Pub Date : 2023-08-01DOI: 10.20535/2410-8286.278042
Amrendra Singh, H. A. Halim
Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.
{"title":"ADDRESSING CHALLENGES IN LANGUAGE TEACHING IN INDIA: EXPLORING THE ROLE OF CORRECTIVE FEEDBACK IN ENHANCING LEARNING","authors":"Amrendra Singh, H. A. Halim","doi":"10.20535/2410-8286.278042","DOIUrl":"https://doi.org/10.20535/2410-8286.278042","url":null,"abstract":"Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79595561","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 : 2023-08-01DOI: 10.20535/2410-8286.274964
M. Zhovnir, Olena Shevchenko, T. Leshchenko
This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills.
{"title":"INCORPORATING EDUCATIONAL SMARTPHONE APPS FOR TEACHING UKRAINIAN AS A FOREIGN LANGUAGE TO MEDICAL STUDENTS","authors":"M. Zhovnir, Olena Shevchenko, T. Leshchenko","doi":"10.20535/2410-8286.274964","DOIUrl":"https://doi.org/10.20535/2410-8286.274964","url":null,"abstract":" \u0000This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80678634","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 : 2023-08-01DOI: 10.20535/2410-8286.285005
Yuliia Baklazhenko, Z. Kornieva, I. Borbenchuk
On 3rd December 2022, we celebrated the 300th anniversary of the birth of Hryhoriy Skovoroda – one of the greatest Baroque thinkers, poets, educators and writers of the XVIII century. His influence on the development of Ukrainian and worldwide pedagogy is difficult to overestimate, however, today we would like to stress the importance and relevance of his ideas by analysing them through the prism of a modern approach to education – differentiated teaching and learning. H. Skovoroda`s studying at Kyiv Mohyla Academy, where he had a chance to meet famous and prospective philosophers, thinkers, and activists of the time, and his experience of teaching and lecturing at famous Ukrainian educational centers shaped his views on teaching methods. Combined with his philosophic views these ideas prove to be relevant in the modern conditions. The article analyses the main principles of differentiated learning – principles of taking into account the individual characteristics of students, accessibility, systematicity, consistency, autonomy, and consciousness through their connection to Skovoroda`s ideas. The analysis showed that H. Skovoroda formulated some of the fundamental principles of personality-oriented learning, which were precursors for developing ideas of differentiated learning.
{"title":"ON OCCASION OF THE 300TH ANNIVERSARY: HRYHORII SKOVORODA`S PEDAGOGICAL IDEAS AS A PRECURSOR OF DIFFERENTIATED TEACHING","authors":"Yuliia Baklazhenko, Z. Kornieva, I. Borbenchuk","doi":"10.20535/2410-8286.285005","DOIUrl":"https://doi.org/10.20535/2410-8286.285005","url":null,"abstract":"On 3rd December 2022, we celebrated the 300th anniversary of the birth of Hryhoriy Skovoroda – one of the greatest Baroque thinkers, poets, educators and writers of the XVIII century. His influence on the development of Ukrainian and worldwide pedagogy is difficult to overestimate, however, today we would like to stress the importance and relevance of his ideas by analysing them through the prism of a modern approach to education – differentiated teaching and learning. H. Skovoroda`s studying at Kyiv Mohyla Academy, where he had a chance to meet famous and prospective philosophers, thinkers, and activists of the time, and his experience of teaching and lecturing at famous Ukrainian educational centers shaped his views on teaching methods. Combined with his philosophic views these ideas prove to be relevant in the modern conditions. The article analyses the main principles of differentiated learning – principles of taking into account the individual characteristics of students, accessibility, systematicity, consistency, autonomy, and consciousness through their connection to Skovoroda`s ideas. The analysis showed that H. Skovoroda formulated some of the fundamental principles of personality-oriented learning, which were precursors for developing ideas of differentiated learning.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91168309","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 : 2023-08-01DOI: 10.20535/2410-8286.276228
Marta Gluchmanová
The purpose of the paper is to point out the possibilities of teaching and learning Slovak as a foreign language. The course Slovak as a foreign language allowed foreign students to overcome problems while studying professional subjects in manufacturing technologies. The goal was the creation of suitable professional study material tailored for technical specialization students. Slovak language teachers used mixed methods and forms of study (face-to-face and online). They tried to improve the Slovak language communication skills of manufacturing technologies students. The results of e-exercises and the final e-test of 120 foreign students in the 1st year of bachelor's studies in the summer semester of 2022 were compared. Later the strengths and weaknesses of students were found. The level of professional Slovak terminology was improved by eliminating the most common mistakes. The Moodle platform was used for learning and teaching Slovak as a foreign language as well as Slovak professional terminology.
