Learning Awareness Research Articles

Improving the Ilocano Phonological Awareness of Kindergarten Learners Using Indigenized Reading Materials

The study aims to improve the Ilocano phonological awareness of kindergarten learners in Sto. Rosario Elementary School, Sigay, Ilocos Sur, using indigenized reading materials. The result shows a significant positive impact on learners' skills in Ilocano phonological awareness, as demonstrated by the scores from the post-test. A paired samples t-test confirmed that the difference between pre-test and post-test means was statistically significant, demonstrating the effectiveness of the intervention. The increase in the mean posttest score further supports that learners have improved significantly in all factors of phonological awareness. These outcomes explain why indigenized reading material and environmental print are incorporated into early childhood education. The materials provided a culturally familiar context that added meaning to what had been learned and further directed learners' attention toward phonemic patterns through visual word forms.

The Influence of First Language Interference on ESL Writing Skills

First language (L1) interference plays a critical role in shaping the writing skills of English as a Second Language (ESL) learners. This article explores the influence of L1 interference on grammar, vocabulary, and discourse structure, highlighting how negative transfer from learners’ native languages affects their writing in English. By analyzing case studies of Arabic- and Chinese-speaking ESL learners, the article demonstrates common errors stemming from L1 interference and provides practical strategies for addressing these challenges in the classroom. The importance of raising learner awareness, employing targeted instructional techniques, and offering consistent practice with authentic English writing is emphasized as key to minimizing L1 interference and improving ESL writing proficiency.

EFL Learners’ Use of Metacognitive Writing Strategies in Türkiye: A Descriptive Study

With a great emphasis on 21st century skills in education, the association between aspects involved in metacognitive awareness and second language learning and teaching has gained importance. To this end, strategy use, also part of metacognitive awareness and commonly associated with high level of language proficiency, has been an interest in second language learning research due to multi-faceted nature of learning a language and improving skills. One of those skills requiring use of cognitive skills and awareness is writing. Thus, this paper presents a mixed-methods study the aim of which is to examine Turkish English as a foreign language learners’ metacognitive writing strategy use in terms of its sub-dimensions. In line with explanatory sequential mixed-methods design, the quantitative data collected from 110 English as a foreign language learners with the upper-intermediate level of proficiency in a Turkish context were supported by the qualitative data collected through semi-structured interviews. The findings indicated that the level of these learners’ metacognitive awareness about writing strategy use was high but differed with respect to sub-categories of metacognitive awareness. Based on the findings, the paper suggests several educational implications to promote metacognitive awareness of language learners.

Request Strategies of EFL University Learners at Jambi University

Making appropriate requests is a crucial aspect of pragmatic competence in language learning. This research aimed to investigate common request strategies used by EFL University Learners at Jambi University when making requests at the ages of 19, 20, and 21. This research design was an intrinsic case study to gain an in-depth knowledge of the phenomenon within its specific context. Data were collected through a written discourse completion test (DCT) from six participants, two from each age group. They were analyzed using discourse analysis, specifically focusing on the request strategies proposed by Blum-Kulka and Olshtain (1984), Blum-Kulka (1987), and Trosborg (1995). The findings reveal that most participants employed conventionally indirect (hearer-based) strategies in the form of ability, willingness, and permission (25 times, 83.3% frequency of semantic formulas) and conventionally indirect request (speaker-based) strategies in the form of desires/needs (3 times, 10% frequency of semantic formulas), followed by direct request strategies in the form of performatives (2 times, 6.6% frequency of semantic formulas). The research concluded that conventionally indirect request strategies (hearer-based) in the form of ability, willingness, and permission are mostly used in making requests among the studied age groups. It also found that age influenced how social power as a social variable maintained smooth social interactions in making requests. Those different age groups exhibited diversities in the use of directness level in making requests based on the age gap between the speaker and the hearer. Additionally, the research indicates how the focus shifts to the hearer's wants as the speaker casts requests in various direct forms. This suggests that people tend to make requests subtly, especially within academic settings. These findings have important implications for language teaching and pragmatics instruction, potentially influencing approaches to improving learner awareness of appropriate request strategies in academic and social contexts.

