Pub Date : 2022-06-30DOI: 10.15503/jecs2022.1.173.187
Nijolė Burkšaitienė
Aim. The use of feedback (including peer-generated feedback) for learning has been widely investigated across many fields of study, however, no research into its use in Translation studies has been conducted yet. To fill in this gap, the present small-scale study was carried out at a university in Lithuania. It investigated undergraduate translation students’ feedback on their peers’ ESP oral performance by addressing the main research question: what areas are identified as those that need further work on? Methods. The present research was conducted with the participation of 42 undergraduate students who were majors in Translation studies. To carry out the research, qualitative methodology was chosen. The data were drawn from the study participants’ feedback sheets and investigated using inductive content analysis. Results. The study resulted in the identification and detailed description of four major categories and ten subcategories that reflect the areas that call for further work on, including the study participants’ presentation content, the use of language, presentation delivery mode, and the use of slides. Conclusion. The findings lead to the conclusion that peer feedback, as used in this study, can be viewed as a tool providing its receivers with an opportunity for learning as it supports and directs them toward further improvement.
{"title":"Translation students’ peer feedback for learning English for Specific Purposes (ESP). Findings from a case study in Lithuania","authors":"Nijolė Burkšaitienė","doi":"10.15503/jecs2022.1.173.187","DOIUrl":"https://doi.org/10.15503/jecs2022.1.173.187","url":null,"abstract":"Aim. The use of feedback (including peer-generated feedback) for learning has been widely investigated across many fields of study, however, no research into its use in Translation studies has been conducted yet. To fill in this gap, the present small-scale study was carried out at a university in Lithuania. It investigated undergraduate translation students’ feedback on their peers’ ESP oral performance by addressing the main research question: what areas are identified as those that need further work on? \u0000Methods. The present research was conducted with the participation of 42 undergraduate students who were majors in Translation studies. To carry out the research, qualitative methodology was chosen. The data were drawn from the study participants’ feedback sheets and investigated using inductive content analysis. \u0000Results. The study resulted in the identification and detailed description of four major categories and ten subcategories that reflect the areas that call for further work on, including the study participants’ presentation content, the use of language, presentation delivery mode, and the use of slides. \u0000Conclusion. The findings lead to the conclusion that peer feedback, as used in this study, can be viewed as a tool providing its receivers with an opportunity for learning as it supports and directs them toward further improvement.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42216487","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 : 2022-06-30DOI: 10.15503/jecs2022.1.317.338
N. Davidovitch, Shlomit Ben Ishay, R. Dorot
Thesis. This study explores the role of postcards as a historical, documentary, and artistic source depicting the events of the Holocaust, focusing on postcards written or received by inhabitants of the Lodz Ghetto. 78 postcards were translated into Hebrew and on exhibition at the Holocaust and Heroism Memorial Museum in Israel. Research indicates that the postcards served as an authentic and rare source of information as well as understanding the emotions of Jews whose lives were overshadowed by the threat of annihilation. Methods. The study is a qualitative one, based on the grounded theory approach. Analysis is established on identifying and characterising recurrences in the raw material of findings, with a clear definition of the unit of analysis, to build a hierarchy of the recurrences and themes, and to construct a theoretical model that explains the reality under investigation. Researchers in this method gather information about the life patterns of their subjects as well as the organizational and social structures. Grounded theory assumes that all people who have shared life circumstances also have shared social and psychological patterns, which even if not consciously formulated or expressed grow from the shared experiences. Results and conclusion. In-depth analysis reveals the historical events from the perspective of the postcard writers, as they experienced them in the ghetto. The postcards sent to the ghetto by relatives and acquaintances reveal their writers’ hopes of reuniting with their family or their extreme despair as they cope with the loss of their family.
