi Hori
{"title":"Study of University Education in COVID-19: Considering Future Lectures Based on Survey Results","authors":"Mayumi Hori","doi":"10.22492/issn.2189-1036.2022.12","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.12","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122011604","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}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.35
N. Kaloyanova
The aim of the study is to determine the impact of regional educational policies on the statusrole models of teachers. The main research thesis is that the nature of teacher‘s status-role models is directly dependent on the level of development of educational policies of local government. It is assumed that the more developed these policies are and the more local educational initiatives in which teachers participate, the more relevant, rich and dynamic is their status-role model. The last significantly affects the quality of education provided in the respective Municipality. In the study are analyzed the educational policies of two bulgarien municipalities the Municipality of Burgas and the Municipality of Vidin. The two have different areas and socio-economic capacities. Respondents to the research are 185 teachers from different stages and levels of the education system and 12 principals of the educational institutions in which teachers work. A structured questionnaire was developed for the purposes of the study. The questionnaire establishes the amount and nature of teachers' involvement in local educational initiatives – on one hand, and the characteristics of their status-role profile, on other. A comparative qualitative and quantitative analysis is performed. Relationships are sought between the level of development of local educational initiatives and the characteristics of the status role profile, which can generally be defined as traditional (conservative) or actual (innovative).
{"title":"Influence оf Regional Educational Policies оf Municipalities in The Republic of Bulgariа on Teacher Status-Role Models","authors":"N. Kaloyanova","doi":"10.22492/issn.2189-1036.2022.35","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.35","url":null,"abstract":"The aim of the study is to determine the impact of regional educational policies on the statusrole models of teachers. The main research thesis is that the nature of teacher‘s status-role models is directly dependent on the level of development of educational policies of local government. It is assumed that the more developed these policies are and the more local educational initiatives in which teachers participate, the more relevant, rich and dynamic is their status-role model. The last significantly affects the quality of education provided in the respective Municipality. In the study are analyzed the educational policies of two bulgarien municipalities the Municipality of Burgas and the Municipality of Vidin. The two have different areas and socio-economic capacities. Respondents to the research are 185 teachers from different stages and levels of the education system and 12 principals of the educational institutions in which teachers work. A structured questionnaire was developed for the purposes of the study. The questionnaire establishes the amount and nature of teachers' involvement in local educational initiatives – on one hand, and the characteristics of their status-role profile, on other. A comparative qualitative and quantitative analysis is performed. Relationships are sought between the level of development of local educational initiatives and the characteristics of the status role profile, which can generally be defined as traditional (conservative) or actual (innovative).","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"14 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125760448","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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