PEMEROLEHAN BAHASA INDONESIA PADA SANTRI ASAL JERMAN DI SMP THURSINA IIBS MALANG

Language learning is based on the belief that a second language can only be acquired through a deliberate and conscious learning process. The development of second language acquisition is not only from local languages to Indonesian or Indonesian to English or vice versa. Foreigners who learn Indonesian are usually called (BIPA) Indonesian for Foreign Speakers. This research study is to describe the process of acquiring Indonesian as the second language of German students at Thursina IIBS Malang Junior High School. This research uses descriptive qualitative research which will describe in detail about the process of Indonesian language acquisition of German students at Thursina IIBS Junior High School in Malang. Where the source of data used is the German students themselves. The data collection procedure is taken by listening and interviewing the research subject. As a result, the Indonesian language acquisition of German students has been learnt before going to Indonesia. Upon arrival in Indonesia, German students acquire Indonesian from (a) the environment of the Thursina IIBS Malang boarding school and (b) from the BIPA subject class. Meanwhile, the ability to write free essays using Indonesian is still not fully perfect, because the influence of the Indonesian language received when outside the classroom is greater than when in the classroom.

Are lessons being learnt from the replication crisis or will the revolution devour its children? Open Q science from the editor's perspective

Abstract The scientific production system is crucial in how global challenges are addressed. However, scholars have recently begun to voice concerns about structural inefficiencies within the system, as highlighted, for example, by the replication crisis, the p-value debate and various forms of publication bias. Most suggested remedies tend to address only partial aspects of the system's inefficiencies, but there is currently no unifying agenda in favour of an overall transformation of the system. Based on a critical review of the current scientific system and an exploratory pilot study about the state of student training, we argue that a unifying agenda is urgently needed, particularly given the emergence of artificial intelligence (AI) as a tool in scientific writing and the research discovery process. Without appropriate responses from academia, this trend may even compound current issues around credibility due to limited replicability and ritual-based statistical practice while amplifying all forms of existing biases. Naïve openness in the science system alone is unlikely to lead to major improvements. We contribute to the debate and call for a system reform by identifying key elements in the definition of transformation pathways towards open, democratic and conscious learning, teaching, reviewing and publishing supported by openly maintained AI tools. Roles and incentives within the review process will have to adapt and be strengthened in relation to those that apply to authors. Scientists will have to write less, learn differently and review more in the future, but need to be trained better in and for AI even today.

마이크로디그리에 대한 학습자 수요 분석

Although the introduction of modular curriculum is being discussed rapidly in university education, there is a lack of in-depth discussion on the awareness and demands of Microdegrees by learners.In this study, we attempted to provide implications for Microdegree curriculum design through a survey of college students' perceptions of Microdegrees. A survey was conducted separately between non-engineering and engineering majors on topics such as awareness of Microdegrees and willingness to participate in Microdegrees by type, and the results were analyzed. As a result of the analysis, many students responded that they did not know much about Microdegrees,while many students responded that Microdegree werea necessary system. Compared to non-engineering students (M=3.92), engineering students (M=4.11) thought it was an opportunity to improve their capabilities in their area of interest, and they also thought it would be helpful in career development. In a survey on the intention to participate in Microdegrees by type, the intention for ‘Company-linked Microdegree’ was the highest, regardless of whether it was a non-engineering or engineering field. This suggests that it is important for universities to discover Microdegrees that can demonstrate practical capabilities through close industry-academic linkages. In order for Microdegrees, which are limited to 12 credits, to be operated effectively and attractively, classesneed to be carefully designed. Microdegreesshould be operated as an effective curriculum for university education, reflecting learner awareness and some concerns about Microdegrees.

