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Journal articles on the topic 'Language learning materials selection and adaptation'
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Baydikova, Tatiana V., and Elena L. Makarova. "Selection and adaptation of teaching materials for content and language integrated learning." Tambov University Review. Series: Humanities, no. 4 (2023): 833–44. http://dx.doi.org/10.20310/1810-0201-2023-28-4-833-844.
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Importance. Language teaching in higher education is aimed not only to promote the development of communicative competence at medium and high levels, but also to be a way of familiarizing students with specialized foreign language discourse. One of the most common methods that can accomplish these two tasks is Content and Language Integrated Learning. With its help, it is possible to adapt authentic materials to the requirements of linguodidactics. However, the question of the procedure for creating teaching materials for an integrated course remains open – there is a need to determine the general properties of selected and adapted texts for Content and Language Integrated Learning. Research methods. The research is based on the scientific literature devoted to the organization of the integrated learning course. The connections between the systems of materials creation proposed by various authors were revealed via comparative analysis. Results and Discussion. In the course of the study, a list of the properties of educational texts necessary for effective teaching of a professional foreign language was established. Different models of selection, ordering and adaptation of authentic texts are also considered. The correlation of the variety of properties and methods of organizing materials led to the creation of a three-module system that includes content, cognitive and communicative components. Each of the components operates with special characteristics of the selected and adapted texts: content – professional relevance of the texts; cognitive – the potential novelty of the perceived material; communicative – language and speech means to create communication environment. Conclusion. The proposed three-module system of adaptation of authentic materials for Content and Language Integrated Learning is able to cover a variety of characteristics of texts, thereby providing opportunities for effective organization of the educational process.
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Labinska, B. I., N. M. Vyspinska, T. P. Koropatnitska, and D. V. Paranyuk. "STRATEGIES AND CRITERIA FOR FOREIGN LANGUAGE READING MATERIALS SELECTION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (2022): 165–72. http://dx.doi.org/10.32342/2522-4115-2022-1-23-20.
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Reading is of great importance for the modern educational process, as it opens access to leading sources of information, expands people’s outlook, etc. Naturally, reading as a communicative skill and a means of communication is always used at the FL classes. However, the foreign language competence of most Ukrainian teachers remains insufficient. The purpose of the article is to single out the strategies and criteria for selecting the educational material to improve the level of teachers’ foreign language competence in reading. Thus, the current study presents the criteria for selecting the foreign language texts for reading in a due regard to educational, psycholinguistic, linguistic, technical, socio-cultural aspects, with an appropriate set of options for each of them. The strategies of selecting foreign language texts, offered in this research, are relevant to the current tendencies prevailing in the formation of foreign language competence in reading. They include focusing on the topic envisaged by the curriculum and the objectives of the FL class; fixing linguistic, speech, sociocultural aspects that are necessary for the class; applying different ways of highlighting / marking the lexical units and grammar structures; enlarging fonts; providing audio support for students with special educational needs (visually impaired students). The developed strategies and criteria suggest that students with special educational needs should also be able to use the texts. With the aim of determining the level of Ukrainian teachers’ foreign language competence in reading, a survey was conducted, which has enabled the authors to вуеукьштуt the peculiarities of teachers’ work with foreign texts, the lack of foreign texts that contain topics on various literary genres and reveal a sociocultural component. Eventually, the article offers certain approaches to the adaptation of foreign texts in terms of the learning objectives and students’ communicative needs. The srrategies and criteria, developed and proposed in this study, are a significant extension of the already existing tools that take into account new challenges in modern methods of foreign languages teaching. The prospective areas of further research are the study of the reading materials search engines and their effect on teachers’ foreign language competence in reading.
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G'afforova, Nigora Abdunosirovna Akhmedov O.S. "APPROACHES OF SCHOLARS TO THE DEVELOPMENT OF LEXICAL DOUBLETS IN ENGLISH." Zamonaviy dunyoda ijtimoiy fanlar 2, no. 07 (2023): 63–65. https://doi.org/10.5281/zenodo.7976655.
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Any language has a social element, making it impossible for it to exist and grow apart from society. The primary goals of this work are to identify the fundamental components of the specificity of materials selection and adaptation in language teaching/learning and to define existing selected materials difficulties among various courses; to identify the advantages of selected materials in the classroom and adapting the materials; and to describe the structural and lexical-semantic domain of English doublets.
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Sabiha, Khatoon, Andleeb Mehreen, and Bushra Hanif Marium. "A Review on The Role of Information Technology in Efficient Authentic and Non-Authentic Materials in ESP Classrooms With ESL/EFL Students." Mazedan Journal of Language and Literature 2, no. 2 (2022): 8–14. https://doi.org/10.5281/zenodo.7991882.
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This research article explores the role of information technology in the efficient integration of authentic and non-authentic materials in English for Specific Purposes (ESP) classrooms with ESL/EFL students. The study begins by providing the background and importance of selecting effective materials for language learning. It then defines and discusses the characteristics of authentic and non-authentic materials, emphasizing their significance in ESP classrooms. Theoretical frameworks and models supporting the integration of information technology in language learning are examined, with a focus on their relationship to the use of authentic and non-authentic materials. The review of relevant literature covers the role of information technology in integrating both authentic and non-authentic materials, including benefits, challenges, and examples of commonly used tools. The study also offers implications and recommendations for ESP teachers and curriculum designers, such as the development of digital literacy skills, thoughtful material selection and adaptation, fostering learner autonomy, and incorporating collaborative learning. The conclusion highlights the potential of information technology to enhance language learning in ESP classrooms, while acknowledging the need for further research in areas such as long-term impact assessment and teacher professional development. Overall, this research provides insights and guidance for effectively leveraging information technology to integrate authentic and non-authentic materials in ESP classrooms, promoting meaningful language learning experiences for ESL/EFL students.
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Efimova, A. N., and O. V. Karchava. "Problems of working with popular science texts in foreign language course of technical universities." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 104, no. 2 (2023): 188–92. http://dx.doi.org/10.18411/trnio-12-2023-120.
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Specific linguistic features of popular science literature allow the use of these text materials for educational purposes in the process of learning a foreign language in non-linguistic universities. However, the selection of linguistic material optimally meeting the demands of the specified studying courses presents certain difficulties. The choice and adaptation of popular science texts for studying purposes becomes still more difficult with the shortage of time assigned by the programs for this compulsory subject.
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Bedikulova, Xadicha. "THE ROLE OF AUTHENTIC VIDEO IN DEVELOPING SOCIACULTURAL COMPETENCE." "Ilm-Fan" Journal of Science 1, no. 2 (2023): 129–33. https://doi.org/10.5281/zenodo.7985297.
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The article highlights the history of the development of communicative competence and forming the process of sociocultural competence as a main component of communicative competence. The author describes the features of sociocultural competence and its correlation to using authentic video materials. She considers the effectiveness of the method of using authentic videos in foreign language teaching as high. The advantages and disadvantages of using such materials for educational purposes are analyzed using examples. The recommendations are given on the methodological adaptation of this material to the learning environment. At the same time, the selection criteria for authentic video materials are suggested based on theories of scientists
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Novi Indriyani and Rezky Uspayanti. "ADAPTING GOOGLE MAPS AS THE SOURCE OF SPEAKING MATERIAL FOR EOP STUDENTS." Acceleration: Multidisciplinary Research Journal 1, no. 04 (2023): 184–91. http://dx.doi.org/10.70210/amrj.v1i04.43.
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This paper is addressed to promote one of the teaching-learning materials for EOP students by considering several appropriate material developments. Speaking subject becomes the layout of this research, and Google Maps is chosen to be adapted into their learning material. The writer started the procedure with several steps, such as planning the sequence of learning components, the adaptation process, and inserting preferable tasks. Thus, along with the procedures, the material is added by several linguistic features such as vocabulary, grammar, and dialogue. Halfway through the material construction, the writer completes it with a preferable task to enhance the opportunity to perform the language. The selection of Google Maps as speaking material is viewed as having a strong relevance to the EOP context, which means it can impact their involvement in the process of learning language a lot.
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Gridneva, Natalia Aleksandrovna. "The use of authentic materials in foreign language teaching on A1 level." Samara Journal of Science 6, no. 4 (2017): 210–14. http://dx.doi.org/10.17816/snv201764302.
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The following paper deals with the actual problem of authentic materials usage in foreign languages teaching on A1 level. The usage of authentic materials is regarded as one of the basic requirements of communicative approach meaning the highest possible likening of educative process to that of a real communication, and also as a precondition for sociocultural competence (an important part of communicative competence) development. As the main difficulty connected with authentic material usage (especially on A1 level) the problem of their deficient understanding by learners is regarded. The author gives a critical inquiry of widespread manner for easier authentic materials understanding through their preparatory methodic adaptation and makes arguments for uncontrolled materials usage (already on A1 level). While the main specialists handling this problem pay attention to possibilities of authentic materials usage on intermediate and advanced levels, the author analyzes their applying on A1 level. The author gives reasons for the importance and necessity of authentic materials usage with the beginners and formulates some concrete criteria for authentic materials selection on A1 level (based on Common European Framework of Reference: Learning, Teaching, Assessment and Russian Public Standard for Russian as a Foreign Language (Elementary Level - A1)).
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Shchepanska, Khrystyna. "INFORMATION TECHNOLOGIES AT THE CLASSES OF UKRAINIAN AS A FOREIGN LANGUAGE IN THE CONDITIONS OF DISTANCE EDUCATION." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 17 (June 25, 2023): 50–57. http://dx.doi.org/10.30970/ufl.2023.17.3910.
