C. Llopis-Albert, F. Rubio, Shouzhen Zeng, J. Grima-Olmedo, C. Grima-Olmedo
In 2015, the United Nations approved the 2030 Agenda on Sustainable Development, an opportunity for countries and their societies to face the challenge of successfully addressing the transition to a more sustainable future for people and the planet, leaving no one behind. The agenda defines a total of 17 Sustainable Development Goals (SDGs) of universal application to promote economic growth, a commitment to social needs and the protection of the environment. For the successful achievement the ambitious and demanding SDGs, individuals, businesses, governments, and higher education institutions should work collaboratively. This paper aims to contribute to the implementation of the SDGs in the mechanical engineering subjects, and to define appropriate indicators and validation processes to assess their level of fulfillment as established in the 2030 Agenda. As a result, better decisions can be made regarding the efforts that universities - including students, academics and researchers and professional services staff - must invest to incorporate the SDGs into their initiatives, structures, and policies.
{"title":"Sustainable Development Goals (SDGs) applied to Mechanical Engineering","authors":"C. Llopis-Albert, F. Rubio, Shouzhen Zeng, J. Grima-Olmedo, C. Grima-Olmedo","doi":"10.4995/muse.2022.17269","DOIUrl":"https://doi.org/10.4995/muse.2022.17269","url":null,"abstract":"In 2015, the United Nations approved the 2030 Agenda on Sustainable Development, an opportunity for countries and their societies to face the challenge of successfully addressing the transition to a more sustainable future for people and the planet, leaving no one behind. The agenda defines a total of 17 Sustainable Development Goals (SDGs) of universal application to promote economic growth, a commitment to social needs and the protection of the environment. For the successful achievement the ambitious and demanding SDGs, individuals, businesses, governments, and higher education institutions should work collaboratively.\u0000This paper aims to contribute to the implementation of the SDGs in the mechanical engineering subjects, and to define appropriate indicators and validation processes to assess their level of fulfillment as established in the 2030 Agenda. As a result, better decisions can be made regarding the efforts that universities - including students, academics and researchers and professional services staff - must invest to incorporate the SDGs into their initiatives, structures, and policies.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43947119","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}
This paper aimed to determine the English language proficiency of senior high school students as input for the language extension program at Gammad National High School. Specifically, it determined the students’ proficiency level on the eight (8) parts of speech; the reading comprehension level along literal, interpretative, evaluative, and integrative; and the reading comprehension level on different genres such as a poem, essay, and short story. A descriptive research design was employed in the study. The fifty-one (51) respondents of Grade 11 senior high school students at Gammad National High School were chosen using the total enumeration technique. An 82-item proficiency test was used as an instrument in gathering the data. Weighted mean was used in analyzing the data. Results of the study show that among the eight parts of speech, the senior high school students performed well in using adverbs, prepositions, and interjections but found it problematic of using verbs. On reading comprehension, the respondents excelled under literal level across all genres but not on integration and evaluation levels. The study concluded that the respondents are “Proficient User of English” or “High” level in using grammar and reading comprehension. They have mastered the basics of using the English language; however, they need to be exposed more to meaningful activities and varied texts to attain a high level of proficiency.