Importance of Environmental Education in the Context of Natural Sustainability

Anthropogenic activities are causing degradation in the environment at an alarming pace, which in turn causes a host of environmental challenges including acid rain, rising sea levels, incorrect monsoons, and global warming. There are many great things about science and technology, but we are paying an extremely high "price" for them. Industrialization alone is not enough to sustain economic growth. Scientific knowledge and technological advancement can only play a supporting role in the movement toward a more sustainable global environment; they cannot provide the solution on their own. Therefore, individuals need to be empowered with vital information and education if we are to attain an acceptable degree of global environmental sustainability. It is feasible to bring about tremendous changes in the public's thinking via educational institutions since they are the locations where society is most closely encountered. Encouraging learner awareness of ambient conditions in their area and their active engagement in fixing local issues makes environmental education a useful preventative measure to save youngsters living in polluted regions. The impact of environmental education on environmental sustainability is the focus of this study. The literature provides essential understanding into the ways in which Environmental Education (EE) might encourage pro-environmental behaviour via studies that concentrate on the link between various experiences and learning outcomes. In accordance with the importance of environmental education for sustainable development, this research aims to conduct a survey on the effectiveness of an intervention called EESD (Environmental Education Suitability Development) in improving students' environmental knowledge.

Demystifying the cultural representations in international high school English textbooks: a social-semiotic approach and teachers’ views

ABSTRACT Albeit cultural content in English textbooks have been much reported, little empirical evidence addresses global or international-distributed English textbooks. To fill this void, the present qualitative content analysis study aims to explore the representation of cultural content in international English textbooks used for Indonesian senior high school students. For another contribution, we also attempt to gain English teachers’ perceptions of cultural content in the textbooks examined through written interviews. Grounded in a social semiotic approach, the findings showcased that the textbooks’ content represents inner-circle countries in the aspect of perspectives, products, persons, and practices. Further, the imbalance in the cultural representation of the outer circle and expanding circle countries indicated that the authors do not sufficiently increase the global cultural awareness of English language learners because other cultural perspectives on varieties of English are not included. The interviews analysis revealed that the cultural contents were short and required improvement.

Analysis of English Undergraduate Curriculum Through the Lens of Sustainable Development Goals

English language has been recognized as the lingua-frank and had wider scope throughout the globe. Degrees with specialization in English have higher scope in the job market and bureaucracy as well. Sustainable development Goals (SDGs) are the most important concepts for sustainable development that must be considered in our curriculum to increase awareness among learners to promote sustainability. This study is vital because of it investigates potential contributions of undergraduate English courses to sustainable development. In order to improve the world the sustainable development goals (SDGs) aim to solve problems with justice, quality education, gender equality and climate change. Through this lens of analysis, the study aims to demonstrate how the literature, critical thinking and language skills taught in courses can raise students’ awareness of global issues, promote conservative behavior, and motivate them to make a constructive contribution to society. The scope of the study is that it is novel in nature and focuses the curriculum development. It helps to create a strong and stable society. The study used qualitative approach and collects the data from the content of English curriculum courses that based on content related to SDGs concept to increase awareness in learners to promote sustainability. The study aims to analyze the content related to the Sustainable Development Goals SDGs concept to increase awareness in learners to promote sustainable development in the current curriculum of the English in undergraduate Program in universities at Karachi Sindh Pakistan. The total 8 courses of the English curriculum are the sample of this research, and the themes are generated from this content that related to the SDGs concept such as environmental aspects, human rights and dignity, global issues and citizenship and education and empowerment. The findings indicates that the English curriculum courses at undergraduate level includes content and has a course related to the concept of SDGs that increases awareness in students about sustainable development.

ChatGPT in English Language Learning: Exploring Perceptions and Promoting Autonomy in a University EFL Context

Building on previous research, this qualitative exploratory study investigates the impact of ChatGPT on English language classes among Korean university students. The researcher uses pre- and post-training surveys, in-class observations, and interviews to explore 120 students’ perceptions of their experiences over a 15-week semester. Results indicate largely positive attitudes, with students expressing optimism about ChatGPT's potential to enhance language skills. Classroom engagement was high, fostering collaboration and active participation. Posttraining interviews revealed improved confidence, collaborative learning experiences, and a shift toward metacognitive awareness in learners and autonomous learning. Some technical and language challenges surfaced, as well as skepticism from a small number of learners. Longterm post-training surveys highlight sustained engagement and real-world applications. The findings provide insights for educators and policymakers considering the integration of AI tools in language education, emphasizing the importance of ongoing support and flexibility in implementation strategies.