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Тhe role of the information technologies in the conditions of distance learning at the classes of the Ukrainian as a foreign language is analyzed in the article. The advantages of using of the innovative technologies in the modern educational process, in particular, during the study of the Ukrainian language as a foreign language, have been determined. Ways to overcome the communication barriers in the process of distance learning are identified, one of which is seemed to be in mastering of the information technologies. The important online tools for organizing a high-quality and interesting educational process are characterized. Available information means (interactive whiteboards, platforms, and other online resources) are described. For example, such information tools that contribute to the activation of students, diversify the means of communication between students and teachers, and allow creating a database of educational materials that is accessible and convenient for viewing at any time. Emphasis is placed on the problem of adaptation of foreign students in the conditions of distance learning. It could be noted that such adaptation is primarily facilitated by the selection of information resources for the organization of a high-quality educational process with the provision of feedback. Based on this criterion, a classification of online education tools at the classes of the Ukrainian as the foreign language is proposed. Therefore, information technologies are divided into several categories (which contribute to the activation of students at practical classes; which diversify the means of communication between students and teachers; which contribute to the qualitative assessment of students’ knowledge (multilevel testing system); which provide feedback; which allow creating a base of educational materials, accessible and convenient for viewing at any time. The advantages of working with a cloud environment for saving and reproducing educational materials are defined. For example, creating cases, sites, online textbooks with Book Creator. Ways to improve the informational competences of teachers of the Ukrainian as a foreign language are analyzed. Key words: information technologies, Ukrainian language as a foreign language, didactic process, distance learning, educational platforms.
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Kerdivar, Natalia, and Nadia Turdarova. "DEVELOPMENT OF LISTENING COMPREHENSION SKILLS OF FOREIGN COMMUNICATORS (LEVELS B1) USING AUTHENTIC VIDEO MATERIAL FROM YOUTUBE FOR VYSHYVANKA DAY." Psychological and Pedagogical Problems of Modern School, no. 1(11) (April 30, 2024): 85–93. http://dx.doi.org/10.31499/2706-6258.1(11).2024.304944.
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Listening comprehension is both a goal and a means in the educational activities of foreign language learners, as it builds listening skills and enhances the effectiveness of acquiring communicative competence. It also stimulates their receptive abilities. Consequently, the creation of didactic materials and audio-video content, along with exploring new methods and techniques for their use, remains a critical area in linguodidactics. These materials should be of high quality to facilitate the professional development of future professionals and assist in adapting adapting to new life circumstances. This article presents a model for organizing listening comprehension training for students in preparatory departments using authentic audio and video material available on YouTube. The selection and usage of this material are thoroughly justified. Methodological recommendations regarding the implementation of exercises that enhance the ability to understand foreign language texts are also developed and detailed.The described system of working with audio material aligns with the functional and communicative methods of teaching Ukrainian as a foreign language and facilitates reflection and the updating of the students’ background knowledge of Ukrainian culture and language skills. It is important to note that foreign students are allowed to commence their educational activities at various times according to the Admission Procedure for Foreign Citizens, necessitating a holistic approach to the learning process and adaptation for groups that have already developed basic language and speech skills. Mastering listening comprehension is notably challenging in learning a foreign language, requiring deliberate, consistent effort and the meticulous selection of materials. Effective results in Ukrainian language acquisition can only be achieved through regular listening practice in the classroom. This article employs methods such as analyzing scientific literature, justifying the choice of educational materials, generalizing and systematization.
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Verkhovtsova, Olga, and Olena Kutsenko. "Fostering language skills through verse." Lingua libera, no. 1 (September 20, 2024): 7–14. http://dx.doi.org/10.36074/lingua.issue1.001.
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The use of authentic literary texts, including poetry, in teaching English as a foreign language is becoming increasingly widespread. This can be attributed to the growing popularity of communicative teaching methods and the gradual shift away from teacher-centered approaches to language instruction. When teachers decide to incorporate authentic texts into their English lessons, they face the challenge of selecting appropriate texts and determining the most effective methods for working with them in the classroom. At the same time, they strive to consider their students' interests and preferences, as well as curriculum requirements, while focusing on teaching English. In the process of teaching a foreign language, educators always aim to choose the best teaching methodology to enhance students' communicative skills. One such method is familiarizing students with literature, especially poetry in the foreign language being studied. The ability to read foreign literature is one of the key skills acquired in the process of learning a foreign language. Today, the selection of teaching materials available to foreign language teachers is quite extensive, ranging from ready-made methodological brochures and teaching guides to accessible authentic journalistic materials and literary works. However, when choosing a teaching strategy for specific students, the question arises about the appropriateness of using poetry in the curriculum, as well as the degree of their authenticity or adaptation. In most foreign language teaching methodologies, literature is introduced after a substantial and solid study of the language. Thus, in textbooks, methodological tools, and teaching aids for teachers, poetic works receive little attention. This work is an attempt to analyze the importance and effectiveness of using poetic works in foreign language lessons, it explores the integration of poetry in the teaching process and investigates its impact on language acquisition, cultural appreciation, and overall language learning experience. It is an attempt to learn contemporary language teaching methods with an emphasis on literature at the university level and analyze their effectiveness in this specific context.
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Wury Dwiwardani, Wahyu Handayani Setyaningsih, and Retno Dewi Wulandari. "Beyond the Classroom: Exploring Self-Directed Learning Strategies of an Indonesian Japanese Language Learner." Chi e Journal of Japanese Learning and Teaching 13, no. 1 (2025): 12–22. https://doi.org/10.15294/chie.v13i1.16369.
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Advancements in technology, particularly the internet, have provided learners with extensive opportunities to access various resources for independent learning. However, not all learners can effectively utilize digital media and technology, and many face challenges in selecting appropriate materials and methods to support their learning. This study examines the self-directed learning strategies of a Japanese language learner, addressing the following questions: (1) What strategies are employed for independent learning? (2) What media are used, and how does he facilitate self-directed learning? This study employs a qualitative research approach, specifically narrative inquiry, to explore the learner’s experiences. Data were collected through semi-structured interviews and analyzed to identify patterns in self-directed learning strategies. Findings reveal that the learner adopt multiple strategies, including goal setting for both short-and long-term learning, adaptation, combination, evaluation, and validation. Additionally, the learner engages with various online resources, such as interactive learning platforms, receptive learning materials, social media, and authentic content. The study further identifies six key aspects of technology used in self-directed learning, with variations in frequency based on individual needs and perceived advantages and limitations.
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Setiawan, Billy Nathan. "Embracing Cultural Threads: A Qualitative Exploration of English Language Teaching Materials Within an Intercultural Perspective in an Indonesian Multilingual Context." Ranah: Jurnal Kajian Bahasa 12, no. 2 (2023): 343. http://dx.doi.org/10.26499/rnh.v12i2.6840.
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This study aimed to investigate the selection, adaptation and use of English language teaching and learning (ELTL) resources from an intercultural perspective (Liddicoat & Scarino, 2013) in order to provide greater sensitivity to the local context. In recent decades, scholars in the field have attempted to move towards the inclusion of local content in ELTL, including in Indonesia, in order to challenge the 'native speaker' paradigm, which has been criticized for lacking sensitivity to the local context. However, little research has been conducted to examine the role of resources in providing opportunities for intercultural interaction between students' own languages and cultures and English (as the target language and culture). A case study within a qualitative paradigm, involving document analysis and an in-depth teacher interview, was conducted at an international university in Indonesia. Thematic analysis of the data revealed that the selection, adaptation and use of resources that invited attentiveness to language and beyond, and that took into account students' 'lifeworlds' ('home cultures and languages, and the trajectory of experiences, interests, motivations and values developed from them' [Liddicoat & Scarino, 2013]), provided engagement and meaningfulness in ELTL in the local context. The study also showed that 'both the range of texts and what teachers do with them' (Kohler, 2020) were fundamental to providing meaningful ELTL experiences in the local context. AbstrakPenelitian ini bertujuan untuk menyelidiki pemilihan, adaptasi, dan penggunaan materi pengajaran dan pembelajaran bahasa Inggris (ELTL) dari perspektif lintas budaya (Liddicoat & Scarino, 2013) untuk memberikan kepekaan yang lebih besar terhadap konteks lokal. Dalam beberapa dekade terakhir, para ahli di bidang ini telah mencoba untuk bergerak menuju inklusi konten lokal dalam ELTL, termasuk di Indonesia, untuk menantang paradigma 'penutur asli', yang telah dikritik karena kurangnya kepekaan terhadap konteks lokal. Namun, hanya sedikit penelitian yang telah dilakukan untuk meneliti peran materi belajar mengajar dalam memberikan kesempatan untuk interaksi antarbudaya antara bahasa dan budaya siswa dan bahasa Inggris (sebagai bahasa dan budaya target). Sebuah studi kasus dalam paradigma kualitatif, yang melibatkan analisis dokumen dan wawancara mendalam dengan guru, dilakukan di sebuah universitas internasional di Indonesia. Analisis tematik terhadap data menunjukkan bahwa pemilihan, adaptasi, dan penggunaan materi belajar mengajar yang mengundang perhatian terhadap bahasa dan sekitarnya, serta mempertimbangkan 'dunia kehidupan' siswa ('budaya dan bahasa asal, serta lintasan pengalaman, minat, motivasi, dan nilai-nilai yang dikembangkan dari mereka' [Liddicoat & Scarino, 2013]), memberikan keterlibatan dan kebermaknaan dalam ELTL dalam konteks lokal. Studi ini juga menunjukkan bahwa 'baik ragam teks dan apa yang dilakukan guru dengan teks tersebut' (Kohler, 2020) merupakan hal yang mendasar dalam memberikan pengalaman ELTL yang bermakna dalam konteks lokal.
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Вінтонів, Михайло, Тетяна Вінтонів та Наталя Булава. "КІНОДИДАКТИЧНИЙ АСПЕКТ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ (НА МАТЕРІАЛІ ФІЛЬМУ С. ПАРАДЖАНОВА «ТІНІ ЗАБУТИХ ПРЕДКІВ»)". B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 1, № 57 (2025): 16–29. https://doi.org/10.31376/2410-0897-2025-1-57-16-29.