{"title":"History as Seen Through Postcards: A Story of the Lodz Ghetto—Total Isolation","authors":"N. Davidovitch, Shlomit Ben Ishay, R. Dorot","doi":"10.15503/jecs2022.1.317.338","DOIUrl":"https://doi.org/10.15503/jecs2022.1.317.338","url":null,"abstract":"Thesis. This study explores the role of postcards as a historical, documentary, and artistic source depicting the events of the Holocaust, focusing on postcards written or received by inhabitants of the Lodz Ghetto. 78 postcards were translated into Hebrew and on exhibition at the Holocaust and Heroism Memorial Museum in Israel. Research indicates that the postcards served as an authentic and rare source of information as well as understanding the emotions of Jews whose lives were overshadowed by the threat of annihilation.\u0000Methods. The study is a qualitative one, based on the grounded theory approach. Analysis is established on identifying and characterising recurrences in the raw material of findings, with a clear definition of the unit of analysis, to build a hierarchy of the recurrences and themes, and to construct a theoretical model that explains the reality under investigation. Researchers in this method gather information about the life patterns of their subjects as well as the organizational and social structures. Grounded theory assumes that all people who have shared life circumstances also have shared social and psychological patterns, which even if not consciously formulated or expressed grow from the shared experiences.\u0000Results and conclusion. In-depth analysis reveals the historical events from the perspective of the postcard writers, as they experienced them in the ghetto. The postcards sent to the ghetto by relatives and acquaintances reveal their writers’ hopes of reuniting with their family or their extreme despair as they cope with the loss of their family.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49473526","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 : 2022-06-30DOI: 10.15503/jecs2022.1.53.64
Mirek Dymitrow
Aim. This paper sets out to draw on my experience as a Sweden-based academic supervisor who is also active in Poland to reflect on the issue of cross-cultural supervision amidst a presumed generational shift that goes on in Poland. Split between stories of a destructive hierarchy and non-transparency in Polish academia on the one hand, and of an emergent “West-minded” reorientation on the other, this paper looks into the cultural idiosyncrasies that have made supervision in Poland tricky for me, if not outright difficult. Methods. This paper focuses on the perspectives of ten active PhD supervisors based in Poland. Using questionnaires and interviews the respondents were asked to reflect upon whether a generational shift is underway. This was done by comparing the ideals, attitudes, and behaviours of their past supervisors to those of their own. The results were then analysed through a set of challenges common in cross-cultural supervision and compared to the Swedish context. Results. The findings point to a possible gap between self-assessment of the respondents as progressive and the regressive practices that seem to linger and impact the students. Conclusion. A tentative conclusion is that the long-awaited generational shift in Poland has not yet fully taken root. This is further reflected in how markedly different the culture of supervision in Poland still is from the culture practised in Sweden. Cognitive value. The paper points to the difficulty of breaking free from the routines inherited from one’s past-generation supervisors. It also emphasises the benefits of cross-cultural supervision, given that shifts within cultural practices are difficult to perceive and implement while operating within a single cultural ecosystem.
{"title":"Cross-Cultural Supervision Amidst A Generational Shift","authors":"Mirek Dymitrow","doi":"10.15503/jecs2022.1.53.64","DOIUrl":"https://doi.org/10.15503/jecs2022.1.53.64","url":null,"abstract":"Aim. This paper sets out to draw on my experience as a Sweden-based academic supervisor who is also active in Poland to reflect on the issue of cross-cultural supervision amidst a presumed generational shift that goes on in Poland. Split between stories of a destructive hierarchy and non-transparency in Polish academia on the one hand, and of an emergent “West-minded” reorientation on the other, this paper looks into the cultural idiosyncrasies that have made supervision in Poland tricky for me, if not outright difficult.\u0000Methods. This paper focuses on the perspectives of ten active PhD supervisors based in Poland. Using questionnaires and interviews the respondents were asked to reflect upon whether a generational shift is underway. This was done by comparing the ideals, attitudes, and behaviours of their past supervisors to those of their own. The results were then analysed through a set of challenges common in cross-cultural supervision and compared to the Swedish context.\u0000Results. The findings point to a possible gap between self-assessment of the respondents as progressive and the regressive practices that seem to linger and impact the students.\u0000Conclusion. A tentative conclusion is that the long-awaited generational shift in Poland has not yet fully taken root. This is further reflected in how markedly different the culture of supervision in Poland still is from the culture practised in Sweden.\u0000Cognitive value. The paper points to the difficulty of breaking free from the routines inherited from one’s past-generation supervisors. It also emphasises the benefits of cross-cultural supervision, given that shifts within cultural practices are difficult to perceive and implement while operating within a single cultural ecosystem.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46139141","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 : 2022-06-30DOI: 10.15503/jecs2022.1.77.92