ENIGMA: A Web Application for Running Online Artificial Grammar Learning Experiments.

Artificial grammar learning (AGL) is an experimental paradigm frequently adopted to investigate the unconscious and conscious learning and application of linguistic knowledge. This paper will introduce ENIGMA ( https://enigma-lang.org ) as a free, flexible, and lightweight Web-based tool for running online AGL experiments. The application is optimized for desktop and mobile devices with a user-friendly interface, which can present visual and aural stimuli and elicit judgment responses with RT measures. Without limits in time and space, ENIGMA could help collect more data from participants with diverse personal and language backgrounds and variable cognitive skills. Such data are essential to explain complex factors influencing learners' performance in AGL experiments and answer various research questions regarding L1/L2 acquisition. The introduction of the core features in ENIGMA is followed by an example study that partially replicated Chen (Lang Acquis 27(3):331-361, 2020) to illustrate possible experimental designs and examine the quality of the collected data.

Developing Classroom Community Agreements to Cultivate a Critically Compassionate Learning Community

A classroom community agreements activity is described to cultivate a critically compassionate learning community. Reflections on co-developing and implementing these agreements in collaboration with college students are described. By facilitating opportunities for critically reflexive dialogues with students, a set of agreements are developed and incorporated into the learning environment. Thus, the agreements can help inform values and practices for critical consciousness learning among students, and can help educators engage inclusive teaching practices. When developed with students, these agreements can support the diverse, equitable, and humanizing learning spaces that are necessary to support student academic thriving.

Investigating the Impact of Explicit and Implicit Instruction on Pragmatic Awareness and Production in Non-Native Learners: A Quasi-Experimental Research

Investigating the Impact of Explicit and Implicit Instruction on Pragmatic Awareness and Production in Non-Native Learners: A Quasi-Experimental Research

ENVIRONMENTAL EDUCATION IN ACADEMIA: BANGLADESH PERSPECTIVE

Due to the ever rising environmental disasters, environmental education has emerged as one of the most talked about issues in academia – all around the world today. To tackle this overwhelming crisis, there is an imminent need for environmental awareness at the mass level – which, of course, can only be provided through environmental education. As Bangladesh is one the most vulnerable countries in terms of environmental disaster, and as environmental education and awareness can play significant roles in ensuring participation of mass people in safeguarding environment; the need of such environmental education here has become an absolute necessity. The aim of this paper is to investigate into the current state of environmental education in Bangladesh, particularly at the university level. In doing so, it considers the existing laws on environmental education in Bangladesh, the role and scope of the universities, and the responsibilities of the teachers in raising learner awareness in environmental issues. Finally it comes up with some recommendations in relation to imparting environmental education and raising learner awareness at the university level.

Research on the Path of Higher Vocational Talent Training in the New Era under the Background of Artificial Intelligence

With the advent of the era of artificial intelligence, it is difficult to rely on standardized education, and the development of The Times puts forward new requirements for talent training. The talents trained by higher vocational education in the new era should have the characteristics of growth mentality and high consciousness learning, human-machine symbiotic thinking and AI penetration skills, pioneering spirit and the ability to "break boundaries", the creative ability and practical wisdom, the combination of humanistic spirit and science and technology, human community thinking and cross-cultural action. Therefore, it is proposed that higher vocational education should focus on the target object of talent training in higher vocational colleges in the intelligent era, build a digital twin Sunac platform, form a new technology base, and develop new skills with the integration of industry and education certification. We are committed to cultivating the fertile soil for the growth of talents, and enabling the continuous emergence of high-quality skilled talents in the new era.