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Introduction. The article analyzes the methods of linguistic and didactic processing of cultural and linguistic material during the study of Ukrainian as a foreign language. It considers the effective use of films in the educational process, which is possibly provided that a linguistic and country study approach is used. The feasibility of using film works in teaching foreign students, starting from B1 and B2 levels, has been substantiated. Purpose. The purpose of the article is to provide a comprehensive analysis of the theoretical and practical aspects of implementing a linguistic and country study approach to teaching Ukrainian as a foreign language through the use of video technologies based on studying the figure of Serhii Paradzhanov and his film «Shadows of Forgotten Ancestors». Methods. The study examines methods for organizing educational activities, including the specifics of using films as a didactic approach capable of enhancing communicative integration and creating extensive opportunities for teaching Ukrainian as a foreign language. Results. Foreign students’ knowledge of Ukrainian cultural norms, values, traditions, and customs fosters the development of personal qualities, aesthetic culture, as well as oral and written language, which is essential for effective intercultural communication. These approaches help students to adapt faster to a new linguistic and cultural environment. A well-chosen film plays a crucial role in the process of teaching Ukrainian as a foreign language and serves as a key object of linguodidactic research. Numerous scientific studies emphasize the importance of working with films, as they not only enhance linguistic competence but also ensure thematic integration and provide interdisciplinary connections. Different tasks before and after watching Serhii Paradzhanov’s film «Shadows of Forgotten Ancestors» enrich students informationally, facilitating their adaptation to various life situations. The film is not only an object of study but also a significant source of knowledge. Originality. The selection of educational video materials and the use of artistic texts in language education have become especially relevant due to the changes in the composition of foreign students and the current conditions in Ukraine. Particular attention should be paid to the requirements for representative texts and films, which must meet contemporary needs and rely on innovative methodological approaches in language teaching. Educators can use a wide array of films that highlight cultural, traditional, and customary topics or important social issues, like immigration, xenophobia, forced displacement, and adaptation to new cultural environments. Conclusion. During the selection of authentic video materials for teaching Ukrainian as a foreign language, instructors should consider students’ proficiency level, the complexity of the material, the balance of audio and visual information in the episodes, the relevance of visual content to the lesson topic and didactic goals, the topicality of the theme in relation to students’ interests and needs, the duration of the video fragment, the availability of subtitles, and the educational purpose. Audio and video materials demonstrate not only linguistic features but also speech nuances, culture, customs, and traditions, significantly facilitating the learning of a new language. Thus, the effectiveness of their use depends on the instructor’s thorough preparation and the careful organization of the learning process. The use of cinematic-didactic materials in teaching Ukrainian as a foreign language contributes to effective language acquisition, helps students find out key aspects of Ukraine’s history, outstanding figures, and traditions, and motivates them to deepen the mentality and character of Ukrainians. This makes much easier the adaptation of foreign students to the Ukrainian cultural environment. In particular, Serhii Paradzhanov’s film «Shadows of Forgotten Ancestors» has significant potential in linguodidactics. Task selection for reading, listening, speaking, and writing should take into account the proficiency level of foreign students and aim to assist the development of intercultural competence. Watching films that reflect the culture of the country whose language is being studied and further content discussions play an important role in developing foreign students’ communication skills.
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Fitria, Cindy, and Ani Sutiani. "Pengembangan pembelajaran dengan model discovery learning menggunakan media pembelajaran lectora inspire di SMA pada pokok bahasan ikatan kimia." Educenter : Jurnal Ilmiah Pendidikan 1, no. 6 (2022): 353–61. http://dx.doi.org/10.55904/educenter.v1i6.237.
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This study aims to analyze the feasibility of using Lectora inspire learning media based on BSNP criteria; the effect of the discovery learning model on learning outcomes and learning outcomes; and the correlation between motivation and learning outcomes with the discovery learning model using the learning media Lectora inspire. This research is development research using adaptation measures in the ADDIE approach. The research in the implementation phase of using Lectora inspire learning media was carried out with Pre-Experiment Designs in the form of One-Group Pretest-Posttest Designs. The sample selection used a purposive sampling technique. The sample studied was 41 students from SMA Negeri 7 Medan. The instruments used were student learning outcomes tests, modified BSNP questionnaires, and student learning motivation questionnaires. The results of this study indicate that through the development of learning with Lectora inspire learning media using discovery learning models on chemical bonding materials: the average feasibility of using Lectora inspire learning media on all BNSP criteria is a very feasible category (content feasibility = 3.75; language eligibility = 3.79; and presentation feasibility = 3.70); its use has an effect on improving student learning outcomes (with an N-gain score of 0.80); learning achievement obtained with the discovery learning model using the learning media Lectora inspire is higher than the KKM with an average posttest score of 88.21; and students' learning motivation correlated significantly with their learning outcomes.
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Pylypenko, Rostyslav. "New challenges in teaching a foreign language for professional purposes (based on recent observations of a Ukrainian teacher of German as a foreign language)." Germanistik in der ukraine, no. 18 (June 19, 2024): 73–81. http://dx.doi.org/10.32589/2408-9885.2023.18.305062.
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The article deals with the peculiarities of linguistic and cultural training of future teachers of German for Specific Purposes (GSP).Attention is focused on teaching methods using the latest media tools (online platforms for transcribing video texts, Chat GPT). They make it possible to create vocabulary lists by language levels based on text or video, select synonyms and antonyms for words, write exercises to form grammatical structures, analyse homework and written work (e.g. essays), develop topics for discussion, create lesson plans, generate images on the topic, and create materials for posts on social media.The article analyses ways of modelling professional scenarios that allow students to practice professional communication skills. When organizing such simulations, the author points out the importance of taking into account the communicative deviations that often arise in professional communication. The critical incident approach is proposed for their analysis.Of particular importance are considerations relating to lesson design, namely the adaptation of teaching and learning materials to the linguistic and vocational needs of learners, the constantly changing labour market and intercultural challenges. This requires teachers to analyse the profession-specific needs for teaching communication, the targeted selection of learning materials and their didacticisation. A large number of tasks are completed digitally in order to summarise the main statements of a text or to create a category system and identify the technical language semantics and text columns. The online tools also make it possible to prepare specialised texts visually and illustrate text content.AI tools open up new possibilities for vocational German lessons for learners. They make it possible, for example, to create vocabulary lists by language level based on a text or video, select synonyms and antonyms for words, write exercises to form grammatical structures, analyse homework and written work, develop discussion topics, create lesson plans, generate images on a topic and create materials for posts on social media.The author also attaches great importance to the intercultural characteristics of career-orientated communication, namely the cultural diversity of forms of communication and sensitisation of empathy in dealing with cultural differences in German-speaking countries as well as the promotion of an integrative team climate.
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Noel A. Comeros, Jhordan T. Cuilan, and Jason V. Chavez. "Parental Discretionary Influence on their Children's Manner of Learning English Language." Forum for Linguistic Studies 6, no. 4 (2024): 284–99. http://dx.doi.org/10.30564/fls.v6i4.6656.
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Parents serve as the first and most influential educators in a child's life, shaping their attitudes towards learning, fostering a supportive home environment conducive to academic success, and instilling crucial values such as perseverance and resilience. Beyond academic achievement, parental involvement contributes to the holistic development of students by promoting positive socio-emotional outcomes. When parents actively participate in their children's education, they provide a sense of security, support, and encouragement that bolsters their self-esteem and confidence This exploratory study delved into the concept of parental discretion in education and learning the English language. Purposive sampling (n=16) was carried out to sample the parents based on several demographic profiles i.e., educational background, monthly income, work, number of children, and language/dialects at home. Narratives from one-one-one interview were the primary data in this study. Findings indicated that parental discretion was characterized by (i) understanding child’s needs, (ii) adaptation, (iii) flexibility, (iv) autonomy, (v) supportive environment, (vi) reflection. Parents design their support strategies to their child's developmental stage, cognitive ability, and sociocultural milieu, trying to provide an adapted and helpful learning environment. Parents who exercise assessment in selecting learning materials and media content assure alignment with their child's educational goals and interests, which fosters engagement and facilitated effective learning. This study examined parental discretion in many different circumstances, stressing its significance in maximizing parent-child educational interactions and providing the framework for future research and practice.
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Iordăchescu, Grigore-Dan. "Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.
