In recent years, there has been a major shift in the way that individuals learn languages. With technological advancements, language learning has become more interactive, engaging and entertaining than ever before. More and more learners are finding that they are able to learn a language more effectively than they would have done through traditional methods. An increasing number of studies have been carried out on the use of gamification on language learning and how it can enhance language proficiency, motivation and engagement among learners. The concept of gamification, which refers to the integration of game elements and mechanics into non-game processes or tasks, has been found to be effective in promoting learning.
The article deals with the basic problems of teaching foreign languages at higher education institutions, in particular teaching English by implementing the blended learning approach into practice. The solutions to those problems have been considered based on the results of the research on uniting both the online and offline platforms of improving students’ basic linguistic skills in a systematic way as the innovative means of consolidating the quality and content factors of higher education remarkably.
Furthermore, the ways of assessing and providing students with feedback about their progress in fostering their linguistic skills in the target language have been applied into the practical part of the investigation, and the results have been characterized according to the choices of the research participants in the questionnaires
Ushbu tezisda matematika fanini o‘qitishda pedagogik metod va texnologiyalardan foydalangan holda o‘quv natijalarini oshirish o‘quvchi va talabalarning fanga bo‘lgan qiziqishlarini oshirish uchun qanday metodlarga e’tibor qaratish kerakligi to‘g‘risida fikr yuritiladi.
The current case study is divided into two sections. I utilized a questionnaire with twelve questions in the first step. During the second section, I invited participants from Denau Institute of Entrepreneurship and Pedagogy to write an essay or journal entry. I was able to identify their background knowledge and which motivational type is stronger among them by using assignments. Participant A began studying English at a young age and believes that a teacher is essential in motivating her in the learning process. Participant B, on the other hand, does not rely on the teacher and prefers self-study. According to my study, intrinsically driven pupils can achieve better levels of learning.
This scientific article explores the role of the sociocultural component of education in enhancing motivation for learning foreign languages, with a particular focus on learners for whom English is a second language. Drawing upon Vygotsky’s sociocultural theory and various empirical studies, this article demonstrates how the integration of sociocultural elements into language instruction can significantly increase students’ motivation, engagement, and proficiency in second language acquisition. Several examples and practical recommendations are provided to illustrate the potential of this approach in real educational settings.
The current research aims to identify the level of mood disorder among students with learning difficulties in special education classes and the level of mood disorder among students with learning difficulties according to the variable of the school stage (third grade, fourth grade). The research sample was selected randomly, consisting of (101) students of the third and fourth grades (special education) in government primary schools affiliated with the General Directorate of Education in Babylon governorate. To achieve the two objectives of the study, the researcher prepared a mood disorder scale and applied it to the students of the research sample. After confirming the indications of honesty and consistency, the data were collected and analyzed using (SPSS) The results of the current research indicated that there are significant differences between the arithmetic mean and the hypothetical average and in favor of the arithmetic mean of the recent research sample; which shows a clear correlation between mood disorders and learning difficulties among special education students in the third and fourth grades of primary (special education).
Today, the quality of education is given a lot of attention. The main criterion for the effectiveness of the work of a higher educational institution is the high level of training of specialists, respectively. high demands are made. A modern specialist should have comprehensive information, should be guided not only in his chosen future profession, but also in related sciences. Such information can be obtained from modern sources obtained from the Internet.
This study delves into the impact of Viber usage on vocabulary learning among Iranian EFL (English as a Foreign Language) university students, employing an interactionist framework. Viber, a popular messaging application, has become increasingly integrated into daily communication practices, offering potential implications for language learning contexts. Through qualitative and quantitative analysis, this research examines how the interactive features of Viber influence vocabulary acquisition and student engagement. Insights garnered from this study contribute to our understanding of technology-mediated language learning and inform pedagogical practices in EFL contexts.
This article writes about the turn of events and approval of a estimation overview instrument, the Tension in Glossary Learning through Listening Scale (TGLLS). The TGLLS is planned to help recognize and assess unknown dialect students' tension in Glossary learning through listening issues while they are paying attention to oral texts. Factor examination was performed with an essential example (N = 468), bringing about a 20-thing study instrument. The dependability and factorial legitimacy of the instrument are introduced alongside a measurably huge relationship between's understudies' reactions to the things on the instrument and the unknown dialect students' tuning in. Further uses for the instrument are talked about corresponding to the TGLLS possibilities in checking the viability of instructional methods intended to foster unknown dialect learner' sanxiety in Glossary learning through tuning in.
