For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need to help their students and prevent any ambiguities due to the differences between American and British English. In this research, we have analysed the preference of students between British English and American English vocabulary. The analysis includes 60 first year students of English language and literature from the University “Goce Delcev” in North Macedonia and the South-West University in the Republic of Bulgaria. The results provide an insight on both the knowledge and linguistic preference of students between the two standardized English varieties and enable teachers, university professors and English coursebooks authors to determine their approach in class and help students master fluency.
{"title":"BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL","authors":"Ana Koceva, Dafina Kostadinova, Tanya Tabutova","doi":"10.20544/teacher.26.01","DOIUrl":"https://doi.org/10.20544/teacher.26.01","url":null,"abstract":"For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need to help their students and prevent any ambiguities due to the differences between American and British English. In this research, we have analysed the preference of students between British English and American English vocabulary. The analysis includes 60 first year students of English language and literature from the University “Goce Delcev” in North Macedonia and the South-West University in the Republic of Bulgaria. The results provide an insight on both the knowledge and linguistic preference of students between the two standardized English varieties and enable teachers, university professors and English coursebooks authors to determine their approach in class and help students master fluency.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"68 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347493","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}
As digitization becomes more prevalent in the field of education, it is transforming the way we approach traditional teaching methods and redefining the role of educators. Electronic and online learning resources facilitate educational processes, enable time savings and contribute to the sustainability of knowledge. In this sense, with digitization in education, students are expected to be active participants in the educational process. Depending on the development of technology and technological capabilities, the application of e-learning is being strengthened in all countries worldwide, which means that online teaching is being implemented in the educational system at all levels. To effectively implement digitization in the educational process, it is crucial to develop digital skills among students and educators. These skills include competencies for coding and software creation, as well as the ability to effectively use digital devices, computers and the internet. By acquiring these digital skills, individuals can fully utilize the benefits of digitization in education and contribute to a more efficient and effective learning experience. Recognizing this, the purpose of this paper is to emphasize the importance of digital transformation in education at all levels, with a focus on digital transformation in higher education, as it can enable more efficient use of resources and help the RN Macedonia keep up with technological advancements, ultimately leading to a global competitive advantage. The paper analyzes the process of digital transformation in higher education in Macedonia, highlighting the importance of digital transformation through positive examples from several leading countries in this process. Additionally, the paper addresses concerns that have arisen as a result of the digital transformation of higher education, including digital learning models, digital teaching, and the digital university model and provides suggestions for more effective digital transformation in higher education.
{"title":"DIGITALIZATION OF HIGHER EDUCATION IN REPUBLIC OF NORTH MACEDONIA","authors":"Ahmed Qazimi, Milena Pejchinovska-Stojkovikj","doi":"10.20544/teacher.25.03","DOIUrl":"https://doi.org/10.20544/teacher.25.03","url":null,"abstract":"As digitization becomes more prevalent in the field of education, it is transforming the way we approach traditional teaching methods and redefining the role of educators. Electronic and online learning resources facilitate educational processes, enable time savings and contribute to the sustainability of knowledge. In this sense, with digitization in education, students are expected to be active participants in the educational process. Depending on the development of technology and technological capabilities, the application of e-learning is being strengthened in all countries worldwide, which means that online teaching is being implemented in the educational system at all levels. To effectively implement digitization in the educational process, it is crucial to develop digital skills among students and educators. These skills include competencies for coding and software creation, as well as the ability to effectively use digital devices, computers and the internet. By acquiring these digital skills, individuals can fully utilize the benefits of digitization in education and contribute to a more efficient and effective learning experience. Recognizing this, the purpose of this paper is to emphasize the importance of digital transformation in education at all levels, with a focus on digital transformation in higher education, as it can enable more efficient use of resources and help the RN Macedonia keep up with technological advancements, ultimately leading to a global competitive advantage. The paper analyzes the process of digital transformation in higher education in Macedonia, highlighting the importance of digital transformation through positive examples from several leading countries in this process. Additionally, the paper addresses concerns that have arisen as a result of the digital transformation of higher education, including digital learning models, digital teaching, and the digital university model and provides suggestions for more effective digital transformation in higher education.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"711 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429148","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 quiet ego is conceived as a personal identity that transcends selfishness without ignoring personal interest at the same time. It is measured through a scale consisting of 14 items. The limited scope of research on this concept in psychological literature, as well as the absence of research for the Macedonian population, is the main motive for this research. This research aims to examine the psychometric properties of the Quiet Ego Scale and the validity of the construct of Quiet Ego (Quiet Ego Scale, Waymet, Bauer & Slaskia, 2014). Two studies were conducted for the purposes of the study. The first study is a correlational one, in which, in addition to the Quiet Ego Measurement Scale, instruments for measuring of narcissism (Narcissism Measurement Inventory, Raskin & Terry, 1988) and of empathy (Toronto Empathy Questionnaire, Spreng et al, 2009) are been set. In this study the analysis of the main components also take part. The results have shown that the Quiet Ego Scale has satisfactory internal homogeneity and a factor structure that confirms the theoretical solution of the construct, as well as a significant correlation with concepts similar and contrary to the researched concept. Using an experimental design, in the second study the levels of narcissism and empathy were manipulated (increased narcissism vs. reduced narcissism and increased empathy versus reduced empathy), in order to investigate the impact of different levels of narcissism and empathy on the level of quiet ego. The results of the second study confirmed the relationship between quiet ego, narcissism and empathy and justification for using the construct of the quiet ego.