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The book titled Curriculum Development, Materials Design and Methodologies: Trends and Issues, brings together contributions that offer an insight into innovative strategies, noteworthy ideas and stimulating methods of teaching English used by teachers in their ESL Classrooms. The main objective of this book is to provoke the reader to bring in his or her own expertise and expand the learning possibilities in language teaching methods. It invites to self-reflection, and ultimately to self-improvement and development in order to achieve successful teaching and learning. It is structured into six major sections, dealing with various topics, as follows: I. Innovative teaching strategies (Chapters 1-5), II. Teaching strategies and language learning issues (Chapters 6-9), III. A review of past language teaching methodology – principles and practices (Chapters 10-15), IV. Using multimedia in English language teaching (Chapters 16-18), V. Curriculum design in the ELT/EFL context (Chapters 19-25) and VI. Teachers’ involvement in the creation, adaptation and selection of teaching materials (Chapters 26-29). Sarjit Kaur and Malini Ganapathy’s contribution, Innovative Ideas to Promote Creative Literacy Practices, tackles the concept of multiliteracy and its association with ICT’s and multimedia that underpin culturally-specific forms of literacy in pluralistic societies. Shobha Shinde, in Innovative Strategies in English Teaching – Learning in the Rural Context deals with strategies that teachers can adopt in a rural learning environment, where students are little exposed to authentic English language. The Use of Adapted Movies from Novels (The Kite Runner and The Namesake) as a Way to Stimulate Reading for Malaysian Students by Saabdev Kumar Sabapathy and Swagata Sinha Roy investigates the benefits of classroom reading practice, through watching a movie. Siti Rafizah Fatimah Osman and Mohamad Jafre Zainol Abidin’s contribution, Role-Play: Taking the Line of Least Resistance presents the way in which experiential learning, through role-play, contributes to the development of learner autonomy. The fifth chapter, A New Horizon in Writing Classes: Increasing Learners’ Autonomy, by Leily Ziglary and Rouzbeh Khalili explores the importance of collocations in language teaching. Language Learning Strategies: Current Issues, by Nafiseh Salehi and Rahim Kaviani examines learning strategies that are conducive to learner autonomy and empowerment. Mariah Ibrahim and Mohamad Jafre Zainol Abidin discuss in their chapter, Pedagogy of the Heart: Understanding Resistance in the English Language Classroom, the way in which students’ skills, behaviours, attitudes and interests are affected by what students actually bring from outside the classroom. The eighth chapter, Students’ and Teachers’ Preferences of ESL Classroom Activities, by Punitha Vayaravasamy and Anna Christina Abdullah brings forth the results of research into how teachers’ teaching is being received by Malaysian rural secondary school students. Innovative Ways of Teaching English and Foreign Languages by Peggy Tan Pek Tao looks into how drama and games improve students’ confidence and communicative skills. Collin Jerome’s contribution, titled What Do They Really Need? Developing Reading Activities to Explore the Elements in Literary Texts investigates the attitudes and opinions of undergraduate TESL and ESL students currently taking a specialised literature course. Chapter 11, The Teaching of Writing: Looking at the Real Classroom Scenes, by Mohd. Saat Abbas, Suzihana Shaharan and Yahya Che Lah discusses the efficiency of teaching methods for the development of writing skills in the case of rural secondary school students. Feedback in Process Genre-Based Approach to Teaching Technical Writing, by Shahrina Md Nordin, Norhisham Mohammad and Ena Bhattacharyya examines the role feedback plays in boosting students’ motivation for further study. Sohel Ahmed Chowdhury’s chapter, Lesson Plan and Its Importance in English Language Classroom, analyses the importance of planning, especially in schools with limited resources and teaching aids. Chapter 14, Unteaching Strategies: An Approach Based on Error Analysis, Learners’ Learning Strategies and Task-Based Instruction, by Ma’ssoumeh Bemani Naeini and Ambigapathy Pandian Su-Hie Ting and Mahanita Mahadhir’s contribution, Letting Communicative Purpose Direct Teaching of Grammar: Using the Text-Based Approach, introduces the idea of using the mother tongue in order to achieve the success of their tasks. Annotations in Multimedia On-Screen Text in Comparison to the Printed Text in Enhancing Learners’ of Process-Based Expository Text in Malaysia, by Saraswathy Thurairaj assesses whether the annotations identified in a multimedia on-screen text enable and enhance learners’ comprehension ability. Chapter 17, by Sarjit Kaur and Wong Chiew Lee, titled Transforming ESL Teaching by Embedding Information and Web Literacies into the Classroom, aims at identifying a what a computer-literate student’s skills are and how computer literacy should be integrated within the ESL classroom. Inranee R. Liew’s text, Scary Spiders and Beautiful Butterflies: A Creative Multimedia Approach to Develop Information Literacy Skills in the Integrated Science and English Classroom reinforces the importance of developing and using information literacy skills for lifelong learning. Chapter 19, The ESL Curriculum as an Additional Resource for Making Meaning, by Amy B.M. Tsui provides methodological guidelines as to teaching through story-writing. Mohamed Abu Bakar discusses the importance of teaching presentation skills in his chapter titled Speaking in the Language Curriculum: The Challenges of Presenting. In Chapter 21, GOLDEN RICE: Using Simulations in EAP Classes, Shashi Naidu tackles the issue of adapting simulations for Malaysian EAP classrooms at tertiary level. Are the Teaching Practices of Preschool Teachers in Accordance with the Principles and Learning Components of the National Preschool Curriculum? by Lily Law presents the result of a study aiming at assessing activities meant to meet the requirements of the National Preschool Curriculum. Mohammad Alshehab discusses in his chapter, The Contribution of Language Planning on Military Terminology provides practical suggestions as to the development of military students’ specialised lexicon. Chapter 24, The EFL Constructivist Classroom, by Hosna Hosseini, provides useful information for syllabus designers in organizing the curriculum based on “constructivist epistemology”. Zhang Xiaohong’s contribution, The Role of EFL Teachers’ Knowledge in Current EFL Curriculum Reform: An Understanding from a Reconstructionist Perspective tackles the importance of reconstructionist philosophy for teacher continuous education. Chapter 26, Using Materials Development to Bridge the Gap Between Theory and Practice, by Brian Tomlinson advocates the process of materials development in boosting teacher’s confidence and students’ involvement. Ting Su Hie and Diana Carol discuss in Teething Problems in Materials Development for Teaching Social Interaction Skills in English an experience of adopting a genre-based approach to creating a set of materials aimed at both students and teachers for the teaching of social interaction skills in English. In the chapter Principles to Follow When Adopting and Adapting Textbooks and Materials Earl D. Wyman brings forth a matrix for selecting, adopting or adapting teaching materials. Norhisham Mohamed and Alauyah Johari investigate in Politeness Strategies as an Incorporated Component in Material Development politeness strategies considered as such in a Malay academic setting. All in all, the book is an interesting source of information about the Malaysian educational settings.
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Alfaro, Rodrigo, Héctor Allende-Cid, and Héctor Allende. "Multilabel Text Classification with Label-Dependent Representation." Applied Sciences 13, no. 6 (2023): 3594. http://dx.doi.org/10.3390/app13063594.
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Assigning predefined classes to natural language texts, based on their content, is a necessary component in many tasks in organizations. This task is carried out by classifying documents within a set of predefined categories using models and computational methods. Text representation for classification purposes has traditionally been performed using a vector space model due to its good performance and simplicity. Moreover, the classification of texts via multilabeling has typically been approached by using simple label classification methods, which require the transformation of the problem studied to apply binary techniques, or by adapting binary algorithms. Over the previous decade, text classification has been extended using deep learning models. Compared to traditional machine learning methods, deep learning avoids rule design and feature selection by humans, and automatically provides semantically meaningful representations for text analysis. However, deep learning-based text classification is data-intensive and computationally complex. Interest in deep learning models does not rule out techniques and models based on shallow learning. This situation is true when the set of training cases is smaller, and when the set of features is small. White box approaches have advantages over black box approaches, where the feasibility of working with relatively small sets of data and the interpretability of the results stand out. This research evaluates a weighting function of the words in texts to modify the representation of the texts during multilabel classification, using a combination of two approaches: problem transformation and model adaptation. This weighting function was tested in 10 referential textual data sets, and compared with alternative techniques based on three performance measures: Hamming Loss, Accuracy, and macro-F1. The best improvement occurs on the macro-F1 when the data sets have fewer labels, fewer documents, and smaller vocabulary sizes. In addition, the performance improves in data sets with higher cardinality, density, and diversity of labels. This proves the usefulness of the function on smaller data sets. The results show improvements of more than 10% in terms of macro-F1 in classifiers based on our method in almost all of the cases analyzed.
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Fernández-Martínez, Fernando, Cristina Luna-Jiménez, Ricardo Kleinlein, David Griol, Zoraida Callejas, and Juan Manuel Montero. "Fine-Tuning BERT Models for Intent Recognition Using a Frequency Cut-Off Strategy for Domain-Specific Vocabulary Extension." Applied Sciences 12, no. 3 (2022): 1610. http://dx.doi.org/10.3390/app12031610.
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Intent recognition is a key component of any task-oriented conversational system. The intent recognizer can be used first to classify the user’s utterance into one of several predefined classes (intents) that help to understand the user’s current goal. Then, the most adequate response can be provided accordingly. Intent recognizers also often appear as a form of joint models for performing the natural language understanding and dialog management tasks together as a single process, thus simplifying the set of problems that a conversational system must solve. This happens to be especially true for frequently asked question (FAQ) conversational systems. In this work, we first present an exploratory analysis in which different deep learning (DL) models for intent detection and classification were evaluated. In particular, we experimentally compare and analyze conventional recurrent neural networks (RNN) and state-of-the-art transformer models. Our experiments confirmed that best performance is achieved by using transformers. Specifically, best performance was achieved by fine-tuning the so-called BETO model (a Spanish pretrained bidirectional encoder representations from transformers (BERT) model from the Universidad de Chile) in our intent detection task. Then, as the main contribution of the paper, we analyze the effect of inserting unseen domain words to extend the vocabulary of the model as part of the fine-tuning or domain-adaptation process. Particularly, a very simple word frequency cut-off strategy is experimentally shown to be a suitable method for driving the vocabulary learning decisions over unseen words. The results of our analysis show that the proposed method helps to effectively extend the original vocabulary of the pretrained models. We validated our approach with a selection of the corpus acquired with the Hispabot-Covid19 system obtaining satisfactory results.
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Posokhova, S. P., and A. D. Shyroka. "Neurodevelopment of children with fetal growth retardation in women with hypertension disorders." Reproductive health of woman, no. 3 (June 18, 2024): 28–32. http://dx.doi.org/10.30841/2708-8731.3.2024.306397.