{"title":"TEACHING AND LEARNING SLOVAK PROFESSIONAL TERMINOLOGY","authors":"Marta Gluchmanová","doi":"10.20535/2410-8286.276228","DOIUrl":"https://doi.org/10.20535/2410-8286.276228","url":null,"abstract":"The purpose of the paper is to point out the possibilities of teaching and learning Slovak as a foreign language. The course Slovak as a foreign language allowed foreign students to overcome problems while studying professional subjects in manufacturing technologies. The goal was the creation of suitable professional study material tailored for technical specialization students. Slovak language teachers used mixed methods and forms of study (face-to-face and online). They tried to improve the Slovak language communication skills of manufacturing technologies students. The results of e-exercises and the final e-test of 120 foreign students in the 1st year of bachelor's studies in the summer semester of 2022 were compared. Later the strengths and weaknesses of students were found. The level of professional Slovak terminology was improved by eliminating the most common mistakes. The Moodle platform was used for learning and teaching Slovak as a foreign language as well as Slovak professional terminology.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87128737","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 : 2022-12-29DOI: 10.20535/2410-8286.259116
E. Mazurek, O. Vynoslavska, M. Kononets
In the contemporary world, there is a growing need for socially responsible and ethical leadership. Therefore, training future business leaders in the field of professional ethics and social responsibility is an important task of modern university education. To solve it, the participation of scientists and university teachers in the creation and implementation of advanced methods for the development of professional ethics of students is necessary. The aim of the study was to check the effectiveness of training future business leaders in professional ethics at university level using a new methodology created by the authors. In order to verify the hypotheses, an experiment was conducted. Additionally, the questionnaires and tests completed by the participants were analysed. The results of learning according to the new methodology, which confirm the expediency of its use for the development of parameters of professional ethics in future business leaders, are presented. The methodology described in the article can be used by university teachers to train future business leaders, as well as by organizational psychologists to conduct trainings with business leaders and personnel of enterprises and institutions.
{"title":"ETHICAL FOCUS IN TRAINING FUTURE BUSINESS LEADERS AT UNIVERSITY LEVEL","authors":"E. Mazurek, O. Vynoslavska, M. Kononets","doi":"10.20535/2410-8286.259116","DOIUrl":"https://doi.org/10.20535/2410-8286.259116","url":null,"abstract":" \u0000In the contemporary world, there is a growing need for socially responsible and ethical leadership. Therefore, training future business leaders in the field of professional ethics and social responsibility is an important task of modern university education. To solve it, the participation of scientists and university teachers in the creation and implementation of advanced methods for the development of professional ethics of students is necessary. The aim of the study was to check the effectiveness of training future business leaders in professional ethics at university level using a new methodology created by the authors. In order to verify the hypotheses, an experiment was conducted. Additionally, the questionnaires and tests completed by the participants were analysed. The results of learning according to the new methodology, which confirm the expediency of its use for the development of parameters of professional ethics in future business leaders, are presented. The methodology described in the article can be used by university teachers to train future business leaders, as well as by organizational psychologists to conduct trainings with business leaders and personnel of enterprises and institutions.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84421075","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 : 2022-12-29DOI: 10.20535/2410-8286.254730
T. Yeremenko, I. Lukyanchenko, A. Demchuk
The research is devoted to the problem of mastering pre-service EFL teachers’ specific proficiency in using questions as an effective tool in the EL classroom discourse and university discourse. The purpose of the paper is to submit the teaching scheme of training pre-service EFL teachers’ questioning skills, encouraging them to work out their own teaching strategies in the future professional activity. The authors substantiate the possibility of improving MA students and pre-service EFL teachers’, questioning skills via suggested teaching scheme actualising interdisciplinary connections between the practical course (“English Communication in Academic Discourse”) and theoretical-practical course (“Theory and Practice of Speech Communication”) and students’ teaching practice that are majors of the