Islamic Pedagogy Resilience: Exploring Strategies for Social Character Development Beyond the Pandemic

This empirical study examines the resilience tactics utilized in Islamic pedagogy to foster the growth of social character qualities in spite of the difficulties presented by the Covid-19 epidemic. The research is centered around SMA Negeri 7 Yogyakarta and seeks to uncover the creative methods employed by Islamic Education instructors in fostering students' social traits both during and after the pandemic. The study employed qualitative research methods such as observation, interviews, and recording. The participants included school administrators, student assistants, Grade 12 Islamic Education teachers, and two students from SMA Negeri 7 Yogyakarta. This study examines the diverse approaches utilized by Islamic Education instructors, specifically in response to the pandemic's influence on students' social growth. The findings suggest that Grade 12 Islamic Education teachers overcome these problems by employing resilient tactics, including the use of role models, offering mentorship, and fostering interactive and socially conscious learning settings. The report also emphasizes the prospects and difficulties faced by educators in this endeavor, such as cultivating connections with kids from various backgrounds, inculcating ethical and moral comprehension, and actively engaging parents in the journey of character development. This research enhances the overall comprehension of Islamic pedagogy resilience and its impact on the development of social character beyond the pandemic. It highlights the crucial role educators play in molding students' characters in the changing educational environment.

COVID-19 and Higher Education: Evolving teaching and learning for sustainability - A new era or temporary response?

The COVID-19 pandemic catalysed unprecedented shifts in higher education worldwide, prompting a reevaluation of teaching and learning practices amidst the backdrop of sustainability imperatives. This editorial synthesizes diverse scholarly contributions exploring the intersectionality of COVID-19, sustainability, and higher education. Amidst ongoing global grappling for a "new normal," this special issue poses a central question: How has higher education responded to sustainability amid the pandemic? Reflecting on institutional responses, the collection illuminates both challenges and opportunities in fostering sustainable futures. Themes of technological integration, social sustainability, and policy implications emerge, underlining the need for adaptive pedagogies and community-centered approaches. As higher education navigates this transformative era, the editorial calls for sustained innovation and a commitment to nurturing resilient, inclusive, and environmentally conscious learning environments.

Conscious Learning without Post-Selection Misconduct

The most fundamental oversight in Artificial Intelligence (AI) is probably the avoidance of conscious learning. The most widespread misconduct in AI seems to be Post-Selection. Avoiding conscious learning, we program humanoid robots that do not have the intent to learn new skills, such as standing up, walking, jumping, speaking, and thinking. Because programmed-in skills are all brittle, we must imitate natural intelligence, from insects to humans, that all learn from consciousness. Worldwide AI researchers and the public have been misled by media hypes about false AI performances, from Deep Learning to ChatGPT, rooted in Post-Selection. However, the Post-Selection protocol behind such hypes is fatally flawed by alleged misconduct — Misconduct 1, Cheating in the absence of a test; Misconduct 2, hiding bad-looking data. In other words, the reported errors are only data-fitting errors, instead of testing errors. This paper discusses how Conscious Learning is enabled by Developmental Network 3 (DN-3) to learn from its own intents without Post-Selection misconduct. Among many new concepts presented here, this paper establishes a new theorem that the expected error of the luckiest system in a future test is the same as any other less lucky system, namely, average. In contrast, DN-3 develops a sole network that is optimal in the sense of maximum likelihood (ML), better than the luckiest system on a validation set. The ML optimality transfers the performance on a validation set in the prior lifetime to a test set in the future lifetime. Many other AI techniques, e.g., symbolic, connectionist, and evolutional, also use Post-Selection which lacks such a transfer.

What Should Go With This Word Here: Connecting Lexical Collocations and Rhetorical Moves in Narrative Stories

Abstract An emerging body of corpus-based genre analysis studies has examined the connection between different types of formulaic language and rhetorical moves in various genres of academic writing. The current study extends this body of research into the understudied genre of narrative stories and the understudied phraseological unit of lexical collocations. Specifically, we compiled a corpus of narrative stories written by expert writers, extracted a list of frequent collocations from the corpus, developed a rhetorical move framework for narrative stories, examined the distribution of rhetorical stages and moves in the corpus, and explored the connection between collocations and rhetorical moves in the corpus. The findings of our research culminated in an online interface for searching the corpus for collocations and exploring their use in sentences realizing different rhetorical stages and moves in context. We discuss the potential pedagogical value of our findings and the resulting online interface for promoting learner awareness of the connection between linguistic features and rhetorical functions in narrative stories in genre-based pedagogy.