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The article presents data on the neurodevelopment of children with fetal growth retardation (FGR) who were born from mothers with hypertensive disorders during pregnancy. Such children are at increased risk of developing motor, neurological, cognitive and learning disorders, as well as cerebral palsy. Delayed speech development (DSD) is one of the most common long-term consequences of neurodevelopmental disorders in the fetus and, later, in the child. Speech and language delay is a delay in the timely development of sound and speech skills relative to the established average statistical norms depending on age. The objective: to determine the frequency and assess the potential association between the presence of FGR in women with hypertensive disorders during pregnancy and the development of a perinatal complication – neurodevelopmental delay in children under 4 years of age (different degrees of DSD). Materials and methods. A retrospective analysis of 1295 outpatient pregnancy cards of pregnant women and birth histories performed at the Odesa Regional Perinatal Centre was performed. FGR was diagnosed in 130 (10.03%) cases of singleton pregnancies in women with hypertensive disorders. Additionally, a prospective study and analysis of neurodevelopmental data of children under 3.5 (±3 months) years of age was conducted by questioning parents of children in the selection group for hypertensive disorders. The criteria for the presence of a deviation were the delay in motor adaptation of children relative to age and DSD in different degrees of severity.Results. DSD was found in 43.24% of children in the selection group. Depending on the degree of severity, they were distributed as follows: I degree – 9 (15.48%) children had complete absence of speech at the age of 3 years; II degree – 8 (13.76%) children; III degree – 16 (27.52%) children. The following data were obtained regarding the development of locomotor skills according to age: 18.92% of children had a delay in the development of the skill of fixing the head within the permissible time period; 32.68% had a delay in the skill of pulling up the legs; 8.6% of children over the age of 12 months cannot stand even with an additional fixation point. Thus, the group with neurodevelopmental delay is registered with a pediatric neurologist – 25 (43.24%) children. Conclusions. It has been established that children who were born with fetal growth retardation from mothers with hypertensive disorders are at high risk of long-term adverse perinatal outcomes. It was noted that the most significant deviations from age-related norms were found in children with FGR who were born from mothers whose pregnancy was complicated by severe preeclampsia.The results obtained are in line with world statistical data and once again confirm the need to prevent the development of this complication of pregnancy.
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S.P., Posokhova, and Shyroka A.D. "Neurodevelopment of children with fetal growth retardation in women with hypertension disorders." Reproductive Health of Woman, no. 3 (June 18, 2024): 28–32. https://doi.org/10.30841/2708-8731.3.2024.306397.
Full textAbstract:
The article presents data on the neurodevelopment of children with fetal growth retardation (FGR) who were born from mothers with hypertensive disorders during pregnancy. Such children are at increased risk of developing motor, neurological, cognitive and learning disorders, as well as cerebral palsy.Delayed speech development (DSD) is one of the most common long-term consequences of neurodevelopmental disorders in the fetus and, later, in the child. Speech and language delay is a delay in the timely development of sound and speech skills relative to the established average statistical norms depending on age.The objective: to determine the frequency and assess the potential association between the presence of FGR in women with hypertensive disorders during pregnancy and the development of a perinatal complication – neurodevelopmental delay in children under 4 years of age (different degrees of DSD).Materials and methods. A retrospective analysis of 1295 outpatient pregnancy cards of pregnant women and birth histories performed at the Odesa Regional Perinatal Centre was performed. FGR was diagnosed in 130 (10.03%) cases of singleton pregnancies in women with hypertensive disorders.Additionally, a prospective study and analysis of neurodevelopmental data of children under 3.5 (±3 months) years of age was conducted by questioning parents of children in the selection group for hypertensive disorders. The criteria for the presence of a deviation were the delay in motor adaptation of children relative to age and DSD in different degrees of severity.Results. DSD was found in 43.24% of children in the selection group. Depending on the degree of severity, they were distributed as follows: I degree – 9 (15.48%) children had complete absence of speech at the age of 3 years; II degree – 8 (13.76%) children; III degree – 16 (27.52%) children.The following data were obtained regarding the development of locomotor skills according to age: 18.92% of children had a delay in the development of the skill of fixing the head within the permissible time period; 32.68% had a delay in the skill of pulling up the legs; 8.6% of children over the age of 12 months cannot stand even with an additional fixation point.Thus, the group with neurodevelopmental delay is registered with a pediatric neurologist – 25 (43.24%) children.Conclusions. It has been established that children who were born with fetal growth retardation from mothers with hypertensive disorders are at high risk of long-term adverse perinatal outcomes. It was noted that the most significant deviations from age-related norms were found in children with FGR who were born from mothers whose pregnancy was complicated by severe preeclampsia.The results obtained are in line with world statistical data and once again confirm the need to prevent the development of this complication of pregnancy.
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Tomlinson, Brian. "Materials development for language learning and teaching." Language Teaching 45, no. 2 (2012): 143–79. http://dx.doi.org/10.1017/s0261444811000528.
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This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of controversial issues in the field, next, on electronic delivery of materials and, third, on research in materials development. It identifies gaps in the literature and makes proposals for future progress in materials development and in the research within the field. Much of the literature focuses on materials for learning English but the same principles apply to materials for learning any L2, as has been acknowledged by some of the authors whose publications focus on materials for learning other languages.
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Erlina, Dian, Winda Retno, Muhamad Holandyah, Lenny Marzulina, and Herizal Herizal. "The Authentic Materials for Teaching English to Young Learners: Teachers’ Perception." Edukasi: Jurnal Pendidikan dan Pengajaran 10, no. 1 (2023): 51–61. http://dx.doi.org/10.19109/ejpp.v10i1.16665.
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This qualitative research aimed to find out the teachers' perception toward the use of authentic materials in teaching English to young learners at the Islamic elementary schools in Palembang, South Sumatra, Indonesia. The participants of this research were English teachers from several Islamic elementary schools in Palembang. They were selected through the implementation of a purposeful sampling technique. The research data were obtained through one-on-one interviews with open-ended questions. This research utilized thematic analysis procedures to analyze the interview data and member checking to validate the accuracy of the findings. The results indicated that the teachers had a positive perception toward the use of authentic materials in their English classroom activities and tasks. Using authentic materials helped improve the students’ language ability and their enthusiasm for learning English. However, the teachers still faced several difficulties in selecting the appropriate existing authentic materials for their students. It implied that teachers need to make some adaptations to using existing authentic materials to attain greater appropriateness from the materials to suit their students’ specific needs and characteristics to facilitate effective English learning.
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Serdechnaya, Yulia, Denis Serdechnyy, Sergey Korchagin, and Nikita Andriyanov. "Development of an effective monitoring and analysis system of modern technologies for the agro-industrial complex development in mountainous areas." Sustainable Development of Mountain Territories 16, no. 2 (2024): 770–79. http://dx.doi.org/10.21177/1998-4502-2024-16-2-770-779.
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Production volumes of the Russian agro-industrial complex (AIC) increased by 61% from 2016 to 2022, while plans for self-sufficiency were exceeded in many indicators of food security, and since 2020 exports have shown stable growth, exceeding imports. In the domestic agricultural sector, especially in the remote mountainous regions of the Urals, Altai, and the Caucasus, there are a number of scientific and technical tasks that can be solved through the use of digital technologies. When implementing such solutions, they should take into account the changing employment structure, minimize the negative effects of digital transformation, increase the productivity of mining agriculture, the level and quality of life in the territory of implementation. The development of an effective key information parsing system is of high importance for monitoring and analyzing modern technologies for the development of the agro-industrial complex of mountainous territories, which in turn is a complex and dynamic area, including many interrelated components – from agricultural practices to infrastructure, technology and social factors. The data parser will allow you to systematically monitor an extensive pool of information and identify key trends, relationships and patterns in the development of modern agricultural technologies. In the context of rapid technological changes, it is important to have a tool that allows you to quickly analyze new information from various sources – scientific publications, news, industry reports. The parsing system ensures timely collection, structuring and analysis of relevant data. The system analysis of data obtained through the parser can provide decision makers with valuable analytical information, which will allow them to justify management decisions related to investments, policy development, and innovation in the agro-industrial complex of mountainous territories. The parser can also be used to monitor successful practices and technological solutions in agriculture applied in other regions or countries. Such solutions will allow identifying promising options for technology transfer and adaptation to local conditions. It is also worth noting that the parsing system can be in demand by the scientific community as a tool for data collection and analysis for fundamental and applied research in the field of agricultural development, including technology efficiency assessment, scenario modeling and forecasting. Materials and methods. As part of the study, a digital platform is proposed for use, which, through a data parsing tool, will allow automated monitoring of advanced technologies for the agro-industrial complex. The research methodology includes the following stages: selection and integration of data sources; development of a database structure for storing and analyzing information; creation of an algorithm for processing and analyzing data, including machine learning and text analysis methods; testing and evaluating the effectiveness of the parser on real data. Results. An analysis of digital platforms for solving the problems of modern agriculture was carried out, and a data parsing tool was developed that will allow automated monitoring of advanced technologies for agriculture in mountainous areas, the parser can be used to collect data for the sustainable development of the agro-industrial complex of mountainous territories. The application of language models in parsing systems of advanced agricultural technologies is also considered. The combination of a deep understanding of natural language, the ability to identify hidden patterns, information structuring and visualization skills, as well as predictive capabilities allows us to develop an effective tool for analyzing and making informed management decisions in agriculture in mountainous areas. Discussion. When working with large amounts of information about the state and dynamics of technology development in modern agriculture, decision support systems can not only quickly analyze publications and news, but also present key indicators in an interactive form. In addition, the language model is able to build predictive scenarios for the development of the economy based on the studied data, helping to make effective management decisions. In general, the introduction of advanced language models into data parsing systems for the agro-industrial complex of mountainous territories opens up unique opportunities for rapid, comprehensive and comprehensive analysis of significant amounts of information about technologies and performance indicators. Conclusion. The article presents the results of research on tools for searching and systematizing targeted information about advanced and applicable agricultural technologies in mountainous regions. The concept of a digital parser tool is presented, which will continuously scan current sources of information: scientific publications, expert blogs, industry media and databases to identify new developments, innovations and technological trends. Resume. The article presents the results of research on tools for searching and systematizing targeted information about advanced and applicable agricultural technologies in mountainous regions. The concept of a digital parser tool is presented, which will continuously scan current sources of information: scientific publications, expert blogs, industry media and databases to identify new developments, innovations and technological trends. Suggestions for practical applications and directions for future research. The research results can be useful in solving the tasks of monitoring and analyzing modern agricultural technologies based on information from open or closed-targeted information sources. Such solutions will make it possible to identify promising options for technology transfer and adaptation. The developed parsing system can be in demand by the scientific community as a data collection and analysis tool for fundamental and applied research in the field of agricultural development, including technology efficiency assessment, scenario modeling and forecasting.