Master’s degree curriculum. The emphasis is laid on the content level – EL classroom discourse acquisition. The experiment was conducted involving 90 MA students, pre-service EFL teachers, of South-Ukrainian National Pedagogical University named after K. D. Ushynsky to clarify the efficiency of the suggested teaching scheme. Data were obtained and analysed via pre-experimental assessment stage, experimental teaching (implementation of the suggested teaching scheme), post-experimental assessment stage employing quantitative and qualitative research methods. Data collection procedures included pedagogical observation, analysis of the students’ results, self-assessment questionnaire, student’s opinion questionnaire, statistical and mathematical processing of obtained data. The findings of the research indicate that the suggested teaching scheme using interdisciplinary approach helps students become more proactive in constructing their knowledge of questions linguodidactic potential, to transform the acquired knowledge to new ways of verbal behaviour, to model successful communication in the EL classroom through appropriate questions, and to modify their teaching styles. The authors come to the conclusion that it is mandatory to include special consecutive training covering initially purely practical courses with a gradual shift to theoretical-practical ones, and finally – teaching practices as a closing step to improve students’ proficiency in using questions effectively in the EL classroom school and university discourse.
本研究旨在探讨职前英语教师在英语课堂语篇和大学语篇中如何熟练运用问题这一有效工具。本文的目的是提出培训职前英语教师提问技巧的教学方案，鼓励他们在未来的专业活动中制定自己的教学策略。作者通过建议的教学方案，在实践课程(“学术话语中的英语交际”)和理论-实践课程(“言语交际的理论与实践”)以及学生的教学实践(硕士学位课程的专业)之间建立跨学科的联系，证实了提高硕士生和职前英语教师提问技巧的可能性。重点是内容层面——英语课堂语篇习得。以K. D. Ushynsky命名的南乌克兰国立师范大学的90名硕士生、职前英语教师为对象进行实验，以阐明所建议教学方案的有效性。采用定量和定性研究方法，通过实验前评估阶段、实验教学(实施建议的教学方案)、实验后评估阶段获取数据并进行分析。数据收集程序包括教学观察、学生成绩分析、自我评估问卷、学生意见问卷、所得数据的统计和数学处理。研究结果表明，采用跨学科教学方法的建议教学方案有助于学生更主动地构建他们的问题知识和语言教学潜力，将获得的知识转化为新的语言行为方式，通过适当的问题在英语教学课堂上树立成功沟通的榜样，并改变他们的教学风格。笔者认为，在英语教学中，有必要将专门的连续培训纳入教学大纲中，从最初的纯实践课程逐步转向理论实践课程，最后是教学实践，作为提高学生在英语课堂、学校和大学语篇中有效运用问题的熟练程度的最后一步。
{"title":"DEVELOPMENT OF PROSPECTIVE EFL TEACHERS’ QUESTIONING SKILLS IN CLASSROOM DISCOURSE: INTERDISCIPLINARY APPROACH","authors":"T. Yeremenko, I. Lukyanchenko, A. Demchuk","doi":"10.20535/2410-8286.254730","DOIUrl":"https://doi.org/10.20535/2410-8286.254730","url":null,"abstract":"The research is devoted to the problem of mastering pre-service EFL teachers’ specific proficiency in using questions as an effective tool in the EL classroom discourse and university discourse. The purpose of the paper is to submit the teaching scheme of training pre-service EFL teachers’ questioning skills, encouraging them to work out their own teaching strategies in the future professional activity. The authors substantiate the possibility of improving MA students and pre-service EFL teachers’, questioning skills via suggested teaching scheme actualising interdisciplinary connections between the practical course (“English Communication in Academic Discourse”) and theoretical-practical course (“Theory and Practice of Speech Communication”) and students’ teaching practice that are majors of the Master’s degree curriculum. The emphasis is laid on the content level – EL classroom discourse acquisition. The experiment was conducted involving 90 MA students, pre-service EFL teachers, of South-Ukrainian National Pedagogical University named after K. D. Ushynsky to clarify the efficiency of the suggested teaching scheme. Data were obtained and analysed via pre-experimental assessment stage, experimental teaching (implementation of the suggested teaching scheme), post-experimental assessment stage employing quantitative and qualitative research methods. Data collection procedures included pedagogical observation, analysis of the students’ results, self-assessment questionnaire, student’s opinion questionnaire, statistical and mathematical processing of obtained data. The findings of the research indicate that the suggested teaching scheme using interdisciplinary approach helps students become more proactive in constructing their knowledge of questions linguodidactic potential, to transform the acquired knowledge to new ways of verbal behaviour, to model successful communication in the EL classroom through appropriate questions, and to modify their teaching styles. The authors come to the conclusion that it is mandatory to include special consecutive training covering initially purely practical courses with a gradual shift to theoretical-practical ones, and finally – teaching practices as a closing step to improve students’ proficiency in using questions effectively in the EL classroom school and university discourse.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80362006","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 : 2022-12-29DOI: 10.20535/2410-8286.270182
Eva Stradiotová, Ildikó Némethová, R. Štefančík
The article aims to find out the impact of online education on on-site education by analysing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology.