The instrument was grounded in the model of classroom teaching, students’ evaluations of teaching effectiveness research, principles of effective teaching and adult learning. Exploratory factor analysis was conducted to uncover factors that represented the data. The principle axis factoring extraction method and promax rotation procedure resulted in seven factor structures. Some of the factors were not well defined, thus the instrument was revised. Test-retest correlations were high (r ≥ 70) and internal consistency analysis indicated that students responded consistently to its eight sub-scales and items. Results of the correlational analysis suggested that all LISET’s scales contributed significantly to students’ perceptions of learning. The best predictors of students’ learning were Rapport with Students (β =.354 and Sig. = .000), Speaking Skills (β = 0.331 and Sig.= .000) and Clarity of Presentation and Explanation (β = 0.265 and Sig.= .002). Results of this study suggested that the LISET survey instrument has acceptable psychometric properties and it captures eight dimensions of teaching components namely, “Self-rated Learning Outcomes”, “Rapport With Students”, “Clarity of Presentation and Explanation”, “Organization of the Lessons”, “Stimulation of Student Interest”, “Effective Speaking”, “Questioning Skills” and “Lecturer Support for Student Assessment”. Some of the significant conclusions reached in the study were: (1) the results confirmed the multi-dimensionality of student evaluation of teaching, (2) the LISET instrument has reasonable content, construct and criterion validities, and (3) the LISET instrument can be used by teacher educators with reasonable degree of reliability.
Currently, there are serious changes in the system of higher education, fundamental changes in the foundations of teaching, the understanding of learning objectives is changing. Students do not receive accumulated individual professional knowledge, skills and abilities, but acquire various competencies. At the same time, competence is usually understood as the ability and willingness of students to apply existing knowledge, skills, and abilities. In the modern practice of teaching English to students, the teacher is often faced with a situation where students have no experience of learning it at all.
The reason for this cross sectional review is to examine understudy impression of learning conditions at a significant Australian College. Different parts of climate are analyzed between courses, year levels, instructive foundations and sexual orientation. The positive discernment held by Flinders University wellbeing science understudies towards their schooling and learning conditions is ideally characteristic of comparative courses inside Australia and globally. While future investigations might assist with affirming this, the current discoveries offer an opportunity to investigate the fundamental reasons for this energy in more profundity just as think about likenesses and contrasts between the particular wellbeing science disciplines. Radiography and clinical imaging, word related treatment, drug store, nourishment and dietetics, physiotherapy and social work courses at Flinders University. Accommodation examining was utilized and scores were analyzed across gathering factors recognized by means of segment data.
This paper is dedicated to explain the importance of learning styles in teaching foreign languages. After examining how the student viewed the surroundings and engaged with his or her learning environment, it is explained that enduring cognitive, affective, and physiological qualities using advanced cognitive processes.
Contemporary methods of teaching history to students with disabilities have evolved to cater to diverse learning needs and promote inclusive education. This abstract explores the innovative strategies employed to engage and empower students with disabilities in history classrooms. The use of technology, such as multimedia presentations, interactive simulations, and virtual reality, enhances accessibility and fosters a deeper understanding of historical events. Differentiated instruction techniques, including visual aids, graphic organizers, and hands-on activities, accommodate various learning styles and abilities. Collaborative learning approaches promote peer interaction, cooperative problem-solving, and critical thinking skills. Additionally, the incorporation of inclusive language, diverse perspectives, and culturally relevant content ensures that students with disabilities feel represented and valued within the history curriculum. Teachers play a crucial role in implementing these methods, requiring specialized training, flexibility, and a focus on individualized support. The contemporary methods discussed in this abstract contribute to creating a supportive and inclusive learning environment that enables students with disabilities to actively participate and thrive in history education.
College students facing mental health challenges often experience difficulties in their academic pursuits and overall well-being. This research paper explores a novel approach to support and empower these students by integrating cognitive remediation therapy (CRT) and social-emotional learning (SEL). Cognitive remediation therapy targets cognitive deficits that may impede learning and academic performance, while social-emotional learning fosters emotional intelligence, self-awareness, and interpersonal skills. By combining these interventions, colleges can create a comprehensive support framework that addresses both cognitive and emotional aspects of students' lives. This study examines the benefits, challenges, and outcomes of implementing CRT and SEL within a college setting. Through interviews, surveys, and case studies, we capture insights from students, faculty, and mental health professionals, shedding light on how this integrated approach positively influences academic success, mental health, and overall well-being. The findings provide valuable guidance for educational institutions seeking to create inclusive environments that facilitate the success of college students facing mental health issues.