{"title":"English Language Proficiency of Senior High School Students","authors":"Jomel B. Manuel","doi":"10.4995/muse.2022.16638","DOIUrl":"https://doi.org/10.4995/muse.2022.16638","url":null,"abstract":"This paper aimed to determine the English language proficiency of senior high school students as input for the language extension program at Gammad National High School. Specifically, it determined the students’ proficiency level on the eight (8) parts of speech; the reading comprehension level along literal, interpretative, evaluative, and integrative; and the reading comprehension level on different genres such as a poem, essay, and short story. A descriptive research design was employed in the study. The fifty-one (51) respondents of Grade 11 senior high school students at Gammad National High School were chosen using the total enumeration technique. An 82-item proficiency test was used as an instrument in gathering the data. Weighted mean was used in analyzing the data. Results of the study show that among the eight parts of speech, the senior high school students performed well in using adverbs, prepositions, and interjections but found it problematic of using verbs. On reading comprehension, the respondents excelled under literal level across all genres but not on integration and evaluation levels. The study concluded that the respondents are “Proficient User of English” or “High” level in using grammar and reading comprehension. They have mastered the basics of using the English language; however, they need to be exposed more to meaningful activities and varied texts to attain a high level of proficiency.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43826324","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}
The outbreak of the coronavirus and its ramifications, including lockdown and shutting down of many learning centers magnified the necessity of turning to virtual learning, has given rise to concerns about students’ learning and their reaction to the new teaching methods and the challenges they entail. The present study attempts to examine the link between metacognitive beliefs and behaviors that prevent health-oriented lifestyles through academic self-efficacy during the COVID-19 pandemic. The statistical sample consisted of 239 randomly selected undergraduate students of engineering at Azad University of Shahre-e Rey in the second semester of 1399-1400. The data were gathered using academic health-oriented life style test Salehzadeh et al. (2018) Academic Self-Efficacy Beliefs Questionnaire (ASEBQ), and Wells’ Metacognition Questionnaire-30 (MCQ-30). Findings of the study indicated that metacognitive beliefs are related to behaviors preventing academic health-oriented life style factors, such as learned helplessness and effort withdrawal, through self-efficacy. It is suggested that, According to the positive relationship that exists between metacognitive strategies and academic achievement. As well as these strategies are scalability learners need to be trained in skills such as self-regulation self- monitoring planning and goal setting. Until they dominate decided cognitive strategies and professors can also encourage students to use orientation by designing assignments, teaching study strategies, and using new teaching methods
{"title":"Analysis of the Link between Metacognitive Beliefs and Academic Health-oriented Lifestyle Preventive Behaviours Mediated by Self-efficacy during the COVID-19 Pandemic","authors":"F. Moradi, S.S. Aghaei Sabet, Sahar Soufi","doi":"10.4995/muse.2022.16879","DOIUrl":"https://doi.org/10.4995/muse.2022.16879","url":null,"abstract":"The outbreak of the coronavirus and its ramifications, including lockdown and shutting down of many learning centers magnified the necessity of turning to virtual learning, has given rise to concerns about students’ learning and their reaction to the new teaching methods and the challenges they entail. The present study attempts to examine the link between metacognitive beliefs and behaviors that prevent health-oriented lifestyles through academic self-efficacy during the COVID-19 pandemic. The statistical sample consisted of 239 randomly selected undergraduate students of engineering at Azad University of Shahre-e Rey in the second semester of 1399-1400. The data were gathered using academic health-oriented life style test Salehzadeh et al. (2018) Academic Self-Efficacy Beliefs Questionnaire (ASEBQ), and Wells’ Metacognition Questionnaire-30 (MCQ-30). Findings of the study indicated that metacognitive beliefs are related to behaviors preventing academic health-oriented life style factors, such as learned helplessness and effort withdrawal, through self-efficacy. It is suggested that, According to the positive relationship that exists between metacognitive strategies and academic achievement. As well as these strategies are scalability learners need to be trained in skills such as self-regulation self- monitoring planning and goal setting. Until they dominate decided cognitive strategies and professors can also encourage students to use orientation by designing assignments, teaching study strategies, and using new teaching methods","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42789923","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}
Understanding that design involves trade-offs, thinking at multiple levels of abstraction, and considering the cohesion and coupling between sub-components of a larger whole is an important part of software (and other) engineering. It can be challenging to convey such abstract design concepts to novice engineers, especially for materials that are themselves abstract (e.g. software). Such challenges are compounded when teaching at the secondary school stage where students have limited experience of large-scale design problems that motivate the need for abstraction at all. In this paper, we describe a method for introducing these concepts to secondary school students using LEGO® and Raspberry Pi computers, asking them to build musical instruments as an entertaining way of motivating engagement with learning about design through play. The method has been successfully piloted in a series of three classroom sessions and key observations and experiences of using the method are presented.
