Research-Oriented Framework of Training Philology Students’ Research Skills Based on Corpus Analytical Software

Abstract

<p style="text-align: justify;">The purpose of the study was to explore how technological advances incorporated into the Philology Studies curriculum could impact the students’ research skills and the quality of their research projects and what students’ and teachers’ impressions of the reshaped research component of the curriculum were. The study used qualitative and quantitative methods with the dominance of qualitative methods. It employed the baseline study, checklist to assess students’ research papers, assessment criteria, and the Triangular Assessment Method to assess the students’ papers. The consensus meeting was held to allow the experts to express their reasoning for the scores. The semi-structured interview was administered to the students’ and teachers’ to identify their impressions of the reshaped research component of the curriculum of philology. The technological advances incorporated into Philology Studies curriculum improve the students’ research skills and the quality of their research projects. Both students and teachers appreciated the reshaped research component of the curriculum. The analytical software can be successfully incorporated in the corpus analysis-purpose student research. The students found the intervention a challenging experience that ‘pumped up’ their intellectual, research, and technical skills. They reported improvement in interpreting corpus using correlations, frequencies, distributions, and collecting information using software to organise it in a professional way. The lecturers agreed that the technology-based instructional model incorporated into Philology Studies curriculum improved both students’ research skills and the quality of their research projects.</p>

The effect of self-education on teachers’ competitiveness

“…Teacher's ranking is less important. According to other researchers [3], [29], [30], the essential skills in teachers' work are the ability to explain the material and train the necessary skills in students. A total of 93% of teachers consider it necessary to engage in selfeducation to be competitive.…”

Implementation of Visual Mind Mapping Strategy for Improving Students’ Performance

“…The results showed that the teaching method which involves mind maps (for example, presentation of lecture material or the results of independent work) is more effective than traditional teaching methods (Bawaneh, 2019;Yang et al, 2022;Valyukevych et al, 2021). The lack of works dealing with the effectiveness of the mind maps for students of the Humanities majors was mentioned above.…”

Enseñanza de competencias investigadoras en educadores, mediada por la tecnología en Educación Superior. Revisión sistemática

“…La muestra más grande es la de 867 profesores universitarios del sistema educativo español (Guillén-Gámez et al, 2020). Luego se tiene la muestra de 531 profesores y estudiantes de la Facultad de Educación de la UNED de Costa Rica (Ávalos et al, 2019) y, la muestra de 287 estudiantes de una universidad de Ucrania (Valyukevych et al, 2021). Para el caso de los estudios cualitativos destacan 29 profesores en formación (Wongdee, 2019), 27 profesores (González- Guerrero et al, 2017), 19 profesores de Química en formación (Oner et al, 2011) y 3 profesores de la Universidad de Cambridge (Hennesy et al, 2011).…”

“…Unas clásicas y otras más innovadoras. Para el primer caso se propone el aprendizaje basado en problemas, en la práctica, en la reflexión, en la indagación, porque se considera que favorecen los resultados académicos de los estudiantes (Valyukevych et al, 2021) y el aprendizaje experiencial y realista que promueve la resolución de problemas (Ávalos et al, 2019).…”

“…Destacan los resultados muy favorables cuando se ha aplicado el Flipped Learning en el desarrollo de cursos de investigación (Mahasneh, 2020). Por otro lado, se encontró que la enseñanza orientada a la investigación ayuda a adquirir habilidades prácticas esenciales para proponer soluciones a problemas complejos (Valyukevych et al, 2021). Y en lo que respecta al Doing Research, Wongdee (2019) sostiene que los alumnos desarrollaron habilidades de investigación a través de la realización de investigaciones.…”