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Abednin, Md Minhajul. "Adoption and Adaptation of Language Learning Materials in Pre-schools in Bangladesh : Is There any Policy?" Dhaka University Journal of Linguistics 10, no. 20 (2018): 143–66. https://doi.org/10.70438/dujl/1020/0007.
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This study focuses on the language learning materials used at pre-schools in Bangladesh. It is an attempt to shed light on the scenario of adoption and adaptation of language materials in urban pre-schools. Through this qualitative study, document (textbooks of pre-school) analysis and FGD among the pre-school teachers have been conducted and descriptive analysis has been done. Finally, the study shows whether the existing materials are appropriate for the pre-school learners and whether teachers enjoy any privilege in adoption and adaptation of language learning materials.
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Widiastuti, Sang Ayu Putu Sri Anggrita, Rima Andriani Sari, and Ni Putu Era Marsakawati. "ENGLISH LEARNING SRATEGIES USED BY JAPANESE LANGUAGE EDUCATION STUDY PROGRAM STUDENTS." Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) 13, no. 1 (2025): 43. https://doi.org/10.35194/jj.v13i1.5051.
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This study was aimed to investigate the Language Learning Strategies (LLS) used by university students in learning English and the factors that affect the choice of the strategies by students from the Japanese Language Education at a public university in Bali. This research utilized mixed method in its process. There were 55 active students from the Japanese Language Education study program participated in this research. Data were collected through the SILL version 7.0 questionnaire developed by Oxford and has gone through an adaptation process in accordance with the times, and was validated by 2 experts. The questionnaire consists of 47 statements that have six LLS categories namely memory, cognitive, compensation. metacognitive, affective, and social. To find out the tendency of using LLS and also the factors that influence the use and selection of LLS, data analysis was carried out through Microsoft Excel. The results showed that of the six strategies in the English learning process of university students, all strategies are used by the students with high frequency, except compensation strategy with medium frequency. Factors that influence the selection of LLS is GPA.
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Osle, Angel. "ADAPTATION OF LANGUAGE LEARNING STRATEGIES AMONG HYPERPOLYGLOTS: THE ROLE OF SOCIOCULTURAL CONTEXTS AND RESOURCES." LLT Journal: A Journal on Language and Language Teaching 28, no. 1 (2025): 71–86. https://doi.org/10.24071/llt.v28i1.11461.
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This study investigates how hyperpolyglots—individuals proficient in six or more languages—adapt their language learning strategies in response to sociocultural contexts and resource availability. Using a qualitative-dominant mixed-methods design, the research draws on in-depth interviews and an adapted Strategy Inventory for Language Learning (SILL) questionnaire completed by 30 hyperpolyglots from diverse linguistic and cultural backgrounds. Thematic analysis revealed five key findings: strategic flexibility across sociocultural contexts, the central role of social interaction as a motivational and practical scaffold, creative innovation in resource-scarce environments, language-specific strategy differentiation, and integrative, metacognitive planning. These findings extend previous models of strategy use by foregrounding the role of culture, community, and learner-generated tools in multilingual success. This study contributes to sociocultural theory in applied linguistics by highlighting how real-world conditions and interactions shape strategy selection and effectiveness.
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Jehma, Hambalee, Weerapa Pongpanich, and Supachai Saeeaw. "Insights into Oversea Hybrid Learning: Unveiling Students’ Perspectives on Language Mastery, Digital Proficiency, Cultural Integration, Confidence Cultivation, and Motivational Learning." International Journal of Technology in Education 7, no. 3 (2024): 634–49. http://dx.doi.org/10.46328/ijte.782.
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This qualitative study aimed to examine the perceptions of students participating in hybrid overseas courses through Zoom application and in-house face to face abroad regarding the development of language skills, digital literacies, cultural adaptation, confidence, and motivation. 96 students engaging in such courses were selected from a pool of 300 individuals using multiple-stage random sampling, with the effect and size of this selection process calculated using G*Power. The researcher utilized semi-structured interview questions, segmented into five distinct components, to delve into participants' perceptions. These interview items were theoretically crafted by the researcher to align with the context of Thai students. Before conducting the interviews, three experts in language education and educational technology evaluated the interview items using the Index of Item Objective Congruence (IOC). Subsequently, the researcher transcribed the interview recordings, facilitating the conversion of raw data into coherent, aggregated units (Coffey Atkinson, 1996). This transcribed data underwent a coding process and was subsequently organized into overarching themes. The findings unveiled that the participants perceived their engagement in the hybrid courses as significantly beneficial. They considered these programs instrumental in fostering language development, enhancing digital literacy, facilitating adaptation to diverse cultures, and cultivating increased confidence and motivation.
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Researcher. "LOW-RANK ADAPTATION (LoRa): REVOLUTIONIZING MODEL OPTIMIZATION IN DEEP LEARNING." International Journal of Computer Engineering and Technology (IJCET) 15, no. 4 (2024): 537–48. https://doi.org/10.5281/zenodo.13311491.
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This article comprehensively explores Low-Rank Adaptation (LoRa), an innovative optimization technique for deep learning models. It delves into the theoretical foundations, implementation strategies, and real-world applications of LoRa across various domains, including natural language processing, computer vision, and speech recognition. The article discusses how LoRa leverages low-rank matrix factorization to create efficient, task-specific adaptations of large models, significantly reducing the number of trainable parameters while maintaining performance. It also examines the advantages and trade-offs of LoRa, its compatibility with other optimization methods, and emerging research directions such as dynamic rank selection, hybrid approaches, and hardware-aware implementations. By presenting case studies and discussing advanced topics, this article aims to provide researchers and practitioners with a thorough understanding of LoRa's potential to push the boundaries of deep learning optimization and enable more efficient and accessible AI systems.
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Tsankova, Аntonia. "CHINESE LANGUAGE TEACHING MATERIALS FOR BULGARIANS: COMPILING, TRANSLATION, ADAPTATION." Diplomatic Economic and Cultural Relations between China and Central and Eastern European countries 7, no. 1 (2022): 17–24. http://dx.doi.org/10.62635/r3x6-jex5.
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The paper presents an overview of the development of the Chinese teaching materials for Bulgarian learners that were compiled starting with the first Chinese textbook for Bulgarians, published in 1954, and going on until the latest published books of the “Discover China” series in 2021. The teaching materials – student’s books, workbooks, textbooks for reading Chinese and all kinds of dictionaries are described with a focus on their main features. Summarizing the characteristics of the Chinese language teaching materials for Bulgarians, we can observe three main types of resources – there are materials originally designed for Bulgarian learners; materials for foreign learners of Chinese translated directly into Bulgarian; and books that are translated, revised and adapted for the local students and teaching practices. The presented historical overview of the teaching resources reflects the evolution of the teaching methodology and practice from focusing mainly on receptive activities, especially text reading and vocabulary learning to increasingly communicative activities based on oral and written speech production.
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Domogen, Jevera Cawilan. "Authenticity in Language Learning: A Study of Language Materials in Public High Schools." OKARA: Jurnal Bahasa dan Sastra 17, no. 2 (2023): 193–211. http://dx.doi.org/10.19105/ojbs.v17i2.8577.
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Instructional materials are paramount in effecting language instruction. However, there are contextual issues related to the use and selection of these materials. This study focused on authentic language instructional materials in public secondary schools in the Philippines. This study employed a mixed-methods research approach. This study concludes that internet-based authentic language instructional materials are inadequate in language instruction, showing limitations on the capacity of the school and the language teachers to provide adequate internet-based materials; there are concerns about using authentic language instructional materials that hinder learners' authentic response and comprehension to authentic language instructional materials, and there were measures to overcome the concerns which could develop authentic language instructional materials into the ideal learning materials. It is recommended that language teachers select resources according to the learners' unique requirements, proficiency levels, cultural contexts, and educational contexts. The participation of learners in the selection process and activity design is crucial to ensure the materials are engaging and culturally pertinent. To effectively address the challenges associated with using these resources, a collaborative approach is recommended, involving teachers, students, and other stakeholders in implementing the suggested solutions.
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Rakić-Mladenović, Jugoslava. "On adaptation of names of Greek origin in the Serbian language (on the corpus excerpted from the materials from the 14th to 21st century)." Zbornik radova Filozofskog fakulteta u Pristini 54, no. 4 (2024): 47–59. https://doi.org/10.5937/zrffp54-46890.
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The paper examines the adaptation of names of Greek origin in the Serbian language. Names taken from the Greek language, passing from one language to another, had to go through a certain type of adaptation. Adaptation of names took place in different ways, first of all by adapting to all the phonetic laws of the language they enter and by adapting to its grammatical structure. The analysis was done on a corpus extracted from historical monuments and from statistical data of the Republic Institute of Statistics until 2012 (for the period from 1940 and earlier until 2011), from which a selection of the most frequent Greek and Greekized names in the Serbian language was made out of 14th to the 21st century. Characteristic phenomena in the process of adaptation of names of Greek origin and those that entered the Old Slavic language through Greek were analyzed from the phonetic and morphological aspects with adequate examples of names in which these phenomena occur. The adaptation of the name is presented through the forms given first in the Old Slavic language, which were then transmitted in the same form or further adapted in editorial literacy-in the Serbo-Slavic language (post-Lere Sava norm) and finally in the modern Serbian language. In the tabular representation, the forms of the names in the Greek language are also given in order to gain a better insight into the adaptation process.
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Liu, Jiangfeng. "Adaptation of Authentic Materials in English Listening Comprehension Classes." Theory and Practice in Language Studies 6, no. 9 (2016): 1774. http://dx.doi.org/10.17507/tpls.0609.08.
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This paper examines the notion of authenticity in language teaching. Based on the definition of authenticity and related debates of the notion in the existing literature, this paper illustrates that authentic materials could be used in L2 listening classrooms by material adaptation. An example from a published L2 listening course book in the Chinese context is adopted as an example to illustrate this point. Implications for teaching are also discussed. Language teachers should understand the notion of authenticity, use authentic materials through graded tasks in class, and keep updated with the notion by learning from the existing literature.
