The Translation Peculiarities of the Ancient Ukrainian Monument «On the Campaign of Igor» by American Researchers Jack Haney and Eric Dahl

Костікова, Ілона; Вozhko, Yuliia; Разуменко, Т. О.; Goloborodko, Evdokiya

doi:10.34069/ai/2020.28.04.59

Cited by 4 publications

(5 citation statements)

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“…Wongsa and Son (2022) found that when used as a delivery and communication tool, Facebook could create an interactive and flexible learning environment for EFL learners, enabling them to actively communicate and collaborate with their teachers and peers in drama-based English activities. Similarly, Kostikova et al (2019) found that Facebook was effective in improving English-speaking skills for upper-intermediate learners aiming to pass the First Certificate in English exam. In brief, although various social media platforms have shown varying effects on the outcomes of English-language learning, they have been recognized and widely utilized to improve the Englishspeaking skills of learners of all ages.…”

Section: Social Media-based Learning For English Acquisition and Spea...mentioning

confidence: 90%

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Ning,

DeWitt,

Chin

et al. 2024

JITE:Research

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Aim/Purpose: This study aimed to identify primary school teachers’ perceptions of leveraging social media-based microlearning to improve students’ English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers’ perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers’ perceptions of social media-based microlearning to improve students’ English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students’ speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students’ English-speaking abilities by providing the teachers’ perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social media-based microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendation for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers’ perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students’ English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students’ English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social media-based collaborative learning.

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Section: Social Media-based Learning For English Acquisition and Spea...mentioning

confidence: 90%

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Ning,

DeWitt,

Chin

et al. 2024

JITE:Research

View full text Add to dashboard Cite

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“…Kostikova et al (2019) conducted a study in Ukraine to determine if Facebook could be used as an extra tool to teach speaking skills for the FCE test. Twenty-four Kharkiv nonlinguistic university students participated in this mixed methods research.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The literature contains studies demonstrating the convenience of using SNS to share educational resources, increase student/teacher engagement and improve students’ specific skills (Cavus et al, 2021; Estrella, 2018; Koranteng et al, 2018; Norhailawati et al, 2019; Pérez-López et al, 2020; Saienko et al, 2020; Solmaz, 2019). Nonetheless, the body of knowledge has also drafted the disadvantages of using SNS in education.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Impact of Social Networking Sites on Students’ Performance in English as a Foreign Language. The Case of Ecuadorian Polytechnic Undergraduate Students

Estrella

2023

Journal of Educational Technology Systems

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This article aimed to identify the usefulness of using social networking sites (SNSs) in an English as a foreign language class. One hundred sixteen undergraduate students of diverse degrees from a polytechnic state-owned university in Ecuador participated in the study, which followed a quantitative design. A descriptive analysis and a linear regression model were used to analyze the data gathered through an online survey. Results reported that participants agreed on average with all the propositions, thus confirming their perception of the usefulness of the SNSs used in class. Also, it was identified that the factors “Interaction with the teacher” ( t = −0.116, p = .908) and “Engagement” ( t = 1.508, p = .133) are not statistically significant predictors of student performance. Also, the factors “Interaction with peers” ( t = 11.717, p < .001) and “Influence on cooperative learning” ( t = 10.088, p < .001) were significant predictors in the model. The results of this investigation directly impact teachers’ practice and students who will be the first recipients of the advantages of using this tool in class.

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“…Research efforts related to this issue span various domains, encompassing the linguistic and didactic aspects of the effectiveness and practical relevance of studying social sciences and humanities (Kostikova et al 2019). Additionally, investigations explore the role of the humanitarian component in fostering the development of civic engagement among future professionals, emphasizing the importance of critical thinking within the realm of professional communication (Cavus and Ibrahim 2017;Severino and Tavares 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Innovative practices in teaching social sciences and humanities as the basis of modern pedagogical discourse

Lytvynenko,

Yuzkiv,

Yanchytska

et al. 2023

Multidiscip. Sci. J.

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Innovation in education is of paramount importance, as it facilitates the continual enhancement of educational content value and quality. This article aims to present the implementation of an "innovative environment" within university education as a significant element of pedagogical discourse. It remains pertinent to explore strategies for incorporating innovative practices into the teaching of social sciences and humanities within the realm of higher education. The primary objective of this study is to ascertain the effectiveness of innovative practices in the instruction of social sciences and humanities, while also determining students' perceptions regarding the necessity of integrating innovative practices, resources, and instructional techniques within the modern educational process. Given the nature of the study's objective, an integrated approach to methodology is required. The primary methodology employed in this study is the pedagogical experiment. Additionally, the research utilized methods such as questioning, observation, and the descriptive approach. The principal hypothesis posits that incorporating disciplines with social and humanitarian content that actively employ innovative practices is imperative for the education and training of professionals across various fields. The inclusion of such practices is expected to enhance the quality of education by fostering motivation to learn, facilitating career advancement, and improving the overall efficiency of the educational process, among other outcomes. The findings of this study provide evidence supporting the value of innovative practices in teaching humanities disciplines, serving as a foundation for pedagogical discourse within university education. Furthermore, the integration of innovative approaches in the instruction of social sciences and humanities establishes the groundwork for future reflection and the development of pedagogical tools, facilitating the successful application of acquired knowledge in practical contexts.

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The Translation Peculiarities of the Ancient Ukrainian Monument «On the Campaign of Igor» by American Researchers Jack Haney and Eric Dahl

Cited by 4 publications

References 0 publications

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

An Analysis of the Impact of Social Networking Sites on Students’ Performance in English as a Foreign Language. The Case of Ecuadorian Polytechnic Undergraduate Students

Innovative practices in teaching social sciences and humanities as the basis of modern pedagogical discourse

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