E. Balashov, Ihor Pasichnyk, R. Kalamazh
Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels. To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks. Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning. Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented. Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-reg
{"title":"Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning","authors":"E. Balashov, Ihor Pasichnyk, R. Kalamazh","doi":"10.15503/jecs2022.1.77.92","DOIUrl":"https://doi.org/10.15503/jecs2022.1.77.92","url":null,"abstract":"Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels. \u0000To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks. \u0000Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning. \u0000Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented. \u0000Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-reg","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44093415","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 : 2022-06-30DOI: 10.15503/jecs2022.1.403.417
Yuxi Wu, Yulong Li
Aim. The aim of the research is to examine how Mainland China and Chinese people are represented in the visual materials of four sets of Liberal Studies (LS) textbooks in Hong Kong. Methods. Fairclough’s Critical Discourse Analysis, viewing language as a social practice and van Dijk’s ideological coding categories are integrated to analyze discursive representations (e.g., the embedded hidden power) in the Hong Kong Today volumes published by four influential commercial publishers: Modern, Ming Pao, Marshall, and Aristo. Results. The analysis reveals that China and mainland Chinese are negatively portrayed in visual images in four commercial LS textbooks, in which, the representations concerning mainland China and mainlanders are all found ideologically biased to highlight their negative characteristics and alienness. Conclusions. Via an overview of Hong Kong’s history, economy, educational policies, and controversial political events, the reasons why China and its people are represented negatively in LS textbooks is explained.
{"title":"How China and Chinese people are visually represented: The case of a series of Liberal Studies textbooks in Hong Kong","authors":"Yuxi Wu, Yulong Li","doi":"10.15503/jecs2022.1.403.417","DOIUrl":"https://doi.org/10.15503/jecs2022.1.403.417","url":null,"abstract":"Aim. The aim of the research is to examine how Mainland China and Chinese people are represented in the visual materials of four sets of Liberal Studies (LS) textbooks in Hong Kong. \u0000Methods. Fairclough’s Critical Discourse Analysis, viewing language as a social practice and van Dijk’s ideological coding categories are integrated to analyze discursive representations (e.g., the embedded hidden power) in the Hong Kong Today volumes published by four influential commercial publishers: Modern, Ming Pao, Marshall, and Aristo. \u0000Results. The analysis reveals that China and mainland Chinese are negatively portrayed in visual images in four commercial LS textbooks, in which, the representations concerning mainland China and mainlanders are all found ideologically biased to highlight their negative characteristics and alienness. \u0000Conclusions. Via an overview of Hong Kong’s history, economy, educational policies, and controversial political events, the reasons why China and its people are represented negatively in LS textbooks is explained.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43096800","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 : 2022-06-30DOI: 10.15503/jecs2022.1.17.36
F. Murgaš, F. Petrovič, Patrik Maturkanič, Roman Králik
Aim. The aim of the article is to look for an answer to the question of whether it is worthwhile to deal only with happiness and to leave the exploration of quality of life as something which is not viable, or if it makes sense to deal with both phenomena. If so, what is the relationship between them? At the same time, we ask ourselves whether happiness and quality of life are perceived equally by people and are therefore interchangeable. Results. The answer is also confirmed by measuring the number of published articles monitored in the Web of Science. The quantification of happiness and quality of life implies that their correlation is high but not so high that they can be identified as the same. At the same time, if happiness and quality of life are different phenomena, it makes sense to deal with both. Method. The research was conducted using the face-to-face interview method. Conclusion. Happiness and quality of life, in terms of attention given to them by researchers, are quite different. We think mistakenly that they are the same on account of the preponderance of impression given to happiness in public space.