{"title":"WHAT WE KNOW AFTER THE PANDEMIC. ONLINE AND FACE-TO-FACE TESTING IN COMPARATIVE PERSPECTIVE","authors":"Eva Stradiotová, Ildikó Némethová, R. Štefančík","doi":"10.20535/2410-8286.270182","DOIUrl":"https://doi.org/10.20535/2410-8286.270182","url":null,"abstract":"The article aims to find out the impact of online education on on-site education by analysing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80036423","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 : 2022-12-29DOI: 10.20535/2410-8286.266149
T. Korol
Purpose. The article is aimed at the studies of the assessment practices currently applied in translation training at Ukrainian universities in the context of cutting-edge trends and dispositions in translator’s education observed worldwide. They include the synergism of both evaluative and formative assessment, the extensive use of diverse assessment methods and tools, including alternative ones, the rational involvement of self- and peer-assessment procedures. Method. A mixed research method was designed and employed with that end in view. It involved 41 translation teachers from 16 Ukrainian universities, who were asked to answer an online survey of 30 close and open-ended questions regarding their background, attitude to assessment and its different aspects such as functions, procedures and tools used for different types of tests in translation, assessment objects and agents, grading methods and associated problems. The obtained results were processed with the help of statistical methods and contrasted with the data received by relevant studies conducted abroad within the last twenty years. Findings. The findings of this research allowed us to compile the aggregated profile of Ukrainian translation teachers in terms of assessment practice, define the most common ways to conduct monitoring, borderline and summative assessment in teaching translation to undergraduate students in Ukraine, and claim that the teachers’ subjective evaluation of translation assessment efficiency depends on their teaching experience. Implications for research and practice. The obtained results should boost further theoretical and practical development in the field of translation assessment as well as in the area of translation teachers’ training.