宁静自我的概念被认为是一种超越自私的个人身份，同时又不忽视个人利益。它是通过一个由14个项目组成的量表来测量的。心理学文献中对这一概念的研究范围有限，以及缺乏对马其顿人口的研究，是本研究的主要动机。本研究旨在检验“安静自我”量表的心理测量特性，以及“安静自我”量表构建的有效性(Waymet, Bauer &Slaskia, 2014)。为了这项研究的目的，进行了两项研究。第一个研究是一个相关的研究，其中，除了安静自我测量量表，自恋的测量工具(自恋测量量表，拉斯金;Terry, 1988)和共情问卷(Toronto empathy Questionnaire, spring et al, 2009)。在本研究中对主要成分也进行了分析。结果表明，安静自我量表具有令人满意的内部同质性，其因子结构证实了该构念的理论解，并且与所研究概念相似和相反的概念具有显著的相关性。第二项研究采用实验设计，操纵自恋和共情水平(增加自恋vs减少自恋，增加共情vs减少共情)，以探讨不同水平的自恋和共情对安静自我水平的影响。第二项研究的结果证实了安静自我、自恋和共情之间的关系以及使用安静自我结构的正当性。
{"title":"THE PSYCHOMETRIC FEATURES OF THE QUIET EGO SCALE AND THE CONSTRUCT VALIDITY OF THE QUIET EGO","authors":"Ana Đorđević","doi":"10.20544/teacher.25.04","DOIUrl":"https://doi.org/10.20544/teacher.25.04","url":null,"abstract":"The concept of quiet ego is conceived as a personal identity that transcends selfishness without ignoring personal interest at the same time. It is measured through a scale consisting of 14 items. The limited scope of research on this concept in psychological literature, as well as the absence of research for the Macedonian population, is the main motive for this research. This research aims to examine the psychometric properties of the Quiet Ego Scale and the validity of the construct of Quiet Ego (Quiet Ego Scale, Waymet, Bauer & Slaskia, 2014). Two studies were conducted for the purposes of the study. The first study is a correlational one, in which, in addition to the Quiet Ego Measurement Scale, instruments for measuring of narcissism (Narcissism Measurement Inventory, Raskin & Terry, 1988) and of empathy (Toronto Empathy Questionnaire, Spreng et al, 2009) are been set. In this study the analysis of the main components also take part. The results have shown that the Quiet Ego Scale has satisfactory internal homogeneity and a factor structure that confirms the theoretical solution of the construct, as well as a significant correlation with concepts similar and contrary to the researched concept. Using an experimental design, in the second study the levels of narcissism and empathy were manipulated (increased narcissism vs. reduced narcissism and increased empathy versus reduced empathy), in order to investigate the impact of different levels of narcissism and empathy on the level of quiet ego. The results of the second study confirmed the relationship between quiet ego, narcissism and empathy and justification for using the construct of the quiet ego.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429149","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 word for Palm Sunday of St. Clement Ohridski is dedicated to the feast, which is susceptible to analysis from several aspects: interpretation of the medieval symbolism in the text. Its determination as a lesson, an eulogy word, or a compilation of elements of both kinds, its structure. No less interest causes the question of attribution, i.e., the determination of its authorship, as well as the data where the transcriptions of the word for Palm Sunday are found and the existence of only one edition.