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Vainshteina, Yulia, Victoria Shershneva, Roman Esin, Gennady Tsibulsky, and Konstantin Safonov. "Adaptation algorithms of mathematical educational content in e-learning courses." SHS Web of Conferences 48 (2018): 01010. http://dx.doi.org/10.1051/shsconf/20184801010.
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This article is devoted to the development of algorithms for the adaptation of mathematical educational content and their implementation in the e-learning system. The adaptation of a mathematical content consists in the selection of an optimal edition of the material that best suits the individual characteristics of the student. The novelty of the work is the organization of the adaptation algorithms of the educational content in a three-level system: "introductory content adaptation" (an adaptation of the content of introductory materials of the discipline based on the initial level of students) - "current adaptation of the content" (an adaptation of the mathematical content based on current effective actions of students in the electronic course) - "appraisal-correcting adaptation" (an adaptation of normative parameters of the level of assimilation of materials, taking into account the results achieved by students). The introduction of the proposed three-stage system makes it possible to implement in individual educational trajectories and to form for each student a personal space of mathematical educational content that adapts to its level of mastering the material, which helps to improve the quality of instruction in mathematical disciplines. An approbation of the proposed algorithms was carried out in the adaptive e-course in discrete mathematics, implemented at Siberian Federal University in Russia.
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Abdul Ghani, Mohammad Taufiq, and Wan Ab Aziz Wan Daud. "Adaptation Of ADDIE Instructional Model In Developing Educational Website for Language Learning." global journal al thaqafah 8, no. 2 (2018): 7–16. http://dx.doi.org/10.7187/gjat122018-1.
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In the 21st century, educators are utilizing emerging technologies to develop not only knowledge of graduates, but also their soft kills in order to enhance their competencies, in parallel with employers’ requirements. Web-based learning has been widely used by many educators, especially in higher education institution due to its benefits for both students and teachers. A good understanding of educational theories and instructional design system is required in order to experience a meaningful learning. Appropriate instructional models are needed to produce effective learning materials. This study explores the adaptation of ADDIE instructional model in designing and developing a special website for learning Arabic for Tourism Purpose by using Grav®CMS as the platform. The aims of developing this learning prototype are to provide new learning experience to Arabic learners, provide references for them after class, and address the effectiveness of using web-based learning. This study can provide a guideline to develop instructional materials for language learning particularly language for specific purposes.
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Femi, A. Akintunde, and Olaleye Famogbiyele Taiwo. "Authenticity and Adaptation of Instructional Materials in English as a Foreign Language (EFL) Class." Continental J. Education Research 11, no. 1 (2018): 1–20. https://doi.org/10.5281/zenodo.1253476.
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The importance of materials in language teaching and learning has been extensively acknowledge, it culturally-specific content in which all norms, values and standards as well as beliefs of learners are taught in relation to the content. It is culturally or locally-relevant because learners will be able to relate them to their own everyday-life situations and experiences so that they are meaningful to them. Also, adaptation process has offered some great advantages, but the researchers and educators failed to identify its limitations and drawbacks and left behind the consequences it may bring about, only focusing on theoretical frameworks, principles, technique and overlooking the idea of how such adapted materials will practically influence the effectiveness of language learning in a wide variety of learning contexts. Teaching materials are a key instrument in most language courses. This paper presents an overview of the use of authentic materials in the English as a second/foreign language classroom and their significance for language learners. It also examines the concept of material adaptation, criteria as well as its limitations in the English as a second language classroom.
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Liu, Hui, and Hu Dong. "Authentic Language Models and Authenticity in the Foreign Language Classrooms." Journal of Educational Research and Policies 6, no. 8 (2024): 61–66. http://dx.doi.org/10.53469/jerp.2024.06(08).13.
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The selection of discourse materials is an important part of the English textbook development process. It is essential to select discourse materials that have potential curricular value and are consistent with the characteristics of the English language discipline. Both authentic and artificial language models play a role in English language learning, but in general authentic language models are not used enough. The use of authentic materials in the classroom can be a useful tool to motivate students and enhance their interest and motivation in learning. When used properly in real-life learning environments, authentic materials can play a positive role in foreign language teaching. When training future foreign language teachers, learning environments that use authentic materials should be organized to set an example for future teachers to use authentic materials in their own classrooms. The purpose of this study is to focus on the importance and uses of authentic materials in foreign language teaching and learning in the hope of providing insights for teachers and students of English language learning to use authentic materials in their English classrooms to improve their teaching and learning skills.
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Bani, Moh Yusuf, EE Junaedi Sastradiharja, Farizal Farizal, Toni Toni, and Anas Riezqulloh. "Arabic Language Learning Management by Native Speaker." Al Irsyad: Jurnal Studi Islam 3, no. 2 (2024): 65–74. https://doi.org/10.54150/alirsyad.v3i2.287.
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The aim of the research is to analyze and describe the Arabic language learning management by Native speaker teachers in improving the learning outcomes of students at Mahad Al Wafi Islamic Boarding School. The research method is qualitative through a case study. Data collection techniques include interviews, observations, and documentation. Data processing involves reduction, presentation, and drawing conclusions. The research findings: The planning of Arabic language learning involves steps to achieve objectives, including the selection of methods, media, and resources, with two models: collaborative and independent. The organization includes the selection of materials according to the curriculum, the appropriate teaching methods, and the utilization of relevant media. The implementation combines a holistic approach with the boarding school model, using Student-Centered and Teacher-Centered Learning methods, as well as practical activities to improve language skills and learning enthusiasm. Learning supervision is carried out by internal and external parties to ensure alignment with the plan and exam materials. Conclusion: Learning management is running well and is structured, ensuring each stage of learning is effective in achieving optimal educational goals.
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Solikin, Moch, and Habib Maulana Akbar. "PENELITIAN FENOMENALOGI PROGRAM INTERNSHIP DI JEPANG MAHASISWA UNIVERSITAS NEGERI YOGYAKARTA TAHUN 2023." Jurnal Pendidikan Vokasi Otomotif 7, no. 1 (2024): 88–109. https://doi.org/10.21831/jpvo.v7i1.78165.
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The background of this research is the phenomenon of the increasing interest of Yogyakarta State University (UNY) students to participate in internship programs abroad, especially in Japan, as an effort to improve global competence and international work experience for students. The purpose of this study is to describe the phenomenon of the internship selection process, during the internship, and the problems faced by students during the internship in Japan. The research method used is phenomenology with data collection through in-depth interviews with 20 students who have participated in internship programs in Japan. The data obtained were analyzed using thematic analysis techniques to identify the main themes related to the selection process, experiences, and problems faced by students. The results showed that students' experiences during the internship selection process included registration, internal selection, external selection (psychological test, interview and medical check-up) and announcement. The experience of students during internships in Japan is the improvement of Japanese language skills, adaptation of Japanese work culture and life culture, cross-country relations and cooperation, as well as soft skills and hard skills in the manufacturing industry. Problems faced by students starting from the selection of internships until completion include: selection flow that is not open, financial arrangements, internship program information, concurrent work and college time arrangements, cost information, foreign cultural differences, limited availability of housing, adaptation to 4 seasons in Japan and the short Japanese language learning before departure.
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Aswadi, Dana. "Optimizing Language Learning with Relevant and Contextual Vocabulary Selection in Education." Journal on Education 7, no. 1 (2024): 8615–25. https://doi.org/10.31004/joe.v7i1.7714.
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Effective language learning requires the right approach in selecting vocabulary used in the teaching process. Selecting relevant and contextual vocabulary is the main key to optimizing students' understanding of learning materials. Students' understanding and language skills can significantly improve with the use of relevant vocabulary that relates to their daily lives and contextual vocabulary that is appropriate for the situation or topic under discussion. This study aims to explore how choosing the right vocabulary can optimize language learning at various levels of education. The results show that choosing vocabulary that is relevant to students' social and cultural experiences, as well as vocabulary that is appropriate to the learning context, can deepen students' understanding and improve their language skills. At the elementary, secondary, and tertiary levels, the relevance and contextuality of vocabulary affect the way students relate learning materials to their real lives, so that learning becomes more meaningful. Furthermore, this study highlights the difficulties in choosing suitable vocabulary and emphasizes the need for teachers to receive training in adapting learning materials that link vocabulary to wider social, cultural, and academic contexts.
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Subbarau, Santhy, and Marissa Bt Abd Mustafa. "Polytechnic Students' Preferences in Choosing the Reading Materials for English Language Classroom." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 2, no. 2 (2016): 60–70. http://dx.doi.org/10.21009/ijlecr.022.18.
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Reading has been a core of language learning skills and an essential tool for lifelong learning for centuries. Malaysian's language classroom scenario looks upon reading as a toughest task amongst the students in comprehending English texts. Facts were found referring to reading and the selection of materials correlates in bringing the best in comprehending what has been read. In Polytechnic System, language learning in diploma courses is compulsory. In an absolute condition, it's to highlight on the selection of reading materials on what do students seek and preferred. Students want variety and look into many modes for aspiration as a guide and input for the language learning classroom. This study aims to identify the polytechnic students' preferences towards reading materials and to find out the factors that influence the polytechnic students' choice of reading materials. Samples of respondents are from Polytechnic Banting Selangor (PBS), the diploma students in Mechanical and Aircraft Maintenance Engineering department.
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Abramova, Irina E., and Elena P. Shishmolina. "Adaptation of non-linguistic students to online foreign language learning." Perspectives of Science and Education 51, no. 3 (2021): 188–98. http://dx.doi.org/10.32744/pse.2021.3.13.