的目标。这篇文章的目的是寻找一个问题的答案，即是否值得只处理幸福，而把探索生活质量作为不可行的事情，或者处理这两种现象是否有意义。如果有，它们之间的关系是什么?同时，我们问自己，人们对幸福和生活质量的感知是否平等，因此是否可以互换。通过测量Web of Science监测的已发表文章的数量，这个答案也得到了证实。幸福和生活质量的量化表明，它们的相关性很高，但还没有高到可以被认定为相同的程度。与此同时，如果幸福和生活质量是不同的现象，那么同时处理这两个问题是有意义的。本研究采用面对面访谈法进行。幸福和生活质量，就研究者给予它们的关注而言，是完全不同的。我们错误地认为它们是一样的，因为在公共空间中给人的印象是快乐的。
{"title":"Happiness or Quality of Life? Or Both?","authors":"F. Murgaš, F. Petrovič, Patrik Maturkanič, Roman Králik","doi":"10.15503/jecs2022.1.17.36","DOIUrl":"https://doi.org/10.15503/jecs2022.1.17.36","url":null,"abstract":"Aim. The aim of the article is to look for an answer to the question of whether it is worthwhile to deal only with happiness and to leave the exploration of quality of life as something which is not viable, or if it makes sense to deal with both phenomena. If so, what is the relationship between them? At the same time, we ask ourselves whether happiness and quality of life are perceived equally by people and are therefore interchangeable.\u0000Results. The answer is also confirmed by measuring the number of published articles monitored in the Web of Science. The quantification of happiness and quality of life implies that their correlation is high but not so high that they can be identified as the same. At the same time, if happiness and quality of life are different phenomena, it makes sense to deal with both.\u0000Method. The research was conducted using the face-to-face interview method.\u0000Conclusion. Happiness and quality of life, in terms of attention given to them by researchers, are quite different. We think mistakenly that they are the same on account of the preponderance of impression given to happiness in public space.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45958007","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 : 2022-06-30DOI: 10.15503/jecs2022.1.225.237
Ligita Stramkale
Thesis. The aim of the study was to determine the level of achievement motivation of future primary school teachers during remote learning, as well as to describe each of the study dimensions characterising the achievement motivation. Methods. The study involved 162 (N=162) first-course students from Latvia, two of them were male. The study raised three research questions. RQ1: At what level do students assess each of the study dimensions that characterise the achievement motivation? RQ2: What factors hinder students from taking the initiative in the study process? RQ3: How do students monitor the quality of task performance? This paper defined five study dimensions to be assessed by students: initiative, persistence, quality of task performance, self-efficacy, seizing and exploiting opportunities. Results. The study found that four of the previously mentioned dimensions were highly assessed by the students. The dimension that characterises the persistence was assessed at a medium level. The students believe that lack of time, family conditions, and full-time work accompanying their study are the most common factors that hinder learning initiatives. To monitor the quality of task performance, most students bear in mind the assessment criteria provided by the lecturer, which are used as indicators to achieve an excellent result. Conclusion. The study concluded that the students also have a high motivation for achievement when studying remotely. In further studies, it is necessary to determine if any significant changes happen in the long run related to students’ achievement motivation when remote learning continues.
{"title":"Future Primary School Teachers’ Achievement Motivation in Remote Learning Process","authors":"Ligita Stramkale","doi":"10.15503/jecs2022.1.225.237","DOIUrl":"https://doi.org/10.15503/jecs2022.1.225.237","url":null,"abstract":"Thesis. The aim of the study was to determine the level of achievement motivation of future primary school teachers during remote learning, as well as to describe each of the study dimensions characterising the achievement motivation.\u0000Methods. The study involved 162 (N=162) first-course students from Latvia, two of them were male. The study raised three research questions. RQ1: At what level do students assess each of the study dimensions that characterise the achievement motivation? RQ2: What factors hinder students from taking the initiative in the study process? RQ3: How do students monitor the quality of task performance? This paper defined five study dimensions to be assessed by students: initiative, persistence, quality of task performance, self-efficacy, seizing and exploiting opportunities.\u0000Results. The study found that four of the previously mentioned dimensions were highly assessed by the students. The dimension that characterises the persistence was assessed at a medium level. The students believe that lack of time, family conditions, and full-time work accompanying their study are the most common factors that hinder learning initiatives. To monitor the quality of task performance, most students bear in mind the assessment criteria provided by the lecturer, which are used as indicators to achieve an excellent result.\u0000Conclusion. The study concluded that the students also have a high motivation for achievement when studying remotely. In further studies, it is necessary to determine if any significant changes happen in the long run related to students’ achievement motivation when remote learning continues.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43998080","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 : 2022-06-30DOI: 10.15503/jecs2022.1.351.368
I. Hulias, Z. Karpenko
The study aim was to explain the axiopsychological differences in young men’s and women’s gender displays in modern Ukraine. Methods. The methods for theoretical analysis, synthesis and conceptual modelling of an individual’s life processes in the axiological dimension were used. The sample for the empirical study covered 300 students aged 17 - 22 years and 12 psychological examining techniques were used; the obtained data were subjected to one-way analysis of variance. Results. Significant statistical differences were found for 22 compared characteristics, symmetrically distributed between males (110 people) and females (190 people). We has found that the quantitative balance of axiopsychological gender priorities does not mean their semantic similarity: the polarization of respondents’ gender displays was recorded; in particular, women’s self-presentation focused on the top-teleological (absolute subject) level of life (expression of spiritual values and goals), and men’ self-presentation focused on the mono-subject (causal-instrumental, individualistic-pragmatic) level. The study highlights the issues of ensuring the real gender equality in Ukraine by building a meritocratic society. Conclusions. The article presents the axiopsychological approach in personology and gender psychology and reveals corresponding operations to form an applied (psychological examining) model, which allowed us to obtain relevant scientific results about significant differences between Ukrainian men’s and women’s gender displays.