{"title":"MEDIEVAL SYMBOLISM, QUALIFICATION, STRUCTURE, ATTRIBUTION, AND ARCHAEOGRAPHIC VIEW OF THE SAINT CLEMENTS WORD FOR PALM SUNDAY","authors":"Anita Angelevska","doi":"10.20544/teacher.25.09","DOIUrl":"https://doi.org/10.20544/teacher.25.09","url":null,"abstract":"The word for Palm Sunday of St. Clement Ohridski is dedicated to the feast, which is susceptible to analysis from several aspects: interpretation of the medieval symbolism in the text. Its determination as a lesson, an eulogy word, or a compilation of elements of both kinds, its structure. No less interest causes the question of attribution, i.e., the determination of its authorship, as well as the data where the transcriptions of the word for Palm Sunday are found and the existence of only one edition.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429144","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 information and communication technology is the fastest growing sector of the Macedonian education, and it plays an important role in the education and economy as aprovider of jobs and generator of exports. The Republic of North Macedonia is implementinga series of measures to encourage employment and entrepreneurship, however, there are stillmany obstacles in practice, as well as missed opportunities.One of the main constraints that have been identified is Entrepreneurial ability described aseducation levels, experience, knowledge or the human capital one possesses to spot differentopportunities or to run a business. Introduction of the subject of entrepreneurship in schools means that today all students, inboth primary and secondary schools, are involved in entrepreneurship education. Previously,only those that attended special economic schools were included. Entrepreneurship as asubject is included in six regular courses in the ninth grade – where subjects such as physics,chemistry, biology, informatics, art and mathematics were revised to include topics inentrepreneurship.
{"title":"THE ENTREPRENEURIAL LEARNING IN NORTH MACEDONIA","authors":"Ljubica Topuzoska, Mersiha Ismajloska","doi":"10.20544/teacher.25.02","DOIUrl":"https://doi.org/10.20544/teacher.25.02","url":null,"abstract":"The information and communication technology is the fastest growing sector of the Macedonian education, and it plays an important role in the education and economy as aprovider of jobs and generator of exports. The Republic of North Macedonia is implementinga series of measures to encourage employment and entrepreneurship, however, there are stillmany obstacles in practice, as well as missed opportunities.One of the main constraints that have been identified is Entrepreneurial ability described aseducation levels, experience, knowledge or the human capital one possesses to spot differentopportunities or to run a business. Introduction of the subject of entrepreneurship in schools means that today all students, inboth primary and secondary schools, are involved in entrepreneurship education. Previously,only those that attended special economic schools were included. Entrepreneurship as asubject is included in six regular courses in the ninth grade – where subjects such as physics,chemistry, biology, informatics, art and mathematics were revised to include topics inentrepreneurship.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429150","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 providesan in-depth analysis of the syntactic function and usage of adjectives in the German language with a focus on their predicative use. For the prupose of the study,we utilized a corpus of adjectives from the newspaper 'Westdeutsche Zeitung' from 2009 to 2021. The procedure involved theanalysisof sentence examples from the electronic corpus of the archive of the written German language at the German Language Institute in Mannheim (IdS). Building upon the theoretical approaches of Helbig & Busha (1991) and Hentschel & Weydt (2013), this article presents our own analysis and approaches of the syntactic function of adjectives in the German language. The purpose of this paper is to examine the role of adjectives in the German language as a corpus-based study for language learners in higher educational settings. The results of the study give some new insights and information for both teachers and students about the use of adjectives while learning German language.
{"title":"THE PREDICATIVE USE OF ADJECTIVES IN THE GERMAN LANGUAGE: INSIGHTS FROM THE NEWSPAPER ‘WESTDEUTSCHE ZEITUNG’ FOR LANGUAGE LEARNERS IN EDUCATIONAL SETTINGS","authors":"Biljana Ivanovska, Gzim Xhaferi","doi":"10.20544/teacher.25.01","DOIUrl":"https://doi.org/10.20544/teacher.25.01","url":null,"abstract":"This paper providesan in-depth analysis of the syntactic function and usage of adjectives in the German language with a focus on their predicative use. For the prupose of the study,we utilized a corpus of adjectives from the newspaper 'Westdeutsche Zeitung' from 2009 to 2021. The procedure involved theanalysisof sentence examples from the electronic corpus of the archive of the written German language at the German Language Institute in Mannheim (IdS). Building upon the theoretical approaches of Helbig & Busha (1991) and Hentschel & Weydt (2013), this article presents our own analysis and approaches of the syntactic function of adjectives in the German language. The purpose of this paper is to examine the role of adjectives in the German language as a corpus-based study for language learners in higher educational settings. The results of the study give some new insights and information for both teachers and students about the use of adjectives while learning German language.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429152","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}
Experiment-based teaching is a learning strategy by which students gain knowledge and skills through investigating, answering questions, collaborating, self-managing, and solving problems through communication, while the traditional method serves ready-made information to students that vanish very quickly. Therefore, in this paper, the topic of experiment-based teaching in chemistry and the role of incorporating experiments in students’ learning and development of their skills and abilities have been closely examined. This research implies an action research methodology, with a quasi-experimental design, and is conducted in Primary school ⹂Dardania” in Municipality of Pristina, from which students of two seventh grades participated. The pre and post-test method was used in the classroom where the lesson instructions were based on experiments, while in contrast, in another classroom with a group of students who served as a control group, the teaching was realized by applying the traditional teaching methods. Overall, the techniques and instruments of the research included the following: pre-test, observation of students during the learning process, checklist, and post-test. The research results showed that in the classroom where the learning is based on experiment-based teaching, the students are more motivated and active and show higher results in learning chemistry compared to students who have learned the same units based on traditional methods without integrating experiments. The practical value of this research relies on providing valuable results in encouraging teachers to use experiment-based teaching more often so that students can gain practical knowledge and skills to practice experimental work as the results indicated that students who learn in classes where teaching based on experiments is used, achieve higher results and show higher performance in the subject chemistry than those who have completed the lessons in classes where traditional methods are used without applying experiments.
