Specific Anxiety Situations and Coping Strategies in Full English Medium Instruction Engineering Programs

Wilang, Jeffrey Dawala

doi:10.3991/ijep.v12i6.33453

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…This observation is consistent with the findings of the experiments conducted by [21]. Moreover, research by Wilang [51] suggests that negative peer evaluation can lead to student anxiety, while Dolezal et al [52] discovered that peer assessment enhances student engagement in the class. Consequently, social media, including pages and groups, emerges as a promising platform for promoting academic programs and activities [53].…”

Section: Discussionsupporting

confidence: 89%

Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Ngo,

Nguyen,

et al. 2024

Int. J. Eng. Ped.

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Adolescents nowadays experience significant mental and behavioral changes, largely influenced by the pervasive use of social media, the rise in peer influence, and the fear of missing out (FoMO). However, many crucial questions regarding the relationships between social media, peer influence, and FoMO remain unanswered. Therefore, this study was conducted to explore the interconnections among social media processes, FoMO, and peer influence among secondary and high school students, with a specific focus on posts sharing academic achievements or experiences among peers. The research employed a quantitative approach, using a 5-point Likert scale questionnaire to collect data via an online survey. A total of 419 valid samples were collected and analyzed using factor analyses and structural equation modeling (SEM). The findings revealed that certain social media experience processes, namely online peer norms and novel peer experiences, significantly influenced both peer influence and FoMO. While online peer norms affected both phenomena, novel peer experiences only had an impact on peer influence. Moreover, FoMO played a mediating role in the relationship between social media experience and peer influence. Based on these findings, the study proposes solutions to optimize the impact of social media on adolescents. Gaining insights into the dynamics of social media processes, FoMO, and peer influence can enhance support for adolescents’ mental well-being and address challenges in the digital age.

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Section: Discussionsupporting

confidence: 89%

Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Ngo,

Nguyen,

et al. 2024

Int. J. Eng. Ped.

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“…It is particularly noteworthy that English listening and speaking teaching has also begun to adopt classroom online interactive platforms along with the rapid development of information technology, making teaching more in line with modern requirements and significantly improving the teaching effect [8][9][10][11][12][13]. This change not only corresponds to the demand for English listening and speaking ability in today's society but also helps improve teaching efficiency and quality, thus bringing enormous value to the improvement of educational quality and social progress [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Improving English Listening and Speaking Abilities in Online Interactive Platforms

Wu,

Zhou,

Xia

2023

Int. J. Emerg. Technol. Learn.

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In the globalized and digitized modern society, the cultivation of English listening and speaking ability has attracted more and more attention. With the development of information technology, the application of classroom online interactive platforms in English listening and speaking teaching is becoming increasingly widespread. However, existing studies focus on the technical performance and functionality of online interactive platforms, lacking a deep understanding of students’ actual learning behaviors and teachers’ using behaviors. Moreover, most of the studies analyze the platform effect at the macro level and neglect the impact of the student-teacher interactive mode at the micro level. Therefore, this research focused on studying the hierarchical clustering of students’ online learning behaviors and the typical student-teacher interactive mode of “resource-platform-need,” aiming to fill this gap. A data-driven research method was used, which was expected to provide new understanding and perspectives, bringing new theoretical and practical values to the educational technology field. The research results helped design and optimize the online interactive platform and better met the needs of students and teachers, thus promoting the development of English listening and speaking teaching.

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“…Thanks to the development of information technology, digital tools and online resources are now widely used to improve the teaching effect in the field of education. Taking the English major as an example, students can contact a wealth of learning resources during their learning process, such as online courses, e-books, audio A New Collaborative Filtering Recommendation Algorithm for Course Resources Based on Language-Scoring Data materials, and exercise database [1][2][3][4][5]. However, they often feel confused when facing such a sea of learning resources, and some of them are not able to find the learning materials most suitable for themselves.…”

Section: Introductionmentioning

confidence: 99%

A New Collaborative Filtering Recommendation Algorithm for Course Resources Based on Language-Scoring Data

Song,

Wang,

Zhao

et al. 2023

Int. J. Emerg. Technol. Learn.

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As digital tools and online resources are widely used in education these days, providing students with personalized learning resource recommendations is now an important task for educators- however, the currently available recommendation algorithms created based on language-scoring data are deficient in aspects of sentence similarity calculation and students’ acceptance of new knowledge, so this study proposed an automatic language-scoring method based on the improved sentence similarity calculation; then, combining with the language-scoring data of students, a new collaborative filtering recommendation algorithm of course resources was proposed for changes in the effect of students’ acceptance of new knowledge. The proposed new algorithm can more accurately evaluate students’ language ability, with students’ interests and capacity taken into consideration, and it can give more suitable and personalized recommendations of learning resources for students. In terms of algorithm design, both efficiency and accuracy have been taken into account and balanced, so the algorithm is applicable to large-scale data processing and real-time recommendation. This study not only helps in improving students’ learning effect, but also provides useful references for educational institutions to optimize course design and teaching methods. Research findings of this study can be used in other disciplines and fields as well.

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Specific Anxiety Situations and Coping Strategies in Full English Medium Instruction Engineering Programs

Cited by 5 publications

References 24 publications

Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Improving English Listening and Speaking Abilities in Online Interactive Platforms

A New Collaborative Filtering Recommendation Algorithm for Course Resources Based on Language-Scoring Data

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