{"title":"Playing, Constructionism, and Music in Early-Stage Software Engineering Education","authors":"Nicolas E. Gold, Ross M Purves, E. Himonides","doi":"10.4995/muse.2022.16453","DOIUrl":"https://doi.org/10.4995/muse.2022.16453","url":null,"abstract":"Understanding that design involves trade-offs, thinking at multiple levels of abstraction, and considering the cohesion and coupling between sub-components of a larger whole is an important part of software (and other) engineering. It can be challenging to convey such abstract design concepts to novice engineers, especially for materials that are themselves abstract (e.g. software). Such challenges are compounded when teaching at the secondary school stage where students have limited experience of large-scale design problems that motivate the need for abstraction at all. In this paper, we describe a method for introducing these concepts to secondary school students using LEGO® and Raspberry Pi computers, asking them to build musical instruments as an entertaining way of motivating engagement with learning about design through play. The method has been successfully piloted in a series of three classroom sessions and key observations and experiences of using the method are presented.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45313498","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}
The paper aims to explore the peculiarities of doctoral education under COVID-19 in Ukraine. The application of digital instruments and services by doctoral students has become a priority during distance training. However, this approach is mainly a new experience and, accordingly, undergoes theoretical substantiation and piloting. The focus of the study is two-fold. It theoretically discusses the digital support of dissertation research at various stages. Secondly, based on the findings of the survey on the doctoral students’ application of digital tools and services the challenges have been identified. We conclude that the priority of digital education in the EU countries, especially under COVID-19 pandemic highlights the task of restructuring the doctoral education in Ukraine towards its dynamic digitalization. The digitization should be comprehensive and systematic. Systematization should include technical, organizational, motivational and developmental components aimed at synergy of institutions, doctoral students and supervisors. The complexity should include both the digitization of the training component and independent work of the doctoral students while writing a dissertation. The groups of DT&S for application by doctoral students are recommended for the inclusion into the doctoral students’ training curriculum both in the format of a separate course and by integration into the syllabi of other disciplines. Based on the research findings the targeted scientific/methodical events (seminars, master classes, doctoral schools, etc.) providing knowledge and skills on DT&S application are recommended.
{"title":"Doctoral Education in Ukraine: the Application of Digital Tools and Services by Doctoral Students under COVID-19 Pandemic","authors":"L. Khoruzha, O. Lokshyna, N. Mazur, V. Proshkin","doi":"10.4995/muse.2022.16768","DOIUrl":"https://doi.org/10.4995/muse.2022.16768","url":null,"abstract":"The paper aims to explore the peculiarities of doctoral education under COVID-19 in Ukraine. The application of digital instruments and services by doctoral students has become a priority during distance training. However, this approach is mainly a new experience and, accordingly, undergoes theoretical substantiation and piloting. The focus of the study is two-fold. It theoretically discusses the digital support of dissertation research at various stages. Secondly, based on the findings of the survey on the doctoral students’ application of digital tools and services the challenges have been identified. We conclude that the priority of digital education in the EU countries, especially under COVID-19 pandemic highlights the task of restructuring the doctoral education in Ukraine towards its dynamic digitalization. The digitization should be comprehensive and systematic. Systematization should include technical, organizational, motivational and developmental components aimed at synergy of institutions, doctoral students and supervisors. The complexity should include both the digitization of the training component and independent work of the doctoral students while writing a dissertation. The groups of DT&S for application by doctoral students are recommended for the inclusion into the doctoral students’ training curriculum both in the format of a separate course and by integration into the syllabi of other disciplines. Based on the research findings the targeted scientific/methodical events (seminars, master classes, doctoral schools, etc.) providing knowledge and skills on DT&S application are recommended.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42654604","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}
Anett Erdmann, Aurora Estrada Presedo, María De Miguel Valdés
On account of the disruptive nature of the COVID-19 disease, the present paper aims to analyze the main repercussions of the pandemic over the field of education. The objective is twofold: (1) To describe the process of digitalization and digital transformation of educational institutions, (2) To analyze student’s insight regarding the implementation of hybrid methodologies of learning and identify potential differences in perception across university degrees. A structured literature review on the resonance of the COVID-19 pandemic over education is performed. From this, the concept of the Digital Divide is risen to prominence, as education digitalization has managed to broaden global social inequalities. In this context the prevailing E-learning methodologies are detailed, outlining the differences between asynchronous and synchronous format. The topic of Blended Learning is put forward, detailing the diverse hybrid education models present in the actual paradigm of education.In order to analyze and measure the perception of students regarding education digitalization, a survey based on validated scales is conducted among 305 university students in Spain. A statistical analysis reveals that the most frequently implemented teaching model within the COVID-19 scenario is the mixture of in-person and synchronous remote lessons. In addition to this, overall satisfaction, perception of workload and confidence in the professional future differs across branches of study. Finally, several implications for educational framework are presented.