{"title":"Axiopsychological Differences of Men’s and Women’s Gender Displays in Modern Ukraine","authors":"I. Hulias, Z. Karpenko","doi":"10.15503/jecs2022.1.351.368","DOIUrl":"https://doi.org/10.15503/jecs2022.1.351.368","url":null,"abstract":"The study aim was to explain the axiopsychological differences in young men’s and women’s gender displays in modern Ukraine. \u0000Methods. The methods for theoretical analysis, synthesis and conceptual modelling of an individual’s life processes in the axiological dimension were used. The sample for the empirical study covered 300 students aged 17 - 22 years and 12 psychological examining techniques were used; the obtained data were subjected to one-way analysis of variance. \u0000Results. Significant statistical differences were found for 22 compared characteristics, symmetrically distributed between males (110 people) and females (190 people). We has found that the quantitative balance of axiopsychological gender priorities does not mean their semantic similarity: the polarization of respondents’ gender displays was recorded; in particular, women’s self-presentation focused on the top-teleological (absolute subject) level of life (expression of spiritual values and goals), and men’ self-presentation focused on the mono-subject (causal-instrumental, individualistic-pragmatic) level. The study highlights the issues of ensuring the real gender equality in Ukraine by building a meritocratic society. \u0000Conclusions. The article presents the axiopsychological approach in personology and gender psychology and reveals corresponding operations to form an applied (psychological examining) model, which allowed us to obtain relevant scientific results about significant differences between Ukrainian men’s and women’s gender displays.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45448268","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 : 2022-06-30DOI: 10.15503/jecs2022.1.93.110
Ingrida Mereckaitė
Thesis. The aim of the research is to confirm the role of language as a tool empowering school students to act independently in educational activities and sociocultural environment. This can be achieved by encouraging students to actively participate in educational activities, to learn a language and other academic subjects without any direct input. Methods. The article is based on a scientific literature analysis and monitoring at one of the language integrated learning centres. It studies discussed hereof showcase the importance of language integration and a broader understanding of teaching students the basics of language skills. Results. The analysis shows language skills are a result (synthesis) of abilities and competencies combined by different disciplines and programmes. It is directly related to the methods, measures, situations and environments employed in educational activities. The studies discussed hereof showcase the importance of language integration and a broader understanding of teaching students the basics of language skills. Conclusion. Based on the research results it is possible to distinguish language as an independent learning tool. This is proven by such student skills as high motivation and inclusion; courage and self-confidence; ability to analyse, reason and summarise information; openness to learning; independence; curiosity; focus and concentration. The comparison of the data and the literature analysis allow concluding that this is one of the most resultative methods to develop the language skills of students in an integrated way.