{"title":"CURRENT ASSESSMENT PRACTICES IN UKRAINIAN TRANSLATION CLASSROOM: TEACHERS’ SURVEY RESULTS","authors":"T. Korol","doi":"10.20535/2410-8286.266149","DOIUrl":"https://doi.org/10.20535/2410-8286.266149","url":null,"abstract":"Purpose. The article is aimed at the studies of the assessment practices currently applied in translation training at Ukrainian universities in the context of cutting-edge trends and dispositions in translator’s education observed worldwide. They include the synergism of both evaluative and formative assessment, the extensive use of diverse assessment methods and tools, including alternative ones, the rational involvement of self- and peer-assessment procedures. Method. A mixed research method was designed and employed with that end in view. It involved 41 translation teachers from 16 Ukrainian universities, who were asked to answer an online survey of 30 close and open-ended questions regarding their background, attitude to assessment and its different aspects such as functions, procedures and tools used for different types of tests in translation, assessment objects and agents, grading methods and associated problems. The obtained results were processed with the help of statistical methods and contrasted with the data received by relevant studies conducted abroad within the last twenty years. Findings. The findings of this research allowed us to compile the aggregated profile of Ukrainian translation teachers in terms of assessment practice, define the most common ways to conduct monitoring, borderline and summative assessment in teaching translation to undergraduate students in Ukraine, and claim that the teachers’ subjective evaluation of translation assessment efficiency depends on their teaching experience. Implications for research and practice. The obtained results should boost further theoretical and practical development in the field of translation assessment as well as in the area of translation teachers’ training.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91277872","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 : 2022-12-29DOI: 10.20535/2410-8286.268278
Abderrahim Bouderbane
This article examines a very thorny issue of testing English for Specific Purposes through a barcode correction system to evaluate the usefulness of distance education. The fact is that, this system was used for the first time as a type of assessment which focuses on enriching student’s minimum vocabulary in a variety of English for Specific contexts. Henceforth, the barcode correction system is applied in this study on different types of ESP exercises, and they are corrected as they are taught, explained and consolidated in distance education. Using a quantitative approach in order to determine online teaching efficiency, the barcode system is used to correct student’s papers in a total correction time based on a single time 0.45/paper, calculate the rate of mistakes, and diagnose problems of correct answers, and missing marks. The results indicate that there is a high correlation between mistakes and ESP exercises calculated by the correction of barcode reading. Learning has become much more digitized with subject-specific content and simple exercises with specific communicative objectives.
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Pub Date : 2022-12-29DOI: 10.20535/2410-8286.262190
Sibel Yoleri, Zeynep Nur Anadolu
The purpose of this research was aimed to determine the digital literacy skills of undergraduate students studying in different departments of the university according to the variables of gender, type of faculty, and daily internet use. In order to achieve this goal, 388 undergraduate students studying at the Faculty of Education, Faculty of Health Sciences, and Faculty of Economics and Administrative Sciences at İzmir Democracy University were determined as participants. The “Personal Information Form” prepared by the researchers and the “Digital Literacy Scale (DLS)” developed by Bayrakcı & Narmanlıoğlu (2021) and consisting of six sub-dimensions were used as data collection tools. According to the findings of the research, it was determined that the digital literacy levels of the students were moderate. When examined according to the gender variable, a significant difference was found between female and male students in the sub-dimensions of digital literacy levels. When examined according to the faculty variable, it was determined that there was a significant difference between the sub-dimensions of digital literacy levels, Daily Use, Professional Production, and Privacy and Security. As a result of the research, according to the daily internet usage variable, a significant difference was found between the General Knowledge and Functional Skills sub-dimensions of the digital literacy levels of the students according to the daily internet usage time. It is expected that the results obtained will contribute to the literature and draw attention to the development of digital literacy skills of university students.
{"title":"EXAMINATION OF DIGITAL LITERACY SKILLS OF UNDERGRADUATE STUDENTS ACCORDING TO VARIOUS VARIABLES","authors":"Sibel Yoleri, Zeynep Nur Anadolu","doi":"10.20535/2410-8286.262190","DOIUrl":"https://doi.org/10.20535/2410-8286.262190","url":null,"abstract":"The purpose of this research was aimed to determine the digital literacy skills of undergraduate students studying in different departments of the university according to the variables of gender, type of faculty, and daily internet use. In order to achieve this goal, 388 undergraduate students studying at the Faculty of Education, Faculty of Health Sciences, and Faculty of Economics and Administrative Sciences at İzmir Democracy University were determined as participants. The “Personal Information Form” prepared by the researchers and the “Digital Literacy Scale (DLS)” developed by Bayrakcı & Narmanlıoğlu (2021) and consisting of six sub-dimensions were used as data collection tools. According to the findings of the research, it was determined that the digital literacy levels of the students were moderate. When examined according to the gender variable, a significant difference was found between female and male students in the sub-dimensions of digital literacy levels. When examined according to the faculty variable, it was determined that there was a significant difference between the sub-dimensions of digital literacy levels, Daily Use, Professional Production, and Privacy and Security. As a result of the research, according to the daily internet usage variable, a significant difference was found between the General Knowledge and Functional Skills sub-dimensions of the digital literacy levels of the students according to the daily internet usage time. It is expected that the results obtained will contribute to the literature and draw attention to the development of digital literacy skills of university students.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73178349","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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