{"title":"Digital Transformation of Universities: The Influence of COVID-19 and Students’ Perception","authors":"Anett Erdmann, Aurora Estrada Presedo, María De Miguel Valdés","doi":"10.4995/muse.2021.16007","DOIUrl":"https://doi.org/10.4995/muse.2021.16007","url":null,"abstract":"On account of the disruptive nature of the COVID-19 disease, the present paper aims to analyze the main repercussions of the pandemic over the field of education. The objective is twofold: (1) To describe the process of digitalization and digital transformation of educational institutions, (2) To analyze student’s insight regarding the implementation of hybrid methodologies of learning and identify potential differences in perception across university degrees. A structured literature review on the resonance of the COVID-19 pandemic over education is performed. From this, the concept of the Digital Divide is risen to prominence, as education digitalization has managed to broaden global social inequalities. In this context the prevailing E-learning methodologies are detailed, outlining the differences between asynchronous and synchronous format. The topic of Blended Learning is put forward, detailing the diverse hybrid education models present in the actual paradigm of education.In order to analyze and measure the perception of students regarding education digitalization, a survey based on validated scales is conducted among 305 university students in Spain. A statistical analysis reveals that the most frequently implemented teaching model within the COVID-19 scenario is the mixture of in-person and synchronous remote lessons. In addition to this, overall satisfaction, perception of workload and confidence in the professional future differs across branches of study. Finally, several implications for educational framework are presented.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42138930","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}
This research aimed to look into Generation Z Students' preferred activities to enhance the curriculum content of Tertiary Physical Education in one of the leading Universities in the Philippines using the phenomenological research design due to the fact that a great number of students in Physical Education have dropped out. A total of 110 research participants were involved in focus group discussions, in-depth interviews, and extensive field observation. Results from focus group discussions, interviews, and extensive observations resulted to five concerns: less lectures, practical activities needed, minimal competition programs, and group activities. Findings from this study served as basis for a contextualized Physical Education program for Generation Z students in Southern Philippines.
{"title":"Activity Preferences of Generation Z Students for Tertiary Physical Education: Implications for Curriculum Enhancement","authors":"Ruben Jr Lagunero Tagare, G. Villaluz","doi":"10.4995/muse.2021.15492","DOIUrl":"https://doi.org/10.4995/muse.2021.15492","url":null,"abstract":"This research aimed to look into Generation Z Students' preferred activities to enhance the curriculum content of Tertiary Physical Education in one of the leading Universities in the Philippines using the phenomenological research design due to the fact that a great number of students in Physical Education have dropped out. A total of 110 research participants were involved in focus group discussions, in-depth interviews, and extensive field observation. Results from focus group discussions, interviews, and extensive observations resulted to five concerns: less lectures, practical activities needed, minimal competition programs, and group activities. Findings from this study served as basis for a contextualized Physical Education program for Generation Z students in Southern Philippines.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47445931","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}
The concept of e-learning offers a number of benefits, however, the effective adoption of e-learning systems at HEIs is a relatively new concept and thus a challenging task. The comprehensive review of extant literature on the topic of adoption of e-learning systems at HEIs is provided. Using PRISMA search technique, relevant articles published from 2005 to 2020 owing to the widespread adoption of e-learning since 2005 were selected. The paper identifies and puts forward the level of compatibility and readiness of students and teachers in adopting e-learning, factors that motivate and hinder the adoption of e-learning respectively, benefits of adopting an e-learning system, and the strategies for the effective implementation of e-learning at the higher education institutions. In this realm of COVID-19 and e-learning, this paper also envisage different strategies, policies and recommendations for implementing e-learning in an effective way at HEIs.
{"title":"Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review","authors":"Rushna Khalil Awan, G. Afshan, A. Memon","doi":"10.4995/muse.2021.15813","DOIUrl":"https://doi.org/10.4995/muse.2021.15813","url":null,"abstract":"The concept of e-learning offers a number of benefits, however, the effective adoption of e-learning systems at HEIs is a relatively new concept and thus a challenging task. The comprehensive review of extant literature on the topic of adoption of e-learning systems at HEIs is provided. Using PRISMA search technique, relevant articles published from 2005 to 2020 owing to the widespread adoption of e-learning since 2005 were selected. The paper identifies and puts forward the level of compatibility and readiness of students and teachers in adopting e-learning, factors that motivate and hinder the adoption of e-learning respectively, benefits of adopting an e-learning system, and the strategies for the effective implementation of e-learning at the higher education institutions. In this realm of COVID-19 and e-learning, this paper also envisage different strategies, policies and recommendations for implementing e-learning in an effective way at HEIs.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45044908","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}
In the digital era, the teacher assumes very diverse roles among which are to be an adviser, a generator of multimedia content, and more recently a data analyst. Big data analytics may play a major role in Higher Education for all the agents involved, the teachers and educators, the students themselves and the managers or heads of university centers. This paper applies learning analytics to the subject of Theory of Machines and Strength of Materials of the bachelor's degree in Chemical Engineering at Universitat Politècnica de València (Spain). The aim of analyzing the available information is to improve teachers’ actions and communication, to enhance resource efficiency, to assess classroom procedures, the achievement of transversal competences, the student typology and their results, or the attitudes and commitment they acquire with the subject taught. Results show the existence of niches with competitive advantages, improvements in the quality and performance of the teaching-learning experience.