{"title":"THE IMPACT OF EXPERIMENT-BASED TEACHING ON LEARNING THE SUBJECT CHEMISTRY IN LOW SECONDARY EDUCATION","authors":"Fehmi Ramadani, Milena Pejchinovska-Stojkovikj","doi":"10.20544/teacher.25.08","DOIUrl":"https://doi.org/10.20544/teacher.25.08","url":null,"abstract":"Experiment-based teaching is a learning strategy by which students gain knowledge and skills through investigating, answering questions, collaborating, self-managing, and solving problems through communication, while the traditional method serves ready-made information to students that vanish very quickly. Therefore, in this paper, the topic of experiment-based teaching in chemistry and the role of incorporating experiments in students’ learning and development of their skills and abilities have been closely examined. This research implies an action research methodology, with a quasi-experimental design, and is conducted in Primary school ⹂Dardania” in Municipality of Pristina, from which students of two seventh grades participated. The pre and post-test method was used in the classroom where the lesson instructions were based on experiments, while in contrast, in another classroom with a group of students who served as a control group, the teaching was realized by applying the traditional teaching methods. Overall, the techniques and instruments of the research included the following: pre-test, observation of students during the learning process, checklist, and post-test. The research results showed that in the classroom where the learning is based on experiment-based teaching, the students are more motivated and active and show higher results in learning chemistry compared to students who have learned the same units based on traditional methods without integrating experiments. The practical value of this research relies on providing valuable results in encouraging teachers to use experiment-based teaching more often so that students can gain practical knowledge and skills to practice experimental work as the results indicated that students who learn in classes where teaching based on experiments is used, achieve higher results and show higher performance in the subject chemistry than those who have completed the lessons in classes where traditional methods are used without applying experiments.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429147","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 field of Teaching English to Speakers of Other Languages (TESOL) is ever- evolving, and as such exploring the potential of Artificial Intelligence (AI) in language teaching and learning is becoming increasingly important. AI-powered language learning tools, such as chatbots, are changing the way students learn and practice English. As these AI-powered chatbots gain momentum, educators worldwide discuss their potential implications on the process of language teaching. By examining the potential use of chatbots such as ChatGPT, this paper aims to contribute to the limited available literature on AI and TESOL and provide valuable insights for teachers on the benefits and challenges of incorporating AI in their daily work. Discussing the ways chatbots can enhance ESL/EFL classes, as well as the ways they can hinder the learning process, due to issues related to academic dishonesty, this paper highlights both the advantages and the disadvantages of such emerging technologies, as well as AI’s practical use in a classroom, in hopes to improve the language learning outcomes.
