Аny lаnguаge consists of four skills which аre (listening, speаking, reаding, writing) аnd аs much аs the level of the Аrаbic lаnguаge teаcher for non-Аrаbic speаking speаkers of these skills in the Аrаbic lаnguаge enаbles the level of Аrаbic lаnguаge leаrners to be spoken by other thаn those skills, аnd in this sense wаs This reseаrch is аbout the importаnce of lаnguаge skills for the Аrаbic lаnguаge in teаching аnd leаrning the Аrаbic lаnguаge for non-nаtive speаkers, аnd the importаnce of this reseаrch is in its orientаtion to teаchers of Аrаbic lаnguаge who do not speаk Аrаbic аnd whаt it represents the importаnce of knowing the lаnguаge skills of the Аrаbic lаnguаge аnd knowing its importаnce in teаching the lаnguаge аs well аs the role of the teаcher аnd leаrner аnd Teаching methods аnd how to develop those skills аnd the meаns used to teаch those skills. The need for non-nаtive speаkers of Аrаbic lаnguаge to identify these skills, their importаnce аnd the role of the teаcher in them аnd how they аre performed is no less thаn the need of Аrаbic lаnguаge leаrners from other speаkers, in this reseаrch we leаrn the lаnguаge skills of the lаnguаge Аrаbic аnd its importаnce аnd the role of the teаcher in her teаching, аs well аs the role of the leаrner in her leаrning, аs well аs how to develop this skill for the teаcher аnd the leаrnerَ. The reseаrcher hаs relied on his field studies through his work in the Depаrtment of Аrаbic Lаnguаge, Fаculty of Orientаl Lаnguаges, Tаshkent Stаte University for Orientаl Studies, аnd to identify some of the problems fаcing Аrаbic lаnguаge teаchers who аre not speаkers of it, аs well аs the difficulties fаcing Аrаbic lаnguаge leаrners аt the university аt their vаrious levels of beginner, intermediаte аnd upper Аnd аlso for grаduаte students; therefore we cаn sаy thаt fаmiliаrity with the lаnguаge skills of the Аrаbic lаnguаge аnd how to teаch аnd develop it is аn urgent necessity in building curriculа for teаching Аrаbic to non-speаkers аs well аs in progrаms for prepаring Аrаbic lаnguаge teаchers for non-speаkers. Аnd presenting them in а wаy thаt helps in the educаtionаl process by employing these skills effectively in the clаssroom, аnd not only thаt they аre merely knowledge informаtion provided to students аnd teаchers.
This study on adopting smart devices in teaching for the acquisition of 21st century employability skills by students in State Universities in Cameroon had as objective to find out the extent to which the use of smart devices in teaching can enhance the acquisition of 21st-century employability skills by students in state universities in Cameroon. Two research questions guided the study: - To what extent is the use of smart phones in teaching effective in enhancing the acquisition of 21st-century employability skills by students in State Universities in Cameroon? To what extent is the use of Laptops in teaching effective in enhancing the acquisition of 21st-century employability skills by students in State Universities in Cameroon? It was hypothesized that the use of smart devices in teaching does not significantly enhance students’ acquisition of 21st-century employability skills in state universities in Cameroon.The study based on Rogers’ (1962) diffusion of innovation theory, supposing that the adoption of a new idea, behaviour, or product does not happen simultaneously in a social system; rather, it is a process whereby some people are more apt to adopt the innovation than others and Davis (1986) technology acceptance model, which posits that the more a technology is perceived as useful and easy to use, its’ actual usage increases. The study adopted an exploratory sequential research design in a mixed-methods study. The accessible population consisted of 3666 teachers and final-year undergraduate students of eight state universities in Cameroon. Using Krejcie & Morgan (1970), 406 participants from professional faculties in five of the eight long existing state universities in Cameroon, were selected to make up the sample size, comprising 386 final-year undergraduate students, and 20 teachers. The stratified purposive sampling, and purposive sampling techniques were adopted for the study. Online Google forms alongside a paper questionnaire, and an interview guide were adopted as the study instruments. The quantitative data were analysed using SPSS version 25 with the aid of descriptive and inferential statistics. The Spearman rho test was used to test the hypotheses and Analysis of Variance (ANOVA) was used for regression analysis. The qualitative data were analysed thematically. The findings of the study showed that the use of smart phones and laptops in teaching had a significant, moderate, and positive impact on students’ acquisition of 21st-century employability skills (r- value = 0.418**, p-value 0.000< 0.05) in state universities in Cameroon. In conclusion, the findings of the study showed that smart devices do not only help students in information sourcing but enhanced their communication skills, critical thinking & problem solving skills, creativity and team working skills. Based on the findings of the study, it was recommended that the state should make teaching with smart devices a policy in state universities and university teachers should be encouraged to use of smart Phones and Laptops in teaching to enhance students’ acquisition of 21st century employability. It was also recommended that government should take appropriates measure to resolve the energy crisis, internet disruptions and training challenges both teachers and students are currently facing.