{"title":"Application of Learning Analytics to Improve Higher Education","authors":"C. Llopis-Albert, F. Rubio","doi":"10.4995/muse.2021.16287","DOIUrl":"https://doi.org/10.4995/muse.2021.16287","url":null,"abstract":"In the digital era, the teacher assumes very diverse roles among which are to be an adviser, a generator of multimedia content, and more recently a data analyst. Big data analytics may play a major role in Higher Education for all the agents involved, the teachers and educators, the students themselves and the managers or heads of university centers. This paper applies learning analytics to the subject of Theory of Machines and Strength of Materials of the bachelor's degree in Chemical Engineering at Universitat Politècnica de València (Spain). The aim of analyzing the available information is to improve teachers’ actions and communication, to enhance resource efficiency, to assess classroom procedures, the achievement of transversal competences, the student typology and their results, or the attitudes and commitment they acquire with the subject taught. Results show the existence of niches with competitive advantages, improvements in the quality and performance of the teaching-learning experience.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41875055","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}
The present study investigates the beliefs of students and teachers about corrective feedback (CF) regarding necessity, timing and the most effective types in technical English setting. This study was conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” with students majoring in Information Technology, Mathematics or Physics ranged between 18 and 22 years of age. Methods included a questionnaire, interviews and classroom observations. The feedback from 55 students and 33 teachers was collected during practical classes in February – March at the beginning of the second semester of 2019-2020 academic year. This research has confirmed the necessity of CF for students and teachers. It also demonstrated the differences regarding timing: teachers preferred delayed to immediate CF, while students equally appreciated both. The research also indicated that both teachers and students preferred indirect types of CF; teachers had stronger attitudes though. The research demonstrated the most effective types of CF for students: meta-linguistic clue and repetition, while for teachers it was elicitation. Completing the survey, both teachers and students chose at least two different types of CF. The necessity of effective CF, which requires learning more about students’ and teachers’ beliefs, benefits and drawbacks of each CF type, is emphasized. The results of the present research may be used by practitioners, who would like to use CF effectively in teaching technical English. Future studies may explore CF in terms of students’ and teachers’ beliefs and behavior in different learning environments.
{"title":"Teaching Technical English: Corrective Feedback Based on Students’ and Teachers’ Beliefs","authors":"O. Chugai, Olena Ogienko","doi":"10.4995/MUSE.2021.14016","DOIUrl":"https://doi.org/10.4995/MUSE.2021.14016","url":null,"abstract":"The present study investigates the beliefs of students and teachers about corrective feedback (CF) regarding necessity, timing and the most effective types in technical English setting. This study was conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” with students majoring in Information Technology, Mathematics or Physics ranged between 18 and 22 years of age. Methods included a questionnaire, interviews and classroom observations. The feedback from 55 students and 33 teachers was collected during practical classes in February – March at the beginning of the second semester of 2019-2020 academic year. This research has confirmed the necessity of CF for students and teachers. It also demonstrated the differences regarding timing: teachers preferred delayed to immediate CF, while students equally appreciated both. The research also indicated that both teachers and students preferred indirect types of CF; teachers had stronger attitudes though. The research demonstrated the most effective types of CF for students: meta-linguistic clue and repetition, while for teachers it was elicitation. Completing the survey, both teachers and students chose at least two different types of CF. The necessity of effective CF, which requires learning more about students’ and teachers’ beliefs, benefits and drawbacks of each CF type, is emphasized. The results of the present research may be used by practitioners, who would like to use CF effectively in teaching technical English. Future studies may explore CF in terms of students’ and teachers’ beliefs and behavior in different learning environments.","PeriodicalId":52061,"journal":{"name":"Multidisciplinary Journal for Education Social and Technological Sciences","volume":"8 1","pages":"1"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48644683","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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