{"title":"ENGLISH TEACHING JUST GOT AN UPGRADE: HOW AI IS REVOLUTIONIZING TESOL","authors":"Elena Shalevska","doi":"10.20544/teacher.25.11","DOIUrl":"https://doi.org/10.20544/teacher.25.11","url":null,"abstract":"The field of Teaching English to Speakers of Other Languages (TESOL) is ever- evolving, and as such exploring the potential of Artificial Intelligence (AI) in language teaching and learning is becoming increasingly important. AI-powered language learning tools, such as chatbots, are changing the way students learn and practice English. As these AI-powered chatbots gain momentum, educators worldwide discuss their potential implications on the process of language teaching. By examining the potential use of chatbots such as ChatGPT, this paper aims to contribute to the limited available literature on AI and TESOL and provide valuable insights for teachers on the benefits and challenges of incorporating AI in their daily work. Discussing the ways chatbots can enhance ESL/EFL classes, as well as the ways they can hinder the learning process, due to issues related to academic dishonesty, this paper highlights both the advantages and the disadvantages of such emerging technologies, as well as AI’s practical use in a classroom, in hopes to improve the language learning outcomes.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429151","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}
Given that much research stresses out the positive homework impact on the students’ achievements in learning a foreign language, this study examines the English language elementary students’ opinions on homework in order to depict whether the Republic Kosovo’s elementary schools emphasize the significant role of homework in the foreign language teaching and learning process. Therefore, qualitative interviews with 30 English language elementary students from the sixth grade are conducted as a method for collecting data. The sample consists of 30 interviews’ transcript, and the analysis rests upon coding and the interpretative-inductive approach. The research results show that the elementary education in the Republic of Kosovo recognizes the homework importance and that homework plays a significant role in students’ success, i.e. it helps students to learn the lessons better and also allows them to become independent learners.
{"title":"ENGLISH LANGUAGE STUDENTS’ PERCEPTION ON HOMEWORK IN THE REPUBLIC OF KOSOVO’S ELEMENTARY SCHOOLS","authors":"Samir Skenderi, Violeta Janusheva","doi":"10.20544/teacher.25.06","DOIUrl":"https://doi.org/10.20544/teacher.25.06","url":null,"abstract":"Given that much research stresses out the positive homework impact on the students’ achievements in learning a foreign language, this study examines the English language elementary students’ opinions on homework in order to depict whether the Republic Kosovo’s elementary schools emphasize the significant role of homework in the foreign language teaching and learning process. Therefore, qualitative interviews with 30 English language elementary students from the sixth grade are conducted as a method for collecting data. The sample consists of 30 interviews’ transcript, and the analysis rests upon coding and the interpretative-inductive approach. The research results show that the elementary education in the Republic of Kosovo recognizes the homework importance and that homework plays a significant role in students’ success, i.e. it helps students to learn the lessons better and also allows them to become independent learners.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429145","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 use of the Internet and students addiction of Internet has become very actual and inevitable issue, thus the interest in protection of the students and gaining knowledge about safety use of Internet are indispensable. The aim of this paper is to inform and raise children's/students awareness of Internet safety and the potential risks they may be exposed to while using the Internet; then to give insight of the students' behavior and their success at school, according to the perception of the students themselves and their parents, as well as to show their opinions regarding the frequency of Internet use while working with a computer. Population consists of students of lower secondary schools in the municipality of Pristina, bearing in mind that students of this age spend a lot of time on the computer using the Internet, that can be harmful for the physical development at their age. The instrument that is used for data collection is questionnaire, and instruction guide is distributed on how students of this generation should access the Internet, how they should protect themselves from the Internet, the way they use the computer and the time they should spend on the Internet. The methods for processing the data and gaining scientifically based conclusions were analysis, comparison and synthesis. The results in this paper show that students generally do not have enough knowledge about the safety risks of the Internet use and have underestimated the time they spend on the Internet. The vast majority of them think that sitting in front of the computer has no, or has little effect on their physical problems during their physical development.
{"title":"INTERNET SAFETY AND ATTITUDE OF STUDENTS WORKING ON A COMPUTER IN LOWER SECONDARY SCHOOLS","authors":"Betim Ismajli, Milena Pejchinovska-Stojkovikj","doi":"10.20544/teacher.25.07","DOIUrl":"https://doi.org/10.20544/teacher.25.07","url":null,"abstract":"The use of the Internet and students addiction of Internet has become very actual and inevitable issue, thus the interest in protection of the students and gaining knowledge about safety use of Internet are indispensable. The aim of this paper is to inform and raise children's/students awareness of Internet safety and the potential risks they may be exposed to while using the Internet; then to give insight of the students' behavior and their success at school, according to the perception of the students themselves and their parents, as well as to show their opinions regarding the frequency of Internet use while working with a computer. Population consists of students of lower secondary schools in the municipality of Pristina, bearing in mind that students of this age spend a lot of time on the computer using the Internet, that can be harmful for the physical development at their age. The instrument that is used for data collection is questionnaire, and instruction guide is distributed on how students of this generation should access the Internet, how they should protect themselves from the Internet, the way they use the computer and the time they should spend on the Internet. The methods for processing the data and gaining scientifically based conclusions were analysis, comparison and synthesis. The results in this paper show that students generally do not have enough knowledge about the safety risks of the Internet use and have underestimated the time they spend on the Internet. The vast majority of them think that sitting in front of the computer has no, or has little effect on their physical problems during their physical development.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"47 14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429146","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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