This study on adopting smart devices in teaching for the acquisition of 21st century employability skills by students in State Universities in Cameroon had as objective to find out the extent to which the use of smart devices in teaching can enhance the acquisition of 21st-century employability skills by students in state universities in Cameroon. Two research questions guided the study: - To what extent is the use of smart phones in teaching effective in enhancing the acquisition of 21st-century employability skills by students in State Universities in Cameroon? To what extent is the use of Laptops in teaching effective in enhancing the acquisition of 21st-century employability skills by students in State Universities in Cameroon? It was hypothesized that the use of smart devices in teaching does not significantly enhance students’ acquisition of 21st-century employability skills in state universities in Cameroon.The study based on Rogers’ (1962) diffusion of innovation theory, supposing that the adoption of a new idea, behaviour, or product does not happen simultaneously in a social system; rather, it is a process whereby some people are more apt to adopt the innovation than others and Davis (1986) technology acceptance model, which posits that the more a technology is perceived as useful and easy to use, its’ actual usage increases. The study adopted an exploratory sequential research design in a mixed-methods study. The accessible population consisted of 3666 teachers and final-year undergraduate students of eight state universities in Cameroon. Using Krejcie & Morgan (1970), 406 participants from professional faculties in five of the eight long existing state universities in Cameroon, were selected to make up the sample size, comprising 386 final-year undergraduate students, and 20 teachers. The stratified purposive sampling, and purposive sampling techniques were adopted for the study. Online Google forms alongside a paper questionnaire, and an interview guide were adopted as the study instruments. The quantitative data were analysed using SPSS version 25 with the aid of descriptive and inferential statistics. The Spearman rho test was used to test the hypotheses and Analysis of Variance (ANOVA) was used for regression analysis. The qualitative data were analysed thematically. The findings of the study showed that the use of smart phones and laptops in teaching had a significant, moderate, and positive impact on students’ acquisition of 21st-century employability skills (r- value = 0.418**, p-value 0.000< 0.05) in state universities in Cameroon. In conclusion, the findings of the study showed that smart devices do not only help students in information sourcing but enhanced their communication skills, critical thinking & problem solving skills, creativity and team working skills. Based on the findings of the study, it was recommended that the state should make teaching with smart devices a policy in state universities and university teachers should be encouraged to use of smart Phones and Laptops in teaching to enhance students’ acquisition of 21st century employability. It was also recommended that government should take appropriates measure to resolve the energy crisis, internet disruptions and training challenges both teachers and students are currently facing.
This study investigates the relationship between translation competence and higher-order thinking skills in novice translators. Translation competence refers to the ability to effectively and accurately translate texts from one language to another, while higher-order thinking skills encompass critical thinking, problem-solving, and creative thinking abilities. The research employs a quantitative approach, analyzing the performance of novice translators on translation tasks and their demonstrated higher-order thinking skills. The findings shed light on the extent to which translation competence correlates with the application of higher-order thinking skills in the translation process. The implications of the study emphasize the importance of developing both translation competence and higher-order thinking skills in translator training programs.
Effective communication skills are essential in today's interconnected world, and it is crucial to develop these skills early on in education. This study introduces an interactive teaching method aimed at enhancing communication skills among students. The method utilizes various interactive strategies, including group discussions, role-playing, multimedia presentations, and real-world simulations. By actively engaging students in the learning process, this approach fosters the development of effective communication abilities, such as active listening, clarity of expression, nonverbal communication, and conflict resolution. The study investigates the impact of the interactive teaching method on students' communication skills through pre- and post-assessments, student feedback, and observation of classroom interactions. The findings highlight the effectiveness of the method in enhancing students' communication skills and its potential for widespread adoption in educational settings.
As the world embraces distance education as a prominent mode of learning, it becomes imperative to consider the development of responsibility skills among students in this evolving educational landscape. This article explores the significance of fostering responsibility skills in students amidst the challenges and opportunities presented by distance education. It examines various strategies and approaches that educators can employ to cultivate responsibility skills, including self-regulation, time management, accountability, and digital citizenship. Additionally, the article discusses the implications of promoting responsibility skills in enhancing students' academic performance, engagement, and overall success in a remote learning environment. Drawing upon research findings and practical insights, this article aims to provide educators, policymakers, and stakeholders with valuable perspectives on nurturing responsibility skills in students within the context of distance education.
Any epidemic and pandemic that is a great stress or emergency leads to disruptions in the psycho-neurological system and human behavior. Psycho-emotional excitement in patients with severe Covid-19 dramatically reduces the effectiveness of non-invasive ventilation. Purpose of the study: to assess the efficacy, safety and impact on the quality of life of patients with dexmedetomidine and propofol against the background of a decrease in need for oxygen. The study included 21 patients with severe and extremely severe Covid-19. In the first group of patients with fear of death, a combination of drugs propofol + sibazone + fentanyl was used. In the second group, dexmedetomidine and promedol. Conclusions: in patients with a severe course of coronavirus infection, dexmedetomidine is more effective in reducing psycho neurological arousal and improving cognitive functions, which leads to an effective supply of oxygen and to their faster recovery.
This study aims to investigate the relationship between language skills anxiety and foreign language learning aptitude among Iranian English as a Foreign Language (EFL) learners. Language skills anxiety refers to the feeling of apprehension or fear experienced by learners when using different language skills, such as speaking, listening, reading, and writing. Foreign language learning aptitude, on the other hand, refers to the innate ability or potential of learners to acquire and develop proficiency in a foreign language. The study utilized a quantitative research design and collected data from a sample of Iranian EFL learners using validated measures of language skills anxiety and foreign language learning aptitude. The findings of the study provide insights into the relationship between language skills anxiety and foreign language learning aptitude among Iranian EFL learners and contribute to our understanding of the factors that influence language learning outcomes.
Effective communication is a crucial skill that is required in all aspects of life. The ability to express oneself clearly and confidently in a language is an essential attribute in today's globalized world. However, mastering speaking skills can be challenging, especially for non-native speakers of a language. In such cases, communicative activities play a vital role in improving speaking skills. This article aims to explore the role of communicative activities in improving speaking skills. The article discusses the definition of communicative activities, their objectives, advantages, and different forms. Moreover, the article highlights the importance of incorporating communicative activities into teaching methods to help learners develop effective communication skills.