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Introduction. Accelerated transition to online learning takes place in the context of transformations in economics, introduction of digital technologies, as well as the emergence of new professions. This requires a timely response to labor market trends both in terms of training content and the use of new pedagogical technologies. This study examines the strengths and weaknesses of integrating online learning into higher education. The aim of the article is to analyze the peculiarities of nonlinguistic students' adaptation to digital format of foreign language learning in one of the regional universities of Russia. Materials and methods. The methodology includes a comparative analysis of the data, formalized open and closed questionnaire surveys (April, 2020 and January, 2021). A survey was conducted among 400 students of Petrozavodsk State University. Methods of mathematical statistics: r-Pearson correlation coefficient, Student's t-test. Results. The study found that the majority of respondents (81,9%) highly rated their level of adaptation to online learning, their stress tolerance (55.6%), self-organization (61.2%), self-motivation (54.4%), and degree of time management (58.7%). The academic achievements of students who learn a foreign language online and offline were compared. Students' level of adaptation correlated with their level of stress and academic performance (r= 0.54; p < 0,01 and r=0.55; p < 0,01). Discussion and conclusion. The conducted research proved the universality and effectiveness of professionally integrated project methods and blended learning technologies in both online and offline formats.
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Hanifa, Rizaldy, and Siti Rahimah Yusra. "Tailoring EFL lessons through materials adaptation: A look into an Acehnese teacher’s experiences." LingTera 10, no. 1 (2023): 1–14. http://dx.doi.org/10.21831/lt.v10i1.58035.
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This study focused on teachers’ materials adaptation as a part of teaching strategies to ensure learning success. Given that such activity is not something light to engage in and requires expertise, the researchers looked at how the process of materials adaptation was carried out. These included what was added, removed, and modified as well as the challenges confronted during the adaptation process and classroom implementation. This study sought perspective from a qualitative case study approach. Documents, classroom observations, and interview were employed to gather data from one senior high school teacher in Aceh, Indonesia. The results were analyzed based on frameworks of language teaching materials analysis, principles of teaching materials, and materials adaptation. Research findings suggested that materials adaptations mostly concentrated on adding and modifying, with less emphasis on eliminating, simplifying, and rearranging. Furthermore, the altered materials aided language learning in various ways. Nevertheless, several modifications made raised issues, such as the lack of a feeling-sharing session with the materials and an inappropriate difficulty level. Inaccessible sources of materials, fear of producing irrelevant information, time constraints, a lack of professional training and school assistance, learners’ uncooperative behavior and low competences were also identified as problems in materials adaption.
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Lushchyk, Yuliia, Liudmyla Pikulytska, and Hanna Tsyhanok. "Authentic Social-Cultural Reading in Foreign Language Learning and Teaching." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (2021): 524–42. http://dx.doi.org/10.18662/rrem/13.4/496.
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The paper concerns the use of authentic social-cultural reading materials in foreign language learning and teaching of international students. The study was started from the assumption that authentic materials allow international students to link mastering a foreign language and the real world since they meet learners’ needs and contribute to better social adaptation in a foreign country. The purpose of the article is to characterize the place and role of work with authentic social-cultural reading materials in foreign language learning and teaching of international students. The theoretical and mixed methods were used to achieve the purpose. The study was conducted with first-year international students of different faculties of SNAU. In the context of the mixed method both quantitative (numerical) data from questionnaire (in the middle of the semester) and qualitative (namely students’ comments, observation and analysis of students’ activity during foreign language classes, monitoring the students’ reaction to the use of authentic reading materials from different sources (printed mass media, TV, Internet) throughout the semester were gathered and processed to bring the results together in the overall interpretation. Conclusions: the outcomes demonstrate that international students consider authentic social-cultural reading worthwhile and see more potential advantages in work with them than constraints. International students support using different thematic materials from personal contexts (family life and habits) to public ones (country’s traditions and events). The benefits of using them also include a possibility for enhancing reading skills, acquisition of the language and reality of the foreign country, better students’ social adaptation, and motivation to learning.
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Simbolon, Nurmala Elmin, and Yusnita Febrianti. "The selection of learning materials from Youtube resources for a Maritime English Course." Indonesian Journal of Applied Linguistics 10, no. 2 (2020): 460–70. http://dx.doi.org/10.17509/ijal.v10i2.28587.
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The use of YouTube resources as learning materials becomes increased in English language teaching (ELT), especially when implementing the content-based instruction (CBI) approach. In addition to its importance during the recent global restriction caused by the Corona Virus Disease (COVID-19), one of the benefits of using YouTube is perceived to provide authentic learning, which can improve the student learning experience, hence prepare graduates in the future career. While several studies have shown the benefits of using videos in ELT classrooms, this study argues that consideration for suitability and relevance of the visual materials should include the contained meaning potentials; experiential, interpersonal, and textual aspects. The study analyzed three videos used as teaching and learning materials in a Maritime English course at a vocational university where the research was conducted. Foregrounded by SFL theories, the analysis of the videos utilized Multimodal Video Analysis (MMA) Software to present a selection process of teaching and learning materials in the form of YouTube videos. Findings show the specifics of the meaning potentials in the videos used for the teaching and learning materials of the Maritime English course. The results also highlight the positive qualities and drawbacks identified in the videos. Additionally, the findings of the study provide guidelines for selecting video materials suitable and relevant to the Maritime English course in vocational higher education in Indonesia.
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Et.al, Ariff Mohamad. "The Novel Adaptation Film as a Teaching Language and Literature Media." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1138–46. http://dx.doi.org/10.17762/turcomat.v12i3.857.
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This research examined the film (movie) adaptation of the novel as a media or materials of instruction that can be used in the teaching of Malay language and literature in schools, particularly secondary schools. This film adaptation involves a movie whose story is taken from novels. The transfer from text to film is a relevant attempt for understanding in the learning process. Film as a medium is not extensively accepted and planned as a learning activity in the classroom or self-learning at home. The advancement of internet and smartphone technology, as well as media such as mp4, YouTube and DVD facilitates access to these films. The analysis of this study was based on the Learning Theory of Constructivism. This study attempted to state the elements of language style and moral values in selected fiction film clips, analyse the frequency of language style elements and moral values. The films were Hang Tuah (1956), Hang Jebat (1961), Langit Petang (1982), Perempuan Berkalung Sorban (2009), and Langit Cinta (2016). The completion of the study revealed elements of language style employed and moral values recognised based on the film clips adaptation of the novel. The conclusions of this research determined that the movie clips met the characteristics of Constructivism Learning Theory and relevant in the teaching and learning of Malay Language and Malay Literature at school
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Diah Kusyani. "PRESENTATION OF INDONESIAN LANGUAGE TEACHING MATERIALS." PEBSAS: Jurnal Pendidikan Bahasa dan Sastra 1, no. 1 (2023): 8–16. http://dx.doi.org/10.61721/pebsas.v1i1.45.
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Learning materials need to be selected and presented appropriately so that learning objectives are achieved optimally. There are several criteria that need to be considered in selecting and presenting teaching materials. Some of these criteria are the principles of selecting teaching materials, the stages of selecting teaching materials, and the criteria for presenting teaching materials. The principles of selecting teaching materials include the principle of relevance, the principle of adequacy, and the principle of consistency. The stages of selecting teaching materials include determining the behavioral aspects contained in competency standards and basic competencies, as well as determining or selecting the types of teaching materials that are in accordance with the behavioral aspects contained in competency standards and basic competencies. Meanwhile, the criteria for presenting teaching materials include the inclusion of learning objectives, the stages of learning (sequencing of teaching materials), attracting the interest and attention of students, involving the activeness of students, the relationship between teaching materials, questions, and norms for presenting teaching materials. With regard to the selection and presentation of teaching materials for Indonesian Language and Literature subjects, apart from the need to consider the criteria above, other criteria must also be considered, namely: scientific criteria for Indonesian language and literature, criteria for education and teacher training, and criteria for readability of teaching materials.
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Troussas, Christos, Akrivi Krouska, Cleo Sgouropoulou, and Ioannis Voyiatzis. "Ensemble Learning Using Fuzzy Weights to Improve Learning Style Identification for Adapted Instructional Routines." Entropy 22, no. 7 (2020): 735. http://dx.doi.org/10.3390/e22070735.
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Mobile personalized learning can be achieved by the identification of students’ learning styles; however, this happens with the completion of large questionnaires. This task has been reported as tedious and time-consuming, causing random selection of the questionnaires’ choices, and thus, erroneous adaptation to students’ needs, endangering knowledge acquisition. Moreover, mobile environments render the selection of questionnaires’ choices impractical due to confined mobile user interfaces. In view of the above, this paper presents Learnglish, a fully developed mobile language learning system incorporating automatic identification of students’ learning styles according to the Felder-Silverman model (FSLSM) using ensemble classification. In particular, three classifiers, namely SVM, NB and KNN, are combined based on the majority voting rule. The major innovation of this task, apart from the ensemble classification and the mobile learning environment, is that Learnglish takes as input a minimum number of personal (i.e., age and gender) and cognitive characteristics (i.e., prior academic performance categorized using fuzzy weights), and solely four questions pertaining to the FSLSM dimensions, to identify the learning style. Furthermore, Learnglish incorporates adapted instructional routines to create an individualized learning environment based on students’ learning preferences as determined by their style. Learnglish was fully evaluated with very encouraging results.
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Wood-Borque, Paula. "Compiling a Corpus of Audiovisual Materials for EFL Learning: Selection, Analysis, and Exploitation." Profile: Issues in Teachers' Professional Development 24, no. 1 (2022): 125–41. http://dx.doi.org/10.15446/profile.v24n1.91448.
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Films and series are usually consumed in leisure moments, but they can be included in the English as a foreign language classroom as they offer real-life language in context, which can help develop learners’ communicative competence. This paper examines how audiovisual materials can promote English acquisition in secondary education and proposes a corpus of films and series for this purpose. Two surveys will be presented, one for compiling fragments, and the other regarding students’ viewing habits. The fragment selection process will be explained, and some illustrations of the fragments’ exploitation will be described. This medium’s language learning benefits will be discussed, and it will be argued that using this corpus can have a positive influence on students’ communicative competence development.