{"title":"Language as a Tool Empowering Students to be Independent in Sociocultural Environment","authors":"Ingrida Mereckaitė","doi":"10.15503/jecs2022.1.93.110","DOIUrl":"https://doi.org/10.15503/jecs2022.1.93.110","url":null,"abstract":"Thesis. The aim of the research is to confirm the role of language as a tool empowering school students to act independently in educational activities and sociocultural environment. This can be achieved by encouraging students to actively participate in educational activities, to learn a language and other academic subjects without any direct input.\u0000Methods. The article is based on a scientific literature analysis and monitoring at one of the language integrated learning centres. It studies discussed hereof showcase the importance of language integration and a broader understanding of teaching students the basics of language skills.\u0000Results. The analysis shows language skills are a result (synthesis) of abilities and competencies combined by different disciplines and programmes. It is directly related to the methods, measures, situations and environments employed in educational activities. The studies discussed hereof showcase the importance of language integration and a broader understanding of teaching students the basics of language skills.\u0000Conclusion. Based on the research results it is possible to distinguish language as an independent learning tool. This is proven by such student skills as high motivation and inclusion; courage and self-confidence; ability to analyse, reason and summarise information; openness to learning; independence; curiosity; focus and concentration. The comparison of the data and the literature analysis allow concluding that this is one of the most resultative methods to develop the language skills of students in an integrated way.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43766435","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 : 2022-06-30DOI: 10.15503/jecs2022.1.385.401
Ismat Jabeen, Ansa Hameed, Naeema Afzal
Background: Suadi Vision 2030 is an embodiment of a futuristic vision that aims at attaining significant social, cultural, and economic advancement in the Kingdom within the ongoing decade. And revolutionizing the tourism industry is one of the key components in the Suadi Vision for not only developing a sustainable economic source but also representing the versatility of the Saudi landscape and culture to the outer world. Problem: However, to attract tourists from around the globe, it is pertinent to clearly and persuasively elucidate what the country has to offer in terms of its tourist attractions, facilities, and activities. For the said purpose, different government and private-run websites provide prime information and description of the tourism opportunities in KSA. Aim: The current project aimed at analyzing the effectiveness of linguistic and semiotic representation of the content provided online to attract foreign tourists specifically. Frameworks: The multimodal framework was adopted to analyze the selected content. To evaluate the written discourse, Fairclough’s critical analysis consisting of “description, interpretation, and explanation of text” (p. 109) was implemented. Similarly, to scrutinize the images ‘Grammar of Images’ model promulgated by Kress & van Leeuwen (2006) was employed. Results: The findings of the study demonstrate that the website discourse effectively presents the Kingdom as a modern, multicultural, and rich landscape for prospective tourists. Also, the imagery and discursive strategies applied positively exhibit the vitality and vivacity of Saudi culture, lifestyle and tourism experience through complementing each other effectively. Cognitive value: Saudi Vision 2030 has widely been analyzed employing multiple methods and frameworks. However, there is a dearth of research focusing on analyzing the use of discourse as well as images by employing a multimodal framework. This study contributes by addressing this gap in the existing research.
{"title":"The Wake of Modernistic Tourism in the Kingdom: A Multimodal Analysis of Online Discourse","authors":"Ismat Jabeen, Ansa Hameed, Naeema Afzal","doi":"10.15503/jecs2022.1.385.401","DOIUrl":"https://doi.org/10.15503/jecs2022.1.385.401","url":null,"abstract":"Background: Suadi Vision 2030 is an embodiment of a futuristic vision that aims at attaining significant social, cultural, and economic advancement in the Kingdom within the ongoing decade. And revolutionizing the tourism industry is one of the key components in the Suadi Vision for not only developing a sustainable economic source but also representing the versatility of the Saudi landscape and culture to the outer world. \u0000Problem: However, to attract tourists from around the globe, it is pertinent to clearly and persuasively elucidate what the country has to offer in terms of its tourist attractions, facilities, and activities. For the said purpose, different government and private-run websites provide prime information and description of the tourism opportunities in KSA. \u0000Aim: The current project aimed at analyzing the effectiveness of linguistic and semiotic representation of the content provided online to attract foreign tourists specifically. \u0000Frameworks: The multimodal framework was adopted to analyze the selected content. To evaluate the written discourse, Fairclough’s critical analysis consisting of “description, interpretation, and explanation of text” (p. 109) was implemented. Similarly, to scrutinize the images ‘Grammar of Images’ model promulgated by Kress & van Leeuwen (2006) was employed. \u0000Results: The findings of the study demonstrate that the website discourse effectively presents the Kingdom as a modern, multicultural, and rich landscape for prospective tourists. Also, the imagery and discursive strategies applied positively exhibit the vitality and vivacity of Saudi culture, lifestyle and tourism experience through complementing each other effectively. \u0000Cognitive value: Saudi Vision 2030 has widely been analyzed employing multiple methods and frameworks. However, there is a dearth of research focusing on analyzing the use of discourse as well as images by employing a multimodal framework. This study contributes by addressing this gap in the existing research. ","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49217362","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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